Presentation on theme: "Competency-Based Performance Management"— Presentation transcript:
1 Competency-Based Performance Management 2014 Supervisor/Manager Training Sessions - WebEx
2 AgendaIntro and ice breaker activity Competency overview Core competencies overview and activities Performance management overview and activities Core skills overview and activities Performance review process and activities Wrap up
3 Ice BreakerWhat’s one characteristic of the best manager or leader you have worked with?OPTIONS – depending on group size**Ask them to find the chat box**They can speak or type their answer in the chat box – even one wordYou can call on some or all (for small groups) to say a little more about what that looked like in terms of behaviours, in practice
5 What are competencies? Competencies are… A characteristic which enables people to deliver superior performance in a given job, role, or situationA description of the patterns of behaviours that are required for successA tool to help individuals and the organization focus on the characteristics that enable people to consistently achieve high standards of performance
6 Competencies look at the behaviours used to attain results and offer a systematic way to examine these behaviours
7 Types of competenciesThe GNWT Competency Model consists of 6 competencies that have been organized into 2 clusters:Leadership ExcellenceAuthentic LeadershipSystems ThinkingEngaging OthersManagement ExcellenceAction ManagementPeople ManagementSustainable Management
8 Sustainable Management GNWT Competency ModelManagement ExcellenceLeadership ExcellenceCreating an Engaging and Productive Work EnvironmentDeveloping OthersPlanning for Future Workforce NeedsIntegrated and Inter-relatedStrategicMultiple PerspectivesIntegrityAccountabilityInterpersonal SensitivityFocus on ResultsCustomer ServiceChange ManagementBuilding RelationshipsBringing People TogetherCollaborating and FacilitatingFiscal ResponsibilityEnvironmental SustainabilityPlanning for the FutureGNWTMission&VisionSystems ThinkingAuthentic LeadershipPeople ManagementAction ManagementSustainable ManagementEngaging Others
9 Understanding and rating competencies DHRUnderstanding and rating competenciesEach competency has 6 components:TitleOverall name given to the competencyDefinitionExplains what the competency means and indicates the types of behaviours that will be described in the scaleWhyDescription of how and why a competency is importantBehavioural scaleDescribes how this competency is demonstratedTarget levelRepresents the behaviour that is characteristic of success in each type of roleTarget Level ShadingThe shading indicates the target level behaviours for all employees. Behaviours shaded in grey apply to all employees. Behaviours that are not shaded apply to Supervisors, Managers, Directors, Regional Superintendents and equivalents, ADMs and equivalents, and Deputy Heads.DHR
10 Understanding and rating competencies Behavioural scales:Define what the competency is all aboutAscending scale of various levels of performanceEach level is noticeably different from the one beforeLevels are cumulativeEach level requires higher levels of performance, greater impact or time horizonResearched to show link to superior performance
11 Understanding and rating competencies Target levels:Level that defines excellence in the job, reflecting behaviours to meet current and future requirementsNot a minimum or a wish list
14 How many competencies does the GNWT model have? What are they?
15 Authentic Leadership“Acting with integrity and treating everyone with respect regardless of which group they represent”Takes responsibility for own behaviourContributes to a positive work environmentCreates a positive team environmentBuilds effective and productive teamsPromotes a positive and productive environment within departmentBuilds a positive and productive workplace environment across GNWTWhy is this important?
16 Drives personal and interpersonal conduct Is:About how you conduct yourself, interact with others, and lead a teamListening to all perspectivesCelebrating achievementsBeing honestWillfully taking responsibility for correcting errors or mishapsSpeaking up to support GNWT values within work activitiesInspiring others with a visionIs not:Only for formal supervisors, managers, and senior managersSpeaking disrespectfully to or about others, even if those feelings and thoughts are genuinely feltBeing motivated by a personal agenda rather than GNWT goalsCommunicating the result of a decision without an explanationPolicing other people’s behaviourBelittling group/team members
17 Systems Thinking“Ability to assess options and implications in new ways in order to identify solutions and appreciating how short-term outcomes are driven by long-term strategy”Links operational activities to larger goalsSees patterns when problem solving and decision makingAnalyzes potential solutions using diverse informationApplies a long-term and broad perspectiveIncorporates trends and inter-connectionsUnderstands impacts on vision and connectionsWhy is this important?
18 Drives thinking about problems and strategies Is:Thinking broadly about connections/ relationships, and looking beyond the immediate borders of a problemUnderstanding links between own work, work of others, and goals of the departmentBreaking problems down into small chunks and looking for patternsConsidering multiple perspectives and impacts in either problem solving or building strategyLooking to recent trends, new technology or different fields for long-term solutionsIs not:Thinking about computer systems or other systems in placeApproaching problems sequentiallyImplementing a solution without considering impact outside own areaFailing to look at the big picturePlanning for the future by looking at past or out-of-date trendsBuilding strategy by applying a local and short-term perspective
19 Engaging Others“Proactively building networks, connecting with others, and understanding and building relationships in order to achieve goals and priorities”Builds rapportConnects with othersMakes key contacts and shares informationDevelops effective relationshipsMaintains and uses a wide circle of contactsBuilds networks and partnershipsWhy is this important?
20 Drives how we go about working at GNWT Is:About working collaboratively and building relationships with others beyond own teamTaking time to get to know colleagues and building rapport by remembering things about themBuilding relationships that can help achieve personal/team goalsCollaborating with other groups/departments to achieve common goalsEngaging the participation of other relevant groups and bringing them into the conversationIs not:About only working and developing relationships within own small teamAbout how you engage others to perform or motivate own teamWorking in silosPlaying office politics about who you work with or don’t work withWithholding information that is relevant for other groups, departments, or stakeholders
21 Action Management“Knowing which initiatives and results are important, and working with current resources to achieve results that are aligned with the goals of the organization”Gets the work done and accepts changeMonitors work towards goals and prepares for changeImproves performance and adapts readilySets challenging objectives and helps others adaptImproves performance more broadly and gains commitment for changeLong-term view to goals and implements changeWhy is this important?
22 Drives results directly Is:About getting work done, and done well within existing conditionsTaking the reigns of responsibility for completing own workMaking good and appropriate decisions confidentlyLooking for the right opportunities and being proactiveFinding ways to improve own performance or service deliveryAdapting to changes in environmentIs not:Only about getting to the finish lineAssuming someone else will clean up or revise your work for youDelaying a decision out of fear of making a mistakeWaiting to be told what to doSetting impressive and challenging goals that overwhelmForcing others to change without listening to concerns
23 People Management“Creating the conditions and environment that allow people to work collaboratively and productively to achieve results”Manages self and works well with othersActs as a key team player and supports learning in othersImproves self and gives direction to othersStays current and gives constructive feedbackMotivates the team and acts as a coach/mentorPlans for future human resource needs and learningWhy is this important?
24 Creating the conditions that drive desired performance Is:About being a good team playerAbout how you manage and develop both yourself and your teamStaying in control of own emotions when frustratedEmpowering the group/team to perform better through support, guidance and developmentMotivating the teamAligning the right people with the right projectsIs not:Only for formal supervisors, managers, and senior managersTelling your colleagues what to doProviding critical or judgmental or infrequent feedbackTaking a course but not applying new knowledgeAsking for feedback and responding with “but...”Putting a team together based on friendships
25 Sustainable Management “Delivering results by maximizing organizational effectiveness and sustainability of our human, financial, and environmental resources”Uses resources responsiblyIdentifies and advocates for resource effectivenessMakes links between sustainability and success of GNWTImproves sustainability practicesDevelops, implements, and monitors systemsPlans for the future sustainability of the GNWTWhy is this important?
26 Drives effectiveness and sustainability of resources Is:About planning for and using resources responsibly (e.g., time, people, office supplies, equipment, financial, natural)Adopting a cost, value and risk-conscious attitudeTracking and monitoring accountability systemsEnsuring long term availability of services for NorthernersPlanning for the future – making sure that resources will be there when neededIs not:Only about recycling, water, or land use planningSpending freely just because there is room in the budgetHaving no knowledge of what resources are being used and howHolding onto resources when there is a strong business case for allocating them elsewhereFailing to consider the long-term impact of social responsibility factors
27 Supporting tools Full Dictionary – Competency Model Competency Development Resource Guide (CDRG)Competency Self-Assessment
28 DHRExerciseStep #1Think about an example at work where you have demonstrated one of the six competenciesStep #2Tell us which competency (type into the chat box)Step #3We will discuss some examplesFor step 2 – they can type into the chat boxThen for step 3 call on a few people –Ask them to explain their exampleAsk “for extra points” – looking at the behaviours in your copy of the competency model, what level do you think that represents?How did this behaviour contribute to you being more productive or effective in your role?DHR
30 What is performance management? Core business processAlign individual objectives and performance with strategyPowerful tool for development, reward, engagementIncludes not just the performance review (our focus today) but the whole cycle of setting objectives, establishing standards (values, competencies), providing regular feedback, measuring results, conducting reviews….
31 Goals at GNWTRetain and grow people through feedback, recognition, developmentEncourage individual goal-setting and achievement, aligned with organizational and departmental goalsPromote accountability for results and developmentReinforce the GNWT CompetenciesProvide an on-going repository of job and performance information (using ePerformance)Help determine individual and organizational training and development needs and ensure that investments are well madeProvide insights into the workforce in support of other talent management workProvide insight into how well an individual’s capabilities align with their current role or a future rolePromote a culture of on-going feedback, recognition and communicationIdentify high-performance and high-potential employees for growth
32 What’s coming in the future? What is changing?What’s changing in 2014?Review process is being introduced to managers and supervisors (2nd year for senior managers)Competency model extended to all levelsMeasuring “what” (results against objectives) and “how” (competencies)Implementing ePerformance as of April 1What’s not changing in 2014?Overall timing for performance reviewsReviews below supervisory roles (reviews for individual contributors)Existence of a relationship between performance and merit payWhat’s coming in the future?Tracking of feedback through year and annual review in ePerformanceCascade into organizationPotential linkages to other aspects of HR
33 Clarity: Use of word “supervisor” The competency-based performance management process has been extended to all those in supervisory roles in 2014SupervisorsManagersSenior ManagersWe use the term supervisor in the forms and guidance documentation generically to refer to an employee’s immediate supervisor or manager
34 ContributorsThe annual review will be a single-rater review. An employee’s immediate supervisor will determine ratings and provide comments.The employee will also complete a self-review, which will go on record and support the performance conversation. This is an essential component – the employee’s input is vital.The immediate supervisor will be responsible for ensuring that the review contains a complete and well-rounded view of performance. Where the supervisor needs another perspective, they may request third-party feedback.The next line of management will also sign-off on the review once complete.In ePerformance, a 4th level of approval provided by Deputy Ministers (or equivalent) will be in place
35 Contributor roles Role Responsibilities Employee Submit a complete and representative self-review, on timeListen to feedback, actively participate, act on plansImmediate SupervisorEnsure the overall review is fair, balanced, constructive, complete and accurateConduct an effective performance meeting with the employeeEnsure review, planning, etc. happen on-timeNext Line of ManagementCoach and hold accountableLook at group-wide development and calibrationDeputy MinisterFinal level of approval in ePerformance3rd PartyProvide constructive feedback to assist in the development of others
36 Which statement is false? The supervisor is the primary person accountable for making sure the review is complete and constructiveThe employee provides ratings and comments on his/her own performance in the self-reviewBoth the employee and supervisor should be prepared to give and receive constructive feedback in the review meetingAnother pop quizThe answer is (b) – the employee is not rating, only providing comments
37 Annual cycle “Performance period” is April 1 to March 31 Review meetings to be conducted by May 30Final forms submitted, and performance/ learning plans in ePerformance , by June 30April to June: Year-End Review, Performance Planning and Development Planning2014 Year-End Review should be completed using forms2015 Performance Planning and Development Planning should be completed in ePerformanceSeptember to November: Mid-Year Check-In ReminderCan happen at any timeNot “formal”, but recommendedOpportunity for employees and supervisors to examine progress against objectives, update objectives if required, and check in on development and learning plansYear-round: Ongoing coaching and development, recording in ePerformance
38 Annual cycle Review Component Timing Forms ePerf 2014 Year-End Performance Review (Sections I, II, III, VI)April - JunePerformance PeriodApril 1 – March 31Review MeetingsBy May 30Submitted byBy June 302014 Year-End Performance Review (Section IV and V – planning for 2015)April – JuneMid Year Check-in (recommended)Opportunity to examine progress against objectives, update objectives if required, and check-in on development and learning plansAnytime (reminder Sept – Nov)Ongoing Coaching and DevelopmentYear-round
40 Think of…A time you had a valuable performance review meeting with a supervisor – what did that supervisor say or do?If the group is progressing well – can invite discussion – or can have them type key words into chat
41 Constructive feedback? What is…..Constructive feedback?
42 DHRExercise“You get irritated with Bob so quickly. You need to be more patient”“Well done!”“You never listen to me”“You handle difficult situations well”Can call on people by name to critique each of these – what’s not effective about it?(Or can read it out and ask people to type criticisms into chat)DHR
43 Constructive feedback Constructive feedback is:UsefulMeaningfulImpactfulEasy to understand
44 Communicating feedback Give:ConstructiveBased on observed behaviourObjectiveSpecificShort and conciseOn the issue, not the personTimelyReceive:ListenAsk questions for clarificationDon’t get defensiveDon’t argueReflectTake suggestions to heartHandle feedback with care
45 Principles of constructive feedback For feedback to be constructive…The individual should understand itChoose specific examplesEmphasize observed behaviourDefine ground rules in advanceThe individual should be able to accept itThe individual should be able to do something with itKnow what the key messages areFocusing on the changeableSuggest solutions
46 Partner exercise Step #1 Think of recent feedback you wanted to give but were not sure how to go about doingStep #2Write your feedback in a way that is consistent with the constructive feedback techniques discussed in the previous slidesStep #3In pairs, share and discuss the constructive feedback you have written
48 What are SMART goals? S = Specific Single result that is precise and observableM = MeasurableDo we have the means to know when it has been achieved?A = AchievableRealistic and attainable; appropriate level of challengeR = RelevantDirectly related to responsibilities within the employee’s controlT = Time-BasedIs the timeline for achieving it specified?
49 Why SMART goals? Purpose of SMART goals are… ….as well as… To avoid confusionTo avoid misdirected effortTo have confidence that we are doing a good jobTo feel secure in our relationship with our supervisorTo be accountable….as well as…To provide enough detail so that there is no indecision as to what exactly you should be doing when the time comes to do it
50 SMART Goals (a) (b) (c) Specific Measurable Meaningful Achievable RelevantRigourousTopicalTime-BasedAnother pop quizWhich combo is correct? (answer is (b))
51 Examples SMART Not SMART Finish the XXXXX project and submit the report to my manager by November 15Complete two of the courses for my XXXXX certificate, with a grade of at least 70%, by May 1Reduce response times for XXXXX by XX% by the end of the yearNegotiate with XXXXX to get our prices reduced by at least XX% by June 1Not SMARTComplete and submit XXXXX projectLearn more about XXXXXImprove response time for XXXXXReduce vendor expenses
52 Critique My GoalSMART GOALSSSpecificSingle result that is precise and observableMMeasurableDo we have the means know when it has been achieved?AAchievableRealistic and attainable; appropriate level of challengeRRelevantDirectly related to responsibilities within the employee’s controlTTime-BasedIs the timeline for achieving it specified?Can discuss or have them enter into chat whether each letter is covered… e.g. type in any of the letters where you think this goal may not be SMARTSpecific: yesMeasurable: difficultAchievable: should be…. But challenging!Relevant: not completely in presenters controlTimebased: yes“By the end of this Webinar, 100% of the group will still be paying attention.”
53 What characteristics make up a positive performance conversation?
54 Planning performance conversations Environment:Find a space that is comfortable and neutral to all partiesEnsure the space is quiet and there are no distractionsProcess:Begin the conversation with an example of positive performanceProvide a balance of constructive and positive feedback
55 Planning performance conversations, cont’d Frequency:Providing feedback often promotes alignment in the assessment of performance between the supervisor and employeePromotes familiarity and comfort with the processTiming:Schedule the meeting in advanceChoose a time that works for both partiesEnsure all parties are emotionally ready
56 Difficult conversations Act calm:Ensure your demeanor is calm; if you are feeling frustrated, find a safe way to ‘vent’ like writing it down before the meeting so this has been clearedKeep it brief:Try to keep your part brief and concise, and get to the point quickly; the earlier and more the employee talks, the less defensive they will be and the more insight you will get into the root of the problemEstablish a dialogue:Try not to follow a prescribed set of questions; build on the responses you are getting. The point is to lead the employee to examine their own behaviourHave an action plan:End the meeting with a solid action plan that all parties agree to and are committed to actively participate in
59 Performance Review format For each competency:We have descriptions of behaviours at different levelsWe have identified which level is the target for each roleThe employee provides comments, with examples, on the behaviours they demonstrateThe supervisor provides comments with examples, and also rates the level demonstrated by the employeeResults against objectivesCompetenciesPerformance summaryObjectives for next yearIndividual learning planSignatures
60 Process overviewEmployee completes green items – to supervisor 2 weeks before meetingSupervisor adds in blue items (without editing green)If additional input is needed – send Third Party Input Form 2-3 weeks aheadTake into account employee’s self-review, any third party input, job description, objectives, feedback over the course of the yearHelpful to access previous reviews and CBPR reference documentsEmployee and supervisor meet to discuss the reviewEmployee and supervisor edit and complete the formForm signed by employee and supervisor, then by next line of managementFourth and final level of approval by Deputy Minister in ePerformance in 2015Form submitted in hard copy (for signatures) and (for future integration into ePerformance)ePerformance ready April 1, 2014 for future performance and development planning as well as record keeping, and April 1, 2015 for formal appraisalReviews must be completed and submitted before the deadline
61 Key reminders Consider performance over the entire year. ePerformance provides supervisors the capability to input notes throughout the year.If required, use the Third Party Input Form to obtain a more well-rounded perspective on performance.Remember to use constructive feedback techniques.Ensure that you are recognizing strengths and achievements, and not just documenting opportunities for improvement.
62 ResourcesFor assistance with the form, guidance on wording, coaching, or advice on challenging issues, contact your HR RepresentativeIf you and the employee cannot resolve a difference in perspective, consult your own supervisor.Resources such as training materials and job aids are also available on the HR website.GreenThe employee completes these itemsBlueThe supervisor completes these itemsWhitePlanning sections (IV and V) are completed together (and submitted in ePerformance this year), although the employee and supervisor may add ideas/notes to ePerformance throughout the process
63 Section I – Results against objectives This section is all about what the employee contributed last year.Employee:Enter information for each of your objectives for the past year, including both the objective and the measures as agreed to with your supervisor. Include any updates/changes that were agreed to over the course of the year.Provide comments on the results achieved as well as any important context.Supervisor:Review the information provided by the employee.Add comments on achievement and results, context and challenges, and/or feedback for the employee.Provide a rating for achievement against each objective (substantiated by your comments).Provide an overall rating. The overall rating should be a summary, informed by your judgment of the relative importance of each objective, the results achieved, and the context; it is not necessarily an “average” of the ratings for each objective.
64 Section I – Results against objectives Ratings:Not achievedThe objective was not met; there is a meaningful gap in achievement.Partially/acceptably achievedThe objective was not fully met, but other factors/circumstances must be considered. For example:The objective was almost met; results are close to what was expected/desiredAchievement was limited by circumstances outside the employee’s control, and the employee could not have avoided or addressed these circumstancesFully achievedThe objective was metExceededThe objective was exceeded
65 ObjectivesMeasuresEmployee’s Comments on ResultsSupervisor’s Comments on ResultsRating Not achieved P/A achieved Fully achieved ExceededSupervisor’s Overall Rating
66 Section II – Competencies This section is about how the employee contributed last year and how the employee’s behaviours align with the GNWT competencies. In general:Senior Managers: Complete as part of 2014 review. Assessment to be formally combined with Results Against Objectives for Performance Summary (Section III).Supervisors/Managers: Complete as part of 2014 review. Assessment to be formally combined with Results Against Objectives for Performance Summary (Section III) ONLY after 2014 review.All other employees: To be assessed against competencies in Assessment notes after 2014 review should be recorded in ePerformance. Assessment to be formally combined with Results Against Objectives for Performance Summary (Section III) ONLY after 2015 review.Employees:Provide your comments on the behaviours you demonstrate under each competency. Provide examples where possible.Supervisors:Provide your comments on the behaviours you demonstrate under each competency. Provide examples where possible
67 Section II – Competencies Select the level of each competency demonstrated by the employee. Target levels are indicated in the table header.Within a given Level, you may indicate Low, Medium or High by selecting the appropriate rating box.For example, if the behaviours aligned in Level 2 are in evidence, and the employee is beginning to show Level 3 behaviours, you might suggest the rightmost of the three rating boxes under Level 2.Ensure that your comments cover:Examples of behaviours supporting your rating;Any measures or evidence linked to these competencies (such as the extent to which a supervisor/manager completes high quality performance reviews for staff, or effective budget/variance management);Particular strengths, specifically relating to competencies;Opportunities for improvement (phrased as constructive feedback) specifically relating to competencies; andWhether, on the whole, the employee is displaying the target level (or higher) for each competency.
70 True or FalseThe ratings for each objective should be averaged to get the final ratingSome competencies simply don’t apply for some rolesThe employee fills in their self-review first to make the supervisor’s job easierAnother pop quizFALSE -– the objectives are not averaged (like a formula) – the supervisor uses their judgement to weightFALSE – the target levels vary, but each employee should be rated on every competencyTRUE (at least partially) – Having the employee do their part first definitely helps make the load more manageable for supervisors and helps them get a more complete view of the employee’s performance – there are other reasons too – for example it reinforces that the employee shares ownership for the process and is expected to be part of a dialogue
71 Section III – Performance summary This section is intended to provide an overall summary of the employee’s performance.Employee:Provide comments on your achievements, areas for development and feedback for the organization.Supervisors:Provide your comments on achievements.Provide your overall rating for the employee, taking into consideration:What the employee contributed – (1) ResultsHow they contributed – (2) CompetenciesIn general:senior managers presentlysupervisors and managers after 2014 reviewall other employees after 2015 review
72 Employee commentsProvide answers/comments for the following questions:In summary, what are the top 3 strengths or achievements that you would like to highlight (taking into consideration Results and Competencies)?What are your top 3 areas for development or improvement?What are your short and long term career goals and plans, and how can the organization support you to achieve them?Do you have the resources (staff, materials, equipment, etc.) and support that you require to be successful?
73 Supervisor’s rating and comments We expect that most employees will match the rating/description highlighted in darker blue shadingSubstantial and immediate performance improvement is requiredImprovement or development is required for the employee to meet expectations for results and/or competencies.Performance meets expectations (for results and competencies) most or all of the time, and may sometimes exceed expectationsPerformance meets all of the expectations (for results and competencies), and regularly exceeds expectations (typically 10-15% of employees)
74 Supervisor’s rating and comments It is important to recognize the positive aspects of the employee’s performance during this processIn summary, what are the top 3 strengths or achievements you would like to highlight for this employee (taking into consideration Results and Competencies)?Strengths and achievements:
75 Exercise – Which rating? Sally has been in her role for 4 months. She has a basic understanding of area policies and practices. When handling day- to-day tasks, Sally still seeks assistance and direction from others.Substantial and immediate performance improvement is requiredImprovement or development is required for the employee to meet expectations for results and/or competencies.Performance meets expectations (for results and competencies) most or all of the time, and may sometimes exceed expectationsPerformance meets all of the expectations (for results and competencies), and regularly exceeds expectations (typically 10-15% of employees)
76 Exercise – Which rating? Tom has been in his role for 5 years. In recent months, Tom has met with his supervisor to discuss ways in which Tom can achieve results more independently and effectively. Unlike peers in the same role, his deliverables are reviewed by his supervisor before being distributed to others.Substantial and immediate performance improvement is requiredImprovement or development is required for the employee to meet expectations for results and/or competencies.Performance meets expectations (for results and competencies) most or all of the time, and may sometimes exceed expectationsPerformance meets all of the expectations (for results and competencies), and regularly exceeds expectations (typically 10-15% of employees)
77 Exercise – Which rating? Ann has been in her role for 2 years. Ann has demonstrated specialized understanding of area policies and practices. She regularly makes successful recommendations to senior management on how to improve process and policy effectiveness. Ann consistently produces high quality work with minimal oversight, takes a proactive approach to identifying and resolving potential issues, and provides informal leadership and coaching to more junior staff. She is regularly asked to participate in cross-department initiatives and projects because she will bring insight, energy and commitment.Substantial and immediate performance improvement is requiredImprovement or development is required for the employee to meet expectations for results and/or competencies.Performance meets expectations (for results and competencies) most or all of the time, and may sometimes exceed expectationsPerformance meets all of the expectations (for results and competencies), and regularly exceeds expectations (typically 10-15% of employees)
78 Section IV – Objectives for next year Identify objectives that will be undertaken in this current/coming year, along with measures, and an appropriate timeline and completion date for each objective. When describing the measures, be sure to consider how you will measure achievement for each objective at the Year End Performance Review.When identifying objectives, remember to write them as SMART goals. Objectives should be:Specific (specify a single result that is precise and observable);Measurable (written in observable terms specifying a quantifiable desired outcome where possible);Achievable (realistic and attainable, but represents an appropriate level of challenge);Relevant (directly related to the employee’s responsibilities and within his/her control);Time-based (time limited and progress towards the desired outcome can be reported).This section should be completed by the employee and supervisor together in ePerformance.
79 Section IV – Objectives template To be entered in ePerformance Optional – working version completed in formObjectivesMeasuresTimeline and Completion DateIf no new objectives are being put in place, why not?
80 Section V – Individual learning plan Identify the learning goals and associated key learning activities, appropriate timeline, and completion date. The goals you create should be SMART goals (Specific, Measurable, Achievable, Relevant, and Time-based), and remember to focus on a few areas where further development can have a more significant impact on the employee’s performance.Learning Goals: Identify the skills and competencies that will be the focus of learning for the upcoming year. When identifying a goal, think of the desired expected learning or final outcome.Type of learning goal: Identify whether a goal is Operational (Op) or Developmental (Dev) in nature.Operational goals: On-the-job training and/or classroom training that enables trainees to acquire the knowledge & skills necessary to reach the level of proficiency required to perform the full duties of a position.Developmental: Any learning activity to improve abilities, capabilities, competencies and attitudes in order to meet corporate needs.
81 Section V – Individual learning plan Key Learning Activities: Identify how the learning will take place. For example: specific developmental assignments, special projects, coaching/mentoring, acting assignments, reading, video, job shadow, classroom training, etc.Timeline and Goal Completion Date: Identify when the specific learning activities will take place and estimate a completion date for each learning goal.This section should be completed by the employee and supervisor together in ePerformance.
82 Section V – Individual learning plan Enter goalSelect typeDescribe key learning activities related to goalProvide timeline/completion dateTo be entered in ePerformance Optional – working version completed in formLearning GoalsTypeProposed Learning StrategyOpDevKey Learning ActivitiesTimeline and Goal Completion Date
83 Section VI – Signatures For Supervisor:I have discussed the contents of this Performance Plan – Year-End Performance Review with the employee in a review meeting and stand behind this review and my feedback. I will provide ongoing performance feedback to the employee and regularly review progress with the employee. I agree to and support the proposed Objectives and Learning PlanFor Employee:I acknowledge that I have received the review feedback, and that I have had the opportunity to share my perspective. I understand the Objectives and Learning Plan.Opportunity for additional comments and signature of next-line management – great opportunity to provide recognition where due.
85 Resources Step-by-step how to guide Quick reference guide Detailed Q+A Website with instructions, forms, sampleHR Representatives, Help Desk, and the Employee Development and Workforce Planning Unit
86 Support from HR Representatives Here as a resource to provide information and supportPoint of contact for questions and unique situationsCoach reviewees and their supervisorsTrack completion of reviews and learning plansEnsure reviews are included in personnel files