Leadership | Innovation | Quality Welcome! Your facilitator: Rachel OConnor 2 Your role: Speak up and contribute, keep it lively! Ask questions Advanced warning: There are pop quizzes as we go You may get called by name on for a question!
Leadership | Innovation | Quality Agenda Introduction Competencies Performance management process Core skills Performance review Wrap up 3
Leadership | Innovation | Quality Ice Breaker 4 What was the most essential managerial/interpersonal skill for the process last year? (or for performance management in general?)
Leadership | Innovation | Quality This year Both parts of the review (results against objectives and competencies) formally count for Senior Managers The new forms are mandatory At the same time, Managers/Supervisors are being introduced to the process – the new forms are suggested as a way to get them familiar now, as it will count for them next year 5
Leadership | Innovation | Quality Your essential role Coach and mentor your managers and supervisors Role model a great performance conversation for them Learn from your own review and develop yourself Champion feedback, recognition, competency development, performance conversations, and accountability 6
Leadership | Innovation | Quality Todays session Refresher on core content Discussion about critical skills and elements of the process Preparation for your role Note: If you are new to the process this year, you may wish to also view the training being provided to Managers/Supervisors in full – either in person or on-line (WebEx or recorded sessions) 7
Leadership | Innovation | Quality Refresher: The Competencies 8
Leadership | Innovation | Quality What are competencies? 9 Competencies are… a) A characteristic which enables people to deliver superior performance in a given job, role, or situation b) A description of the patterns of behaviours that are required for success c) A tool to help individuals and the organization focus on the characteristics that enable people to consistently achieve high standards of performance Competencies look at the behaviours used to attain results and offer a systematic way to examine these behaviours
Leadership | Innovation | Quality Types of competencies 10 The GNWT Competency Model consists of 6 competencies that have been organized into 2 clusters: I.Leadership Excellence 1.Authentic Leadership 2.Systems Thinking 3.Engaging Others II.Management Excellence 4.Action Management 5.People Management 6.Sustainable Management
Leadership | Innovation | Quality GNWT Competency Model 11 Creating an Engaging and Productive Work Environment Developing Others Planning for Future Workforce Needs Integrated and Inter-related Strategic Multiple Perspectives Integrity Accountability Interpersonal Sensitivity Focus on Results Customer Service Change Management Building Relationships Bringing People Together Collaborating and Facilitating Fiscal Responsibility Environmental Sustainability Planning for the Future GNWT Mission & Vision
Leadership | Innovation | Quality Behavioural scales: Define what the competency is all about Ascending scale of various levels of performance Each level is noticeably different from the one before Levels are cumulative Each level requires higher levels of performance, greater impact or time horizon Researched to show link to superior performance Understanding and rating competencies 12
Leadership | Innovation | Quality Understanding and rating competencies 1)Title Overall name given to the competency 2)Definition Explains what the competency means and indicates the types of behaviours that will be described in the scale 3)Why Description of how and why a competency is important 4)Behavioural scale Describes how this competency is demonstrated 5)Target level Represents the behaviour that is characteristic of success in each type of role 6)Target Level Shading The 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. Each competency has 6 components: 13
Leadership | Innovation | Quality Where are we strongest? The following slides (and your copy of the competency model) outline the 6 competencies – what they are and what they arent. Well review each one quickly then discuss where: you feel GNWT supervisors (all levels from supervisor up to senior manager) are generally strongest you feel that there is the most opportunity for development. Prepare to share your perspective with the full group, explaining the behaviours that you observe. 15
Leadership | Innovation | Quality Authentic Leadership 1.Takes responsibility for own behaviour 2.Contributes to a positive work environment 3.Creates a positive team environment 4.Builds effective and productive teams 5.Promotes a positive and productive environment within department 6.Builds a positive and productive workplace environment across GNWT Why is this important? Acting with integrity and treating everyone with respect regardless of which group they represent 16
Leadership | Innovation | Quality Drives personal and interpersonal conduct Is: About how you conduct yourself, interact with others, and lead a team Listening to all perspectives Celebrating achievements Being honest Willfully taking responsibility for correcting errors or mishaps Speaking up to support GNWT values within work activities Inspiring others with a vision Is not: Only for formal supervisors, managers, and senior managers Speaking disrespectfully to or about others, even if those feelings and thoughts are genuinely felt Being motivated by a personal agenda rather than GNWT goals Communicating the result of a decision without an explanation Policing other peoples behaviour Belittling group/team members 17
Leadership | Innovation | Quality Systems Thinking 1.Links operational activities to larger goals 2.Sees patterns when problem solving and decision making 3.Analyzes potential solutions using diverse information 4.Applies a long-term and broad perspective 5.Incorporates trends and inter-connections 6.Understands impacts on vision and connections Why is this important? 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 18
Leadership | Innovation | Quality Drives thinking about problems and strategies Is: Thinking broadly about connections/ relationships, and looking beyond the immediate borders of a problem Understanding links between own work, work of others, and goals of the department Breaking problems down into small chunks and looking for patterns Considering multiple perspectives and impacts in either problem solving or building strategy Looking to recent trends, new technology or different fields for long-term solutions Is not: Thinking about computer systems or other systems in place Approaching problems sequentially Implementing a solution without considering impact outside own area Failing to look at the big picture Planning for the future by looking at past or out-of-date trends Building strategy by applying a local and short-term perspective 19
Leadership | Innovation | Quality Engaging Others 1.Builds rapport 2.Connects with others 3.Makes key contacts and shares information 4.Develops effective relationships 5.Maintains and uses a wide circle of contacts 6.Builds networks and partnerships Why is this important? Proactively building networks, connecting with others, and understanding and building relationships in order to achieve goals and priorities 20
Leadership | Innovation | Quality Drives how we go about working at GNWT Is: About working collaboratively and building relationships with others beyond own team Taking time to get to know colleagues and building rapport by remembering things about them Building relationships that can help achieve personal/team goals Collaborating with other groups/departments to achieve common goals Engaging the participation of other relevant groups and bringing them into the conversation Is not: About only working and developing relationships within own small team About how you engage others to perform or motivate own team Working in silos Playing office politics about who you work with or dont work with Withholding information that is relevant for other groups, departments, or stakeholders 21
Leadership | Innovation | Quality Action Management 1.Gets the work done and accepts change 2.Monitors work towards goals and prepares for change 3.Improves performance and adapts readily 4.Sets challenging objectives and helps others adapt 5.Improves performance more broadly and gains commitment for change 6.Long-term view to goals and implements change Why is this important? Knowing which initiatives and results are important, and working with current resources to achieve results that are aligned with the goals of the organization 22
Leadership | Innovation | Quality Drives results directly Is: About getting work done, and done well within existing conditions Taking the reigns of responsibility for completing own work Making good and appropriate decisions confidently Looking for the right opportunities and being proactive Finding ways to improve own performance or service delivery Adapting to changes in environment Is not: Only about getting to the finish line Assuming someone else will clean up or revise your work for you Delaying a decision out of fear of making a mistake Waiting to be told what to do Setting impressive and challenging goals that overwhelm Forcing others to change without listening to concerns 23
Leadership | Innovation | Quality People Management 1.Manages self and works well with others 2.Acts as a key team player and supports learning in others 3.Improves self and gives direction to others 4.Stays current and gives constructive feedback 5.Motivates the team and acts as a coach/mentor 6.Plans for future human resource needs and learning Why is this important? Creating the conditions and environment that allow people to work collaboratively and productively to achieve results 24
Leadership | Innovation | Quality Creating the conditions that drive desired performance Is: About being a good team player About how you manage and develop both yourself and your team Staying in control of own emotions when frustrated Empowering the group/team to perform better through support, guidance and development Motivating the team Aligning the right people with the right projects Is not: Only for formal supervisors, managers, and senior managers Telling your colleagues what to do Providing critical or judgmental or infrequent feedback Taking a course but not applying new knowledge Asking for feedback and responding with but... Putting a team together based on friendships 25
Leadership | Innovation | Quality Sustainable Management 1.Uses resources responsibly 2.Identifies and advocates for resource effectiveness 3.Makes links between sustainability and success of GNWT 4.Improves sustainability practices 5.Develops, implements, and monitors systems 6.Plans for the future sustainability of the GNWT Why is this important? Delivering results by maximizing organizational effectiveness and sustainability of our human, financial, and environmental resources 26
Leadership | Innovation | Quality 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 attitude Tracking and monitoring accountability systems Ensuring long term availability of services for Northerners Planning for the future – making sure that resources will be there when needed Is not: Only about recycling, water, or land use planning Spending freely just because there is room in the budget Having no knowledge of what resources are being used and how Holding onto resources when there is a strong business case for allocating them elsewhere Failing to consider the long- term impact of social responsibility factors 27
Leadership | Innovation | Quality Strengths and Challenges? 28 Creating an Engaging and Productive Work Environment Developing Others Planning for Future Workforce Needs Integrated and Inter-related Strategic Multiple Perspectives Integrity Accountability Interpersonal Sensitivity Focus on Results Customer Service Change Management Building Relationships Bringing People Together Collaborating and Facilitating Fiscal Responsibility Environmental Sustainability Planning for the Future GNWT Mission & Vision Where are… GNWT supervisors (all levels from supervisor up to senior manager) generally strongest? The biggest opportunities for development? (describe behaviours)
Leadership | Innovation | Quality What is performance management? 31 Core business process Align individual objectives and performance with strategy Powerful tool for development, reward, engagement Includes 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….
Leadership | Innovation | Quality Goals at GNWT Retain and grow people through feedback, recognition, development Encourage individual goal-setting and achievement, aligned with organizational and departmental goals Promote accountability for results and development Reinforce the GNWT Competencies Provide 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 made Provide insights into the workforce in support of other talent management work Provide insight into how well an individuals capabilities align with their current role or a future role Promote a culture of on-going feedback, recognition and communication Identify high-performance and high-potential employees for growth 32
Leadership | Innovation | Quality 33 Whats coming in the future? Tracking of feedback through year and annual review in ePerformance Cascade into organization Potential linkages to other aspects of HR Whats not changing in 2014? Overall timing for performance reviews Reviews below supervisory roles (reviews for individual contributors) Existence of a relationship between performance and merit pay Whats changing in 2014? Review process is being introduced to managers and supervisors (2 nd year for senior managers) Competency model extended to all levels Measuring what (results against objectives) and how (competencies) Implementing ePerformance as of April 1 What is changing?
Leadership | Innovation | Quality Contributors The annual review will be a single-rater review. An employees 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 employees 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 4 th level of approval provided by Deputy Ministers (or equivalent) will be in place 34
Leadership | Innovation | Quality Contributor roles 35 RoleResponsibilities Employee Submit a complete and representative self-review, on time Listen to feedback, actively participate, act on plans Immediate Supervisor Ensure the overall review is fair, balanced, constructive, complete and accurate Conduct an effective performance meeting with the employee Ensure review, planning, etc. happen on-time Next Line of Management Coach and hold accountable Look at group-wide development and calibration Deputy Minister Final level of approval in ePerformance Look at group-wide development and calibration 3 rd Party Provide constructive feedback to assist in the development of others
Leadership | Innovation | Quality Discussion Why is the employees self-review essential? When would 3 rd party feedback be valuable? How should it be handled and why? What is your key role as next line of management for managers and supervisors? 36
Leadership | Innovation | Quality Annual cycle April to June: Year-End Review, Performance Planning and Development Planning 2014 Year-End Review should be completed using forms 2015 Performance Planning and Development Planning should be completed in ePerformance September to November: Mid-Year Check-In Reminder Can happen at any time Not formal, but recommended Opportunity for employees and supervisors to examine progress against objectives, update objectives if required, and check in on development and learning plans Year-round: Ongoing coaching and development, recording in ePerformance 37 Performance period is April 1 to March 31 Review meetings to be conducted by May 30 Final forms submitted, and performance/ learning plans in ePerformance, by June 30
Leadership | Innovation | Quality Annual cycle Review ComponentTimingFormsePerf 2014 Year-End Performance Review (Sections I, II, III, VI) April - June Performance PeriodApril 1 – March 31 Review MeetingsBy May 30 Submitted byBy June 30 2014 Year-End Performance Review (Section IV and V – planning for 2015) April – June Submitted byBy June 30 Mid Year Check-in (recommended) Opportunity to examine progress against objectives, update objectives if required, and check-in on development and learning plans Anytime (reminder Sept – Nov) Ongoing Coaching and DevelopmentYear-round 38
Leadership | Innovation | Quality Core skills 3 cornerstone skills: Constructive feedback SMART goals Performance conversations Which is most challenging ? For you as senior managers? For the managers/supervisors reporting to you? 40
Leadership | Innovation | Quality Core skills Put up your hand to…. Share a personal story where you had a challenge in setting objectives or providing performance feedback (at any time in the past) – whether you were successful or not 41
Leadership | Innovation | Quality Constructive feedback 42 Constructive feedback is: Useful Meaningful Impactful Easy to understand
Leadership | Innovation | Quality Communicating feedback Give: Constructive Based on observed behaviour Objective Specific Short and concise On the issue, not the person Timely Receive: Listen Ask questions for clarification Dont get defensive Dont argue Reflect Take suggestions to heart Handle feedback with care 43
Leadership | Innovation | Quality Principles of constructive feedback 44 For feedback to be constructive… 1.The individual should understand it Choose specific examples Emphasize observed behaviour Define ground rules in advance 2.The individual should be able to accept it Keep feedback balanced Focused two-way discussion Active listening 3.The individual should be able to do something with it Know what the key messages are Focusing on the changeable Suggest solutions
Leadership | Innovation | Quality Exercise 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 45
Leadership | Innovation | Quality What are SMART goals? 47 S = Specific Single result that is precise and observable M = Measurable Do we have the means to know when it has been achieved? A = Achievable Realistic and attainable; appropriate level of challenge R = Relevant Directly related to responsibilities within the employees control T = Time-Based Is the timeline for achieving it specified?
Leadership | Innovation | Quality Why SMART goals? 48 Purpose of SMART goals are… To avoid confusion To avoid misdirected effort To have confidence that we are doing a good job To feel secure in our relationship with our supervisor To 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
Leadership | Innovation | Quality Critique My Goal SMART GOALS SSpecific Single result that is precise and observable MMeasurable Do we have the means know when it has been achieved? AAchievable Realistic and attainable; appropriate level of challenge RRelevant Directly related to responsibilities within the employees control TTime-Based Is the timeline for achieving it specified? 49 By the end of this Webinar, 100% of the group will still be paying attention.
Leadership | Innovation | Quality Planning performance conversations Environment: Find a space that is comfortable and neutral to all parties Ensure the space is quiet and there are no distractions Process: Begin the conversation with an example of positive performance Provide a balance of constructive and positive feedback 50
Leadership | Innovation | Quality Planning performance conversations, contd Frequency: Providing feedback often promotes alignment in the assessment of performance between the supervisor and employee Promotes familiarity and comfort with the process Timing: Schedule the meeting in advance Choose a time that works for both parties Ensure all parties are emotionally ready 51
Leadership | Innovation | Quality 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 cleared Keep 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 problem Establish 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 behaviour Have an action plan: End the meeting with a solid action plan that all parties agree to and are committed to actively participate in 52
Leadership | Innovation | Quality 53 Performance Review Process – How to
Leadership | Innovation | Quality Performance Review format 54 I.Results against objectives II.Competencies III.Performance summary IV.Objectives for next year V.Individual learning plan VI.Signatures For each competency: We have descriptions of behaviours at different levels We have identified which level is the target for each role The employee provides comments, with examples, on the behaviours they demonstrate The supervisor provides comments with examples, and also rates the level demonstrated by the employee
Leadership | Innovation | Quality Process overview 55 Employee completes green items – email to supervisor 2 weeks before meeting Supervisor adds in blue items (without editing green) If additional input is needed – send Third Party Input Form 2-3 weeks ahead Take into account employees self-review, any third party input, job description, objectives, feedback over the course of the year Helpful to access previous reviews and CBPR reference documents Employee and supervisor meet to discuss the review Employee and supervisor edit and complete the form Form signed by employee and supervisor, then by next line of management Fourth and final level of approval by Deputy Minister in ePerformance in 2015 Form submitted in hard copy (for signatures) and email (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 appraisal. Reviews must be completed and submitted before the deadline
Leadership | Innovation | Quality Key reminders 56 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.
Leadership | Innovation | Quality 57 Objectives Measures 1. Employees Comments on Results Supervisors Comments on Results Rating Not achieved P/A achieved Fully achieved Exceeded 2. Employees Comments on Results Supervisors Comments on Results Not achieved P/A achieved Fully achieved Exceeded 3. Employees Comments on Results Supervisors Comments on Results Not achieved P/A achieved Fully achieved Exceeded Supervisors Overall Rating Not achieved P/A achieved Fully achieved Exceeded
Leadership | Innovation | Quality 58 Competency model table
Leadership | Innovation | Quality Section III – Performance summary 60 This section is intended to provide an overall summary of the employees 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) Results How they contributed – (2) Competencies In general: senior managers presently supervisors and managers after 2014 review all other employees after 2015 review
Leadership | Innovation | Quality Employee comments 61 This is about hearing from the employee, creating a dialogue around development – that you will then consider together when building plans and objectives. 1.In summary, what are the top 3 strengths or achievements that you would like to highlight (taking into consideration Results and Competencies)? 2.What are your top 3 areas for development or improvement? 3.What are your short and long term career goals and plans, and how can the organization support you to achieve them? 4.Do you have the resources (staff, materials, equipment, etc.) and support that you require to be successful?
Leadership | Innovation | Quality Supervisors rating and comments 62 Substantial and immediate performance improvement is required Improvement 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 expectations Performance meets all of the expectations (for results and competencies), and regularly exceeds expectations (typically 10-15% of employees) We expect that most employees will match the rating/description highlighted in darker blue shading
Leadership | Innovation | Quality Supervisors rating and comments 63 It is important to recognize the positive aspects of the employees performance during this process In 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:
Leadership | Innovation | Quality True or False a)The ratings for each objective should be averaged to get the final rating b)Some competencies simply dont apply for some roles c)The employee fills in their self-review first to make the supervisor's job easier 64
Leadership | Innovation | Quality Exercise – Which rating? 65 1.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 required Improvement 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 expectations Performance meets all of the expectations (for results and competencies), and regularly exceeds expectations (typically 10-15% of employees)
Leadership | Innovation | Quality Exercise – Which rating? 66 2.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 required Improvement 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 expectations Performance meets all of the expectations (for results and competencies), and regularly exceeds expectations (typically 10-15% of employees)
Leadership | Innovation | Quality Exercise – Which rating? 67 3.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 required Improvement 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 expectations Performance meets all of the expectations (for results and competencies), and regularly exceeds expectations (typically 10-15% of employees)
Leadership | Innovation | Quality Section IV – Objectives template 68 Objectives Measures Timeline and Completion Date If no new objectives are being put in place, why not? To be entered in ePerformance Optional – working version completed in form
Leadership | Innovation | Quality Section V – Individual learning plan 69 Learning Goals TypeProposed Learning Strategy OpDevKey Learning Activities Timeline and Goal Completion Date 1.Enter goal 2.Select type 3.Describe key learning activities related to goal 4.Provide timeline/completion date To be entered in ePerformance Optional – working version completed in form
Leadership | Innovation | Quality 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 Plan For 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. 70 Opportunity for additional comments and signature of next-line management – great opportunity to provide recognition where due.
Leadership | Innovation | Quality Resources 72 Step-by-step how to guide Quick reference guide Detailed Q+A Website with instructions, forms, sample http://www.hr.gov.nt.ca/forms/performancemgmtforms.htm HR Representatives, Help Desk, and the Employee Development and Workforce Planning Unit
Leadership | Innovation | Quality Support from HR Representatives 73 Here as a resource to provide information and support Point of contact for questions and unique situations Coach reviewees and their supervisors Track completion of reviews and learning plans Ensure reviews are included in personnel files
Leadership | Innovation | Quality 74 Questions? Parking lot items Next steps