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GEORGIA PERF0RMANCE MANAGEMENT FOR EMPLOYEES 2008.

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Presentation on theme: "GEORGIA PERF0RMANCE MANAGEMENT FOR EMPLOYEES 2008."— Presentation transcript:

1 GEORGIA PERF0RMANCE MANAGEMENT FOR EMPLOYEES 2008

2 2 OBJECTIVES Understand the importance of performance management and that it is a process, not an event Understand the importance of focusing on “what” gets accomplished (goals) and “how” it gets accomplished (competencies) Understand how the rating scale is used in the evaluation process

3 3 PERFORMANCE MANAGEMENT: WHAT IS IT? Assesses employees’ strengths and areas for improvement Focuses on two main measures of success: WHAT gets accomplished and HOW it gets accomplished WHAT = Specific goals, responsibilities, and objectives HOW = Competencies (knowledge, skills, behaviors, and attributes) necessary to achieve goals

4 4 ROLES IN THE PROCESS Manager: Initiates process by identifying cascading goals, performance expectations, and developmental goals Employee: Continues process by identifying expectations and development objectives Manager’s manager (Reviewing manager): Reviews and approves plan (if agency requires) Manager: Set up formal planning meeting with employee

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6 6 WHAT IS NEW FOR ePERFORMANCE OLDNEW Focus on job responsibilitiesFocus on goals and competencies Statewide responsibilitiesStatewide Core Competencies Leadership competencies Goals based on job responsibilitiesGoals linked to agency goals (cascaded) Three-point rating scaleFive-point rating scale Number of goals Employee self-evaluation Software stands aloneSoftware integrates with other functions Easier to use Better technology Employee – no access to PMFEmployee access to PMF

7 7 PERFORMANCE PLANNING Collaborative process between manager and employee Employees are evaluated on performance expectations that include competencies, goals, and responsibilities Used to develop employee in current and future positions Key part of the Georgia Performance Management Process What is Planning? Key Components of Planning Create Individual Performance Plan Identify Goals Align with State and Agency Goals Identify Competencies Agree on Responsibilities, Tasks, and Projects Create an Individual Development Plan

8 8 INDIVIDUAL PERFORMANCE PLAN Details the goals, responsibilities, and competencies upon which employee is evaluated Describes performance expectations for employee in a particular position and should be tailored to fit the employee in the position Should be prepared for an employee no later than 45 days from the date the employee is hired, transferred, promoted, or demoted Supervisors should meet with each employee to plan performance for the upcoming period

9 9 ELEMENTS OF IPP 4 sections address what gets accomplished, how it gets accomplished, and the developmental goals for the employee 1.Statewide Core Competencies 2.Individual Goals and Competencies 3.Job Responsibilities 4.Individual Development Plan First three sections are rated All employees are required to be rated on statewide core competencies section Managers should rate employees on individual goals, competencies and/or job responsibilities

10 10 STATEWIDE CORE COMPETENCIES and more…

11 11 WHAT IS A GOAL? A measurable outcome or result Should be tied to individual and organizational success Should be able to identify: –The result of the behavior being measured –The measurement criteria –The level of performance being described Should be written at “successful performer” level

12 12 INDIVIDUAL DEVELOPMENT PLAN Action plan created by the manager and employee to identify goals, projects, classes, assignments, and other activities Focuses on: –Development in current role –Expanding skill set and knowledge areas –Preparing for future roles

13 13 RATING SCALE LabelDescription Exceptional Performer Tier 5 Employee exceeded all performance expectations. Employee was an exceptional contributor to the success of his/her department and the State of Georgia. He/she demonstrated role model behaviors. Successful Performer-Plus Tier 4 Employee met all and exceeded most (more than 50%) of the established performance expectations. Successful Performer Tier 3 Employee met all performance expectations and may have exceeded some (less than 50%). Employee was a solid contributor to the success of his/her department and the State of Georgia. Successful Performer-Minus Tier 2 Employee met most (more than 50%), but failed to meet some (less than 50%) performance expectations. Employee needs to further improve in one or more areas of expected job results or behavioral competencies. Unsatisfactory Performer Tier 1 Employee did not meet all or most (more than 50%) of the established performance expectations. Employee needs significant improvement in critical areas of expected job results or behavioral competencies. Not RatedNew hire or transfer within five months of end of performance period

14 14 RATINGS Individual ratings are averaged to give an overall rating for the specific section For example, three goals for Individual Goals and Competencies section. The employee receives: –Goal 1: Exceptional Performer – 5 –Goal 2: Successful Performer – 3 –Goal 3: Successful Performer Plus – 4 –Overall rating of Successful Performer Plus – 4

15 15 PERFORMANCE EVALUATION This stage focuses on: Results/Fulfillment of performance expectations Goal achievement Competencies Key tasks or activities Major achievements Individual development plan

16 16 STEPS IN PERFORMANCE EVALUATION 1.Employee completes a self-evaluation, which is then sent to the manager 2.Manager completes the performance evaluation by measuring employee performance against expectations 3.Manager sends evaluation to his/her manager for review 4.Manager’s manager approves/revises, then it is sent to HR for approval 5.HR will approve or indicate changes 6.Changes are made, sent back to HR 7.Manager then conducts performance evaluation meeting with the employee

17 17 EVALUATING/REVIEWING THE IDP The IDP is not rated! Manager should review the goals and activities on IDP Goals/objectives can be rolled over to the following year If development activities were designed to work on deficiencies, there should be communication between manager and employee regarding the impact of completing/failing to complete

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