1. My HR
Competency-based Performance Development with
ePerformance

2. Welcome
Competency-based Performance Development with ePerformance Kelly Arychuk Candace Meadus & Tanya Tourangeau
Welcome to Competencies 101. My name is Tanya Tourangeau and I will be your trainer today. If you have any questions about Competencies, the GNWT Competency Model, Competency-based Performance Development, ePerformance, or completing your ePerformance document in PeopleSoft, please for assistance.

3. Competency-Based Performance
Competencies
101
ePerformance
Competency-Based Performance
Development
Employee Development &
Workforce Planning
Training
Today’s Competencies 101 training, along with the Competency-based Performance Development 101 and ePerformance training is collection of training courses designed to prepare employees and supervisors for this transition from paper to automation for all performance documents.
If you haven’t already done so, you are encouraged to take all three training sessions that are aimed at preparing you to get the most of the annual process of performance development.
The training is being designed and offered through a collaboration between Department of Human Resources' Employee Development and Workforce Planning Unit and Department of Finance’s Human Resource Information System Unit. At all three training sessions, you will be introduced to the business and the system processes.
HRIS System Training

4. Learning Outcomes At the completion of this training, you will be able to:
Understand Competency-Based Performance Development
Understand the annual cycle and your role in it
Understand what a competency is & its components.
Understand GNWT’s 6 Core Competencies and how they apply to your position.
Understand how competencies are rated in your Performance Document.
Understand the applicability of the 39 General Competencies.
Understand how to develop competencies for job success and career advancement.
Understand how competencies tie to succession planning.

5. ePerformance & Competencies
Let’s start with why Competency training is being offered to all GNWT employees.
Starting with the 2016/17 fiscal year, all employees (except NWTTA teachers and casuals) will complete their Performance Document (formerly known as the Performance Appraisal Form) using ePerformance within PeopleSoft. The application of GNWT’s 6 Core Competencies become mandatory along with the use of automated performance document.
Where ever ePerformance applies, I will be indicating it through out the Competency training.

6. How does this apply to current cycle?
15/16
EEs
Paper form
Managers
ePerformance
16/17
To clarify how this change will effect employees and supervisors, here is a diagram outlining how you are to complete your performance document.
For 2015/ 2016 Employees will complete their performance document using the same paper form that the department has used previously. Supervisor and managers are expected to complete their performance document using the ePerformance tool in PeopleSoft.
For the 2016/2017 fiscal year, all employees (except teachers covered under the NWTTA and casuals) will be completing their performance document using the ePerformance tool in PeopleSoft.

7. Does this sound familiar?
“I hate performance reviews!”
“My boss doesn’t know what I do.”
“I never get any feedback.”
“I don’t know what I am being rated on.”
“Performance reviews don’t have any effect on my actual performance.”
A 2012 Survey by San Francisco-based rewards and recognition consulting firm, Achievers, reported that 98% of 645 HR managers believe yearly evaluations are not useful.
Have you found yourself saying these comments? “I hate performance reviews!” “My boss doesn’t know what I do.” “I never get any feedback.”
“I don’t know what I am being rated on.” “Performance reviews don’t have any effect on my actual performance.”
You’re not alone and you’re right.
What has the potential to be the most meaningful employee engagement opportunity of the year-is often seen as an awkward and antiquated ritual.

8. GNWT’s Competency-Based Performance Development Program
Today we are going to familiarize you with our Competency Based Performance Development Program that will make performance discussions more valuable and empowering towards business and career achievement.

9. 20/20 Strategic Plan Employer of Choice
The Competency-based Performance Development Program is directly aligned to GNWT’s Strategic Plan: a Brilliant North, which is to become an Employer of Choice in NWT.
The Department of Human Resources supports the Strategic Plan by putting in place a firm foundation of excellent human resource management practices and services, The Competency-based Performance Development Program is apart of that foundation to ensure all of the other strategic goals have the support necessary to be successful.
You are encouraged to visit My HR website to learn more information about how GNWT’s 20/20 Strategic Plan.

10. The Roll Out of CBPD
Phase 1: Senior Management 2013/2014 Phase 2: Supervisors & Managers 2014/2015 with ePerformance Phase 3: All Employees 2016/2017
This program , was rolled out to senior management in 2013/14 and supervisors and managers in 2014/15 and we are now expanding it to all employees.
Performance Management has always been part of our core business practices. What we are doing is enhancing the program to a more developmental approach utilizing 6 core competencies and a new tool (ePerformance).
So what exactly is Competency Based Performance Development?

11. Performance Development
Performance development is a broad term that includes performance management and employee development.
First let look at Performance Development.
Performance development is a broad term that includes performance management and employee development.
It’s an ongoing process that involves both the employee and their supervisor, and one that focuses on the development of the employee over time.

12. Benefits to the Employee:
Employees will know what the job truly entails.
Know what competencies need to develop for job success & career advancement
Brings fairness and objectivity into the performance evaluation process
Benefits of Competency- based Performance Development for employees include:
Knowing clearly what the job requires
Knowing what competencies they would need to develop for career advancement
Brings fairness and objectivity into the performance development process
During the hiring process, include transfer assignment process, employees will know what the job truly entails.

13. Benefits to the Supervisor:
Gives more opportunity to focus on feedback and coaching
Increases team performance
Evaluations are aligned to expectations and performance throughout the year.
Benefits of Competency- based Performance Development for Supervisor’s include:
Gives more opportunity to focus on feedback and coaching which is the single most important aspect of performance development.
Increases team performance – more frequent coaching conversations will give employees the knowledge they need to further develop and grow.
Employee self-assessments help managers calibrate their expectations and performance throughout the year.
Performance Development also is good for the Government, it helps in:
Reducing costs related to turnover and disengaged employees.
Contributes to employee retention
Develops employees for succession plans
Increases employee productivity
Provides measures of performance required to meet corporate goals
Increases Employee Engagement

14. Benefits to the GNWT Increases employee productivity
Increases Employee Engagement
Reduces costs related to turnover
Contributes to employee retention
Develops employees for succession plans
Provides measures of performance required to meet program, division, department and GNWT goals.
Performance Development also is good for the Government, it helps in:
Reducing costs related to turnover and disengaged employees.
Contributes to employee retention
Develops employees for succession plans
Increases employee productivity
Provides measures of performance required to meet corporate goals
Increases Employee Engagement

15. How does the GNWT Competency-Based Performance Program work?
Competency-Based Performance Development helps you reach your personal and professional goals through skill development.

16. What are Competencies? GNWT definition
the combined set of knowledge, skills and abilities required by individuals to be effective in providing service to the public defined by behaviours.
What are competencies? Competencies identify the observable behaviors that encompasses the knowledge, skills, and abilities of top performers,
and describe not just WHAT these employees do, but HOW they do it.
GNWT’s identified competencies are the combined Knowledge, Skills, Abilities s required to be effective in providing service to the public.

17. What are Competencies? Business definitions
A behavior which enables people to deliver superior performance in a given job, role, or situation
A description of the patterns of behaviours that are required for success
A tool to help employees and organizations focus on the behaviours that consistently enable people to achieve high standards of performance.
Most dictionaries agree that competencies are what superior performers do more often, more completely and consistently.
Competencies are observable behaviors that make an effective difference.
Competencies are the ‘how’ side of performance.

18. GNWT Competency Example
Business Acumen
KSA: …should have a high degree of business acumen. (general knowledge)
Vs.
GNWT Competency Model: Analyzes and comprehends work-unit goals and strategies. (defined behaviour that demonstrates the KSA)
Although those definitions are great, it’s difficult to get a clear understanding of what a competency is without seeing how a competency is different from a basic KSA – knowledge, skill, and ability.
A statement about business acumen as a KSA may be stated as a requirement within a job descriptions as ‘should have a high degree of business acumen’.
Where as, in terms of competencies, which are defined behaviors of top performers, may more clearly state the requirement as…’should analyze and comprehend work-unit goals and strategies’.
How is high business acumen demonstrated: by analyzing and comprehending work-unit goals and strategies.
All competencies within GNWT’s Competency Model are defined in this manner. The title of the competency along with the defined behaviours that demonstrate that competency.

19. Competencies and Results
BEHAVIORS
(actions)
Performance
Competencies have proved to be one of the most powerful tools for an organization to meet its business results, through its most valuable resource – its people.
Competencies are very effective for communicating about performance because they help people frame expectations and goals in clear behavioral terms – competencies assist organizations in ‘raising the bar’ of performance expectations.
Competencies help in establishing common criteria for hiring, training, measuring, and rewarding people with the right capabilities to help the organization achieve its corporate goals.
When competencies are defined, employees understand the necessary behaviours to be effective and successful, which leads to increased performance, which ultimately positively affects the entire organizations results.
ORGANIZATION
RESULTS

20. Competency-based Performance Development
Succession Planning
Training
Performance Development Retention
Qualified Employee Engagement
Behaviour Based Interview Performance
Effective Recruitment
Job Description
Competency-based Performance Development provides a framework for increasing performance, engagement and retention.
By incorporating competencies within the job competencies within the job description, hiring managers and potential applicants will benefit from having a clear understanding of what the position entails.
Competencies can also be used during the selection process with behavior based interview questions that provide applicants the opportunity to speak about how they have demonstrated behaviours previously.
Behaviour based questions assist in determining the more qualified applicant.
Once employment begins, competencies continue to influence success within the annual performance development review cycle.
Annual evaluations lead to more effective training needs analysis that is supported by data that indicates the need for competency based training to improve performance levels and to groom top performers to succeed within GNWT through succession planning.

21. How were GNWT’s competencies determined?
Through analysis, feedback, and consultation with all stakeholders, a library was defined that reflects GNWT’s vision, culture, and goals.
Established 6 core competencies.
Defined additional 39 competencies that can be applied for position success. (based on need, use is optional)
Competencies were defined, developed and established within a Competency Model of 6 core competencies and 39 general competencies. The 6 core competencies and 39 competencies were chosen based on their reflection of GNWZT’s vision, culture and goals.

22. Core Competencies
Set of values, attitudes, behaviors that GNWT stands for and all GNWT employees must own and demonstrate everyday Reflect the behavior needed to meet the long-term vision of GNWT.
Core competencies are those that organizations identify as contributing the most towards achieving strategic results.
Modeling after successful Governments, GNWT’s core competencies are intended to unify the government across departments and business units and to improve the transfer of knowledge, skills, and bevahiors among them.
GNWT’s core competencies are effective in assisting employees understand management priorities, capitalize on corporate strengths, and to improve culture and client service.
GNWT’s core competencies reflect the values, attitudes, and beliefs GNWT represents and expects of employees.

23. GNWT Core Competencies
Leadership Excellence Authentic Leadership Systems Thinking Engaging Others Management Excellence Action Management People Management Sustainable Management
There are 6 GNWT core competencies and they are organized into two clusters: Leadership Excellence and Management Excellence.
Under Leadership Excellence, we have: Authentic Leadership; Systems Thinking; and Engaging Others.
Under Management Excellence, we have: Action Management, People Management, and Sustainable Management.
Later, we will go into more detail about the behaviours that are associated with these competencies.

24. Core Competencies GNWT Core Competency Wheel
Competency Based Performance development helps us to ensure that employee behaviours are aligned with the GNWT vision and goals.
Here is a wheel of GNWT’s Core Competencies. The outer blue ring is how the Six Competencies are divided into the two clusters or groups: Leadership Excellence and Management Excellence.
The six core competencies are the ones in green: Authentic Leadership, Systems Thinking, Engaging Others, Action Management, People Management and Sustainable Management and they surround the white inner circle that speaks to some of the behaviours outlined within the competency.
If you look under Authentic Leadership, the behaviour relates to integrity, accountability, and interpersonal sensitivity.
Note how the behaviours circle GNWT’s Vision and Goals. This wheel gives a high level overview of how the 6 core competencies are aligned to GNWT’s Vision and Goals.

25. ePerformance Competency Ratings
Definition
Does not meet
Employee hasn’t demonstrated behavior defined in competency.
Developing
Employee partially demonstrates behavior defined in competency.
Meets
Employee demonstrates all behaviors defined in competency.
Exceeds
Employee demonstrates all behaviors defined in competency and frequently exceeds expectations.
ePerformance is the PeopleSoft tool that will now host the annual Performance Document, eliminating the need for paper forms.
Within your Performance Document – formerly known as the Performance Appraisal- employees will be evaluated on GNWT’s 6 core competencies.
Managers may include other competencies, within the Performance Document, to be evaluated on, these additional competencies would be based on the technical and operational requirements of the position.
The competency ratings are:
does not meet which is defined by-the employee hasn’t demonstrated behavior defined in competency.
Developing – which means employee partially demonstrates behavior define in competency.
Meets – which means employee demonstrates all behaviors defined in competency.
Exceeds – employee demonstrates all behaviors defined in competency and frequently exceeds expectations
These rating apply to all employees with Performance Documents created for the 2016/2017 reporting cycle. Upon completion of the fiscal year, March 31st 2017, employees and managers will evaluate performance based on the competencies and the ratings. Let’s take a deeper look into each of the 6 core competencies.

26. Understanding Competencies
Title Overall name given to the competency Definition (The WHAT) Explains what the competency means and indicates the types of behaviours that will be described in the scale Why Description of how and why a competency is important Behaviours (The How) Describes how this competency is demonstrated
For the remainder of the training, we are going to be referring to the GNWT Competency Guide 2016.
Each competency in the guide is defined in this format. The title of the core competency, the definition, why the competency is important to GNWT, and what behaviors that make up the competency.

27. Core Competency #1 Authentic Leadership
Definition: is a driver of personal and interpersonal conduct. Why is it important? The GNWT Public Service serves citizens of NWT who have a right to an ethical public service.
Core Competency #1 is Authentic Leadership.
The condensed definition is: a driver of personal and interpersonal conduct.
It important because: The GNWT Public Service serves citizens of NWT who have a right to an ethical public service.
If we reference the Competency Guide you will see the full definition and why it is important.

28. Behaves consistently with GNWT values and organizational practices.
Core Competency #1
Behaves consistently with GNWT values
and organizational practices.
Code of Conduct
Courteous & Respectful Service
Respectful Workplace Behavior
Authentic Leadership

29. Authentic Leadership Employee Takes Responsibility for Own Behavior
Position Level
Job Competencies
Employee
Takes Responsibility for Own Behavior
Contributes to a positive work environment
Manager
Creates a positive team environment
Director
Builds effective and productive teams
ADM
Promotes a positive and productive environment within department
Builds a positive and productive workplace environment across GNWT DM
Authentic Leadership Job Competencies are different for each position level, with overlapping job competencies in the Employee to Director level.
The employee level, which has no direct reports, is expected to demonstrate work behaviors pertaining to: Takes responsibility for their own behavior and Contributes to a positive work environment.
The manager, or supervisor, level is expected to demonstrate behaviors pertaining to: Contributes to a positive work environment and Creates a positive team environment.
The director level is expected to demonstrate behaviors pertaining to: Creates a positive team environment and Builds effective and productive teams.
The ADM level is expected to demonstrate behaviors pertaining to: Promotes a positive and productive environment within department and Builds a positive and productive workplace environment across GNWT.
The DM level is expected to demonstrate behaviors pertaining to: Builds a positive and productive workplace environment across GNWT

30. Core Competency #2 Systems Thinking
Definition: is a driver of how thinking about problems and strategies should be approached within GNWT. Why is it important? A Systems Thinking approach is required in the GNWT because our work impacts a wide range of stakeholders in different ways and in different communities, and vice versa.
Core Competency #2 is Systems Thinking.
The condensed definition is: is a driver of how thinking about problems and strategies should be approached within GNWT.
It important because: A Systems Thinking approach is required in the GNWT because our work impacts a wide range of stakeholders in different ways and in different communities, and vice versa.
If you reference the Competency Guide you will see the full definition and why it is important.

31. Asks questions to understand broader goals
Core Competency #2
Understands how their work contributes to
the achievement of department goals.
Consults with others
Open to new ideas
Asks questions to understand broader goals
Systems Thinking

32. Understands impacts on vision and connections
Systems Thinking
Position Level
Job Competencies
Employee
Links operational activities to larger goals
Sees patterns when problem solving and decision making
Manager
Analyzes potential solutions using diverse information
Director
Analyzes potential solutions using diverse information.
Applies a long-term and broad perspective
ADM
Incorporates trends and inter-connections
Understands impacts on vision and connections DM
Understands impacts on vision and connections
Systems Thinking Job Competencies are different for each position level, with overlapping job competencies in the Employee to Director level.
The employee level, which has no direct reports, is expected to demonstrate behaviors pertaining to: Links operational activities to larger goals
and Sees patterns when problem solving and decision making.
The manager, or supervisor, level is expected to demonstrate behaviors pertaining to: Sees patterns when problem solving and decision making
and Analyzes potential solutions using diverse information.
The director level is expected to demonstrate behaviors pertaining to: Analyzes potential solutions using diverse information.
and Applies a long-term and broad perspective.
The ADM level is expected to demonstrate behaviors pertaining to: Incorporates trends and inter-connections
and Understands impacts on vision and connections.
The DM level is expected to demonstrate behaviors pertaining to: Understands impacts on vision and connections

33. Core Competency #3 Engaging Others
Definition: is a driver of how we work as part of the GNWT. Why is it important? Developing appropriate networks is essential, as expectations are changing and one of the best ways to solve complex problems is through collaboration and consultation.
Core Competency #3 is Engaging Others.
The condensed definition is: is a driver of how we work as part of the GNWT.
It important because: Developing appropriate networks is essential, as expectations are changing and one of the best ways to solve complex problems is through collaboration and consultation.
If you reference the Competency Guide you will see the full definition and why it is important.

34. Works cooperatively and collaboratively with others.
Core Competency #3
Works cooperatively and collaboratively with others.
Positive outlook on collaboration
Engaging Others

35. Engaging Others Employee Builds Rapport Connects with others Manager
Position Level
Job Competencies
Employee
Builds Rapport
Connects with others
Manager
Makes key contacts and shares information
Director
Develops effective relationships
ADM
Maintains and uses a wide circle of contacts
Builds networks and partnerships DM
Engaging Others Job Competencies are different for each position level, with overlapping job competencies in the Employee to Director level.
The employee level, which has no direct reports, is expected to demonstrate behaviors pertaining to: Builds Rapport
and Connects with others.
The manager, or supervisor, level is expected to demonstrate behaviors pertaining to: Connects with others
and Makes key contacts and shares information.
The director level is expected to demonstrate behaviors pertaining to: Makes key contacts and shares information
and Develops effective relationships.
The ADM level is expected to demonstrate behaviors pertaining to: Maintains and uses a wide circle of contacts
and Builds networks and partnerships.
The DM level is expected to demonstrate behaviors pertaining to: Builds networks and partnerships

36. Core Competency #4 Action Management
Definition: Action Management is about setting a plan in motion and getting it done. Why is it important? A strong focus on results will help us achieve organizational goals within the context of striving for excellence within Public Service.
Core Competency #4 is Action Management.
The condensed definition is: Action Management is about setting a plan in motion and getting it done.
It important because: A strong focus on results will help us achieve organizational goals within the context of striving for excellence within Public Service.
If you reference the Competency Guide you will see the full definition and why it is important.

37. Takes ownership and pride in own work Makes appropriate decisions
Core Competency #4
Prioritizes own tasks and works through the routine planning of own work and resources.
Takes ownership and pride in own work
Makes appropriate decisions
Action Management

38. Action Management Employee Gets the work done and accepts change
Position Level
Job Competencies
Employee
Gets the work done and accepts change
Monitors work towards goals and prepares for change
Manager
Improves performance and adapts readily
Director
Sets challenging objectives and helps others adapt
ADM
Improves performance more broadly and gains commitment for change
Long-term view to goals and implements change DM
Action Management Job Competencies are different for each position level, with overlapping job competencies in the Employee to Director level.
The employee level, which has no direct reports, is expected to demonstrate behaviors pertaining to: Gets the work done and accepts change
and Monitors work towards goals and prepares for change.
The manager, or supervisor, level is expected to demonstrate behaviors pertaining to: Monitors work towards goals and prepares for change
and Improves performance and adapts readily.
The director level is expected to demonstrate behaviors pertaining to: Improves performance and adapts readily
and Sets challenging objectives and helps others adapt.
The ADM level is expected to demonstrate behaviors pertaining to: Improves performance more broadly and gains commitment for change
and Long-term view to goals and implements change.
The DM level is expected to demonstrate behaviors pertaining to: long term view to goals and implements change

39. Core Competency #5 People Management
Definition: is about creating the conditions and environment that allow people to work collaboratively and productively to achieve results. Why is it important? In order for the GNWT to succeed in its mandate, we must collaborate effectively not only with outside stakeholders, but internally within GNWT, our departments, and our teams.
Core Competency #5 is People Management.
The condensed definition is: is about creating the conditions and environment that allow people to work collaboratively and productively to achieve results.
It important because: In order for the GNWT to succeed in its mandate, we must collaborate effectively not only with outside stakeholders, but internally within GNWT, our departments, and our teams.
If you reference the Competency Guide you will see the full definition and why it is important.

40. Core Competency #5 Shares knowledge Seeks feedback Seeks information
Actively shares information, and listens and accepts others’ points of view in an open and honest way.
Shares knowledge
Seeks feedback
Seeks information
People Management

41. People Management Employee Manages self and works well with others
Position Level
Job Competencies
Employee
Manages self and works well with others
Acts as a key team player and supports learning in others
Manager
Improves self and gives direction to others
Director
Stays current and gives constructive feedback
ADM
Motivates the team and acts as a coach/mentor
Plans for future human resource needs and learning DM
People Management Job Competencies are different for each position level, with overlapping job competencies in the Employee to Director level.
The employee level, which has no direct reports, is expected to demonstrate behaviors pertaining to: Manages self and works well with others
and Acts as a key team player and supports learning in others.
The manager, or supervisor, level is expected to demonstrate behaviors pertaining to: Acts as a key team player and supports learning in others
and Improves self and gives direction to others.
The director level is expected to demonstrate behaviors pertaining to: Improves self and gives direction to others
and Stays current and gives constructive feedback.
The ADM level is expected to demonstrate behaviors pertaining to: Motivates the team and acts as a coach/mentor
and Plans for future human resource needs and learning.
The DM level is expected to demonstrate behaviors pertaining to: Plans for future human resource needs and learning

42. Core Competency #6 Sustainable Management
Definition: is about delivering results by maximizing organizational effectiveness and sustainability of our human, financial, and environmental resources. Why is it important? It’s increasingly important that we manage our resources responsibly and sustainably.
Core Competency #6 is Sustainable Management.
The condensed definition is: is about delivering results by maximizing organizational effectiveness and sustainability of our human, financial, and environmental resources.
It important because: It’s increasingly important that we manage our resources responsibly and sustainably.
If you reference the Competency Guide you will see the full definition and why it is important.

43. Respects how workplace resources are to be used.
Core Competency #6
Respects how workplace resources are to be used.
Manages time effectively
Cost effective practices
Identifies possible improvements
in resource management
Sustainable Management

44. Sustainable Management
Position Level
Job Competencies
Employee
Uses resources responsibly
Identifies and advocates for resource effectiveness
Manager
Makes links between sustainability and success of the GNWT
Director
Improves sustainability practices
ADM
Develops, implements, and monitors systems
Plans for the future sustainability of the GNWT DM
Sustainable Management Job Competencies are different for each position level, with overlapping job competencies in the Employee to Director level.
The employee position, which has no direct reports, is expected to demonstrate behaviors pertaining to: Uses resources responsibly
and Identifies and advocates for resource effectiveness.
The manager, or supervisor, position is expected to demonstrate behaviors pertaining to: Identifies and advocates for resource effectiveness
and Makes links between sustainability and success of the GNWT.
The director position is expected to demonstrate behaviors pertaining to: Makes links between sustainability and success of the GNWT
and Improves sustainability practices.
The ADM position is expected to demonstrate behaviors pertaining to: Develops, implements, and monitors systems
and Plans for the future sustainability of the GNWT.
The DM position is expected to demonstrate behaviors pertaining to: Plans for the future sustainability of the GNWT

45. Employee Job Competencies
Core Competency
Job Competencies
Authentic Leadership
Takes Responsibility for Own Behavior
Contributes to a positive work environment
Systems Thinking
Links operational activities to larger goals
Sees patterns when problem solving and decision making
Engaging Others
Builds Rapport
Connects with others
Action Management
Gets the work done and accepts change
Monitors work towards goals and prepares for change
People Management
Manages self and works well with others
Acts as a key team player and supports learning in others
Sustainable Management
Uses resources responsibly
Identifies and advocates for resource effectiveness
Now that we have reviewed all the six core competencies individually, let’s look at how all six apply to the positions.
Starting with Employees, the core competencies 1 through 6 are listed in the first column, followed by the job competencies.
Authentic Leadership
Takes Responsibility for Own Behavior
Contributes to a positive work environment
Systems Thinking
Links operational activities to larger goals
Sees patterns when problem solving and decision making
Engaging Others
Builds Rapport
Connects with others
Action Management
Gets the work done and accepts change
Monitors work towards goals and prepares for change
People Management
Manages self and works well with others
Acts as a key team player and supports learning in others
Sustainable Management
Uses resources responsibly
Identifies and advocates for resource effectiveness
Within your Performance Document in ePerformance, if you are at the employee level, you will be rated on these job competencies.

46. Manager Job Competencies
Core Competency
Job Competencies
Authentic Leadership
Contributes to a positive work environment
Creates a positive team environment
Systems Thinking
Sees patterns when problem solving and decision making
Analyzes potential solutions using diverse information
Engaging Others
Connects with others
Makes key contacts and shares information
Action Management
Monitors work towards goals and prepares for change
Improves performance and adapts readily
People Management
Acts as a key team player and supports learning in others
Improves self and gives direction to others
Sustainable Management
Identifies and advocates for resource effectiveness
Makes links between sustainability and success of the GNWT
Within your Performance Document in ePerformance, if you are at the Manager level, you will be rated on these job competencies.
Authentic Leadership
Takes Responsibility for Own Behavior
Contributes to a positive work environment
Systems Thinking
Sees patterns when problem solving and decision making
Analyzes potential solutions using diverse information
Engaging Others
Connects with others
Makes key contacts and shares information
Action Management
Monitors work towards goals and prepares for change
Improves performance and adapts readily
People Management
Acts as a key team player and supports learning in others
Improves self and gives direction to others
Sustainable Management
Identifies and advocates for resource effectiveness
Makes links between sustainability and success of the GNWT

47. Director Job Competencies
Core Competency
Job Competencies
Authentic Leadership
Creates a positive team environment
Builds effective and productive teams
Systems Thinking
Analyzes potential solutions using diverse information
Applies a long-term and broad perspective
Engaging Others
Makes key contacts and shares information
Develops effective relationships
Action Management
Improves performance and adapts readily
Sets challenging objectives and helps others adapt
People Management
Improves self and gives direction to others
Stays current and gives constructive feedback
Sustainable Management
Makes links between sustainability and success of the GNWT
Improves sustainability practices
Within your Performance Document in ePerformance, if you are at the Director level, you will be rated on these job competencies.
Authentic Leadership
Creates a positive team environment.
Builds effective and productive teams.
Systems Thinking
Analyzes potential solutions using diverse information.
Applies a long-term and broad perspective
Engaging Others
Makes key contacts and shares information
Develops effective relationships
Action Management
Improves performance and adapts readily
Sets challenging objectives and helps others adapt
People Management
Improves self and gives direction to others
Stays current and gives constructive feedback
Sustainable Management
Makes links between sustainability and success of the GNWT
Improves sustainability practices

48. ADM Job Competencies Core Competency Job Competencies
Authentic Leadership
Promotes a positive and productive environment within department
Builds a positive and productive workplace environment across GNWT
Systems Thinking
Incorporates trends and inter-connections
Understands impacts on vision and connections
Engaging Others
Maintains and uses a wide circle of contacts
Builds networks and partnerships
Action Management
Improves performance more broadly and gains commitment for change
Long-term view to goals and implements change
People Management
Motivates the team and acts as a coach/mentor
Plans for future human resource needs and learning
Sustainable Management
Develops, implements, and monitors systems
Plans for the future sustainability of the GNWT
Within your Performance Document in ePerformance, if you are at the ADM level, you will be rated on these job competencies.
Authentic Leadership
Promotes a positive and productive environment within department
Builds a positive and productive workplace environment across GNWT
Systems Thinking
Incorporates trends and inter-connections
Understands impacts on vision and connections
Engaging Others
Maintains and uses a wide circle of contacts
Builds networks and partnerships
Action Management
Improves performance more broadly and gains commitment for change
Long-term view to goals and implements change
People Management
Motivates the team and acts as a coach/mentor
Plans for future human resource needs and learning
Sustainable Management
Develops, implements, and monitors systems
Plans for the future sustainability of the GNWT

49. DM Job Competencies Core Competency Job Competencies
Authentic Leadership
Builds a positive and productive workplace environment across GNWT
Systems Thinking
Understands impacts on vision and connections
Engaging Others
Builds networks and partnerships
Action Management
Long-term view to goals and implements change
People Management
Plans for future human resource needs and learning
Sustainable Management
Plans for the future sustainability of the GNWT
Within your Performance Document in ePerformance, if you are at the DM level, you will be rated on these job competencies.
Authentic Leadership
Builds a positive and productive workplace environment across GNWT
Systems Thinking
Understands impacts on vision and connections
Engaging Others
Builds networks and partnerships
Action Management
Long-term view to goals and implements change
People Management
Plans for future human resource needs and learning
Sustainable Management
Plans for the future sustainability of the GNWT

50. Additional 39 Competencies
What are they?
How can they be applied?
I mentioned earlier in the training that there were other competencies apart from the six core competencies.
The use of the additional general competencies are optional and should be used based on need.
Not every department requires additional competencies to be successful.
It is the manager’s decision to make whether or not to apply additional competencies within their employee’s Performance Document in ePerformance.
Let’s refer to the guide and review the list of the 39 competencies:
conflict management, continuous development, critical thinking, developing others, empowerment, expertise, flexibility, holding people accountable, impact and influence, information seeking, initiative, innovation, innovation and change, integrity, leadership, listening/understanding and responding, managing organizational resources, organizational awareness, planning/organizing and coordinating, problem solving/judgement, project management, reflecting on difficulties, relationship building, research and analysis, results focus, safety management, self-confidence, self-control, service focus, strategic focus, teamwork and co-operation, and values and e
ethics.

51. Break Time 

52. Let’s Review Competency-based Performance Development The benefits
How does the CBPD work?
Based on Competencies & Development
What is a competency?
GNWT Competency Model: 6 Core Competencies & 39 General Competencies

53. Competency-Based Performance Development
Annual program that involves:
Setting Performance Goals and Objectives
Developing a Learning Plan
Ongoing Feedback and Coaching
Evaluation based on objectives, goals, and competencies
So far we have covered what is a CBPD, the benefits of using it, and how it works.
Lets now review the annual program and how it fits within the fiscal year calendar.
Annual program that involves:
Setting Performance Goals and Objectives
Developing a Learning Plan
Ongoing Feedback and Coaching
Evaluation based on objectives, goals, and competencies
Lets look at each of these in detail.

54. Annual Cycle
Dates
Competency- Based Performance Development Activities
April 1st
Previous Year Ends. Employee can proceed to complete Self-Evaluation.
April 15th
Supervisor completes Manager Evaluation
May 1st
Employee and Manager meet to review Performance Document
May 15th
Employee, Supervisor, and Senior Level all approve Performance Document
June 1st
New Fiscal Year Objectives, Competencies, and Learning Plan Goals entered into ePerformance
June 30th
Previous Year’s Performance Document must be completed.
June – September
Regular feedback and check-ins
Sept. – November
Mid-Year Check In
Dec. – March
Previous Year Ends. Employee can proceed to complete Self-Evaluation
The GNWT Competency-Based Performance Development program is based on the GNWT fiscal year April 1st to March 31st. There are a number of events that happen throughout the year and the cycle is repeated each year.
During April to June is when the majority of planning and evaluating takes place. When the fiscal year ends, starting April 1st, the employee can start the evaluation process on previous year’s goals, objectives and Learning plans, followed by the supervisor completing the Manager evaluation. These evaluations must be completed in the proper sequence, the review meeting will follow the completion of the evaluations. Once the previous year’s performance document is complete, goals and objectives can be set and entered for the new fiscal year.
During June – September- it is recommended that employees and supervisors meet for regular feedback and check-ins.
During September – November – It is recommended that a mid-year check-in take place. It provides an opportunity for the employee and supervisor to review the goals and objectives that were previously established, discuss progress and/or modify them if required.
During the period of December to March – regular check-ins should continue. If regular feedback and check-ins occur, there should be no surprises for either party at the year-end review.
Once the fiscal year is over, the final year-end review must be completed by June 30th….and the cycle continues with the development of goals, objectives and learning plans for the upcoming year.

55. Seasonal Cycle
Dates
Competency- Based Performance Development Activities
Season Starts
New Season Objectives, Competencies, and Learning Plan Goals entered into ePerformance
Month 1-2
Regular feedback and check-ins
Mid-Season
Mid-Season Check In
Month 3-4
Season Ends
Previous Season Ends. Employee can proceed to complete Self-Evaluation, Supervisor to complete Manager Evaluation.

56. Mid-Year – New Employee
Dates
Competency- Based Performance Development Activities
Starts New Position
October 1st
New Position Objectives, Competencies, and Learning Plan Goals entered into ePerformance
Month 1-2 (Nov. & Dec.)
Regular feedback and check-ins
Mid-Term (January)
Mid-Term Check In
Month 5-6 (February – March)
March 31st
Previous Year Ends. Employee can proceed to complete Self-Evaluation

57. Mid-Year – Exiting Employee
Dates
Competency- Based Performance Development Activities
April 1st
New Position Objectives, Competencies, and Learning Plan Goals entered into ePerformance
Month 1-2 (May & June)
Regular feedback and check-ins
Mid-Term (July)
Mid-Term Check In
Month 5-6 (August – September)
October 1st
Employment ends. Employee can proceed to complete Self-Evaluation

58. Summary of Cycle
Set Objectives: What, How, and by When.
Define Learning Goals: What competency is being developed or objective is supported, how learning occur, and by when.
Assess Performance: Employee completes Self-Evaluation and Supervisor completes Manager Evaluation.
Provide Feedback and Coaching: Advice from supervisor on what has been done well and what can improved on to be more successful
The cycle can be summarized by:
Setting Objectives
Defining Learning Goals
Providing Feedback and Coaching
Assessing Performance
First expectations should be communicated, this relates to having conversations about position objectives, competencies and learning goals.
Followed by defining the goals and inputting them into the Performance Document in ePerformance.
Then ongoing throughout the year having those conversations with feedback and coaching.
Ending with the evaluations when the year ends after March 31st.

59. Competency-based Performance Development
Starting Point
Performance Document
Created in PeopleSoft

60. ePerformance Path
How to see your documents: Self-Service > Performance Management > Performance Documents > Current Documents How to see your employees documents: Manager Self-Service > Performance Management > Performance Documents > Current Documents

62. ePerformance Step 1
Complete:
Work Objectives
Review Competencies
Learning Goals (optional)

63. Goals & Objectives
What? Exactly what should the employee be trying to accomplish this fiscal year?
How? How will he or she achieve this?
When? By when, or how quickly?
Work objectives describe the results expected from employees during the coming work year. The Compentency Based Performance Development Program requires them to be included in every employee's Performance Document in ePerformance.
Typically Objectives relate to budgets, deadlines, accuracy, quality and speed, and they answer these questions:
What? Exactly what should the employee be trying to do? What quality standard needs to be achieved?
How? How will he or she achieve this?
When? By when, or how quickly?

64. SMART Goals & Objectives
 SMART Goals and Objectives yield objectives that are measurable descriptions of what the employee is expected to achieve during the coming year.
Supervisors should consider several questions when developing work objectives.
S: Specific The work objective is a clear statement of expectations. It describes an observable action or achievement. The objective is specific about the result, not the way it is achieved.
M: Measurable There is a way to assess and describe the result in terms of, for example, quality, quantity, cost or time. Some work results are measured easily; others may need to be verified or observed.
Will this indicator or standard demonstrate that the employee has successfully completed or continues to meet the work objective?
Can these measurements be obtained?
A: Attainable The work objective is realistic and achievable. The best objectives challenge employees but are not extreme. That is, they are neither out of reach nor below standard performance. Objectives that are set too high or too low become meaningless and will not be a source of motivation.
R: Relevant The work objective is consistent with the employee's role in the workplace.
T: Time-based There is a time limit for achieving the work objective.

65. Well-written work objectives:
Allow employees to understand what is expected of them ;
Enable supervisors to readily observe, document and coach employees on an ongoing basis;
Provide employees with a means of self-measuring performance;
Allow for an accurate comparison of what was done and what was expected.
Work objectives and goals should be updated at the beginning of the fiscal year, when an employee begins a new job, or when an employee begins a transfer assignment.
Well-written work objectives:
Allow employees to understand what is expected of them from the beginning of the assessment period;
Enable managers/supervisors to readily observe, document and coach employees on an ongoing basis;
Provide employees with a means of self-measuring performance;
Provide a tangible means of clarification if misunderstandings or disagreements arise about work assignments; and
Allow for an accurate comparison of what was done and what was expected.
Though they are based on the group and level of the employee, work objectives are not a job description or a work plan.
Supervisors and employees will find it helpful to use the "SMART" criteria for developing work objectives and their corresponding performance indicators or standards.

68. Let’s Apply!
Using the Administrative Assistant Job Description as guidance, let’s review two SMART work objectives.

69. Provides admin support to JE&OD unit…
Responsibilities:
Provides admin support to JE&OD unit…
Provides unit-specific administrative support.
*Provides records management and maintenance for the unit’s files…
*Provides financial support activities for the unit, ensuring timely payments.

70. Position Objective
Objective One: Assist unit in preparing for DIIMS by organizing shared drive folders/documents into ARCS/ORCS file classification by October Consult with Records Clerk on file definitions & meet with staff regarding their files and the appropriate placement of file.

71. Position Objective
Objective Two: Assist unit in organizing expenses by coordinating the timely completion of the monthly reconciliation of Visa statements.

72. GNWT Core Competencies
Leadership Excellence Authentic Leadership Systems Thinking Engaging Others Management Excellence Action Management People Management Sustainable Management
Once your objectives are set for your work, you need to understand the behaviours required to be successful in your position.
I previously outline GNWT’s 6 core competencies, in addition to being evaluated on the achievement of your objectives, you will be evaluated the core competencies and any additional competencies that your manager has determined for your position.

74. ePerformance Competency Ratings
Definition
Does not meet
Employee hasn’t demonstrated behavior defined in competency.
Developing
Employee partially demonstrates behavior defined in competency.
Meets
Employee demonstrates all behaviors defined in competency.
Exceeds
Employee demonstrates all behaviors defined in competency and frequently exceeds expectations.
The competency ratings are:
does not meet which is defined by-the employee hasn’t demonstrated behavior defined in competency.
Developing – which means= employee partially demonstrates behavior define in competency.
Meets – which means –employee demonstrates all behaviors defined in competency.
Exceeds – employee demonstrates all behaviors defined in competency and frequently exceeds expectations
These rating apply to all employees with Performance Documents created for the 2016/2017 reporting cycle. Upon completion of the fiscal year, March 31st 2017, employees and managers will evaluate performance based on the competencies and the ratings.
Again, if you are not familiar with competencies, please register for the Competencies 101 training on the Learning and Development Calendar.

75. Learning goals that are:
Learning Plans
Learning goals that are:
Job-specific and/or
Career advancing.
The annual CBPD cycle for employees reflects business priorities (work objectives) expected behaviours (core competencies) and a learning plan.
Learning plans should contain specific learning objectives in one or more of the following categories:
Job-specific and required to fulfill the employee’s current position requirements.
GNWT mandatory training.
Career advancing to support the employee in achieving his or her career development goals

76. Establishing a Learning Plan
Identify a Learning Goal, the Competency (core or general) to be developed or objective to achieve;
Identify the learning experience needed to develop that ability; and
Identify the support required to develop and apply that ability.
Learning Plans are another essential component to a Competency-based Performance Development Program.
Developing a Learning Plan requires that you:
1. Identify a Learning Goal, the Competency (i.e. knowledge, skill or attitude) to be developed;
2. Identify the learning experience needed to develop that ability; and
3. Identify the support required to develop and apply that ability.
Then the supervisor and employee simply need to manage the plan:
Agree to the plan
Do it – following through;
Set time aside to “check in” with each other to discuss progress; and
Provide ongoing feedback and recognition to help guide and reinforce progress.

77. Learning Plan Goal Example
In support of successfully achieving objective one, complete Records Tool Box training within the next three months in the LDC.
In support of successfully achieving objective two, view SAM UPKs this week & complete SAM & Visa One training within the next three months.
A SMART learning goal is structured so that anyone who reads your goal statement will understand what you want to learn.
For your Learning Plan you will be developing professional goals, as they relate to your positon and career growth.
Here is an example of SMART learning goals:

80. Step 1 complete
Once the Employee enters the goals and objectives, the Supervisor completes the step.
Only a Supervisor can re-open this step to allow for the objectives and/or goals to be updated.
If no updates are required, Step 2 (evaluation) doesn’t occur until fiscal year end / season ends/ or term ends.

81. Feedback
Your manager will give you feedback at check-ins and at the year-end based on objectives and goals. The feedback is designed to help you learn and improve for better work performance.

82. Why give Feedback?
Provides recognition for work successfully completed
Helps employees identify areas for improvement
Boost confidence and motivates towards improvement
Feedback is powerful as it helps people get on track, it serves as a guide to assist people to know how they and others perceive their performance.
Feedback is the most inexpensive, powerful, yet, most under used management tool that we have at our disposal.
When done correctly, feedback helps employees identify areas for improvement, imparts ways to improve or correct performance, and it boosts confidence and motivates towards improvement.

83. Monthly Check-in Example
“Let’s talk about how you are progressing with ORCS/ARCS. Where are you at? Do you understand the file definitions? Who have you consulted with? Are the folders renamed using the file classification outlined for our Unit? What are your next steps?”
Provide feedback, and coaching if necessary.

84. Monthly Check-in Example
“Let’s talk about how you are progressing with Visa statements. Do you understand the monthly process? Have you viewed the UPK? Have you signed up for the training? Are you coordinating with staff to get their receipts/invoices? What are your next steps”
Provide feedback, and coaching if necessary.

85. Constructive Feedback
Constructive feedback  is communication that brings to an individual’s attention an area in which performance could improve, in a manner that helps the employee understand in internalize the information.
Constructive feedback should be useful, meaningful, impactful and easy to understand.
A best practice when delivering constructive feedback is to the Sandwich Approach- the method consists of praise followed by corrective feedback followed by more praise.

86. Constructive Feedback Example
“Thank you for providing the update about where you are at with meeting your objectives. You have been here for 4 months & I am aware you have made connections with your co-workers and your demonstrating behaviours in taking responsibility for your own behaviour job competency, but haven’t progressed as far I hoped you would with ORCS/ARCS. I appreciate your effort but I would like to help you in achieving the objective outlined in your performance document…….”

87. Evaluation
At the end of the fiscal year, after March 31st, employees complete a self -valuation and the supervisor completes a Manager evaluation based on the objectives, competencies and learning goals.
Starting with the 2016/2017 fiscal year, this will take place within ePerformance.

88. ePerformance Step 2
Employee: Completes Self-evaluation Supervisor: Completes Manager Evaluation

89. Evaluate
Work Objectives
Competencies

91. Competency Ratings Does not meet
Definition
Does not meet
Employee hasn’t demonstrated behavior defined in competency.
Developing
Employee partially demonstrates behavior defined in competency.
Meets
Employee demonstrates all behaviors defined in competency.
Exceeds
Employee demonstrates all behaviors defined in competency and frequently exceeds expectations.
The competency ratings are:
does not meet which is defined by-the employee hasn’t demonstrated behavior defined in competency.
Developing – which means= employee partially demonstrates behavior define in competency.
Meets – which means –employee demonstrates all behaviors defined in competency.
Exceeds – employee demonstrates all behaviors defined in competency and frequently exceeds expectations
These rating apply to all employees with Performance Documents created for the 2016/2017 reporting cycle. Upon completion of the fiscal year, March 31st 2017, employees and managers will evaluate performance based on the competencies and the ratings.
Again, if you are not familiar with competencies, please register for the Competencies 101 training on the Learning and Development Calendar.

92. Step 3 & 4
Review Meeting Held (3)
Employee Acknowledgement (4)

95. Reviewing and clicking buttons in ePerformance
Step 5 & 6
Supervisor Submits (5)
Supervisor’s Supervisor Approves (6)
Reviewing and clicking buttons in ePerformance

98. Performance Development
Set Objectives, Competencies, & Learning Goals
Regular Check-ins and Feedback
Mid-year
Review
Year-end Evaluation
Competency-based
Performance Development
Annual Cycle

99. Career Advancement
Employees are encouraged identify their career aspirations within their Performance Document. Supervisors can provide guidance by discussing the competencies that need to be developed to be successful and achieve desired position by referencing the Competency Model.

100. How to develop competencies?
Work experience
Training on Learning and Development Calendar
Coaching and/or Mentoring
On-the-job-training
Acting responsibilities
Life Experience
Formal Education
There are a variety of ways you can develop or improve your competencies.
The GNWT’s competency model already defines the behaviors required, it is intended that you use the behaviours outlined for the positions as a development guide.
By developing your competencies, you are working towards being more successful within your position and or towards your career advancement.
Research indicates that competency development takes place through a combination of:
Work experience
Training
Coaching and/or Mentoring
On-the-job-training
Acting responsibilities
Life Experience
Formal Education

101. Employee Development & Workforce Planning
Leadership Development Program
Management Series
Aboriginal Management Development Program
Graduate Internship Program
Education Leave
Tuition Reimbursement
Employee Recognition & Awards
The Department of Human Resources’ Employee Development and Workforce Planning division offers a variety of programs for developing competencies, they include:
Leadership Development Program
Management Series
Aboriginal Management Development Program
Graduate Internship Program
Education Leave
Tuition Reimbursement
Employee Recognition & Awards
Please visit the My HR page for more information on programs offered, deadlines, and criteria.

102. Succession Planning
By effectively setting & evaluating objectives, competencies, and learning goals, Supervisors can help develop employees to fill expected, upcoming vacancies.

103. EMPLOYEE Responsibilities
Solicit feedback from supervisor, clarify feedback, ask for additional direction or examples if necessary
Be prepared to discuss goals/objectives from performance document in ePerformance
Discuss accomplishments and areas of difficulty
Conduct self-evaluation against role expectation and goals at year end/season end/ term end.
Everyone has a role to play in the Performance Development Process and each group has their own set of responsibilities to ensure that it is a success.

104. Supervisor Responsibilities
Set SMART work objectives and explain how core competencies fit into the employee’s role
Make the time to meet with employees
Give honest, direct feedback
Ask the employee if they are having any issues and help them overcome obstacles they are encountering by coaching them

105. ePerformance & Competencies
April mandatory for 16/17 My HR- website for GNWT EEs UPK (HRIS User Manuals) training guides Training- eLearning & Regions

106. Thank you. Please contact Performance_Development@gov. nt
Thank you! Please contact For more information or assistance with your Performance Document.