1. GEORGIA PERF0RMANCE MANAGEMENT FOR EMPLOYEES 2008
Hi, I am Reggie Smith with the State Personnel Administration. This presentation is for State of Georgia employees participating in the enhanced Performance Management Process in 2008.
In 2005, an interagency team was formed to determine the requirements for a new performance management system for the state. A survey of employees, managers, and HR personnel was conducted and the findings were used to design a new performance management system.
We are pleased to introduce this new PMP process and system in a phased in approach beginning in July 2008 to nine agencies. The remainder of the State of Georgia will have the opportunity to utilize this process in July 2009.<click>

2. Understand how the rating scale is used in the evaluation process
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
When we talk about the Georgia Performance Management Process, we understand that it is a systematic and integrated process that drives performance throughout an organization.
The goal of the PMP is to provide a uniform performance management approach across the enterprise.
It links the employee’s performance to the mission, vision, and goals of the employee’s work unit, agency, and State. <click>

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
Performance management is a process, not just a one time event. It assesses employees’ strengths and areas for improvement;
Focuses on two main areas for success: What gets accomplished and how it gets accomplished.
The “What” equates to specific and measurable goals, responsibilities, and objectives.
How they get done equates to competencies – which are those KSAs (knowledge, skills, attributes) and behaviors that are necessary to achieve those goals.<click>

4. Manager: Set up formal planning meeting with employee
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
The manager initiate the process by identifying the performance expectations and communicating the expectations to the employee in a preliminary meeting.
The manager will receive input from you and formalize a performance plan for the upcoming year.
The manager’s manager, formerly called the reviewing manager, reviews and approves the plan and then the manager sets up the formal planning meeting with you.
There are two main reasons for the manager’s manager to review the plan. It is very important that the expectations are aligned to the function of the work unit, agency and State’s vision.
It is also critical that there are comparable requirements for employees in similar positions in the organization.
If there are changes to the plan, they must be made BEFORE the supervisor meets with the employee for the formal discussion. <Click>

5. Let’s take a look at the Performance Management Process linkages.
This is very similar to phases in the old process.
First, we start with Performance Planning, then continuously coach and develop employees throughout the process. From the expectations that are created in the Planning phase, we are then able to evaluate our employees and thus, reward their performance.
We will cover each phase as we move through the presentation. <click>

6. WHAT IS NEW FOR ePERFORMANCE
OLD
NEW
Focus on job responsibilities
Focus on goals and competencies
Statewide responsibilities
Statewide Core Competencies
Leadership competencies
Goals based on job responsibilities
Goals linked to agency goals (cascaded)
Three-point rating scale
Five-point rating scale
Number of goals
Employee self-evaluation
Software stands alone
Software integrates with other functions
Easier to use
Better technology
Employee – no access to PMF
Employee access to PMF
During the redesign, there were changes, but overall, the stages in the process are the same. Let’s look at the major differences in the old and new process.
The old system focused on job responsibilities from the job descriptions.
The new system encourages the performance focus be placed on goals and competencies.
Where every employee had statewide responsibilities, terms and conditions in the old system, in the new system, there are required Statewide Core Competencies for everyone and Leadership Competencies for those who manage people and/or projects.
In the old system, goals were based on responsibilities, where now the goals will be linked to state and agency goals.
Previously there was a three-point rating scale, whereas now, there is a five-point rating scale, which we will see later.
Now managers and employees will together be able to create a number of goals and employees will have the opportunity to evaluate themselves based on agreed-upon expectations.
In the old process, the software stood on its own, where now with the PeopleSoft functionality, we are able to integrate with other statewide processes like Employee Self Service. <click>

7. What is Planning? Key Components of Planning
PERFORMANCE PLANNING
What is Planning?
Key Components
of 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
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
The planning process is meant to be a collaboration between the manager and employee.
The purpose of planning is to develop performance expectations for the upcoming performance year.
While many factors play a part in successful employee performance, PLANNING coupled with supervisor-employee communication is critical to success.
There are 6 key components of planning:
Creating the individual performance plan
Identifying goals
Aligning those goals with state and agency goals
Identifying competencies
Agreeing on responsibilities, tasks, and projects, and
Creating an Individual Development Plan <click>

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
The individual performance plan results is equivalent to the PMF that you are accustom to in the old process.
It details the performance expectations: Goals, responsibilities and competencies) upon which employees are evaluated.
It should be tailored to fit the employee in the position and be prepared no later than 45 days from the employee’s hire date or date of transfer, promotion, or demotion.
Let’s review the performance management form
. <click>

9. Statewide Core Competencies
ELEMENTS OF IPP
4 sections address what gets accomplished, how it gets accomplished, and the developmental goals for the employee
Statewide Core Competencies
Individual Goals and Competencies
Job Responsibilities
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
4 sections of the form address what gets accomplished, how it gets accomplished and what the employee needs to do to improve or further develop his or her skills.
Section 1 of the form includes Statewide Core Competencies.
Section 2 is Individual Goals and Competencies
Section 3 is Job Responsibilities; and
Section 4 is the Individual Development Plan
The first three sections are rated, with all employees being rated on the Statewide Core Competencies.
Ratings on the individual goals and competencies and/or job responsibilities are at the manager’s discretion. <click>

10. STATEWIDE CORE COMPETENCIES and more…
There are five competencies that are required of all state employees
These five Statewide Core Competencies include:
Customer Service
Teamwork and Cooperation
Results Orientation
Accountability, and
Judgment and Decision Making
The core competencies are pre-populated on the IPP
Competencies address the way things get done. An individual must possess a certain levels of competencies in order to achieve goals and objectives. Behaviorial competencies are observable and measurable. They relate to the core purpose and values of an organization and focus on a person in a position. Competencies contribute to improve employee performance and success. They are not part of the job description but can apply to all or most jobs in an organization.
The two leadership Competencies
Talent Management
Transformers of Government
Are pre-populated on the IPP for people leaders or project leaders.<click>

11. A measurable outcome or result
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
Section 2 of the IPP allows you to look at the “what” and “how” things get accomplished.
We will first look at goals.
Goals are measurable outcomes or results. They should look at the result of the behavior being measured, the measurement criteria, and the level of performance being described.
All goals should be written at a “met” or “Successful Performer” level.
You can always have the discussion with your manager on how you can exceed or meet the Exceptional Performer level, but your expectations should be written at a successful performer level. <click>

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
The last section on the IPP is the Individual Development Plan.
The Individual Development Plan is not to be used if an employee has deficiencies in performance.
It is an action plan that is created by the manager and employee to increase skills for professional development such as attending computer classes, seminars or joining professional organizations.
It focuses on development in the employee’s current role, allows the employee to expand his or her skill set and knowledge areas and prepares the employee for future roles.
The Individual Development Plan is not rated, but should be reviewed for accomplishments and areas that still remain to be addressed. <click>

13. RATING SCALE Label Description 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 Rated
New hire or transfer within five months of end of performance period
If you remember from the previous PMP, there were 3 levels – Exceed, Met, and Did Not Meet.
There are now 5 tiers: Exceptional Performer, Successful Performer – Plus, Successful Performer, and Successful Performer – Minus. Then there is Unsatisfactory Performer. If an employee has been hired or transferred within five months of the end of the performance period, he or she may or may not be rated.
An Exceptional Performer has exceeded all performance expectations. All is defined as 100%. This person demonstrated role model behaviors and contributed to the success of the department, agency, and state.
A Successful Performer – Plus has met all performance expectations and exceeded most. Most is defined as more than 50%.
A Successful Performer has met all performance expectations and may have exceeded some. Some is defined at less than 50% of the expectations.
If you have an Unsatisfactory Performer this employee did not meet all or most of the expectations. This employee needs significant improvement in critical areas of expected job results. <click>

14. Goal 1: Exceptional Performer – 5 Goal 2: Successful Performer – 3
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
Once you evaluate competencies, you must then measure the employee’s actual performance for goals and responsibilities, if you chose to use them.
Be sure to use all of the relevant information collected about the employee’s performance throughout the year.
Remember that all goals and responsibilities should be evaluated in the same way: Actual performance compared to the goals and measures identified during the planning meeting and documented in the PMF.
Each performance expectation – competency, goal, or responsibility – is assessed individually.
Once you have rated these sections, the section will receive an overall rating for the section.
After this is complete, the ratings from each section are weighted based on the percentages you assigned during the planning period.
An overall score is then calculated based upon the section ratings and their associated weights.<click>

15. PERFORMANCE EVALUATION
This stage focuses on:
Results/Fulfillment of performance expectations
Goal achievement
Competencies
Key tasks or activities
Major achievements
Individual development plan
Let’s take a deeper look at the evaluation phase.
This stage of the process focuses on results and achievement of goals. It looks at the performance goals, competencies, and responsibilities that were created in the planning phase. <click>

16. STEPS IN PERFORMANCE EVALUATION
Employee completes a self-evaluation, which is then sent to the manager
Manager completes the performance evaluation by measuring employee performance against expectations
Manager sends evaluation to his/her manager for review
Manager’s manager approves/revises, then it is sent to HR for approval
HR will approve or indicate changes
Changes are made, sent back to HR
Manager then conducts performance evaluation meeting with the employee
The part of the process that is new is that employees now conduct self-evaluations based on the agreed-upon expectations from the planning phase.
Remember that the manager should not have the performance discussion with the employee until after the manager’s manager and HR review and approve the evaluation. <click>

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
Just as you reviewed the expectations on the previous sections of the plan, you should review the goals, objectives, and activities outlined in the IDP.
Actual performance and accomplishment of goals and activities should be compared those outlined.
You should note those that were completed successfully and note any comments or feedback. Likewise, you should review those items that were not achieved.
If there were items that were not achieved, there are several factors to consider.
Budget cuts,
Organizational shifts, or
Workload factors
If there are items that were not accomplished that were within your power to do, then your manager needs to decide how to discuss this and provide appropriate feedback and coaching.
You may need to revisit those items and put them on the IDP for the upcoming year.
This concludes the overview of the enhanced Performance Management Process. If you haven’t done so, please review the webcast presentation on the ePerformance Manager System. Thank you.