1. Using Performance Competencies to Drive Results Presented By: Jerry Van Oort, Gary Gardner, Ron Strand

2. Objectives of Today’s Meeting  Introduce Competency-Based Performance Evaluation  Explain components of an Effective Employee Development Program  Understand the importance of Just-in-Time training in achieving corporate results  Discuss Check-for-Understanding Tools

3. Corporate Results are Effected by:

4. What Determines Success or Failure? All corporations deal with adverse situations & crisis. Success or Failure is NOT determined by WHAT happens. Success or Failure IS determined by how the corporation RESPONDS.

5. Successful Corporations…  Have the Organizational Depth to deal with crisis and growth!!  Have the ABILITY TO RESPOND with SPEED!!  Have invested in their most important resource…their people!!

6. Successful Corporations…  Can’t anticipate every business issue and crisis!  Understand the value of employee development.  Can ensure they have properly developed their employees.

7. Components of an Effective Employee Development Program

8. Think of the worst employee you ever worked with! Why did the employee fail at their job? Be specific.

9. RESULTS SKILLS COMPETENCIES

10. Sell $1 MM Account Negotiating Skills Product Knowledge Market Knowledge Interpersonal Skills Influencing Skills Communication Skills Teamwork Planning and Organization Skills Presentation Skills Objective: Sell a NEW $1 Million Account RESULTS SKILLS COMPETENCIES

11. Discussing Competencies…  Is Judgmental.  Requires Data.  Can be Confrontational.  May be Sensitive.  Requires a lot of work to do it right! Why do Managers not discuss competencies with employees?

12. Discussing Competencies If Employees are FIRED because of their COMPETENCIES, shouldn’t bosses talk about competencies? YES…But the organization needs to give managers and employees the tools.

13. Effective Performance Management Programs are…  Anchored in corporate values and beliefs.  Job Family specific.  Results-Focused.  Competency-Based.  Linked to Employee Development.  Performance Improvement Plan  Just-in-Time Training  Check for Understanding  Longer Term Development

14. Performance Management Program Components  Anchored in Company Values and Beliefs  Will be a program de jour and lack credibility.  Will not be a long term contributor to improved corporate results.  Will be a “Personnel” program.

15. Performance Management Program Components Which approach has greater credibility and likelihood of use?  Generic list of Employee Attributes and Values.  List of available company training programs.  Job Family Specific Evaluation Process.  Objectives  Competencies  Accountabilities  Training Plan  Employee Development Plan  Just-in-Time Training  Check for Understanding

16. Performance Management Program Components Job Family- A group of occupations performing work requiring similar skills, education, training and credentials. What are examples of Job Families?

17. Performance Management Program Components Examples of potential Job Families:  Director / Manager  Supervisor  Professional Administration  Sales Representative  Chemist  Laboratory Technician  Customer Service Representative  Administration Support  Hourly Associate

18. Performance Management Program Components Job Family specific Performance Evaluation  Contributes to increased credibility and use of the program.  Enables the Company to “tailor” training programs to the needs of a group (as opposed to one size fits all).  Defines the jobs in a manner that improves communication between Manager and Employee.

19. Performance Management Program Components Performance Measurement must be…  Results-Oriented  SMART Performance Objectives:  Specific – Describe precisely what is to be achieved.  Measureable – Quantified.  Achievable – Are you attempting too much?  Realistic – Have sufficient resources have been provided?  Timed – Specific due dates.  Accountabilities  Clearly defined Job Performance Expectations.

20. Performance Management Program Components Admin Prof SupervisorManagerDirector Ethical BehaviorXXXX Organizational Development XX Making Tough People Calls X Presentation SkillsXX Data ManagementXX Competencies…  Are defined for each job family.  Define the skills, values and behaviors critical for success on the job.

21. Performance Management Program Components Individual Development Plan…  Job Family specific evaluation ensures the employee knows what is expected for “On Target” performance.  Job Family defined Competencies and Accountabilities help the employee evaluate the skills needed for advancement.  Individual Development Plans ensure the employee is continually improving his/her skills.

22. Performance Management Program Components Employee Development  Performance Improvement Plan- Specific plan to improve performance for any Accountability/Competency where the employee is “Below Target”.  Developmental Training - Job Family specific training ensures employees are trained on skills critical to their job.  Just-in-Time Training - Enables employees to develop or reinforce skills when needed & at the lowest possible cost.

23. Objectives of Today’s Meeting  Introduce Competency-Based Performance Evaluation  Explain components of an Effective Employee Development Program  Understand the importance of Just-in-Time training in achieving corporate results  Discuss Check-for-Understanding Tools

24. Individual Development Plan 1. Measure/Assess Need 2. Plan 3. Appropriate pre-work 4. Training 5. Individual Development Plan 6. Apply Learning 7. Interactive Peer Learning 8. Measure

25. Individual Development Plan Case Example Case Example  Bill is a chemist.  Jane is his manager.  Nancy is the Learning and Development Specialist.  Jane would like Bill to serve as a team lead on an upcoming project.

26. Step 1 – Measure/Assess Need Case Example  Competency-Based Performance Evaluation identified a need.  Competency to be developed – Interpersonal Skills.

27. Step 2 - Plan  Employee Development Plan Bill meets with Jane to agree on the objectives for his Interpersonal Skills training experience. Are you requiring managers to meet with the person who will be taking the training prior to the training? Is each manager and the person taking the training agreeing on objectives for his/her training experience?

28. Step 3 - Appropriate Pre-Work  Possible pre-work:  Pre-test  Reading  Definitions  Core concepts  Manuals  Targeted 360  Nancy identified a targeted 360 as the most effective method. What are you doing to help people prepare to maximize their learning experience?

29. Step 4 - Training Nancy recommended a blended approach.  Blended Learning  E-learning course  On-the-job application with self-reflection  Check for understanding  Peer learning discussion groups  Measurement

30. Step 4 - Training Effective Learning Design…  Places responsibility for learning on the learner  Activity Guide directs the learner and incorporates 8 easy steps.  Increases assurance of application on the job  Increases retention  People retain 80 – 100% of what they DO!  Checks-for-understanding  Includes interactive peer learning  Participants tell us the best part is learning from other learners.  Measures results  Test for understanding.  Test for knowledge.  Demonstrating.  Targeted 360.

31. Step 5 - Update Individual Development Plan Bill meets with Jane to update his Individual Development Plan. Some of the components are:  Competencies and Skills  In order to improve these skills, I will need to…  Do More of…  Do Less of…  Begin doing…  “Payoffs” for doing this include…  Overcoming obstacles  Obstacles or barriers, which could prevent me from making these changes…  Strategies/tactics for removing obstacles and barriers…  Support  How could my manager help me make these changes?  Who else in my organization can support my efforts to improve? How would they be of help?

32. Step 6 - Apply Learning Bill applies learning on the job!  Reflect on results of applying learning.  For instance, use CRO:  Circumstance – What was the situation?  Response – What skills did you use and how did you use them?  Outcome – What was the end result? What is going to happen next?  How will he use what he has learned in future situations?

33. Step 7 - Interactive Peer Learning Bill participates in a peer learning or virtual learning session. He presents his answers to (on-the-job application assignment).  Share success  Learn from failures  Best practices of peers  Identify what he needs to do better or differently. What are you doing to reinforce new learning?

34. Step 8 - Measure Jane asks regularly: Bill, how have you used the skills from the “Interpersonal Skills” course today?  90 days after course – Targeted 360.  Measurement tools:  Test for knowledge  Test for understanding  Demonstrating  Targeted 360 What are you doing to measure? “People respect what you inspect; so inspect what you expect!

35. Individual Development Plan 1. Measure/Assess Need 2. Plan 3. Appropriate pre-work 4. Training 5. Individual Development Plan 6. Apply Learning 7. Interactive Peer Learning 8. Measure

36. Objectives of Today’s Meeting  Introduce Competency-Based Performance Evaluation  Explain components of an Effective Employee Development Program  Understand the importance of “Just in Time” training in achieving corporate results  Discuss Check-for-Understanding Tools

37. Check-for-Understanding Tools  Online Testing  DVD-Based Systems  Competition and Game-Based Systems  Job knowledge and skills-based observations and evaluations

38. What Determines Success or Failure? All corporations deal with adverse situations & crisis. Success or Failure is NOT determined by WHAT happens. Success or Failure IS determined by how the corporation RESPONDS.

39. Components of an Effective Employee Development Program

40. Summary What one or two concepts, ideas, or tools from today’s session will help you increase employee performance and reduce cost of training at your company?