GEORGIA PERF0RMANCE MANAGEMENT FOR EMPLOYEES 2008
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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
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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
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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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Performance Management
Model
Performance Management
Model
Rewarding Performance
Acknowledge SuccessProvide Opportunities
Rewarding Rewarding PerformancePerformance
Acknowledge SuccessProvide Opportunities
Performance Planning
Describe“successful”performance
Performance Performance PlanningPlanning
Describe“successful”performance
Performance Evaluation
Assessment based on agreed upon
Expectations.
Performance Performance EvaluationEvaluation
Assessment based on agreed upon
Expectations.
Coaching & Development
Do the job,achieve the goals, and get the results
Coaching & Coaching & DevelopmentDevelopment
Do the job,achieve the goals, and get the results
• Results
• Competencies
• Key tasks or activities
• Major achievements
• Development plan
• Career development
• Performance log
• Updated goals
• Mid-year or quarterly review
• Development plan
• Monetary
• Non-Monetary
• Agree on goals
• Link to state and agency goals
• Agree on responsibilities , tasks & projects
• Development plan
Performance ManagementInter-Process Linkages
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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
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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
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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
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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
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STATEWIDE CORE COMPETENCIES and more…
Statewide Core and Leadership Competencies Core Competencies Leadership Competencies
Customer Service
Teamwork and Cooperation
Results Orientation
Accountability
Judgment and Decision Making
Talent Management
Transformers of Government
Additional Behavioral Competencies
Communication
Conflict Management
Creativity and Innovation
Cultural Awareness
Flexibility
Initiative
Negotiation and Influence
Professional Development
Project Management
Teaching Others
Team Leadership
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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
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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
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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
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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
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PERFORMANCE EVALUATION
This stage focuses on:
Results/Fulfillment of performance expectations
Goal achievement
Competencies
Key tasks or activities
Major achievements
Individual development plan
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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
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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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