Effectively leading and managing great results…

Overview

• The Performance Management Process links THINK Together’s Success Factors and Performance Expectations directly to the our strategic priorities.  This process gives the employee and supervisor ways to work together to create a plan of action that will help the employee be effective in his/her job and contribute to THINK Together’s overall success.  The Performance Management process is the our primary tool to define expectations, measure results and provide on‐going career development.

The Performance Management Cycle

A robust Performance Management process will create alignment, employee engagement, and focus on achieving the right results.

Individual Goal Setting (WIGs)

Competency Assessment & Individual Development Plans

Coaching & Calibration

Quarterly Mtg

Quarterly Mtg

Quarterly Mtg

Quarterly Mtg

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The Performance Review Process is intended for all employees of THINK Together. Annual objectives are created at the beginning of the review period (fiscal/academic year). Coaching is provided throughout the year, and at year-end, overall performance is documented and evaluated via the Annual Review.

Action Steps

1. Objectives created based on annual Strategic Priorities

2. Create individual performance goals (WIGs) based on team / department annual plans and priorities

3. Complete self-assessment for year-end results

4. Complete employee appraisal

5. Conduct Annual Review discussion

Manager

• Communicates annual priorities and broad objectives with employee

• Reviews with employee and customizes broad objectives to reflect employee’s responsibilities via Work Plan and WIGs

• Gathers feedback from employee, 2nd level manager, and other stakeholders

• Rates employee against Success Factors

• Provides input on development objectives

• Reviews / Adds to employee appraisal - reviews results, competency assessment and development plan, and completes overall summary & performance rating

• Meets with employee to discuss performance review and career development

• Finalizes objectives for upcoming year

Employee

• Reviews annual priorities and performance objectives created for his/her job

• Reviews with manager and customizes broad objectives to reflect his/her responsibilities

• Reviews annual performance against objectives

• Rates self against Success Factors

• Identifies development objectives

• Captures performance results, competency assessment and development plan in performance review and sends to manager for completion

• Meets with manager to align and finalize objectives for upcoming year

• Prepared to discuss career development goals with manager

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What How When Performance Planning 1. Prepare for and conduct the Performance Planning Discussion 

‐ Review Strategic Priorities ‐ Review Department/Site Goals and Objectives ‐ Review Performance Expectations/Position Description/Commitments 

‐ Conduct Performance Planning Meeting ‐ Determine Third Party Inputs 

Month 1(Within 30 days of being in new position; or, at beginning of year: ~Aug‐Sep)

Mid‐Year & Quarterly Progress 

1. Gather input and Assess Performance 2. Conduct Mid‐year Progress Review3. Establish Quarterly Milestones 

90 Day Review, Mid‐year and Quarterly Progress Reviews (via 1:1 meetings) (After initial 90 days of employment; and, formal check‐points during performance review cycle)Annual Review 1. Prepare for Review Session 

‐ Review Performance Expectations ‐ Employee Completes Self‐Assessment ‐ Supervisor collects and reviews input from third parties ‐ Facilitate Success Factor assessment to support professional development

‐ Next Level Management Reviews 2. Conduct Annual Review & Professional Development  Discussion

Annually(At end of review cycle)

On‐going Coaching  1. Observe and Assess Performance; providing continuous and appropriate feedback2. Provide Guidance, Encouragement, and Support 

Ongoing  

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Wildly Important Goals (WIGs)

WIGs help identify and prioritize the work that needs to get done, above and beyond your normal day to day responsibilities. WIGs are essential in aligning our efforts to achieve greatness.

Sample WIG

Practice WIG Work Plan

WIG Formula: (Verb) (measure) from (X) to (Y) by (when)Ex: Achieve 90% overall ADA by year-end, June 2009Ex: Increase Site Assessment Score from 6 to 8 by June 2009Ex: Increase volunteer hours within region by 25% by June 2009

1. Goal: 85% of all sites will be at a Standard Site Assessment score of 7 or higher by June 2010.

Initiative(Objective/Activity)

Strategies Lead Activities (Repeatable, Weekly)

Lag Measure (Milestones/End Result)

Timeline Additional Support

1.

2.

Results/Examples (year‐end):

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Writing Objectives

It is important to set objectives up front with your manager so that you understand what you need to do to be successful.Objectives describe how you will contribute to the financial and operating objectives of the Organization, and should be alignedwith your department’s objectives.Your objectives highlight your personal accountabilities and how your results will be measured. Objectives should be SMART.

SMART Objectives

SpecificClearly define what is to be done in quantifiable terms.Camera lens clear – based on the description, everyone involved would understand the same thing.Example:   Increase overall Site Assessment Score to an 8.

MeasurableIdentify concrete criteria for measuring progress.Measurements help check the extent to which your objectives are getting achieved – progress and completion.Example:  Improve  Program Quality by increasing Site Assessment Score  to an 8 – focusing on Opening and  Enrichment  Components. 

Agreed UponAll stakeholders should agree on the deliverable or outcome. 

RealisticThe objective is challenging but achievable; set the bar high enough for satisfying achievement.Example:  Increase overall Site Assessment score from 6 to an 8 – focusing on Opening and Enrichment Components.

Time‐boundThe objective needs a deadline.Example: Increase overall Site Assessment score from 6 to an 8 by June 15, 2009, moving the Opening to and Enrichment to a 7.

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THINK Together Success Factors

THINK Together success factors identify the behaviors necessary to be successful in the Organization.  They indicate what it takes to demonstrate the skills, knowledge and behaviors required to be successful at THINK Together.  Each factor is of equal importance.  The success factors are founded on THINK Together’s mission and vision.  All employees who participate in the performance management process are held accountable to these Success Factors. 

Strong demonstration of success factors will enable THINK Together to achieve its strategic priorities.  Successful employees and leaders will demonstrate these behaviors.

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Development Feedback

• Rate yourself against THINK Together’s success factors and identify 2 areas of strength and 2 to 3 areas for development 

• Provide Specific examples to support your assessment• Allows  you and your manager the opportunity to mutually agree on what 

performance and development goals need to be addressed 

– Strength:  Area where you demonstrate a high degree of skill or competence.  May be your most significant accomplishment from the prior review period.

– Opportunity: Improvement in a particular area will help you achieve better results.  May reflect results that fell short from the prior review period, or areas requiring improvement in light of current or future position requirements.

Development Plan

• Opportunity areas should be translated to development objectives• Development objectives should be specific, measurable and have timeframes• Remember that success factors, or job competencies, may be developed through a 

variety of sources, including on‐the‐job experiences, mentoring/coaching, and external resources (reading, courses, seminars).

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Purpose of Self‐ Assessment

The annual performance review process incorporates an employee’s self‐assessment of performance.  This allows you to provide input regarding past performance and suggest goals for the coming period. Your manager is responsible for obtaining feedback from others you have worked with during the review period.  This process enables both the employee and manager to identify performance objectives and plan for the achievement of them.  Additionally, this process might identify differing perceptions regarding the employee’s performance.  Thus helping the manager to better align on performance expectations and provide clear feedback.

Elements of Self‐Assessment

• Year‐end Results:   Actual performance results and accomplishments vs. WIGs• Success Factor Assessment:  Assessment of capability vs. Success Factors• Professional Development Plan:  Opportunity areas identified  in Success Factor Assessment –

creates starting point for learning/development objectives.  Supervisor and employee will finalize the development plan together.

Send your self‐evaluation to your manager for review and completion of the Performance Review

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Purpose  of 360 Feedback

The annual performance review process incorporates an feedback from others whom have work with you directly.  Typically, five or more people will be requested to provide input , including peers, subordinates, superiors, external stakeholders and even students .  This input along with your self‐assessment will be reviewed and factored into your Annual  Performance Review .

Elements of Third Party Feedback

• 2‐3 Strengths• 1‐2 Opportunities for Improvement• Success Factor Assessment • Additional Overall Comments

As a learning organization, feedback is a gift that we treasure at THINK Together.

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Overall Summary

Managers are responsible for writing the overall summary, which reflects the employee’s overall performance for the year.The overall summary provides examples to substantiate the performance rating.It typically is 3‐5 Sentences: 

1) Summarizes/highlights results, 

2) Explains big wins and/or gaps in performance for the year, and 

3) Directs what employee should focus on for the next review period (skills development and/or future career positioning).

In the event of a job move or promotion during the review period, the new manager is responsible for completion of the employee’s full‐year performance appraisal.  The new manager should solicit and incorporate feedback from the employee’s previous manager.

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Performance Ratings

In general, we expect our performance rating distribution to follow a normal bell‐shaped curve.  

The majority of employees will meet expectations, which means that you are doing a great job.  

We hire very competent individuals and our expectation of everyone is high.  

Our expectations will continue to increase as our employees grow and further develop their capability.  

We will continue to raise the bar so that we can reward individuals who ‘rise to the top’.

5 ‐ Outstanding 

4‐ Exceeds Expectations

3‐ Fully Meets Expectations

2‐ Needs  Improvement

1‐ Unacceptable

In a high‐performance organization that is dedicated to exceeding expectations, a ‘Meets’ rating is consistent with solid performance.

Performance Rating DefinitionsPerformance Rating Definitions

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2

3

4

5

OutstandingFar exceeds performance expectations, demonstrating

personal initiative to go ‘above and

beyond’ and to be ‘all in’ by contributing to the site’s promising practices. There are

no performance deficiencies.

Exceeds Expectations

Regularly exceeds performance expectations,

standing out by consistently

demonstrating passion for

excellence. May meet expectations on some requirements and far exceed on

others, there are no performance deficiencies.

Fully Meets ExpectationsPerformance

consistently meets expectations, demonstrating commitment to compliance and

deliverable standards. May

exceed expectations on some job

requirements and may need help with

difficult situations; but overall, fully meets

position requirements. There

are no serious performance deficiencies.

Needs ImprovementPerformance is

inconsistent, demonstrating performance

expectations some but not all of the time.

May be new to position or need development in certain areas of

performance and require closer

supervision and guidance.

UnacceptablePerformance does not meet minimum

job requirements, not demonstrating

necessary skill level or aptitude. Requires immediate corrective

action.

“3” reflects you are doing what you are paid to do.  You perform the duties and responsibilities that are 

outlined within your WIG Work Plan and Job Description

“3” reflects you are doing what you are paid to do.  You perform the duties and responsibilities that are 

outlined within your WIG Work Plan and Job Description

14Beginning Emerging Applying Integrating Innovating

Watch for these rating errors and learn techniques to avoid them:

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What to look for: Tips to correct:

Recently Effect Only remembering things that happened recently and failing to consider everything that that occurred during the review cycle. 

Review things like performance notes, comments in goals and e‐mail. Also, consider discussing performance with others who worked closely with the individual

Halo Effect  A rater’s generalized impression of the subject results in a rating bias that carries over from one rating to the next

Ensure that items being rated are easily observed and measured (“either you did it or you didn’t”). Leverage SMART goals and clarify behavioral expectations around competencies during planning conversations.

Easy Rater / Hard Rater (Leniency)

Being too strict or easy in your scoring. You may find you are consistently giving many high or low ratings across the board. 

Review dashboards to see score distribution to get a sense for how you are rating overall. Think about the key differentiators in performance for members of your team and work to reflect that in your reviews. Use concrete/specific examples as you document feedback.

Relying on 1st Impressions

Letting your first impressions of the employee influence your ratings.

Think broadly about the individual’s performance broadly. Look for objective ways to assess performance and seek to quantify wherever possible.

Everyone is OK (Central Tendency)

Rate all employees a middle score on everything.  A “5” is possible, as is a “1”.

This may be because you find it difficult to differentiate. Review things like performance notes, comments in goals and email for examples of differentiation of performance. Also, consider discussing performance with others who worked closely with the individual.

Stereotypes Allowing the employee’s race, gender, profession, experience, accent, etc. to influence your rating for the competency.

Talk to people who know you well about how they perceive your biases then pay special attention to reviews of people who fit that stereotype. Review ratings distribution to see if you consistently under or over rate a particular group. If you find yourself saying “of course their ratings are lower that group is just not competent” –speak to your manager or HR for assistance in gaining a more objective view. 

The Ego‐centric Review

Judging employee based on how well they are “just like me” and exhibits similar values, interests, or appearances.

Review job requirements and performance against quantifiable results. Broaden the scope of feedback.

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Performance Improvement Plan (1 or 2 Rating)

Manager develops a documented plan with HR to assist employee in raising their level of performance and effectiveness 

employee agrees to contribute at expected performance levels within specified timeframe

Failure to meet plan may result in termination of employment

Prior to having any counseling sessions with employees, Human Resources must be consulted with

Any termination requires the approval of the SVP HR

Discussing Below Standard Performance

In discussing below standard performance, it is important to ensure that the employee completely understands:

◦ The below standard performance

◦ Expected standards of performance (defined with examples)

◦ His/her obligation to perform at the expected standards as a condition of employment 

◦ Ways s/he can improve performance

◦ Check points (30/60/90 days) in which improvements and deliverables will be reviewed during the PIP timeframe

◦ That s/he is at risk of being terminated unless standards of performance are achieved.  

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Prepare Your Message

Well‐crafted, prepared message

Based on previously set expectations

Prioritize and limit the feedback (1 to 3 points max.)

Get help from Human Resources 

Delivering Feedback

Non‐judgmental; e.g., “He’s a great guy”

Based on observations; citing specific examples from the source

Don’t bury the message (vs. being blurred or brash)

Anticipate the employee’s reaction

Ongoing Discussions

Authentic and sincere 

Immediate and corrective; no surprises

Balanced, constructive and future‐focused

Compassionate but not give too much benefit of the doubt

Feedback is an integral part of any performance management process.  Here are some tips to help you be sincere and direct in your communications.

Do

Write in the 3rd person (use first name or s/he…)

Evaluate performance on the basis of relevant, accurate and thorough performance data.  Highlight dependable, qualitative information.

Evaluate performance results against agreed‐to goals, core values and success factors.

Evaluate performance over entire review period – not just recent performance whether it be favor or non‐favorable

Identify specific areas of strengths and positively recognize employee contributions.  Cite specific examples.

Identify specific performance deficiencies.  Indicate correctiveactions needed for improvement.  Cite specific examples. 

Substantiate performance ratings with commentary consistent with actual performance.

Identify 3‐5 key goals to strengthen effectiveness in the present assignment and/or to provide preparation for future assignments.

Be willing to make a tough call on performance.

Don’t

Write in 1st person (avoid using I or my)

Ignore, or fail to address, performance deficiencies or behaviors that need to change.

Over‐emphasize the positive or negative performance of one or two goal/tasks which lead to an unbalanced evaluation of overall performance.

Focus on trait assessments or personality characteristics which do not pertain to the job requirements (e.g., sincerity, friendliness)

Distort the performance narrative with biases/prejudices which have nothing to do with the job requirements or performance (age, ethnicity, sex. orientation, gender, religion,etc.).

Omit considering/incorporating employee input and feedback into the performance commentary and overall performance rating.

Use excessive verbiage.  Avoid using general impressions or insufficient performance data.

Provide inaccurate record of past performance.

Create misunderstanding.  Give false assurances or make promises regarding future rewards or advancements.

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Proper documentation is essential for effective performance reviews.  The following guidelines should be used as reference when preparing your evaluations.

The Do’s and Don’ts

General

Joe is a great guy.

Sue is unreliable.

Mary is chronically absent.

Craig has a poor attitude.

Specific

On project ‘ABC’, Joe completed his 3 tasks on time while also helping other team members achieve their tasks.

Sue missed 3 deadlines during this evaluation period without explanations.

Mary was absent 6 days last month, which is unacceptable.

Craig complains when asked by his supervisor to perform tasks he views as outside his current roles.

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Specifics vs. Generalizations

Judgment vs. Observation

Judgment

• Mark does not care about quality.

• Lisa seems to be the creative type.

• Ted lacks interest in his work.

Observation

• Mark made numerous errors during this review period, which he would have caught if he had reviewed his work prior to submission.

• Lisa’s ideas for restructuring the team status meetings have resulted in a more efficient use of the team’s time, while provide a better forum for information sharing

• Ted does not complete his tasks within the timeframes he has been given and offers no explanation.