enhancing organizational performance manager’s session
TRANSCRIPT
EEnhancing nhancing OOrganizational rganizational PPerformanceerformance
Manager’s SessionManager’s Session
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AgendaAgenda
Overview of Enhancing Organizational Overview of Enhancing Organizational Performance processPerformance process
Roles of Line Managers, Functional Managers, HRRoles of Line Managers, Functional Managers, HR EOP communication planEOP communication plan What drives superior performanceWhat drives superior performance Creating effective development plansCreating effective development plans Planning and managing the performance Planning and managing the performance
improvement conversationimprovement conversation Tracking employee progress and next stepsTracking employee progress and next steps Resources Resources Q’s & A’sQ’s & A’s
EOP OverviewEOP Overview
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EOP OverviewEOP Overview What is Enhancing Organizational
Performance?A management-driven program focused on continuous improvement of the workforce.
Was developed to drive: A standard approach to performance management A focus on identifying and addressing development needs A clear link between performance and
rewards/advancement.
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EOP OverviewEOP Overview
Why are we doing it? Enhancing organizational performance by
continuous improvement. Management initiative that is designed to
sustain our business competitive edge. Provides an opportunity to assess and address
performance gaps earlier. Provides a more objective and uniform method
of evaluating employees across the organization. Provides functional review of employees across
organizational lines
EOP Flowchart for OOGC
Employee Development
Grid
Functional Review & Reconciliation
Funct. Mgrs./Line Mgrs.
Development FormDevelopment Tools
EOP TrainingHR Mgrs. or
external
Development FormCommunication Guidelines
Under-Performers Improved?
YES
NO
AssessmentLine Mgrs.
Assessment to HR
Line Mgrs.
Final Assessmentto HR
Funct. Mgrs./Line Mgrs.
Developmental Action Plan
Line Mgrs./Funct. Mgrs.
HR ConsolidatesOOG HQ HR
DevPlan Needed / Desired?
Informal Coaching
YES
NO
Implement Plan / Follow Up
Line Mgrs./Employees
Communication of DevPlanLine Mgrs.
Document & Next Steps
HR Mgrs./Line Mgrs.
Ongoing Coaching /
DevelopmentLine Mgrs.
QBR Review
OOG HQ HR
Identify Dev. TrendsE&OD
Next Cycle
Employee Input
(Gained from DAP discussion, previous input, 360°, etc.)
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EOP OverviewEOP Overview
PMP Tools Employee Performance Grid: Assesses employees
in relation to two dimensions: Objectives (Performance Results) Critical Skills, Knowledge, Behaviors (includes
Functional Competencies) Functional Competency Matrix
Provides benchmark levels of critical knowledge, skills, and behaviors that are key to successful performance.
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Employee Performance Grid
(Note: as used here, “skills”refer to the job skills,knowledge, and behaviorsthat are important to theemployee’s position within thefunction.)
Skills above currentgrade level
Questionable Performer Isn’t getting the most important things done Has strong skills, but not applying them May be under-challenged or under-
motivated May not understand priorities May be new in job or in wrong job
Action Required:Requires development plan. Address root causeperformance issue.
Strong Performer Gets the most important things done Meets expectations for quality and quantity
of work Strong skills, may be capable of higher-level
performance
Action Required:Focus on enhancing performance short term anddevelopment longer term.
Top Performer Gets all the important things done Exceptional quality/quantity of work Has figured out how to get things done
efficiently Has skills to perform beyond current role
Action Required:Look for stretch assignments to prepare for alarger role.
Skills at current gradelevel
Questionable Performer Isn’t getting the most important things done May not know how to get the job done Has the skills required for success in current
job, but may not be applying them May be new in job or in wrong job
Action Required:Requires development plan. Focus on improvingperformance; may be candidate for lateral movefor better skill fit.
Good Performer Consistently delivers quality results Good skills
Action Required:Well placed in current job; continue developingskills and improving performance by settingappropriate goals and objectives.
Strong Performer Gets all the important things done Solid functional skills and superior results Has maximized available skills
Action Required:Look for stretch goals to strengthen and increaseskills.
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Skills below currentgrade level
Under Performer Isn’t getting most of the important things
done or does them poorly Difficulty performing satisfactorily in current
position Does not have the skills needed for the
current job
Action Required:Requires development plan, with appropriatetimeframe, to address specific deficiencies.Performance improves within 12 months or less,or consider termination.
Questionable Performer Gets most of the important things done Performs beyond what skill-level would
predict May not be seen as progressing beyond
current level
Action Required:Requires development plan. Work on improvingperformance in current job and honing skills; maybe candidate for move to another position.
Potentially Strong Performer Gets all of the important things done Compensates for skill deficiencies through a
variety of means Results may not be sustainable or may have
undesired related effects
Action Required:Develop skills in current job; focus on how resultsare being achieved; review appropriateness ofgoals for the given level.
Does not meet objectives Consistently meets andsometimes exceeds objectives
Consistently exceeds objectives
Performance Results(Quality, Quantity, Impact and Alignment)
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OOGC PMP Process
Direction
OOGC• Mission• Strategies• Performance Goals
Team Objectives Setting• Review OOGC Performance
Goals• Review last year’s
accomplishments• Department/Team develops
goals and objectives• Establish priorities,
accountabilities and timetables
Individual Objectives Setting• Prepare for individual goal setting
discussion• Conduct discussion and document
agreed upon objectives• Ensure alignment with Team Goals• Employee develops action plans as
needed
Team PerformanceReview
• Summarizeaccomplishments
• Discuss helping factors andbarriers toward achievingresults
• Document results
IndividualPerformanceReview
• Prepare for discussion• Review and discuss
accomplishments• Identify developmental
needs• Jointly capture results• Supervisor involves next
level manager inevaluation
Progress Review• Team and Individual• Review and revise
objectives/goals asappropriate
Coaching• Provide ongoing feedback
on accomplishments andareas needing improvement
• Recognition
Considerations• OOGC Mission and
Strategies, PerformanceGoals
• Prior Year Results• Resource availability• Risks and Opportunities
Considerations• OOGC Performance
Goals• Team Goals• Job analysis• Previous Performance
Reviews• Strengths/Areas for
Improvement• Developmental Needs
Impacts
• IndividualCareerDevelopmentand Training
• Recognitionand Rewards
• OrganizationalDevelopment
• SuccessionPlanning
PerformanceEvaluation
PerformancePlanning
PerformanceCoaching /
Support
Considerations Functional Excellence
Grid Performance Results Leadership/Individual
Competencies 360 Feedback as
appropriate Functional concurrence
Outputs Performance
Appraisal Employee
PerformanceGrid
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EOP backgroundEOP background
2001-2002
Standard approach to performancemanagement A focus on identifying and addressing development needs
2002-2003
A clear link between performance and rewards / advancement
2003-2005
Continuous improvement in performance – “Raising the bar” 2005-
2006 Continuous improvement in performance – “Functional Training Initiatives”
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EOP EOP 2005 -20062005 -2006
Continuous Improvement: Increasing expectations over time, and then performing to those expectations. Continuous improvement is supported by the Functional Training Initiatives.
Assumptions Upward movement on 'X' and 'Y' axis
Stretch performance goals New skill
Expect incremental gains, not quantum leaps Coordinated, concurrent individual improvement lifts
the organization Simple enhancement of existing performance
management process
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Ground RulesGround Rules Applicability – all exempt US dollar and all exempt national
employees (non-exempt employees is optional) Baseline of “good” job performance is accomplishing and
sometimes exceeding base objectives In absence of a clear assessment, rate new hire (< 3 months)
a ‘5’. No forced ranking but 10-80-10 distribution expected All goals discussed and documented as part of annual goal
setting. Achieving stretch goals is not a “box raiser”; significantly
exceeding them might be. Achieving regular goals, but not stretch goals could eventually
cause you to drop in rating. Stretch performance goals not easily displaced by conflicting
priorities. Challenge of significant job change may displace these goals.
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Ground Rules –Ground Rules – Yellow Yellow BoxesBoxes
Employees new to job are not automatic yellow boxes.
Failure to meet regular job goals moves you into yellow box
All yellow box performers are required to have a written and signed Development Plan
Individuals in yellow boxes are not given stretch goals until performance dictates
No forced ranking; it’s measurement against expectations (make sure expectations are high enough!)
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Measurement and Measurement and AccountabilityAccountability
Requires rigor in setting goals and assessing performance
Annual Reporting3 Components Rating on EOP Grid 'X' Stretch Performance Goal met (yes or no) 'Y' Skill Goal met (yes or no)
Binary measure, Yes or No. No partial or not clear options.
Information consolidated and reported at QBR for commentary and discussion. (Business Unit, Asset, Function)
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Implementation Schedule (1)Implementation Schedule (1)
Nov 01– Dec 09
• Complete performance/skill assessment. Ratings due to Local HR
December 09 • Employee ratings entered in Peoplesoft
December 12 • Employee ratings due to corporate HR
Dec 12 – Jan 13
• Corporate Functional review of performance ratings
Dec – Mar 31 • Development Plans & Discussions for employees rated bellow 5
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Pre-requisitesPre-requisites
All employees have goals and objectives formally defined – either team or individual.
All employees have an annual performance discussion.
All employees have an annual development discussion.
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'X' Axis – Stretch 'X' Axis – Stretch Performance GoalPerformance Goal
Stretch performance goal clearly beyond regular job expectations
Can be an individual or team goal Measurable, with clear timelines for
completion (or milestones, if multi-year effort) Driven by line management
Does not meet objectivessometimes exceeds objectives
Consistently exceeds objectives
Performance Results(Quality, Quantity, Impact and Alignment)
Consistently meets and
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'Y' Axis – Skill Goal'Y' Axis – Skill Goal
Priorities/options framed by functional leadership. Functional expertise is a building block for line performance
Implemented by Line management in consultation with Function.
Specific new skill or step-change in existing skill
Clear job/business application leading to improved effectiveness and contribution.
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Skills above current gradelevel
Skills at current grade level
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Skills belowcurrent grade level
Roles and Roles and ResponsibilitiesResponsibilities
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Role of Line Managers / Supervisor
Provide assessment of employee in performance grid Reach consensus with Functional Manager on employee assessment
and development plan Conduct performance feedback conversation with employee Engage in continuing dialogue with Functional Manager about
employee’s progress Develop action plan with employee to address development needs. For
Under / Questionable performers (Yellow Boxes), develop a written Development Plan. A signed copy must be provided to HR.
Document action plan and employee progress Conduct follow up meetings with employee to assess progress Involve HR if employee is not progressing to meet expectations Ensure employee goals include one Stretch Performance Goal
and one new Skill Goal.
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Role of Functional Managers
Provide assessment of employee in Functional Review
Reach consensus with Line Management on employee
assessment and development plan for Under / Questionable
performers.
Engage in continuing dialogue with Line Manager about
employee’s progress
Follow up on development actions as appropriate
Provide opportunities for technical knowledge sharing and
coordination of technical resources to support employee
development actions
Work with business unit leaders to identify and
implement broad skill development priorities / options
for ‘Y’ axis new Skill Goals.
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Role of HR
• Coordinate employee assessment and schedules.• Training for managers in EOP process • Provide one-on-one coaching for manager and/or
employee as needed• If requested provide support for identified
development activities.• Provide support for identified development
activities if requested• Provide counseling to manager on next steps if
employee performance does not improve to meet expectations
EOP Communication EOP Communication planplan
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EOP Communication Plan• Reacquaint employees with PMP program – planning, review,
evaluation, and ongoing coaching• Explain Employee Performance Grid as an additional tool for
assessment of skills in addition to assessing results• Increased emphasis on accountability for development plans• Provide frank, honest communication on the results of
employee’s assessment Does the employee meet the objectives (performance results), and Does the employee demonstrate the knowledge, skills, functional
competencies, and behaviors that are key to successful performance for the grade level of his/her function or job family?
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EOP Implementation EOP Implementation GuidelinesGuidelines
Development plans will be required for all employees assessed as under or questionable performers
Development plan will include specific development needs and action steps with timeframes
Employees will be expected to show demonstrated improvement within 12 months or less
Employees assessed as under-performers will be required to significantly improve performance within 12 months or less or face possible termination
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What Drives Superior What Drives Superior PerformancePerformance
ExpectationsExpectations People need to understand People need to understand
the organization’s directionthe organization’s direction People need to understand People need to understand
their job responsibilitiestheir job responsibilities People need to understand People need to understand
business changes and how business changes and how they impact changes in they impact changes in expectationsexpectations
FeedbackFeedback People need ongoing, timely People need ongoing, timely
feedbackfeedback ResourcesResources
People need to have the People need to have the information and resources to information and resources to do their jobs effectivelydo their jobs effectively
Principle Driver - Manager
Principle Driver – Employee
Source - Gallup
Training and DevelopmentTraining and Development People need the opportunity to grow in People need the opportunity to grow in
their current jobtheir current job The manager and employee need to The manager and employee need to
partner in the employee’s professional partner in the employee’s professional developmentdevelopment
Selection & Job AssignmentSelection & Job Assignment People need to be matched to the right role People need to be matched to the right role
for best use of their talents and skills.for best use of their talents and skills. MotivationsMotivations
People need reinforcing feedback when People need reinforcing feedback when they do something well and redirecting they do something well and redirecting feedback when there is an opportunity for feedback when there is an opportunity for improvement.improvement.
People need to be able to contribute fully in People need to be able to contribute fully in team and group meetings.team and group meetings.
People need to know what they do make a People need to know what they do make a difference; they need to feel valued, difference; they need to feel valued, listened to and appreciated for their listened to and appreciated for their contributions.contributions.
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FREQUENTLY ASKED QUESTIONS
FAQ’s
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What is the Employee What is the Employee Performance Grid?Performance Grid?
The employee performance grid is a two-dimensional tool designed to guide performance and developmental discussions with employees in relation to:
Performance Results which is defined as performance against goals/objectives (the “what”)
Employee Skills which is defined as the job skills, knowledge, and behaviors expected at the employee’s grade level (the “how”)
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Why we have implemented EOPWhy we have implemented EOP
EOP has been developed to drive: A standard approach to performance
management A focus on identifying and addressing
development needs A clear link between performance and
rewards / advancement Continuous improvement in performance and
development – ”Functional Training Initiatives”
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What is the major purpose of the What is the major purpose of the Employee Performance Grid?Employee Performance Grid?
The grid was created to provide supervisors with a communication tool to guide performance discussions and development planning with employees.
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What do the numbers in the What do the numbers in the boxes mean?boxes mean?
The numbers are there simply for convenience and consistency in referring to a particular box.
The numbers are not meant to be sequenced, and have no inherent meaning (letters, roman numerals, or any other symbol would have served the same purpose).
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What is the required distribution What is the required distribution of employees among either of employees among either
boxes or colors?boxes or colors?
There is no set distribution, however we would expect to see ratings distributed across the grid.
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Is there a specific rating form Is there a specific rating form that will be utilized in that will be utilized in
conjunction with goal setting? conjunction with goal setting?
Goals should be documented. There is not a specific form to use; each Business Unit will determine what format will be utilized for documenting employee performance.
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Should an employee’s mobility be a factor in determining their
placement on the Grid or performance evaluation?
No. However, exposure to different jobs in different locations is helpful in developing skills and it could be an expectation for certain positions, therefore, the employee’s ability to be mobile could affect their overall performance.
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None of the descriptions in the boxes perfectly fit a particular employee. What should I do? • Choose the box that best fits. During
your discussion, help the employee understand your thought process for their placement on the Grid.
• Focus the discussion on demonstrated examples of meeting, exceeding or not meeting goals and the skills that are expected of their position and grade level.
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How do I rate new employees How do I rate new employees and recent transfers?and recent transfers?
Employees new to their job should be included in the review process. In the absence of a clear assessment, new hires (< 3 months) should be rated a 5.
If an employee transferred in from another Oxy location, department or function during the prior three months, the previous supervisor should be consulted to assist in determining this year’s rating.
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What is the major difference betweenWhat is the major difference betweenBox 6 and Box 8?Box 6 and Box 8?
Both Box 6 and Box 8 are labeled as “Strong Performers”.
Box 6 describes individuals who are consistently meeting and sometimes exceeding their performance objectives and may have potential beyond their current position.
Box 8 describes individuals whose performance consistently exceeds expectations and their skills are at grade level at the present time.
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Does evaluating an individual in Box 6 or 9 indicate that he/she is ready for a ladder promotion?
Not necessarily, a rating in Box 6 or 9 indicates the individual possesses skills above his/her current grade level. Many times, promotions involve broader considerations.
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Does a recently promoted individual automatically move from
a box 6, 8, or 9 to a box 4 or 5?
No. An individual should be rated against the performance and skills expectations appropriate to their tenure on the job
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Should I show my employees the Should I show my employees the Employee Performance Grid?Employee Performance Grid?
Yes. During the Performance and Development discussion, the Employee Performance Grid should be used as a communication tool.
The performance discussion should focus on communicating and providing examples of how the employee is meeting, exceeding or not meeting goals and the skills expected of the employee’s position and grade level.
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Should a rating be communicated Should a rating be communicated back to the individual?back to the individual?
• Present the EOP Grid to employees without numbers or labels. Performance discussions should be focused on the box description.
• If you think that the employee is really concerned about his/her score, tell him/her but. . . . Only after you have already explained his her assessment.
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How will our EOP objective for continuous
improvement of the OOG workforce be achieved?
To facilitate continuous improvement of the workforce, we will add two new challenges to the current goal setting and development planning process for exempt employees:
A stretch performance goal beyond current job requirements
A goal to develop a new skill or step-change to an existing skill.
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What role does functional management have in defining
these new challenges? New skill development goals (‘Y’ axis) are
designed to enhance an individual’s functional skills. Therefore, functional management will work with business unit leaders to identify broad skill development priorities/options that could be addressed in a skill goal.
Stretch performance goals (‘X’ axis) are primarily driven by line management.
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What is Functional Competency Matrix?
A tool that provides benchmark levels of critical job skills, knowledge, and behaviors that are key to successful performance to the employee’s position. Matrices have been developed for the Geoscience, Geoscience Tech, Engineering, Land, HES and HR functions. There may be others available in the future.
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What effects do stretch performance and skill goals have on an employee’s
placement on the Employee Performance Grid?
Achieving your stretch performance and skill goals is not a “box raiser”; significantly exceeding them might be.
Achieving regular goals, but not stretch goals could eventually cause a drop in rating.
Completion of an employee’s stretch goals is mandatory for consideration of placement in a 6, 8 or 9 box.
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Can I conduct the Performance Can I conduct the Performance Discussion and the Development Discussion and the Development
Plan at the same meeting?Plan at the same meeting? Yes. Since the Employee Performance Grid
is designed to address the two dimensions of Performance Results and Employee Skills, it is an ideal tool to assist you in discussing both topics in the same meeting.
Make sure you have Functional concurrence before communicating an employee’s placement on the Employee Performance Grid.
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Who is accountable for Who is accountable for development?development?
Ultimately, the employee is accountable for his/her development, but the supervisor may be accountable for providing the opportunities, resources, and support required to accomplish the development action.
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Do I have to do a formal, written Development Plan for all
employees?
No. Only employees identified as Under/Questionable Performer (yellow boxes) will require a written and signed Development Plan.
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Should we establish stretch goals for employees that are rated as an Under/Questionable performer?
No. Their focus should be on performance and / or development of skills required for their current job before focusing on new challenges.
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Does evaluating an individual in Box 6 or 9 indicate that he/she is ready for a ladder promotion?
Not necessarily, a rating in Box 6 or 9 indicates the individual possesses skills above his/her current grade level. Many times, promotions involve broader considerations.
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I am uncomfortable giving feedback to my employees. What
should I do?
One of the toughest parts of your job as One of the toughest parts of your job as a manager may be giving direct, a manager may be giving direct, constructive feedback. When having constructive feedback. When having developmental discussions with developmental discussions with employees, try the following:employees, try the following: Stick to the facts. Observable behavior is Stick to the facts. Observable behavior is
difficult to argue with.difficult to argue with. Provide feedback when the behaviors occur. Provide feedback when the behaviors occur.
Don’t wait to provide feedback once a year.Don’t wait to provide feedback once a year. Ask the employee for suggestions on how to Ask the employee for suggestions on how to
improve their skills or performance.improve their skills or performance. Ask your HR representative for help Ask your HR representative for help
preparing for the discussion. preparing for the discussion.
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Should I rate my non-exempt / hourly employees on the Employee
Performance Grid?
Each business unit/location will make a Each business unit/location will make a determination of how their non-exempt / determination of how their non-exempt / hourly employees will be evaluated, hourly employees will be evaluated, keeping in mind that all employees are keeping in mind that all employees are to have a Performance and Development to have a Performance and Development discussion at least once a year. discussion at least once a year.
Note:Note: Non-exempt employees who are Non-exempt employees who are Under/Questionable performers are Under/Questionable performers are required to have a written and signed required to have a written and signed Development Plan. Development Plan.
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How is employee performance linked to Compensation?
Market pay and performance are the main foundations of our compensation program. The goals of our compensation program are: to compete in the marketplace for essential skills and exceptional
talent, be closely linked to actual results and to help drive superior
business performance, and to clearly differentiate pay based on individual contribution and
personal commitment. Within a salary grade range Top performers have a higher pay
target than Strong performers; Strong performers have a higher pay target than Good performers; Good performers have a higher pay target than Questionable performers. The annual salary planning guidelines include a performance-based planning model that is designed to clearly differentiate between these different levels of performance.
The salary planning model, which considers range in position, performance level, and the availability of funds, is an aggressive mechanism for bringing pay to the appropriate target level based on individual performance.
Creating effective Creating effective development plansdevelopment plans
EOP Development Plan
Date: Name: Location: Title: Supervisor:
Key Developmental Need:
Expected Behavior Changes / Results:
Development Actions (indicate who should be involved) Who Is Accountable? Target Date
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Key Developmental Need:
Expected Behavior Changes / Results:
Development Actions (indicate who should be involved) Who Is Accountable? Target Date
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Supervisor’s signature Date Employee’s signature Date
REV 2/4 3pm
EOP Development Plan
Date: 2/15/02 Name: John Doe Location: Houston - Greenway Title: XYZ Exploration Lead Supervisor: Jane Smith
Key Developmental Need: Improved coordination of multiple priorities to meet deadlines Expected Behavior Changes / Results: Continually demonstrates ability to handle multiple priorities by completing XYZ Project by June 30th while managing other job responsibilities to ensure nothing is missed. Development Actions (indicate who should be involved) Who Is Accountable? Target Date
1. Utilize another project manager as a coach in developing the XYZ project plan including realistic timeframes
John Doe/ Bob Goodguy, (coach)
3/15/02
2. Utilize a weekly journal of how your time is spent – review with manager to look for improvement opportunities
John Doe/Jane Smith 3/31/02
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Key Developmental Need: Improved communications to team members and manager Expected Behavior Changes / Results: Demonstrates effective communications by providing on-going project updates to team members, ensuring team members understands their roles and responsibilities, and seeking out required information - all of which will be demonstrated by the successful completion of the XYZ Project by June 30th. Development Actions (indicate who should be involved) Who Is Accountable? Target Date
1. Clarify roles and responsibilities of XYZ project members 2. Facilitate weekly project update meetings. Ask coach for feedback on what went well, what could be improved
John Doe John Doe/Bob Goodguy (coach)
3/1/02 3/31/02
3. Send out project update meeting minutes to team John Doe 4/1/02 4. Participate as team leader on the Employee Activities Team to practice communication skills to a larger audience
John Doe/Dave Peoples (HR Manager)/Jane Smith
5/1/02
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Attend Booher Communicate with Confidence workshop John Doe/Jane Smith
5/30/02
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EOP Development Plan Date: 4/14/02 Name: Chris Johnson Location: Elk Hills Title: Geologist Supervisor: Sam Jones
Key Developmental Need: Dealing with Ambiguity
Expected Behavior Changes / Results: Demonstrates openness to change (less pessimism about change efforts); open-minded about new ideas or approaches from others; can take action without the total picture and all the details; completes ABC project on time and within budget
Development Actions (indicate who should be involved) Who Is Accountable? Target Date
Instead of using "black and white" thinking by viewing change as either good or bad, look at both the pros and cons of the situation.
Chris Johnson
Discuss first what you like about a new idea, rather than what you dislike. Use active listening skills and ask others for their opinion before you state yours.
Chris Johnson
Research and propose plan for ABC project (very ambiguous) using lead geologist to share his/her experiences and coach you on how to cope without all the information.
Chris Johnson/Pat Thompson
5/15/02
Coordinate project team and resources for ABC project to complete implementation by 8/15/02
Chris Johnson 8/15/02
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Key Developmental Need: Makes technical presentations appropriate for executive review
Expected Behavior Changes / Results: Understand your audience and their needs; develop and communicate executive summary in technical presentations; avoid covering all the details
Development Actions (indicate who should be involved) Who Is Accountable? Target Date
Develop and deliver presentation for JJJ prospect to Executive Leadership team
Chris Johnson 7/15/02
Practice your presentation with another manager and ask him/her to let you know when you are being verbose.
Chris Johnson/Joan Markel
6/01/02
Pay attention to how others are reacting to your message during discussions and meetings. If they begin to lose eye contact with you or get restless, assume that you may be straying from the topic or that your communication has grown redundant.
Chris Johnson 7/15/02
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Technical Presentations (Booher public program) Chris Johnson/Sam Jones 5/20/02
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Supervisor’s signature Date Employee’s signature Date
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Assessing Key Assessing Key Developmental NeedsDevelopmental Needs
Know How: Skill Does the employee possess the skills required for the
role?
Know What: Knowledge Does the employee lack knowledge or awareness of
what needs to be accomplished in the role?
Know Why: Motivation Does the employee understand the expectations of the
role and the rewards of meeting those expectations? Does the employee understand the consequences of not meeting expectations?
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Possible Development Possible Development ActionsActions
On-the-job development activities Review expectations Review role and responsibilities Short-term projects Partner employee with a peer coach/mentor Special assignments Conduct skills assessment Specific on the job skills training Role redesign or reassignment Seek HR counseling with employee
Supplemental Training Least effective for quick performance improvement Should be focused on employee’s growth rather than
addressing significant performance gaps
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Advantages of OJT vs Classroom Training
We remember:We remember: 10 -15% of what we hear10 -15% of what we hear 15 - 30% of what we hear and see15 - 30% of what we hear and see 30 - 35% of what we say30 - 35% of what we say 50 - 75% of what we do50 - 75% of what we do 75+% through supervised coaching75+% through supervised coaching
Source - Gemini
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Who is AccountableWho is Accountable Ultimately, the EMPLOYEE is accountable for
his/her development, but you and others may be accountable for providing the opportunities, resources, and support required to accomplish the developmental actions.
Document any additional accountabilities. Examples:
Line ManagerFunctional ManagerPeer coach/mentorTechnical expertProject Lead
Planning and managing the performance improvement conversation
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Communication of Development Plan Agenda
Build Shared Understanding Review agenda with employee Clarify your desired outcome for discussion
Create alignment Provide specific, candid feedback on performance gaps Describe specific behavior changes or results that are expected Get employee’s agreement on identified gaps Ask for employee’s input on how to address gaps Finalize action plan on how to address gaps with target completion dates
Utilize eAdvisor as a tool in developing action plan Closure and Next Steps
Review what the employee has committed to do to correct gaps Offer your support to help employee address gaps Reinforce your expectation that the employee maintain
behavior/performance changes for his/her continued success Review rewards of meeting expectations and consequences of not meeting
the expectations Schedule time to follow up on employee’s progress
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Coaching Conversations Coaching Conversations TipsTips
Create the right setting Respect the employee’s need for privacy Give your full attention to the employee - don’t allow interruptions, turn off
phones, beepers Focus on specific behavior/ performance gaps, not the person
Don’t use general or judgmental language. The comment “you’re too lazy” is much more likely to arouse defensiveness than the comment “you’ve missed two deadlines”.
Focus on the one or two critical performance gaps. Don’t overwhelm the employee by trying to tackle too many development action items at one time.
Keep your emotions in control Remember you need to be in charge of the meeting. If you become angry
or upset, you have lost control of the meeting and won’t be effective in getting your message across
Take a time-out if needed If the employee becomes angry or upset, take a break for a few minutes.
The employee won’t be listening to you if the employee is emotionally out of control.
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Utilize self feedback Ask the employee to comment on his/her evaluation of the behavior and
performance gaps. Engage the employee in dialogue and avoid the tendency to lecture.
LISTEN, LISTEN, LISTEN! Address performance problems honestly and directly
Don’t “sandwich” the tough feedback with positives - the message may get lost.
State your expectations of how the employee’s performance must change Focus the conversation on the future - don’t continue to rehash past
mistakes Develop timeline for actions identified to correct performance Solicit ideas and offer recommendations on how to improve performance Ensure that employee has a very clear picture of what successful
performance looks like Identify clearly what positive outcome will result from the desired change in
behavior Ensure that the employee understands that the responsibility for correcting
performance gaps is in his/her hands, not yours. Ensure understanding by asking the employee to summarize what he/she heard
in the meeting and what specific actions he/she will take to correct the performance problem
Coaching Conversations Tips
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Tracking Employee Tracking Employee ProgressProgress
Schedule regular check-in meetings with the employee to review progress (Review the Communication of Development Plan Agenda)
Review and revise the development action plan as required (Is the plan producing the desired expected behavior changes/results?)
Don’t wait for a scheduled check-in meeting to give feedback, especially if the employee is going off-track. Provide on-going feedback on how the employee is progressing
Document conversations and employee’s progress Involve HR if employee’s progress is not meeting
expectations
ResourcesResources
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Manager’s ChecklistManager’s Checklist Have I clearly communicated my expectations to the
employee? Do I give timely feedback? Have I provided the resources needed for the employee
to meet the expectations? Have I worked with the employee to eliminate barriers
to their success? What additional information is available about the
employee’s past performance? How recent is it? How consistent is it over time?
What are the employee’s strengths and how can they be leveraged to impact or compensate for the developmental areas?
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Manager’s Checklist Manager’s Checklist Cont.Cont.
Have I evaluated my own biases and perceptions to ensure I am providing fair, honest feedback?
Have I utilized someone outside my team as a sounding board to get a different perspective on my evaluation of the employee’s performance?
Have I demonstrated my commitment to the employee’s success?
Am I demonstrating the behaviors I expect from the employee?
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Available ResourcesAvailable Resources
EOP Training Session Toolkit eAdvisor Coaching Skills Workshop Oxy E&OD Web Site Coaching Tools Oxy Learning Library HR E&OD Team