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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