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MY PERFORMANCE JOURNEY

TRAIN THE TRAINER

FACILITATOR GUIDE

COURSE GUIDE

FACILITATION SKILLS TRAINING

SET MY GOALS TOOLKIT UPDATE GOALS


SECTION SLIDE DESCRIPTION

1 SAY: Welcome to today’s session. This guide is intended to assist new facilitators in delivering the My Performance

Journey - Set My Goals training to other leaders and team

members. There are three sections in this guide.

Section 1 will focus on enabling you to become an effective

facilitator. Sections 2 and 3 will focus on utilizing the Set My

Goals Toolkit to have successful 1:1 conversations with your

team members about goal-setting and progress. Once you

are familiar with these objectives you will be able to train

others to do the same.

DO: Show slide 1

HUMAN RESOURCES TEAM WORK EX CELLENCE INTE GRITY

2 DO: Show slide 2

SAY: In Section 1: Train the Trainer you’ll find:

• Detailed instructions on how to facilitate the training

session

• Guidance on activities and materials

INTRODUCTION • A brief description of the contents of the Set My Goals

Toolkit

• How to prepare for delivering sessions

• Facilitation tips

Our goal is to prepare you to train others on this new

approach to performance, starting with goal-setting. You

will also learn to demonstrate the correct use of the Set My

Goals Toolkit that will be made available to all team

members. By the end of the session, you will be able to

help others set goals following the My Performance

Journey process.

3


TRAIN THE TRAINER

PURPOSE

3 DO: Show slide 3

SAY: In this first section we will cover facilitation skills,

discussion of the My Performance Journey session content,

and tips & techniques to transfer this knowledge to team

members. Upon completion of today’s session, those

identified as Training Support will proceed with these same

steps and deliver this training to their business’ leaders/team

members.

4 TRANSITION SAY: Before we get into tips and techniques, let’s talk

about a facilitator’s role during a session. Your role as

a facilitator is to plan, guide and manage the session to

ensure the My Performance Journey objectives are met.

You will learn to lead discussions, listen effectively, make

accurate observations and help participants connect the My

Performance Journey process to their jobs.

YOUR ROLE AS A

FACILITATOR DO: Show slide 4

SAY: There are several ways you can structure sessions for

your business.

1. Classroom sessions

2. 1:1 sessions

3. Small group sessions

You should manage the flow of the presentation and

maintain control while guiding team members through

the content. We have provided resources to help you

successfully facilitate sessions in this guide.



FACILITATOR

RESPONSIBILITIES

5 DO: Show slide 5

SAY: In addition to facilitating sessions, you will also be

responsible for:

1. Explaining the process of goal-setting in My Performance

Journey.

2. Determining an appropriate meeting method (instructor-

led, one-on-one, or small group.)

3. Making arrangements for meeting rooms and supplies

and then communicating location information to

participants in a timely manner.

4. Distributing the Set My Goals Toolkit and ensuring team

members understand how to utilize it.

Now let’s discover what is required to become a great

facilitator.


6 DO: Show slide 6

SAY: When getting ready to facilitate, you need to:

1. Understand the purpose of the training and know the

desired outcome.

2. Know the business process and preferences for setting

goals and having sessions.

GETTING READY TO 3. Anticipate any challenges that may arise and help the

FACILITATE business come up with solutions.

4. Practice the entire presentation several times.

5. Prepare all materials needed for distribution.

5


GETTING READY TO

FACILITATE

7 TRANSITION SAY: Once you are ready to facilitate, it’s time to put all your

practice and preparation into action. Let’s look at some tips

for conducting a session.

DO: Show slide 7

SAY: First, you need to make sure your audience connects

to the purpose of the session.

1. Display the PowerPoint presentation.

2. Set the pace, tone, and expectations for the training by

reviewing the training topics.

3. Give overview of the materials (toolkit.)

8 DO: Show slide 8

SAY: Once you’ve given an overview of the materials,

engage participants using discussion questions.

When using discussion questions:

•

GETTING READY TO

FACILITATE

Frame questions in a way that makes information

personal and relevant to engage participants.

• Follow the facilitator guide closely, while managing and

monitoring the discussions.

• Give clear and concise directions based on the

PowerPoint and facilitator guide.

6



GETTING READY TO

FACILITATE

9 DO: Show slide 9

SAY: Keep it positive! Don’t position the training as a

negative event, put focus on the positive outcome and stress

the benefits.

Attitude is an often overlooked and underestimated aspect of

training. Maintain a positive attitude throughout the session.

10 TRANSITION SAY: Now that we’ve covered what a facilitator is and

does during a session, let’s take a look at the kinds of

sessions you may conduct. As we cover this topic, think

about which approach would work best for your business

group.

DO: Show slide 10

TRAINING METHODS

SAY: Instructor-led training is a formal learning experience

where you present material to a large group. Some of the

benefits of this type of training are:

• EFFICIENCY - large group size allows you to

train several people at once

• PERSONAL - training is face-to-face for interaction

• CONSISTENCY - ensures everyone gets the

same information at the same time.

If you choose to facilitate an instructor-led session:

1. Arrange for a room to be reserved well in advance of

your training dates and ensure your materials are

ready.

2. Consider placing notepads and pencils at each seat

if participants need to take notes.


7


TRAINING METHODS

11 DO: Show slide 11

SAY: One-on-one sessions focus on the individual needs

of a leader or team member. They are generally less formal

than other options.

The facilitator schedules the session when time allows to:

• Present the My Performance Journey PowerPoint

• Answer questions

• Suggest effective strategies

• Guide goal-setting

• Give support and encouragement

• Provide knowledgeable feedback


SAY: Effective facilitation of small group/discussion

involves the recognition of different perspectives and

skills to create an inclusive environment. Discussion is a

powerful mechanism for active learning. A well-facilitated

discussion allows team members to explore new ideas while

recognizing and valuing the contributions of others.

GETTING READY TO

FACILITATE

8



PRESENTATION TIPS


SAY: Once you choose how to conduct your training

session, there are 4 principles you can use to ensure the

session is successful.

The Four Principles are:

1. Understand your audience.

2. Prepare for your training.

3. Deliver confidently.

4. Control the environment.

Some additional tips to consider when facilitating are:

• Check in with your audience to ensure they understand.

• Follow the facilitator guide to stay on time and on target

during your sessions.

• Before the presentation, practice. The more you

rehearse, the more confident you will be.

• Stay focused on your purpose - helping your audience

understand your message.


9


MATERIALS -

TOOLKIT

14 TRANSITION SAY: Now that we’ve talked about facilitation, let’s dive into

the toolkit.

DO: Show slide 14

SAY: The Set My Goals Toolkit is a resource that

guides team members through goal planning and goal

maintenance. You must be confident in your understanding

of how it’s used in order to explain it to others.

The worksheets in the toolkit should remain in the binder.

Team members are instructed to make as many copies as

necessary. The master copies should always remain blank.

The completed worksheets should be stored appropriately

for each team member. The leaders should be able to

reference those comments and notes on the worksheets

during review time.

If you are using the worksheets during a facilitated session,

ensure that everyone in the session is working from copies

and not on the master worksheets.


SAY: Training Support (facilitators) should have the following

training materials:

1. My Performance Journey - Set My Goals Toolkit

2. My Performance Journey - Set My Goals PowerPoint

INSTRUCTIONS 3. My Performance Journey - Set My Goals Facilitator Guide

10



INSTRUCTIONS

16 DO: Show slide 16. Pick up and show the participants the toolkit as you are describing what they should have in front

of them. Tell them these materials must remain with them

during their own facilitation.

SAY: Thoroughly review the My Performance Journey - Set

My Goals Toolkit. The toolkit must be used with the facilitator

guide in order to learn how and when to use the tools during

the session. You will also provide all leaders and team

members with the same toolkit when conducting your own

training sessions. Electronic copies will be made available

online.

Do not discard any of these materials. You will need them

before and during the training that you will facilitate.


17 TRANSITION DO: Show slide 17

SAY: Now that you’ve learned HOW to train others, it’s time

to learn WHAT you will be training.

YOU HAVE NOW

COMPLETED. . .

END OF FACILITATION SKILLS TRAINING SECTION

OPTIONAL: 5 MINUTE BREAK

11

COURSE GUIDE

1 FACILITATION SKILLS TRAINING

SET MY GOALS

TOOLKIT

3 UPDATE GOALS

2


OVERVIEW


SAY: When using the toolkit to facilitate sessions, there are

key areas you want to focus on:

1. WHAT YOU NEED TO KNOW:

How to train leaders to use the Set My Goals Toolkit

that has been created to support them when setting

performance goals.

2. WHAT YOU NEED TO DO:

Review the facilitator’s guide and the PowerPoint

presentation then facilitate training for your department.

Refer to the sections labeled “DO” on the scripted pages

of the facilitator guide.

3. WHAT YOU NEED TO SAY:

Refer to the sections labeled “SAY” on the scripted

pages of the facilitator guide that are paired with the

PowerPoint presentation slides.

19 DO: Show slide 19, toolkit page 3

SAY: Each section of the toolkit has an overview page titled

“FOCUS on the big picture”. In this area you will see leader

and team member roles, key actions and take aways.

FOCUS ON THE

BIG PICTURE

As a leader, this page gives you an idea what your role is,

what actions you should be able to perform afterwards and

what important information you should focus on retaining.

You will cultivate the team member items shown on this

page with your group. After you educate your team they, in

turn, should know their role, be able to perform those actions

and remember key information you discussed with them.

14

SET MY GOALS TOOLKIT


RAISE YOUR

EXPECTATIONS


SAY: Let’s talk about the importance of communicating with

your team.

Successful leaders:

• Follow an employee-centric approach

• Communicate often

• Set clear goals and expectations

• Model behaviors

• Motivate others with a positive attitude


MAKE IT

MEANINGFUL FOR

YOUR TEAM

SAY: Communication makes your interactions with your

team meaningful. Start with periodic communication,

then move on to consistent communication. Two-way

conversations with appropriate feedback and support

are a recipe for making sure your team members know

they matter and what they do matters to GM Financial.

Be the conduit for success. This toolkit is designed to

help you create a personalized plan for creating a

high performing team, starting with goal-setting.

The tools we discuss will help your team understand the

core competencies, help you have ongoing

conversations about goals and progress, and encourage

your team members to engage in professional

development.


15


STRATEGIC PRIORITIES

22 TRANSITION SAY: To set your team up for success, you need to

understand how our strategic priorities, goals and

competencies work together. Once you are comfortable with

this concept you will be able to clearly communicate it to

others.

DO: Show slide 22, toolkit page 6

SAY: People are happier and more productive when they

know how they fit into the big picture. When you connect

your team’s actions to GM Financial’s strategic priorities, you

are helping them see how important their contributions are.

GM Financial has identified 5 strategic priorities needed to

be successful in our industry:

1. Culture to win – GM Financial’s positive work

environment.

2. Earn customers for life – Brand loyalty and return

customers.

3. Lead in innovation and technology – Leading in our

industry.

4. Drive core efficiencies – Operating to maintain efficiency

and relating it to GM Financial’s culture.

5. Grow our brand - Constantly expanding.

It’s important for your team to understand that their business

goals, and how they do the work to achieve those goals,

support our strategic priorities.

16



SMART GOALS

23 DO: Show slide 23, toolkit page 6 (continued)

SAY: Let’s look at how you can help your team make

this connection. Goals are WHAT we need to do to make

ourselves and GM Financial successful. It’s recommended

that you use S.M.A.R.T. goals with your team to illustrate

how business goals connect to strategic priorities.

Specific

Measurable

Attainable

Relevant

Timely

Once team members understand how their contribution

matters, they are more engaged and motivated.


SAY: Competencies are HOW a goal is met.

Competencies are made up of key actions team members

and leaders practice everyday to do their work.

Competencies are based on progression level.

COMPETENCIES

DO: Reference the trifold. Instruct participants to locate

the Collaborating competency.

SAY: For example, the team member competency

Collaborating is the foundation of the performance leader

competency Building Networks. Both revolve around working

together and forming a cohesive team, but use different

actions to accomplish work goals. Each competency in

the trifold progresses like this. When you explain the

competencies to others, point out how they build on each

other. This will help team members connect to how they

should do work to meet the expectations of their role, and

the behaviors they need to demonstrate if they want to

move up.


17


VISUALIZE HOW

IT WORKS


SAY: Let’s take a look at what this might look like in the

business.

DO: Review goal example on toolkit page 7

SAY: Team members in a call center have a goal challenging

them to remain open to ideas that allow them to be reactive

to what the customer is experiencing. This is WHAT they

need to do every time they take a call.


SAY: To meet this goal, team members practice EARNING

TRUST when they deal with customers. It’s HOW they

accomplish the goal of making a personal connection.

They do this by:

• Keeping commitments.

VISUALIZE HOW

IT WORKS

• Disclosing their own positions, sharing with customers

what can and can’t be done.

• Remaining open to ideas and considering alternative

points of view to find solutions.

These actions reflect their competency key actions.

18



VISUALIZE HOW

IT WORKS


SAY: Team members who excel at practicing EARNING

TRUST help the call center achieve high customer

satisfaction and the result is that GM Financial is EARNING

CUSTOMERS FOR LIFE, which is one of our strategic

priorities.

CALL TO ACTION: Now, take a moment to think about the

work your business segment does.

• What kind of goals do they have?

• How would you explain these goals using the WHAT,

HOW and RESULTS method?

DO: Give participants 3-5 minutes to reflect on those two

questions and make notes for themselves.

28 TRANSITION SAY: Now that we’ve talked through goals and

competencies, let’s look at some tools to help you

communicate goals, competencies, and the new

performance journey.

DO: Show slide 28, toolkit page 8.

DRIVE THE

PROCESS WITH

YOUR TEAM

SAY: As a facilitator, it’s your job to ensure your team

is on the right path. Start by setting clear expectations

and

consistent communication. The one-on-one (1:1) goal-setting

conversation is how leaders can set clear expectations early.

The tune-up checklist will help guide you through the

1:1 goal-setting conversation. Leaders should refer to

this checklist prior to each 1:1 goal-setting session.


19


KNOW THE RIGHT

PATH TO TAKE


SAY: During 1:1 conversations, make sure team members

understand how they will receive their goals and how much

they will be expected to participate in the goal-setting

process.

There are two ways goals are set:

1. All goals are set for GM Financial team members.

2. Leaders and team members work together to set

business goals.


SAY: There are three different methods to create and

distribute goals in SuccessFactors:

1. Team Goals: This method is used to assign the

same goal(s) to multiple team members.

SET MY GOALS -

GOAL SETTING OPTIONS

2. Goal Import: This method is a one-time goal

assignment across a large group of team members (at

least 25 people.)

3. Goal Wizard: This is a step-by-step guide that outlines

each component of creating your own SMART goal. It

uses the goal library to pull in pre-written goals that

can be customized.

A resource guide containing job aids will be available on the

My Performance Journey SharePoint site.

20



PLAN FOR THE

WHOLE YEAR

31 DO: Show slide 31, toolkit pages 10-11

SAY: Setting goals is the first step in the My Performance

Journey process. This is the first step in a year-long process.

• SET MY GOALS PHASE

• April - time to schedule 1:1 conversations.

• Set the tone for the year with positive attitude.

• Emphasize open communication.

• We’re in this phase; it’s the focus of today’s session.

• PLAN MY DEVELOPMENT (outside of the system)

• Starts after goals are set

• Use the Professional Development Plan (PDP) to

help plan growth opportunities for team members.

• Ongoing feedback & coaching supports progress.

• It’s recommended that leaders and team members

stay connected by having 2-way communication at

least once a month.

• CHECK MY PROGRESS

• August to October.

• Optional mid-year review.

• This is also a good time to update goals.

• Your route map will stay at “check my progress” until

this phase closes and the form is moved forward.

• REVIEW MY SUCCESS

• December to February.

• Annual reviews and calibration take place.

• New goals will be set.


21


EXPLAIN THE KEY

DIFFERENCES


SAY: It’s very important for GM Financial team members to

realize that there is a difference between competency key

actions and job responsibilities. Competency key actions

are behaviors demonstrated by team members who meet

the expectations of their job. Key actions help GMF team

members achieve their goals and will change as you rise in

your progression level.

Job responsibilities are the requirements for maintaining

employment for the role the team member is in.

Successful team members perform both competency key

actions and job responsibilities on a daily basis.

DO: Review the competency key actions vs. job

responsibilities chart

SAY: Ensuring that all team members understand this will

help you to clearly communicate expectations for goals

during the first phase of the Performance Journey. Having

clear expectations around goals will also help leaders have

effective 1:1 conversations and set everyone up for success

when reviews are done.

33 DO: Show slide 33, toolkit pages 13-14

SAY: Now that we’ve reviewed the differences, let’s take a

look at how key actions might be demonstrated on the job.

This table shows a detailed breakdown of competency key

actions and what it looks like when practiced by someone

who meets the expectations of their job.

BREAKING DOWN THE

COMPETENCIES

22



BREAKING DOWN THE

COMPETENCIES


ACTIVITY: 10 MINUTES

DO: Break the class into 2 teams. Participants will compete

to find answers to the questions below. Tell teams they have

1 minute to find the answer and raise a hand to respond.

The team with the most points earns bragging rights.

SAY: Use the trifold to answer my questions:

1. What are 2 key actions for Collaborating?

Possible answers: contributes to goal accomplishment,

asks for help and encourages involvement, informs

others on team, models commitment.

2. What are 2 key actions for Work Standards?

Possible answers: sets standards for excellence,

ensures high quality, takes responsibility, encourages

others to take responsibility.

3. What are 2 key actions for Earning Trust?

Possible answers: acts with integrity, discloses own

positions, remains open to ideas, values others.

4. What are 2 key actions for Adaptability?

Possible answers: tries to understand changes,

approaches changes with a positive mindset, adjusts

behavior.

5. What are 2 key actions for Building Customer

Loyalty?

Possible answers: enhances customer self-esteem,

clarifies the situation, involves the customer, takes the

“HEAT,” meets or exceeds needs, confirms satisfaction.


23


RATING SCALES

35 TRANSITION DO: Show slide 35, toolkit pages 15-20

SAY: Now that we’ve got a good understanding of what

competency key actions are, let’s talk about how you can

help leaders identify them out in the business.

If you turn to pages 15-20 in the toolkit, you will find

resources to help you identify competency key actions in

the field. Pages 15-19 are a set of rating scales that show

what key action behaviors look like at each level. Ratings

are 1-5 for competencies, with 3 being rated as “meets

expectations.”

It’s important for leaders and team members to understand

that a rating of 3 meets expectations. This rating means a

team member is consistently performing key actions and job

responsibilities well.

Page 20 is an optional observation scheduling worksheet

that leaders can use to stay organized.


SAY: Page 21 is an Observation Worksheet that can be

used for taking notes about team member behaviors. Using

the scales provided, a leader can choose a rating that best

matches the description of the key actions being performed.

This worksheet is an optional tool that can help leaders and

team members track progress and plan 1:1 conversations.

OBSERVATION

WORKSHEET

24



FOCUS ON THE

BIG PICTURE


SAY: Here is another overview page titled “FOCUS on the

big picture”. Remember, this page is here to clarify roles, key

actions and take aways from this section of the toolkit.

38 TRANSITION DO: Show slide 38, toolkit page 24

SAY: Now that we’ve covered goal setting, let’s focus on

having 1:1 follow-up conversations.

COMMUNICATION BY

THE NUMBERS

EMPHASIZE TWO-

WAY

COMMUNICATION

Data and statistics on communication are very clear:

there is a strong connection between team member

engagement and the amount of clear consistent

communication they receive from leaders. Not

communicating often with your team members is a

missed opportunity.


SAY: 1:1 conversations aren’t always easy but they

are necessary to set clear expectations and give

timely feedback.

Meeting consistently to talk about goals and progress:

• Removes the stigma of “meeting with the boss.”

• Reduces fear

• Increases job satisfaction

• Builds trust between leaders and team members


25


CLARIFY EXPECTATIONS

DURING THE 1:1

CONVERSATION

40 DO: Show slide 40, toolkit page 25, Competency Trifold Instruct participants to take out their Competency Trifold.

Use the trifold to explain/elaborate the bullet points below.

SAY: The Competency Trifold is a powerful tool during 1:1

Conversations.

• Use the cover to explain how the HOW (competencies)

supports the RESULTS (strategic priorities).

• Use the tables inside to show team members the

competencies and key actions that must be performed to

meet expectations at each level.

• Explain that the key actions build as you rise in

progression levels and can be used as a guide for

growth.

41 DO: Show slide 41, toolkit page 25 (continued), Competency Trifold (continued)

CLARIFY

EXPECTATIONS

DURING THE 1:1

CONVERSATION

SAY: The key actions shown for each competency and

level are a springboard for different types of

conversations: Development, Encouragement &

Empowering.

1. Development is needed when team members

aren’t demonstrating competencies or meeting

the expectations or their role.

• These conversations can happen at any level.

• Use the trifold to review key actions and offer

advice on ways to perform them successfully.

2. Encouraging and Empowering conversations

should happen when a team member meets

expectations or excels at a competency.

• Use the trifold to explore and compare key actions

in other progression levels for advancement.

26



ROADMAP TO THE

RIGHT CONVERSATION


SAY: On page 26 of the toolkit you will see the Conversation

Roadmap. Leaders should refer to each of the five

competency ratings they assigned to their team members,

then use this chart to determine the type of conversation that

is needed for the team member based on observations.

On page 27 of the toolkit, you will find another optional

resource to help organize and schedule your 1:1

conversations.

43 TRANSITION DO: Show slide 43, toolkit page 28

SAY: Once you know the kind of conversation to have

with team members, it’s time to prepare for the 1:1

conversation.

PREPARE FOR

YOUR 1:1

CONVERSATION

On page 28 of the toolkit, there is a checklist of everything

you should bring with you and everything you should leave

behind when preparing for a 1:1 conversation.

We encourage every leader to review this checklist prior

to 1:1 conversations.

Below the checklist is a table that gives you tips for each

type of conversation you may have. Each conversation

type has a key word to focus on. Under that heading you

will

see the specific feedback advice you should review

before having that type of 1:1 conversation.


27


ADVICE FOR YOUR

1:1 CONVERSATION

44 DO: Show slide 44, toolkit 29

SAY: As you prepare for the conversation, think about what

you want to say to the team member and what feedback

you need to focus on.

The acronym F.A.S.T. can help you plan.

• Feed forward: Give feedback team members can use to improve future behaviors. Positive, appropriate

feedback gives team members a springboard for better

development.

• Actionable: Give feedback that can be used to create a plan of action. You want team members to know their

areas of improvement and how to address them.

• Specific and accurate: Reference specific behaviors and situations you observed (both positive and negative.)

Give feedback on actions rather than personality.

• Timely: Give feedback often so the recipient can continue to develop or course correct before a final

review. It is recommended to check in with team

members at least once a month.

On page 29 of the toolkit you will find a reminder of what

F.A.S.T. feedback is as well as a section of “faux paus,”

otherwise known as “don’ts”.

If you have questions about a piece of feedback, you can

use the list of “faux paus” listed at the bottom of page to

ensure the feedback is still appropriate for the situation.

28



OBSERVATION

SCENARIO


ACTIVITY: 10 MINUTES

SAY: Now, let’s put everything we’ve learned today together

and see what having that important 1:1 conversation looks like.

For this exercise, we’re going to have a development

conversation. A development conversations is not just based

on a reprimand for not performing to expectation. It’s also an

opportunity to offer your knowledge, advice and expertise to

someone who many be struggling to meet expectations and

needs your help to be successful.

DO: Ask for two volunteers to come to the front of the

room to role play a developing conversation. Choose one

participant to be the leader and one to be the team member

SAY: This is Mr(s) Leader. He/she is going to have a 1:1

discussion with T. Member. T. Member is a team member in

Mr(s) Leader’s group.

Prior to the discussion, Mr(s) Leader observed T. Member

and used the key action guides and observation worksheet

to take notes about his/her performance.

Mr(s) Leader will bring a trifold and the filled out observation

worksheet to the meeting to assist with the conversation. He/

she will also review the tips & best practices from the toolkit

prior to the conversation.

ACTIVITY CONTINUES ON NEXT PAGE


29


ACTIVITY CONTINUED

DO: Give participants 2 minutes to prepare for their 1:1

conversation with the materials provided.

• Give Mr(s) Leader his/her script handout, observation

worksheet, toolkit tips and trifold.

• Give T. Member his/her script handout.

SAY: Those of you watching are now a coaching team. Your

goal is to identify what goes well and what can be improved.

DO: Give participants 3-5 minutes to have their 1:1.

SAY: Great job portraying your roles Mr(s) Leader and T.

Member. Let’s see what feedback your coaching team has.

DO: Initiate guided discussion using these questions.

1. What tips/best practices did Mr(s) Leader follow?

• Can you give me an example?

2. Did Mr(s) Leader provide FAST feedback?

• Was it feed forward? Is it feedback T. Member can

use to improve?

• Was it actionable? Did he/she provide a reasonable

path to improvement?

• Was it specific? Did Mr(s) Leader reference specific

instances?

• Was it timely? Was there a call to action for the next

meeting?

ACTIVITY CONTINUES ON NEXT PAGE

30



ACTIVITY CONTINUED

3. Was Mr(s) Leader successful in redirecting T.

Member’s frustrations?

• Did Mr(s) Leader give T. Member ample time to

explain and provide feedback?

• Was the conversation really 2-way?

4. Did Mr(s) Leader utilize the trifold appropriately?

• Did he/she use it to explain competencies for T.

Member?

• Did he/she refer to the strategic priorities?

SAY: How could you take this conversation format and apply

it to your business group?

DO: Give participants 2 minutes to reflect and plan how they

can apply the scenario format to their group.


END OF SET MY GOALS TOOLKIT TRAINING SECTION

OPTIONAL: 5 MINUTE BREAK

31

COURSE GUIDE



UPDATE GOALS


UPDATE A GOAL

46 TRANSITION DO: Show slide 46

SAY: After the conversation is complete, add conversation

notes to the comments section of the goal or change the

status or percent complete of the goal. This action can be

done by leaders or team members. Each business group

can decide how they want to record progress. Let’s take a

look at how notes are added.

The following steps show you how to update a goal or

competency in the system. This is a high level overview. We

will have job aids with a step-by-step walk through on the My

Performance Journey site.


SAY: Now let’s see how leaders can modify goals in

SuccessFactors. Being familiar with this process will help

you coach others.

1. Click on the Home button in the left hand corner and a

UPDATE A GOAL:

LOG IN

drop down menu will appear.

2. Scroll down and select Performance.

34

UPDATE GOALS


UPDATE A GOAL:

FORM


SAY: This page will help you keep track of the progress of

your team members’ Goals and Competencies. Choose the

2017 Goals and Competencies form.



SAY: The route map below each team member’s name

will show where their goals and competencies are in the

process.

UPDATE A GOAL:

STEP PROCESS

35


UPDATE A GOAL:

CHOOSE A GOAL


SAY: From the My Goals section, choose the goal you want

to update. Click on the pencil icon at the end of the goal to

start updating.


SAY: From the My Competencies section, choose a

competency key action you want to update. You can type

directly in the comments text box or click on the Writing

Assistant to receive help.

UPDATE A GOAL:

CHOOSE A

COMPETENCY

36

UPDATE GOALS


UPDATE A GOAL:

CHOOSE A

COMPETENCY


SAY: The Writing Assistant Option will help you write your

comments according to the key action selected.



SAY: Once you finish all the updates, make sure you click

Save and Close in the lower right of the screen to save and

close the update.

UPDATE A GOAL:

SAVE CHANGES

37


UPDATE A GOAL:

BACK TO MY PAGE


SAY: It then will bring you back to the My Form page with

and update showing the last date modified.


SAY: Now that your training is complete you need to:

•

•

•

NEXT STEPS

Schedule sessions with leaders and team members so

they understand the process and how to use the toolkit

Work with leaders to set goals for their team and have

1:1 goal conversations

Encourage monthly conversations about progress made

toward goals

In addition to this training, you’ll have these resources:

•

•

•

Tiered support model

Performance Journey Website with job aids

HRBPs


SAY: It has been a true pleasure to have each of you

join me on this session. Thank you for your attention and

participation.

THANK YOU!

38

NOTES:

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