Employee Training Participant...
Transcript of Employee Training Participant...
Welcome to Training on EPMP
Today’s course is focused on introducing you to the Employee Performance Management Process (EPMP) and preparing you to partner with your manager to build success. We will discuss why DPS has invested in the EPMP, what EPMP involves, and how effectively practicing EPMP can benefit you.
Like all training, you will take away what you put in – so ask questions, actively participate and get ready to make EPMP a reality for DPS.
Your Resources – Participant Workbook and Employee’s Guide
You have two takeaway resources to use during and after the course.
1. Participant Workbook: This is the workbook in your hands. It’s purpose is to provide you with a place to capture your notes, thoughts and ideas as we move through the course.
2. Employee Guide: This is the reference guide for EPMP. It contains processes, tips, tools, and examples. You can reference this guide to answer your questions and help you practice EPMP effectively in your job.
Course Goal
The goal of this training is to equip DPS employees with the skills and tools needed to effectively practice the Employee Performance Management Process (EPMP).
Learning Objectives• Recognize what EPMP is and its role in employee and District success• Identify the parameters and timing of the EPMP cycle• Apply DPS Success Factors to your job• Create well written, aligned, SMART goals
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EPMP - The Three Key Questions
Why is DPS moving to the Employee Performance Management Process?
What is EPMP and how does it work?
How will EPMP help you be even more successful?
What makes you excited about coming to work each day? What engages you?
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Employee Commitment
=Rational
Commitment
Org serves
financial,
professional,
development
needs
Retention=
Emotional
Commitment =Employee
values and
believes in
job, manager,
team, org
= Performance
Source: Corporate Leadership Council
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What is your degree of rational commitment? What is your degree of emotional
commitment? What are their primary elements?
Building Emotional Commitment
Organization
Compelling mission &
vision
Clear goals and
strategies
Leadership credibility
Manager
Clearly articulates
expectations
Enables & empowers
employees to perform
Cares about employees
as individuals
Employee
Understands connection
between work & org goals
Motivated to perform
Accountable for performing
What can you do to build your emotional commitment?
A key element of effective performance management is building emotional commitment. It can make the difference in connecting your contributions to the team’s purpose and the District’s goals, and being motivated to higher performance.
Emotional commitment is three times more powerfulthan rational commitment
in driving performance!
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Linking to the DPS Vision
We will lead the nation’s cities in student achievement, high school graduation, college preparation, and college matriculation.
Our students will be well prepared for success in life, work, civic responsibility and higher education.
DPS Board of Education
How can I contribute to achieving the DPS Vision?
Notes on Wildly Important Goal video
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Provides the necessary strategies and initiatives to meet district goals
Outlines measures for performance and accountability.
Defines district objectives and direction
BOE Achievement Policy & Theory of Action
District Goals
(5 Year Performance )
Action Plan
(Denver Plan 2009)
Concrete Initiatives Milestones & Metrics
Where Performance Management Fits In
What are our beliefs?
How will we measure success?
What plans will get us to the goals?
PerformanceManagement
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Susana Cordova Executive Director - Teaching and Learning
Trena Deane Executive Director - Facilities Management
Ed Freeman Chief Technology Officer
Brett Fuhrman Chief Financial Officer
Pauline Gervais Executive Director - Transportation
Brad Jupp Senior Academic Policy Advisor
Cheryl Karstaedt Executive Director – Student Services
Joe Sandoval Instructional Superintendent
Shayne Spalten Chief Human Resources Officer/EPMP Executive Sponsor
The Working Team
A working team of senior leaders collaborated on the design of our Employee Performance Management Process. The Team took into account the District’sstrategic goals as well as best practices in various areas of DPS and what would best support our desired culture.
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EPMP Framework
District Goals
Department/Division Goals
Team Goals
Individual Goals
DPS Success Factors
Put Students First
Achieve Results
Deliver Excellent Service
Collaborate
Make Change Happen
Action Plan
There are two primary components to EPMP: individual goals and Success Factors.
Individual goals define expected results, outcomes that support higher-level goals. They define the “what” is to be accomplished.
Success Factors define the “how”. They are the behaviors and actions that drive our success.
Group Goals
(COO/CAO/Superintendent)
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Imagine If Each Staff Member Is . . .
Aligned around clear strategies to achieve our mission and goals
Focused on those things most directly linked to student achievement and growth
Empowered by clear goals and expectations
Accountable and rewarded for results
Developing capabilities most important to district success
This is the power of EPMP. How would the District be different if every employee was aligned, focused, empowered, accountable, and continually developing?
EPMP is about focusing each one of us on the right things and empowering us to perform. It connects employees to goal achievement and provides an important foundation for professional development.
You play a critical role in EPMP. You are the link between the district’s goals and the results we must accomplish to achieve those goals. Employee success builds success for DPS.
EPMP takes Performance Management to the next level.
It is a Key Strategy to Achieve DPS’s Goals
by Aligning employees,
Empowering them to perform and
holding them Accountable for results.
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Employee Performance Management Process (EPMP)
On Going Dialogue
Feedback
Coaching
Performance Planning
Mid-Year Checkpoint
Performance Evaluation
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The EPMP Cycle
On Going Dialogue
Feedback
Coaching
Performance Planning
Mid-Year Checkpoint
Performance Evaluation
(Aug 1 – Oct 31)
(Aug 1 – Oct 31) (Jan 15 – Mar 1)
EPMP Phase I Implementation Events Date
Performance Planning Training September/October 2009
Cascading Goal Setting in Departments August/September/October 2009
All Goals/Performance Plans Completed October 31, 2009
Mid-Year Checkpoint Meetings January/February 2010
Annual Performance Evaluations Submitted to
Leadership September 15, 2010
Performance Evaluations Finalized and
Communicated to EmployeesOctober 31, 2010
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EPMP Parameters – The “Must-Dos”
Annual, documented goal setting and performance review process, including mid-year checkpoint
Standardized cycle/timing
Cascading goal-setting process
Standard form and rating scale
Performance calibration process within departments/divisions
Co-accountability
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Roles and Responsibilities A key tenet of EPMP is co-accountability; it is a partnership between you and your manager. EPMP is an ongoing process grounded in two-way dialogue.
You are an active participant in the process. The EPMP Toolkit outlines your role and responsibilities in each part of the process.
The 3 Key Forms
• Performance Planning and Evaluation Form
• Employee Performance Planning and Self-Evaluation Form
• Mid-Year Checkpoint Form
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EPMP Guide and Toolkit Exercise
Use your EPMP Guide and Toolkit to answer the following questions. Please indicate the page number(s) that guided you to the answer.
1. What form is required to be submitted for all exempt central office employees by 10/31/09 to complete the Performance Planning stage of EPMP?
a. Mid-Year Checkpoint Form
b. Performance Planning and Evaluation Form
c. Employee Performance Planning and Self-Evaluation Form
d. Prioritizing Goals Worksheet
Page(s) with the answer
2. What recommended, but not required, form is suggested to be completed by all employees as a Performance Planning tool?
a. Mid-Year Checkpoint Form
b. Performance Planning and Evaluation Form
c. Employee Performance Planning and Self-Evaluation Form
d. Prioritizing Goals Worksheet
Page(s) with the answer
3. How many levels are there in the Performance Rating Scale?
Page(s) with the answer
4. Part of the employee’s role is to request a mid-year checkpoint meeting, if necessary. True False
Page(s) with the answer
5. The required components of the Performance Plan, for all employees, are
a. Goals, Success Factors, Additional Performance Factors, and People
Management
b. Goals and People Management
c. Goals and Additional performance Factors
d. Goals and Success Factors
Page(s) with the answer
6. At the end of the year, your performance is evaluated against your Performance Plan. True False
Page(s) with the answer
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Performance Planning
Performance planning is a collaborative process. No one knows your job and how you can contribute better than you! Your participation in the process is important to ensure goals are realistic and expectations are clear. It is also important to ensure agreement on how success will be measured, and to discuss what resources and support will be required to achieve your goals.
Performance planning sets employees up for success. It ensures your contributions are the most important ones to support district goal achievement and enables you to continuously develop in your role.
There are 3 components to Performance Planning
• Setting Team Goals• Individual Performance Planning• Success Factors
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DPS Success Factors
Put Students First
Achieve Results
Deliver Excellent Service
Collaborate
Make Change Happen
Success Factor Examples
Put
Students
First
Achieve
Results
Collaborate
Deliver
Excellent
Service
Make Change
Happen
What does each Success Factor look like “in action”?
DPS Success Factors define who we are as an organization, what we stand for, and stand on. They are performance expectations for all employees. If all employees demonstrate these actions, we will have a far better chance of achieving our goals.
The Success Factors were developed by the Working Team and finalized by the Superintendent, Chief Operating Officer, and Chief Academic Officer. The EPMP Guide details representative actions for each Success Factor. They will be most meaningful if you define them in the context of your work.
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• Student Performance GoalDistrict Goal
(5 Year)
• Great People
• Create a meaningful system of recognition and rewards for driving student achievement
Action Plan (Denver Plan 2009)
• Increase absolute results and positive change over time on Principal Surveys to improve service to schools
Group Goal (COO/CAO/Supt)
• Improve program support to increase satisfaction and participation in ProComp
Department/
Division Goal
• Improve Opt-In experience for teacher customers to increase enrollment and customer satisfaction
Team Goal
• Collaborate with DoTS to implement automated solution for Opt-In process
Individual Goal
A key objective of performance planning is goal alignment. For DPS, goal alignment starts with the District Goals defined by the Board of Education. The Action Plan defines the district’s strategies for achieving District Goals.
To achieve the goals, the district needs to break them down into more manageable pieces – discrete outcomes that a department/division can realistically accomplish. Each of those outcomes then needs to be broken down further into outcomes that teams and individuals can realistically accomplish. That’s called "cascading goals" and it provides an important foundation for the EPMP performance planning process.
Sample of Cascaded Goals
Cascading Goals
Well Written Goals
Define specific outcome to be achieved Articulate the action that will be done to achieve the outcome Identify how the achievement will be measured
Step 1 – Action and Outcome
o Articulate what Action is required in order to achieve the Outcomeo Define the Outcome to be achieved
ExampleTransition “Sub Finder” source data changes to school secretaries (Action) to streamline Guest Teacher processing (Outcome).
Action in order to Outcome
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Develop a Goal Statement. Think about the outcome, or desired result, you want to accomplish and the best action to get you there.
Well Written Goals
Using the Action/Outcome statement you developed on the previous page, determine appropriate Performance Indicators.
Step 2 – Performance Indicators
o Identify specific Performance Indicators that will measure successful achievement of the goal
Balancing qualitative and quantitative measures will provide the most accurate assessment of performance. Ideally, Performance Indicators are objective and measurable, but not everything can be quantified. They should reflect what’s important, and may require observation and judgment.
Examples• Supervisor observes comfort level and competence in intermediate skill
functions• Principal Survey satisfaction results increase 10% on April 2010 report
Action in order to Outcome as measured by
Performance Indicators
Performance Indicators
as measured by
Performance Indicators
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Well Written Goals
Apply the SMART Test to the goal you’ve written. Revise the goal as needed.
S Specific Describes exactly what you want to achieve
M Measurable Defines how you will know when the goal has been achieved
A Achievable Realistic in terms of knowledge/skills and resource requirements
R Relevant Tied to key department/division or district priorities
T Time Bound Defines specific end-date
Step 3 – Apply the SMART Test
o Apply the SMART Goals attributes to test the strength of the goal
S
M
A
R
T
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Write a development goal for yourself. The following questions may help you create the goal.
- What do you need to develop to improve your success?- What can you do to expand your contributions within the team?- What opportunities exist to develop or expand knowledge, skill, or ability in areas
that benefit the function or team?
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Actionin order
toOutcome
as measured
by
Performance Indicators
Goal Practice
SMART?
Goal Setting Tools
The following tools are available in the EPMP Toolkit to assist you with Performance Planning.
Documenting GoalsProvides guidance on writing goal statements, defining performance indicators, aligning with higher-level goals, and assigning goal weight.
Creating Goal AlignmentProvides information and examples of goal alignment.
Stretch GoalsInformation on ensuring that goals are challenging but attainable.
SMART GoalsThe SMART model ensures that goals are documented in a way that both manager and employee are working from the same definition of the expected result.
Prioritizing GoalsThis tool helps you identify 3-5 critical goals.
Translating Goals into ActionProvides an Action Planning template to help you, and your employees, define specific steps, resources, and milestones to accomplish a goal.
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EPMP Support
Contacts
Your manager
Department/Division Head
EPMP Online Information
EPMP Guide and Toolkit, articles, and forms can be found online in two locations
http://hr.dpsk12.org/performance_forms
http://performancemanagement.dpsk12.org/epm/home
EPMP Team Support
Brad Grippin, Director, Total Rewards
Janet Flynn – Manager, Performance Management & Training
Leslie Juniel – Training Logistics Lead
Denise Parker – Training Content Lead
Training ~ Just-in-time support
Performance Planning (Now!)
Mid-Year Checkpoint
Performance Evaluations
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