GEORGIA PERF0RMANCE MANAGEMENT 2009 OVERVIEW
Transcript of GEORGIA PERF0RMANCE MANAGEMENT 2009 OVERVIEW
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GEORGIA PERF0RMANCE MANAGEMENT 2009
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OVERVIEW
The Georgia PMP is a systematic, integrated approach that:
Drives individual and organizational performance
Promotes and supports the Governor’s vision for Georgia being the “Best Managed State”
Translates organizational goals to individual performance expectations
Links an employee’s performance expectations to the mission, vision, and goals of the agency and the State
Articulates WHAT an employee needs to accomplish and HOW to accomplish these goals
Provides a uniform PMP approach enterprise-wide
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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)
Know how to develop performance expectations (goals, responsibilities, and competencies)
Understand how the rating scale is used in the evaluation process
Know how to engage in coaching and development throughout the review period
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CURRENT vs. NEW
CURRENT NEWPaper forms, filing, copies Web based, paperless, remote access
Focus on job responsibilities Focus on goals and competencies
Statewide responsibilities Statewide Core Competencies
Leadership Competencies
Based on job responsibilities Goals linked to agency goals (cascaded)
Three-point rating scale Five-point rating scale
Number of goals
Employee self-evaluation
Evaluation 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 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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JOB RESPONSIBILITIES
Automatically populated into the performance document; based on new state job description
Helps the manager and employee identify areas that are most important:
Should be translated into goals
You should focus more on goals and/or core competencies than job responsibilities
(Job responsibilities can be deleted from the performance plan as needed)
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Performance Management Process Linkages
• Agree on goals
• Link to state and agency goals
• Agree on responsibilities, tasks & projects
• Development plan
• Monetary
• Non-monetary
• Recognition
• Personal and Job Growth
• Results
• Competencies
• Key tasks or activities
• Major achievements
• Development plan
• Career development
• Performance log
• Updated goals
• Mid-year or quarterly review
• Development plan
PerformanceManagement
Model
PerformanceEvaluation
Assessment basedon agreed uponExpectations.
Rewarding Performance
Acknowledge Success;Provide
Opportunities
Coaching & Developmen
t
Do the job, achieve the goals,
and get the results
Performance
Planning
Describe“successful”performance
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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 for future positions
Key part of the Georgia Performance Management Process
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KEY COMPONENTS OF PLANNING
Identify Position Goals; Align with State and Agency Goals
Identify Competencies
Agree on Responsibilities, Tasks, and Projects
Create an Individual Development Plan
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Performance Management Performance Plan Components
Employee Performance PlanSection Required Weighting
Rated at end
of performance
period
1: Statewide Competencies
Core Competencies (all employees)
Leadership Competencies (supervisors and other leaders)
Yes 25%
Up
To
100%
2: Individual Goals and Behavioral Competencies
Optional 0% - 75%
3: Job Responsibilities (former) Optional 0% - 75%
Not Rated 4: Individual Development Plan Yes None
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INDIVIDUAL DEVELOPMENT PLAN
All employees should have an IDP
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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STATEWIDE CORE COMPETENCIES
Customer Service
Teamwork and Cooperation
Results Orientation
Accountability
Judgment and Decision-Making
REQUIRED OF ALL STATE EMPLOYEES!
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18 BEHAVIORAL COMPETENCIES
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
Tied to individual and organizational success
Able to identify the:– Result of the behavior being measured– Measurement criteria– Level of performance being described
Written at “successful performer” level
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WHAT IS A ‘SMART’ GOAL?
Specific - Precise, Definite, Clear, Understandable:
Exactly what I am going to do.
Measurable - Standard, Assessment, Exact: What will success look like? (Numbers, Percents, etc.)
Achievable or Attainable - Reachable, Feasible: This is possible for me to do.
Relevant - Within my job scope: How does his relate/contribute to my job?
Time-bound - Time frame, Ending point, Finish: When I am actually going to do this. (Dates)
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PERFORMANCE RATINGS
Each performance expectation (goal, competency, responsibility) is assessed individually
Once all expectations in a section have been rated, the section will receive an overall rating for the section
The ratings from each section are then weighted by importance
The overall score is calculated based upon the sections ratings and their associated weights
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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
Then the overall rating is:
Successful Performer Plus 4
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WEIGHTING OF SECTIONS
Use weighting for 3 sections:
Section 1: Statewide Core Competencies Minimum (default) weight = 25% Can be weighted up to 100%
Section 2: Individual goals and competencies Default = 50% Can be weighted from 0% to 75%
Section 3: Job responsibilities Default = 25% Can be weighted from 0% to 75%
The sum of all sections must = 100%
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WEIGHTING
Once each section is rated, the weightings that were agreed upon during the Planning Phase will be used
The weightings must total 100%
For example: It was agreed that . . . Section 1: Statewide Core, would be weighted at 25%; Section 2: Individual Goals and Competencies at 60%; Section 3: Job Responsibilities at 15%
That would total 100%
An overall score is calculated using a weighted average, which takes the overall rating for each section and the weight given to the section
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STATE MISSION, VISION & GOALS
State Goals
Departmental Goals
Individual Goals
State Performance Business Outcomes
Departmental Achievement
Individual Achievement
Agency Achievement
YOUR PERFORMANCE
Agency Goals
PLANNING
RE
SU
LT
S
Performance Management Cascading Goals
EXECUTION
Business Outcome
s
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COACHING
Three general purposes:
To begin an effective behavior;
To help employees correct deficiencies;
To encourage continued good performance
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GUIDELINES TO POSITIVE FEEDBACK
1. Recognize good performance when it happens
2. Be specific about what was good
3. Relate performance to goals
4. Offer public or private praise
5. Mean what you say
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GUIDELINES TO CORRECTIVE FEEDBACK
1. Address problems ASAP
2. Be specific about what was unsatisfactory
3. Use the opportunity to improve skills
4. Describe the effect on goals
5. Aim at commitment
6. Protect the employees self esteem
7. Avoid public correction
8. Recognize that when it’s over, it’s over
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POSITIVE FEEDBACK APPROACH
1. Describe behavior/result
2. Describe why the behavior is important
3. Obtain employee input
4. Encourage repeat performance
Specific, Timely, Sincere
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CORRECTIVE FEEDBACK APPROACH
1. Describe what the employee is doing or not doing that is unacceptable
2. Describe the effects of the behavior/results
3. Ask for the employee’s input (listen/probe)
4. Describe/restate the expectation
5. Ask for a solution; gain commitment
6. Follow-up
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PHASE III 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. Evaluate State Core Competencies - 3 ‘ANCHOR’ Points
2. Evaluate Individual Goals and Competencies - 5-Tier scale and 3 ‘Anchor’ Points
3. Review IDP; document comments
4. Evaluate Job Responsibilities using 5-Tier scale
5. Determine Overall Rating using 5-Tier scale
6. Completed PMF to Manager
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PERFORMANCE EVALUATION APPROVAL PROCESS
1. Employee completes self-evaluation; then sent to the manager
2. Manager completes performance evaluation by measuring performance against expectations
3. Manager sends evaluation to his/her manager for review
4. Manager’s manager approves/revises; then sent to HR
5. HR will approve or indicate changes
6. Changes are made; sent back to HR
7. Manager conducts performance evaluation meeting with employee
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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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Inconsistently meets commitments to others
Follows through and meets personal commitments
Exceeds his/her commitment to others
Occasionally ‘bends the rules’
Holds self and others accountable
Lives the State’s values and maintains his/her ethical principles
Fails to take ownership of personal or team performance
Commits to the State’s goals
Generates enthusiasm among team members for accomplishing shared goals
3 ‘ANCHOR’ POINTSSTATE CORE COMPETENCIES
Unsatisfactory (1) (2) Successful (3) (4) Exceptional (5)
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RECOGNITION AND REWARD
Recognition Reward
Fulfills appreciation needs Fulfills appreciation wants
Impacts long term cultural change
Obtains short term results
Reinforces desired behaviors Targets specific activities
Builds a tradition of performance
Initiates behavior
Aligns individual performance to organizational goals Strategic
Creates day-to-day behavior Tactical
Requires 2% or less of compensation to affect behavior
Requires 5-25% of compensation to affect behavior
May not be subject to taxation Generally subject to taxation
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