UNFPAs Performance Appraisal and Development System PAD

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UNFPAsPerformance Appraisal andDevelopment
System (PAD)
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PAD System Design

• Online system
• Deadlines for each of 3 phases
• Division for Human Resources (DHR) monitors
  compliance at each phase
• DHR reviews overall competency ratings
• assess trends and overall staff development needs
• develop targeted training activities

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Main features of the PAD

• Collaborative, results-based performance planning
• Outputs (what is to be achieved) and
  competencies (how one achieves results)
• Managers must have one output related to their
  management of staff
• Development planning
• Mid-year progress review
• Year-end appraisal based on results achieved and
  competencies developed
• Ongoing coaching and feedback throughout the year

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Applicability
The PAD system applies to all staff holding
100, 200 and 300 series contracts of six months
or more. It does not apply to Service Contract
and SSA holders.
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Three Main PAD Phases and Coaching and Feedback
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PAD - Performance Planning
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What is performance planning?

• Occurs at beginning of the year
• Process of establishing individual performance
  expectations
• Performance expectations defined in three areas
• Individual work plan outputs
• Competencies
• Developmental plan and outputs

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Individual outputs align with UNFPA Strategic Plan
Strategic Plan Outputs
Divisional Office Management Plan (OMP) outlines
Divisions annual outputs, output indicators and
timelines
Staff Member and Supervisor agree on
individuals work plan outputs to support OMP
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Describing work plan outputs
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Multi-rater Feedback

• Staff and supervisor agree on colleagues from
  whom feedback will be collected
• Feedback sources can include both UNFPA
  colleagues and other UN partners
• Feedback provided by colleagues who have
• worked directly with staff member
• been recipients of staff members work outputs
• observed behaviours related to relevant
  competencies
• Feedback collected through web-based system
  confidential

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Developmental outputs

• Staff establish development plan and work with
  supervisors to set one or two developmental
  outputs
• Developmental outputs relate to areas such as
• Competency development
• Enhancing professional skills and knowledge

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Developmental Output Definitions
Developmental outputs should be described by
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PAD Staying on Track
Part I Coaching and Feedback
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Defining Coaching and Feedback

• Coaching is
• a means of assisting individuals to come to
  their own conclusions about the best way to
  achieve improved performance, motivation and
  commitment at work

• Feedback, one aspect of coaching, informs staff
  about current performance in order to
• Encourage effective behaviour
• Reinforce good performance
• Pinpoint how to improve performance

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Part II Mid-Year Progress Review
PAD Staying on Track
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Objectives of the Mid-Year Progress Review

• Formal occasion to
• Review individual work plan and developmental
  outputs and confirm their relevance
• Decide whether the colleagues selected to provide
  feedback are still relevant
• Assess staff members progress toward
• achieving work plan outputs
• developmental outputs
• competency proficiency
• Provide general feedback on performance,
  recognizing strengths and discussing areas that
  need improvement

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Mid-Year Progress Review review/adjustment of
outputs

• Assessment of Progress Against Outputs
• Is the Output.
• Completed?
• On-track?
• At risk?
• (Identify what needs improvement)
• No longer relevant? (Needs adjustment or
  modification)

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PAD Year-End Appraisal
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Year-End Appraisal Basics

• Final step in annual performance management
  process
• Involves assessment and rating of results in the
  three Performance Planning areas
• Work plan outputs
• Competency proficiency (in those competencies
  required for the post)
• Developmental outputs
• Accounts for both what is accomplished and
  how
• Begins in November with self-assessment
• Completed in February with staff
  member-supervisor meeting

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Objectives of Year-End Appraisal

• Measure performance and provide each staff member
  with thorough, constructive feedback
• For the individual, use the feedback in
  performance planning for the following year and
  in considering career development

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Types of Ratings
Specific feedback provided on
Work plan outputs
1 Combined Rating
1 Rating per Competency 1 Combined Rating for
each, Core and Functional
Competency proficiency
Developmental outputs
1 Combined Rating
No Overall rating will be provided
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Rating labels reflect what is being assessed

• For work plan and developmental outputs
• For competency proficiency

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Role of the PRG(Performance Review Group)

• Talent management and staffing issues
• Ensuring consistency and fairness
• Addressing implications of appraisal results
• Identifying high performance and potentials
• Reviewing and endorsing promotion recommendations
  
• Developmental/rotational/international
  assignments
• Developmental goals/needs
• Addressing poor performance
• Addressing PAD and other strategic HR policy
  issues
• Reviewing individual staff members performance
  only if requested to ensure fairness and
  consistency

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Multi-rater Feedback - summary
Two different forms, two sets of raters

• On Work Plan Outputs
• Work plan output feedback form
• On-line instrument completed directly by raters.
  Forms exchanged by email
• Summarized by supervisor
• Staff member sees supervisor summary only
• Supervisees can NOT rate their supervisors on
  work plan outputs

• On Competencies
• Competency feedback form
• On-line instrument completed directly by raters
• Feedback collated automatically by in-house
  on-line system
• Staff member sees all comments anonymously
• Supervisees MUST rate their supervisors
  competencies

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Rating DefinitionsWork and Developmental Outputs

• Exceptional Output Achievement
• Surpassed defined activities/performance
  indicators for majority of outputs. Fully
  achieved defined activities/performance
  indicators for remaining outputs.
• For staff members who continually go beyond post
  requirements, significantly surpassing target
  outputs in quantity and quality or accepting
  special assignments going beyond what is expected
  at given post level.
• Results are considered exceptional. Should be
  considered for accelerated career development
  and/or assignment to higher level functions.
• Fully Achieved Outputs
• Completely achieved defined activities/performance
  indicators for all outputs during performance
  period
• For staff who fully meet post requirements
• Staff member is performing successfully and
  should focus on pursuing career development
  opportunities as they become available
• NOTE Supervisor may assign Fully Achieved
  rating if circumstances beyond staff members
  control are the cause of a partially achieved
  objective

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Rating DefinitionsWork and Developmental Outputs

• Partially Achieved Outputs
• Achieved defined activities/performance
  indicators for majority of outputs. Did not
  achieve defined activities/performance indicators
  for remaining outputs.
• For staff who do not meet all post requirements,
  but demonstrate potential to develop required
  skills
• Staff member progressing and should focus on
  defined development areas. Supervisor to discuss
  ways to improve and monitor progress.
• Did Not Achieve Outputs
• Did not achieve defined activities/performance
  indicators for majority of outputs
• For staff who consistently do not achieve
  majority of outputs and demonstrate inability to
  meet requirements of post
• Supervisor must proactively address performance
  issues and develop performance plan for staff
  member
• Plan must cover at least a six month period and
  include clear targets for improvement, intensive
  coaching, close supervision and bi-monthly
  appraisals.
• Continued performance issues may result in
  withholding of within-grade increment,
  non-renewal of fixed-term contract or termination
  for unsatisfactory service

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Rating DefinitionsCompetency Proficiency

• Exceptional Proficiency
• Individual competency demonstration consistently
  surpasses expected level for the post as defined
  in the competency profile
• For staff who continually go beyond requirements
  of post (e.g. demonstrate some competencies at
  next higher level)
• Competency proficiency is considered exceptional.
  Should be considered for accelerated career
  development and/or assignment to higher level
  functions
• Fully Proficient
• Individual competency demonstration consistently
  meets expected level for the post as defined in
  the competency profile
• For staff who fully meet post requirements
• Staff member is demonstrating required
  competencies successfully and should focus on
  pursuing career development opportunities as they
  become available

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Rating DefinitionsCompetency Proficiency

• Developing Proficiency
• Developing toward expected level for post as
  defined by competency profile, but does not meet
  expectations
• For staff who do not meet all post competency
  requirements, but who demonstrate potential to
  develop required competencies
• Staff member is progressing and should focus on
  defined development areas. Supervisor to discuss
  ways to improve and monitor progress
• Not Proficient
• Does not meet expected level for post as defined
  by competency profile. Individual demonstrates
  inability to meet overall post requirements on a
  consistent basis
• Supervisor must proactively address performance
  issues and develop a performance plan for staff
  member. Plan must cover at least a six-month
  period and include clear improvement targets,
  intensive coaching, close supervision and
  bi-monthly appraisals. Continued performance
  issues may result in withholding of within-grade
  increment, non-renewal of fixed-term contract or
  termination for unsatisfactory service

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Tips for rating competencies

• Assess to what extent staff member has
  demonstrated or not demonstrated the
  behaviour
• Think of concrete examples
• Remember that the appraisal period is for the
  whole year
• Most staff more skilled in some areas than
  others fair appraisals most likely have
  differences in ratings
• Use judgment regarding which indicators are most
  important for a given post and assign rating
  accordingly
• Consider how performance compares to other staff
  in posts with similar competency profiles

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Wrap-up