The ABCs of Performance Management

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The ABCs of Performance Management

• A tutorial to help you get the most out of
  Sarasota County Governments performance
  management system.
• Note This tutorial is not intended to replace
  the Performance Management class. For class
  schedule and registration, see TRAC on the
  Intranet.

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Contents Main Menu
You may review this entire program, or go
directly to the section of most interest to you.
The end of each section offers a quick (and
optional!) quiz to help you check your
understanding. To get started, click the arrow
next to your topic choice. To return to this
menu at any time, click the Main Menu button at
the bottom of the screen.

• Introduction and Background
• Part A Key Activities and Results
• Part B Core Competencies
• Part C Individual Development Plan
• The Process Putting it all together!
• Resources What help is available to you?

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Introduction and Background

• After being rolled out gradually, the SCG
  Performance Management system was fully
  implemented October 1, 2003. The following
  slides provide key background information about
  this system, including
• What is Performance Management?
• What is the connection between the SCG Vision,
  Core Competencies, and Business Plans?
• What is a Business Plan?
• What are the 4 phases of performance management
  (for leaders)?
• What is included in the new performance appraisal
  form?

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What is Performance Management?

• A process for establishing a shared
  understanding about
• ? what is to be achieved, and
• how it is to be achieved.
• It is an approach of managing people that
  increases the probability of achieving success.

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It starts with theSCG Vision Statement

• Customer focused, continuously improving,
  accountable team.

The Vision describes what we want to be, what we
are working toward as an organization.
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Core Competencies Support the Vision. They are
Skills and Behaviors that Lead to Success at
SCG!
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Business Plans Support the Vision with
Objectives, Measures, Targets
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What Is A Business Plan?

• Business plans include
• Core Services
• Outcomes (aligned with strategic initiatives and
  business center outcomes)
• Objectives
• Key Activities
• Measures
• Targets (for the measures)

• An annual plan that outlines resource allocation,
  tactics, programs, process improvements and
  projects required to achieve outcomes and goals
  in support of the strategic plan. Includes
  contingency planning for potential scenarios.
• It addresses each of the four perspectives, or
  areas of focus Customer, Process, Financial,
  Learning and Growth.

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A Business Plan Will Tell You

• Where we are going (Vision)
• Why we are going there (Mission)
• How we will get there (Priorities, Outcomes,
  Goals)

• The answers to those questions will help to
  define
• What is my part to play? (Individual Goals,
  Key Activities, Individual Development Plan)

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The Vision and Core Competencies are Connected to
the Business Plan
PERFORMANCE MANAGEMENT LINKS IT ALL TOGETHER!
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The Performance Management Cycle
Leaders This is your roadmap!
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Step 1 PlanningSetting Clear Expectations
Step 1 Planning Expectations

• Ensure that the employee has a clear
  understanding of
• SCGs future direction.
• Business center/units future direction.
• Expected outcomes and key activities.
• Individual development needs.

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Step 2 CoachingSustaining the Momentum...
Step 1 Planning Expectations

• Establish effective, 2-way communication
  channels.
• Provide ongoing feedback.
• Observe and document behavior.
• Support progress toward the IDP.
• Modify commitments when priorities/goals change.

Step 2 Coaching Progress
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Step 3 ReviewingFocusing on Results
Step 1 Planning Expectations

• Determine achievement of outcomes.
• Evaluate progress toward goals.
• Assess alignment with corporate values.
• Assess progress toward core competencies.

Step 2 Coaching Progress
Step 3 Reviewing Performance
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Step 4 RewardingRecognizing and rewarding peak
performance
Step 1 Planning Expectations

• Determine compa-ratio (relationship to market).
• Assess overall performance of employee.
• Examine impact on overall budget.
• Consider additional motivational factors.

Step 4 Rewarding Performance
Step 2 Coaching Progress
Step 3 Reviewing Performance
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The Performance Management Cycle
The core of this process is ongoing 2-way
communication!
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The New Form Includes

• Part A Outline your specific outcomes/
  objectives (what you want to achieve). Also use
  to record the past years results.
• Part B Identify demonstrated behaviors related
  to the values and core competencies.
• Part C Update your Individual Development Plan
  based on your career / job related objectives.

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Check Your Understanding
1 of 4

• Q What is performance management?
• A) A process for establishing a shared
  understanding about what is to be achieved, and
  how it is to be achieved.
• B) An approach that increases the probability of
  achieving success.
• C) Both A and B! Click here for the answer

• A The answer is C.

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Check Your Understanding
2 of 4

• Q What are the four Core Competencies?
• Click here for the answer

• A The answer is
• Customer and Community Champion
• Process Improver Capacity Builder
• Financial Manager
• Continuous Innovative Learner

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Check Your Understanding
3 of 4

• Q Which of the following can you learn by
  reading a Business Plan?
• A) Where we are going. (Vision)
• B) Why we are going there. (Mission)
• C) How we will get there. (Priorities,
  Outcomes, Goals)
• D) All of the above. Click here for the
  answer

• A The answer is D.

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Check Your Understanding
4 of 4

• Q During which step of the Performance
  Management Cycle are you providing ongoing
  feedback and establishing effective 2-way
  communication channels?
• A) Planning
• B) Coaching
• C) Reviewing
• D) Rewarding
• Click here for the answer

• A The answer is B.

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The Evaluation Form Part A Key Activities and
Results

• Focus on ACTION

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Part A is your Action Plan for the year. It
includes the following columns

• Objectives
• Key Activities/Due Dates
• Performance Measures/Targets
• Results and Accomplishments
• Rating

The next slides will explain each of these
columns, and how to use them effectively.
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Objectives

• Review your Business Plan with your supervisor.
  Which of the Outcomes and Objectives do you
  contribute to in your work? Are there other
  objectives unique to you or your work team that
  should be included in your performance appraisal?
• Place those objectives on your Part A form at the
  start of your performance appraisal year.
• Number of Objectives Many employees will have
  3-5 some may have a few more. (It is far more
  important to have meaningful objectives than to
  have a specific number of them.)

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Key Activities/Due Dates

• For each objective, what are the specific
  activities you need to accomplish? How will you
  contribute to the objectives?
• This is like a mini action plan for each
  objective. It will probably be just a few
  bulleted items. (If youd like to add more
  detail, consider using an additional page.)
• Include a due date or time frame for each key
  activity to help you with planning as you begin
  your performance appraisal year.

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Performance Measures/Targets

• How will you know whether or not youre meeting
  expectations? What are the criteria for success?
  Clarify this in your planning process at the
  start of your performance appraisal year!
• Performance measures What needs to be measured
  and how you will do it. (For example number of
  errors, percent of completion, dollars saved,
  etc.)
• Targets What level is expected by your
  supervisor (based on the performance measures).

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What if Something Changes?!

• If major changes occur which affect the
  objectives you are asked to focus on during the
  year, you and your supervisor may need to review
  your performance management plan (Part A) and
  make appropriate updates. Thats OK!

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Results and Accomplishments

• Based on the performance measures and targets you
  previously identified, were you successful in
  meeting your expectations?
• This column can only be completed at the end of
  your performance appraisal year. HOWEVER, you
  will definitely want to discuss your progress and
  receive feedback from your supervisor throughout
  the year!
• Complete Part A as a self-evaluation when you
  prepare for your annual performance appraisal.

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Rating

• This is where the supervisor indicates your
  overall level of accomplishment for each
  objective during the past year. The rating
  options are
• Exceeds Expectations
• Achieves Expectations
• Below Expectations
• The rating is only completed at the end of your
  performance appraisal year. However, you should
  request and receive feedback throughout the year
  from your supervisor.

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Check Your Understanding
1 of 5

• Q Part A focuses on what?
• A) The core competencies.
• B) Learning and growth.
• C) Action! Objectives, Measures, and
  Results! Click here for the answer

• A The answer is C.

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Check Your Understanding
2 of 5

• Q Who is responsible for completing Part A at
  the beginning of the performance year?
• A) The employee.
• B) The supervisor.
• C) The supervisor and employee working
  together. Click here for the answer

• A The answer is C.

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Check Your Understanding
3 of 5

• Q True or False You must have at least 10
  objectives in Part A.
• True.
• False.
• Click here for the answer

• A The answer is False. (Many employees will
  have 3-5 objectives some may have a few more.)

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Check Your Understanding
4 of 5

• Q True or False Once the plan for the upcoming
  year is listed on Part A, it can never be
  changed.
• True.
• False.
• Click here for the answer

• A The answer is False. (You and your
  supervisor may need to review your plan and make
  appropriate changes during the year.)

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Check Your Understanding
5 of 5

• Q True or False Although the Results and
  Ratings columns are only filled in at the end of
  the performance year, they should be discussed
  throughout the year.
• True.
• False.
• Click here for the answer

• A The answer is TRUE.

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The Evaluation Form Part B Core Competencies

• Focus on BEHAVIORS

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The Core Competency Wheels

• In order to use Part B, you need a copy of the
  Core Competency Wheel that best matches your
  role Employee Supervisor General Manager/
  Manager Executive. You can find this in several
  places
• In the Roadmaps to Learning course catalog
• On the Intranet in the OED (Organizational
  Employee Development) site
• On the Intranet in the HR (Human Resources) site
• In the Employee (or Leader) Resource Kit provided
  in Performance Management classes.

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Understanding the Core Competencies

• Review the 3 parts of the Core Competency Wheel
  (click to view )
• At the center are the organizations values.
• We all have the same 4 core competencies
  Customer/Community Champion Financial Manager
  Process Improver/Capacity Builder Continuous
  Innovative Learner.
• Each competency has 4 Performance Expectations
  that help to define it. (The second page further
  explains these 16 Performance Expectations.)

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Using the Core Competencies

• Review the Core Competency Wheel yourself, making
  notes about how you demonstrate each of the 16
  performance expectations in your work.Make your
  own self-assessment notes on Part B.
• Discuss these demonstrated behaviors with your
  supervisor. Be open to feedback. What are you
  doing especially well? What could you do more
  of? less of? differently?

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A Suggestion

• You may find it helpful to discuss the Core
  Competencies and performance expectations using
  the following terms
• Novice/Beginner
• Advanced Beginner
• Competent
• Proficient
• Expert/Teacher/Mentor
• At what level do you (and your supervisor) see
  yourself now? What level could/should you
  achieve in the future?

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Planning

• As you discuss the Core Competencies with your
  supervisor, identify specific things you will do
  in the coming year to improve your overall
  performance. In this way, Part B can serve as a
  planning tool.If there is something youd like
  to learn more about to help you with this
  (process improvement skills, for example) use
  Part C to plan your learning.

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and Evaluating

• Complete Part B as a self-evaluation when you
  prepare for your annual performance appraisal.
• During your evaluation, you and your supervisor
  will use Part B to list specific examples of how
  you have demonstrated each core competency. Your
  supervisor will also provide an overall rating
  for each competency.
• You may also use Part B as a multi-rater tool, to
  gather insightful feedback from coworkers,
  customers, etc., as agreed upon between you and
  your supervisor.

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Check Your Understanding
1 of 2

• Q Part B focuses on what?
• A) Action.
• B) Behaviors.
• C) Individual Development Plan. Click here
  for the answer

• A The answer is B.

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Check Your Understanding
2 of 2

• Q True or False Only your supervisor should
  complete Part B.
• True.
• False.
• Click here for the answer

• A The answer is FALSE. The employee should do
  a self-assessment and discuss it with the
  supervisor. Part B may also be used as a
  multi-rater tool.

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The Evaluation Form Part C Individual
Development Plan (IDP)

• Focus on CONTINUAL LEARNING

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Purpose of an IDP

• An Individual Development Plan (IDP) helps you to
  plan work-related learning during the year. It
  also helps leaders manage related issues (like
  budget, work schedules, etc.). Part C is your
  IDP.
• The IDP is included with the performance
  appraisal since you are likely to identify
  learning needs during appraisal discussions with
  your supervisor. As with Parts A and B, Part C
  may be revised during the year if your learning
  needs/priorities change, or if you select a
  different learning method.

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Completing Part C (the IDP)

• The employee should start the process of updating
  the IDP each year. Bring a first draft to your
  performance management discussion.
• The supervisor should offer feedback, support,
  resources, and suggestions. S/he may not be able
  to approve every request (for instance, when a
  proposed learning methods cost exceeds the
  available budget or when it will require too much
  time away from work), but will help the employee
  seek other alternatives.

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How to Complete an IDP

• First, identify your learning needs. What do you
  need to learn? (Dont force yourself to make up
  a learning need for each core competency or each
  objective. You may only have one or two
  identified needs at this time thats OK!)
• Set goals (including time frames) for learning
  what you need to learn, and place those in the
  first column of the IDP. (For example, By
  April, learn how to create and use spreadsheets
  on the computer.)

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How to Complete an IDP

• Second, link each learning goal to a core
  competency. Will achieving this goal help you
  provide better customer service? Be a better
  financial manager? Improve quality or processes,
  or manage change? Help you develop into an
  expert in a particular area?
• In the second column of the IDP, identify the
  core competency to which each goal is aligned.
  (For example, Financial Manager or Continuous
  Innovative Learner.)

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How to Complete an IDP

• Next, how will you learn it? Would it be best to
  take a class? Or read a book? Or make a site
  visit to see a machine or process in action? Or
  talk with an expert? Or do some research? Or
  take a computerized tutorial? Or? Consider
  using a blend of resources!
• In the third column of the IDP, identify the
  learning options that are available to you. (For
  example, Excel 2000 Introduction class, Excel
  for Dummies book, or On-line Computer-Based
  Training CBT through SCG University.)

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How to Complete an IDP

• Finally, how will the supervisor support this
  plan? Class registration approval? Help with
  scheduling time off and arranging coverage while
  youre in a class? Financial support? Feedback
  on your progress? Other?
• In the final column of the IDP, explain the
  supervisors role. (For example, Arrange
  coverage while I take a class or complete the
  on-line tutorial.)

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Check Your Understanding
1 of 3

• Q Part C focuses on what?
• A) Action.
• B) Behaviors.
• C) Continual Learning. Click here for the
  answer

• A The answer is C.

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Check Your Understanding
2 of 3

• Q True or False You must have at least 4 items
  listed on your IDP (Part C) one for each of the
  four competencies (Customer, Process, Finance,
  Learning).
• True.
• False.
• Click here for the answer

• A The answer is FALSE. You might only have 1-2
  items listed. Focus on what you need to learn,
  and how to learn it.

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Check Your Understanding
3 of 3

• Q True or False Once you commit to the IDP
  (Part C), it cannot be changed.
• True.
• False.
• Click here for the answer

• A The answer is FALSE. As with the other
  sections of the performance management form, you
  and your supervisor may agree to make changes
  during the year.

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The Process Putting It All Together!

• Planning, Communicating, and Evaluating

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ContinuousCommunication andFeedback

• Annual Evaluation A two-part meeting that
  occurs annually for two purposes 1) to evaluate
  your performance during the past twelve months,
  and 2) to plan for the coming twelve months.
• Periodic, less formal discussions throughout the
  year. (At least a mid-year meeting quarterly
  meetings are strongly encouraged.)

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The Annual Evaluation
Each year you will participate in a 2-part annual
evaluation meeting. Most likely, the two parts
of this meeting will occur a few days apart.
Here is what to expect

• Part 1
• Employee and Supervisor each give input on past
  years performance, strengths, opportunities,
  ideas.
• Both review written information on job-related
  performance measures, kudos, training completed,
  etc.
• Discuss new objectives, key activities,
  performance measures and targets for the coming
  year.
• Part 2
• Review written evaluation summary, receive salary
  decision, agree on future performance activities
  and training opportunities.

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Checklist

• During the Performance Management class, a
  Checklist for Success is provided to employees
  and to leaders. This checklist explains what to
  expect and how to prepare for the annual
  evaluation.
• The next few slides provide highlights of this
  process. You are strongly encouraged to use the
  checklist!

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Preparing for the Annual Evaluation Meeting
Part 1

• Review last years performance measures and
  targets, and be prepared to discuss your
  accomplishments and challenges! Complete Part
  A as your self-evaluation.
• Review the core competencies, and be prepared to
  share specific examples of how you have
  demonstrated each one. Complete Part B as your
  self-evaluation.
• Review the current Business Plan and begin
  thinking about possible objectives/key activities
  for the coming year, as well as possible learning
  needs.

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Changing to the New System

• If this is your first appraisal using the new
  performance management system, you may not have a
  pre-planned Part A. So
• List your major accomplishments for the year,
  using just columns 1 and 4, and the rating.
• If you did establish some goals at your previous
  appraisal, use them!
• Do NOT spend lots of time trying to retroactively
  create a complete Part A instead, focus more
  energy on Part B for the past year and on
  planning Part A for next year!

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Preparing for the Annual Evaluation Meeting
Part 2

• Supervisors Responsibilities
• Finalize written summary of the performance
  appraisal.
• Finalize merit increase determination.
• Consider the future desired outcomes, key
  activities, performance measures and targets you
  discussed. Is there anything that should be
  added or changed?
• Be prepared to discuss the IDP.

• Employees Responsibilities
• Consider the future desired outcomes, key
  activities, performance measures and targets you
  discussed. Is there anything that should be
  added or changed?
• Create a draft of your IDP for the coming year
  (Part C).

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After the Meeting

• Finalize all paperwork.
• As needed throughout the year, discuss and update
  the objectives, key activities, performance
  measures and targets, and Individual Development
  Plan.
• Determine when you will meet again (quarterly or
  semi-annual) and schedule your next meeting.
• Use Employee Initiated One-to-One Meetings as
  needed.

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Employee Initiated One-to-One Meetings

• In addition to semiannual or quarterly
  performance management discussions, employees may
  request a meeting with their supervisor at other
  times during the year as well. If youd like
  some help in preparing for a meeting youve
  requested, use the Employee Initiated One-to-One
  Form. This is available on the Human Resources
  intranet site under performance management.

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Employee Resource Kits

• These packets of information are provided to
  participants in the Performance Management
  classes. Each contains tools to help you
  understand the new system, and to guide you
  through this process throughout the year!
  Packets include
• Checklist for Success
• Sample evaluation forms
• Business plan
• Other related information
• These items are available on-line at the Human
  Resources intranet site, or from your supervisor.

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Check Your Understanding
1 of 2

• Q How often should you discuss your performance
  with your supervisor during the year?
• A) Just once, at the annual evaluation meeting.
• B) At least twice (your annual evaluation plus a
  mid-year discussion) in fact, quarterly meetings
  are recommended.
• C) An employee can request a one-to-one meeting
  as often as needed.
• Click here for the answer

• A The answer is B AND C!

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Check Your Understanding
2 of 2

• Q How should an employee prepare for a
  performance management discussion?
• A) Complete Parts A and B as a self-assessment.
• B) Gather information and examples to
  demonstrate your achievements, and prepare to
  receive feedback.
• C) Consider your future learning needs.
• D) All of the above! Click here for the
  answer

• A The answer is D.

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Resources for Performance Management

• Help is available!

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What Kinds of Resources are Available?

• Forms and checklists.
• More detailed documents.
• People!

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Where Can I Find Helpful Forms?

• On the Intranet at the Human Resources site,
  under NEW Performance Management.
• On the Intranet at the Organizational Employee
  Development site, under Leadership Development.
• In the Roadmaps to Learning course catalog.
• In the Employee Resource Kit that is provided to
  each participant during Performance Management
  classes.

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Which Forms May Help?

• The performance evaluation form (Parts A B for
  self-evaluation and Part C for planning your
  learning). -- HR
• The Core Competency Wheels. -- HR or OED
• The Employee Initiated One-to-One Form.-- HR or
  RTL

• The Employees (or Leaders) Checklist for
  Success.-- HR, Kit
• Performance Based Decision Matrix -- HR
• Completed examples. -- HR

HR HR intranet site Kit Employee Resource Kit
(from class)OED Organizational Employee
Development intranet siteRTL Roadmaps to
Learning course catalog
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Helpful Documents

• The following are located in the HR intranet site
  under NEW Performance Management
• Performance Management Guidelines
• Guidelines for Probationary Performance
  Evaluation
• Guidelines for Below Expectations Performance
  Evaluation

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Helpful People

• Your supervisor
• The HR representative for your Business Center
• Human Resources 861-5822 or 861-5813
• Organizational Employee Development 861-5114
  or 861-5115

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Thank You for Learning More About SCGs
Performance Management System!

• Creating a shared understanding
• of what needs to be achieved
• and how to achieve it
• and increasing the chances of success!