Performance Management

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1 Performance Management WORKSHOP HANDOUTS Facilitated by: Tara Kemes, Vantage Point Knowledge Philanthropist June 2013 Page 1 of 16

2 Handout 1 Performance Management System Overview What is performance management? Measuring performance has come a long way from the annual performance appraisal to an ongoing performance management process. In the past, managers and employees, both paid and paid in other ways met once a year for the annual performance appraisal (review) to look back at the work done during the previous year and to evaluate what was accomplished. We have come to realize that merely looking back does little to improve performance. In recent years, there has been a shift away from performance appraisals to a more comprehensive approach called performance management. Performance management is an ongoing process that involves all parties working together to plan, monitor and review work objectives or goals and overall contribution to the organization. It is linked to other key initiatives that take place in organizations, such as recruiting, training and development, succession planning, and the organization s mission and strategy. Performance management starts with a work plan that identifies for the person what is to be accomplished and how. The plan is followed up with informal, ongoing monitoring and feedback on his/her progress towards the objectives set in the plan. At the end of the performance period - usually a year - the supervisor and person meet to summarize the accomplishments and challenges of the past year and document the discussion using a performance management form. What is the purpose of performance management? The purposes of performance management include: Organizational effectiveness Ensure that work plans of the employee are directed towards or support the strategic direction of the organization Motivate people to do their best Page 2 of 16

3 Performance improvement Establish clear communication between the manager and the person about what s/he is expected to accomplish Provide on-going, constructive feedback on performance Identify and acknowledge strong performance Identify reasons for and areas of below standard performance Establish plans for improving performance as necessary Identification of strengths Identify the skills and abilities of each person so that work assignments reflect and build on strengths Identify individuals for more challenging work Training and development Assist and support ;people in achieving their goals by identifying training needs and development opportunities Administrative decisions Support decision-making about promotions, terminations, compensation and rewards Strategic/succession planning Ensure the right people are in the right role Ensure roles critical to the organization's business are covered Legal documentation Provides a paper trail to prove due diligence for legal challenges related to dismissal or vicarious liability (an employer can be held liable for the acts or omissions by its employees during the course of employment). Modified and adapted from: Page 3 of 16

4 Handout 2 Performance Planning The Performance Planning Meeting Inform the person about meeting Schedule meeting Select a private, comfortable place Ask the person to draft performance goals Draft a preliminary plan Facilitating the Goal-Setting Process The following questions are a good start when meeting with the person regarding goal setting: What do you see as the priorities of your role? Where would you like to develop your skills within those priorities? What responsibilities do you consider less important? What would you like your next role/ involvement with the organization to be? How do you think you can best work toward reaching that goal? What other skills are you interested in developing? What courses are you interested in taking? Would you be interested in attending any in-house training? What long-range goals have you set for yourself and how are you working towards reaching those goals now? What resources do you need to attain your goals? How can we effectively measure the progress you are making on your goals? What do we do now that could help us measure goal achievement? Who will track progress towards your goals? How can I help? Page 4 of 16

5 Setting SMART Goals: Specific, Measurable, Attainable, Realistic and Time-bound Specific The objectives should specify clearly what is to be done, when it is to be done, who is to accomplish it, and how much is to be accomplished. In addition to "Specific," the 'S' sometimes stands for "Stretch." This means that the objective is challenging yet doable. Measurable Ask questions such as: How much? How many? How will I know when it is accomplished? The measures used to evaluate the objectives should be valid - they should actually measure the things you are trying to measure. Multiple measures should be used if possible, for example, quantity, quality, timeframe, and cost. Attainable An attainable objective is one for which you see a reasonable path to achievement and feasible odds that you will get there. Realistic The objective needs to be possible to achieve. It should match the level of complexity with the person's experience and capability. There needs to be an assessment that there are not insurmountable forces outside the control of the person that will hinder its accomplishment. Time-bound You should be clear about the timeframe in which performance objectives are to be achieved. Normally, objectives are drafted to be completed by the end of the performance review period (usually one year). Modified and Adapted from: Page 5 of 16

6 Handout 3 Probationary Review Template Probationary Period Performance Review Form Last updated April 2011 Employee Name: Date: Job Title: Reviewer: Review Period: to Role summary: As outlined in [name] role description Training and Orientation This employee has satisfactorily completed our onboarding process for new employees This employee has reviewed, understands, and has access to the tools and information required to perform his/her complete role description Performance Elements Job knowledge: Understands and performs the requirements of the role description Does Not Meet Expectations Meets Expectations Exceeds Expectations Technical ability: Demonstrates the technical knowledge required for the role Does Not Meet Expectations Meets Expectations Exceeds Expectations Quality of work: Completes all responsibilities to our standards of excellence Does Not Meet Expectations Meets Expectations Exceeds Expectations Quantity of work: Completes the expected amount of work with a minimum of follow up Does Not Meet Expectations Meets Expectations Exceeds Expectations Values: Demonstrates our organizational values. Seeks opportunities to learn about and demonstrate values alignment. Does Not Meet Expectations Meets Expectations Exceeds Expectations Attitude: Displays enthusiasm, self-motivation, cooperation and a sincere interest in the role, team and our customers. Maintains high energy level. Does Not Meet Expectations Meets Expectations Exceeds Expectations Page 6 of 16

7 Overall Assessment Exceeds overall expectations Meets overall expectations Does not meet overall expectations Supervisor s Comments Employee s Comments (optional) By signing, both parties are acknowledging that they have read and discussed the contents of the performance review form. Employee s Signature: Date: Reviewer s Signature: Date: Page 7 of 16

8 Handout 4 Annual Goal Setting Employee Name: Job Title: Annual Goal Setting & Development Worksheet Date Created: Applicable Year: Goal #1: Related to specific organizational directive: Goal Setting Key Activities Measurement Resources Time Frame Goal #2: Related to specific organizational directive: Key Activities Measurement Resources Time Frame Page 8 of 16

9 Development Plan Development Focus #1: In support of: On-going role performance Goal I will know I have developed this skill when I (am able to) / (achieve the following business results): Activity Activity Type Target Date Completed Development Focus #2: In support of: On-going role performance Goal I will know I have developed this skill when I (am able to) / (achieve the following business results): Activity Activity Type Target Date Completed Activity Type: SD=Self-directed, PB=Project-based, FT=Formal training, M/C=Mentors & colleagues. By signing, both parties are acknowledging that they have jointly created and are committed to the goals and development plan. Employee Name Employee Signature Date Supervisor Name Supervisor Signature Date Page 9 of 16

10 Handout 5 Annual Performance Review The objectives of the formal feedback and review are: To clarify expectations concerning job performance standards. To provide all people with the opportunity, at least twice per year, to openly discuss their performance, job knowledge, development needs and career aspirations. To provide formal documentation concerning job performance, including appreciative inquiry and constructive aspects. To provide the opportunity for a comprehensive discussion of overall performance. Remember the employee shouldn t be hearing anything in the formal review they haven t heard before! Role of the Supervisor in the Annual Performance Review Be prepared Foster collaboration Practice open communication and active listening Develop meaningful goals with people Follow-up and monitor progress regularly Clearly define work expectations Give clear and concise feedback Hold no biases Collect feedback from appropriate managers/colleagues to identify further strengths and/or areas for development Role of the Paid Staff or Knowledge Philanthropist (Volunteer) Take responsibility and be accountable for their own performance Actively participate Be honest and realistic about self Page 10 of 16

11 Documenting Practice open communication and active listening Document at all stages of the development stage, including: Remember Observed performance Feedback gathered from others All discussions held with the person regarding performance (either praise or areas for development) Nothing you document should come as a surprise to the person later on Proper documentation throughout the year makes annual formal feedback sessions easier to prepare for In making decisions to terminate a person, proper documentation on observed performance is a must from a legal perspective. Evaluation Pitfalls Accuracy of recall memory can be misleading. Document everything! Recency effect one recent event becomes the basis for your review. Regular day-to-day coaching and documentation will help to eliminate. Halo effect - one outstanding achievement/characteristic may outshine others. Regular dayto-day coaching and documentation will help to eliminate. Contrast evaluate performance based on standards, not other s work Stereotyping treat each person as a unique individual Fixed impression one instance may leave an impression on you. Evaluate the entire review period, not one instance. Projections you see your own characteristics in another and evaluate based on your feelings of those characteristics. Inference don t draw conclusions about behaviour that are not based on a factual observation Modified and Adapted from: Page 11 of 16

12 Handout 6 Annual Performance Review Form Employee Name: Job Title: Annual Performance Review Form Supervisor: Review Period: Goal and Development Plan Progress Tracking Goal #1 Goal #2 Goal or Development Objective End of 1 st qtr Quarterly Progress Rating End of 2 nd End of 3 rd End of Year qtr qtr Development Focus #1 Development Focus #2 Rating: 1 Activities to support goal achievement / development progress have not been undertaken. 2 Activities to support goal achievement / development progress are underway. 3 Goal / development objective has been achieved. Review of Performance in Role Key Strengths Areas for Improvement Page 12 of 16

13 Review of Performance in Role Overall Performance Does Not Meet Expectations Meets Expectations Exceeds Expectations Values Demonstration Does Not Meet Expectations Meets Expectations Exceeds Expectations Comments Employee Supervisor By signing, both parties are acknowledging that they have read and discussed the contents of the performance review form. Employee Name Employee Signature Date Supervisor Name Supervisor Signature Date Page 13 of 16

14 Handout 7 Communicating Effectively Source: Communication amongst people is a process in which everyone receives, sends, interprets, and infers all at the same time and there is no beginning and end. How do you send messages effectively? Taking into account your own internal states, what can you do to ensure effective communication of your ideas and feeling? Use "I" statements. Powerful and influential statements are made when a person uses personal pronouns when speaking. It contributes to direct communication. Simply say what you think or feel about something. "I feel frustrated when people are late to meetings" versus "Some people may think that people who come late to meetings are passive aggressive". Describe behaviours without judgment or an evaluative statement. "You interrupted me several times during our staff meeting" versus "you are an attention-seeker and have no care for others". Describe your feelings: this is an important part of the message that often gets skipped even though the emotional content is directly colouring your message. Best to just name it so that others can understand what is going on for you. For instance, "I felt angry when you cut me off during our staff meeting." Maintain congruence between your verbal and non-verbal messages. Saying, "I enjoyed your presentation to the board." with your eyes rolling or a sarcastic tone, will confuse the person and most likely decrease trust which closes communication down. Your body language accounts for more than 60% of your message - verbal and physical congruence will build trust and clarify your intent. For many people it will take practice to become an effective communicator. Ask for feedback around the clarity, delivery, and timing of your message. It might feel risky but each small risk will build your confidence and increase trust in those you work with. Page 14 of 16

15 Handout 8 Dealing with Performance Development Areas They Don t Know What Is Expected: mixed expectations on the part of the person and the supervisor could be a result of: Poor listening habits Assuming others think as you do Not checking for understanding Vague role job standards Unclear goals Poor communication channels Ineffective or insufficient training Don t Know How To Do It: another common reason for poor performance is that one simply doesn t know what is required in the role.. This commonly occurs: When a person is new at the role When the requirements of a role change When a person is required to do something they have not done before or in a long time When a person has not received feedback telling them if they are doing their role well or poorly When the person has received little or no training or ineffective training They Don t Want To Do It: some individuals don t want to do what they are required to do. This could occur because: The role is not rewarding Other aspects of the role are more rewarding There are no consequences for poor performance Person does not care Personality conflict Person is not challenged by the role Poor match between person and the role Something Is Getting In Their Way: sometimes the problem is beyond the person s control, for example: Scheduling delays Shipment delays Priority systems Machine/computer downtime Staff problems Salary structures Page 15 of 16

16 Company policies Political considerations Organizational morale/culture Poor management Clashing on Goals - When people and managers differ on the feasibility of goals: Avoid criticizing the person`s ideas Listen to the person and understand their point of view and concerns Repeat the person s goals that you may not agree with out loud so they know you ve understood, and have heard their idea Give your opinion in a respectful manner Be aware of any biases you may have Be objective Ask key questions (the best way to get someone to change their way of thinking is to get them to come to that conclusion on their own) Plateaued People If the person has risen as far as they are likely to go within an organization he/she won t benefit from a standard performance review (odds are they know their role inside and out), so use it to: Hear their perspective Determine what s in it for them to continue in the same role and maximize on their values if possible Confirm/applaud/renew their commitment Reinforce the purpose of the role Give positive reinforcement Brainstorm opportunities for new roles and/or responsibilities Page 16 of 16

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