GEORGIA PERF0RMANCE MANAGEMENT 2009

2

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

3

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

4

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

5

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

6

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)

7

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

8

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

9

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

10

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

11

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

12

STATEWIDE CORE COMPETENCIES

Customer Service

Teamwork and Cooperation

Results Orientation

Accountability

Judgment and Decision-Making

REQUIRED OF ALL STATE EMPLOYEES!

13

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

14

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

15

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)

16

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

17

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

18

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%

19

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

2020

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

21

COACHING

Three general purposes:

To begin an effective behavior;

To help employees correct deficiencies;

To encourage continued good performance

22

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

23

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

24

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

25

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

26

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

27

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

28

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

29

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

30

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)

31

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

32