Employee Performance Management Update

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Employee Performance Management Update

  1. 1. Employee Training Participant Workbook
  2. 2. Welcome to Training on EPMP Today’s course is focused on introducing you to the Employee Performance Management Process (EPMP) and preparing you to partner with your manager to build success. We will discuss why DPS has invested in the EPMP, what EPMP involves, and how effectively practicing EPMP can benefit you. Like all training, you will take away what you put in – so ask questions, actively participate and get ready to make EPMP a reality for DPS. Course Goal The goal of this training is to equip DPS employees with the skills and tools needed to effectively practice the Employee Performance Management Process (EPMP). Learning Objectives • Recognize what EPMP is and its role in employee and District success • Identify the parameters and timing of the EPMP cycle • Apply DPS Success Factors to your job • Create well written, aligned, SMART goals Your Resources – Participant Workbook and Employee’s Guide You have two takeaway resources to use during and after the course. 1. Participant Workbook: This is the workbook in your hands. It’s purpose is to provide you with a place to capture your notes, thoughts and ideas as we move through the course. 2. Employee Guide: This is the reference guide for EPMP. It contains processes, tips, tools, and examples. You can reference this guide to answer your questions and help you practice EPMP effectively in your job. 1
  3. 3. EPMP - The Three Key Questions Why is DPS moving to the Employee Performance Management Process? What is EPMP and how does it work? How will EPMP help you be even more successful? What makes you excited about coming to work each day? What engages you? 2
  4. 4. Employee Commitment Org serves Rational financial, Commitment = professional, development = Retention needs Employee Emotional values and Commitment = believes in job, manager, = Performance team, org Source: Corporate Leadership Council What is your degree of rational commitment? What is your degree of emotional commitment? What are their primary elements? 3
  5. 5. Building Emotional Commitment Organization Manager Employee Compelling mission & Clearly articulates Understands connection vision expectations between work & org goals Clear goals and Enables & empowers Motivated to perform strategies employees to perform Accountable for performing Cares about employees Leadership credibility as individuals A key element of effective performance management is building emotional commitment. It can make the difference in connecting your contributions to the team’s purpose and the District’s goals, and being motivated to higher performance. Emotional commitment is three times more powerful than rational commitment in driving performance! What can you do to build your emotional commitment? 4
  6. 6. Linking to the DPS Vision We will lead the nation’s cities in student achievement, high school graduation, college preparation, and college matriculation. Our students will be well prepared for success in life, work, civic responsibility and higher education. DPS Board of Education How can I contribute to achieving the DPS Vision? Notes on Wildly Important Goal video 5
  7. 7. Where Performance Management Fits In Defines district BOE Achievement Policy & objectives and What are our beliefs? Theory of Action direction Outlines measures for District Goals How will we performance and measure success? accountability. (5 Year Performance ) Provides the necessary Action Plan What plans will get strategies and initiatives to meet (Denver Plan 2009) us to the goals? district goals Performance Concrete Initiatives Milestones & Metrics Management 6
  8. 8. The Working Team A working team of senior leaders collaborated on the design of our Employee Performance Management Process. The Team took into account the District’s strategic goals as well as best practices in various areas of DPS and what would best support our desired culture. Susana Cordova Executive Director - Teaching and Learning Trena Deane Executive Director - Facilities Management Ed Freeman Chief Technology Officer Brett Fuhrman Chief Financial Officer Pauline Gervais Executive Director - Transportation Brad Jupp Senior Academic Policy Advisor Cheryl Karstaedt Executive Director – Student Services Joe Sandoval Instructional Superintendent Shayne Spalten Chief Human Resources Officer/EPMP Executive Sponsor 7
  9. 9. EPMP Framework District Goals Action Plan Group Goals DPS Success Factors (COO/CAO/Superintendent) Put Students First Achieve Results Deliver Excellent Service Collaborate Department/Division Goals Make Change Happen Team Goals Individual Goals There are two primary components to EPMP: individual goals and Success Factors. Individual goals define expected results, outcomes that support higher-level goals. They define the “what” is to be accomplished. Success Factors define the “how”. They are the behaviors and actions that drive our success. 8
  10. 10. Imagine If Each Staff Member Is . . . Aligned around clear strategies to achieve our mission and goals Focused on those things most directly linked to student achievement and growth Empowered by clear goals and expectations Accountable and rewarded for results Developing capabilities most important to district success This is the power of EPMP. How would the District be different if every employee was aligned, focused, empowered, accountable, and continually developing? EPMP is about focusing each one of us on the right things and empowering us to perform. It connects employees to goal achievement and provides an important foundation for professional development. You play a critical role in EPMP. You are the link between the district’s goals and the results we must accomplish to achieve those goals. Employee success builds success for DPS. EPMP takes Performance Management to the next level. It is a Key Strategy to Achieve DPS’s Goals by Aligning employees, Empowering them to perform and holding them Accountable for results. 9
  11. 11. Employee Performance Management Process (EPMP) Performance Planning On Going Dialogue Feedback Coaching Performance Mid-Year Evaluation Checkpoint 10
  12. 12. The EPMP Cycle (Aug 1 – Oct 31) Performance Planning On Going Dialogue Feedback Coaching Performance Mid-Year Evaluation Checkpoint (Aug 1 – Oct 31) (Jan 15 – Mar 1) EPMP Phase I Implementation Events Date Performance Planning Training September/October 2009 Cascading Goal Setting in Departments August/September/October 2009 All Goals/Performance Plans Completed October 31, 2009 Mid-Year Checkpoint Meetings January/February 2010 Annual Performance Evaluations Submitted to September 15, 2010 Leadership Performance Evaluations Finalized and October 31, 2010 Communicated to Employees 11
  13. 13. EPMP Parameters – The “Must-Dos”  Annual, documented goal setting and performance review process, including mid-year checkpoint  Standardized cycle/timing  Cascading goal-setting process  Standard form and rating scale  Performance calibration process within departments/divisions  Co-accountability The 3 Key Forms • Performance Planning and Evaluation Form • Employee Performance Planning and Self-Evaluation Form • Mid-Year Checkpoint Form Roles and Responsibilities A key tenet of EPMP is co-accountability; it is a partnership between you and your manager. EPMP is an ongoing process grounded in two-way dialogue. You are an active participant in the process. The EPMP Toolkit outlines your role and responsibilities in each part of the process. 12
  14. 14. EPMP Guide and Toolkit Exercise Use your EPMP Guide and Toolkit to answer the following questions. Please indicate the page number(s) that guided you to the answer. 1. What form is required to be submitted for all exempt central office employees by 10/31/09 to complete the Performance Planning stage of EPMP? a. Mid-Year Checkpoint Form b. Performance Planning and Evaluation Form c. Employee Performance Planning and Self-Evaluation Form d. Prioritizing Goals Worksheet Page(s) with the answer 2. What recommended, but not required, form is suggested to be completed by all employees as a Performance Planning tool? a. Mid-Year Checkpoint Form b. Performance Planning and Evaluation Form c. Employee Performance Planning and Self-Evaluation Form d. Prioritizing Goals Worksheet Page(s) with the answer 3. How many levels are there in the Performance Rating Scale? Page(s) with the answer 4. Part of the employee’s role is to request a mid-year checkpoint meeting, if necessary. True False Page(s) with the answer 5. The required components of the Performance Plan, for all employees, are a. Goals, Success Factors, Additional Performance Factors, and People Management b. Goals and People Management c. Goals and Additional performance Factors d. Goals and Success Factors Page(s) with the answer 6. At the end of the year, your performance is evaluated against your Performance Plan. True False Page(s) with the answer 13
  15. 15. Performance Planning Performance planning is a collaborative process. No one knows your job and how you can contribute better than you! Your participation in the process is important to ensure goals are realistic and expectations are clear. It is also important to ensure agreement on how success will be measured, and to discuss what resources and support will be required to achieve your goals. Performance planning sets employees up for success. It ensures your contributions are the most important ones to support district goal achievement and enables you to continuously develop in your role. There are 3 components to Performance Planning • Setting Team Goals • Individual Performance Planning • Success Factors 14
  16. 16. DPS Success Factors  Put Students First  Achieve Results  Deliver Excellent Service  Collaborate  Make Change Happen DPS Success Factors define who we are as an organization, what we stand for, and stand on. They are performance expectations for all employees. If all employees demonstrate these actions, we will have a far better chance of achieving our goals. The Success Factors were developed by the Working Team and finalized by the Superintendent, Chief Operating Officer, and Chief Academic Officer. The EPMP Guide details representative actions for each Success Factor. They will be most meaningful if you define them in the context of your work. What does each Success Factor look like “in action”? Success Factor Examples Put Students First Achieve Results Collaborate Deliver Excellent Service Make Change Happen 15
  17. 17. Cascading Goals A key objective of performance planning is goal alignment. For DPS, goal alignment starts with the District Goals defined by the Board of Education. The Action Plan defines the district’s strategies for achieving District Goals. To achieve the goals, the district needs to break them down into more manageable pieces – discrete outcomes that a department/division can realistically accomplish. Each of those outcomes then needs to be broken down further into outcomes that teams and individuals can realistically accomplish. That’s called "cascading goals" and it provides an important foundation for the EPMP performance planning process. Sample of Cascaded Goals District Goal • Student Performance Goal (5 Year) • Great People Action Plan • Create a meaningful system of recognition (Denver Plan 2009) and rewards for driving student achievement • Increase absolute results and positive change Group Goal over time on Principal Surveys to improve (COO/CAO/Supt) service to schools Department/ • Improve program support to increase Division Goal satisfaction and participation in ProComp • Improve Opt-In experience for teacher Team Goal customers to increase enrollment and customer satisfaction • Collaborate with DoTS to implement Individual Goal automated solution for Opt-In process 16
  18. 18. Well Written Goals  Define specific outcome to be achieved  Articulate the action that will be done to achieve the outcome  Identify how the achievement will be measured Step 1 – Action and Outcome o Articulate what Action is required in order to achieve the Outcome o Define the Outcome to be achieved Example Transition “Sub Finder” source data changes to school secretaries (Action) to streamline Guest Teacher processing (Outcome). Develop a Goal Statement. Think about the outcome, or desired result, you want to accomplish and the best action to get you there. Action in order to Outcome 17
  19. 19. Well Written Goals Step 2 – Performance Indicators o Identify specific Performance Indicators that will measure successful achievement of the goal Balancing qualitative and quantitative measures will provide the most accurate assessment of performance. Ideally, Performance Indicators are objective and measurable, but not everything can be quantified. They should reflect what’s important, and may require observation and judgment. as measured Performance Action in order to Outcome by Indicators Examples • Supervisor observes comfort level and competence in intermediate skill functions • Principal Survey satisfaction results increase 10% on April 2010 report Using the Action/Outcome statement you developed on the previous page, determine appropriate Performance Indicators. as measured Performance by Indicators Performance Indicators 18
  20. 20. Well Written Goals Step 3 – Apply the SMART Test o Apply the SMART Goals attributes to test the strength of the goal S Specific Describes exactly what you want to achieve M Measurable Defines how you will know when the goal has been achieved A Achievable Realistic in terms of knowledge/skills and resource requirements R Relevant Tied to key department/division or district priorities T Time Bound Defines specific end-date Apply the SMART Test to the goal you’ve written. Revise the goal as needed. S M A R T 19
  21. 21. Goal Practice Write a development goal for yourself. The following questions may help you create the goal. - What do you need to develop to improve your success? - What can you do to expand your contributions within the team? - What opportunities exist to develop or expand knowledge, skill, or ability in areas that benefit the function or team? as in order Performance Action Outcome measured to Indicators by SMART? 20
  22. 22. Goal Setting Tools The following tools are available in the EPMP Toolkit to assist you with Performance Planning. Documenting Goals Provides guidance on writing goal statements, defining performance indicators, aligning with higher-level goals, and assigning goal weight. Creating Goal Alignment Provides information and examples of goal alignment. Stretch Goals Information on ensuring that goals are challenging but attainable. SMART Goals The SMART model ensures that goals are documented in a way that both manager and employee are working from the same definition of the expected result. Prioritizing Goals This tool helps you identify 3-5 critical goals. Translating Goals into Action Provides an Action Planning template to help you, and your employees, define specific steps, resources, and milestones to accomplish a goal. 21
  23. 23. EPMP Support Contacts  Your manager  Department/Division Head EPMP Online Information  EPMP Guide and Toolkit, articles, and forms can be found online in two locations http://hr.dpsk12.org/performance_forms http://performancemanagement.dpsk12.org/epm/home EPMP Team Support  Brad Grippin, Director, Total Rewards  Janet Flynn – Manager, Performance Management & Training  Leslie Juniel – Training Logistics Lead  Denise Parker – Training Content Lead Training ~ Just-in-time support  Performance Planning (Now!)  Mid-Year Checkpoint  Performance Evaluations 22
  24. 24. Next Steps - What Will You Do? Make a few commitments to yourself about managing your performance and increasing your success. Start Stop Continue 23

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