Published on

Published in: Business, Technology
  • Be the first to comment

  • Be the first to like this

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide
  • As an agency we are responsible for many HR functions, initiatives, and projects. We provide numerous services to state agencies. These functions and projects affect others. As most of you are aware, we have embarked on developing and implementing nine HR initiatives as well as additional HR initiatives, functions and projects. We provide numerous HR functions that are integrated with and impact each other.

    2. 2. OVERVIEW <ul><li>The Georgia PMP is a systematic, integrated approach that: </li></ul><ul><li>Drives individual and organizational performance </li></ul><ul><li>Promotes and supports the Governor’s vision for Georgia being the “Best Managed State” </li></ul><ul><li>Translates organizational goals to individual performance expectations </li></ul><ul><li>Links an employee’s performance expectations to the mission, vision, and goals of the agency and the State </li></ul><ul><li>Articulates WHAT an employee needs to accomplish and HOW to accomplish these goals </li></ul><ul><li>Provides a uniform PMP approach enterprise-wide </li></ul>
    3. 3. OBJECTIVES <ul><li>Understand the importance of performance management and that it is a process, not an event </li></ul><ul><li>Understand the importance of focusing on “what” gets accomplished (goals) and “how” it gets accomplished (competencies) </li></ul><ul><li>Know how to develop performance expectations (goals, responsibilities, and competencies) </li></ul><ul><li>Understand how the rating scale is used in the evaluation process </li></ul><ul><li>Know how to engage in coaching and development throughout the review period </li></ul>
    4. 4. CURRENT vs. NEW NEW CURRENT Employee access to PMF Employee – no access to PMF Better technology Easier to use Software integrates with other functions Evaluation stands alone Employee self-evaluation Number of goals Five-point rating scale Three-point rating scale Goals linked to agency goals (cascaded) Based on job responsibilities Leadership Competencies Statewide Core Competencies Statewide responsibilities Focus on goals and competencies Focus on job responsibilities Web based, paperless, remote access Paper forms, filing, copies
    5. 5. PERFORMANCE MANAGEMENT: WHAT IS IT? <ul><li>Assesses employees’ strengths and areas for improvement </li></ul><ul><li>Focuses on two main measures of success: WHAT gets accomplished and HOW it gets accomplished </li></ul><ul><li>WHAT = Specific Goals, Responsibilities, and Objectives </li></ul><ul><li>HOW = Competencies (knowledge, skills, behaviors, and attributes) necessary to achieve goals </li></ul>
    6. 6. JOB RESPONSIBILITIES <ul><li>Automatically populated into the performance document; based on new state job description </li></ul><ul><li>Helps the manager and employee identify areas that are most important: </li></ul><ul><li> Should be translated into goals </li></ul><ul><li>You should focus more on goals and/or core competencies than job responsibilities </li></ul><ul><li>(Job responsibilities can be deleted from the performance plan as needed) </li></ul>
    7. 7. Performance Management Process Linkages <ul><li>Agree on goals </li></ul><ul><li>Link to state and agency goals </li></ul><ul><li>Agree on responsibilities, tasks & projects </li></ul><ul><li>Development plan </li></ul><ul><li>Monetary </li></ul><ul><li>Non-monetary </li></ul><ul><li>Recognition </li></ul><ul><li>Personal and Job Growth </li></ul><ul><li>Results </li></ul><ul><li>Competencies </li></ul><ul><li>Key tasks or activities </li></ul><ul><li>Major achievements </li></ul><ul><li>Development plan </li></ul><ul><li>Career development </li></ul><ul><li>Performance log </li></ul><ul><li>Updated goals </li></ul><ul><li>Mid-year or quarterly review </li></ul><ul><li>Development plan </li></ul>Performance Management Model Performance Evaluation Assessment based on agreed upon Expectations. Rewarding Performance Acknowledge Success; Provide Opportunities Coaching & Development Do the job, achieve the goals, and get the results Performance Planning Describe “ successful” performance
    8. 8. PLANNING <ul><li>Collaborative process between manager and employee </li></ul><ul><li>Employees are evaluated on performance expectations that include competencies, goals, and responsibilities </li></ul><ul><li>Used to develop employee in current and for future positions </li></ul><ul><li>Key part of the Georgia Performance Management Process </li></ul>
    9. 9. KEY COMPONENTS OF PLANNING <ul><li>Identify Position Goals; Align with State and Agency Goals </li></ul><ul><li>Identify Competencies </li></ul><ul><li>Agree on Responsibilities, Tasks, and Projects </li></ul><ul><li>Create an Individual Development Plan </li></ul>
    10. 10. Performance Management Performance Plan Components None Yes 4: Individual Development Plan Not Rated 0% - 75% Optional 3: Job Responsibilities (former) 0% - 75% Optional 2: Individual Goals and Behavioral Competencies 25% Up To 100% Yes <ul><li>1: Statewide Competencies </li></ul><ul><li>Core Competencies </li></ul><ul><li>(all employees) </li></ul><ul><li>Leadership Competencies </li></ul><ul><li>(supervisors and other </li></ul><ul><li>leaders) </li></ul>Rated at end of performance period Weighting Required Section Employee Performance Plan
    11. 11. INDIVIDUAL DEVELOPMENT PLAN <ul><li>All employees should have an IDP </li></ul><ul><li>Action plan created by the manager and employee to identify goals, projects, classes, assignments, and other activities </li></ul><ul><li>Focuses on: </li></ul><ul><ul><li>Development in current role </li></ul></ul><ul><ul><li>Expanding skill set and knowledge </li></ul></ul><ul><ul><li>areas </li></ul></ul><ul><ul><li>Preparing for future roles </li></ul></ul>
    12. 12. STATEWIDE CORE COMPETENCIES <ul><li>Customer Service </li></ul><ul><li>Teamwork and Cooperation </li></ul><ul><li>Results Orientation </li></ul><ul><li>Accountability </li></ul><ul><li>Judgment and Decision-Making </li></ul><ul><li>REQUIRED OF ALL STATE EMPLOYEES ! </li></ul>
    14. 14. WHAT IS A GOAL? <ul><li>A measurable outcome or result </li></ul><ul><li>Tied to individual and organizational success </li></ul><ul><li>Able to identify the: </li></ul><ul><ul><li>Result of the behavior being measured </li></ul></ul><ul><ul><li>Measurement criteria </li></ul></ul><ul><ul><li>Level of performance being described </li></ul></ul><ul><li>Written at “successful performer” level </li></ul>
    15. 15. WHAT IS A ‘ SMART’ GOAL? <ul><li>S pecific - Precise, Definite, Clear, Understandable: </li></ul><ul><li>Exactly what I am going to do. </li></ul><ul><li>M easurable - Standard, Assessment, Exact: </li></ul><ul><li>What will success look like? (Numbers, Percents, etc.) </li></ul><ul><li>A chievable or A ttainable - Reachable, Feasible: </li></ul><ul><li>This is possible for me to do. </li></ul><ul><li>R elevant - Within my job scope: </li></ul><ul><li>How does his relate/contribute to my job? </li></ul><ul><li>T ime-bound - Time frame, Ending point, Finish: </li></ul><ul><li>When I am actually going to do this. (Dates) </li></ul>
    16. 16. PERFORMANCE RATINGS <ul><li>Each performance expectation (goal, competency, responsibility) is assessed individually </li></ul><ul><li>Once all expectations in a section have been rated, the section will receive an overall rating for the section </li></ul><ul><li>The ratings from each section are then weighted by importance </li></ul><ul><li>The overall score is calculated based upon the sections ratings and their associated weights </li></ul>
    17. 17. RATINGS <ul><li>Individual ratings are averaged to give an overall rating for the specific section </li></ul><ul><li>For example: Three goals for Individual Goals and Competencies section. The employee receives: </li></ul><ul><ul><li>Goal 1: Exceptional Performer  5 </li></ul></ul><ul><ul><li>Goal 2: Successful Performer  3 </li></ul></ul><ul><ul><li>Goal 3: Successful Performer Plus  4 </li></ul></ul><ul><ul><li>Then the overall rating is: </li></ul></ul><ul><ul><li>Successful Performer Plus  4 </li></ul></ul>
    18. 18. WEIGHTING OF SECTIONS <ul><li>Use weighting for 3 sections: </li></ul><ul><ul><li>Section 1: Statewide Core Competencies </li></ul></ul><ul><ul><ul><li>Minimum (default) weight = 25% </li></ul></ul></ul><ul><ul><ul><li>Can be weighted up to 100% </li></ul></ul></ul><ul><ul><li>Section 2: Individual goals and competencies </li></ul></ul><ul><ul><ul><li>Default = 50% </li></ul></ul></ul><ul><ul><ul><li>Can be weighted from 0% to 75% </li></ul></ul></ul><ul><ul><li>Section 3: Job responsibilities </li></ul></ul><ul><ul><ul><li>Default = 25% </li></ul></ul></ul><ul><ul><ul><li>Can be weighted from 0% to 75% </li></ul></ul></ul><ul><ul><li> The sum of all sections must = 100% </li></ul></ul>
    19. 19. WEIGHTING <ul><li>Once each section is rated, the weightings that were agreed upon during the Planning Phase will be used </li></ul><ul><li>The weightings must total 100% </li></ul><ul><li>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% </li></ul><ul><li>That would total 100% </li></ul><ul><li>An overall score is calculated using a weighted average, which takes the overall rating for each section and the weight given to the section </li></ul>
    20. 20. 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 RESULTS Performance Management Cascading Goals EXECUTION Business Outcomes
    21. 21. COACHING <ul><li>Three general purposes: </li></ul><ul><li>To begin an effective behavior; </li></ul><ul><li>To help employees correct deficiencies; </li></ul><ul><li>To encourage continued good performance </li></ul>
    22. 22. GUIDELINES TO POSITIVE FEEDBACK <ul><li>Recognize good performance when it happens </li></ul><ul><li>Be specific about what was good </li></ul><ul><li>Relate performance to goals </li></ul><ul><li>Offer public or private praise </li></ul><ul><li>5. Mean what you say </li></ul>
    23. 23. GUIDELINES TO CORRECTIVE FEEDBACK <ul><li>Address problems ASAP </li></ul><ul><li>Be specific about what was unsatisfactory </li></ul><ul><li>Use the opportunity to improve skills </li></ul><ul><li>Describe the effect on goals </li></ul><ul><li>Aim at commitment </li></ul><ul><li>Protect the employees self esteem </li></ul><ul><li>Avoid public correction </li></ul><ul><li>Recognize that when it’s over, it’s over </li></ul>
    24. 24. POSITIVE FEEDBACK APPROACH <ul><li>Describe behavior/result </li></ul><ul><li>Describe why the behavior is important </li></ul><ul><li>Obtain employee input </li></ul><ul><li>Encourage repeat performance </li></ul><ul><li>Specific, Timely, Sincere </li></ul>
    25. 25. CORRECTIVE FEEDBACK APPROACH <ul><li>Describe what the employee is doing or not doing that is unacceptable </li></ul><ul><li>Describe the effects of the behavior/results </li></ul><ul><li>Ask for the employee’s input (listen/probe) </li></ul><ul><li>Describe/restate the expectation </li></ul><ul><li>Ask for a solution; gain commitment </li></ul><ul><li>Follow-up </li></ul>
    26. 26. PHASE III PERFORMANCE EVALUATION <ul><li>This stage focuses on: </li></ul><ul><li>Results/Fulfillment of performance expectations </li></ul><ul><li>Goal achievement </li></ul><ul><li>Competencies </li></ul><ul><li>Key tasks or activities </li></ul><ul><li>Major achievements </li></ul><ul><li>Individual Development Plan </li></ul>
    27. 27. STEPS IN PERFORMANCE EVALUATION <ul><li>Evaluate State Core Competencies - 3 ‘ANCHOR’ Points </li></ul><ul><li>Evaluate Individual Goals and Competencies - 5-Tier scale and 3 ‘Anchor’ Points </li></ul><ul><li>Review IDP; document comments </li></ul><ul><li>Evaluate Job Responsibilities using 5-Tier scale </li></ul><ul><li>Determine Overall Rating using 5-Tier scale </li></ul><ul><li>Completed PMF to Manager </li></ul>
    28. 28. PERFORMANCE EVALUATION APPROVAL PROCESS <ul><li>Employee completes self-evaluation; then sent to the manager </li></ul><ul><li>Manager completes performance evaluation by measuring performance against expectations </li></ul><ul><li>Manager sends evaluation to his/her manager for review </li></ul><ul><li>Manager’s manager approves/revises; then sent to HR </li></ul><ul><li>HR will approve or indicate changes </li></ul><ul><li>Changes are made; sent back to HR </li></ul><ul><li>Manager conducts performance evaluation meeting with employee </li></ul>
    29. 29. RATING SCALE New hire or transfer within five months of end of performance period Not Rated 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. Unsatisfactory Performer Tier 1 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. Successful Performer-Minus Tier 2 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 Tier 3 Employee met all and exceeded most (more than 50%) of the established performance expectations. Successful Performer-Plus Tier 4 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. Exceptional Performer Tier 5 Description Label
    30. 30. 3 ‘ANCHOR’ POINTS STATE CORE COMPETENCIES <ul><li>Unsatisfactory (1) (2) Successful (3) (4) Exceptional (5) </li></ul>Generates enthusiasm among team members for accomplishing shared goals Commits to the State’s goals Fails to take ownership of personal or team performance Lives the State’s values and maintains his/her ethical principles Holds self and others accountable Occasionally ‘ bends the rules’ Exceeds his/her commitment to others Follows through and meets personal commitments Inconsistently meets commitments to others
    31. 31. RECOGNITION AND REWARD Generally subject to taxation May not be subject to taxation Requires 5-25% of compensation to affect behavior Requires 2% or less of compensation to affect behavior Creates day-to-day behavior Tactical Aligns individual performance to organizational goals Strategic Initiates behavior Builds a tradition of performance Targets specific activities Reinforces desired behaviors Obtains short term results Impacts long term cultural change Fulfills appreciation wants Fulfills appreciation needs Reward Recognition