UNFPA’s Performance Appraisal and Development System (PAD)

1. UNFPA’sPerformance Appraisal andDevelopment System (PAD)

2. PAD System Design Online system Deadlines for each of 3 phases Division for Human Resources (DHR) monitors compliance at each phase DHR reviews overall competency ratings: assess trends and overall staff development needs develop targeted training activities

3. Main features of the PAD • Collaborative, results-based performance planning • Outputs (“what” is to be achieved) and competencies (“how” one achieves results) • Managers must have one output related to their management of staff • Development planning • Mid-year progress review • Year-end appraisal based on results achieved and competencies developed Ongoing coaching and feedback throughout the year

4. Applicability The PAD system applies to all staff holding: 100, 200 and 300 series contracts of six months or more. It does not apply to Service Contract and SSA holders.

5. Performance Planning • Planning and prioritizing work by defining expected outputs and performance indicators • Aligning performance expectations with office management plans, competencies, and career development Year-End Appraisal • Assessing the accomplishment of expected outputs • Discussing strengths and areas for development and assigning performance ratings • Preparing for the next planning phase Mid-Year Progress Review • Reviewing progress toward expected outputs and competencies • Identifying and resolving challenges related to output and competency achievement • Revising expected outputs based on changes in the Division/Unit priorities Coaching and Feedback • Providing/soliciting ongoing feedback and guidance occurring throughout the year • Effective coaching, reinforcement and feedback Three Main PAD Phases and Coaching and Feedback

6. PAD - Performance Planning

7. What is performance planning? • Occurs at beginning of the year • Process of establishing individual performance expectations • Performance expectations defined in three areas: • Individual work plan outputs • Competencies • Developmental plan and outputs

8. Strategic Plan Outputs Individual outputs align with UNFPA Strategic Plan Divisional Office Management Plan (OMP): outlines Division’s annual outputs, output indicators and timelines Staff Member and Supervisor agree on individual’s work plan outputs to support OMP

9. Descriptor Definition Output The products and services which result from the completion of activities based on the Office Management Plan. Activities Actions/tasks required by the staff member/team to achieve a stated output. Normally, a number of activities are completed to achieve any single output Performance Indicators Quantitative and/or qualitative measures of performance used to determine extent to which outputs are being or have been achieved (e.g. completion date, amount of work done, financial measures, quality, etc.) Partners Any colleagues (in UNFPA and the UN system) staff members will work with to achieve the expected output Describing work plan outputs

10. Multi-rater Feedback • Staff and supervisor agree on colleagues from whom feedback will be collected • Feedback sources can include both UNFPA colleagues and other UN partners • Feedback provided by colleagues who have: • worked directly with staff member • been recipients of staff member’s work outputs • observed behaviours related to relevant competencies • Feedback collected through web-based system: confidential

11. Developmental outputs • Staff establish development plan and work with supervisors to set one or two developmental outputs • Developmental outputs relate to areas such as: • Competency development • Enhancing professional skills and knowledge

12. Developmental Output Definitions Developmental outputs should be described by:

13. PAD: Staying on Track Part I: Coaching and Feedback

14. Defining Coaching and Feedback • Coaching is: • ‘a means of assisting individuals to come to their own conclusions about the best way to achieve improved performance, motivation and commitment at work’ • Feedback, one aspect of coaching, informs staff about current performance in order to: • Encourage effective behaviour • Reinforce good performance • Pinpoint how to improve performance

15. PAD: Staying on Track Part II: Mid-Year Progress Review

16. Objectives of the Mid-Year Progress Review Formal occasion to: • Review individual work plan and developmental outputs and confirm their relevance • Decide whether the colleagues selected to provide feedback are still relevant • Assess staff member’s progress toward: • achieving work plan outputs • developmental outputs • competency proficiency • Provide general feedback on performance, recognizing strengths and discussing areas that need improvement

17. Mid-Year Progress Review: review/adjustment of outputs Assessment of Progress Against Outputs Is the Output…. Completed? On-track? At risk? (Identify what needs improvement) No longer relevant? (Needs adjustment or modification)

18. PAD: Year-End Appraisal

19. Year-End Appraisal Basics • Final step in annual performance management process • Involves assessment and rating of results in the three Performance Planning areas: • Work plan outputs • Competency proficiency (in those competencies required for the post) • Developmental outputs • Accounts for both “what” is accomplished and “how” • Begins in November with self-assessment • Completed in February with staff member-supervisor meeting

20. Objectives of Year-End Appraisal • Measure performance and provide each staff member with thorough, constructive feedback • For the individual, use the feedback in performance planning for the following year and in considering career development

21. Types of Ratings Specific feedback provided on: Work plan outputs 1 Combined Rating 1 Rating per Competency + 1 Combined Rating for each, Core and Functional Competency proficiency Developmental outputs 1 Combined Rating No “Overall” rating will be provided

22. Did not achieve outputs Partially achieved outputs Fully achieved outputs Exceptional output achievement Not proficient Developing proficiency Fully proficient Exceptional proficiency Rating labels reflect what is being assessed • For work plan and developmental outputs: • For competency proficiency:

23. Role of the PRG(Performance Review Group) • Talent management and staffing issues • Ensuring consistency and fairness • Addressing implications of appraisal results • Identifying high performance and potentials • Reviewing and endorsing promotion recommendations • Developmental/rotational/international assignments • Developmental goals/needs • Addressing poor performance • Addressing PAD and other strategic HR policy issues • Reviewing individual staff members’ performance only if requested to ensure fairness and consistency

24. On Work Plan Outputs Work plan output feedback form On-line instrument completed directly by raters. Forms exchanged by email Summarized by supervisor Staff member sees supervisor summary only Supervisees can NOT rate their supervisors on work plan outputs On Competencies Competency feedback form On-line instrument completed directly by raters Feedback collated automatically by in-house on-line system Staff member sees all comments – anonymously Supervisees MUST rate their supervisors’ competencies Multi-rater Feedback - summary Two different forms, two sets of raters

25. Rating Definitions:Work and Developmental Outputs Exceptional Output Achievement • Surpassed defined activities/performance indicators for majority of outputs. Fully achieved defined activities/performance indicators for remaining outputs. • For staff members who continually go beyond post requirements, significantly surpassing target outputs in quantity and quality or accepting special assignments going beyond what is expected at given post level. • Results are considered exceptional. Should be considered for accelerated career development and/or assignment to higher level functions. Fully Achieved Outputs • Completely achieved defined activities/performance indicators for all outputs during performance period • For staff who fully meet post requirements • Staff member is performing successfully and should focus on pursuing career development opportunities as they become available **NOTE: Supervisor may assign “Fully Achieved” rating if circumstances beyond staff member’s control are the cause of a partially achieved objective

26. Rating Definitions:Work and Developmental Outputs Partially Achieved Outputs • Achieved defined activities/performance indicators for majority of outputs. Did not achieve defined activities/performance indicators for remaining outputs. • For staff who do not meet all post requirements, but demonstrate potential to develop required skills • Staff member progressing and should focus on defined development areas. Supervisor to discuss ways to improve and monitor progress. Did Not Achieve Outputs • Did not achieve defined activities/performance indicators for majority of outputs • For staff who consistently do not achieve majority of outputs and demonstrate inability to meet requirements of post • Supervisor must proactively address performance issues and develop performance plan for staff member • Plan must cover at least a six month period and include clear targets for improvement, intensive coaching, close supervision and bi-monthly appraisals. • Continued performance issues may result in: withholding of within-grade increment, non-renewal of fixed-term contract or termination for unsatisfactory service

27. Rating Definitions:Competency Proficiency Exceptional Proficiency • Individual competency demonstration consistently surpasses expected level for the post as defined in the competency profile • For staff who continually go beyond requirements of post (e.g. demonstrate some competencies at next higher level) • Competency proficiency is considered exceptional. Should be considered for accelerated career development and/or assignment to higher level functions Fully Proficient • Individual competency demonstration consistently meets expected level for the post as defined in the competency profile • For staff who fully meet post requirements • Staff member is demonstrating required competencies successfully and should focus on pursuing career development opportunities as they become available

28. Rating Definitions:Competency Proficiency Developing Proficiency • Developing toward expected level for post as defined by competency profile, but does not meet expectations • For staff who do not meet all post competency requirements, but who demonstrate potential to develop required competencies • Staff member is progressing and should focus on defined development areas. Supervisor to discuss ways to improve and monitor progress Not Proficient • Does not meet expected level for post as defined by competency profile. Individual demonstrates inability to meet overall post requirements on a consistent basis • Supervisor must proactively address performance issues and develop a performance plan for staff member. Plan must cover at least a six-month period and include clear improvement targets, intensive coaching, close supervision and bi-monthly appraisals. Continued performance issues may result in: withholding of within-grade increment, non-renewal of fixed-term contract or termination for unsatisfactory service

29. Tips for rating competencies • Assess to what extent staff member has ‘demonstrated’ or ‘not demonstrated’ the behaviour • Think of concrete examples • Remember that the appraisal period is for the whole year • Most staff more skilled in some areas than others; fair appraisals most likely have differences in ratings • Use judgment regarding which indicators are most important for a given post and assign rating accordingly • Consider how performance compares to other staff in posts with similar competency profiles

30. Wrap-up