Competency-Based Performance Management

1. Competency-Based Performance Management Training Module 2: Performance Management

2. This Module Other Modules • Performance Management Overview • Process for Employees, Supervisors, Managers, and Senior Managers Competencies Constructive Feedback SMART Goals Performance Conversations

3. Overview of Performance Management

4. What is performance management? • Core business process • Align individual objectives and performance with strategy • Powerful tool for development, reward, engagement • Includes not just the performance review (our focus today) but the whole cycle of setting objectives, establishing standards (values, competencies), providing regular feedback, measuring results, conducting reviews….

5. Goals at GNWT • Retain and grow people through feedback, recognition, development • Encourage individual goal-setting and achievement, aligned with organizational and departmental goals • Promote accountability for results and development • Reinforce the GNWT Competencies • Provide an on-going repository of job and performance information (using ePerformance) • Help determine individual and organizational training and development needs and ensure that investments are well made • Provide insights into the workforce in support of other talent management work • Provide insight into how well an individual’s capabilities align with their current role or a future role • Promote a culture of on-going feedback, recognition and communication • Identify high-performance and high-potential employees for growth

6. Contributors • The annual review will be a single-rater review. An employee’s immediate supervisor will determine ratings and provide comments. • The employee will also complete a self-review, which will go on record and support the performance conversation. This is an essential component – the employee’s input is vital. • The immediate supervisor will be responsible for ensuring that the review contains a complete and well-rounded view of performance. Where the supervisor needs another perspective, they may request third-party feedback. • The next line of management will also sign-off on the review once complete. • In ePerformance, a 4th level of approval provided by Deputy Ministers (or equivalent) will be in place

7. Contributor roles

8. Annual cycle • “Performance period” is April 1 to March 31 • Review meetings to be conducted by May 30 • Final review submitted, and performance/ learning plans in ePerformance , by June 30 • April to June: Year-End Review, Performance Planning and Development Planning • September to November: Mid-Year Check-In Reminder • Can happen at any time • Not “formal”, but recommended • Opportunity for employees and supervisors to examine progress against objectives, update objectives if required, and check in on development and learning plans • Year-round: Ongoing coaching and development, recording in ePerformance

9. Performance Review Process – How to

10. Performance Review format Results against objectives Competencies Performance summary Objectives for next year Individual learning plan Signatures • For each competency: • We have descriptions of behaviours at different levels • We have identified which level is the target for each role • The employee provides comments, with examples, on the behaviours they demonstrate • The supervisor provides comments with examples, and also rates the level demonstrated by the employee

11. Process overview • Employee completes their portion • Supervisor adds their content • If additional input is needed – send third party input requests 2-3 weeks ahead • Take into account employee’s self-review, any third party input, job description, objectives, feedback over the course of the year • Helpful to access previous reviews and CBPR reference documents • Employee and supervisor meet to discuss the review • Employee and supervisor edit and complete the review (including objectives and learning plans for coming year) • Form “signed off’ by employee and supervisor, then by next line of management • Fourth and final level of approval by Deputy Minister in ePerformance • Progress and feedback can be tracked in ePerformance over the course of the year • Reviews must be completed and submitted before the deadline

12. Key reminders • Consider performance over the entire year. • ePerformance provides supervisors the capability to input notes throughout the year. • If required, use the Third Party Input Form to obtain a more well-rounded perspective on performance. • Remember to use constructive feedback techniques. • Ensure that you are recognizing strengths and achievements, and not just documenting opportunities for improvement.

13. Resources • For assistance with the form, guidance on wording, coaching, or advice on challenging issues, contact your HR Representative. • If you and the employee cannot resolve a difference in perspective, consult your own supervisor. • Resources such as training materials and job aids are also available on the HR website.

14. Section I –Results against objectives This section is all about what the employee contributed last year. Employee: • Enter information for each of your objectives for the past year, including both the objective and the measures as agreed to with your supervisor. Include any updates/changes that were agreed to over the course of the year. • Provide comments on the results achieved as well as any important context. Supervisor: • Review the information provided by the employee. • Add comments on achievement and results, context and challenges, and/or feedback for the employee. • Provide a rating for achievement against each objective (substantiated by your comments). • Provide an overall rating. The overall rating should be a summary, informed by your judgment of the relative importance of each objective, the results achieved, and the context; it is not necessarily an “average” of the ratings for each objective.

15. Section I – Results against objectives Ratings: Not achieved • The objective was not met; there is a meaningful gap in achievement. Partially/acceptably achieved • The objective was not fully met, but other factors/circumstances must be considered. For example: • The objective was almost met; results are close to what was expected/desired • Achievement was limited by circumstances outside the employee’s control, and the employee could not have avoided or addressed these circumstances Fully achieved • The objective was met Exceeded • The objective was exceeded

16. Section II – Competencies This section is about how the employee contributed last year and how the employee’s behaviours align with the GNWT competencies. Employees: • Provide your comments on the behaviours you demonstrate under each competency. Provide examples where possible. Supervisors: • Provide your comments on the behaviours you demonstrate under each competency. Provide examples where possible

17. Section II – Competencies • Select the level of each competency demonstrated by the employee, taking into consideration the target levels for their role. • You may also wish to note that they are at the lower or higher end of a level. • For example, if the behaviours aligned in Level 2 are in evidence, and the employee is beginning to show Level 3 behaviours, you might suggest the rightmost of the three rating boxes under Level 2. • Ensure that your comments cover: • Examples of behaviours supporting your rating; • Any measures or evidence linked to these competencies (such as the extent to which a supervisor/manager completes high quality performance reviews for staff, or effective budget/variance management); • Particular strengths, specifically relating to competencies; • Opportunities for improvement (phrased as constructive feedback) specifically relating to competencies; and • Whether, on the whole, the employee is displaying the target level (or higher) for each competency.

18. Section III – Performance summary This section is intended to provide an overall summary of the employee’s performance. Employee: • Provide comments on your achievements, areas for development and feedback for the organization. Supervisors: • Provide your comments on achievements. • Provide your overall rating for the employee, taking into consideration: • What the employee contributed – (1) Results • How they contributed – (2) Competencies

19. Employee comments Provide answers/comments for the following questions: In summary, what are the top 3 strengths or achievements that you would like to highlight (taking into consideration Results and Competencies)? What are your top 3 areas for development or improvement? What are your short and long term career goals and plans, and how can the organization support you to achieve them? Do you have the resources (staff, materials, equipment, etc.) and support that you require to be successful?

20. Supervisor’s rating and comments We expect that most employees will match the rating/description highlighted in darker blue shading

21. Supervisor’s rating and comments It is important to recognize the positive aspects of the employee’s performance during this process

22. Overall rating examples Sally has been in her role for 4 months. She has a basic understanding of area policies and practices. When handling day-to-day tasks, Sally still seeks assistance and direction from others.

23. Overall rating examples Tom has been in his role for 5 years. In recent months, Tom has met with his supervisor to discuss ways in which Tom can achieve results more independently and effectively. Unlike peers in the same role, his deliverables are reviewed by his supervisor before being distributed to others.

24. Overall rating examples Ann has been in her role for 2 years. Ann has demonstrated specialized understanding of area policies and practices. She regularly makes successful recommendations to senior management on how to improve process and policy effectiveness. Ann consistently produces high quality work with minimal oversight, takes a proactive approach to identifying and resolving potential issues, and provides informal leadership and coaching to more junior staff. She is regularly asked to participate in cross-department initiatives and projects because she will bring insight, energy and commitment.

25. Section IV – Objectives for next year Identify objectives that will be undertaken in this current/coming year, along with measures, and an appropriate timeline and completion date for each objective. When describing the measures, be sure to consider how you will measure achievement for each objective at the Year End Performance Review. When identifying objectives, remember to write them as SMART goals. Objectives should be: • Specific (specify a single result that is precise and observable); • Measurable (written in observable terms specifying a quantifiable desired outcome where possible); • Achievable (realistic and attainable, but represents an appropriate level of challenge); • Relevant (directly related to the employee’s responsibilities and within his/her control); • Time-based (time limited and progress towards the desired outcome can be reported). This section should be completed by the employee and supervisor together in ePerformance.

26. Section V – Individual learning plan Identifythe learning goals and associated key learning activities, appropriate timeline, and completion date. The goals you create should be SMART goals (Specific, Measureable, Achievable, Relevant, and Time-based), and remember to focus on a few areas where further development can have a more significant impact on the employee’s performance. • Learning Goals: Identify the skills and competencies that will be the focus of learning for the upcoming year. When identifying a goal, think of the desired expected learning or final outcome. • Type of learning goal: Identify whether a goal is Operational (Op) or Developmental (Dev) in nature. • Operational goals: On-the-job training and/or classroom training that enables trainees to acquire the knowledge & skills necessary to reach the level of proficiency required to perform the full duties of a position. • Developmental: Any learning activity to improve abilities, capabilities, competencies and attitudes in order to meet corporate needs.

27. Section V – Individual learning plan • Key Learning Activities: Identify how the learning will take place. For example: specific developmental assignments, special projects, coaching/mentoring, acting assignments, reading, video, job shadow, classroom training, etc. • Timeline and Goal Completion Date: Identify when the specific learning activities will take place and estimate a completion date for each learning goal. This section should be completed by the employee and supervisor together in ePerformance.

28. Resources • Step-by-step how to guide • Quick reference guide • Detailed Q+A • Website with instructions, forms, sample • http://www.hr.gov.nt.ca/forms/performancemgmtforms.htm • HR Representatives, Help Desk, and the Employee Development and Workforce Planning Unit

29. Support from HR Representatives • Here as a resource to provide information and support • Point of contact for questions and unique situations • Coach employees and their supervisors • Track completion of reviews and learning plans • Ensure reviews are included in personnel files