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Leadership | Innovation | Quality

Competency-Based

Performance

Management

2014 Supervisor/Manager

Training Sessions


Agenda

Intro and ice breaker activity

Competency overview

Core competencies overview and activities

Performance management overview and activities

Core skills overview and activities

Performance review process and activities

Wrap up

2


Ice Breaker

3

Step #1

In your groups, discuss one characteristic of the best leader or

manager you have worked with

Step #2

As a group, select one example and prepare to briefly share with the

larger participant group

Things to consider

Make sure to tell us why this characteristic was vital to

success in the role!!


Competency Overview

4


What are competencies?

5

Competencies are…

a) A characteristic which enables people to deliver

superior performance in a given job, role, or situation

b) A description of the patterns of behaviours that are

required for success

c) A tool to help individuals and the organization focus on

the characteristics that enable people to consistently

achieve high standards of performance


6

Competencies look at the behaviours used to attain results and offer a systematic way to

examine these behaviours


Types of competencies

7

The GNWT Competency Model consists of 6 competencies that have been organized into 2 clusters:

I. Leadership Excellence

1. Authentic Leadership

2. Systems Thinking

3. Engaging Others

II. Management Excellence

4. Action Management

5. People Management

6. Sustainable Management


GNWT Competency Model

8

• Creating an

Engaging and

Productive Work

Environment

• Developing Others

• Planning for Future

Workforce Needs

• Integrated and

Inter-related

• Strategic

• Multiple

Perspectives

• Integrity

• Accountability

• Interpersonal

Sensitivity

• Focus on Results

• Customer

Service

• Change

Management

• Building

Relationships

• Bringing People

Together

• Collaborating and

Facilitating

• Fiscal

Responsibility

• Environmental

Sustainability

• Planning for

the Future

GNWT

Mission

&

Vision


Understanding and rating

competencies

1) Title

Overall name given to the

competency

2) Definition

Explains what the competency

means and indicates the types

of behaviours that will be

described in the scale

3) Why

Description of how and why a

competency is important

4) Behavioural scale

Describes how this

competency is demonstrated

5) Target level

Represents the behaviour that is

characteristic of success in each

type of role

6) Target Level Shading

The shading indicates the target

level behaviours for all employees.

Behaviours shaded in grey apply

to all employees. Behaviours that

are not shaded apply to

Supervisors, Managers, Directors,

Regional Superintendents and

equivalents, ADMs and

equivalents, and Deputy Heads.

Each competency has 6 components:

9


Behavioural scales:

• Define what the competency is all about

• Ascending scale of various levels of performance

• Each level is noticeably different from the one before

• Levels are cumulative

• Each level requires higher levels of performance, greater

impact or time horizon

• Researched to show link to superior performance


competencies

10


Target levels:

• Level that defines excellence in the

job, reflecting behaviours to meet

current and future requirements

• Not a minimum or a wish list


competencies

11


Leadership Excellence Management Excellence

Authentic

Leadership

Systems

Thinking

Engaging

Others

Action

Management

People

Management

Sustainable

Management

Deputy Head 6 6 6 6 6 6

ADM and

equivalent 5 – 6 5 – 6 5 – 6 5 – 6 5 – 6 5 – 6

Director,

Regional

Superintendent

and equivalent

3 – 4 3 – 4 3 – 4 3 – 4 3 – 4 3 – 4

Manager 2 – 3 2 – 3 2 – 3 2 – 3 2 – 3 2 – 3

Supervisor 2 – 3 2 – 3 2 – 3 2 – 3 2 – 3 2 – 3

All Employees 1 – 2 1 – 2 1 – 2 1 – 2 1 – 2 1 – 2

Competency target

summary chart

12


A Deeper Look:

GNWT Competencies

13

Leadership | Innovation | Quality 14

1. How many competencies does the GNWT

model have?

2. What are they?


Authentic Leadership

1. Takes responsibility for own behaviour

2. Contributes to a positive work environment

3. Creates a positive team environment

4. Builds effective and productive teams

5. Promotes a positive and productive environment within department

6. Builds a positive and productive workplace environment across GNWT

Why is this important?

“Acting with integrity and treating everyone with respect regardless of which group they represent”

15


Drives personal and

interpersonal conduct

Is:

• About how you conduct

yourself, interact with others,

and lead a team

• Listening to all perspectives

• Celebrating achievements

• Being honest

• Willfully taking responsibility for

correcting errors or mishaps

• Speaking up to support GNWT

values within work activities

• Inspiring others with a vision

Is not:

• Only for formal supervisors,

managers, and senior managers

• Speaking disrespectfully to or

about others, even if those

feelings and thoughts are

genuinely felt

• Being motivated by a personal

agenda rather than GNWT goals

• Communicating the result of a

decision without an explanation

• Policing other people’s

behaviour

• Belittling group/team members

16


Systems Thinking

1. Links operational activities to larger goals

2. Sees patterns when problem solving and decision making

3. Analyzes potential solutions using diverse information

4. Applies a long-term and broad perspective

5. Incorporates trends and inter-connections

6. Understands impacts on vision and connections


“Ability to assess options and implications in new ways in order to

identify solutions and appreciating how short-term outcomes are

driven by long-term strategy”

17


Drives thinking about

problems and strategies

Is: • Thinking broadly about

connections/ relationships, and

looking beyond the immediate

borders of a problem

• Understanding links between own

work, work of others, and goals of

the department

• Breaking problems down into small

chunks and looking for patterns

• Considering multiple perspectives

and impacts in either problem

solving or building strategy

• Looking to recent trends, new

technology or different fields for

long-term solutions

Is not: • Thinking about computer systems

or other systems in place

• Approaching problems

sequentially

• Implementing a solution without

considering impact outside own

area

• Failing to look at the big picture

• Planning for the future by looking

at past or out-of-date trends

• Building strategy by applying a

local and short-term perspective

18


Engaging Others

1. Builds rapport

2. Connects with others

3. Makes key contacts and shares

information

4. Develops effective relationships

5. Maintains and uses a wide circle of

contacts

6. Builds networks and partnerships


“Proactively building networks, connecting with others, and

understanding and building relationships in order to achieve goals and priorities”

19


Drives how we go about

working at GNWT

Is: • About working collaboratively

and building relationships with others beyond own team

• Taking time to get to know colleagues and building rapport by remembering things about them

• Building relationships that can help achieve personal/team goals

• Collaborating with other groups/departments to achieve common goals

• Engaging the participation of other relevant groups and bringing them into the conversation

Is not: • About only working and

developing relationships within own small team

• About how you engage others to perform or motivate own team

• Working in silos

• Playing office politics about who you work with or don’t work with

• Withholding information that is relevant for other groups, departments, or stakeholders

20


Action Management

1. Gets the work done and accepts change

2. Monitors work towards goals and prepares for change

3. Improves performance and adapts readily

4. Sets challenging objectives and helps others adapt

5. Improves performance more broadly and gains commitment for change

6. Long-term view to goals and implements change


“Knowing which initiatives and results are important, and working

with current resources to achieve results that are aligned with the

goals of the organization”

21


Drives results directly

Is: • About getting work done, and

done well within existing conditions

• Taking the reigns of responsibility for completing own work

• Making good and appropriate decisions confidently

• Looking for the right opportunities and being proactive

• Finding ways to improve own performance or service delivery

• Adapting to changes in environment

Is not: • Only about getting to the finish

line

• Assuming someone else will clean up or revise your work for you

• Delaying a decision out of fear of making a mistake

• Waiting to be told what to do

• Setting impressive and challenging goals that overwhelm

• Forcing others to change without listening to concerns

22


People Management

1. Manages self and works well with others

2. Acts as a key team player and supports learning in others

3. Improves self and gives direction to others

4. Stays current and gives constructive feedback

5. Motivates the team and acts as a coach/mentor

6. Plans for future human resource needs and learning


“Creating the conditions and environment that allow people to

work collaboratively and productively to achieve results”

23


Creating the conditions that

drive desired performance

Is:

• About being a good team

player

• About how you manage and

develop both yourself and your

team

• Staying in control of own

emotions when frustrated

• Empowering the group/team

to perform better through

support, guidance and

development

• Motivating the team

• Aligning the right people with

the right projects

Is not:

• Only for formal supervisors,

managers, and senior

managers

• Telling your colleagues what to

do

• Providing critical or judgmental

or infrequent feedback

• Taking a course but not

applying new knowledge

• Asking for feedback and

responding with “but...”

• Putting a team together based

on friendships

24


Sustainable Management

1. Uses resources responsibly

2. Identifies and advocates for resource effectiveness

3. Makes links between sustainability and success of GNWT

4. Improves sustainability practices

5. Develops, implements, and monitors systems

6. Plans for the future sustainability of the GNWT


“Delivering results by maximizing organizational effectiveness

and sustainability of our human, financial, and environmental

resources”

25


Drives effectiveness and

sustainability of resources Is:

• About planning for and using

resources responsibly (e.g.,

time, people, office supplies,

equipment, financial, natural)

• Adopting a cost, value and

risk-conscious attitude

• Tracking and monitoring

accountability systems

• Ensuring long term availability

of services for Northerners

• Planning for the future –

making sure that resources will

be there when needed

Is not:

• Only about recycling, water, or

land use planning

• Spending freely just because

there is room in the budget

• Having no knowledge of what

resources are being used and

how

• Holding onto resources when

there is a strong business case

for allocating them elsewhere

• Failing to consider the long-

term impact of social

responsibility factors

26


Supporting tools

1) Full Dictionary – Competency Model

2) Competency Development Resource Guide (CDRG)

3) Competency Self-Assessment

27


Group exercise

Step #1

Think about an example at work where you have demonstrated one of the six

competencies

Step #2

In your groups, share and discuss the examples from step #1

Things to consider

• Which competency does this demonstrate?

• Does this competency fall under Leadership Excellence or Management

Excellence?

• At which level do you feel you demonstrated this competency?

• Did this make you feel more productive/efficient in your role? If yes, how so?

28


Overview of

Performance Management

29


What is performance

management?

30


What is performance

management?

31

• 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….


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

32


What’s

coming in the

future?

• Tracking of

feedback

through year

and annual

review in

ePerformance

• Cascade into

organization

• Potential

linkages to

other aspects

of HR

What’s not

changing in 2014?

• Overall timing for

performance

reviews

• Reviews below

supervisory roles

(reviews for

individual

contributors)

• Existence of a

relationship

between

performance and

merit pay

What’s changing

in 2014?

• Review process is being

introduced to managers

and supervisors (2nd year

for senior managers)

• Competency model

extended to all levels

• Measuring “what” (results

against objectives) and

“how” (competencies)

• Implementing

ePerformance as of April 1

What is changing?


Clarity: Use of word “supervisor”

• The competency-based performance

management process has been extended to all

those in supervisory roles in 2014

• Supervisors

• Managers

• Senior Managers

• We use the term supervisor in the forms and

guidance documentation generically to refer to an

employee’s immediate supervisor or manager

34


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

35


Contributor roles

36

Role Responsibilities

Employee • Submit a complete and representative self-review, on time

• Listen to feedback, actively participate, act on plans

Immediate

Supervisor

• Ensure the overall review is fair, balanced, constructive,

complete and accurate

• Conduct an effective performance meeting with the

employee

• Ensure review, planning, etc. happen on-time

Next Line of

Management

• Coach and hold accountable

• Look at group-wide development and calibration

Deputy Minister • Final level of approval in ePerformance

• Look at group-wide development and calibration

3rd Party • Provide constructive feedback to assist in the

development of others


Annual cycle

• April to June: Year-End Review, Performance Planning and Development Planning

• 2014 Year-End Review should be completed using forms

• 2015 Performance Planning and Development Planning should be completed in ePerformance

• 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

37

• “Performance

period” is April 1 to

March 31

• Review meetings to

be conducted by

May 30

• Final forms

submitted, and

performance/learnin

g plans in

ePerformance , by

June 30


Annual cycle

Review Component Timing Forms ePerf

2014 Year-End Performance Review

(Sections I, II, III, VI)

April - June

Performance Period April 1 – March 31

Review Meetings By May 30

Submitted by By June 30

2014 Year-End Performance Review

(Section IV and V – planning for 2015)

April – June

Submitted by By June 30

Mid Year Check-in (recommended) Opportunity to examine progress against objectives, update objectives if required, and check-in on development and learning plans

Anytime

(reminder Sept – Nov)

Ongoing Coaching and Development Year-round

38


Group exercise

39

In your groups, provide examples where:

Step #1

You had a positive performance management interaction with a supervisor

• What were the techniques used by the supervisor during the interaction? (e.g., engaged listening, free from distraction, etc.)

• What were the specific actions exhibited by the supervisor which were perceived as positive?

Step #2

You had a negative performance management interaction with a supervisor

• What were the techniques used by the supervisor during the interaction?

• What were the specific actions exhibited by the supervisor which were perceived as negative?


Core Skills of

Performance Management

40


What is…..

Constructive feedback?

41


Group exercise

Step #1

In your groups, review the examples of feedback below

Step #2

Discuss ways in which these examples could be improved upon

Examples

• “You get irritated with Bob so quickly. You need to be more patient”

• “Well done!”

• “You never listen to me”

• “You handle difficult situations well”

42


Constructive feedback

43

Constructive feedback is:

• Useful

• Meaningful

• Impactful

• Easy to understand


Communicating feedback

Give:

• Constructive

• Based on observed

behaviour

• Objective

• Specific

• Short and concise

• On the issue, not the

person

• Timely

Receive:

• Listen

• Ask questions for

clarification

• Don’t get defensive

• Don’t argue

• Reflect

• Take suggestions to heart

• Handle feedback with

care

44


Principles of constructive

feedback

45

For feedback to be constructive…

1. The individual should understand it • Choose specific examples

• Emphasize observed behaviour

• Define ground rules in advance

2. The individual should be able to accept it • Choose specific examples

• Emphasize observed behaviour

• Define ground rules in advance

3. The individual should be able to do something with it • Know what the key messages are

• Focusing on the changeable

• Suggest solutions


Types of feedback

46

“You give friendly

& dedicated

service to our

customers”

“It looks

lovely”

(empty

compliment) not

specific

negative positive

specific

“You did not

formulate

objectives”

“You give

friendly &

dedicated

service to our

customers”

“This is

completely

wrong”

(judgement)

“It looks

lovely”

(empty

compliment)


Partner exercise

47

Step #1

Think of recent feedback you wanted to give but were not sure how to go

about doing

Step #2

Write your feedback in a way that is consistent with the constructive

feedback techniques discussed in the previous slides

Step #3

In pairs, share and discuss the constructive feedback you have written


What are…..

Well written goals?

48


What are SMART goals?

49

S = Specific Single result that is precise and observable

M = Measurable Do we have the means to know when it has been achieved?

A = Achievable Realistic and attainable; appropriate level of challenge

R = Relevant Directly related to responsibilities within the employee’s control

T = Time-Based Is the timeline for achieving it specified?


Why SMART goals?

50

Purpose of SMART goals are…

• To avoid confusion

• To avoid misdirected effort

• To have confidence that we are doing a good job

• To feel secure in our relationship with our supervisor

• To be accountable

….as well as…

• To provide enough detail so that there is no indecision as to what

exactly you should be doing when the time comes to do it


Examples

SMART

• Finish the XXXXX project and submit the report to my manager by November 15

• Complete two of the courses for my XXXXX certificate, with a grade of at least 70%, by May 1

• Reduce response times for XXXXX by XX% by the end of the year

• Negotiate with XXXXX to get our prices reduced by at least XX% by June 1

Not SMART

• Complete and submit XXXXX project

• Learn more about XXXXX

• Improve response time for XXXXX

• Reduce vendor expenses

51


Partner exercise

Step #1

Choose one of your own goals at work; write it as a SMART goal

Step #2

Working in pairs, review your goals

Step #3

Provide your partner with feedback on their own draft SMART goal

Goal:

52


Partner exercise, cont’d

Timing

10 minutes

SMART GOALS

Your goal

Your

partner’s

goal

S Specific Single result that is precise and observable

M Measurable Do we have the means know when it has

been achieved?

A Achievable Realistic and attainable; appropriate level of

challenge

R Relevant Directly related to responsibilities within the

employee’s control

T Time-Based Is the timeline for achieving it specified?

53

C

C

C

C C

C

C

C

C

C


What characteristics make up a

positive performance

conversation?

54


Planning performance

conversations

Environment:

• Find a space that is comfortable and neutral to all parties

• Ensure the space is quiet and there are no distractions

Process:

• Begin the conversation with an example of positive

performance

• Provide a balance of constructive and positive feedback

55


Planning performance

conversations, cont’d

Frequency:

• Providing feedback often promotes alignment in the assessment of performance between the supervisor and

employee

• Promotes familiarity and comfort with the process

Timing:

• Schedule the meeting in advance

• Choose a time that works for both parties

• Ensure all parties are emotionally ready

56


Difficult conversations

Act calm: Ensure your demeanor is calm; if you are feeling frustrated, find a safe way to

‘vent’ like writing it down before the meeting so this has been cleared

Keep it brief: Try to keep your part brief and concise, and get to the point quickly; the earlier and more the employee talks, the less defensive they will be and the more insight you will get into the root of the problem

Establish a dialogue: Try not to follow a prescribed set of questions; build on the responses you are getting. The point is to lead the employee to examine their own behaviour

Have an action plan: End the meeting with a solid action plan that all parties agree to and are committed to actively participate in

57


Other examples?


Performance Review

Process – How to


Performance Review format

60

I. Results against

objectives

II. Competencies

III. Performance summary

IV. Objectives for next

year

V. Individual learning

plan

VI. 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


Process overview

61

• Employee completes green items – email to supervisor 2 weeks before meeting

• Supervisor adds in blue items (without editing green)

• If additional input is needed – send Third Party Input Form 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 form

• Form signed by employee and supervisor, then by next line of management

• Fourth and final level of approval by Deputy Minister in ePerformance in 2015

• Form submitted in hard copy (for signatures) and email (for future integration into

ePerformance)

• ePerformance ready April 1, 2014 for future performance and development planning

as well as record keeping, and April 1, 2015 for formal appraisal

• Reviews must be completed and submitted before the deadline


Key reminders

62

• 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.


Resources

63

Green The employee completes these items

Blue The supervisor completes these items

White

Planning sections (IV and V) are completed together (and submitted in

ePerformance this year), although the employee and supervisor may add

ideas/notes to the form before the meeting

• For assistance with the form, guidance on wording, coaching, or

advice on challenging issues, contact your Human Resources Client

Service 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.


Section I –

Results against objectives

64

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.


Section I –

Results against objectives

65

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


Objectives Measures

1.

Employee’s Comments on Results

Supervisor’s Comments on Results Rating

Not achieved

P/A achieved

Fully achieved

Exceeded

2.


Supervisor’s Comments on Results Not achieved

P/A achieved

Fully achieved

Exceeded

3.


Supervisor’s Comments on Results Not achieved

P/A achieved

Fully achieved

Exceeded

Supervisor’s Overall Rating

Not achieved

P/A achieved

Fully achieved

Exceeded


Section II – Competencies

67

This section is about how the employee contributed last year and how the employee’s behaviours align with the GNWT competencies.

Senior Managers: Complete as part of 2014 review. Assessment to be formally combined with Results Against Objectives for Performance Summary (Section III).

Supervisors/Managers: Complete as part of 2014 review. Assessment to be formally combined with Results Against Objectives for Performance Summary (Section III) ONLY after 2014 review.

All other employees: To assessed against competencies in 2015. Assessment notes after 2014 review should be recorded in ePerformance. Assessment to be formally combined with Results Against Objectives for Performance Summary (Section III) ONLY after 2015 review.

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


Section II – Competencies

68

• Select the level of each competency demonstrated by the employee. Target levels are

indicated in the table header.

• Within a given Level, you may indicate Low, Medium or High by selecting the

appropriate rating box.

• 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.


Competency model table

69

See Next Page for

Levels 5 and 6

Target Levels for All Employees Target Levels for Director, Regional

Superintendent and equivalent Comments

Target Levels for

Supervisor and Manager

Competency Level 1 Level 2 Level 3 Level 4 Employee Supervisor

Authentic

Leadership

Takes responsibility

for own behaviour

Contributes to a

positive work

environment

Creates a positive

team environment

Builds effective and

productive teams

Level displayed:

Systems Thinking Links operational

activities to larger

goals

Sees patterns when

problem solving

and decision

making

Analyzes potential

solutions using

diverse information

Applies a long-term

and broad

perspective

Level displayed:

Engaging Others Builds rapport Connects with

others

Makes key contacts

and shares

information

Develops effective

relationships

Level displayed:

Action

Management

Gets the work done

and accepts

change

Monitors work

towards goals and

prepares for

change

Improves

performance and

adapts readily

Sets challenging

objectives and

helps others adapt

Level displayed:

People

Management

Manages self and

works well with

others

Acts as a key team

player and supports

learning in others

Improves self and

gives direction to

others

Stays current and

gives constructive

feedback

Level displayed:

Sustainable

Management

Uses resources

responsibly

Identifies and

advocates for

resource

effectiveness

Makes links

between

sustainability and

success of the

GNWT

Improves

sustainability

practices

Level displayed:


Competency model table

See Previous Page for

Levels 1 to 4

Target Levels for ADM and Equivalent

Comments Target Level for Deputy

Head

Competency Level 5 Level 6 Employee Supervisor

Authentic Leadership Promotes a positive and

productive environment

within department

Builds a positive and

productive workplace

environment across

GNWT

Level displayed:

Systems Thinking Incorporates trends and

inter-connections

Understands impacts on

vision and connections

Level displayed:

Engaging Others Maintains and uses a

wide circle of contacts

Builds networks and

partnerships

Level displayed:

Action Management Improves performance

more broadly and gains

commitment for change

Long-term view to goals

and implements change

Level displayed:

People Management Motivates the team and

acts as a coach/mentor

Plans for future human

resource needs and

learning

Level displayed:

Sustainable

Management

Develops, implements,

and monitors systems

Plans for the future

sustainability of the

GNWT

Level displayed:


Partner exercise

71

Step #1

Individually, think of a role on your team or within the organization

(other than your own) that you are familiar with

Step #2

Using the model from the previous slide, assess and determine the level

they display (based on observed behaviours) for one or more of the

competencies; compare to the target level

Step #3

With your partner, share and discuss the competency profile you have

assessed for the role


Section III –

Performance summary

72

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

• senior managers presently

• supervisors and managers after 2014 review

• all other employees after 2015 review


Employee comments

73

Provide answers/comments for the following questions:

1. In summary, what are the top 3 strengths or achievements that you would like to highlight (taking into consideration Results and Competencies)?

2. What are your top 3 areas for development or improvement?

3. What are your short and long term career goals and plans, and how can the organization support you to achieve them?

4. Do you have the resources (staff, materials, equipment, etc.) and support that you require to be successful?


Supervisor’s rating and

comments

74

Substantial and immediate performance improvement is required

Improvement or development is required for the employee to meet expectations for results

and/or competencies.

Performance meets expectations (for results and competencies) most or all of the time, and

may sometimes exceed expectations

Performance meets all of the expectations (for results and competencies), and regularly

exceeds expectations (typically 10-15% of employees)

We expect that most employees will match the rating/description

highlighted in darker blue shading


Supervisor’s rating and

comments

75

It is important to recognize the positive aspects of the employee’s

performance during this process

In summary, what are the top 3 strengths or achievements you would like to highlight for this employee

(taking into consideration Results and Competencies)?

Strengths and achievements:


Group exercise

76

Step #1

Read the following examples of individual performance:

1. 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.

2. 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.

3. 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.


Group exercise, cont’d

77

Step #2

Rate the performance of the 3 staff members, using the Supervisor’s

Rating Scale

Substantial and immediate performance improvement is required

Improvement or development is required for the employee to meet

expectations for results and/or competencies.

Performance meets expectations (for results and competencies) most or

all of the time, and may sometimes exceed expectations

Performance meets all of the expectations (for results and competencies),

and regularly exceeds expectations (typically 10-15% of employees)


Section IV –

Objectives for next year

78

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.


Section IV – Objectives template

79

Objectives Measures Timeline and

Completion Date

If no new objectives are being put in place, why not?

To be entered in ePerformance

Optional – working version completed in form


Section V –

Individual learning plan

80

Identify the learning goals and associated key learning activities, appropriate timeline, and completion date. The goals you create should be SMART goals (Specific, Measurable, 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.


Section V –


81

• 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.


Section V –


82

Learning Goals

Type Proposed Learning Strategy

Op Dev Key Learning Activities Timeline and Goal Completion

Date

1. Enter goal

2. Select type

3. Describe key learning activities related to goal

4. Provide timeline/completion date

To be entered in ePerformance

Optional – working version completed in form


Section VI – Signatures

For Supervisor:

• I have discussed the contents of

this Performance Plan – Year-End

Performance Review with the

employee in a review meeting and

stand behind this review and my

feedback. I will provide ongoing

performance feedback to the

employee and regularly review

progress with the employee. I

agree to and support the proposed

Objectives and Learning Plan

For Employee:

• I acknowledge that I have

received the review feedback, and

that I have had the opportunity to

share my perspective. I understand

the Objectives and Learning Plan.

83

Opportunity for additional comments and signature of next-line management


Wrap Up


Resources

85

• 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 CSMs, Help Desk, and the Employee Development

and Workforce Planning Unit


Support from HR CSMs

86

• Here as a resource to provide information and support

• Point of contact for questions and unique situations

• Coach reviewees and their supervisors

• Track completion of reviews and learning plans

• Ensure reviews are included in personnel files


• Questions?

• Parking lot items

• Next steps

Date post:	31-Jan-2018
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