Performance Management Tutorial

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The ABC’s of Performance The ABC’s of Performance ManagementManagement

A tutorial to help you get the most out of Sarasota County Government’s

performance management system.

Note: This tutorial is not intended to replace the Performance Management class. For class schedule and registration, see TRAC

on the Intranet.

Click this button to proceed.

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• Introduction and Background• Part A: Key Activities and Results• Part B: Core Competencies• Part C: Individual Development Plan• The Process – Putting it all together!• Resources – What help is available to you?

Contents – Main MenuYou may review this entire program, or go directly to the section of most interest to you. The end of each section offers a quick (and optional!) “quiz” to help you check your understanding.

To get started, click the arrow next to your topic choice. To return to this menu at any time, click the “Main Menu” button at the bottom of the screen.

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Introduction and Background• After being rolled out gradually, the SCG Performance

Management system was fully implemented October 1, 2003. The following slides provide key background information about this system, including: – What is Performance Management? – What is the connection between the SCG Vision, Core

Competencies, and Business Plans? – What is a Business Plan? – What are the 4 phases of performance management (for

leaders)?– What is included in the new performance appraisal form?

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What is Performance Management?

“ A process for establishing a shared understanding about:

what is to be achieved, and how it is to be achieved.

It is an approach of managing people that increases the probability of achieving success.”

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It starts with theSCG Vision Statement

• Customer focused, continuously improving, accountable team.

The Vision describes what we want to be, what we are working toward as an organization.

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Core Competencies Support the Vision. They are Skills and Behaviors that Lead to Success at SCG!

VISIONCORE

COMPETENCIESCore Competency

Descriptions

Customer Focused

Customer & Community Champion

Advocate for our community & customers by ensuring that quality services are delivered in a

respectful, responsive and team-centered manner.

Continuously Improving

Process Improver & Capacity Builder

Efforts that result in the successful implementation of strategic plans and

continuous quality improvement; support change efforts; seek new solutions.

Accountable Financial Manager Actions support optimal use of public funds and property.

Team Continuous Innovative Learner

Competent in professional, interpersonal and technical skills; value diversity, support efforts that result in the well-being and satisfaction of

others; demonstrate commitment to ongoing learning.

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Business Plans Support the Vision with Objectives, Measures, Targets

VISIONCORE

COMPETENCIES BUSINESS PLAN

Customer Focused Customer & Community Champion

Community Perspective (exceed customer

expectations)



Process Perspective(better, cheaper, faster)

Accountable Financial ManagerFinancial Perspective (contain costs/increase

revenue)


Learning & Growth Perspective

(high performance employees & teams)

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What Is A Business Plan?• An annual plan that outlines

resource allocation, tactics, programs, process improvements and projects required to achieve outcomes and goals in support of the strategic plan. Includes contingency planning for potential scenarios.

• It addresses each of the four perspectives, or areas of focus: Customer, Process, Financial, Learning and Growth.

• Business plans include:– Core Services– Outcomes (aligned with

strategic initiatives and business center outcomes)

– Objectives– Key Activities– Measures– Targets (for the

measures)

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A Business Plan Will Tell You…• Where we are going (Vision)• Why we are going there (Mission)• How we will get there (Priorities,

Outcomes, Goals)

The answers to those questions will help to define:• What is mymy part to play? (Individual Goals, Key Activities, Individual Development Plan)

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VISION CORE COMPETENCIES

BUSINESS PLAN

Customer Focused Customer & Community Champion

Community Perspective (exceed customer

expectations)



Process Perspective(better, cheaper, faster)

Accountable Financial Manager Financial Perspective (contain costs/increase

revenue)


Learning & Growth (high performance

employees & teams)

PERFORMANCE MANAGEMENT LINKS

IT ALL TOGETHER!

The Vision and Core Competencies are Connected to the Business Plan

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Step 4:Rewarding

Performance

Step 3:Reviewing

Performance

Step 2:CoachingProgress

Step 1:Planning

Expectations

Day-to-DayCommunications

The Performance Management CycleLeaders: This is your roadmap!

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Step 1: PlanningSetting Clear Expectations

Ensure that the employee has a clear understanding of:– SCG’s future direction.– Business center/unit’s future

direction.– Expected outcomes and key

activities.– Individual development

needs.

Step 1:Planning

Expectations

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Step 2: CoachingSustaining the Momentum...

• Establish effective, 2-way communication channels.

• Provide ongoing feedback.

• Observe and document behavior.

• Support progress toward the IDP.

• Modify commitments when priorities/goals change.


Step 1:Planning

Expectations

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Step 3:Reviewing

Performance


Step 1:Planning

Expectations

Step 3: ReviewingFocusing on Results

• Determine achievement of outcomes.

• Evaluate progress toward goals.

• Assess alignment with corporate values.

• Assess progress toward core competencies.

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Step 4: RewardingRecognizing and rewarding peak

performance• Determine compa-ratio

(relationship to market).• Assess overall

performance of employee.

• Examine impact on overall budget.

• Consider additional motivational factors.

Step 4:Rewarding

Performance

Step 3:Reviewing

Performance


Step 1:Planning

Expectations

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Step 4:Rewarding

Performance

Step 3:Reviewing

Performance


Step 1:Planning

Expectations

Day-to-DayCommunications

The Performance Management CycleThe core of this process is ongoing 2-way communication!

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The New Form Includes:Part A: Outline your specific outcomes/

objectives (what you want to achieve). Also use to record the past year’s results.

Part B: Identify demonstrated behaviors related to the values and core competencies.

Part C: Update your Individual Development Plan based on your career / job related objectives.

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Check Your Understanding• Q: What is performance management?

– A) A process for establishing a shared understanding about what is to be achieved, and how it is to be achieved.

– B) An approach that increases the probability of achieving success.

– C) Both A and B!

Click here for the answer:

•A: The answer is “C”.

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Check Your Understanding• Q: What are the four Core Competencies?


•A: The answer is:–Customer and Community Champion–Process Improver & Capacity Builder–Financial Manager–Continuous Innovative Learner

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Check Your Understanding• Q: Which of the following can you learn

by reading a Business Plan?– A) Where we are going. (Vision)– B) Why we are going there. (Mission)– C) How we will get there. (Priorities,

Outcomes, Goals)– D) All of the above.


• A: The answer is “D”.

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Check Your Understanding• Q: During which step of the Performance

Management Cycle are you providing ongoing feedback and establishing effective 2-way communication channels?– A) Planning– B) Coaching– C) Reviewing– D) Rewarding


•A: The answer is “B”.

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The Evaluation Form Part A: Key Activities and Results

Focus on ACTION

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Part A is your “Action Plan” for the year. It includes the

following columns:• Objectives• Key Activities/Due Dates• Performance Measures/Targets• Results and Accomplishments• RatingThe next slides will explain each of these columns, and how to use them effectively.

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Objectives• Review your Business Plan with your supervisor.

Which of the Outcomes and Objectives do you contribute to in your work? Are there other objectives unique to you or your work team that should be included in your performance appraisal?

• Place those objectives on your Part A form at the start of your performance appraisal year.

• Number of Objectives Many employees will have 3-5; some may have a few more. (It is far more important to have meaningful objectives than to have a specific number of them.)

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Key Activities/Due Dates• For each objective, what are the specific activities

you need to accomplish? How will you contribute to the objectives?

• This is like a mini “action plan” for each objective. It will probably be just a few bulleted items. (If you’d like to add more detail, consider using an additional page.)

• Include a due date or time frame for each key activity to help you with planning as you begin your performance appraisal year.

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Performance Measures/Targets• How will you know whether or not you’re meeting

expectations? What are the criteria for success? Clarify this in your planning process at the start of your performance appraisal year!

• Performance measures = What needs to be measured and how you will do it. (For example: number of errors, percent of completion, dollars saved, etc.)

• Targets = What level is expected by your supervisor (based on the performance measures).

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What if Something Changes?!• If major changes occur

which affect the objectives you are asked to focus on during the year, you and your supervisor may need to review your performance management plan (Part A) and make appropriate updates. That’s OK!

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Results and Accomplishments• Based on the performance measures and targets

you previously identified, were you successful in meeting your expectations?

• This column can only be completed at the end of your performance appraisal year. HOWEVER, you will definitely want to discuss your progress and receive feedback from your supervisor throughout the year!

• Complete Part A as a self-evaluation when you prepare for your annual performance appraisal.

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Rating• This is where the supervisor indicates your overall

level of accomplishment for each objective during the past year. The rating options are:– Exceeds Expectations– Achieves Expectations– Below Expectations

• The rating is only completed at the end of your performance appraisal year. However, you should request and receive feedback throughout the year from your supervisor.

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Check Your Understanding• Q: Part A focuses on what?

– A) The core competencies.– B) Learning and growth.– C) Action! Objectives, Measures, and

Results!



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Check Your Understanding• Q: Who is responsible for completing Part

A at the beginning of the performance year?– A) The employee.– B) The supervisor.– C) The supervisor and employee working

together.



#2 of 5

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Check Your Understanding• Q: True or False: You must have at least

10 objectives in Part A.– True.– False. Click here for the answer:

•A: The answer is False. (Many employees will have 3-5 objectives; some may have a few more.)

#3 of 5

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Check Your Understanding• Q: True or False: Once the plan for the

upcoming year is listed on Part A, it can never be changed.– True.– False. Click here for the answer:

•A: The answer is False. (You and your supervisor may need to review your plan and make appropriate changes during the year.)

#4 of 5

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Check Your Understanding• Q: True or False: Although the Results

and Ratings columns are only filled in at the end of the performance year, they should be discussed throughout the year.– True.– False. Click here for the answer:

•A: The answer is TRUE.

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The Evaluation Form Part B: Core Competencies

Focus on BEHAVIORS

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The Core Competency Wheels• In order to use Part B, you need a copy of the

Core Competency Wheel that best matches your role: Employee; Supervisor; General Manager/ Manager; Executive. You can find this in several places:– In the Roadmaps to Learning course catalog– On the Intranet in the OED (Organizational &

Employee Development) site– On the Intranet in the HR (Human Resources) site– In the Employee (or Leader) Resource Kit provided in

Performance Management classes.

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Understanding the Core Competencies

• Review the 3 parts of the Core Competency Wheel (click to view ):– At the center are the organization’s values.– We all have the same 4 core competencies:

Customer/Community Champion; Financial Manager; Process Improver/Capacity Builder; Continuous Innovative Learner.

– Each competency has 4 “Performance Expectations” that help to define it. (The second page further explains these 16 Performance Expectations.)

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Process Improver &

Capacity Builder

Financial Manager

Customer & Community Champion

Continuous-Innovative

Learner

*Provides quality services.

*Engages in two-way communication efforts.

*Takes responsibility & honors commitments.

*Participates in efforts to meet or exceed customer & community expectations.

*Advances job competence and expertise.

*Actively participates in new learning activities and quickly applies acquired knowledge.

*Contributes to a motivational climate that values diversity and encourages shared learning.

*Serves as a role model to others.

*Contributes toward the successful implementation of business strategies and plans.

*Participates in CQI activities.

*Responds positively to change.

*Demonstrates effective problem solving efforts and generates new ideas.

*Exercises sound financial judgment.

*Promotes cost containment, savings &/or revenue opportunities.

*Manages risk.

*Responsible for the appropriate use of equipment and property.

Our Values:Our Values:

Customer ServiceCustomer Service Cooperation & TeamworkCooperation & Teamwork

Honesty & IntegrityHonesty & Integrity QualityQuality

StewardshipStewardship InnovationInnovation

AccountabilityAccountability

Organizational & Employee Development June 2002

* Core CompetenciesCore Competencies Performance ExpectationsPerformance Expectations

Additional Detail Located On Back

SCG Core Competencies - Employees

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Does the leader advocate for our community & customers by ensuring that quality services are delivered in a respectful, responsive and team-centered manner? 1. Leads initiatives that result in the delivery of quality

services. Leads efforts that result in the delivery of quality services within the community & across the enterprise. Identifies key customer expectations and requirements. Positively influences the team to translate customer needs into work products and services that add value. Reviews customer satisfaction data and facilitates systematic improvement efforts.

2. Champions two-way communication efforts. Champions consistent, respectful two-way communication efforts with external customers, internal customers, partners and community groups. Serves as a role model.

3. Takes responsibility & honors commitments. Responsive to the customer and community needs. Ensures that commitments and agreed upon deadlines are fulfilled.

4. Drives efforts to meet or exceed customer expectations. Drives efforts to meet or exceed customer expectations by working effectively with others to address customer expectations and resolve issues. Partners with individuals and teams throughout the enterprise to establish and maintain strong community relationships.

Do the leader’s actions support optimal use of public funds and property? 1. Exercises sound financial judgment. Develops

contingency plans to address evolving financial issues. Quickly adapts to changing economic conditions by considering costs, benefits and overall value of work efforts. Manages within SCG budget limits. Effectively balances resources (i.e., human, technology and money).

2. Promotes cost containment, savings &/or revenue opportunities. Minimizes expenditures by seeking no-to-low cost alternatives.

3. Manages risk. Protects financial resources by creating a safe and accident-free environment.

4. Ensures responsible use of equipment and property. Holds self and employees accountable for the responsible use of county-owned property and equipment.

Does the individual lead, facilitate and participate in efforts that result in effective strategic planning and continuous quality improvement? Does this leader quickly adapt to change, effectively manage transitions and develop new solutions for addressing evolving challenges? 1. Creates strategic and operational business plans. Utilizes

contemporary principles of strategic planning. Develops meaningful outcomes and performance measures and monitors progress. Aligns goals. Produces results.

2. Engages staff in Continuous Quality Improvement (CQI) activities. Identifies key processes to ensure that they meet customer requirements. Facilitates process improvement activities by effectively using CQI processes and tools.

3. Quickly adapts to change and manages effective transitions. Implements and sustains change efforts, manages transitions effectively and seeks new ways to meet evolving challenges.

4. Promotes effective problem solving efforts and encourages new ideas. Promotes efforts that successfully engage employees in effective problem-solving and decision-making practices. Leads others and holds self accountable for generating new ideas that contribute to cost-savings, increased efficiency or improved effectiveness.

Is this individual competent in their leadership, professional, interpersonal and technical skills? Does this leader value diversity, inspire others to work at their highest potential and demonstrate a commitment to ongoing learning? 1. Advances job competence and expertise. Advances

leadership, interpersonal, professional and technical competence as indicated in best practices.

2. Actively participates in new learning activities and quickly applies acquired knowledge. Participates in learning activities that enhance skills, knowledge and abilities. Effectively applies new knowledge and skills.

3. Serves as a respected coach, teacher and mentor. Demonstrates 2-way communication and effective interpersonal skills. Coaches, teaches and mentors staff using approaches that are effective in helping adults to learn. Displays high levels of emotional intelligence. Contributes to the team’s overall effectiveness.

4. Creates a motivational climate that values diversity and encourages shared learning. Creates a climate that inspires employees to work at their highest potential. Values diversity and supports efforts that lead to the well-being and satisfaction of employees. Is non-defensive, open to feedback, and receptive to learning new ideas.

Core Competencies Descriptions for General Managers & Managers

Customer & Community Champion Financial Manager

Continuous-Innovative Learner Process Improver & Capacity Builder

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Using the Core Competencies• Review the Core Competency Wheel yourself,

making notes about how you demonstrate each of the 16 performance expectations in your work.Make your own self-assessment notes on Part B.

• Discuss these demonstrated behaviors with your supervisor. Be open to feedback. What are you doing especially well? What could you do more of? less of? differently?

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A Suggestion…• You may find it helpful to discuss the Core

Competencies and performance expectations using the following terms:– Novice/Beginner– Advanced Beginner– Competent– Proficient– Expert/Teacher/Mentor

• At what level do you (and your supervisor) see yourself now? What level could/should you achieve in the future?

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Planning…• As you discuss the Core Competencies with your

supervisor, identify specific things you will do in the coming year to improve your overall performance. In this way, Part B can serve as a planning tool.

If there is something you’d like to learn more about to help you with this (process improvement skills, for example) use Part C to plan your learning.

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… and Evaluating• Complete Part B as a self-evaluation when you

prepare for your annual performance appraisal.• During your evaluation, you and your supervisor

will use Part B to list specific examples of how you have demonstrated each core competency. Your supervisor will also provide an overall rating for each competency.

• You may also use Part B as a multi-rater tool, to gather insightful feedback from coworkers, customers, etc., as agreed upon between you and your supervisor.

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Check Your Understanding

• Q: Part B focuses on what?– A) Action.– B) Behaviors.– C) Individual Development Plan.


•A: The answer is “B”.

#1 of 2

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Check Your Understanding• Q: True or False: Only your supervisor

should complete Part B.– True.– False. Click here for the answer:

•A: The answer is FALSE. The employee should do a self-assessment and discuss it with the supervisor. Part B may also be used as a multi-rater tool.

#2 of 2

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The Evaluation Form Part C: Individual Development Plan

(IDP)

Focus on CONTINUAL LEARNING

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Purpose of an IDP• An Individual Development Plan (IDP) helps you to

plan work-related learning during the year. It also helps leaders manage related issues (like budget, work schedules, etc.). Part C is your IDP.

• The IDP is included with the performance appraisal since you are likely to identify learning needs during appraisal discussions with your supervisor. As with Parts A and B, Part C may be revised during the year if your learning needs/priorities change, or if you select a different learning method.

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Completing Part C (the IDP)• The employee should start the process of updating the

IDP each year. Bring a “first draft” to your performance management discussion.

• The supervisor should offer feedback, support, resources, and suggestions. S/he may not be able to approve every request (for instance, when a proposed learning method’s cost exceeds the available budget or when it will require too much time away from work), but will help the employee seek other alternatives.

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How to Complete an IDP• First, identify your learning needs. What do you

need to learn? (Don’t force yourself to make up a learning need for each core competency or each objective. You may only have one or two identified needs at this time – that’s OK!)

• Set goals (including time frames) for learning what you need to learn, and place those in the first column of the IDP. (For example, “By April, learn how to create and use spreadsheets on the computer.”)

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How to Complete an IDP• Second, link each learning goal to a core

competency. Will achieving this goal help you provide better customer service? Be a better financial manager? Improve quality or processes, or manage change? Help you develop into an expert in a particular area?

• In the second column of the IDP, identify the core competency to which each goal is aligned. (For example, “Financial Manager” or “Continuous Innovative Learner.”)

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How to Complete an IDP• Next, how will you learn it? Would it be best to take

a class? Or read a book? Or make a site visit to see a machine or process in action? Or talk with an expert? Or do some research? Or take a computerized tutorial? Or…? Consider using a blend of resources!

• In the third column of the IDP, identify the learning options that are available to you. (For example, “Excel 2000 Introduction class”, “Excel for Dummies book”, or On-line Computer-Based Training – CBT – through SCG University.”)

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How to Complete an IDP• Finally, how will the supervisor support this plan?

Class registration approval? Help with scheduling time off and arranging coverage while you’re in a class? Financial support? Feedback on your progress? Other?

• In the final column of the IDP, explain the supervisor’s role. (For example, “Arrange coverage while I take a class or complete the on-line tutorial.”)

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Check Your Understanding

• Q: Part C focuses on what?– A) Action.– B) Behaviors.– C) Continual Learning.



#1 of 3

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Check Your Understanding• Q: True or False: You must have at least

4 items listed on your IDP (Part C) – one for each of the four competencies (Customer, Process, Finance, Learning).– True.– False. Click here for the answer:

•A: The answer is FALSE. You might only have 1-2 items listed. Focus on what you need to learn, and how to learn it.

#2 of 3

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Check Your Understanding• Q: True or False: Once you commit to

the IDP (Part C), it cannot be changed.– True.– False. Click here for the answer:

•A: The answer is FALSE. As with the other sections of the performance management form, you and your supervisor may agree to make changes during the year.

#3 of 3

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The Process – Putting It All Together!

Planning, Communicating, and Evaluating

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ContinuousCommunication andFeedback• Annual Evaluation: A two-part meeting that

occurs annually for two purposes: 1) to evaluate your performance during the past twelve months, and 2) to plan for the coming twelve months.

• Periodic, less formal discussions throughout the year. (At least a mid-year meeting; quarterly meetings are strongly encouraged.)

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Part 1:– Employee and Supervisor each give input on past year’s

performance, strengths, opportunities, ideas.– Both review written information on job-related performance

measures, kudos, training completed, etc.– Discuss new objectives, key activities, performance measures and

targets for the coming year.

Part 2: – Review written evaluation summary, receive salary decision, agree

on future performance activities and training opportunities.

The Annual EvaluationEach year you will participate in a 2-part annual evaluation meeting. Most likely, the two parts of this meeting will occur a few days apart. Here is what to expect:

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Checklist• During the Performance Management class,

a “Checklist for Success” is provided to employees and to leaders. This checklist explains what to expect and how to prepare for the annual evaluation.

• The next few slides provide highlights of this process. You are strongly encouraged to use the checklist!

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Preparing for the Annual Evaluation Meeting – Part 1

• Review last year’s performance measures and targets, and be prepared to discuss your accomplishments – and challenges! Complete Part A as your “self-evaluation.”

• Review the core competencies, and be prepared to share specific examples of how you have demonstrated each one. Complete Part B as your “self-evaluation.”

• Review the current Business Plan and begin thinking about possible objectives/key activities for the coming year, as well as possible learning needs.

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Changing to the New System…• If this is your first appraisal using the new

performance management system, you may not have a pre-planned “Part A.” So…– List your major accomplishments for the year,

using just columns 1 and 4, and the rating.– If you did establish some goals at your previous

appraisal, use them!– Do NOT spend lots of time trying to

retroactively create a complete Part A; instead, focus more energy on Part B for the past year and on planning Part A for next year!

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Preparing for the Annual Evaluation Meeting – Part 2

• Employee’s Responsibilities:– Consider the future

desired outcomes, key activities, performance measures and targets you discussed. Is there anything that should be added or changed?

– Create a draft of your IDP for the coming year (Part C).

• Supervisor’s Responsibilities:– Finalize written summary of

the performance appraisal.– Finalize merit increase

determination.– Consider the future desired

outcomes, key activities, performance measures and targets you discussed. Is there anything that should be added or changed?

– Be prepared to discuss the IDP.

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After the Meeting…• Finalize all paperwork.• As needed throughout the year, discuss and update

the objectives, key activities, performance measures and targets, and Individual Development Plan.– Determine when you will meet again (quarterly or

semi-annual) and schedule your next meeting.– Use Employee Initiated One-to-One Meetings as

needed.

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• In addition to semiannual or quarterly performance management discussions, employees may request a meeting with their supervisor at other times during the year as well. If you’d like some help in preparing for a meeting you’ve requested, use the “Employee Initiated One-to-One Form”. This is available on the Human Resources intranet site under “performance management.”

Employee Initiated One-to-One Meetings

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Employee Resource Kits• These packets of information are provided to

participants in the Performance Management classes. Each contains tools to help you understand the new system, and to guide you through this process throughout the year! Packets include:– Checklist for Success– Sample evaluation forms– Business plan– Other related information

• These items are available on-line at the Human Resources intranet site, or from your supervisor.

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Check Your Understanding• Q: How often should you discuss your

performance with your supervisor during the year?– A) Just once, at the annual evaluation meeting.– B) At least twice (your annual evaluation plus a

mid-year discussion); in fact, quarterly meetings are recommended.

– C) An employee can request a one-to-one meeting as often as needed.


•A: The answer is “B” … AND “C”!

#1 of 2

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Check Your Understanding• Q: How should an employee prepare for a

performance management discussion?– A) Complete Parts A and B as a self-assessment.– B) Gather information and examples to demonstrate

your achievements, and prepare to receive feedback.– C) Consider your future learning needs.– D) All of the above!


•A: The answer is “D”.

#2 of 2

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Resources for Performance Management

Help is available!Help is available!

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What Kinds of Resources are Available?

• Forms and checklists.

• More detailed documents.

• People!

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Where Can I Find Helpful Forms?

• On the Intranet at the Human Resources site, under “NEW – Performance Management.”

• On the Intranet at the Organizational & Employee Development site, under “Leadership Development.”

• In the Roadmaps to Learning course catalog.• In the Employee Resource Kit that is provided to

each participant during Performance Management classes.

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Which Forms May Help?• The performance

evaluation form (Parts A & B for self-evaluation and Part C for planning your learning). -- HR

• The Core Competency Wheels. -- HR or OED

• The Employee Initiated One-to-One Form.-- HR or RTL

• The Employee’s (or Leader’s) Checklist for Success.-- HR, Kit

• Performance Based Decision Matrix -- HR

• Completed examples. -- HR

HR = HR intranet site Kit = Employee Resource Kit (from class)OED = Organizational & Employee Development intranet site

RTL = Roadmaps to Learning course catalog

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Helpful Documents• The following are located in the HR intranet site

under “NEW – Performance Management”:– Performance Management Guidelines– Guidelines for Probationary Performance

Evaluation– Guidelines for Below Expectations Performance

Evaluation

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Helpful People• Your supervisor• The HR representative

for your Business Center

• Human Resources 861-5822 or 861-5813

• Organizational & Employee Development 861-5114 or 861-5115

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Thank You for Learning More About SCG’s

Performance Management System!

Creating a shared understanding of what needs to be achieved

and how to achieve it…and increasing the chances of success!

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