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Competency-Based Performance Management

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Competency-Based Performance Management

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  1. Competency-Based Performance Management 2014 Supervisor/ManagerTraining Sessions - WebEx

  2. 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

  3. Ice Breaker What’s one characteristic of the best manager or leader you have worked with?

  4. Competency Overview

  5. What are competencies? Competencies are… • A characteristic which enables people to deliver superior performance in a given job, role, or situation • A description of the patterns of behaviours that are required for success • 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

  7. Types of competencies The GNWT Competency Model consists of 6 competencies that have been organized into 2 clusters: • Leadership Excellence • Authentic Leadership • Systems Thinking • Engaging Others • Management Excellence • Action Management • People Management • Sustainable Management

  8. GNWT Competency Model Leadership Excellence Systems Thinking • Integrated and Inter-related • Strategic • Multiple Perspectives Engaging Others Authentic Leadership • Building Relationships • Bringing People Together • Collaborating and Facilitating • Integrity • Accountability • Interpersonal Sensitivity GNWT Mission & Vision • Focus on Results • Customer Service • Change Management • Fiscal Responsibility • Environmental Sustainability • Planning for the Future Sustainable Management Action Management • Creating an Engaging and Productive Work Environment • Developing Others • Planning for Future Workforce Needs Management Excellence People Management

  9. Understanding and rating competencies Each competency has 6 components: • Title Overall name given to the competency • Definition Explains what the competency means and indicates the types of behaviours that will be described in the scale • Why Description of how and why a competency is important • Behavioural scale Describes how this competency is demonstrated • Target level Represents the behaviour that is characteristic of success in each type of role • 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.

  10. Understanding and rating competencies 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

  11. Understanding and rating competencies Target levels: • Level that defines excellence in the job, reflecting behaviours to meet current and future requirements • Not a minimum or a wish list

  12. Competency target summary chart

  13. A Deeper Look:GNWT Competencies

  14. How many competencies does the GNWT model have? What are they?

  15. Authentic Leadership • Takes responsibility for own behaviour • Contributes to a positive work environment • Creates a positive team environment • Builds effective and productive teams • Promotes a positive and productive environment within department • 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”

  16. 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

  17. 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 • Incorporates trends and inter-connections • Understands impacts on vision and connections Why is this important? “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”

  18. 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

  19. Engaging Others • Builds rapport • Connects with others • Makes key contacts and shares information • Develops effective relationships • Maintains and uses a wide circle of contacts • Builds networks and partnerships Why is this important? “Proactively building networks, connecting with others, and understanding and building relationships in order to achieve goals and priorities”

  20. 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

  21. 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 • Improves performance more broadly and gains commitment for change • Long-term view to goals and implements change Why is this important? “Knowing which initiatives and results are important, and working with current resources to achieve results that are aligned with the goals of the organization”

  22. 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

  23. 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 • Motivates the team and acts as a coach/mentor • Plans for future human resource needs and learning Why is this important? “Creating the conditions and environment that allow people to work collaboratively and productively to achieve results”

  24. 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

  25. Sustainable Management • Uses resources responsibly • Identifies and advocates for resource effectiveness • Makes links between sustainability and success of GNWT • Improves sustainability practices • Develops, implements, and monitors systems • Plans for the future sustainability of the GNWT Why is this important? “Delivering results by maximizing organizational effectiveness and sustainability of our human, financial, and environmental resources”

  26. 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

  27. Supporting tools • Full Dictionary – Competency Model • Competency Development Resource Guide (CDRG) • Competency Self-Assessment

  28. Exercise Step #1 Think about an example at work where you have demonstrated one of the six competencies Step #2 Tell us which competency (type into the chat box) Step #3 We will discuss some examples

  29. Overview of Performance Management

  30. 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….

  31. 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 is changing? What’s changingin 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’s not changing in 2014? • Overall timing for performance reviews • Reviews belowsupervisory roles (reviews for individual contributors) • Existence of a relationship between performance and merit pay 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

  33. 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. Which statement is false? • The supervisor is the primary person accountable for making sure the review is complete and constructive • The employee provides ratings and comments on his/her own performance in the self-review • Both the employee and supervisor should be prepared to give and receive constructive feedback in the review meeting

  37. Annual cycle • “Performance period” is April 1 to March 31 • Review meetings to be conducted by May 30 • Final forms submitted, and performance/ learning plans in ePerformance , by June 30 • 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

  38. Annual cycle

  39. Core Skills ofPerformance Management

  40. Think of… • A time you had a valuable performance review meeting with a supervisor – what did that supervisor say or do?

  41. What is….. Constructive feedback?

  42. Exercise • “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”

  43. Constructive feedback Constructive feedback is: • Useful • Meaningful • Impactful • Easy to understand

  44. 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

  45. Principles of constructive feedback For feedback to be constructive… • The individual should understand it • Choose specific examples • Emphasize observed behaviour • Define ground rules in advance • The individual should be able to accept it • Choose specific examples • Emphasize observed behaviour • Define ground rules in advance • The individual should be able to do something with it • Know what the key messages are • Focusing on the changeable • Suggest solutions

  46. Partner exercise 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

  47. What are….. Well written goals?

  48. What are SMART goals? 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?

  49. Why SMART goals? 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

  50. SMART Goals