Competency-Based Performance Management

1. Competency-Based Performance Management 2013 Training Sessions

2. Agenda Intro and ice breaker activity: 15 minutes Competency overview: 15 minutes Core competencies overview and activities: 45 minutes Performance management overview and activities: 30 minutes Core skills overview and activities: 45 minutes Performance review process and activities: 45 minutes Wrap up: 10 minutes

3. Ice Breaker 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 tosuccess in the role!! Timing 10 minutes

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 • 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 Senior Management 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. Senior Management Competency Model

9. Understanding and rating competencies Each competency has 5 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

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 Senior Management Competencies

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

15. Authentic Leadership “Acting with integrity and treating everyone with respect regardless of which group they represent” • Creates a positive team environment • Builds effective and productive teams • Acts as a role model • Builds a positive and productive workplace environment Why is this important?

16. Systems Thinking “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” • Analyzes potential solutions using diverse information • Applies a long-term and broad approach • Incorporates trends and inter-connections • Understands impacts on vision and connections Why is this important?

17. Engaging Others “Proactively building networks, connecting with others, and understanding and building relationships in order to achieve goals and priorities” • 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?

18. Action Management “Knowing which initiatives and results are important, and working with current resources to achieve results that are aligned with the goals of the organization” • Improves performance and adapts readily • Sets challenging objectives and helps others adapt • Improves broad performance and gains commitment for change • Long-term view to goals and implements change Why is this important?

19. People Management “Creating the conditions and environment that allow people to work collaboratively and productively to achieve results” • 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 fosters learning Why is this important?

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

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

22. 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? Timing 10 minutes

23. Overview of Performance Management

24. What is performance management?

25. 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….

26. 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

27. Design principles • Balance of “what” the employee has done (duties/ responsibilities, objectives and results) and “how” they have done it (competencies) • Address the past first, providing feedback, and then transition to look at the future. • Require minimal training on tools so that the emphasis can be on skills • “No surprises” – emphasize the value of timely and on-going feedback • Supervisor has primary responsibility for completion • Employee-centric language to support retention and engagement. • Recognition of strengths and achievements as well as opportunities for improvement • Designed for development, not discipline • Single template/ tool for launch, with ability to develop alternatives for different levels/families later

28. What’s coming in the future? • Implement ing ePerformance (make process efficient, allow roll up reporting, provide record-keeping) • Cascade into organization • Potential linkages to other aspects of HR What’s not changing in 2013? • Overall timing for performance reviews • Reviews below the senior management level • Links to Senior Management Merit (objectives only) What’s changing in 2013? • New (and consistent form) and process for senior managers • New competency model, other tools • Measuring “what” (results against objectives) and “how” (competencies)

29. 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. • 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.

30. Contributor roles

31. Annual Cycle • “Performance period” is April 1 to March 31 • Review meetings to be conducted by May 30 • Final forms and learning plans submitted by June 30 • April to June: Year-End Review, Performance Planning and Development Planning • September to November: Mid-Year Check-In • 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 .

32. Group Exercise In your groups, provide examples where: You had a positive performance management interaction with a supervisor • What were the techniques used by the Supervisor during the interaction? (i.e. engaged listening, free from distraction, etc) • What were the specific actions exhibited by the supervisor which were perceived as positive? 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? Timing 10 minutes

33. Core Skills of Performance Management

34. What is….. Constructive feedback?

35. 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” Timing 10 minutes

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

37. Communicating feedback Receive: • Listen • Ask questions for clarification • Don’t get defensive • Don’t argue • Reflect • Take suggestions to heart • Handle feedback with care Give: • Constructive • Based on observed behaviour • Objective • Specific • Short and concise • On the issue, not the person • Timely

38. Principles of Constructive Feedback For feedback to be constructive… • The individual should understand it • Choose specific examples • Emphasise observed behaviour • Define ground rules in advance • The Individual should be able to accept it • Choose specific examples • Emphasise 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

39. Types of feedback specific “You give friendly & dedicated service to our customers” “You did notformulateobjectives” “It lookslovely” (empty compliment) “This iscompletelywrong”(judgement) not specific negative positive

40. 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 Timing 10 minutes

41. What are….. Well written goals?

42. 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?

43. 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 manager • To be accountable ….as well as… • Provide enough detail so that there is no indecision as to what exactly you should be doing when the time comes to do it

44. Examples Not SMART • Complete and submit XXXXX project • Learn more about XXXXX • Improve response time for XXXXX • Reduce vendor expenses 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

45. 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:

46. Partner Exercise, continued Timing 10 minutes

47. What characteristics make up a positive performance conversation?

48. 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

49. Planning performance conversations continued Frequency: • Providing feedback often promotes alignment in the assessment of performance between the manager 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

50. 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 participating in