Competencies in Performance Management The Introduction and Use of Competencies in the New Performance Management System

1. Competencies in Performance Management The Introduction and Use of Competencies in the New Performance Management System for the State of Georgia Janet E. Hecht, Ph.D. State Personnel Administration

2. Overview Overview of Presentation • New Performance Management Program • Components of Performance • What Are Competencies • How Competencies are used in Performance Management

3. New Performance Management Program - ePerformance • Enterprise-wide new performance management program effective July 1, 2009 • Mission: Drive overall State and Agency goals to successful outcomes through effective goal setting, performance monitoring and measurement Goals of new system: • Develop a consistent core Statewide performance management process • Allow customization to enhance outcomes • Measure employee performance based on goals and competencies • Hold managers and employees accountable for results • Provide managers with the skills and tools necessary to identify various levels of performance • Involve both managers and employees in performance management • Link performance management to other strategic HRt processes

4. Components of Performance • Focus on “What” gets accomplished and “How” it gets accomplished • Goals (What) • Aligned with State and Agency mission, vision, goals, and strategic objectives • Individual goals unique to position • Behavioral Competencies (How) • Core competencies – required of all employees • Leadership competencies – required of all managers • Additional behavioral Competencies • Individual Development Plans – Developmental Goals

5. Performance Management - Goals STATE MISSION, VISION & GOALS Business Outcomes State Performance Business Outcomes EXECUTION State Goals Agency Achievement Agency Goals Departmental Achievement Departmental Goals RESULTS PLANNING Individual Achievement Individual Goals CONTINUAL PERFORMANCE

6. Competencies • Competencies are: • Attributes • Knowledge • Skills • Abilities • Other characteristics • that contribute to successful job performance • Designed to drive both individual and organizational performance • Employees learn, develop, refine and demonstrate competencies throughout their careers

7. Types of Competencies In the State of Georgia, we focus o n two types of competencies: • Behavioral Competency: Behaviors, knowledge, skills, abilities, and other characteristics that contribute to individual success in the organization • Can apply to all (or most) jobs in an organization or be specific to a job family, career level or position • e.g., teamwork and cooperation, communication • Focus on the person • Technical Competency: Specific knowledge and skills needed to be able to perform one’s job effectively • Job specific and relate to success in a given job or job family • e.g., knowledge of accounting principles, knowledge of human resource law and practice • Focus on the job

8. Competencies vs. Job Descriptions • Often job descriptions are not worded in a manner that enables an employee's performance to be effectively observed or measured • A job description typically lists the tasks, functions, technical skills, and responsibilities needed for a specific position • Does not describe how these requirements are accomplished • Competencies are described in terms such that they can be observed, measured and rated against criteria that are standardized and required to do the job effectively • Describe how goals and responsibilities are accomplished

9. Behavioral Competencies Key Characteristics: • Observable and measurable • Relate to the strategic goal and objectives of an organization • Focus on the person • Contribute to improved employee performance • Contribute to individual success within an organization • Are not necessarily part of the job description Drive organizational performance

10. Types of Behavioral Competencies In performance management all employees are evaluated on five core competencies: Customer Service Teamwork and Cooperation Results Orientation Accountability Judgment and Decision Making All managers (those who supervise others) are evaluated on two additional leadership competencies: Talent Management Transformers of Government Additional Behavioral Competencies 11 additional competencies are available for use in performance management as needed for specific positions 9

11. Behavioral Competencies

12. Why Behavioral Competencies in Performance Management? Provides consistency establishing performance expectations and measuring actual performance Helps identify which behaviors most impact performance and success Used in individual development plans to target gaps and identify development opportunities Helps identify exceptional individuals that have had a significant contribution to organizational success Provides feedback to individuals to move them toward exemplary performance 11

13. Competency – Behavioral Indicators Behavioral Indicators / Behavioral Examples General examples of what behaviors could look like and are not inclusive of all behaviors that demonstrate each level of performance for a competency What competencies look like vary from job to job and agency to agency Behavioral examples of the competencies are provided using 3-key anchor points on the State’s 5-point performance rating scale The indicators are tools to help form an assessment of employee performance compared to the State’s and agency’s expectations 13

14. Competency Example - Accountability Accepts full responsibility for self and contribution as a team member; displays honesty and truthfulness; confronts problems quickly; displays a strong commitment to organizational success and inspires others to commit to goals; demonstrates a commitment to delivering on his/her public duty and presenting oneself as a credible representative of the Agency and State to maintain the public’s trust 14

15. Behavioral Indicators - Accountability • Employee performance should be set at the “successful performer” level. An employee should know what successful performance looks like. In addition, an employee should know when he/she is not meeting expectations. Of course, we want employees to exceed expectations, so they need to know what that looks like. • Using an example with the Accountability Competency: • Successful performer: Follows through and meets personal commitments to others on time • Unsuccessful performer: Inconsistently meets commitments to others or delivers on commitments late • Exceptional Performer: Exceeds his or her commitment to others by frequently delivering work early • Of course, this will look different for different jobs and roles. For example, the commitments a commissioner is expected to deliver on looks different than the commitments for a State Patrol Officer • Think about what this looks like for yourself and your employees – making sure it is observable and measurable

16. Understands that all State employees have external and/or internal customers that they provide services and information to; honors all of the State’s commitments to customers by providing helpful, courteous, accessible, responsive, and knowledgeable service. Customer Service Competency

17. Customer Service Competency (cont’d) Understands that all State employees have external and/or internal customers that they provide services and information to; honors all of the State’s commitments to customers by providing helpful, courteous, accessible, responsive, and knowledgeable service. • Examples of what behaviors could look like • Can you think of examples specific to your job or your agency? 17

18. Succession Planning Job Redesign/ Career Paths Compensation & Rewards Performance Management Strategic Planning & Workforce Planning Recruiting/Selection Onboarding Workforce Training & Development Competency Management HR Policy Integrated Competency Based HR