Employee Performance Management Process Management Training Participant Workbook
Welcome to Training on EPMP Today s course is focused on preparing managers for the immediate implementation of the DPS Employee Performance Management Process (EPMP). Today we will be discussing why DPS chose to invest in the EPMP, what the conversion to EPMP involves and how you can most effectively take the message and practices back to your teams. Like all training, you will take away what you put in so ask questions, actively participate and get ready to make EPMP a reality for DPS. Course Goal The goal of this training is to equip DPS leaders with the skills and tools needed to effectively implement the Employee Performance Management Process (EPMP). Learning Objectives Recognize what EPMP is and its role in the success of DPS Describe the role of manager and individual in EPMP Identify the parameters and timing of the EPMP cycle Recognize DPS Success Factors Write aligned, SMART goals Prepare effective Performance Plans for employees Your Resources Participant Workbook and Manager s Guide This course is designed to be interactive and focused on adult learning. You have two takeaway resources to use during and after the course. 1. Participant Workbook: This is the workbook in your hands. It s purpose is to provide you with a place to capture your notes, thoughts and ideas as we move through the course. 2. Manager s Guide: This is the master reference guide for the EPMP at DPS. You can reference this guide to answer your questions once you are back at your desk and implementing EPMP. 2
Success is Contagious Introduce yourself to as many people as you can during the next 5 minutes With each person -Share your names and roles at DPS - Identify one way you can work together to make each other more successful What did you learn in talking with your partner? How can you contribute to the success of one another and DPS as a whole? Notes on Success is Contagious Remember: The objective of EPMP is to make DPS as successful as possible. Your peers are a great resource! 3
EPMP - The Three Key Questions Why is DPS moving to the Employee Performance Management Process? What is EPMP and how does it work? How will you as managers impact the success of your teams through EPMP? The Working Team A working team of senior leaders collaborated on the design of our Employee Performance Management Process. The Team took into account the District s strategic goals as well as best practices in various areas of DPS and what would best support our desired culture. Susana Cordova Trena Deane Ed Freeman Brett Fuhrman Pauline Gervais Brad Jupp Cheryl Karstaedt Joe Sandoval Shayne Spalten Executive Director - Teaching and Learning Executive Director - Facilities Management Chief Technology Officer Chief Financial Officer Executive Director - Transportation Senior Academic Policy Advisor Executive Director Student Services Instructional Superintendent Chief Human Resources Officer/EPMP Executive Sponsor 4
Building Employee Commitment Rational Commitment = Org serves financial, professional, development needs = Retention Emotional Commitment = Employee values and believes in job, manager, team, org = Performance Source: Corporate Leadership Council Notes on Rational and Emotional Commitment 5
Employee A and Employee Z In the box below write a few notes about what makes Employee A a strong member of your team. In the box below write a few notes about what makes Employee Z a less successful employee. Rational v. Emotional Commitment What is the degree of rational commitment you get from Employee A and Employee Z? What is the degree of emotional commitment you get from Employee A and Employee Z? Employee A Employee Z 6
Building Emotional Commitment Organization Compelling mission & vision Manager Clearly articulates expectations Employee Understands connection between work & org goals Clear goals and strategies Leadership credibility Enables & empowers employees to perform Cares about employees as individuals Motivated to perform Accountable for performing A key element of effective performance management is building emotional commitment. Emotional commitment is three times more powerful than rational commitment in driving performance. It can make the difference in retaining top employees and motivating employees to higher performance. What can you do to drive emotional commitment with Employee A? What can you do to drive emotional commitment with Employee Z? 7
Linking to the DPS Vision We will lead the nation s cities in student achievement, high school graduation, college preparation, and college matriculation. Our students will be well prepared for success in life, work, civic responsibility and higher education. DPS Board of Education How can I contribute to achieving the DPS Vision? Notes on Goal! video 8
Introducing the Employee Performance Management Process (EPMP) EPMP takes Performance Management to the next level. It is a Key Strategy to Achieve DPS s Goals by Aligning employees, Empowering them to perform and holding them Accountable for results. EPMP is about focusing employees on the right things and empowering them to perform. It engages employees in goal achievement and provides an important foundation for employee development. Managers play a key role in EPMP. You are the link between goals and results as you translate District and Department/Division goals into outcomes that employees can achieve. You also play a critical role in coaching, guidance, and leadership to build employee success. Implementing EPMP successfully will take each and every one of us actively championing the effort. 9
Imagine If Each Staff Member Is... Aligned around clear strategies to achieve our mission and goals Focused on those things most directly linked to student achievement and growth Empowered by clear goals and expectations Accountable and rewarded for results Developing capabilities most important to district success This is the power of EPMP. How would the District be different if every employee was aligned, focused, empowered, accountable, and continually developing? Notes on EPMP Objectives 10
How Performance Management Fits DPS Defines district objectives and direction BOE Achievement Policy & Theory of Action What are our beliefs? Outlines measures for performance and accountability. District Goals (5 Year Performance ) How will we measure success? Provides the necessary strategies and initiatives to meet district goals Action Plan (Denver Plan 2009) What plans will get us to the goals? Performance Management Concrete Initiatives Milestones & Metrics Notes on How EPMP Fits into DPS 11
EPMP Defined Performance Planning On Going Dialogue Feedback Coaching Performance Evaluation Mid-Year Checkpoint 12
The EPMP Cycle (Aug 1 Oct 31) Performance Planning On Going Dialogue Feedback Coaching Performance Evaluation Mid-Year Checkpoint (Aug 1 Oct 31) (Jan 15 Mar 1) EPMP Phase I Implementation Events Date Performance Planning Training August /September 2009 Cascading Goal Setting in Departments August/September/October 2009 All Goals/Performance Plans Completed October 31, 2009 Mid-Year Checkpoint Meetings January/February 2010 Annual Performance Evaluations Submitted to Leadership September 15, 2010 Performance Evaluations Finalized and Communicated to Employees October 31, 2010 13
EPMP Parameters Annual, documented goal setting and performance review process, including mid-year checkpoint Standardized cycle/timing Cascading goal-setting process Standard form Standard rating scale Performance calibration process within departments/divisions Co-accountability What challenges do you see in implementing EPMP? The 3 Key Forms Performance Planning and Evaluation Form Performance Planning and Self-Evaluation Form Mid-Year Checkpoint Form Roles and Responsibilities Note: Roles and Responsibilities are outlined in the Manager s Toolkit Think about Employee A and Z, and how you might involve them in the process. What does co-accountability look like for Employee A and Employee Z? Employee A Employee Z 14
EPMP Framework District Goals Action Plan Group Goals (COO/CAO/Superintendent) Department/Division Goals DPS Success Factors Put Students First Achieve Results Deliver Excellent Service Collaborate Make Change Happen Team Goals Individual Goals There are 2 primary components to EPMP: individual goals and Success Factors. Individual goals define expected results, outcomes that support higher-level goals. They define the what is to be accomplished. Success Factors define the how. They are the behaviors and actions that will drive success. 15
Performance Planning There are 3 components to Performance Planning. Setting Team Goals Individual Performance Planning Success Factors Notes on Performance Planning 16
Goal Setting Tools The following tools are available in the Manager s Guide to assist you with Performance Planning. Documenting Goals Provides guidance on writing goal statements, defining performance indicators, aligning with higher-level goals, and assigning goal weight. Creating Goal Alignment Provides information and examples of goal alignment. Stretch Goals Information on ensuring that goals are challenging but attainable. SMART Goals The SMART model ensures that goals are documented in a way that both manager and employee are working from the same definition of the expected result. Prioritizing Goals This tool helps you identify 3-5 critical goals. Translating Goals into Action Provides an Action Planning template to help you, and your employees, define specific steps, resources, and milestones to accomplish a goal. Calibrating Goals Information about ensuring that goals are equitable across teams and individuals. 17
Well Written Goals Defines specific outcome to be achieved Articulates the action that will be done to achieve the outcome Knows how the achievement will be measured Step 1 Action and Outcome o Articulate what Action is required in order to achieve the Outcome o Define the Outcome to be achieved Example Transition Sub Finder source data changes to school secretaries (Action) to streamline Guest Teacher processing (Outcome). Employee A Action in order to Outcome Employee Z Action in order to Outcome 18
Well Written Goals Step 2 Performance Indicators o Identify specific Performance Indicators that will measure successful achievement of the goal Balancing qualitative and quantitative measures will provide the most accurate assessment of performance. Ideally, Performance Indicators are objective and measurable, but not everything can be quantified. They should reflect what s important, and may require observation and judgment. Action in order to Outcome as measured by Performance Indicators Examples Supervisor observes comfort level and competence in intermediate skill functions Principal Survey satisfaction results increase 10% on April 2010 report Using the Action/Outcome statements for Employees A and Z (on the previous page) determine Performance Indicators. Employee A as measured by Performance Indicators Employee Z as measured Performance Performance by Indicators Indicators 19
Well Written Goals Step 3 Apply the SMART Test o Apply the SMART Goals attributes to test the strength of the goal SMART is a guideline - not all elements will apply to all goals. S Specific Describe exactly what you want to achieve M Measurable Defines how you will know when the goal has been achieved A Achievable Realistic in terms of knowledge/skills and resource requirements R Relevant Tied to key department/division or district priorities T Time Bound Defines specific end-date Apply the SMART Test to the goals you ve written for Employees A and Z. Revise the goals as needed. Employee A S M A R T Employee Z S M A R T 20
Cascading Goals It can sometimes seem difficult to link the District s goals to the work we do on a daily basis, and it s that much harder for our employees. But we get closer to achieving District goals every time a strategy is implemented to better serve colleagues, every time a process is improved, and every time a new process is introduced to improve the effectiveness of a function. Sample of Cascaded Goals District Goal (5 Year) Student Performance Goal Action Plan (Denver Plan 2009) Group Goal (COO/CAO/Supt) Great People Create a meaningful system of recognition and rewards for driving student achievement Increase absolute results and positive change over time on Principal Surveys to improve service to schools Department/ Division Goal Improve program support to increase satisfaction and participation in ProComp Team Goal Improve Opt-In experience for teacher customers to increase enrollment and customer satisfaction Individual Goal Collaborate with DoTS to implement automated solution for Opt-In process 21
Goal Practice Higher-Level Goal Deliver improved service to all customers to become a service-driven organization. Team Goal Goal (Action + Outcome) Team Goal Goal (Action + Outcome) Performance Indicators Performance Indicators SMART? SMART? Individual Goal Goal (Action + Outcome) Individual Goal Goal (Action + Outcome) Performance Indicators Performance Indicators SMART? SMART? 22
DPS Success Factors Put Students First Achieve Results Deliver Excellent Service Collaborate Make Change Happen DPS Success Factors define who we are as an organization, what we stand for, and stand on. They are performance expectations for all employees. If all employees demonstrate these actions, we will achieve our goals. The Success Factors were developed by the Working Team and finalized by the Superintendent, Chief Operating Officer, and Chief Academic Officer. The Manager s Guide details representative actions for each Success Factor. They will be most meaningful if you define them in the context of your team s work. Your role is to make them come alive for your team. What does each Success Factor look like in action? Success Factor Put Students First Examples Achieve Results Collaborate Deliver Excellent Service Make Change Happen 23
Develop Individual Performance Plans Individual Goals Success Factors (areas of focus) Additional Performance Factors (optional) People Management (areas of focus, if applicable) - Visible and accessible leader - Sets clear goals and performance expectations - Provides effective performance feedback and coaching - Sets high standards of performance and empowers employees to achieve them - Develops and motivates employees to be their best - Keeps employees informed and connected to DPS Before you start developing Individual Performance Plans, you should set team goals and discuss Success Factors with your team. Remember, this is a collaborative process. Involve your employees! Notes on Developing Individual Performance Plans 24
On Going Dialogue Performance Planning On Going Dialogue Feedback Coaching Performance Evaluation Mid-Year Checkpoint How effective are your daily interactions with your team? Ongoing Dialogue is about frequent, effective, focused interactions with each member of your team. It involves o Providing direction o Feedback and coaching o Motivating and developing performance o Monitoring and recognizing success Ongoing Dialogue is about keeping employees connected and focused, and performing to their fullest potential. A great question to ask yourself periodically is How effective are my daily interactions and performance discussions? The answer can greatly impact the performance of your team. 25
Effective Feedback Your feedback will be heard if you Don t make people wrong Seek first to understand, then to be understood Validate their perspective before giving yours Are solution focused Characteristics of effective feedback include Specific Behavioral Honest, direct, and tactful Doesn t use the word attitude Provides examples Starts and ends on a positive note Feedback Practice For Employee A and Employee Z, think of one work-related skill or behavior you would like each to improve. Think about how you might structure a conversation to help them achieve a positive change in the selected skill/behavior. Employee A Employee Z 26
The Mid Year Checkpoint Performance Planning On Going Dialogue Feedback Coaching Performance Evaluation Mid-Year Checkpoint (Jan 15 Mar 1) The Mid-Year Checkpoint is a documented conversation between the manager and employee to Acknowledge accomplishments Assess progress against performance plans Identify priorities for the remainder of the year Adjust goals, if needed Solve problems and remove barriers Reinforce Success Factors 27
Annual Performance Evaluation Performance Planning On Going Dialogue Feedback Coaching Performance Evaluation Mid-Year Checkpoint (Aug 1 Oct 31) Tips for Delivering an Effective Performance Evaluation Be prepared Tie evaluation to Performance Plans Establish a 2-way dialogue Listen first Be authentic, objective, and consistent Remember: A Great Performance Evaluation = NO Surprises!!! At the end of a long, hard year, the most concrete measure of an employee s contributions may be your carefully compiled, thoughtfully composed record of their accomplishments. 28
Future Training Support Feedback and Development Coaching Recognition and Rewards Tips for Mid-Year Checkpoint Meetings Writing and Conducting Performance Evaluations 29
EPMP Implementation Timeline 1 2 Dept/Div Goal Setting Aug/Sept/Oct 2009 Mgr/Employee Training Aug/Sept 2009 3 4 Team & Individual Goal Setting Aug/Sept/Oct 2009 Agreed-Upon Employee Goals Oct 31, 2009 5 6 Mid-Year Checkpoint Meetings Jan 15 Mar 1, 2010 Conduct Performance Evaluations Aug/Sept/Oct 2010 Ongoing Feedback Throughout Process 30
Defining Success: Your Interview with the Denver Post What would it look like if we were wildly successful? It s November 20, 2010, and the Denver Post is writing an article about the success of the Denver Public School Employee Performance Management Process. You are being interviewed! What made the implementation of the new program so successful? What behaviors are different, among managers? What behaviors are different, among employees? What benefits have you seen since the program launched? 31
Next Steps: What Will You Do? Start Stop Continue 32