Employee Performance Management Update

Employee Training

Participant Workbook

Welcome to Training on EPMP

Today’s course is focused on introducing you to the Employee Performance Management Process (EPMP) and preparing you to partner with your manager to build success. We will discuss why DPS has invested in the EPMP, what EPMP involves, and how effectively practicing EPMP can benefit you.

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.

Your Resources – Participant Workbook and Employee’s Guide

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. Employee Guide: This is the reference guide for EPMP. It contains processes, tips, tools, and examples. You can reference this guide to answer your questions and help you practice EPMP effectively in your job.

Course Goal

The goal of this training is to equip DPS employees with the skills and tools needed to effectively practice the Employee Performance Management Process (EPMP).

Learning Objectives• Recognize what EPMP is and its role in employee and District success• Identify the parameters and timing of the EPMP cycle• Apply DPS Success Factors to your job• Create well written, aligned, SMART goals

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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 EPMP help you be even more successful?

What makes you excited about coming to work each day? What engages you?

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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

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What is your degree of rational commitment? What is your degree of emotional

commitment? What are their primary elements?

Building Emotional Commitment

Organization

Compelling mission &

vision

Clear goals and

strategies

Leadership credibility

Manager

Clearly articulates

expectations

Enables & empowers

employees to perform

Cares about employees

as individuals

Employee

Understands connection

between work & org goals

Motivated to perform

Accountable for performing

What can you do to build your emotional commitment?

A key element of effective performance management is building emotional commitment. It can make the difference in connecting your contributions to the team’s purpose and the District’s goals, and being motivated to higher performance.

Emotional commitment is three times more powerfulthan rational commitment

in driving performance!

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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 Wildly Important Goal video

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Provides the necessary strategies and initiatives to meet district goals

Outlines measures for performance and accountability.

Defines district objectives and direction

BOE Achievement Policy & Theory of Action

District Goals

(5 Year Performance )

Action Plan

(Denver Plan 2009)

Concrete Initiatives Milestones & Metrics

Where Performance Management Fits In

What are our beliefs?

How will we measure success?

What plans will get us to the goals?

PerformanceManagement

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Susana Cordova Executive Director - Teaching and Learning

Trena Deane Executive Director - Facilities Management

Ed Freeman Chief Technology Officer

Brett Fuhrman Chief Financial Officer

Pauline Gervais Executive Director - Transportation

Brad Jupp Senior Academic Policy Advisor

Cheryl Karstaedt Executive Director – Student Services

Joe Sandoval Instructional Superintendent

Shayne Spalten Chief Human Resources Officer/EPMP Executive Sponsor

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’sstrategic goals as well as best practices in various areas of DPS and what would best support our desired culture.

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EPMP Framework

District Goals

Department/Division Goals

Team Goals

Individual Goals

DPS Success Factors

Put Students First

Achieve Results

Deliver Excellent Service

Collaborate

Make Change Happen

Action Plan

There are two 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 drive our success.

Group Goals

(COO/CAO/Superintendent)

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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?

EPMP is about focusing each one of us on the right things and empowering us to perform. It connects employees to goal achievement and provides an important foundation for professional development.

You play a critical role in EPMP. You are the link between the district’s goals and the results we must accomplish to achieve those goals. Employee success builds success for DPS.

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.

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Employee Performance Management Process (EPMP)

On Going Dialogue

Feedback

Coaching

Performance Planning

Mid-Year Checkpoint

Performance Evaluation

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The EPMP Cycle

On Going Dialogue

Feedback

Coaching


Mid-Year Checkpoint

Performance Evaluation

(Aug 1 – Oct 31)

(Aug 1 – Oct 31) (Jan 15 – Mar 1)

EPMP Phase I Implementation Events Date

Performance Planning Training September/October 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 EmployeesOctober 31, 2010

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EPMP Parameters – The “Must-Dos”

Annual, documented goal setting and performance review process, including mid-year checkpoint

Standardized cycle/timing

Cascading goal-setting process

Standard form and rating scale

Performance calibration process within departments/divisions

Co-accountability

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Roles and Responsibilities A key tenet of EPMP is co-accountability; it is a partnership between you and your manager. EPMP is an ongoing process grounded in two-way dialogue.

You are an active participant in the process. The EPMP Toolkit outlines your role and responsibilities in each part of the process.

The 3 Key Forms

• Performance Planning and Evaluation Form

• Employee Performance Planning and Self-Evaluation Form

• Mid-Year Checkpoint Form

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EPMP Guide and Toolkit Exercise

Use your EPMP Guide and Toolkit to answer the following questions. Please indicate the page number(s) that guided you to the answer.

1. What form is required to be submitted for all exempt central office employees by 10/31/09 to complete the Performance Planning stage of EPMP?

a. Mid-Year Checkpoint Form

b. Performance Planning and Evaluation Form

c. Employee Performance Planning and Self-Evaluation Form

d. Prioritizing Goals Worksheet

Page(s) with the answer

2. What recommended, but not required, form is suggested to be completed by all employees as a Performance Planning tool?

a. Mid-Year Checkpoint Form

b. Performance Planning and Evaluation Form

c. Employee Performance Planning and Self-Evaluation Form

d. Prioritizing Goals Worksheet


3. How many levels are there in the Performance Rating Scale?


4. Part of the employee’s role is to request a mid-year checkpoint meeting, if necessary. True False


5. The required components of the Performance Plan, for all employees, are

a. Goals, Success Factors, Additional Performance Factors, and People

Management

b. Goals and People Management

c. Goals and Additional performance Factors

d. Goals and Success Factors


6. At the end of the year, your performance is evaluated against your Performance Plan. True False


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Performance planning is a collaborative process. No one knows your job and how you can contribute better than you! Your participation in the process is important to ensure goals are realistic and expectations are clear. It is also important to ensure agreement on how success will be measured, and to discuss what resources and support will be required to achieve your goals.

Performance planning sets employees up for success. It ensures your contributions are the most important ones to support district goal achievement and enables you to continuously develop in your role.

There are 3 components to Performance Planning

• Setting Team Goals• Individual Performance Planning• Success Factors

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DPS Success Factors

Put Students First

Achieve Results

Deliver Excellent Service

Collaborate

Make Change Happen

Success Factor Examples

Put

Students

First

Achieve

Results

Collaborate

Deliver

Excellent

Service

Make Change

Happen

What does each Success Factor look like “in action”?

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 have a far better chance of achieving our goals.

The Success Factors were developed by the Working Team and finalized by the Superintendent, Chief Operating Officer, and Chief Academic Officer. The EPMP Guide details representative actions for each Success Factor. They will be most meaningful if you define them in the context of your work.

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• Student Performance GoalDistrict Goal

(5 Year)

• Great People

• Create a meaningful system of recognition and rewards for driving student achievement

Action Plan (Denver Plan 2009)

• Increase absolute results and positive change over time on Principal Surveys to improve service to schools

Group Goal (COO/CAO/Supt)

• Improve program support to increase satisfaction and participation in ProComp

Department/

Division Goal

• Improve Opt-In experience for teacher customers to increase enrollment and customer satisfaction

Team Goal

• Collaborate with DoTS to implement automated solution for Opt-In process

Individual Goal

A key objective of performance planning is goal alignment. For DPS, goal alignment starts with the District Goals defined by the Board of Education. The Action Plan defines the district’s strategies for achieving District Goals.

To achieve the goals, the district needs to break them down into more manageable pieces – discrete outcomes that a department/division can realistically accomplish. Each of those outcomes then needs to be broken down further into outcomes that teams and individuals can realistically accomplish. That’s called "cascading goals" and it provides an important foundation for the EPMP performance planning process.

Sample of Cascaded Goals

Cascading Goals

Well Written Goals

Define specific outcome to be achieved Articulate the action that will be done to achieve the outcome Identify how the achievement will be measured

Step 1 – Action and Outcome

o Articulate what Action is required in order to achieve the Outcomeo Define the Outcome to be achieved

ExampleTransition “Sub Finder” source data changes to school secretaries (Action) to streamline Guest Teacher processing (Outcome).

Action in order to Outcome

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Develop a Goal Statement. Think about the outcome, or desired result, you want to accomplish and the best action to get you there.

Well Written Goals

Using the Action/Outcome statement you developed on the previous page, determine appropriate Performance Indicators.

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.

Examples• Supervisor observes comfort level and competence in intermediate skill

functions• Principal Survey satisfaction results increase 10% on April 2010 report

Action in order to Outcome as measured by

Performance Indicators


as measured by


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Well Written Goals

Apply the SMART Test to the goal you’ve written. Revise the goal as needed.

S Specific Describes 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

Step 3 – Apply the SMART Test

o Apply the SMART Goals attributes to test the strength of the goal

S

M

A

R

T

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Write a development goal for yourself. The following questions may help you create the goal.

- What do you need to develop to improve your success?- What can you do to expand your contributions within the team?- What opportunities exist to develop or expand knowledge, skill, or ability in areas

that benefit the function or team?

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Actionin order

toOutcome

as measured

by


Goal Practice

SMART?

Goal Setting Tools

The following tools are available in the EPMP Toolkit to assist you with Performance Planning.

Documenting GoalsProvides guidance on writing goal statements, defining performance indicators, aligning with higher-level goals, and assigning goal weight.

Creating Goal AlignmentProvides information and examples of goal alignment.

Stretch GoalsInformation on ensuring that goals are challenging but attainable.

SMART GoalsThe 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 GoalsThis tool helps you identify 3-5 critical goals.

Translating Goals into ActionProvides an Action Planning template to help you, and your employees, define specific steps, resources, and milestones to accomplish a goal.

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EPMP Support

Contacts

Your manager

Department/Division Head

EPMP Online Information

EPMP Guide and Toolkit, articles, and forms can be found online in two locations

http://hr.dpsk12.org/performance_forms

http://performancemanagement.dpsk12.org/epm/home

EPMP Team Support

Brad Grippin, Director, Total Rewards

Janet Flynn – Manager, Performance Management & Training

Leslie Juniel – Training Logistics Lead

Denise Parker – Training Content Lead

Training ~ Just-in-time support

Performance Planning (Now!)

Mid-Year Checkpoint

Performance Evaluations

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Next Steps - What Will You Do?

Make a few commitments to yourself about managing your performance and increasing your success.

Start

Stop

Continue

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Business

Employee Performance Management Update