Guide to Performance Excellence - alberta.ca · Public Service Commission APS Performance Excellence 3 OVERVIEW This guide to Performance Excellence is designed for supervisors and

Public Service Commission | APS Performance Excellence 1

Month 20XXPublic Service Commission — March 2018

Alberta Public Service

PerformanceExcellenceGuide

Public Service Commission | APS Performance Excellence2

TABLE OF CONTENTSOverview .........................................................................................................................................3

Focus On Communication ............................................................................................................4

Goal Setting and Maximizing Results ..........................................................................................4

Questions to Consider when Aligning Performance and Organizational Goals........................5

Performance Excellence Cycle ....................................................................................................7

The Performance Agreement .......................................................................................................8

Part One – Common Employee Commitments .........................................................................8

Part Two – Performance ............................................................................................................8

Part Three – Professional Development ....................................................................................9

Part Four – Year in Review ......................................................................................................10

Resources and Supports ............................................................................................................11

APPENDICES ...............................................................................................................................12

Appendix 1: Common Commitments

Conversation Guide ...............................................................................................13

Appendix 2: Career Stage Conversation Guide

for Employees and Supervisors ............................................................................14

Appendix 3: Performance Conversation Planning Guide ........................................................18

Appendix 4: Performance Conversation Worksheet ................................................................19

Appendix 5: Conversation Quick Tips for Supervisors ............................................................20


OVERVIEWThis guide to Performance Excellence is designed for supervisors and employees. It provides information about:

• Performance Excellence conversations

• Recommended frequency and timelines for Performance Excellence conversations and documentation

• Setting goals and maximizing results

• Establishing a performance agreement

• Resources to support the Performance Excellence process

Performance Excellence ensures that all employees of the Alberta Public Service can achieve their personal best within their role, have career fulfillment, and contribute to the goals and priorities of their department and the Government of Alberta. Performance Excellence helps to set expectations between an employee and supervisor and assists in establishing clear goals and actions for the year ahead. Performance Excellence conversations between an employee and supervisor enable an employee to grow and develop in current and future roles.

performance conversations + performance agreements = PERFORMANCE EXCELLENCE

WHY IT MATTERSEmployees who are clear about what is expected of them at work feel more connected to their jobs than those employees who are not clear on expectations. This connection is further enhanced when employees understand how their efforts fit into the bigger picture of the organization. A key driver of this is regular and meaningful communication between employees and supervisors. Supervisors who have frequent conversations to clarify expectations and responsibilities and to acknowledge an employee’s progress, achievements, and strengths are influential in enhancing employee engagement. Engaged employees are much more likely than their colleagues to say that their supervisor helped them set work priorities and performance goals. Engaged employees are also more likely to say that their manager helped them grow and develop their strengths.

In 2012, the Public Service Commissioner issued a directive to all Deputy Ministers in support of Performance Excellence. The directive outlined that Deputy Ministers implement Performance Excellence to ensure:

• Performance goals and measures grow out of a ministry’s business plan

• Employee performance goals and measures align with those of the organization

• Departments, teams, and individuals are recognized based on outcomes achieved consistent with these measures


FOCUS ON COMMUNICATIONA key element of Performance Excellence is meaningful conversations between an employee and supervisor about performance and development. These conversations are a shared responsibility between supervisors and employees.

There are resources at the end of this document to help focus thinking and discussion. If you require additional resources or support to help with these conversations, contact your Human Resources department. The performance agreement itself is a tool to facilitate conversations and the Performance Excellence process.

GOAL SETTING AND MAXIMIZING RESULTSThe goals and actions set between an employee and supervisor should connect to and support their department’s business plan. It is important for everyone to understand how their ministry, branch, and unit’s goals interlink and align. Goals should be linked vertically and horizontally so that all divisions, branches, teams, and individuals are in alignment with each other.

Some strategies to consider when aligning goals are:

1. Align goals to business strategies

2. Make goals specific, measurable, actionable, relevant, and timely

3. Ensure goals align with your values

4. Track your progress

Performance Excellence conversations must be ongoing and take place at all levels for government-wide goals to be achieved.

Did you know...? Coaching can help you have better conversations.

Coaching uses powerful questions to help dig deeper and gain more clarity and understanding. Coaching questions are open-ended and help people consider different perspectives or consider new options. Coaching is not appropriate in every situation but it can be an excellent tool to create deeper shifts and understanding. To learn more about coaching, please refer to the Learning Centre catalogue.


Questions to Consider when Aligning Performance and Organizational Goals

Employee Supervisor

• What ministry business plan goals and priorities does my area link to? How do we support the larger goals?

• What are the branch/division goals or specific responsibilities this year? How can I contribute?

• Are there operational changes targeted to occur this year? Why? How can I contribute?

• What are my supervisor’s goals this year? How can I support these goals?

• Are there any changes planned for how we serve clients or stakeholders? Why? How can I contribute?

• What ideas do I have for creating positive workplace culture?

• What are my professional development goals?

• Which APS competencies do I excel in and where would I like to develop?

• What barriers do I see affecting my performance?

• What do the (ministry, division, branch) goals mean to you? Is there an area that most interests you? What is most meaningful to you?

• How do you see (Respect, Accountability, Integrity, and Excellence) displayed in our day-to-day work environment? Tell me about how you demonstrate the APS values in your interactions with colleagues and when serving the public?

• Can you tell me about the parts of your job you enjoy most? How about what you find most challenging?

• Are you familiar with the APS Competency model? Tell me about the competencies you think you excel at/situations where they come into play? Any areas you want to develop further?

• What does collaboration mean to you? Are there any areas where you think our program could improve how we work with others? How you could contribute to this?


The APS competencies should serve as a framework to identify performance and professional development goals. They should also guide feedback and planning during performance conversations. Enhancing competencies will enhance results achieved.

Competency What It Means

AC

HIE

VE

ME

NT

Agility The ability to anticipate, assess, and readily adapt to changing priorities, maintain resilience in times of uncertainty and effectively work in a changing environment.

Drive for Results

Knowing what outcomes are important and maximizing resources to achieve results that are aligned with the goals of the organization, while maintaining accountability to each other and external stakeholders.

RE

LAT

ION

SH

IP

Developing Networks

Proactively building networks, connecting and building trust in relationships with different stakeholders.

Building Collaborative Environments

Leading and contributing to the conditions and environments that allow people to work collaboratively and productively to achieve outcomes.

Developing Self & Others

A commitment to lifelong learning and the desire to invest in the development of the long-term capability of yourself and others.

TH

INK

ING

Systems Thinking

The work done within the APS is part of a larger integrated and inter-related environment. It is important to know that work done in one part of the APS impacts (e.g., clients, other ministries, community stakeholders).

Creative Problem Solving

The ability to assess options and implications in new ways to achieve outcomes and solutions.

Detailed information about the model, a competency self-assessment tool, and how to develop further in each competency is available on the PSC website.

• APS Competency Model

• Competency Development Tips Guide

• Self-Assessment Tools - Assessing your Strengths and Development Needs

http://www.psc.alberta.ca/Practitioners/?file=learning/apscompetencies/titlepage&cf=9

http://www.psc.alberta.ca/Practitioners/?file=learning/apscompetencies/titlepage&cf=9

http://www.psc.alberta.ca/Practitioners/?file=learning/apscompetencies/apscomp-comp-dev-tips-guide&cf=9

http://www.psc.alberta.ca/Practitioners/?notoc&file=toolkit/assessing/assessing-your-strengths&cf=9


PERFORMANCE EXCELLENCE CYCLE Performance Excellence should mirror the government’s fiscal year. For example, employees should meet with their supervisor and establish their performance agreements at the beginning of the business year and complete performance reviews soon after the business year ends. Some departments may vary these timeframes, Human Resources can confirm.

For Performance Excellence to have the greatest impact, regular and purposeful conversations should take place between employee and supervisor throughout the year. It is recommended that a minimum of four focused performance conversations take place throughout the year.


THE PERFORMANCE AGREEMENTAll APS members complete performance agreements. The performance agreement form is required for an employee’s personnel file. While documentation is required, the conversation between employee and supervisor is the core of Performance Excellence. The performance agreement can help focus discussion and planning. Performance agreement forms are available on the PSC website and can be completed electronically. The form has four main sections.

Part One – Common Employee Commitments

All staff within the APS share common employee commitments. Employees and supervisors should review these commitments throughout the year. Discussions should focus on:

• Demonstration of the Alberta Public Service values (Respect, Accountability, Integrity, and Excellence) and contributing to a positive work environment

• Job expectations, performance goals/results, and contributions to the organization’s success

• Collaboration with others in the branch, division, department, and/or across government

• Leading by example and fostering a workplace culture based on mutual understanding and respect.

Part Two – Performance

The department business plan and division/branch operational plans can assist employees and supervisors in identifying goals for each year’s performance cycle. Supervisors will also share contextual information about the organization to assist employees in understanding their role, connection, and contribution to larger processes and initiatives. Employees may also benefit by seeing their supervisor’s performance agreement so they are aware of the goals and results their supervisor is working toward. Through discussion with their supervisors, employees should identify goals and actions they will undertake over the course of the year. One way to help define performance goals is to ensure they are S.M.A.R.T.

Specific What will you do? Clearly define the task.

S.M.A.R.T. goal example: Improve my team’s internal communication by

completing and distributing meeting minutes within five

working days of each meeting date.

Measurable How will you and your supervisor know you have achieved the goal?

Attainable Is attaining the goal realistic? Do you have the time and resources to accomplish the goal?

Relevant How will achievement of the goal benefit your (branch, division, department, work environment)? Fulfil your job expectations?

Timely When will you achieve this goal (time frame for milestones along the way)?

http://www.psc.alberta.ca/Practitioners/DocList904.cfm

http://www.psc.alberta.ca/Practitioners/DocList904.cfm


Part Three – Professional Development

Professional development goals may focus on enhancing skills within a current role or preparing for future roles. Learning and career development can occur through many paths. For example, an employee may want to find a mentor to learn specific skills, take on more challenging projects, or complete self-directed or formal learning.

Development is best accomplished through a multi-faceted approach involving a range of learning activities to meet individual needs and career goals. These approaches include learning through experience, learning through people, formal learning, and self-directed learning. The learning and development options graphic below outlines some approaches for development. Additional detail is available at Career and Learning Website.

Be S.M.A.R.T. about professional development goals too! An example of a S.M.A.R.T. professional development goal might be: “enhance my competencies related to agility and drive for results by completing the Project Management Essentials course before October 30, 2018. I will apply relevant concepts to Project X scheduled to start November 2018.

http://www.psc.alberta.ca/Practitioners/Doclist9.cfm


Part Four – Year in Review

At the end of the year, employees and supervisors document key results achieved. This includes: progress/completion of projects, enhanced or strengthened competencies demonstrated, contributions to the team and organization’s work culture, professional development completed, and any other issues pertinent to performance and achievement.

Employees are encouraged to comment on key results, achievements they are most proud of, lessons learned over the course of the year, growth in applying APS competencies, vision and values, leadership skills and identify any supports they may require. Supervisors are encouraged to comment on results achieved, employee strengths, and identify areas of future employee focus such as APS competencies, knowledge, and contributions

The year in review discussion can also serve as a launch for planning the coming year’s Performance Excellence cycle. After both employee and supervisor document their year in review comments, the performance agreement is signed by both parties and sent to a manager at least one level above the supervisor. Having another manager see the year in review allows increased awareness of an employee’s talents and contributions. Once the manager signs the year in review section, then the performance agreement is placed on the employee’s file.

TIPMany employees and supervisors find it useful to record the dates of performance conversations throughout the year (a sample format is included in this guide). Some employees and supervisors have developed “performance folders” on their desktops so they can make quick notes and save pertinent emails “in the moment”. These items can then serve as reminders to facilitate conversation, feedback, and recognize achievements during focused performance conversations.

Electronic SignaturesThe performance agreement form allows electronic signatures. After the “year in review” is completed and the final manager signature is input, an email will automatically generate so the completed performance agreement can be sent electronically to the employee’s file. The manager can copy (cc) the employee and supervisor as part of the email.

Performance ImprovementsDuring the performance cycle, if an employee or supervisor identifies that specific performance improvements are needed, a Performance Improvement Plan (PIP) can be developed. PIP forms are available on the PSC site. Contact your Human Resource consultant when developing a PIP.


RESOURCES AND SUPPORTSThe performance agreement forms for all employee types, along with sample performance agreements, are available on the PSC website at: www.psc.alberta.ca/perfcontracts

The appendix of this guide includes the resources listed below to assist with performance conversations. These items are also available separately on the PSC website at www.psc.alberta.ca/PerformanceExcellence

• Appendix 1: Common Commitments Conversation Guide

• Appendix 2: Career Stage Conversation Guide for Employees and Supervisors

• Appendix 3: Performance Conversation Planning Guide

• Appendix 4: Performance Conversation Worksheet

• Appendix 5: Conversation Quick Tips for Supervisors

Additional resources available on the PSC website are outlined below. These materials can be viewed at www.psc.alberta.ca/PerformanceExcellence

• Frequently Asked Questions

• Sample Performance Agreements

• APS Values

• APS Competency Model

• The Five Leadership Practices

• Recognition

http://www.psc.alberta.ca/perfcontracts

http://www.psc.alberta.ca/PerformanceExcellence



APPENDICESAppendix 1: Common Commitments Conversation Guide

Appendix 2: Career Stage Conversation Guide for Employees and Supervisors

Appendix 3: Performance Conversation Planning Guide

Appendix 4: Performance Conversation Worksheet

Appendix 5: Conversation Quick Tips for Supervisors



APPENDIX 1: COMMON COMMITMENTS CONVERSATION GUIDE

Living the APS Values (Respect, Accountability, Integrity, and Excellence) and contributing to a positive work environment)

• How can I contribute to a positive work environment in my day-to-day work?

• How can I be a role model for others?

• What supports will I need to fulfill my commitments?

Contribute to my organization’s success and fulfil my job expectations (Based on your job responsibilities and your area’s operational plan)

• What are my job expectations? How will I add value to my job or work unit? How will I know that I’ve added value?


• What knowledge, skills or APS competencies should I focus on developing to add value in my current job?

• What is my current level of competence in teamwork and collaboration? How can I build my skills and competencies?

• What is my current level of competence in leadership? How can I build my skills and competencies in this area?

• How can I add value through innovation and continuous improvement?

• What can I do to increase efficiency in my work?

For those who supervise others:

• How can I contribute to others’ learning and development?

• How will I foster employee engagement and a positive work environment?

• How will I support employees’ professional development needs?

• How will I ensure a safe and healthy work environment?

Collaborate to achieve branch, division, department and government-wide goals

• What business or operational plan goals is my work unit responsible for? How will I contribute to achieving these?

• How does my work contribute to making a difference in the lives of Albertans?

• What can I do to actively support my team?

• What opportunities can I pursue to collaborate with others to achieve our goals?

• How will I demonstrate teamwork and collaboration?


http://www.psc.alberta.ca/apsvisionandvalues/

http://www.psc.alberta.ca/APSCompetencies


APPENDIX 2: CAREER STAGE CONVERSATION GUIDE FOR EMPLOYEES AND SUPERVISORS

CAREER STAGE

ONBOARDING:

Starting with the GoA or a new ministry and becoming fully oriented.

DEVELOPING:

Developing skills, knowledge, competencies to be fully proficient in the current job

PROGRESSING:

Developing the skills, knowledge, competencies for future roles.

STABILIZING:

Applying a full range of skills, knowledge, competencies to add value to the job.

RETIRING:

Passing on knowledge and skills and preparing to retire from the GoA.

Employee’s Focus and Conversation Topics

• What are my job expectations?

• How does my job fit into the goals of the work unit and the larger organization?

• What are the cultural norms and work rules I need to be aware of?

• What resources are available to help me get oriented to my job and work environment?

• What are the key competencies I need to demonstrate and/or develop?

• How will I know how I’m doing?

• What business or operational plan goals is my work unit responsible for?

• How will I contribute to achieving these?

• What are my competency strengths in relation to my job?

• What knowledge, skills or competencies do I need to develop to achieve excellence in my job?

• What can I do to actively support the team?

• How will I contribute to a positive work environment?

• What supports are available to help me contribute?

• Where do I see myself in five years?

• What are the natural career paths for my skills set?

• What knowledge, skills or competencies do I need to focus on to prepare for future roles?

• What are my strengths in relation to future roles?

• What supports are available to help me develop?

• How will I demonstrate leadership and strategic thinking?

• How can I be a role model for others?

• How can I make the best use of my knowledge and experience to benefit the organization?

• What knowledge, skills or competencies do I need to focus on to make sure I continue to add value to my work unit?

• How can I pass on my knowledge and experience to others?

• What supports do I need to keep me challenged and engaged?

• How will I contribute to a positive work environment?

• How will I be a role model for others?

• How can I pass on my knowledge and experience to others?

• What strengths do I possess that have helped me in my role? How can I promote these strengths in others?

• How can I make sure I am ready to make the transition to retirement?

• What do I want to achieve before I leave the public service?

• What supports do I need to help me make the transition to retirement?


CAREER STAGE

ONBOARDING:


DEVELOPING:


PROGRESSING:


STABILIZING:


RETIRING:


Supervisor’s Focus and Key Responsibility Areas

• Introduce the employee to GoA culture, values, processes and structure.

• Schedule a GoA/ department orientation.

• Articulate employment and job expectations and accountabilities.

• Discuss areas of focus for the first year and expectations of what’s reasonable to achieve.

• Facilitate an effective relationship by discussing mutual expectations, the best form of communication and supports the person may need.

• Determine and provide coaching, training and supports employee needs to develop full competence in the job.

• Involve the employee in developing annual work and learning plans.

• Articulate expected levels of skill, knowledge, competencies for full proficiency in current job.

• Discuss the employee’s competency strengths and areas of focus to achieve full proficiency in current job.

• Support and encourage the employee in developing networks to support both work and learning goals.

• Provide constructive feedback, training and coaching support to achieve full proficiency.

• Involve employee in developing annual work and learning plans.

• Determine areas of focus to prepare for future role.

• Assist employee in determining required levels of skill, knowledge and competencies for desired future role.

• Provide on-the-job opportunities to learn and practice new skills.

• Provide constructive feedback, training and coaching support to address current and future learning needs.

• Assist the employee in gaining competency-based feedback to help target development activities.


• Assist employee in determining how to continue to add value and remain engaged in current role.

• Determine opportunities for peer mentoring, knowledge transfer to less experienced employees.

• Provide constructive feedback, training and coaching support to maintain excellence.

• Assist the employee in gaining competency-based feedback to help identify new development areas.


• Assist employee in determining how to transition from current role to retirement.

• Determine best approach to ensure knowledge transfer to the organization and/or potential successors.

• Encourage and facilitate mentoring or coaching relationships with the employee and those in other career stages.

• Provide constructive, feedback, training and coaching support to assist in transitioning to retirement.


CAREER STAGE

ONBOARDING:


DEVELOPING:


PROGRESSING:


STABILIZING:


RETIRING:


Performance and Learning Focus

Orientation Focus:

• GoA context

• Demonstrating initial job proficiency

• Current job competencies

Development Focus:

• Demonstrating full job proficiency

• Current job competencies

Proficiency Focus:

• Adding value to the current job

• Future competencies

Sustainment Focus:

• Adding value to the work unit

• Advanced job competencies

• Knowledge transfer

Legacy Focus:

• Leaving a legacy

• Knowledge transfer

If Employee is Struggling

• Discuss performance gaps with employee to determine specific knowledge, skills gaps.

• Provide constructive feedback, training and coaching support to address performance improvement needs.

• Articulate performance gaps and assist employee in determining how to address these to improve overall performance.

• Provide constructive feedback, training and coaching support to address performance improvement needs.

• If employee is struggling with competency development for future roles, provide constructive feedback, training and coaching support.

• If employee is struggling with aspects of the current role, move the focus back to current job expectations.

• Discuss performance gaps with employee to determine underlying issue (new skills requirements, changing priorities, boredom, etc.).

• Assist employee in determining how to improve overall performance.

• Provide constructive feedback, training and coaching support as needed.

• If employee is struggling with role in providing knowledge transfer, provide constructive feedback, training and coaching support.

• If employee is struggling with aspects of the current role, move the focus back to current job expectations.

If Employee is Excelling

• Increase independence.

• Move to Developing stage.

• Increase challenge.

• Move to Progressing stage.

• Facilitate developmental, acting assignments.

• Discuss possible future roles.

• Provide new challenges.

• Facilitate mentorship, coaching assignments.


CAREER STAGE

ONBOARDING:


DEVELOPING:


PROGRESSING:


STABILIZING:


RETIRING:


Supports • Peer mentoring

• GoA/Ministry Orientation

• Peer mentoring

• Job/technical training

• Competency-based feedback

• Mentoring

• Career coaching

• Developmental opportunities

• Stretch assignments

• Multi-rater competency assessment

• Advanced job/technical/ competency training

• Professional Associations

• Multi-rater feedback

• Stretch assignments

• Coaching/mentoring/ leadership role

• Knowledge transfer coaching

• Retirement/transition training

• Coaching/mentoring/ leadership role

Conversation Topics for Employees and Supervisors Questions for Supervisors

Additional Conversation Topics and Questions

No matter what stage you’re at in your career, these conversation topics will apply:

• Your progress in fulfilling your performance commitments.

• Problems you’ve encountered, how you dealt with them, and what you learned from it.

• Key achievements or contributions, how you accomplished them and what you learned from the experience.

• Issues you’re dealing with and how your supervisor can provide support.

• Constructive feedback on your demonstrated competencies and development needs.

• Your learning and career goals and how your supervisor can provide support.

• How you can add value through innovation and continuous improvement?

• What can you do to increase efficiency in your work?

• How can you contribute to a positive work environment?

Some additional questions for supervisors to consider:

• How will I foster employee engagement and a positive work environment?

• How will I support my employees’ learning and development needs?

• How will I ensure a safe and healthy work environment?

• How will I help my employees’ progress towards achieving their career goals?

• What are my supervisory strengths and development needs?


APPENDIX 3: PERFORMANCE CONVERSATION PLANNING GUIDE


APPENDIX 4: PERFORMANCE CONVERSATION WORKSHEET


APPENDIX 5: CONVERSATION QUICK TIPS FOR SUPERVISORS

Conversation Objective Quick Tips for Preparation Quick Tips for the Conversation Some Questions

Assigning Work:

Clarifying assignments for new employees or new work assignments for existing employees

• Provide written description of the assignment (job description or other form)

• Consider key skills or competencies required.

• Have operational plan on hand for discussion.

• Identify goals up front (reference to performance agreement)

• Share information on goals and priorities of department and area.

• Clarify understanding of expectations.

• Discuss key skills/competencies required and supports available to develop these as needed.

• How do you see this work assignment fitting with your skills and competencies?

• What challenges do you anticipate in fulfilling this work assignment?

• How can I support you?

Performance Planning:

Aligning employee’s performance agreement to organizational goals

• Review previous performance agreements (as applicable).

• Ensure employee’s job description is up to date.

• Have operational plan on hand for discussion.

• Walk through department business/operational plan and show linkages to employee’s performance agreement.

• Link performance to APS vision and values.

• Encourage employee to discuss how he or she can contribute.

• Clarify how employee’s contributions impact the work unit and larger organization.

• Explore opportunities to maximize employee’s strengths.

• Explore opportunities to develop the employee’s skills or competencies through the work assignments.

• How do you feel you can best contribute to achieving our goals?

• What do you consider to be your strengths? How might you best use these in the coming year?

• What areas you would like to further develop? How might we build this into your work assignments over the coming year?

• What other areas do you feel you may be able to contribute to support our goals?

• How can I support you in meeting your performance goals?



Learning and Development:

Planning for employee’s current learning and development needs

• Review previous learning plan (as applicable).

• Review APS competencies noting employee’s strengths and development needs.

• Review the Career and Learning website.

• Recognize that individuals differ in their learning styles.

• Discuss employee’s growth and strengths in relation to the job description and the APS competencies.

• Maximize participation.

• Help employee assess their learning needs.

• Explore learning and/or development options with the employee.

• Discuss what is realistic and attainable over the next year.

• Consider more than just training workshops for developing skills.

• Value and support employee’s fresh ideas.

• Thinking about what we have to accomplish over the next year, what knowledge, skills and competencies would you like to develop?

• What do you want to accomplish over the next year in terms of your learning and development?

• What do you consider to be your job strengths?

• In what areas would you like further develop?

• How can I support your learning and development over the coming year?

Career Planning:

Aligning employee’s learning and development with longer-term career goals

• Review the employee’s career progression to date.

• Review notes from any previous career discussions.

• Review the Career Management Portal.

• Many ministries offer their employees the opportunity to connect with a career consultant. Check to see if your ministry is one.

• Recognize that individuals differ in their career aspirations.

• Discuss the employee’s current role and career goals.

• Ask questions to better understand the individual’s career goals and development needs.

• Help employee assess their learning needs in relation to their career goals.

• Support employee in developing a career plan with measurable goals and targets.

• Help employee make connections with others who can provide insights, advice on achieving career goals.

• Encourage the employee to use competency tools (e.g. competency role profile, on-line self-assessment) to identify development needs.

• What are your long-term career goals?

• Where do you see yourself in five years’ time?

• What knowledge, skills and competencies are most important for you to develop to meet your career goals?

• How do your long-term career goals fit into your career and learning plan?

• What are you going to do to realize these goals?

• How can I support you in achieving your career goals?



Recognition & Appreciation:Providing positive feedback and appreciation in relation to job skills, competencies, behaviours and contributions

• Note specific observed behaviours or contributions that you wish to recognize and/or appreciate.

• Consider the employee’s personal style and how he or she prefers to be recognized.

• Recognize that individuals differ in how they like to receive recognition or appreciation.

• Provide recognition “just in time” as it happens.

• Pinpoint a specific example, noting the employee’s behaviour and how it made a positive difference.

• How did you feel about (a specific situation)?

• What other opportunities would you like to have, to use the skills you demonstrated in this situation?

• How can I support you in continuing to make a strong contribution?

Constructive Feedback:Providing constructive feedback in relation to competencies, job skills and/or behaviours

• Review the APS competencies in relation to employee’s job and current levels of performance.

• Note specific observed behaviours on which you wish to provide feedback.

• Recognize that individuals have different personal styles.

• Provide feedback “just in time” as it happens.

• Focus on performance and behaviours, not on personal characteristics.

• Come prepared to describe specific examples and impacts.

• Encourage self-assessment, using the APS competencies.

• Encourage employee to analyze specific situations and discuss what they would do differently next time.

• Provide suggestions on how he or she could do it differently.

• Acknowledge employee’s positive contributions.

• How did you feel (a specific situation) went?

• What have you learned from experience x?

• What would you do differently?

• Considering the APS competencies, what do you consider to be your strengths? Where do you see yourself needing further development?

• How would you assess your competence in x?

• How can I support you in strengthening this skill or competency?

Potential Issues:Exploring behavioural changes or other early signs of potential or emerging issues for the employee

• Note specific observed behaviours that may suggest a potential issue.

• Review any comments or feedback from others.

• Create a “safe” environment for the discussion by acknowledging employee’s strengths and contributions.

• Express your concern/desire to support the employee.

• Focus on what you’ve observed or feedback you’ve received without putting any judgements on it.

• Use open-ended questions to encourage dialogue.

• Actively listen and listen with an open mind.

• Reinforce expected behaviours (as applicable).

• I’d like to hear your thoughts about this. What’s your sense of what might be going on?

• How are you doing?

• Are you facing any challenges or barriers that are affecting your job?

• Is there anything I can do to better support you?



Organizational Changes:

Clarifying organizational changes and their anticipated impact on the employee and addressing concerns

• Clarify organizational changes and impacts with your superiors.

• Consider the employee’s career stage and style to anticipate how he or she may be feeling.

• Create a “safe” environment for the discussion by acknowledging that it is natural for the employee to feel apprehensive about organizational change.

• Outline the organizational changes and describe the specific impacts for the employee.

• Describe how you and/or the organization will support the employee through the change.

• Encourage the employee to ask questions, express concerns.

• Actively listen and listen for underlying concerns.

• Ask what additional information or support the employee would like.

• When you think about these organizational changes, what questions or concerns come to mind?

• How do you see these changes affecting you?

• What is your greatest worry?

• How can I best support you through these changes?

Employee Request:

Discussing a topic or issue that has been raised by the employee

• Clarify the topic or issue with the employee prior to the conversation meeting.

• Gather any background information relevant to the topic or issue.

• Express appreciation to the employee for raising the topic or issue and requesting a conversation.

• Encourage the employee to fill you in on the topic.

• Ask questions to clarify your understanding of the topic or issue.

• Ask the employee what he or she would like you to do (if applicable).

• Provide feedback, advice or coaching (if applicable).

• Make a commitment to get back to the employee about any follow-up (if applicable).

• Can you start by telling me more about what you’d like to discuss today?

• How can I help you with this?

• What do you see as the next steps in dealing with this?

• What would you like to see as the outcome?

Documents

Guide to Performance Excellence - alberta.ca · Public Service Commission APS Performance Excellence 3 OVERVIEW This guide to Performance Excellence is designed for supervisors and