Performance Management Part 2

8/6/2019 Performance Management Part 2

1/77

Performance Management:

HELPING ACTIVELY MANAGEEMPLOYEE PERFORMANCE


2/77

Session Objectives:

At the end of this session you will be able to: Explore the essential elements of a

successful, organization-wide performancemanagement system

Implement training and coaching tools to beused when guiding supervisors and managerson performance-related issues

Recognize best practices in the field ofperformance management coaching and

training


3/77

WhyPerformance Management

is Important It helps us achieve organizational

_______________________.

It enhances __________________between employees and supervisors.

It facilitates important human resources

________________.

It covers the organizations


4/77

Performance management

OVERVIEW Is the process of providing direction, feedback,and recognition to an employee in anorganizational setting.

Performance management is one of the mostimportant but least understood or implementedaspects of business.

It is the activity of tracking performance againsttargets and identifying opportunities for

improvement The focus of performance management is the

future - what do you need to be able to do andhow can you do things better?


5/77

Managing performance is about

managing for results.It should demonstrate that the Organization

knows:

W

hat you are aiming for What you have to do to meet your objectives

How to measure progress towards your

objective

How to detect performance problems andremedy them.


6/77

WhatWould You Do?Case study 1; Probation In your organization employees pass probation and gain certain rights

after six-month trial period. One of your relatively inexperiencedsupervisors comes to you with a real dilemma. Its been five and one-half months into a new employees tenure and the supervisor realizesits time to do the employees evaluation and dreads the task. Thesupervisor confides in you that the employee really hasnt performed up

to expectations, is often late to work, and has a habit of irritating co-workers with messy habits. The supervisor tells you that he hasnt saidanything to the employee during the last five months because hes beenso busy with budget activities and the implementation of new programs.He is concerned that if he brings these issues up with the employeenow, he will be in for a battle. He is considering approving the probationand vows to work with the employee, whom he considers has potential.

What are the potential consequences of the supervisors decision?

What advice would you give the supervisor?


7/77

Case study 2; The Inherited

Employee A new supervisor has come to you for

some coaching on a difficult employee

issue. The supervisor has inherited anemployee who has a reputation for being

somewhat unproductive. In fact, this

employee is consistently late for work,

often calls in sick on Mondays andFridays, and rarely produces error-free

work.


8/77

You have heard the employee being rude to

customers on the phone. when you and the newsupervisor take a look at the file left behind by

previous supervisors, you find only glowing

comments about this employee. In fact, her last

three performance evaluations are aboveaverage and none of them mention attendance,

accuracy, or rudeness.

What advice do you give the new supervisor?

What additional steps can you take to make sure this

situation does not reoccur in other places throughout

the organization?


9/77

Managements Role in the PM

CycleSetting expectations

Use a competency model to define

expected behaviors Provide a format for helping supervisors

express clear expectations (SMAART)

Tie individual performance goals to theorganizations or departments goals or

strategic plans


10/77

ocumentation

Train supervisors on what is appropriateand inappropriate to document

Perform audits of supervisor files toensure that they are sound and legallydefensible

Offer monthly or quarterly reminders to

supervisors about performancemanagement and the importance ofdocumentation


11/77

Writing the Performance

Evaluation Simplify and shorten the form to focus on

only the most important feedback

Use technology to ease the preparationof the document

Provide sample wording, phrases, and

examples


12/77

Conducting the Performance

Evaluation Meeting Use behavioral modeling to train

supervisors to give feedback

Individually coach and role play withsupervisors

Provide a discussion format for

supervisors to follow


13/77

The Performance ManagementCycle


14/77

Your Best and Worst Experience

Objective: To differentiate betweeneffective and ineffective performance

evaluation and performance management

practices.

EXERCISE


15/77

Exercise:

Ask participants to write down a list of wordsthat describes the best performanceevaluation experience they ever had.Next, have them write down a list of words

that describes the worst performanceevaluation experience they ever had. Askthe class to share their words and theirexperiences (either in pairs, small groups,or as a large group). Use this discussion to

generate as much discussion about reallife examples as possible. The discussionshould lead to a summary of whyperformance management is important in

an organizational setting.


16/77

Exercise:

After presenting the performance management cycleto the learners, ask them to draw or write the cycle usedin their organization. Ask them to include all the stepsthe organization requires them to follow related toperformance management. Once they have defined theirown performance management cycle, have each learner

share their perspective with a partner. As they describetheir cycle with a partner, ask them to identify questionsthey may have about their organizations performancemanagement expectations. After both partners haveshared their cycles with each other, conduct a large classdiscussion about the variances between the performance

management cycle presented in the text and the stepsthey follow in real life. Focus the discussion on thestrengths or weaknesses in their current approaches andencourage each learner to go back to their organizationand ask questions about the process if they are unclear.


17/77

1.1What is performance

management?

It is the management of anactivity toward achieving and

improving results. Or, more

concretely.


18/77

performance management

involves the following1. Definition of goals and desired outcomes

2. Definition of criteria by which to judge the

outcome3. Collection and analysis of data to

measure that criteria

4. Adjustments or corrections to improveresults

5. Continual measurement and feedback


19/77

1.2 Why is it important?

The Modern agendas sets challenging new performance objectives fororganizations, from the delivery of high quality services that meetthe needs of their customers and stakeholders, to doing more withinthe constraints of available resources, through to continuousimprovement in how the organization itself operates. Performancemanagement underpins the operations and processes within astrategic change programme framework. Sound practices andtargets, which are both flexible and reactive to change, are neededto achieve performance improvement.

The effective performance of your organization depends on thecontributions of activities at all levels - from top management policy

development through to efficiently run operations. In response to thepressures and opportunities for improving organizationalperformance, you need to understand how to define and measureperformance as part of a concerted strategy for relevant, successfuland cost-effective operations.


20/77

Performance Management

Applies to More than Employees

Typically, when we think of performance in organizations, we thinkon the performance of employees. However, performancemanagement should also be focused on:1. The organization2. Departments: (computer support, administration, sales, etc.)3. Processes: (billing, budgeting, product development, financial

management, etc.)4. Programs: (implementing new policies and procedures to

ensure a safe workplace; or, for a non-profit, ongoing delivery ofservices to a community)

5. Products or services: to internal or external customers6. Projects: (automating the billing process, moving to a new

building, etc.)7. Teams or groups organized to accomplish a result for internal

or external customers


21/77

Maximum Performance

Different Things to Different

People

Despite the recent attention to achieving

maximum performance, there is no standard

interpretation of what that means or what ittakes to get it. Still, you should be aware of the

various views and be Able to choose your own.

Information in this subsection will orient you to

what people are suggesting that it takes fororganizations to achieve maximum performance


22/77

Exploring Organizational

Effectiveness

The phrase, organizational effectiveness,

is commonly referred to when discussing

organizations that have achieved

maximum performance. Perhaps one of

the best overviews of the concept of

Organizational effectiveness is provided

by Herman and Renz (2002). The authorsidentify nine Fundamental propositions

about organizational effectiveness.


23/77

1. Organizational effectiveness is

always a matter of comparison When determining the effectiveness of an

organization, to what are you comparing

the Organization to conclude whether it is

effective or not?

For example, are you comparing to a

certain set of best practices or to another

highly respected organization?


24/77


multi-dimensional.

Organizational effectiveness cannot be

measured by one indicator.

For example, a budget Surplus or astrong product outcome does not

guarantee that the organization has

achieved Overall maximum organizational

effectiveness.


25/77

3. Boards make a difference in

organizational effectiveness, but

how is not clear.

There is a correlation between effective

Boards and effective organizations.

However, it is not clear that one

necessarily causes the other


26/77


a social construction

The concept of organizational

effectiveness is in the eye of thebeholder. One person might have a

completely different interpretation than

another person.


27/77

. More effective organizations

are more likely to use correctmanagement practices

The authors are careful to point out that thereverse is not necessarily true that

Organizations that use correct

management practices will be judged asbeing effective.


28/77

6. Claims about best practices

warrant critical evaluation

The authors explain that the results of their

study do not agree with the wide assertion

that certain practices, for example,automatically produce the best Boards.


29/77

7. Measures of responsivenessmay offer solutions to differing

judgments

This proposition reframes the concept ofeffectiveness for an organization to be

about how well that organization is doing

in responding to whatever is currently

important.


30/77

8. It can be important to

distinguish different types oforganizations

This is true to make progress inunderstanding the practices, tactics and

strategies that may lead to organizational

effectiveness.


31/77

9. Network effectiveness is as

important to study asorganizational effectiveness.

This proposition recognizes that the

effectiveness of an organization might

depend to a great extent on the

effectiveness of the wide network of

organizations in which the particularorganization operates


32/77

Critical factors for success Focusing on outcomes that meet business objectives,

rather than outputs

Managing performance by cascading down from the top

and building bottom-up Defining and using measures that evolve over time

Using a mix of short and long term measures, andselecting measures that link cause and effect

Measuring effectiveness (doing the right things) andefficiency (doing things right) in parallel

Relating individuals' reward and remuneration withachievement of outcomes.


33/77

1.4 Who is involved?

Business managers are responsible for

setting targets and managing performanceagainst those targets; contract managers

monitor service performance from the

customer viewpoint; service providers

supply performance information.


34/77

Exercise -

Maintaining Effective

Performance Documentation

Objective: To identify effective and

legally-defensible pieces ofdocumentation


35/77

Exercise:

Collect sample pieces of documentation fromyour own experience and assemble them intoa mock working file for an employee.

Remove any personal information from thedocumentation. Give each pair of learners acopy of the mock file and ask them to critiqueeach piece of documentation. Ask them todetermine if the documentation is appropriate

to include in the file and if the documentationis complete. Conduct a discussion about theclasss findings.


36/77

Exercise:

Ask participants to bring to the session a sampleperformance evaluation that they have written or that hasbeen for them. Remind them to delete references tonames or other personal information that they are not

willing to share with the class. Have them critique thecomments written on the performance evaluationdocument using guidelines provided in the coursematerial. The guidelines should provide ideas for how towrite an effective performance evaluation document.

Have them identify the strengths and areas forimprovement of the written comments on theperformance evaluation. Conduct a discussion abouttheir findings.


37/77

Painless Performance Evaluation

Painless Performance Evaluation

A Painless Performance Evaluation is one in which the employeeand the supervisor are clear about the expectations for the job. Anenvironment where Painless Performance Evaluations exist is onewhere:

There are no ___________________! The employee fully participates in the ______________________

and ___________________ of their performance.

The focus is on the _________________, rather than on the past.

. . . the majority of problems I see in both professional and personalrelationships are due to a lack of clear expectations of all parties,

and the rest are due to a lack of accountability to appropriateexpectations.Susan ScottHow do we insure that ourorganizational goals arelinked to our people?


38/77

BEST PRACTICES (Baseline

Practices plus ...) Manager encourages employee to share responsibility

in a reciprocal process

Process begins with written self-appraisal by employee

Manager solicits feedback from colleagues, customers,and direct reports

Every employee, including senior managers, receivesa review

Department provides training for employees about

their roles and responsibilities in performancedevelopment

Department management selects review forms that aremeaningful and consistent within department


39/77

Tips forSuccessful Performance

Reviews

Frequent Conversations Prepare

Managers and Employees for the Annual

Review

Mid-year conversations present

opportunities to assess progress towardgoals and to make midyear corrections.


40/77

Document the Conversations

A written performance review form or

memo important because it documents a

shared understanding of past

performance and provides a record of

expectations for the work going forward


41/77

Create a Reciprocal Process

Frequent conversations about performance

create a reciprocal process and an atmosphereof shared responsibility for the work.

Managers and employees who do meet

regularly to discuss performance goals report

that the annual review conversation becomes asummarya low-stress "non-event" that is just

part of an ongoing cycle.


42/77

Start with a Self-Appraisal

Individual managers can also ensure that

every employee receives an annual

review and that the review process isbased on a self Appraisal form

completed by the employee.


43/77

Consider Multi-rater Feedback

Finally a richer view of the employee's

contributions can often be gained by

including feedback from colleagues and

customers. Get more information on

creating an informal multi-rater review.


44/77

Ways of retaining top performers

Studies show that one of the most effective ways toretain top performers is to reward them based on jobperformance. One way managers can do this mosteffectively is by carefully distributing their merit pool. Weencourage managers to differentiate merit increase

amounts to recognize each employee's performance,contributions, and past year's achievements. Individualswho demonstrate superior performance should berecognized with review increases at or above theestablished merit allocation amounts, even though lesseramounts will then be available for individuals whodemonstrate average performance. In addition, werecommend that managers engage in opencommunication with staff regarding the specific meritallocation so that employees understand their level ofperformance as it compares to the merit range

established.


45/77

INSTALLING A PERFORMANCE

MANAGEMENT SYSTEMBusiness processes can be distinguished by:

The extent to which the activities involved are people-oriented asopposed to automated Whether the activities are primarily 'front-office' or 'back-office' - that is,

the amount of direct contact which the staff have with the customers orrecipients of the process

Whether the process itself is the important feature of the activity - forexample, in delivering consultancy - or whether the activities areconcerned primarily with the generation of defined outputs

The extent to which the activity is customized or tailored to the needs ofeach customer, as opposed to being routine and procedural

The amount of discretion which needs to be exercised in the activities

The duration of the contact with the customer.


46/77

Processes

You will need to review the effectiveness of your procedures for:

Setting performance targets

Designing measures of performance relevant to the targets

Systematically and accurately measuring outcomes

Assessing the performance of external service providers

Using results for informed decision-making Improving performance.

Research shows that most organizations have the components ofperformance management in place, but they are not always used tooverall advantage.

A possible five-step approach that could help organizations inimproving the performance management of the IS/IT contribution isoutlined below, with suggested techniques.


47/77

Step 1: Identify your level of

maturity in performance

management

Look at how the organization is performing in all its aspects ofperformance management - from direction setting through to review

and measurable improvement. Do an assessment; this will help to identify your organization'smaturity and the strengths and weaknesses.

Establish where you are now as a series of baselines, looking atperformance management at strategic programme, tactical andoperational levels.

Bottom-up measures of economy and efficiency are likely to bereasonably strong and have good management. This may not be sowell developed for effectiveness measures - innovation, processimprovement, customer satisfaction, and contribution to policyobjectives. Most have a good understanding of financial measure;this level of understanding needs to be developed for othermeasures. Techniques: Assessment; baseline


48/77

Step 2: Identify where

performance management isimportant to your organization

Is it in setting direction or ensuring the delivery of required benefits

or improving the alignment, performance and contribution of theinternal and external resources used by the organizations?

Identify the values for your organizations.

Key values for safety critical operational services are speed andintegrity of information. A different organization might place highvalue on information flows or on single points of access to

information at a contact/call centre. Techniques: Value chain analysis; benchmarking with other

organizations (which may identify things you had not thought of)


49/77

Step 3: Resolve any mismatch

between steps 1 and 2

Review performance management at each of the fourlevels - (organizations, strategic, programme and

tactical). Are there weaknesses in areas that areimportant to your organizations?

Techniques: to become more outward looking andcustomer-focused, use the well established balancedscorecard and EFQM techniques.

To answer questions about where IT makes acontribution, use Goals, Questions and Metrics (GQM) toidentify and define measures.


50/77

Step 4: Establish where you want

to be and begin to build

performance management intobusiness processes and into the

culture The aim is to have target, measurement and review processes for

those things that the business considers important such asproduct, process, service and staff.

You will have lots of measures which need to be prioritized againstyour particular perspective on effectiveness, efficiency andeconomy and against your values.

Techniques: establish benefits management as a norm. Usedatabases to collect performance information and analyze trends.Include performance management in the business, programmeand project lifecycle


51/77

Step 5: Feed information back

into performance improvement

Monitor and take action on:

Did we achieve what we set out to do?

Where are the opportunities to improve?

What can we do to improve? You areseeking answers to:

What is achievable?

What is important for our organizations? What was achieved?


52/77

Benefits at a glance

Easier, faster creation, distribution and amendment of allorganizational processes, legal and non-legal

Control resides in-house, reducing reliance on and costsof third party supplier

Process efficiencies and productivity gains can beextended across the enterprise

Ability to meet risk management andlegislative/compliance issues through ease of use of thesystem and ease of design & deployment of workflows

Greater command over all facets of business allows formore proactive, intelligence-based monitoring andmanagement of personnel and performance


53/77

Approaches to performance

Appraisals What the Experts Say about

Performance Appraisals

a performance appraisal is: One of those special humanencounters where the managergets no sleep the night before and

the employee gets no sleep thenight after.

Thomas B. Wilson-


54/77

Overarching Goal

To create and promote a workforce that

can achieve the organizations mission to

provide the most value to its stakeholders

Aspects of Performance


55/77

Aspects of Performance

Appraisals

Focus on behavior, not the individual

Be fair remember Appraisal Errors

Consistent / Continuous Feedback Document ~ Document ~ Document

Do you have what you need for Fact

Finding?


56/77

During Evaluation Meeting

First ask for employee comments and

suggestions and be sincere, stay job oriented

and objective. Summarize previousmemos/suggestions, then suggest new

approaches with timelines and use good 2-way

communications, active listening, paraphrasing

and restating. Use different approach fordifferent employees.


57/77

After Evaluation Meeting

Finalize Form and add your comments and

signature

Give to employee for comments and signature

Give copy to supervisor for review

Give copy to employee

Send signed original to Human Resources for

filing Set date for planning meeting for next year.


58/77

Rating

Rate each individual responsibility

quantitatively or qualitatively

Exceeds expectations

Between meets and exceeds

Meets expectations

Between meets and needs improvement


59/77

Exceeds Expectations Rating

Employee significantly exceeds the

expectations related to this section of the

evaluation. This rating is very unique and

difficult to achieve because it represents

consistently exceptional performance or

achievement beyond the expectations of

the position. A definitive, significant resultmust be cited. It requires written

supportive information.


60/77

Between Meets and Exceeds Expectations

Employee demonstrates understanding of work

beyond assigned area of responsibility.

Identifies needs and executes beyond assignedjob responsibilities.

Performs well above expectations based on the

job description

.


61/77

Meets Expectations

Employee independently and competently

performs all aspects of the responsibility or

goal. This indicates consistently good

performance at the level expected of a

fully trained, capable individual.

Between Meets Expectations &


62/77

Between Meets Expectations &

Needs Improvement

Employee (new to position) exhibitsappropriate progress in the course oflearning the responsibilities of a new

position. Employee (seasoned in position) is not

performing all duties up to the levelexpected.

Performance Plan is typically indicated.

Written supportive information required


63/77

Needs Improvement

Employee fails to meet expected job standards

and must show change in performance to

competently perform most aspects of this

responsibility. This rating requires a writtenPerformance Plan and timeline for improvement.

Review and update job description as necessary

Sign off on completed job description and

include with performance appraisal. If there areupdates, send to HR in electronic format.


64/77

Overall Rating

This is the Big Picture. It adds comments

as to why the person/Organization isreceiving this rating. How the individual or

organization is performing the job as a

whole


65/77

Skills self assessment Approach

Documents required are:- the role description, the IT Profession skills framework diagram and accompanying narrative skills descriptions

Use these to identify the skills and level of skill used

Document the result on the Ski lls Record Sheet (or equivalent) 2. Analyze the gap between the theoretical (original role description) and actuality:

Compare findings of the skills used with the skills assessment written for the role

Identify and record differences different skills used, different levels of skill needed against expectations

3. The result is a skills gap analysis showing the dif ferences between planned and actual skills used

4. The gaps are the basis of the personal development plan. Organize a formal discussion of completed skills self assessment will happen during:

Performance appraisal with a line manager Identifying development needs to produce a Performance Development Plan

Preparing for a career development discussion - for example with a mentor Assessing suitability for a new role The inputs to the discussion include: The current role description including the skills needed for that role

The skills self assessment A draft Personal Development Plan including proposed development opportunities to fill skills gaps A forward look at new development opportunities to gain skills and experience needed for possible future roles The manager (or mentor) and job holder uses the role description and the completed skills self assessment to identify and discuss: whether the

competency and skills for the role have been correctly described, and any adjustments that need to be made, the skills needed for the role and skillsgaps identified during self assessment. The discussion is used to identify and agree action and development needed to: Close skills gaps and developthe individual towards their next career move.

Outputs from formal appraisal discussions will include: Performance assessment of the past year. The forward job descriptions; Objectives for the role,deliverables and targets. The personal developments plan that, when implemented, will enable the professional to meet agreed objectives and progress

their career. From self assessment as part of a mentoring or coaching process the outcome of the discussion will be: A mutual understanding of pointsfor personal and career development and an agreed action plan of development to close skills gaps

Follow-up

Thejob holderis responsible for managing personal development of skills and experience, planning and completing in-year development such asformal training, mentoring and broadening / deepening work experience through placements and secondments.

The manageris responsible for ensuring that, the objectives of the role and the skills needed to meet them are kept under review. Developmentopportunities are made available. Learning is consolidated through use in the role and that; there are no barriers to achievement of the PersonalDevelopment Plan.


66/77

Managing performance

discrepancies Why Appraisal Processes Often Fail when;

Appraisal process only operates for part of the yearnotmeaningful if goals are not monitored.

Ratings are based on managers opinions, only include

what managers remember. Managers avoid honest feedback to prevent conflict.

Organizations try to meet too many objectives (feedback,development, pay raises, etc.).

Employees believe criteria are vague, subjective; can bedemoralized by ratings, especially when pay isinvolved


67/77

Common Appraisal Errors

Halo Effect

It is also known as Halo and Horns. It refers to thetendency to rate based on one outstandinglypositive or negative aspect of the individuals overallperformance. The ratings for other aspects ofperformance will mirror the outstanding aspect,regardless of actual level of performance.

Leniency/Severity

This is the tendency to; either rate all individuals ina group very high or very low. All my people arestars and deserve the highest rating. No one canget higher than meets expectations, I dont believein it. Leads to frustration for the person evaluated,as no true picture of strengths and challenges canemerge.

Central Tendency

This is similar to Leniency and Severity. Rating isdone right down the middle. the easy way out. Itproduces little value for the evaluated employee as

little thought is behind the rating. Recency Effect

The tendency to remember what happened in themonth or two before the evaluation, at the expenseof the other 10 to 11 months of the year. Keepnotes over the course of the year of good andnegative events. Will help in creating a full picture.Of course, events should be recognized/ addressedat the time as well.

Contrast Effect

This is the tendency to compare employees againsteach other as opposed to against the standards ofthe job. It refers to the job description and remindsyou that each employee has different strengths andchallenges.

Subjectivity

Performance Appraisal by its nature containssubjectivity. The goal is to minimize it, to focus onbehaviors and the job description as much aspossible. Bias should be carefully monitored as well.Focus on behaviors and the job at hand, notpolitics, etc.

Biases

Performance Appraisal by its nature containssubjectivity. The goal is to minimize it, to focus onbehaviors and the job description as much aspossible. Biases should be carefully monitored aswell. Focus on behaviors and the job at hand, notpolitics, etc.

Poorly Planned Meeting and unpreparedSupervisor

Have an agenda Keep the session moving forward in a positive

manner Follow the guidelines for mentoring and appraisal

meetings


68/77

. Preparing a Framework for your

organizations

This will provide a systematic method for

building the right package for each

individual employee and give guidance on

how best to deliver it.

The topics and components essential to

any programme will cover:


69/77

A)Competence in the work role

Filling gaps and deficiencies in

performance

Up skilling to meet changing demands and

working practices

Certification and re-certification to meet

regulatory requirements

Career development


70/77

B) Knowledge and understanding

related to the work role

Filling gaps and deficiencies in knowledgeand understanding

Responding to changes in the operational,

technological, regulatory, marketand organisational environment

Expanding and broadening knowledge toimprove judgment and develop expertise

Sharing and comparing knowledge andunderstanding with others


71/77

C) Personal development

Addressing issues related to confidence, attitude, motivation andbehaviorImproving ability to deal with relationships, communications andstressDevelop personal growth and contribution as a professional

Each organization will have its own procedures for identifying,

planning, supporting and organizing the firm. At one end of thescale, employers will simply respond to requests from individualemployees or their line managers and judge each on its merits. Atthe other end, the organization is integrated with corporate HRpolicy and procedures and there is a clear framework within whichtraining and development operates. Best practice will involveestablishing:


72/77

An Organization Policy

that sets out the organizations policy on

continuing training and development andcriteria by which support to individuals is

based.


73/77

A performance appraisal system

that includes the identification of trainingand development needs and would

normally be initiated during Induction

training for each new employee.

T i i & P l


74/77

Training & Personal

Development Plans

for each employee (and is normally held

by them) that records what training and

development is required and has been

agreed


75/77

A training and development

record system

that maintains a listing of what training

has been done, the outcome and what isagreed and planned for the future.

2 D l i th T i i &


76/77

2. Developing the Training &

Personal Development Plan The Training & Personal Development Plan (PDP) lies at the heart

of an effective organization system. Without the tangible ownershipby the employee of their own commitment to continuing learning, theorganization plan can be perceived as something imposed on themthat reflect their limitations rather than their aspirations and potential.While the plan does serve an important purpose in remedying

weaknesses and filling gaps, any deficiency driven model is boundto be less effective than one that encourages personal growth andcareer progression.

The Personal Development Planning process should be initiated atthe induction stage for new employees and reviewing and updatingthe Personal Development Plan should be an integral part ofPerformance Appraisal.

There are many examples of good practice in the design of PDPdocumentation. This toolkit helps you design your own, or build adatabase that you can paste into your own or a proprietary system.

2 D l i th T i i &


77/77

2. Developing the Training &

Personal Development Plan It is normally easiest to start the analysis of the plans needs by

looking at the individuals Job description and current workfunctions.

The Job Description will come from the Contract of Employment orfrom Personnel files. The individuals work functions may already beincorporated in the Job description, if not the Job Competence

framework provides a schedule of work functions for Managers thatcan be cut and pasted into Needs Template, to which can be addedany other work functions particular to the individuals job. This caneither be done in summary form (Unit level) or in more detail(Element Level). The purpose is to provide a systematic frameworkfor analysis and decision making.

It is also important to include any extension or variation to the workrole; hence a section that relates to new work functions is alsoincluded.

The attached template provides a format for doing this.