Competency-Based Performance Management 2014

Competency-Based
Performance
Management
2014 Supervisor/Manager
Training Sessions - WebEx
Leadership | Innovation | Quality
Agenda
Intro and ice breaker activity
Competency overview
Core competencies overview and activities
Performance management overview and activities
Core skills overview and activities
Performance review process and activities
Wrap up
Ice Breaker
Whats one characteristic of
the best manager or leader
you have worked with?
Competency Overview
What are competencies?

Competencies are
a)
A characteristic which enables people to deliver

superior performance in a given job, role, or situation
b)
A description of the patterns of behaviours that are

required for success
c)
A tool to help individuals and the organization focus

on the characteristics that enable people to
consistently achieve high standards of performance
Competencies look at the behaviours used

to attain results and offer a systematic way
to examine these behaviours
Types of competencies
The GNWT Competency Model consists
of 6 competencies that have been
organized into 2 clusters:
I. Leadership Excellence
1. Authentic Leadership
2. Systems Thinking
3. Engaging Others
II. Management Excellence
4. Action Management
5. People Management
6. Sustainable Management
GNWT Competency Model

Leadership Excellence
an
ag
em
en
t
GNWT
Mission
&
Vision
t
en
em
Fiscal
Responsibility
Environmenta
l
Sustainability
Planning for
the Future
ag
an
M
Focus on
Results
Customer
Service
Change
Management
Building
Relationships
Bringing People
Together
Collaborating and
Facilitating
Integrity
Accountability
Interpersonal
Sensitivity
Su
st
ai
na
bl
e
Au
th
en
tic
tio
Ac
Integrated and
Inter-related
Strategic
Multiple
Perspectives
rs
he
Ot
ng
gi
ga
En
Le
ad
er
sh
ip
Systems Thinking
Creating an
Engaging and
Productive Work
Environment
Developing
Others
Management
Planning for Future
Workforce Needs
People
Management
Excellence
Understanding and rating

competencies
Target level
Each competency has 6 5)
components:
1) Title
Overall name given to the
competency
2) Definition
Explains what the
competency means and
indicates the types of
behaviours that will be
described in the scale
3) Why
Description of how and why a
competency is important
4) Behavioural scale
Describes how this
competency is demonstrated
Represents the behaviour that is

characteristic of success in each
type of role
6) Target Level Shading

The shading indicates the target
level behaviours for all
employees. Behaviours shaded in
grey apply to all employees.
Behaviours that are not shaded
apply to Supervisors, Managers,
Directors, Regional
Superintendents and equivalents,
ADMs and equivalents, and
Deputy Heads.

competencies
Behavioural scales:
Define what the competency is all about
Ascending scale of various levels of performance
Each level is noticeably different from the one before
Levels are cumulative
Each level requires higher levels of performance,
greater impact or time horizon
Researched to show link to superior performance
10

competencies
Target levels:
Level that defines excellence in the

job, reflecting behaviours to meet
current and future requirements
Not a minimum or a wish list
11
Competency target
summary chart
Leadership Excellence
Management Excellence
Authentic
Leadership
Systems
Thinking
Engaging
Others
Action
Management
People
Management
Sustainable
Management
ADM and
equivalent
56
56
56
56
56
56
Director,
Regional
Superintendent
and equivalent
34
34
34
34
34
34
Manager
23
23
23
23
23
23
Supervisor
23
23
23
23
23
23
All Employees
12
12
12
12
12
12
Deputy Head
12
A Deeper Look:
GNWT Competencies
13
1. How many competencies does the

GNWT model have?
2. What are they?
14
Authentic Leadership
Acting with integrity and treating everyone with
respect regardless of which group they represent
1. Takes responsibility for own

behaviour
2. Contributes to a positive work
environment
3. Creates a positive team environment
4. Builds effective and productive teams
5. Promotes a positive and productive
environment within department
6. Builds a positive and productive
workplace environment across GNWT
Why is this important?
15
Drives personal and interpersonal

conduct
Is:
Is not:
About how you conduct

yourself, interact with others,
and lead a team
Listening to all perspectives
Celebrating achievements
Being honest
Willfully taking responsibility
for correcting errors or
mishaps
Speaking up to support GNWT
values within work activities
Inspiring others with a vision
Only for formal supervisors,

managers, and senior managers
Speaking disrespectfully to or
about others, even if those
feelings and thoughts are
genuinely felt
Being motivated by a personal
agenda rather than GNWT goals
Communicating the result of a
decision without an explanation
Policing other peoples
behaviour
Belittling group/team members
16
Systems Thinking
Ability to assess options and implications in new ways
in order to identify solutions and appreciating how
short-term outcomes are driven by long-term strategy
1. Links operational activities to larger goals
2. Sees patterns when problem solving and
decision making
3. Analyzes potential solutions using diverse
information
4. Applies a long-term and broad perspective
5. Incorporates trends and inter-connections
6. Understands impacts on vision and
connections
17
Drives thinking about

problems and strategies
Is:
Thinking broadly about

connections/ relationships, and
looking beyond the immediate
borders of a problem
Understanding links between own
work, work of others, and goals of
the department
Breaking problems down into
small chunks and looking for
patterns
Considering multiple perspectives
and impacts in either problem
solving or building strategy
Looking to recent trends, new
technology or different fields for
long-term solutions
Is not:
Thinking about computer systems

or other systems in place
Approaching problems
sequentially
Implementing a solution without
considering impact outside own
area
Failing to look at the big picture
Planning for the future by looking
at past or out-of-date trends
Building strategy by applying a
local and short-term perspective
18
Engaging Others
Proactively building networks, connecting with
others, and understanding and building relationships
in order to achieve goals and priorities
1. Builds rapport
2. Connects with others
3. Makes key contacts and shares
information
4. Develops effective relationships
5. Maintains and uses a wide circle of
contacts
6. Builds networks and partnerships
19
Drives how we go about working at

GNWT
Is:
About working collaboratively
and building relationships with
others beyond own team
Taking time to get to know
colleagues and building rapport
by remembering things about
them
Building relationships that can
help achieve personal/team goals
Collaborating with other
groups/departments to achieve
common goals
Engaging the participation of
other relevant groups and
bringing them into the
conversation
Is not:
About only working and
developing relationships within
own small team
About how you engage others
to perform or motivate own
team
Working in silos
Playing office politics about who
you work with or dont work
with
Withholding information that is
relevant for other groups,
departments, or stakeholders
20
Action Management
Knowing which initiatives and results are important, and
working with current resources to achieve results that are
aligned with the goals of the organization
1. Gets the work done and accepts change
2. Monitors work towards goals and prepares
for change
3. Improves performance and adapts readily
4. Sets challenging objectives and helps
others adapt
5. Improves performance more broadly and
gains commitment for change
6. Long-term view to goals and implements
change
21
Drives results directly

Is:
About getting work done, and
done well within existing
conditions
Taking the reigns of
responsibility for completing
own work
Making good and appropriate
decisions confidently
Looking for the right
opportunities and being
proactive
Finding ways to improve own
performance or service delivery
Adapting to changes in
environment
Is not:
Only about getting to the
finish line
Assuming someone else will
clean up or revise your work
for you
Delaying a decision out of
fear of making a mistake
Waiting to be told what to do
Setting impressive and
challenging goals that
overwhelm
Forcing others to change
without listening to concerns
22
People Management
Creating the conditions and environment that allow
people to work collaboratively and productively to
achieve results
1.Manages self and works well with others
2.Acts as a key team player and supports
learning in others
3.Improves self and gives direction to others
4.Stays current and gives constructive
feedback
5.Motivates the team and acts as a
coach/mentor
6.Plans for future human resource needs and
learning
23
Creating the conditions that drive

desired performance
Is:
About being a good team
player
About how you manage and
develop both yourself and
your team
Staying in control of own
emotions when frustrated
Empowering the group/team
to perform better through
support, guidance and
development
Motivating the team
Aligning the right people with
the right projects
Is not:
Only for formal supervisors,
managers, and senior
managers
Telling your colleagues what
to do
Providing critical or
judgmental or infrequent
feedback
Taking a course but not
applying new knowledge
Asking for feedback and
responding with but...
Putting a team together
based on friendships
24
Sustainable Management
Delivering results by maximizing organizational
effectiveness and sustainability of our human,
financial, and environmental resources
1. Uses resources responsibly
2. Identifies and advocates for resource
effectiveness
3. Makes links between sustainability and
success of GNWT
4. Improves sustainability practices
5. Develops, implements, and monitors
systems
6. Plans for the future sustainability of
the GNWT
25
Drives effectiveness and

sustainability of resources
Is:
About planning for and using
resources responsibly (e.g.,
time, people, office supplies,
equipment, financial, natural)
Adopting a cost, value and
risk-conscious attitude
Tracking and monitoring
accountability systems
Ensuring long term
availability of services for
Northerners
Planning for the future
making sure that resources
will be there when needed
Is not:
Only about recycling, water,
or land use planning
Spending freely just because
there is room in the budget
Having no knowledge of what
resources are being used and
how
Holding onto resources when
there is a strong business
case for allocating them
elsewhere
Failing to consider the longterm impact of social
responsibility factors
26
Supporting tools
1) Full Dictionary Competency Model
2) Competency Development Resource Guide
(CDRG)
3) Competency Self-Assessment
27
Exercise
Step #1
Think about an example at work where you have demonstrated one
of the six competencies
Step #2
Tell us which competency (type into the chat box)
Step #3
We will discuss some examples
28
Overview of
Performance Management
29
What is performance management?

Core business process
Align individual objectives and
performance with strategy
Powerful tool for development,

reward, engagement
Includes not just the performance
review (our focus today) but the
whole cycle of setting objectives,
establishing standards (values,
competencies), providing regular
feedback, measuring results,
conducting reviews.
30
Goals at GNWT
Retain and grow people through feedback, recognition, development

Encourage individual goal-setting and achievement, aligned with organizational
and departmental goals
Promote accountability for results and development
Reinforce the GNWT Competencies
Provide an on-going repository of job and performance information (using
ePerformance)
Help determine individual and organizational training and development needs
and ensure that investments are well made
Provide insights into the workforce in support of other talent management work
Provide insight into how well an individuals capabilities align with their current
role or a future role
Promote a culture of on-going feedback, recognition and communication
Identify high-performance and high-potential employees for growth
31
What is changing?
Whats changing
in 2014?
Review process is being
introduced to managers
and supervisors (2nd year
for senior managers)
Competency model
extended to all levels
Measuring what
(results against
objectives) and how
(competencies)
Implementing
ePerformance as of April
1
Whats not
changing in 2014?
Overall timing for
performance
reviews
Reviews below
supervisory roles
(reviews for
individual
contributors)
Existence of a
relationship
between
performance and
merit pay
Whats
coming in the
future?
Tracking of
feedback
through year
and annual
review in
ePerformance
Cascade into
organization
Potential
linkages to
other aspects
of HR
32
Clarity: Use of word supervisor

The competency-based performance
management process has been extended to all
those in supervisory roles in 2014
Supervisors
Managers
Senior Managers
We use the term supervisor in the forms and

guidance documentation generically to refer to an
employees immediate supervisor or manager
33
Contributors
The annual review will be a single-rater review. An employees
immediate supervisor will determine ratings and provide
comments.
The employee will also complete a self-review, which will go on
record and support the performance conversation. This is an
essential component the employees input is vital.
The immediate supervisor will be responsible for ensuring that
the review contains a complete and well-rounded view of
performance. Where the supervisor needs another perspective,
they may request third-party feedback.
The next line of management will also sign-off on the review
once complete.
In ePerformance, a 4th level of approval provided by Deputy
Ministers (or equivalent) will be in place
34
Contributor roles
Role
Responsibilities
Employee
Immediate
Supervisor
Submit a complete and representative self-review, on

time
Listen to feedback, actively participate, act on plans
Ensure the overall review is fair, balanced, constructive,
complete and accurate
Conduct an effective performance meeting with the
employee
Ensure review, planning, etc. happen on-time
Next Line of
Management
Coach and hold accountable

Look at group-wide development and calibration
Final level of approval in ePerformance

Look at group-wide development and calibration
Provide constructive feedback to assist in the

development of others
Deputy
Minister
3rd Party
35
Which statement is false?

a) The supervisor is the primary person
accountable for making sure the review
is complete and constructive
b) The employee provides ratings and
comments on his/her own performance
in the self-review
c) Both the employee and supervisor
should be prepared to give and receive
constructive feedback in the review
meeting
36
Annual cycle
April to June: Year-End Review,

Performance Planning and Development
Planning
September to November: Mid-Year CheckIn Reminder
2014 Year-End Review should be completed

using forms
2015 Performance Planning and Development
Planning should be completed in ePerformance
Can happen at any time

Not formal, but recommended
Opportunity for employees and supervisors to
examine progress against objectives, update
objectives if required, and check in on
development and learning plans
Performance
period is April 1 to
March 31
Review meetings to
be conducted by
May 30
Final forms
submitted, and
performance/
learning plans in
ePerformance , by
June 30
Year-round: Ongoing coaching and

development, recording in ePerformance
37
Annual cycle
Review Component
Timing
2014 Year-End Performance Review

(Sections I, II, III, VI)
April - June
Performance Period
April 1 March 31
Review Meetings
By May 30
Submitted by
By June 30
2014 Year-End Performance Review

April June
(Section IV and V planning for 2015)
Submitted by
Mid Year Check-in (recommended)
Opportunity to examine progress against
objectives, update objectives if required, and
check-in on development and learning plans
Form ePer
s
f
By June 30
Anytime
(reminder Sept Nov)
Ongoing Coaching and Development

Year-round
38
Core Skills of
Performance Management
39
Think of
A time you had a valuable
performance review meeting with a
supervisor what did that supervisor
say or do?
40
What is..
Constructive feedback?
41
Exercise
You get irritated with Bob so quickly. You need
to be more patient
Well done!
You never listen to me
You handle difficult situations well
42
Constructive feedback
Constructive feedback
is:
Useful
Meaningful
Impactful
Easy to understand
43
Communicating feedback
Give:
Constructive
Based on observed
behaviour
Objective
Specific
Short and concise
On the issue, not the
person
Timely
Receive:
Listen
Ask questions for
clarification
Dont get defensive
Dont argue
Reflect
Take suggestions to heart
Handle feedback with
care
44
Principles of constructive feedback

For feedback to be constructive
1.The individual should understand it
Choose specific examples
Emphasize observed behaviour
Define ground rules in advance
2.The individual should be able to accept it

Choose specific examples
Emphasize observed behaviour
Define ground rules in advance
3.The individual should be able to do something with it

Know what the key messages are
Focusing on the changeable
Suggest solutions
45
Partner exercise
Step #1
Think of recent feedback you wanted to give but were not
sure how to go about doing
Step #2
Write your feedback in a way that is consistent with the
constructive feedback techniques discussed in the previous
slides
Step #3
In pairs, share and discuss the constructive feedback you
have written
46
What are..
Well written goals?
47
What are SMART goals?

S = Specific
Single result that is precise and observable
M = Measurable
Do we have the means to know when it has been achieved?
A = Achievable
Realistic and attainable; appropriate level of challenge
R = Relevant
Directly related to responsibilities within the employees
control
T = Time-Based
Is the timeline for achieving it specified?
48
Why SMART goals?

Purpose of SMART goals are
To avoid confusion
To avoid misdirected effort
To have confidence that we are doing a good job
To feel secure in our relationship with our supervisor
To be accountable
.as well as
To provide enough detail so that there is no indecision as to
what exactly you should be doing when the time comes to do
it
49
SMART Goals
(a)
(b)
(c)
Specific
Specific
Specific
Measurable
Measurable
Meaningful
Achievable
Achievable
Achievable
Relevant
Relevant
Rigourous
Topical
Time-Based
Time-Based
50
Examples
SMART
Not SMART
Finish the XXXXX project and

submit the report to my
manager by November 15
Complete and submit

XXXXX project
Complete two of the courses

for my XXXXX certificate,
with a grade of at least 70%,
by May 1
Learn more about XXXXX
Improve response time

for XXXXX
Reduce vendor expenses
Reduce response times for

XXXXX by XX% by the end of
the year
Negotiate with XXXXX to get

our prices reduced by at
least XX% by June 1
51
Critique My Goal
SMART GOALS
S
Specific
Single result that is precise and observable
Measurable
Do we have the means know when it has

been achieved?
Achievable
Realistic and attainable; appropriate level

of challenge
Relevant
Directly related to responsibilities within

the employees control
Time-Based
Is the timeline for achieving it specified?
By the end of this Webinar, 100% of the group will still be

paying attention.
52
What characteristics make up a positive

performance conversation?
53
Planning performance conversations

Environment:
Find a space that is comfortable and neutral to all
parties
Ensure the space is quiet and there are no distractions
Process:
Begin the conversation with an example of positive
performance
Provide a balance of constructive and positive feedback
54
Planning performance conversations,

contd
Frequency:
Providing feedback often promotes alignment in the
assessment of performance between the supervisor and
employee
Promotes familiarity and comfort with the process
Timing:
Schedule the meeting in advance
Choose a time that works for both parties
Ensure all parties are emotionally ready
55
Difficult conversations
Act calm:
Ensure your demeanor is calm; if you are feeling frustrated, find a safe way
to vent like writing it down before the meeting so this has been cleared
Keep it brief:
Try to keep your part brief and concise, and get to the point quickly; the
earlier and more the employee talks, the less defensive they will be and the
more insight you will get into the root of the problem
Establish a dialogue:
Try not to follow a prescribed set of questions; build on the responses you
are getting. The point is to lead the employee to examine their own
behaviour
Have an action plan:

End the meeting with a solid action plan that all parties agree to and are
committed to actively participate in
56
Other examples?
57
Performance Review
Process How to
58
Performance Review format

I.
Results against
objectives
II. Competencies
III. Performance
summary
IV. Objectives for next
year
V.
Individual learning
plan
For each competency:
We have descriptions of
behaviours at different levels
We have identified which

level is the target for each
role
The employee provides

comments, with examples, on
the behaviours they
demonstrate
The supervisor provides

comments with examples, and
also rates the level
demonstrated by the
employee
VI. Signatures
59
Process overview
Employee completes green items email to supervisor 2 weeks before meeting
Supervisor adds in blue items (without editing green)
If additional input is needed send Third Party Input Form 2-3 weeks ahead
Take into account employees self-review, any third party input, job
description, objectives, feedback over the course of the year
Helpful to access previous reviews and CBPR reference documents
Employee and supervisor meet to discuss the review
Employee and supervisor edit and complete the form
Form signed by employee and supervisor, then by next line of management
Fourth and final level of approval by Deputy Minister in ePerformance in 2015
Form submitted in hard copy (for signatures) and email (for future integration into
ePerformance)
ePerformance ready April 1, 2014 for future performance and development
planning as well as record keeping, and April 1, 2015 for formal appraisal
Reviews must be completed and submitted before the deadline
60
Key reminders
Consider performance over the entire year.
ePerformance provides supervisors the capability to
input notes throughout the year.
If required, use the Third Party Input Form to obtain a
more well-rounded perspective on performance.
Remember to use constructive feedback techniques.
Ensure that you are recognizing strengths and
achievements, and not just documenting
opportunities for improvement.
61
Resources
For assistance with the form, guidance on wording, coaching, or

advice on challenging issues, contact your HR Representative
If you and the employee cannot resolve a difference in

perspective, consult your own supervisor.
Resources such as training materials and job aids are also

available on the HR website.
Green
The employee completes these items
Blue
The supervisor completes these items
White
Planning sections (IV and V) are completed together (and submitted in

ePerformance this year), although the employee and supervisor may add
ideas/notes to ePerformance throughout the process
62
Section I
Results against objectives
This section is all about what the employee contributed last year.
Employee:
Enter information for each of your objectives for the past year, including both the
objective and the measures as agreed to with your supervisor. Include any
updates/changes that were agreed to over the course of the year.
Provide comments on the results achieved as well as any important context.
Supervisor:
Review the information provided by the employee.
Add comments on achievement and results, context and challenges, and/or
feedback for the employee.
Provide a rating for achievement against each objective (substantiated by your
comments).
Provide an overall rating. The overall rating should be a summary, informed by
your judgment of the relative importance of each objective, the results achieved,
and the context; it is not necessarily an average of the ratings for each
objective.
63
Section I
Results against objectives
Ratings:
Not achieved
The objective was not met; there is a meaningful gap in achievement.
Partially/acceptably achieved
The objective was not fully met, but other factors/circumstances must be
considered. For example:
The objective was almost met; results are close to what was expected/desired
Achievement was limited by circumstances outside the employees control, and the
employee could not have avoided or addressed these circumstances
Fully achieved
The objective was met
Exceeded
The objective was exceeded
64
Measures
Objectives
1.
Employees Comments on Results
Supervisors Comments on Results
Rating
Not achieved
P/A achieved
Fully achieved
Exceeded
2.
Not achieved
P/A achieved
Fully achieved
Exceeded
3.
Supervisors Overall Rating
Not achieved
P/A achieved
Fully achieved
Exceeded
Not achieved
P/A achieved
Fully achieved
Exceeded
65
Section II Competencies
This section is about how the employee contributed last year and how the employees
behaviours align with the GNWT competencies. In general:
Senior Managers: Complete as part of 2014 review. Assessment to be formally combined
with Results Against Objectives for Performance Summary (Section III).
Supervisors/Managers: Complete as part of 2014 review. Assessment to be formally
combined with Results Against Objectives for Performance Summary (Section III) ONLY
after 2014 review.
All other employees: To be assessed against competencies in 2015. Assessment notes
after 2014 review should be recorded in ePerformance. Assessment to be formally
combined with Results Against Objectives for Performance Summary (Section III) ONLY
after 2015 review.
Employees:
Provide your comments on the behaviours you demonstrate under each competency.
Provide examples where possible.
Supervisors:
Provide your comments on the behaviours you demonstrate under each competency.
Provide examples where possible
66
Section II Competencies
Select the level of each competency demonstrated by the employee. Target
levels are indicated in the table header.
Within a given Level, you may indicate Low, Medium or High by selecting the
appropriate rating box.
For example, if the behaviours aligned in Level 2 are in evidence, and the employee
is beginning to show Level 3 behaviours, you might suggest the rightmost of the
three rating boxes under Level 2.
Ensure that your comments cover:
Examples of behaviours supporting your rating;
Any measures or evidence linked to these competencies (such as the extent to
which a supervisor/manager completes high quality performance reviews for staff,
or effective budget/variance management);
Particular strengths, specifically relating to competencies;
Opportunities for improvement (phrased as constructive feedback) specifically
relating to competencies; and
Whether, on the whole, the employee is displaying the target level (or higher) for
each competency.
67
Competency model table
68
Competency
model table contd
69
True or False
a) The ratings for each objective
should be averaged to get the final
rating
b) Some competencies simply dont
apply for some roles
c) The employee fills in their selfreview first to make the supervisors
job easier
70
Section III
Performance summary
This section is intended to provide an overall summary of the
employees performance.
Employee:
Provide comments on your achievements, areas for development and
feedback for the organization.
Supervisors:
Provide your comments on achievements.
Provide your overall rating for the employee, taking into
consideration:
What the employee contributed (1) Results
How they contributed (2) Competencies
In general:
senior managers presently
supervisors and managers after 2014 review
all other employees after 2015 review
71
Employee comments
Provide answers/comments for the following
questions:
1. In summary, what are the top 3 strengths or achievements that
you would like to highlight (taking into consideration Results and
Competencies)?
2. What are your top 3 areas for development or improvement?
3. What are your short and long term career goals and plans, and
how can the organization support you to achieve them?
4. Do you have the resources (staff, materials, equipment, etc.) and
support that you require to be successful?
72
Supervisors rating and comments

We expect that most employees will match the
rating/description highlighted in darker blue shading
Substantial and immediate performance improvement is required
Improvement or development is required for the employee to meet expectations for

results and/or competencies.
Performance meets expectations (for results and competencies) most or all of the time,
and may sometimes exceed expectations
Performance meets all of the expectations (for results and competencies), and regularly
exceeds expectations (typically 10-15% of employees)
73
Supervisors rating and comments

It is important to recognize the positive aspects of the
employees performance during this process
In summary, what are the top 3 strengths or achievements you would like to highlight for this employee
(taking into consideration Results and Competencies)?
Strengths and achievements:
74
Exercise Which rating?

1. Sally has been in her role for 4 months. She has a basic
understanding of area policies and practices. When handling
day-to-day tasks, Sally still seeks assistance and direction from
others.
Improvement or development is required for the employee to meet

expectations for results and/or competencies.
Performance meets expectations (for results and competencies) most or

all of the time, and may sometimes exceed expectations
Performance meets all of the expectations (for results and

competencies), and regularly exceeds expectations (typically 10-15% of
employees)
75

2. Tom has been in his role for 5 years. In recent months, Tom has
met with his supervisor to discuss ways in which Tom can
achieve results more independently and effectively. Unlike
peers in the same role, his deliverables are reviewed by his
supervisor before being distributed to others.



employees)
76

3. Ann has been in her role for 2 years. Ann has demonstrated
specialized understanding of area policies and practices. She
regularly makes successful recommendations to senior management
on how to improve process and policy effectiveness. Ann
consistently produces high quality work with minimal oversight,
takes a proactive approach to identifying and resolving potential
issues, and provides informal leadership and coaching to more junior
staff. She is regularly asked to participate in cross-department
initiatives and projects because she will bring insight, energy and
commitment.



employees)
77
Section IV
Objectives for next year
Identify objectives that will be undertaken in this current/coming year, along
with measures, and an appropriate timeline and completion date for each
objective. When describing the measures, be sure to consider how you will
measure achievement for each objective at the Year End Performance
Review.
When identifying objectives, remember to write them as SMART goals.
Objectives should be:
Specific (specify a single result that is precise and observable );
Measurable (written in observable terms specifying a quantifiable desired outcome
where possible);
Achievable (realistic and attainable, but represents an appropriate level of challenge) ;
Relevant (directly related to the employees responsibilities and within his/her control) ;
Time-based (time limited and progress towards the desired outcome can be reported) .
This section should be completed by the employee and supervisor together
in ePerformance.
78
Section IV Objectives template

To be entered in ePerformance
Optional working version completed in form
Objectives
Measures
Timeline and
Completion Date
If no new objectives are being put in place, why not?
79
Section V
Individual learning plan
Identify the learning goals and associated key learning activities, appropriate
timeline, and completion date. The goals you create should be SMART goals
(Specific, Measurable, Achievable, Relevant, and Time-based), and remember to
focus on a few areas where further development can have a more significant
impact on the employees performance.
Learning Goals: Identify the skills and competencies that will be the focus of
learning for the upcoming year. When identifying a goal, think of the desired
expected learning or final outcome.
Type of learning goal: Identify whether a goal is Operational (Op) or

Developmental (Dev) in nature.
Operational goals: On-the-job training and/or classroom training that

enables trainees to acquire the knowledge & skills necessary to reach the
level of proficiency required to perform the full duties of a position.
Developmental: Any learning activity to improve abilities, capabilities,

competencies and attitudes in order to meet corporate needs.
80
Section V
Key Learning Activities: Identify how the learning will take place.
For example: specific developmental assignments, special projects,
coaching/mentoring, acting assignments, reading, video, job shadow,
classroom training, etc.
Timeline and Goal Completion Date: Identify when the specific

learning activities will take place and estimate a completion date for
each learning goal.
This section should be completed by the employee and supervisor

together in ePerformance.
81
Section V
1.Enter goal
To be entered in ePerformance
2.Select type
Optional working version
3.Describe key learning activities related to goal
completed in form
4.Provide timeline/completion date
Type
Proposed Learning Strategy
Op Dev
Key Learning Activities
Learning Goals
Timeline and Goal Completion

Date
82
Section VI Signatures
For Supervisor:
I have discussed the contents of

this Performance Plan Year-End
Performance Review with the
employee in a review meeting
and stand behind this review and
my feedback. I will provide
ongoing performance feedback to
the employee and regularly
review progress with the
employee. I agree to and support
the proposed Objectives and
Learning Plan
For Employee:
I acknowledge that I have

received the review feedback, and
that I have had the opportunity to
share my perspective. I
understand the Objectives and
Learning Plan.
Opportunity for additional comments and signature of nextline management great opportunity to provide recognition
where due.
83
Wrap Up
84
Resources
Step-by-step how to guide
Quick reference guide
Detailed Q+A
Website with instructions, forms, sample

http://www.hr.gov.nt.ca/forms/performancemgmtforms.htm
HR Representatives, Help Desk, and the Employee

Development and Workforce Planning Unit
85
Support from HR
Representatives
Here as a resource to provide information and

support
Point of contact for questions and unique situations
Coach reviewees and their supervisors
Track completion of reviews and learning plans
Ensure reviews are included in personnel files
86
Questions?
Parking lot items
Next steps
87

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Competency-Based

Leadership | Innovation | Quality

Leadership | Innovation | Quality

Leadership | Innovation | Quality

What are competencies?

A characteristic which enables people to deliver

A description of the patterns of behaviours that are

A tool to help individuals and the organization focus

Leadership | Innovation | Quality

Competencies look at the behaviours used

Leadership | Innovation | Quality

Leadership | Innovation | Quality

GNWT Competency Model

Leadership | Innovation | Quality

Understanding and rating

Represents the behaviour that is

6) Target Level Shading

Leadership | Innovation | Quality

Understanding and rating

Understanding and rating

Level that defines excellence in the

Not a minimum or a wish list

Leadership | Innovation | Quality

Leadership | Innovation | Quality

Leadership | Innovation | Quality

1. How many competencies does the

Leadership | Innovation | Quality

1. Takes responsibility for own

Drives personal and interpersonal

About how you conduct

Only for formal supervisors,

Leadership | Innovation | Quality

Leadership | Innovation | Quality

Drives thinking about

Thinking broadly about

Thinking about computer systems

Leadership | Innovation | Quality

Leadership | Innovation | Quality

Drives how we go about working at

Leadership | Innovation | Quality

Drives results directly

Leadership | Innovation | Quality

Creating the conditions that drive

Leadership | Innovation | Quality

Drives effectiveness and

Leadership | Innovation | Quality

Leadership | Innovation | Quality

Leadership | Innovation | Quality

Leadership | Innovation | Quality

What is performance management?

Powerful tool for development,

Leadership | Innovation | Quality

Retain and grow people through feedback, recognition, development

Leadership | Innovation | Quality

Leadership | Innovation | Quality

Clarity: Use of word supervisor

We use the term supervisor in the forms and

Leadership | Innovation | Quality

Submit a complete and representative self-review, on

Coach and hold accountable

Final level of approval in ePerformance

Provide constructive feedback to assist in the

Leadership | Innovation | Quality

Which statement is false?