Competency-Based Performance Management 2014 2

Competency-Based
Performance
Management
2014 Senior Management Sessions
Leadership | Innovation | Quality
Welcome!
Your facilitator:
Rachel OConnor
Your role:
Speak up and
contribute, keep it
lively!
Ask questions
Advanced warning:
There are pop quizzes
as we go
You may get called by
name on for a question!
Agenda
Introduction
Competencies
Performance management process
Core skills
Performance review
Wrap up
Ice Breaker
What was the most essential
managerial/interpersonal skill
for the process last year?
(or for performance management in
general?)
This year
Both parts of the review (results against
objectives and competencies) formally
count for Senior Managers
The new forms are mandatory
At the same time, Managers/Supervisors
are being introduced to the process the
new forms are suggested as a way to get
them familiar now, as it will count for them
next year
Your essential role

Coach and mentor your managers and
supervisors
Role model a great performance
conversation for them
Learn from your own review and develop
yourself
Champion feedback, recognition,
competency development, performance
conversations, and accountability
Todays session
Refresher on core content
Discussion about critical skills and elements
of the process
Preparation for your role
Note: If you are new to the process this

year, you may wish to also view the training
being provided to Managers/Supervisors in
full either in person or on-line (WebEx or
recorded sessions)
Refresher: The Competencies
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
10
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
11
Understanding and rating

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
12
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.
13
Competency target
summary chart
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
14
Where are we strongest?

The following slides (and your copy of the competency
model) outline the 6 competencies what they are and
what they arent.
Well review each one quickly then discuss where:
you feel GNWT supervisors (all levels from supervisor
up to senior manager) are generally strongest
you feel that there is the most opportunity for
development.
Prepare to share your perspective with the full group,
explaining the behaviours that you observe.
15
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?
16
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
17
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
18
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
19
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
20
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
21
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
22
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
23
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
24
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
25
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
26
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
27
Strengths and Challenges?

Where are
GNWT
Mission
&
Vision
ag
an
M
Focus on
Results
Customer
Service
Change
Management
an
ag
em
en
t
n
tio
Ac
Building
Relationships
Bringing People
Together
Collaborating and
Facilitating
t
en
em
Fiscal
Responsibility
Environmenta
l
Sustainability
Planning for
the Future
Integrity
Accountability
Interpersonal
Sensitivity
Su
st
ai
na
bl
e
Au
th
en
tic
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
GNWT supervisors
(all levels from
supervisor up to
senior manager)
generally strongest?
The biggest
opportunities for
development?
(describe behaviours)
28
Reminder: Supporting tools

1) Full Dictionary Competency Model
2) Competency Development Resource Guide
(CDRG)
3) Competency Self-Assessment
29
Refresher: Overview of
Performance Management
30
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.
31
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
32
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
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
Discussion
Why is the employees self-review
essential?
When would 3rd party feedback be valuable?
How should it be handled and why?
What is your key role as next line of
management for managers and
supervisors?
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
Refresher: Core Skills of

Performance Management
39
Core skills
3 cornerstone skills:
Constructive feedback
SMART goals
Performance conversations
Which is most challenging ?
For you as senior managers?
For the managers/supervisors reporting to
you?
40
Core skills
Put up your hand to.
Share a personal story where you had a
challenge in setting objectives or providing
performance feedback (at any time in the
past) whether you were successful or not
41
is:
Useful
Meaningful
Impactful
Easy to understand
42
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
43
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

Keep feedback balanced
Focused two-way discussion
Active listening
3.The individual should be able to do something with it

Know what the key messages are
Focusing on the changeable
Suggest solutions
44
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
45
SMART Goals
(a)
(b)
(c)
Specific
Specific
Specific
Measurable
Measurable
Meaningful
Achievable
Achievable
Achievable
Relevant
Relevant
Rigourous
Topical
Time-Based
Time-Based
46
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?
47
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
48
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.
49
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
50
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
51
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
52
Performance Review
Process How to
53
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
54
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
55
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.
56
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
57
Competency model table
58
Competency
model table contd
59
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
60
Employee comments
This is about hearing from the employee, creating a
dialogue around development that you will then
consider together when building plans and objectives.
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?
61
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)
62
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:
63
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 supervisor's
job easier
64
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)
65

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)
66

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)
67
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?
68
Section V
Individual learning plan
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
69
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.
70
Wrap Up
71
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
72
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
73
Questions?
Parking lot items
Next steps
74

Competency-Based Performance Management 2014 2

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Competency-Based

Leadership | Innovation | Quality

Leadership | Innovation | Quality

Leadership | Innovation | Quality

Leadership | Innovation | Quality

Your essential role

Note: If you are new to the process this

Refresher: The Competencies

Leadership | Innovation | Quality

What are competencies?

A characteristic which enables people to deliver superior

A description of the patterns of behaviours that are required for

A tool to help individuals and the organization focus on the

Competencies look at the behaviours used to attain results

Leadership | Innovation | Quality

Leadership | Innovation | Quality

GNWT Competency Model

Leadership | Innovation | Quality

Understanding and rating

Understanding and rating

Represents the behaviour that is

6) Target Level Shading

Leadership | Innovation | Quality

Leadership | Innovation | Quality

Where are we strongest?

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

Strengths and Challenges?

Leadership | Innovation | Quality

Reminder: Supporting tools

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

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

April to June: Year-End Review,

September to November: Mid-Year CheckIn Reminder

2014 Year-End Review should be completed

Can happen at any time