Performance
Management
Process
(PMP)
A comprehensive
approach to managing
effective performance
Training Agenda and Objectives
○ Overview
○ Goal-Setting
○ Assessing Performance
○ Delivering Feedback
○ Creating an Individual Development Plan
○ Talent Discussion
○ Close
Effective Performance Management
A comprehensive process maximizing
engagement, development, and performance of
all employees in the employment lifecycle by:
•
Proactively focusing on employee development, talent and
succession management
•
Aligning employee work to department goals and objectives
(line of sight), defining and communicating performance
expectations regularly
•
Linking performance to compensation, recognition, and rewards
•
Remaining flexible, efficient, measurable, fair, and transparent
Components of Cornell’s PMP
Planning
Establish unit strategy & goals
Align goals of employee & unit
Determine performance level criteria
Career Development
Create Individual Development Plan
(IDP)
Utilize rotations and on-campus
and off-campus training
University Mission
Unit Values and Goals
Department Goals
Individual Goals
Talent Discussion (Development)
Recognition
Correlate SIP and performance
Correlate promotions and bonuses
Utilize low-cost, no-cost ideas
Assessment
On-going feedback
Annual PD
Talent Discussion (Criteria)
PMP Tools:

Performance Dialogue (PD)
Individual Goal Alignment worksheet
Individual Development Plan (IDP)
PMP Instruction Sheet
Supervisor e-mail requesting feedback
Performance Dialogue Definitions page
Rating Scale and Definitions form
Performance Level Matrix (Skills for Success)

Talent Management Matrix

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Components of Cornell’s PMP
Planning
Establish unit strategy & goals
Align goals of employee & unit
Determine performance level criteria
Career Development
Create Individual Development Plan
(IDP)
Utilize rotations and on-campus
and off-campus training
University Mission
Unit Values and Goals
Department Goals
Individual Goals
Talent Discussion (Development)
Recognition
Correlate SIP and performance
Correlate promotions and bonuses
Utilize low-cost, no-cost ideas
Assessment
On-going feedback
Annual PD
Talent Discussion (Criteria)
Developing Goals

SMART Goal Model
 Specific
 Measureable
 Accountable
 Realistic
 Time-bound
Planning
Goal Template
Planning
FY10 Goal
2.5
One university Performance Management Process (PMP) where all
administration staff are using the same processes, tools, and language.
Objective
Finish revisions to the first pilot Performance Management Process (PMP) and
roll out the PMP model, performance management tool, and training to a larger
campus audience.
Accountable Kathy Burkgren
Actions/
Tactics
Develop a PMP timeline by Nov 1, 2009 to deliver PM:
 Redesign tools and process based on input from pilot groups by 11.30.09
 Present and get input at HR Council by 1.10.09
 Determine dates HR Directors desire to deliver training to units
 For those rolling out the process in spring 2010, train groups by Feb 15
Deliverable
February ‘10: Three units rolling out new PMP are trained in how to use the new
forms, align goals, assess performance, give feedback, write IDP’s, and
develop an understanding of talent discussions.
December ‘10: Majority of Administrative staff trained
Goal Template
Planning
FY10 Goal
Coordination Support for University OD/OE Initiatives
Objective
Enable OD/OE team to deliver services to campus in a timely and seamless
manner
Accountable Administrative Assistant
Actions/
Tactics
Calendars are accurate
Meetings scheduled in a timely manner, within 24 – 48 hours
Demonstration of confidentiality
Staff’s expectations are met in terms of meeting setup and coordination
Maintain office supplies and equipment
Deliverable
•
•
•
•
Calendars include travel time and are not double booked
Meeting coordination is set up within 24-48 hours
Confidentiality is never breached
Equipment is in working order (printers/copiers have ink) and supplies are
stocked
Goal Alignment Activity
Planning
 Develop one of your own work goals
 Make sure it follows the SMART goal model
 Tie the goal back to department and unit
goals
 Share your goal with a partner
Components of Cornell’s PMP
University Mission
Unit Values and Goals
Department Goals
Individual Goals
Criteria for Performance
Ratings
Assessment
1
• Fails to Achieve Expectations
• Does not fulfill position requirements. Performance improvement plan must be developed and
monitored; or termination must be initiated.
2
• Needs Improvement
• Fails to meet one or more of the significant position requirements. Requires improvements in areas
noted. Performance improvement plan must be developed and monitored.
3
• Fully Achieves Expectations
• Reliably performs position duties and responsibilities. Fulfills position requirements, established
goals and expectations. Solid performance results in valuable contributions to unit goals.
4
• Frequently Exceeds Expectations
• Performs beyond expectations in a majority of position duties and responsibilities. Proactively meets
and predominantly exceeds position expectations – making a significant contribution to the overall
achievement of unit/department goals.
5
• Consistently Surpasses Expectations
• Works consistently at a superior level in most aspects of position; consistently exceed goals and
expectations. Makes an exceptional or unique contribution to the unit/department.
Assessment
Example
Performance Rating
1
2
3
4
5
Comments:
Isabella is a stellar employee. Coworkers look to her as an expert and great team
player. She is always willing to help others. Isabella looks for new ways to do things and
has great ideas about how to make things more effective and efficient. She consistently
goes above and beyond what is expected of her. Isabella’s supervisor thinks she has
great potential.
Assessment
Example
Performance Rating
1
2
3
4
5
Comments:
Mark sometimes misses deadlines and deliverables he is asked to do. Mark and his
supervisor often need to review his SPD and performance improvement plan to set
clear goals. Mark’s performance is looking up and he is trying really hard. He is
beginning to reach out to more people to work more collaboratively and effectively. He
is dedicated to improving his performance, but still has work to do.
Generalizations vs. Behaviors
Assessment
Example
Attitude. Jose has a positive attitude. Others really enjoy
working with him. He always accepts new assignments –
even things that are not included on his job description. He is
a real pleasure to have on my team.
Jose always demonstrates a positive attitude – which makes
others want to work with him. Recently he and a few other
members of the team were assigned to the office move
project – which was one of many assignments he willing
accepted this year. He came to every meeting, was willing to
take and distribute minutes for the rest of the team and
personally walked around the new floor plan to every
member of the team to discuss their needs in the new space.
Not only was he integral in creating the new plan, but he
really helped to convert others from being extremely negative
about the move to being very supportive because of his
upbeat nature, and keen listening skills. This is just one of
several examples I could mention.
Assessment Activity

Complete your PD:

Rate yourself on all categories of the PD using:
1) Performance Level Matrix
2) Talent Management Matrix

Note at least one thing you want to improve
Assessment
Delivering Feedback
 Conducting a Performance Dialogue Meeting
 What’s in it for you?
 Modeling
 Activity
Assessment
Components of Cornell’s PMP
University Mission
Unit Values and Goals
Department Goals
Individual Goals
The Role of Talent Discussions to
Recognition and Career Development
•
Develop staff
•
Utilize low-cost, no-cost
ideas
Recognition
Components of Cornell’s PMP
University Mission
Unit Values and Goals
Department Goals
Individual Goals
Career Development and the role of the
Individual Development Plan (IDP)

Use your PD to help you determine what to include
in your IDP

When you return from any training, have a conversation
with your supervisor about what you learned

Ask your supervisor to help you develop
a way to measure the effects of the training
Career
Development
Individual Development Plan
(IDP) Activity

Complete your own IDP
Career
Development
Talent Discussion
 What it is?
 Why have talent discussions?
Career
Development and
Recognition
Talent Management Matrix
May be new in the job. May be in
the wrong job/wrong manager.
Valued talent, capacity for
advancement after further
potential has been realized.
Potential
Action: Give time for development
or needs intervention.
May be new in job or organization.
May have lost pace with the
changes in the organization.
Action: Look for opportunities for
growth and new experiences.
Action: Look for opportunities to
promote. Give top level assignments.
Partner with executives. Reward and
recognize.
Steady and dependable
performers, but capable of more.
May not understand changes in the
organization.
Capacity for immediate, one level
advancement. Consider best track –
Individual contributor, project
manager, or general manager.
Action: Challenge, allow
opportunities for growth and new
experiences.
Action: Look for opportunities to
expand role and challenge, reward and
recognize. Engage in decision making.
Steady and dependable and have
reached career potential.
Excellent performer; has reached
career potential.
Action: Engage, challenge, focus
and motivate.
Action: Engage in training others.
Challenge, reward and recognize.
Action: Continue orientation.
Give time for development.
Challenge with clear expectations.
Has reached job potential and is
underperforming.
Action: Manage performance, set
clear improvement plan, or exit
organization.
1
Capacity for immediate advancement.
Potential for senior succession.
2
3
Performance
4
5