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On-line PDP Kit For WL2+ Key Points to Remember 2008 Year-end Review: Manual Process 2009 On-line Goal/Workplan Setting & Development Planning Enroll in easy e-Learning courses NOW! SoL: Capability Assessments FAQs

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Key Points to Remember For WL2 up 2008 Year-end PDP will be done manually using current forms while 2009 Goal Setting and Development Planning will be done on-line. 2008 Year-end PDPs should be submitted to Line Managers/Functional Directors on or before January 12, 2009. The National Board will review all PDPs of WL2 up on January 19-20, 2009. 2009 Goal Setting & Development Planning will be done on-line. Submission deadline of 2009 Goals Development plans is March 15, 2009. Learning the HOW TOs of the PDP on-line system can be obtained via e-Learning (see links on the menu) or facilitated e-Learning (classroom type) sessions to be conducted by your HRBPs. For WL1 2008 Year-end PDP & 2009 Goal Setting & Development Planning will be done manually using current forms. Current forms can be obtained from _______________.

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2008 Year-end Review: Manual Process 2008 Year-end PDP Summary Form 2008 Year-end PDP Summary Guidelines

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Self-Review of Performance Against Work Plan Purpose • To serve the purpose of “Self reflection” on how the employee has performed against targets taken in the start of the year. When • It is recommended that the mid year review be completed ahead of the PDP discussion. Suggestions • Ideally, the appraisee should prepare for the PDP discussion after a self review, in a suitable format: • Actual performance (metrics) against target(s). If multiple metrics were used to define the target, reference must be made to each one of them. (Example) Delivered a savings of GBP 0.62 million against a target of 0.52 million by improving energy efficiencies in the plant. • Description of the “Extent of Achievement” (Example) Met Targets, far exceeded targets, short of targets etc. Avoid • References to why the target was / was not achieved. Key enablers and constraints need not find a mention here. However, the appraisee may reflect on these during the PDP discussions. • References to contributions that are outside the scope of the work plan. Reference to these may be made as part of the overall summary of performance.

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Reviewing Performance of Direct Reports Purpose • Validate the appraisee comments on actual performance against targets defined during the start of the year • Mention key enablers / restraining forces that would have played a key role. This would help amplify the performance. • To serve as an objective basis for informing reward decisions, more specifically the “Quality of Results” portion of Variable Pay. When • It is recommended that the end year appraiser comments are agreed during the PDP discussion and documented soon after in the work plan template used locally. Suggestions • Ideally, the appraiser must include the following: • Independent opinion of the extent of achievement • State key enablers /restraining forces that help attribute performance to the appraisee as relevant.

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2009 On-line Goal/Workplan Setting & Development Planning Goal Setting & Development Planning including Interim Review (draft goals, approve goals, add interim comments, finalise) How to Set Goals How to have Successful PDP Conversations

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Enroll in easy e-Learning courses NOW! PDP e-Learning courses: Giving Feedback: A Manager’s Guide Continuous Performance Assessment Coaching Skill Reviewing Performance Goal and Goal Setting

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Giving Feedback: A Manager’s Guide Activity Description: OverviewThe purpose of this course is to enable you to enhance your skills in giving feedback. The course starts by exploring the nature of feedback, and it then develops a practical approach to the feedback process, detailing five logical steps. However, in some situations it is not always sensible to use a standard approach and so the course concludes by considering how to cope with challenging situations, such as giving feedback to the staff member who is angry or upset. By the end of this course the learner will be able to: Improving Performance through Feedback recognize the benefits to the organization as a whole, and to the manager in his relationships with others, of giving and receiving constructive feedback. identify the indicators of a learning culture. distinguish between criticism, reinforcing feedback, and corrective feedback. recognize the key factors to be considered if feedback is to be effective. Giving Feedback--the Process recognize the benefits of using the structured approach to giving feedback. sequence the elements of the five stage model for giving feedback. give effective feedback by applying the feedback model. recognize potential barriers to giving and receiving feedback. overcome the barriers to feedback, in given feedback situations. Giving Feedback in Challenging Situations recognize the benefits of using appropriate feedback strategies in challenging situations. give constructive feedback to an uninterested recipient. apply the correct strategy in order to give constructive feedback to a recipient who challenges the accuracy of your feedback. apply appropriate strategies for dealing with an emotional response to feedback in a given scenario.

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Continuous Performance Assessment OverviewThis course shows you how to make performance appraisal a continuous process. The first stage of continuous performance assessment is planning. Appraisal must be linked to performance goals that matter, and these goals need to encompass both the organization and the individual before a performance plan can be agreed on by appraiser and appraisee. Even with conventional roles and relationships this is a challenge, but for many organizations, the role of the employee is more flexible, and reporting arrangements are more remote. The 21st century manager has to plan to appraise employees he may rarely see. The second stage is changing the annual performance meeting into ongoing communication about performance between the manager and employee. The manager must review and monitor performance, and respond to it by motivating the effective worker and helping the less successful worker. In this way, performance appraisal becomes one of the major managerial tools. Then, and only then, is the manager in a position to assess the performance of a worker. This third stage prepares specifically for the annual performance appraisal meeting by collecting data. The course examines the common evaluation methods, which most organizations use to evaluate performance data, including how to successfully use self-evaluation data in the assessment. Many people think that performance appraisal consists of just the actual meeting between manager and worker. This is a very limited view, which is almost guaranteed to result in ineffective appraisal. In fact, this blinkered approach is responsible for many of the negative experiences that many workers have of appraisal. This course is designed to change appraisal into a positive experience for both manager and worker by emphasizing and detailing the preparatory steps that make appraisal into a more ongoing and valuable processBy the end of the course, the learner will be able to:Planning for Performance Appraisal ?recognize the benefits of effective preparation for performance appraisal. ?match the three factors that affect goals to examples. ?define performance goals in a given scenario. ?distinguish between the two elements of a performance plan. ?devise an effective performance plan in a given situation. ?identify appraisal methods suitable for telecommuters and self-directed teams. Continuously Communicating about Performance ?recognize the benefits of appraising performance continuously. ?match the three methods of monitoring and recording ongoing performance with examples. ?identify examples of the two causes of unacceptable performance. ?use the correct approach for diagnosing the causes of unacceptable performance in a given scenario. ?match each of the four conditions that affect motivation to the appropriate employee comments about their job experiences. ?in a given scenario, apply the appropriate motivational technique to each of the four conditions that affect motivation. Performance Assessment ?recognize the benefits of systematic performance assessment. ?identify the purposes of gathering data on performance. ?match the causes of false self-rating with the two forms of false self-rating. ?apply the two techniques to overcome false self-rating in a given scenario. ?identify which of the common limitations is addressed by each example of the methods of improving rating systems

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Coaching Skill Activity Description: Overview At its simplest, a coaching session is a conversation, a dialog between coach and coachee, and so all coaching interventions depend totally on communication. Within that simplicity however, are layers of subtle interaction, which a coachee needs to be aware of, alert to what both "sides" of the conversation are actually communicating--verbally, visually, and vocally. The first requirement for a successful coaching conversation is rapport, once that exists, the coach is better placed to discover the facts, opinions and feelings of the coachee's situation; only by establishing the present position of the coachee are you able to move forward. Additionally, the coach must control the conversation proactively, for example, knowing what questions to ask rather than providing answers. By the end of this course the learner will be able to: Controlling the Coaching Conversation identify the benefits of controlling the conversation with a coachee. apply appropriate questioning techniques in a given coaching scenario. identify appropriate methods of improving listening skills. apply appropriate techniques to slow down the conversation in a coaching scenario. speed up the conversation in a given coaching scenario. Fine-tuning Your Coaching Skills recognize the benefits of fine-tuning coaching skills. classify described examples of body language. interpret the body language displayed by coachees as either responsive, reflective, defensive, or combative. recognize a coachee's gestures and expressions that indicate unvoiced or unresolved issues. correctly interpret unvoiced or unresolved issues with a coachee in a given scenario. respond appropriately to coachees with kinesthetic, visual, and auditory communication styles. Moving the Coaching Session Forward recognize the benefits of moving the coaching session forward. recognize examples of cues and clues given by a coachee. identify the key frames for enabling a coachee to consider new perspectives. use brainstorming techniques to encourage a coachee to think through available options.

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Reviewing Performance Activity Description: Overview This course rejects the view held by many managers and employees that appraisal meetings are a bureaucratic and pointless activity. Instead, appraisal meetings can be designed to be both productive and practical. By the end of this course the learner will be able to: The Performance Appraisal Discussion recognize the benefits of conducting effective performance appraisal discussions. match the characteristics of an effective performance appraisal discussion with examples. match the stages of planning for appraisal discussions with the appropriate methods. in a given appraisal discussion, match the activities that a manager undertakes with associated stages. conduct an effective performance appraisal discussion in a given scenario. Managing Difficult Appraisals recognize the benefits of effectively managing difficult appraisals. identify the criteria for a disciplinary response in a given situation. administer a disciplinary response to a consistently poor performer in a given scenario. match the different types of difficult appraisees with examples of responses. in given situations, identify characteristics of the principles of managing the emotional appraisee. use techniques to effectively manage the emotional appraisee in a given scenario. Developing Better Performance recognize the benefits of supporting employees to improve performance. identify characteristics of challenging development projects from examples. create the best performance opportunities in a given situation. identify the characteristics of effective coaching and motivational techniques. develop employees in a given scenario. apply designated rules to maximize the effectiveness of training programs.

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Goal and Goal Setting Activity Description: Overview In this course, you'll examine the types of goals you can use to advance your career and personal life, learn to construct goals that are both challenging and achievable, discover how to embed the seeds of success within your goals, and explore ways to align your goals with your own priorities and the priorities of others who influence the way you use your time. By the end of this course the learner will be able to: Defining Goals identify the benefits of defining achievable goals. differentiate between performance goals and development goals. differentiate between achievable and unachievable goals in a scenario. Thinking Strategically in Goal Setting identify the benefits of using strategic thinking to set goals. assess the amount of risk in a set of proposed goals in a scenario. propose a collaborative goal in a given scenario. Aligning Priorities and Goals identify the benefits of aligning personal priorities with goals. prioritize goals in a scenario. select examples of appropriate strategies for setting alternative goals in a scenario.

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SoL: Capability Assessments In selecting which feedback task to assign (Step 4), please ensure to select "Standards of Leadership - Multisource Feedback (Detailed)". Essential in the whole use of MSF is the selection of respondents. They should be people who have worked with the you for six months or more. You must agree with Fernando as your Line Manager on the choice of respondents and Fernando will have to give his approval on-line.   We suggest that you email separately your chosen respondents and inform them of your agreed deadline.  A report is to be generated only if a minimum of  5 respondents  (including you and your line manager )  have  completed  the feedback exercise.   Within 7 days (at a weekly point), the report is updated to include any new feedback that has been received.  Report generation email is received by you, your line manager and your HRBP.  Your HRBP can be instructed to generate the report and send this to the HR Director, if needed.   At any point during the MSF process the Employee and the Line Manager can check how many raters have responded through the “Task History” of the MSF process. You can use this information to do a blanket follow-up for your raters. When you do the first part (attachment: Part I Capability Assessments- Assigning a Multi-Source Feedback or Sel-Manager Assessment, p2-3), please make sure to fill in your own name (Steps 7-8) as you will be the one to receive the task that is being requested. Once you have assigned an assessment to yourself, you will receive a system generated email advising you that you have a task to complete in the PDP system. This will lead you to the succeeding steps under Employee Selects Raters for SOL MSF section (p.4).

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Frequently Asked Questions Frequently Asked Questions