HUMAN RESOURCES AND

PERFORMANCE
MANAGEMENT
 Caroline Githinji - August 2010
Welcome & Opening
 Workshop Objectives

 After completing this workshop, participants will be able to:



ü Understand the performance management process

Caroline Githinji - August 2010

ü Understand and setting up a performance management rating scale
ü Define SMART goals and link them to organizational strategic plan
ü Craft effective performance appraisal documents
ü Conduct effective performance appraisal discussions


 WHAT ARE YOUR PERSONAL LEARNING OBJECTIVES?

Definition of Performance management
 The process of setting performance expectations,
monitoring progress, measuring results, and appraising
and rewarding or correcting employee performance.

Caroline Githinji - August 2010


 Purpose of
Performance Management
Ø Aligns the employee’s activities
to the strategies of the Foundation

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Ø Drives the overall performance of
each unit of the organization

Developmental Purpose Administrative Purpose
Ø Supports growth & development of staff ØSupports promotions, retention,
Ø Promotes constructive, continuous terminations and recognition of
feedback individual performance
Ø Highlights & rewards exceptional ØOffers an opportunity to show care
performers and concern for the employees
ØIdentifies & addresses poor performance Ø Links pay with performance
• Ø Identifies performance trends
Philosophy

PEOPLE WORK TO PRODUCE RESULTS ….

Caroline Githinji - August 2010

If your employees know what they’re expected to
do, get feedback on how they’re doing, and are
rewarded for doing what they are supposed to do,
the Foundation will be more likely to reach our
strategic goals.
360 DEGREE FEEDBACK PROCESS
What is 360 Degree Feedback?

Caroline Githinji - August 2010

360 Degree Feedback is a system or process in which
employees receive confidential, anonymous feedback
from the people who work around them. This typically
includes the employee's manager, peers, and direct
reports.
How is 360 Degree Feedback Used?
1.As development tool – if used in the right manner
ØProvides anonymous feedback

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ØGives insights of others perceptions of you
ØGives opportunity to adjust behaviours,
ØPoints out development areas

2. As a Performance Appraisal Tool

ØIs a common practice
ØFocuses on behaviours and
competencies
What a 360 degree Feedback Survey
Measure

Ø360 feedback measures behaviors and competencies

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Ø
Ø360 assessments provide feedback on how others
perceive an employee
Ø
Ø360 feedback addresses skills such as listening,
planning, and goal-setting
Ø
ØA 360 evaluation focuses on subjective areas such as
teamwork, character, and leadership effectiveness
What 360 Feedback Surveys do not assess:
360 feedback is not a way to measure employee
performance objectives

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Ø360 feedback is not a way to determine whether
an employee is meeting basic job requirements
Ø
Ø360 feedback is not focused on basic technical
or job-specific skills
Ø
Ø360 feedback should not be used to measure
strictly objective things such as attendance, sales
quotas, etc.
12 WAYS TO KEEP GOOD
PEOPLE ( pg 6 of handbook)

Caroline Githinji - August 2010

Performance Management Cycle
Organisations Strategic Goals

Department / Country Goals

Individual Goals / 

Caroline Githinji - August 2010

Workplan & One­to­One 
Pay for 
Development Plan Coaching
Performanc
e
The  Document
Trg & 
Annual  Development

Annual 
Performance 
Performa Mid­year 
Assessment
Appraisal nce 
One­to­One 
Coaching
Cycle One­to­One 
Coaching
Document Performance  Document
Trg &  Appraisal Trg & 
Development
Planning Development
 Sample Appraisal Rating Scale
5.00 Exceptional : Performance far exceeded expectations due to exceptionally high
quality of work performed in all essential areas of responsibility, resulting in an
overall quality of work that was superior displaying good leadership qualities
which made an exceptional or unique contribution in support of unit, department, or
organizations objectives.
4 . 00 Exceeds expectations : Performance consistently exceeded expectations in all
essential areas of responsibility, and the quality of work overall was excellent.

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Annual goals were met.

3 . 00 Meets expectations : Performance consistently met expectations in all essential

areas of responsibility, at times possibly exceeding expectations, and the quality
of work overall was very good. The most critical annual goals were met.

2 . 00 Improvement needed: Performance did not consistently meet expectations –

performance failed to meet expectations in one or more essential areas of
responsibility, and/or one or more of the most critical goals were not met.  A
professional development plan to improve performance must be put in place including
timelines, and monitored to measure progress.

1 . 00 Unsatisfactory : Performance was consistently below expectations in most

essential areas of responsibility, and/or reasonable progress toward critical goals
was not made. Significant improvement is needed in one or more important areas. A
performance improvement plan to correct performance, including timelines, must be
outlined and monitored to measure progress.
 Practice Session

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WRITING SMART OBJECTIVES
SMART Objectives
Spe c ific

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Measurable
Achievable 
Relevant
Time­bound
Smart Objectives Example
Non­SMART objective 1: Nurses will be 
trained on the selected scientifically based 
health education curriculum. 

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This objective is not SMART because it is not 
specific, measurable, or time­phased. It can be 
made SMART by specifically indicating who is 
responsible for training the nurses, how many will 
be trained, who they are, and by when the trainings 
will be conducted. 

SMART objective 1: By the end of year two of 
the project, EGPAF trainers will have trained 
75% of MoH nurses in the Nyanza district on 
Example 2

Non­SMART objective 2: 90% of youth participants will 

Caroline Githinji - August 2010

participate in lessons on assertive communication 
skills. 

This objective is not SMART because it is not specific or time­
phased. It can be made SMART by specifically indicating who 
will do the activity, by when, and who will participate in 
lessons on assertive communication skills. 

SMART objective 2: By the end of the school year, 
district health educators will have delivered lessons 
on assertive communication skills to 90% of youth 
participants in the middle school HIV­prevention 
 The Effective Appraisal

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

Discussion (handbook Pg 14)

Group Activity

My be st appraisal e xpe rie nc e

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__________________________________________________________________________________________
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My wo rst appraisal expe rie nc e
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__________________________________________________________________________________________
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___________________________________________________________________________________Be st 
practic e s fo r succ e ssful  appraisals
__________________________________________________________________________________________
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Performance Discussion
Process

1. Welcome the  3. Agree on new  5. Solicit feed­

Caroline Githinji - August 2010

employee, and  performance and  back from the 
explain meeting  development  employee
purpose goals

Welcome Review Agree Conclude Feedback

2. Reviewprevious   4. Conclude by 
  summarizing decisions 
 work plan and  made; thank employee
development goals
Giving performance feedback


 “I praise loudly, I blame softly.”

 Catherine the Great

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

 Performance feedback must be given

 Be clear on the intent of your feedback
 If you want to give feedback to get back at a person, it is not
feedback.
 Feedback should be honest, direct and supported by concrete
examples
 The feedback given should also focus on keeping the relationship
intact
 Ensure that you choose the right time to give feedback
 You are not responsible for the emotions your feedback might evoke
in the other person, but you need to address and respect the
emotion
 If you are angry or hurt, wait until you are ready to formulate the
words in such a way that they are direct, honest and supported
by concrete examples.
 Don’t forget the positive attributes, behaviour or contributions of the
person.
Giving difficult feedback


 Always criticise the action not the person. This is more dispassionate and
less accusatory. Never criticise the person, rather something they have
done that doesn't meet your approval.

Caroline Githinji - August 2010



 Always give specifics and avoid sweeping generalisations. It is the examples

and details that contain the learning.
 


 Always give suggestions on what the person can do to improve. The solutions
are the keys or building blocks of constructive criticism.
 


 Always invite the other person to join you in thinking of ideas to improve.
Don't make it a monologue where you make all the suggestions.
 


 Always be assertive in your feedback in an honest straightforward way. Avoid

half truths, gossip and bringing in other peoples names.
 


 Always give difficult feedback in private and never in front of others. Public
criticism will humiliate the person and bystanders will often take sides - and
it might not be yours!

How should we convey our message?

Judgmental Feedback

Caroline Githinji - August 2010

1. You are uncooperative.
2. You are disruptive.
3. You are immature.
4. You are committed.
5. You have good leadership skills.

Behavioral Feedback

1. You were unwilling to reschedule the meeting.

2. You made inappropriate remarks at the meeting.
3. You stop contributing when others disagree with you.
4. You are flexible when we have tight deadlines.
5. You have improved the performance of your staff.
 Positive Feedback
“That was great! Brilliant! Absolutely fantastic! Well Done!”

Caroline Githinji - August 2010

e of work there. I particularly like the section where you
•Summary
•
•Performance Management (PM) is an ongoing, every day process
•Rewarding and celebrating great performance is as important as 
proactively managing poor performance

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•The PM process is an enabler to building a performance culture
•Focus at mid year and year end review time should always be on having 
high quality conversations about performance, development and career 
planning
•Personal development is a joint responsibility between the individual and 
his / her manager
•
•
 Hints and Tips on Personal Development Plans 
(PDP’s)
•The PDP’s must be owned by the individual 

•The PDP’s must be focused

•The PDP’s must be specific and actionable 

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•The PDP’s must be a ‘live’ document 

•The PDP’s should be linked to individuals’ career aspirations or objectives 
 Parting shot!

Remember
• PERFORMANCE  =

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• Ability  x
• Motivation x
• Opportunity x
• Direction
 Caroline Githinji - August 2010
Closing & Workshop
Evaluation
