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Affair:S;O.ffi$,(CAO)'tvtateiial'
On Org an izational Effedtiveness
-veis&n'N=d. g: 291i2:,.',':'

-Relea

April2012

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TABLE OF CONTENTS
Heading

Page No.

Introduction

Background on strategic performance management

TESDA Core competencies
The TESDA Employee Performance management model
Development of the Performance Management process
For more information

Performance Planning & Commitment

Definition and expectations
Supervisor and employee roles
Guidelines for performance planning meetings
Sample agenda for planning meeting

3-4
5
6
7

8
B

8
9
9- 10

Performance Monitoring & Coaching

11

Defin ition and expectations

11

Supervisor and employee roles

Multiple

Sources of Feedback
Definition and expectations
Supervisor and employee roles

Performance Review & Evaluation

Definition and expectations
Supervisor and employee roles
Guidelines for conducting a review
Pitfalls to Avoid in PerJormance Review

11-13
13
13

73-14
15
15
15- 16

76-17
18

Appendix

A.

TESDA Performance Reporting Guide

Performance Reporting Principle and Guidelines
Performance Reporting Glossary of Terms

79-25
25

B. Performance

27-30

C.

Planning Worksheet

Coaching Worksheet
M iss ion-Goal-Objective-Outcomes Definition Worksheet
Process Definition Worksheet
The TESDA Operational Context

79

J 1-JJ

34
35
36-38

t
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TESDA Strategic Performan ce Man agement System

Introduction

I:SDA, being an attached agency of the Deparfment of Labor and Employment (DOLE)
is involved in the pilot implementation of the Civii Service Commission's Strategic
Performance Management System (SPMS). Four (4) years earlier, though, TESDA rvas
also implementing the Performance Management System - Office Performance
Evaluation System (PM9OPES)which was also designed and introduced by CSC.

its ou/n account, the Civil Service Comrnission (CSC) , after five (5) of years, has seen
the need to review and enhance the PMS-OPES with the SPMS with a view to address
the gaps and weaknesses that came to be associated with the older system.
B_v

The mix of enhancements which the CSC & DOLE intend to achieve through the SPMS
are as follows:

!T

7.
2.
3.
4.

tr

tl"

h
F
I

I
I
I

evaluation to @
Shi{t from performance
I
Use of success indicators in measuring results
Emphasis on office performance rather than indir,idual competition
Shift of the role of supervisors from mere evaluator to coach or mentor

Having been exposed to the original concept and ramifications of the PMS-OPES Model,
the TESDA Corporate Affairs (TESDA-CAO) has a fa:r appreciahcn of the s)'Stem's
strengths and weaknesses and for this reason, has thought of taku-rg paral1e1 aclion to
enable TESDA to benefit ful1y from its parlicipation in the implementation of the SPMS.

In coming out with this Performance N4aaagement Handbook, CAO airns to provide
TESDA officials and employees r,r,,ith a handv reference on methodoiogies and
techniques in developing success indicators and the conduct of performance planning
and coaching.
Thus, through this handbook, CAO hopes to translale into operational terms, the salient
points of the SPMS , in order to famfiarize both ihe rank-and-file employees and their
supervisors on rationale for, and mechanics of, effective performance management. it is
expected that such a familiarity n ith performance management tools and techniques
will mitigate the unease which manv goverrunent officials and employees tend to
associate with performance planning and execution.
is emphasized that this handbook is designed to complement and augment the SPMS
guidelines, and that in case of conflict, the latter will take precedence over the former.

Ii

Employee Performance M

Handbook V-0.0-2012

feSOn Strategic Performance Management System

Background on Strategic Performance Management

performance management
impetus for estabLishing and implementing a sLrategic
si'stem emerged from many issues, including:

]e

.TESDAbeingpartoftheCSC-DOLEpilotimplementationofthecsc-sPl\4sN4ode1;
. The need to provide a foundation for complying with the 4E test for public service
Manual (PGIAM);
deiivery of the Philippine Government h-rternal Audit
. Finaltzation of tt-re euthority's Human Resources Development (HRD) Manual witl-r
revlews;
performance data for informed TESD
reliable
The need to provide accurate,
decisions, rrnd"r'the SD4R policy framework; and
conducive to high performance for
The need to provide an operating environment
all TESDA emPloYees.
a section devoted to performance

.
.

The following underlying goals and principles

sh'ategic performance management system:

were developed to guide the TESDA

Goals:
. Improve staff performance in meetjng TESDA work and the NTESDP 2011-2016
goals and objectives

.Recognizeexceptionaiperformance,aCComPlishments,andcontributions
. Supp"ort staff development and conlinuous learning
. Strlngthen management accountabilitv for results
Principles:

.Performancemanagementisasharedcomrnitmenttohighperformance..

accountability at the individual

Performurr." -urruiement balances autonomy and
and or gani zaf,onal leve1s'

.Effectiveperformanceandcontinuouslearningshouldbeencouragedand

suPPorted'

1 r-rrrrrc^n
supervrsory
all TESDA ^,,^^

be required of
Fact-based mentoring and coaching should
(TIU) heads are encouraged to
positions. As such, fESOe implemlenting unit
and every subordinate he'/she
a Performance Impait journal flr each

maintain

incident accounts shall be entered into'

-r."r"-progr"r, ,1o,", and critical
the performance
In addition to creating the underlying goals and principlesoffor
corporate values
key
the alignment
management system, f#Spe aiso seeks tl J-ttl,t"
for all staff and
throughout at1 work assignments. To this end, core competencies
manages

TESD performance impact system' The

supervisors $rere developJd and_are part of the
during the interview and
core competencies have multiple uses. They are helpfut
that result in key outcomes'
selection pro."r, because they identify specific behaviols
aid supervisors and employees
such as customer service. In iddition,-the competencies
foundation for feedback
in setting performance standards and goa1s, thus provid'ing a
of performance
measures
as
used
throughout the year. Final1y, the compJtencies can !e
all TESDA staff and
during the annual review. The competencies desired for
supervisors, are:

t Handbook V-0,0-2012

t
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TESDA Strategic Performance Management System

TESDA Core Performance Competencies

For all employees:

7.

2.

t
t

3.

I
r

4.

5.

I
I
I

t
t
I
t

6.

.
.
.
.
.
.

lob Knoroledge
Competent in required job skills and knowledge
Exhibits ability to learn and apply new skills
Keeps abreast of current developments
Requires rninimal supervision
Displays urderstanding of how job relates to others
lJses resources effectively

Quality

. Demonstrates accuracy and thoroughness

. Displays comrnilment to excellence
. Looks for ways to improve and promote quality
. Applies feedback to improve performance
. Monitors own work to ensure quality
Quantity

. Meets productivity standards

. Completes work in timely manner
. Strives to increase productivitv
. Works quickly
. Achieves established goals
Adaptability

. Adapts to changes in the work environrnent

. Manages competing demands
. Accepts criticism and feedback
. Changes approach or method to best fit the situation
Attendance t Punctuality

. Schedules time off in advance

. Begins working on time
. Keeps absences within guidelines (see Section 6,4 of HR Manual)
. Ensures work responsibilities are covered when absent
. Arrives at meetings and appoinlments on time
Dependability

. Responds to requests for service and assistance

. Follows instructions, responds to management direction
. Takes responsibility for own actions
. Comrnits to doing the best job possible
. Keeps comrnitments
. Meets attendance and punctuality guidelines

Employee Performance Management Handbook V-0.0-2012

TESDA Strategic Performan ce Man a gement System

7.

8.

9.

Communications

.
.
.
.
.

Exhibits good listening and compreheusion

Keeps others adequately il{ormed
Seiects and uses appropriate comrnunication methods

.
.
.
.
.

Customer Seraice
Displays courtesy and sensitivih'
Manages difficult or emotional customer situalions
Meets comrnitments
Responds promptly to customer needs
Soiicits customer feedback to mpror-e sen-ice

.
.
.
.
.
.

Expresses ideas and thoughts verbally

Expresses ideas and thoughts in written form

Teamrpork
Establishes and maintains effechr-e reiaiions

Exhibits tact and consideration

Displays positive outlook and pieasart manner
Offers assistance and support iL' ..-l\-olkers
Contlibutes to buiiding a posi:.r-c tea.rn spirit
Works activelv to resoh-e cc:r:kr*.

10,
.
.
.
.
.

Representing the TESD,I Orgo.rti:ttiort

Complies rn'ith ruies. requial--::tS. 3'-L't pcltcies
Uphoids spirit of the iarrDisplal's honestr- ani n,eg:-Exhibits ethical benaviri
Keeps seif n ell-groome j ar-r *:esses appropriately for position

1L.
.
.
.
.
.

hritiatiae
Volunteers readi,lr
Undertakes self-der-e1o::rr::r: a-l-ilies
Seeks increased responsibilees
Looks for and takes adr-antaE= e: oppcrtunilies
Asks for help when neeciec

72.

Leadership
For TIU heails, superaisors and rruutagers only

.
.
.
.
.

Exhibits confidence in sell an; o:hers

Inspires respect and trust
Reacts well under pressure
Shows courage to take aclion
Motivates others to perforn-r rr eii

Employee Performance

lMan

agement Handbook V'4.0-2012

tI
r
I
I

Using these goals and core competencies, the TESDA model of per{ormance
management is an ongoing Process and includes four components:

1.

Performance Planning and Commitment: A dialogue befween a supervisor and

employee to establish clear, specific performance goals and expectations at the
beginning o{ the performance cycie.

Z.

Performance Monitoring and Coaching:Two-way discussions which focus on

recognizing employee excellence and areas for improvement and learning, as well
as ider-rti{ying barriers to performance.

3.

Performance Review and Evaluation: A sumrnative two-way discussion and

written documentation focusing on employee performance: areas of excellence,
achievement of goals, and development needs.

4.

performance Rewarding and Development Planning: A discussion intended to

assess the strengths, competencl'performance gaps of offices, groups, teams and
individual employees and the opportunilies to address these gaps, career paths
and alternatives. At the individual emplo,vee 1er.e1 and pursualt to the TESDA
Development Institutes (TDI) Career Development Plan, the emplor-ees shall fill
out a career plan form to outline and chart their career path'

Figure 1: The TESDA Employee Performance Management Model

h
h
h
h

ir
F
:

|l

rl

Employee Performance Man

t Handbook V-0.0-2012

:l

t
t
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TESDA Strategic Performance Management System

Development of the TESDA Performance Management Process

TESDA's approach to performance management includes the goais, expectations and
cor'e competencies presented in the preceding pages. In addition, it encompasses the
CSC PMS-OPES Model presented in the CSC-SPMS Guidelines. There are "mirlimum
expectations" that have been set for al1 TESDA employees aimed at ensurilg their fit in
exercising the national ieadership role within the Philippine technical education and
skills development system. Although the approach could be customized to include a
higher leve1 of expectations, the minimum expectations are outlined below for each of
the four performance management components.

Performance Planning &

Commitment

Pedormance Monitoring &

Coaching (use multiple sources of
feedback)

Encourage ongoing two-way

communication during the
performance cycle.

Provide for at least one additional

source fo feedback.

tf,l
i||

Discuss the core competencies

and how they relate to the
employee's job; establish
performance goals for the next

Performance Review &

Evaluation

Evaluate performance based on

the performance planning

discussion and achievement of

Performance Rewarding and
Development Planning

Make a differentiated treatment of

outstand i ng performance vis-d-vis
underfperformance towards
building a TESDA culture of
excellence.

tjr
I
I

Planning discussion between

supervisor and employee; at least
3 goals have been developed for
the enxt review period.

As-needed feedback shared

between supervisor and
employee, log events and goal
progress notes are entered into
the employee s Pedormance
lmpact record on a monthly basis
Employee completes a selfevaluation at least 2 weeks prior
to the pedormance review due
date (see Employee SelfEvaluation form in Appendix).
Finalize and get approvals for the
written evaluation form at least
two days before the due date.

qoals.

if!;

Minimum Exoectations

year.

itr

iI

Goal

Component

Employee Performance Management Handbook V'0.0-2012

Consequence management in
effect; high-pedorming u nits
recognized and individual
performers acknowledged.
Employee completes an individual
career development plan.

TESDA Strategic Performance Management System

For More lnformation

Handbook
This handbook was designed to assist TESDA supvervisors and managers in conducting the most effective
and timely pedormance reviews. lt includes definition of terms, outlines of supervisor and employee
responsibilities, guidelines for discussions, worksheets and forms appropriate for each of the components of
the Per-formance Management Process, Materials in this handbook may be reproduced for use or electronic
copies may be obtained from HRMD. This handbook is not intended to be used as a policy manual. The
information contained in this handbook is subject to change over time as the Authority revises its policies
and practices and without prior notice to or consent of employees. Should you have any questions about the
Performance Management process contained in this handbook, or other relevant policies of process, call the
Human Resource Development Division, SPMS Section.

Consultation and Training

HRMD-OCSA is available to consult n'ith vr''ork units and supervisors on their specific
needs and the use of this handbook. In additioru HRN4D can provide overview training
on the Performance Management Process as u'el1 as in- depth training on specific topics
related to performance management.
Supervisory topics include, but are not lirnited to:
. Conducting effective performance reviews
. Analydne performance Problems
. Motivating employees
. Planning performance
. Corrective action options
. Coaching employees
Staff topics inciude, but are not limited to:
. Participating in performance review
. Getting the most out of coaching
. Analyzing work processes

Motivating sei{

Employee Performance Management Handbook V -0.0'2012

I'e

rtnrrnanct Flenrin

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lJr,alogur bct,rr,,-"rn e slLp,-'rviri:r an*l rn:plaJrr

d:uJ

Definition and ExPectations

performance Pianning is the first step in the Performance Management process.

dialogue between a supervisor and arr employee to:
. Outline the major tasks assigned to the position,
. Establish and agree upon performance goals and expectations,
. CIarrty what the emplovee lt'illbe evaluated on, arld
. Set thl stage for ongoing feedback and coaching throughout the year.

It is a

Management Process, it is expected that the supervisor and

ernployee will engage in a performance plarLning discussion at least once annually;
iaeuq', performance planning should occnr at anv point in rt'hich performance goals

In the Performance

and expectations change.

For new employees, this discussion must occur r,r.ithin the emplol'ee's first week on the
job. New employees shouid be included in such a discussion during their first r,r'eek of
work. it is important that the supervisor documents the agreed-upon goals and
expectationr *J make a copy for the employee. The Performance Planning \4rorksheet,
located in the Appendix of this handbook, is provided as the docurnentation tool for this
activity.
Supervisor Role
. Have a thorough understanding of the work involved - the critical functions and
key tasks
. Rerrie* the job description to ensure that information is accurate and up to date
. Know what constitutes "successful performance" in the core competencies and
eff ectively communicate these expectations
. Identify priority ateas, if appropriate, among the core and job-specific
competencies that willbe emphasized in the evaluation
. Communicate how the results of the employee's work contribute to the work

unit's goals
Ask the employee what additional irLformation, resources, tools, training, or
supervisory suPPort is needed for them to be successful on the iob
Employee Role
. Have a thorough understanding of the work involved - the critical functions, key

.
.
.
.
.

tasks
Review the job description to ensure that ilformation is accurate and up to date
Understand what constitutes "successful performance" of the core competencies
Understand how the results of this position contribute to the work unit's goals
Communicate what in{ormation, resources, tools, training, and supervision is
needed
Ask questions to clarify information

Handbook V-0.0-2012

TESDA Strategic Performance Management System

Guidelines for Performance Planning Meetings

Perfor.mance planning establishes goals and expectations for performance and is the
foundation upon which the rest of performance management iies. The performance
ptanning process r'rray vaty, depending on the iength of the time the empioyee and
supervisor have worked together, the degree of experience of both individuals, the
quality of past performance, etc. Below is a sample agenda that includes several
important issues to address during a performance planning session.
Sample Agenda for a Planning Meeting

lntroduction
This introduction sets the tone of the discussion and presents the focus of the per{ormance planning.
Overview the major tasks assigned to the position
Establish and agree upon performance expectatlons
Clarify what the employee will be evaluated on. and
Set the stage for ongoing feedback and coaching throughout the year.
Revi ew P ositi on D es cri pti on
The performance planning meeting is a good opportunity to review the position description and determine if
it is still accurate. Reviewing the position description:
Clarifies duiies and responsibilities that are unclear to the employee
Helps the supervisor know what the employee does on a daily basis, and
Highlights areas of the job that need special attention

Discuss Competencies
The supervisor and employee should discuss each of the core competencies (including the leadership
competency, if the employee is a manager or supervisor).

Establish Goals and Expectations

Supervisor and employee should work together to determine the goals and expectations (measures) for the
next review period. Goals and expectations should be at the behavioral level. Goals should be:

o
o
o
o
o

Specific, rather than general

Achievable within the review period
Measurable - either in quantity, quality, or results
Within the employee's ability and authority
Related to the employee's job and to TESDA's business

Try to write goals in a positive manner (such as lmprove or lncrease . . .) ratherthan negaiive (Do not . . . or
Stop . . .). Now test the goal against the following - be sure that it does not describe:

o
o
o

Responsibilities which are beyond the employee's authority

Outcomes which cannot be observed of measured until after the review period
Tasks which are impossible for an employee to achieve because of lack of skills, knowledge, resources,
or tools

Examples of Well-Written Goals

Not s

Employee Performance Management Handbook V-0.0-2012

TESDA Strategic Pedormance Management System

Poor: lmprove accuracy of work

Better, lmprove the accuracy of claims processed by reducing average number of errors from 10% IoTokby
the end of this review Period
Not achievable within the review period:
poor: During this review period. cor-npiete al ieasl raif the programming needed for the new XYZ system
that will be released next year (Note Tne phrase al least half is not measurable since you cannot
goals
determine exactly what the totai co:rsists ci .rl, a:e: ine review period. lt is important when setting
that might extend beyond the revier^r te:ii: :c 3i y sei tne porlron of the goal that can be completed and
measured within the review perioC.)
Better: Complete programming or nrcc.i:S

-:

Even better would be to separate ea:^

- and give each a seParate due dale

Not measurable enough:

Poor: lncrease inspections significa:: '
Better: increase the number of sincie ;a-

I 3 a:: I cf the newXYZsystem byAugust31,2012. (Note:

j - e ^i: a secarate goal - assuming that they can be separated

, ':s

::-:e

irspections fro 20 per week to 35 per week by end of

the calendar year.

Not within the employee's ability or authortty:
- ' s might be a satisfactory goal for a person with overall
Poor: reduce accidents in the fileC
field responsibilities, however, in tnis :as: :^e J:a r,as assigned to each of the maintenance workers.)
::3':-a' '1 3i cf the following year.
Poor: Complete year-end processing
Better, By 1115, distribute W2s ic ai e*=:'e:: aiJ by 1/3'1 flle W2 reports with all national and local

:' 5:, '',lii

r:.

government agencies.

Not related to the employee's job or to the business;

rr
Poor: Learn how to do the same v/3'{ -: 13-lil-s

Better; As pa1 of the departmefl: s 3':ss-:'a ^ 'r: ercls, each employee is being assigned as an official
back-up to another employee Tnis 'e:-'3s earrlg enough of the employee's work that you can cover
TSoh ofday-to-day responsibtliries

fo'a

:-:

,,,3er iencd, if needed, You are assigned as official back-up to

Nina,

Not a goal but parl of the employee's normal d uties:

Poor: Write news releases
^3,', :'3j:ams being developed this year that are in manager's
Better: Write news releases
befc::
weeks
hands not laterthan two
':'ease duties

for:n:;,:

:':l':-

Discuss Preferences for Feedback and coaching Throughout the Year

Performance planning presents ai. :t3l:-r:r 'c: lne supervisor and employee to discuss how they will
communicate about performance

The supervisorand employee can Cs:;ss ^:/, :ne employee likes to be recognized forgood pedormance
and whether they prefer to receive ieej;ra:'r i,' en :here is a performance problem,
-:,', slpervisor prefers to receive feedback from the employee.
Superuisor and employee can aiso d s:.rss

Discuss Needed Training and Developmenl Necessary to Attain the Performance Standards
ldentify what knowledge and sKilrs lre er3 r)iee 'r;ili need to learn or improve on io meet performance
standards.

Employee Pedcrmance

1,,1

ar a gemeni :: anC bcok V'0.0-2012

TESDA Strategic Performance Management

{}ng*ing toae bing

tvhrrh lbtur On rtt+gtlrlln5 t.tnplol'ee rrcc!ltnce und Jt-:ss lbr
imprnr,rrl.:nl snJ lclrning. u. u,cJl :rs rclrntlf'1,ing harrtrrs tir pr:rlirrmrrace

'1-u.11-u,;lv drsc,r-qs:+ns

Definition and ExPectations

Coaching is an ongoing process of corn-munication between the supervisor and the
employe-e focused ot', itrlp.or,'ing current performance and building capabilities for the
future. It involves ilformal con\.ersation or notes, as well as more formal coaching
meetings and written documentation.
Coaching inciudes a varie$'of activities, such as:

.
.
.
.
.
.
.
.

Observingperformalce
Correctjng poor Performance
Providinginstruction
Recognizingexcellentperformance
Directing emploYee's efforts
Listening to employee concerns and ideas
Providingencouragement
Removing barriers to performance

In the TESDA Performance Management Process, it is expected that coaching will occur
on an as-needed basis throughout the year and may be initiated by either the supervisor
or the employee. Supervisors and employees are encouraged to document these
discussions u, upptopiiate. The Coaching Worksheet in the Appendix provides a form
for recording .ouit'tittg notes. Indication of the coaching session should also be noted in
performance imp act documentation.
Supervisor Role

.
.
.
.
.
.

Provide ongoing performance feedback to employees to recognize excellent

performance
Provide feedback to correct performance that does not meet established expectations
Solicit ideas and suggestions from the employee for improving work processes
Work with the employee to identify barriers to success and slrategies for removing
or minimizing the barriers
Discuss employee's learning and professional development needs
Solicit employee feedback on supervisory coaching effectiveness

Below are general guidelines for a supervisor to keep in mind when coaching an
employee:

.
11

Do allow time for coachilrg. Even on an inJormal basis, it takes time to do it well.

Employee Performance Man agemeni

!anqq99ryq20]3

I
I

ic Performance Man

Do ask how you can be of help to your employee.

Do ask the employee what prevents him/her from performing, if the coaching is
about not meeting exPectations.
Do ask your employee for solutions to the problem.
Do describe the employee's performance as specifically as possible. Describe what
impact it has on others or the unit.
Do be empathetic u'hen giving feedback.
Do write down r,r'hat ).ou and your employee each agree to do'
Do talk about foilorn' up. \{Iill }'ou meet again to discuss the issue? lMhen?
Don't be distracted bf interruplrons.
Don't assume your emplo]'e knort's u'hat you are thinking; don't beat around the
bush.
Don't assume the performance problem is because the employee has a bad atlitude.
Don't end on a threatening or negatir-e note. Restate youl support for your
employees and your u'ilLingness to help them succeed.
Questions for Supervisors:

1.
2.
3.
4.
5.
6.

What have I observed about tlr-is sta,rf nterr.tber that I can compliment?
In what ways does this person like to be recognizeci for excellence performance?
How couid this staff member irnpror-e his her perforinance? \\hat is the di{ference
between " actgal" and " desire d" perf or-crance ?
Do I know what thj.s emplo-vee is u orking onl --lnC the p:o1ect status?
How wel1is this employee doing in meeii:-rg his,''her goals? \\hat can be done to
facilitate goal progress?
Have I chlcked to see iJ there are an\- t'ariers this sta^tf member might be
experiencing in performing his he: iudes. such as:
- haviag rvell-defined priorities?
- g"ttirg needed informafion?

equipment?
supplies?

- having appropriate
- having adeqrrate
- working under a reasonable dea,jlme?

7.

- receir-ing needed feedback on performance?

- having a reasonable rt'orkload?

Have I provided or mad.e ar-a;iat'1e the training this sta{f member needs to do the

job?
Hurru I asked this staff member harr-I can help hirn/her succeed?
9. Do I know r.n'hat this emplor-ee's career goals are?
10. What have I done to der elop mr seH as a coach?
11. Have I asked thLis emplor-ee for feedback about how I am doing as his/her coach?

B.

Corrective Action:
In some situations, coaching mar- not result in improved performance. lAlhen that
occurs, supervisors mav need to use irLformal andf or formal corrective action
procedurei to address performalce issues. Supervisors have responsibility for
ulderstanding and implementing appropriate corrective action, in accordance with the
prescribed Human Resources PoLicies and Pracfices.

t2

Employee Performance ManagemenlFlqryllgk

!!!0-:20]!

Employee Role
Staff members are encouraged to be active participants in their own coachtngby:

o
o
o

Asking their supervisors for coaching when they need if

Listening and responding to feedback from coaches; and,
Providing feedback to their coaches about what they need.

Questions f or Employees:

1,. Am I clear on r.that is expected of me?

2.
3.
4.
5.
6.
7.
B.

9.

In what areas do i believe that I am exceeding expectations? How do I want to share

this with my supervisor? Are there examples of my successes that I want to share?
In what areas do l belier.e I am meeting expectations? Is there anything I need in
order to do better in these ateas, e.g., equipment, tesoulces, training, etc,?
In what areas do I beiieve mv performance is below expectations? Why am I not
meeting expectations? \44rat do I need to improve my performance?
Do I know the extent to which m\- supen-isor is satisfied with my job performance?
How can I share with my supen'isor rr hat I anL n-orking on? Project updates?
How well am I meeting my goals? \\hat heip do I need to assure mv goals are met?
Is there inJormation I need to share rrith, mr- supen-isor about barriers to my job
performance, such as:

o
o
o
o
o
o

Inadequateinformation?
Unclear direction?
Inadequate supplies or equipment?
Lack of skill or knor,r'ledge?
Difficulty in meeting deaclhne?
Workload?

Is there training that would help ne lrtFro\-e mr-performance?

10. Are there additional tasks or responsibilities that l rvould like to learn?
11. Do I have suggestions to inLpror e the rt ar- mr- u'ork is done? (e.g., better procedures,

updated forms, etc.)

12. Is there anything I need frorn mi- supen-isor to do a better job?
13. What feedback do I r,r'ant to gr e tc mr- supen'isor about his/her coaching?
14. Are there concerns that I har-e ih.at I should share with my supervisor?
4FUi:1:4.::::;*j]i*i!i@=trl7=:n:=*-=-:+-#-

i
t.
?1.
i
i

i.&R!a!:5:

Uultiple Saurc+s of Fetdh*ek

6
1

,n

1gr
s*& as*e*f, g:*enx-

ttrocr'*:i lrhrrh prolrder empl*ye*x rvath pert'l*r:*ance inllcrnratirrsa

ruppire-s:r-nt

iilpcr!'rieT' te*dba+l:

-".

irr*luul* i**Ah**k5{?urtrs

'4

cu:itrrmrni or dituct rtp("!rl.r

.. -\+@awe-,,

rt- sxa

Definition and Expectations

Geti;ing feedback from multiple sources helps staff know when they are doing
something rea1ly we11, and n'hen it n'ou1d be helpful to do something a iittle differently.
"Multiple sources" could include one or more of the following:
13

Em

ployee Performance

M an

agement

andbook

V -0.0 -201 2

TESDA Strategic Performance Management System

,
.
.
.

Self eunluation
lfpzuard feedback (people

uln teport to you)

Peer feedbnck (people uith

(peopte
Cttsionter

feedback

utlnm you uork)

y,u serae both in nnd outside tpe

wit)

other source
It is expected that every TESDA staff will receive feedback from at least one
complete a
to
is
employee
the
of feed-back in addition to their supervisor. At minimum,
performance review;
self-evaluation at least two weeki prior to their annual written
ideally seu-evaluations should be completed whenever the staff person and supervisor
In addition, the use
feel it would be beneficial (see Self-Eviluation Form in Appendix).
of other feedback sources is strongly encouraged. If you would like to exceed the
you
minimum requirements by obtaining more soufces of feedback, HRMD can assist
with examples.
reflect on their
Self-evaluation can be very heipful to employees, by encouraging them to
Selforgantzatron'
larger
to
the
skills, areas of growth, and how their work contributes
review'
evaluation help"s the empioyee plepale to actively engage in the performance
Selfresponsibility'
a
shared
is
and demonslrates that improrr*g performance
provide
review
evaluations that are shared with the supervisor prior to the performance
opportunity to
an
provide
evaiuations
The
valuable data as input into that process.
discuss and coach where perceptions differ'
Supervisor Role
. 'Gi,ru the employee a copy of the selJ evaluation form and ensure that it is completed
it to the
at least u .onptu of days before the review is to be given; compal.e
performanceleview form and discuss any differences and similarities'
. 'E*phusize the importance of self evaluation as a method for both supervisor and
employee to learn
. frupur" the employee for self evaluation by discussing it briefly in the performance
planning discussion
. Allow a reasonable amount of time (at least two weeks) for the employee to
complete the self evaluation form prior to the arffrual performance review
. Read and reflect on the seu evaluation the employee submits before the performance
review; develop questions and comments in resPonse
. Schedule time io dir.nrt the self evaluation with the employee either prior to or
during the Performance review
Employee Role

. iui"
.
.

L4

adequate time to complete the self evaluation form in a

thoughtfulway,

including comments as well as ratings of your performance

ljse tfre seU evaluation to create inJormation to share with and questions to ask your
supervisor during the discussion
of your
Make a copy of ti" seLf-evaluation and give it to your supervisor well ahead
scheduled Performance review

employee Performance

Man@

TESDA Strategic Performance

Ferfcrma nct Rr*'iet'

d

r:rriul*br.r [1\.LFri'J\, i.lI:uu:saLrn ilrii u'rrtlI:rr dutilrrcilltirt* tr:tur:rlg *tl ct:tp[u'rct'g:'rrir-rlrruuter'

nrr,Lc r-!i excrllincr:, goal-r {rrr inrprnl't'nr*nl- and drTc.lc,pmetrl ncitii

Definition and ExPectations

component of the
The actual performance reYieur discussion is an extremely imPortant
between the
performance management process. It is the culminating convelsation
and stalf member regarding:
iupervisor
'
. \\4rere performance exceeded, met, or fe1l below expectations,
. The leaining and development needed and received'
. Goals that were set and achier-ed bi- the staJf membel, and
. Feedback from others #fected L.r the staff member's performance.

Future goals.

InJormation from the performance rer-ierr is crillcal not just for performance
and
improvement, but for other human resorrrce decisions, including step increases
is
a
it
appropriate job assignments. ln the Perfor:narce \Ianagement Process,
sta-ff member rr-i-j :eceir-e' at nLinimum' an annuai review on
."qrrir"rrr"tt itrat
"rr".Jtthat u,jl1 be discussed. riocuri:rented. and subrrritted to l{uman
their anniversary date
Resources for the employee's persorurci rle'
Supervisor Role
Before the performance revielr':
. Shaie your review r,r,ith r our supen-isor and/or deparlment head for input and
support.
. schedule ample time and a pir-aie place for the review discussion'
' NotifY the emPlovee in adr-ance'
. Arrang" fo, *ork co\-erage ior r-our staJf member; reviews should be conducted
is
during regular business hours. rlof during break, lunch, or after the workday
over.
. Review the emplovee's jol. description and the expectations that were set during
the last performance planning discussion'
. Revievv the emplovee s compieted self-evaluation'
. f{syls1a, the documentation r-ou have collected throughout the year both in the
emplol,gs'5 file through goal progress notes and iog events.
. plan for tw,o-1a.- .o-rnllt ication during the review meeting; think of questions
that you call use to help r-our employee "open up'"
. Remind the emplor-ee io bring appropriate materials (self-evaluation, copies of
letters, etc.)

During the performance reviert':

. -Off"l the emplovee an opPortunity to share his/her self-evaluation'
. Provide specific feedback on the employee's performance, including priority
that
areas targeted during Performance Planning. Include performance examples

Performance Management Handbook

-0'0-2012

exceeded, met, or fell below standards and expectations.

Discuss learning, developmerrt, and support resoulces for the employee.
Set targets for imProvement.
Set learning and development goals (optional)'

Answer employee queslions with regard to the performance review.

sign the performance review and obtain the employee's signature.

After the performance retriew:

. Atiach a copy of the emplo,vee's self-evaluation to the review document.
. Make a cop)1 of the reviert'for the employee and yourself'
. Submit the original to vour department for signature(s) and submission to
Human Resources.
Employee Role
Before the performance reviertr:
. ConJirm the meeting with your suPervisor'
. Gather any documentation regarding,vour performance that,vou have collected
throughout the year (1etters, notes, awards, recognition, etc')
. Complete your self-evaluation; make a copy and gir.e it to vour supervisor in
advance of the meeting.
. Review your job description and expectations that r.t'ere set during the
performance planning discussion.
. Write down questions that you want to ask your supervisor'
. Be prepared to talk about your performance--what you do u'e11, ho\ / you could
improve, what you would like to learn.

During the performance review:

. Listen to feedback from the supervisor and ask questions to clarify inJormation.
. Share information from the self-evaluation'
. Offer suggestions and ideas for improving performance, iJ needed.
. Identify areas for learning and development'
. Assess where supervisory support or improved tesources could be of va1ue.
. Identify obstacles to performance and suggest solutions'
. sig. the performance review forrn, attaching comrnents if desired.
After the performance review:

.
.

Keep a copy of the performance review for future reference.

Use the irLformation gained in the performance review to build on slrengths and
improve areas for growth.
Guidelines for Conducting a Successful Performance Review
1.

Make it " priority time."

. Create an agenda for the meeting
. Minimize interruptions

2.

Set a tone of collaboration.

16

Start the discussion on a positive note

Emplovee Performance Management Handbook V-0.0-2012

c Performance Management

.
3.

Encourage your employee's participation

Be clear about your purpose.

.
.
.
.

ReinJorce that the discussion

will address strengths and areas for improvement

Review performance expectations.

Discuss the job description, position objectives, goals, and critical job tasks
Be clear about performance standards within your work unit

4.

Review performance expectations

. Discuss the job description, position objectives, goals and critical jobs tasks
. Be clear about performance standards

5.

Discuss performance that is belou., meets, and/ ot exceeds expectations.

. lJse language that is clear and specific; use examples

.
.

Describe performance, not personality

Focus on positives and strengths, along with areas of irnprovement

6.

Ask your employee whathe/she thinks.

. A1low your employee to speak freely before responding to his/her comrnents
. Actively listen to your emPloYee
' Clarify your employee's concerns, then address them

7.

Set goals to:

.
.
.
.

Improve performance in targeted areas

Build on strengths
Develop the employee's knowledge, skills, and abilities
Align the employee's work with the needs of the work unit

B.

Agree to follow up.

. Schedule at least one interim check-in on performance during the year
. Ask how your employee prefers to receive feedback (written, verbal)
. Discuss how your employee likes to be recognizedfot good work

9.

Close

L7

.
.

with encouragement.

Offer your help and suPPort

End on a positive note by summaizing employee strengths and contributions

Employee Performance Management Handbook V-0.0-2012

TESDA Strategic Performance Management

Pitfalls to Avoid in Performance Review

. Halo error - Appraiser giving favorable ratings to al1job duties based on impressive
performance in just one job function.

Honts el'ror - (Opposite of halo error) Downgradit-tg * employee across all

performance dimensions exclusively because of poor performance on one
dimension.

First intpressiort errol' - Deveioping a negative or positive opinion of an employee

all
early in the review period anJ allowing that to negatively or positively irrfluence
iater perceptions of performance.
(The opposite of first irnpression error) Allowing performance, either
of the rer.ier.t period to plav too large a role in determining
good or bad, at the
"ndfor the enfue period. This is one reason that it is important to
in employee's ratings

Recerrcy error

keep up-to-date on Progress notes and event logs'

kniency elror - Consistently rating someone higher than is deserved. This tends to be
"Exceeds
the molt typical pitfall. It should be very rare to see arr emplovee u'ho
Expectations" on all of their goals and the core competencies.

Seaerity

errol,-(Opposite of leniency error) Rating someone consjstentlr'lou'er than

is deserved.

Central tendency elTol'-

Clone el.ror

Avoiding extremes in ratings across employees.

- Giving better ratings to individuals who

are iike the rater in behavior

andf or personalitY.

spillorter error

- Continuing to downgrade

an employee for performance errors

in

prior rating periods.

To rntoid tlese errors:

.
.
.
.
.

Keep documentation (notes, e-mail, etc.) throughout the year, both on

accomplishments and needs for improvement'
Ask your employee to keep documentation also'
time before the revier,r'meeting to think and reflect on the events of
Al1ow
"rro.rgh
the past year.
Ask others familiar with the pelson's work to add input (making sule your
employee knows about this beforehand)'
Ask the employee to review his/her own performance as additional input to the
discussion.

(Attach more pages i{ necessarY)

1B

Employee Performance Managemet

Fl

q!!!ook

y-0.

0?qg

c Performance Management

APPENDIX A
TESDA-SPMS PERFORMANCE REPORTING GUIDE
Performance Reporting Principles and Guidelines

Principles at a Glance

i.

The organtzatton's public PurPose is explained.

ii.

The organizatrorr's priorities relate to overall government priorities.

iii.

Each organtzational prioritv has objectives and actions to achieve them.

iv.

Measures are developed

aspects of performance.

v.

Financial and non-financial in-formation are iinked.

vi.

The strategic context for the plan and reported resuits is discussed.

vii.

Performance inJormation looks forward and backward in time.

viii.

In{ormation is clear, relevant, credible and balanced.

= = ===

= = = =======:

= ====

==

with outcomes in mind, focusing on a few critical

==

= ==

===

= ==

====:1

Principle #1
The organization's public purpose is explained.

Description:
Communicates why an otganTzation exists, what it does, who the organization
serves, and how services are delivered. This should include a statement of the
vision, mission, and mandate.
Purpose:
To communicate the public pu1'pose of the organrzation to help the reader
understand the work of the organrzation. Understanding why an organization
exists, what it does, who the organization serves and how services are delivered
help better understand its performance.

Handbook V-0.0-2012

TESDA Strategic Performance Management System

Self-assessment criteria:
Has the organization's vision, mission, and mandate been
clearly f explicitly stated?
o Have the core values (if applicable) of the organization been stated?
o Has an overvielt. of programs, products or services been included?
o Is it clear v,,ho the organtzation ser\-es - including clients or stakeholders
who rely on programs, products and services?
Has the governance skucture oi the organtzatton (including legislation,
organrzatronal structure and ker reporting relationships) been
communicated clearh ?
If services are delivered rhlough another organizatron (such as an
UTPRAs-registered TESD '.--rogram), has it been explained how those
services are delir.ered?

==:== =====

== ==

=:==== ====== ======

==

==::======

===

=== === ==== ==

Principle #2

The organization's priorities relate to overall government priorities.

Description:
Relating the organi zatron' s p:iolries x-ith orzerall government priorities shows
how the broad strategic direcfio:r :ror-ided by government is being implemented
bv the organization,
Purpose:
To help ensure deparhnent
goverrunent are aligned.

and the broad strategic direction o{

Self-assessment criteria:

Are the organizahon s priorilies related to overall priorities provided by

gorrernment?

In reporting Lri-. pe:iLr::riance, has the organization referenced how the

orrerall priori5es o: gor ernment hal'e been advanced?

:==:= =======--======= ==== = = == == = == = ==:==::===::::::::

Principle #3
Each organizational

=::::=

priorifr has objectives and actions to achieve them.

Description:
Linking priorities, objectir-es and actions provides a clear articulation of the work
of the organrzatton and hol- it n-i1l focus its efforts.

20

Employee Performance Man agement

andbook

V -0.0-201 2

f f SOn Strategic

t
I
I
I
I
I
I
I
I

tI
i

tt

II

L
It

t,

P.tformt@

at a high level' A
A "priorit y" rs akey area of focus of an organtzatton, stated
or a desired
priority rnay be etfrersed as a statement of a long term goal
actions to achieve them'
outcome. Priorities will have specific objectives and

of what the
"Objective " refersto concise , tealistic, results-oriented statements
organization intends to achieve'
" Acttorr" refers to a specific initiative, strategy, oI program which is designed to
advance the objectii'e.
Purpose:
o{ the org'antzatton'
To promote an outcomes-based approach to the work
the organrzattoLt,
Ruth", than just focusing on accomplishing the activities of
to ensure that the
ciearly linking priorities and objectir'", urrJ actions is intended
work of the organtzatron remains focusecl on its priorities and intended
outcomes.
Self-assessment criteria:

o
o
o
o
o

are?
Has the organtzation clearly indicated r'r'hat its priorities
support
the'
Are the priorities, objecti.ves and actions rn'ell-defined and do
the organtzatton?
the public purpose (i.e. vision, mission and mandate) of
deparlment
and
Is there a cleai link between goverlxrlent priorities
priorities, objectives and actions?
objectives under
Has the organtzation outlined realistic, result-oriented
those Priorities?
feasible actions
Has the organization described specific and financially
thai will be"or have been undertaken to achieve the objectives?

=::=:=:=::=::=:==:==:=======:==:===:===:=:=:===::::::::::=:
Principle #4
on a few critical
Measures are developed with outcomes in mind, focusing
aspects of Performance.

Description:

are making Progress

Measures should help to assess to what extent activities
toward the organizatton's objectives and desired outcomes.

A good set of measures r,r'illbalance input, output and outcome measufes'

on what
Measures should be clear and concise, presenting relevant information
found
be
should
is important to key audiences and the organizatton. A baiance
betwlen completeness and concision to focus on providing meaningful
injormation.

Employee Performance Man

t Handbook V'0.0-2012

TESDA Strategic Performance Mana

Purpose:
To ensure that information presented is focused on the relevant measures of
performance, and that it provides an overall picture that is meaningful to key
audiences such as members of the legislafure, the public, stakehold-ers and the
nredia. Outcorne measures will usually communicate the organizahons'
achievements more effectively than inputs or outputs.
Self-assessment criteria:

o
o
o

Are the measures aligned with the organizatron's priorities?

Are measures also aligned with what is important to the goverrunent at a
high leve1 as reflected in the goverrunent's overall prioritls?
Is there a clear link betrt'een priorities, objectives, actions and measures?

=:::::=::=::::--

__:=::=::::::::=::::::_

Principle #5
Financial and non-financial information are linked.

Description:
Information about the activities of an organization, performance, and resources
should be ]inked.
Meaningful planning and reporting should put information about the results of
activities in context with associated costs.
Purpose:
To link financial inJormation with performance information to help to better
assess the impact of resource allocation and improve decision-muki.,g
regarding
future activities and resource requirements.
Self-assessment criteria:

o
o
o
o

22

Has planned, actuaT, and variance expenditure information been

provided?
Is it clear what key activities account for the majority of funding?
Does the organization explain the key operational aisumptionihat drive
tl're financial plan?
is financial and non-financial information presented in such a way as to
help the reader understand how resources and activities affect results?

Employee Performance Management Handbook V-0.0-2012

TESDA Strategic Performance Management System

J:::::::::::::::::::::::::::::::::

;;,;*;,:;;

The strategic context for the plan and reported results is discussed.

Description:
Discusses the context in which plans are made and activities undertaken

including:
o the key factors that aJfect performance (such as economic, social,
demographic, or envirorrmental);
o risks and hor,r' are they belng managed (such as contingency planning);
o capacitl' of the organtzatron to achieve a result;
o what relationships exist outside of the orgamzation (both in and out of
goverrunent) and hort' do these relationships af{ect activities, and
o other challenges and opportunities.
Purpose:
To provide in{ormation about the sfrategic context of the organtzation to help
better understand the complexity and uncertaintr- associated rt ith the
development and implementation of services and initiatives and the decisionmaking of the organization in that slrategic environment.
Self-assessment criteria:
Has the organizatton outlined the key factors that affect performance in a
concise manner?
Has the organizatron identified key risks and how they are being
managed or addressed?
Has the organtzatton taken steps to develop capacity to meet expected
challenges?
o How did external erzents or circumstances affect activities and results?
o How did the organtzatron deal with those events or circumstances?
o Has the organtzatton identified areas where there are cross-department,
cross-agenc\l or inter- goverrunental initiatives? Does the organizatron
explain the impact these relationships have on performance?
If serrrices are delivered through another organization (such as an
UTPRAS-registered TESD program), have the responsibilities for service
delivery and performance been explained?

aa
LJ

Employee Performance Management Handbook

-A.0-201 2

TESDA Strategic Performance Management System

=:==::= ===:=====:= =:: ==== =:=:::=:::==:=:= === =:::=

Principle #7
Performance information looks forward and backward in time.

=:::::::=

Description:
Performance reporting should provide comparative information about past
performance and incorporate future expectations, goals, or targets where
applicable. A performance report should compare results in relation to prior
years' results in order to show whether performance is stable, improving or
declining.
Purpose:
To better contextualize the performance inJormation in relation to historical
performance and targets or goals that might have been set.
Self-assessment criteria:
Does the performance measure include baseline data and trend

information?
Does the organizab.on discuss future expectations, goals, or previously
stated targets?
Does the information enable the external reader to understand if
performance is improving, declining or remaining stable and why?
Has the orgarttzaf,on pror-ided comparative information regarding the
performance of other jurisdictions where it is usefui or applicable?
Have any inconsistencies in data or the presentation of data been
explained?
Has the orgarrtzatron discussed significant variances between aclual and
expected results?
In the information presented, has the organrzation considered lessons
learned?

=====:=:=:======::=====:=::=========:::=:====:==:==:=======
Principle #8

Information is clear, relevant, credible and balanced.

Description:
Information should be in plain language, sourced, and provide a balanced
assessment of performance. Performance in{ormation should be measured and
presented as consistentlv as possible from one period to the next with changes
explained. Performance in-formation should also be relevant, focusing on the few
critical aspects of performance.

24

Employee Performance Management Handbook V-0.0-2012

TESDA Strategic Performance Management System

Purpose:
To provide information on the organizatton and its performance that is
understandable and presents an accurate, reliable assessment.
Self-assessment criteria:

o
o
o
o
o
o
o
o
o
o

Does the information avoid jargon, acronyfirs and overly technical

descriptions?
Is the information presentec'l succinctly?
Is information presented ir-r a manner that helps the reader understand the
content and appreciate its significance?
Are successes and shortcomi:egs reported in a balanced way?
Were charts, graphs or orher r-isuals used in a way that enhanced the
understanding of the document?
Was there an explalation rr-hr- measures were chosen and what
limitations might erist rr-i;h the dataf tndicators?
Are performance measules relevant and measure what they purport to
measure?
Are measures consisteni r:om r.ear to year? If not, is there an explanation
why not?
Is the performance injorlnation sourced?
Is the data accurate. recent, and of sufficient qtality?

D ef initi ons/gl o s s ar,v

The following pror-ides a giossan oi terms commonly used in MONET

performance reporting

Action: Refers to a speciric initiarive, sfrategy, or program which is designed to

advance the objectir-e alrd lead ultirnately to outcomes.
Indicator: The vardslick used to inJorm users of performance information. Some
indicators measure outcones, some measure outputs or inputs.'

Input: Something that is put into a s\.stem to achieve an output, outcome or

result. (e.g. the number oi full time employees.)
Measure: Used interchangeairlr- u'ith "indTcatot" . From reporting period to
reporting period, the measure does not change, but the data may.

Objective: Refers to a concise, realistic, results-oriented statement of what the

organization intends to achieve.

25

Employee Performance Management Handbook V-0.0-2012

Performance Management System

Outcome: A significant consequence attributed to the outputs of an organization.

Outcomes may be short, medium or long term. They might be direct or indirect,
intended
or unintended.

Output: A product or service resulting from the activity of an orgarizatron,

policy, program or initiative. Examples of outputs are kilometers of road
repaired or number of people who received fraining.
area of focus of an organizatton, stated at a high level. A priority
be expressed as a statement of a long term goal or a desired outcome,

Priority: A key
may

and,f or both.

Priorities r,r'iil have specific objectives and actions to achieve them.

Result: The consequence attributed to the actir.ities of an organrzatiory policy,

program or initiative. Results can include both outputs andf or outcomes.
Risk: Refers to the chance or probabilitv that a factor might affect performance or
the ability of an organization to achieve i-ts objectives'
Strategy: An activity or series of activities that work together to achieve an
objective. A strategy is a kind of action'
Strategic context A set of factors that, when described, help to understand the
complexity and uncertainty associated with the development and
implementation of services and initiatives and the decision-making of the
organizatron. The strategic context is the setting in which the organization
operates. It includes a discussion of the factors that affect performance (such as
economic, social, demographic, or environmental), challenges and opportunities,
risks and how are they being managed, capacrty of the organtzation to achieve a
result, and what reiationships exist outside of the organrzation (both in and out
of government.)

Variance: \z\4ren referring to financial inJormation, variance is the difference

between the expected costs and the actual costs. When referring to non-financial
in{ormation, variance is the difference between the expected result and the actual
result.

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Employee Performance Management Handbook V-0.0-2012

ic Performance Management

APPENDIX

Perf ormance Planning Worksheet

Employee:

Date:

Job Title:
Step 1: Determine Critical ]ob Functions
I4lhat is provided through this job? (administrative support, technical assistance,
customer service, supen-ision, maintenance services, project management, etc.)
List all major functions.

Who are this position's main customers?

Step 2: Identify Key Tasks and Standards of performance

List the most important tasks of tiris job (see job description for samples). Attacl.r
additional sheets, ii neecied. For each task, determine standard(s) of performance
based on at least one of the follon.ing criteria:

r
o
o

Quaiitv
Quantitr.
Timeliness

How well the task must be done

How much needs to be done
How fast or by what deadline the task needs to

be

Consfraints

Under what constraints the task must be done

Example:
Task: Resol'es complaints from a member of the community

Standard(s) associated rr-ith this task:

Quality:
Timeliness:

Uses good customer service techniques

Resolr-es complaints within 24 hours

Standard(s) associated
with this task (either

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TESDA Strategic Performance Management System

"Qua7tty" , "Quarltrty"

"Timeiiness", or
"Constraints"
Task:

st@
with this task (either
" Quality", "Quantitr ",
"Timeliness", ot
"Constraints"
Task:
Standard(s) associated
with this task (either
" Quality" , " QLtar\tttt-" ,
"Timeliness",
t lme.tlness / or
"Consfraints")
Task:
Standard(s) associated

with this task (either

" Qurality ", " Quantitr-",
"Timeliness",
t lmellness / or
"Consfraints")
Task:

st@
with this task (either
"QuaIrty" , "Qu.antrt\-"
"Timeliness",
l lmellness' / or
"Constraints")

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(Attach more pages if necessan-)

Employee Performance lr4an

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TESDA Strategic Performance Management System

Step 3: Identify Goals for Next Rating Period and Expectations/Measures

List at least three goals for this position to be completed for the next rating
period. While tire supervisor r,r'ill develop some draft goals to get the discussion
moving, the supervisor and emplovee should work together to determine the
goals and expectations (measures) for the next review period. Goals and
expectations should be at the behar-ioral level. Goals shouid be:

.
.
.
.
o

Specific, rather than general.

Achiertable wtthtn the rer-ien- period
Mensurnble - either in quallitr', quality, or results.
Within the emplo)'ee's nbiiihr and nuthority.
Related to the emplor-ee's job and to the business.

Goal l
Goal Title:

G""1D"r.tryti"" *rC
Weighting:

G""i

M"""r*-."t

("tth-.

quantity, quaiity, or resul:s).

t
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t

Goal2
Goal Titie:

G""1D"r.tryt-"
Weighting:

"rd

Goal Measurement (either in

quantity, qualitr', or results).

Goal3
Goal Title:
Goal Description and

Performan ce

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agement

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TESDA Strategic Performance

Weighting:

Goal Measurement (either in

quantity, quality, or results).

GoaI4
Goal Titie:
Goal Description and
Weighting:

Goal Measurement (either in

quantity, quality, or results).

Goal5
Goal Title:
Goal Description and
Weighting:

Goal Measurement (either in

quantity, qualrty, or results).

Once the goals are developed and agreed upon, they are to be entered in the
Performance Measurement and Management Monitoring Network (MoNET)
System for tracking purposes and to enter progress notes tlrroughout the next
rating period.

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TESDA Strategic Performance Management System

APPENDIX C
Coaching Worksheet
Use this worksheet to prepare for and make notes of your coaching discussion

Emolovee name:

Meeting date:

Supervisor name:

Performance Areas Meeting and Exceeding Expectations

Performance Areas Identified for Improvement

Additional Discussion Items (e.9., project updates, progress on priorities,

training and professional development, employee's concerns)

Next Steps in Employee Development (for both the supervisor and emplovee)

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TESDA Strategic Performance Management System

Empl

oy

elf-Ea alu ati o n

Fo

rm

Employee Name:

Job Title:

Department:

Date:

Supervisor:
Review Period:

From:

to:

Comment on \/our performance on each of the core competencies (review criteria

for each of the competencies that were previously provided to you)
Knowledge:
Quality:
Quantity:

Adaptabiiitv:
Attendance & Puncfualitr.:
Dependabilit,v:
Communications:
Customer Sen'ice:
Teamwork:
Representing the Citr':

Initiative:
Leadership (for office heads, supervisors and managers, only)

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Which goals did you accomplish? How well?

lAlhich goals did vou not accomplish and why not?

:
:

What goals are important for vou to achieve during the next rating period?
Please be clear and concise.

\Atrich other objectir es clid vou meet, beyond your stated goals?

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achievernent accornplisllnents are you most proud of?

What part(s) of r-our iob clo )'ou find satisfying?

\A4rat part(s)

\44-Lat areas

oi r-our jolr rvould you like to change?

of trairung andf or career development do you want /need?

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\Mhat can -voul mar-LagerT supervisor do to help you achieve your future goals
and meet expectations?

Additional Comments

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THE OPCR _ IPCR CONCEPT APPLIED IN TESDA SD4R PLATFORM

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Employee Performance Management Handbook V-0.0-2012