The performance planning process involves three key stages: (1) setting goals, objectives, and standards through a performance plan; (2) discussing the plan between the employee and supervisor; and (3) updating the plan as priorities and goals change. The plan identifies accountabilities, competencies, and professional development goals. Traditionally, the supervisor developed the plan, but now employees have more input and develop their own plans with the supervisor acting as a coach. Regular feedback and meetings help ensure the plan stays up to date.

1. PERFORMANCE PLANNING

2. The first stage of the process is planning. Planning
consists of setting goals, objectives, standards and
direction.
 The performance plan identifies what is expected
(accountabilities);
 how the job should be accomplished
(competencies); and professional development
goals.

3. Plans should be updated at least
annually, and, if job
responsibilities/priorities change, more
frequent revisions are appropriate.
 Traditionally, the role of the supervisor was
to develop the plan and let the employee
know his/her goals and objectives to be met.
The employee had very little input.


4. 
The newest approach involves both the
employee and the supervisor.
 The employee basically develops the plan and
sets his/her own goals and objectives.
 The supervisor's role in the planning stage is to
act as a coach, mentor and advisor to the
employee
 . The employee must be made aware of their
position and the responsibilities of the position.
 He/She must also understand how their goals
and performance interact with the organization's
performance expectations.

5.  It
is the supervisor's job to help the
employee understand that the employee's
goals need to be consistent with
organizational goals.
 Once these goals are clear, the supervisor
needs to let the employee develop the plan.
 The employee must be willing to take this
role into his hands while the supervisor must
learn to empower the employee and guide
him in this stage without actually developing
the plan for the employee.

6. Components of the Planning Stage
I. Development of performance plan
II. Plan discussion by employee and
supervisor
III. Update the plan as priorities/goals
change


7. 



When developing the plan, the three essential components to be
included are key accountabilities and objectives; competencies;
and professional development.
Accountabilities are simply "areas of responsibility for which an
employee is expected to produce results." Typically, positions
may have three to eight key accountabilities. For each of these
accountabilities, there should be specific performance objectives
with measurable outcomes. Accountabilities are unstable and
tend to change as goals are met or priorities/responsibilities
change.
Competencies are behavioral measures that focus on how the
job is to be accomplished and may include skills, knowledge
and/or behaviors that improve job effectiveness/performance.
The number of typical competencies ranges from six to ten.
Unlike accountabilities, competencies normally remain stable
and do not change over time. Competencies support
accountabilities.
Compentencies Frequently Identified in Superior Performers

8. 


Last, but certainly not least are professional
development goals.
The plan should include training to fill skill gaps as
well as development of employees to ensure their
employability and marketability.
This can include in-house training or outside courses.
Again, the role of the supervisor is not to choose
training courses for employees but instead to
encourage and support them on perspectives of new
skills, competencies, and experiences they may need
for future advancement.

9. 





The next component in the planning process is the discussion or
the plan by the employee and supervisor.
This is an important step because both the employee and the
supervisor must understand the plan.
This step requires the employee and supervisor to have a good
working relationship or some type of partnership. Good
communication is essential to make this work.
The supervisor must make sure the employee has set attainable
goals and not ones that he/she is unable to reach.
The supervisor should also be a mentor and should not dictate
frequent changes to the plan.
The final plan and expectations must be fully understood by all
parties. Supervisors should be clear on how performance
expectations and rewards are linked.

10. 


As employees' priorities and goals change or are met
(like accountabilities), plans need to be updated to
reflect these changes.
This area, like the previous area, requires regular
communication between the employee and
supervisor. In order to be aware of areas that need to
be updated and changed, regular feedback and
regularly scheduled meetings regarding performance
are important.
In fact, day-to-day feedback or coaching helps
people to be able to accomplish the goals set in the
planning stage.