SECTION VI
PERFORMANCE MANAGEMENT TOOLS FOR COMMON
JOB CLUSTERS FOR THE BEHAVIOURAL COMPETENCIES
This is a living document, which CCSA may revise and update to reflect the latest evidence and research.
© Canadian Centre on Substance Abuse, 2014
For additional copies, contact CCSA, 75 Albert St., Suite 500 Ottawa, ON K1P 5E7 Tel.: 613-235-4048 Email: [email protected]
ISBN 978-1-77178-192-3
ADMINISTRATIVE SUPPORT COUNSELLING
HEALTH PROMOTION SENIOR MANAGEMENT SUPERVISION
SUPPORT AND OUTREACH WITHDRAWAL MANAGEMENT
IV–1 IV–9 IV–17 IV–25 IV–33 IV–41 IV–49
The Canadian Centre on Substance Abuse (CCSA) gratefully acknowledges the significant contributions and support received from people working in the field who participated in focus groups across Canada.
CCSA especially thanks all its partners who so graciously allowed and encouraged staff to participate in the focus groups. The research means nothing if the end result is not meaningful to the people for whom it is intended and CCSA could not produce a meaningful report without the input from the focus groups.
CCSA also thanks members of the National Advisory Group on Workforce Development (comprised of representatives from key national organizations and provincial/territorial governments) and other experienced directors and managers who participated in reviews of both sets of competencies.
These documents can also be downloaded as a PDF at www.ccsa.ca Ce document est également disponible en français sous le titre : Compétences pour les intervenants canadiens en toxicomanie
VI–1
It may be that the profile competencies related to the performance objectives are not all identified in the planning stage. Others can be added as needed. Typically, each performance objective has one related competency or more.
To assist you in planning the initial review, sample performance objectives have been provided. They relate to the Behavioural Competencies in each job profile.
Ensure that all performance evaluations are conducted in accordance with existing organizational policies and procedures.
ADMINISTRATIVE SUPPORT
This performance management tool provides you with a process and template for conducting employee performance reviews within the Administration Support occupational cluster. It includes a selection of sample performance objectives for the Behavioural Competencies and proficiency levels relevant to the suggested competency profile.
This tool is useful as a template or starter guide, but it might not accurately represent the competencies required for the position you are evaluating.
To assess and revise the tool so it is well-suited to your organization:
1. Review the tool to determine if the suggested competency profile is relevant.
2. Adjust, as necessary, to suit the job description and your organization.
3. Review the Behavioural Competencies to determine what competencies or proficiency levels you need to change to give a more accurate representation. A brief overview of the steps involved in identifying the relevant competencies for a profile has been provided in the Behavioural Competencies Report.
A job competency profile includes only the critical competencies required for the job (not those that are
“nice to have”—i.e., not essential to performing the job successfully). Preferably, there are no more than 12 competencies per profile.
**CONFIDENTIAL WHEN COMPLETED**
Competency Required Proficiency
Levels
Adaptability/Flexibility 1
Analytical Thinking and Decision Making 1
Client Service Orientation 1
Continuous Learning 2
Diversity and Cultural Responsiveness 1
Effective Communication 2
Ethical Conduct and Professionalism 1
Interpersonal Rapport/Savvy 2
Planning and Organizing 2
Self Care 2
Self Management 2
Teamwork and Cooperation 2
Job Cluster Example Job Titles
Administrative Support Administrative Assistant, Administrator, Regional Administrator, Clinic Technician
Preparation Checklist
Review job description to identify the target position requirements and competencies.
Review previous performance evaluation, if available.
Suggested Competency Profile
Performance Management Tool for Positions Related to Administrative Support
Position Title:Employee Name:
Manager’s Name and Title:
Review Period from (Month/Year) to (Month/Year): Date of Review (Day/Month/Year):
How to Use this Form
INITIAL PLANNING: At the beginning of the performance cycle
(e.g., on or immediately following the anniversary date of the employee)
The manager and employee meet to discuss and agree on the key performance objectives and related competencies for the review period.
• The performance objectives can be task- or activity-based, or can be competency-based objectives (see Part A: Performance Planning and Review).
• In almost all cases, performance objectives identified (the “what” of the job) can be related to particular competencies required to achieve them (the “how” of the job).
• If this is the first year a performance review has been conducted, the manager and the employee might not yet be able to identify any learning and development needs. They can have an initial discussion about what these might be, based on the employee’s own performance development concerns.
• If this is not the first year, the manager and the employee confirm the learning and development needs identified at the end of the previous cycle.
INTERIM REVIEW: During the cycle (e.g., 6-month review)
The manager and employee meet to review progress in achieving performance objectives and begin to identify areas for development. Formal reviews might also be conducted throughout the period; for example, when the manager or employee changes jobs, when there is significant change in the existing job, or at the end of a key milestone.
• Performance objectives might need adjusting if work or priorities have changed since the beginning of the cycle (see Part A: Performance Planning and Review).
• If this is the first year a performance review has been conducted, the manager and the employee can begin to identify learning and development needs (see Part B: Learning and Development).
• If this is not the first year a performance review has been conducted, the manager and employee review the employee’s accomplishment of the action plan so far and adjust as necessary (see Part B: Learning and Development).
FINAL REVIEW: At the end of the cycle (on or near the anniversary date of the employee’s hiring)
The manager and employee meet to discuss and agree on the key performance objectives and related competencies for the review period.
• Record the employee’s performance for each of the required competencies (see Part A: Performance Planning and Review).
• For each objective, the manager and employee discuss the extent to which objectives were achieved.
This is recorded in the “Results” section.
• In the “Rating” section, employee and manager use the rating scale provided on the last page to evaluate results.
• If this is the first year a performance review has been conducted, the manager and the employee work together to identify the learning and development needs and the required action plan for the following review cycle (see Part B: Learning and Development). Focus is on the most pressing learning needs (e.g., up to five areas for development).
• If this is not the first year, the manager and employee review the employee’s accomplishment of the action plan throughout the previous year (see Part B: Learning and Development).
SIGN OFF: At the end of the cycle (on the anniversary date of the employee’s hiring)
• The manager prepares the final summary review and evaluation and reviews the results with the employee (see Part C: Final Evaluation).
• The manager and employee jointly determine and agree to an action plan to enhance performance and results. This includes action to be taken by both the manager and the employee (see Part C: Final Evaluation).
• The employee comments on his or her own performance over the review cycle and the results (see Part C: Final Evaluation).
• The original of the completed form is placed in the employee’s Human Resource file and the manager gives a copy to the employee.
PART A: Performance Planning and Review
Related Competencies Sample Performance Objectives Results Achieved Rating Self Mgr
Adaptability/Flexibility Teamwork and Cooperation1. Provide administrative coverage/support for other sections during periods of absence of other administrative staff and when necessary.Analytical Thinking and Decision Making
2. Provide timely information on user activity based on an analysis of available data. Client Service Orientation Interpersonal Savvy/Rapport Ethical Conduct and Professionalism
3. Provide necessary information to clients within the boundaries of confidentiality policies and/or contact appropriate staff to pass information as appropriate. Continuous Learning Self Care
4. Undertake training as identified by supervisor and learning plan.
Related Competencies Sample Performance Objectives Results Achieved Rating Self Mgr
Effective Communication Self Management Diversity and Cultural Responsiveness5. Ensure effective communication is maintained between service users and colleagues at all levels, both verbally and in writing. Planning and Organizing Ethical Conduct and Professionalism
6. Maintain and create efficient filing systems (electronic and hard-copy) to facilitate data retrieval and ensure that confidentiality is preserved. Self Care Teamwork and Cooperation Adaptability/Flexibility
7. Seek assistance from others to resolve issues or meet demands of the workload, as appropriate.
PART B: Learning and Development
Ar eas for Development Action Plan/ Development Options Target Completion Dates Results
NOTE: By signing here, the employee acknowledges reading the results and discussing them with the manager.
PART C: Summary Review and Overall Evaluation
• After discussion on Parts A and B, the manager prepares summary comments on the employee’s overall performance during the review period and rates the employee’s performance.
• The employee and manager agree on a mutual action plan recording the actions to be taken by the manager and employee to achieve desired results (includes making funds, time and resources available as necessary).
• The employee records summary comments on own performance and/or the review process, as desired.
• Both the manager and employee sign the evaluation.
4 Exceeds Expectations
Exceeded requirements on most of all important elements of the objective(s).
3 Meets Expectations
Fulfilled requirements and met performance objective(s) within the standards for the position assessed.
2
Progressing
Fulfilled some of the requirements of the objective(s). Progress is being observed for the majority of objective requirements.
1
Needs Improvement
Fulfillment of objective(s) was less than adequate in all or most respects. Performance is below satisfactory level and must improve.
Overall
Evaluation
Needs Improvement Progressing Meets Expectations Exceeds ExpectationsManager Comments/
Summary
Mutual Action Plan
Employee Comments
Employee Signature Manager Signature Date (dd/mm/yy)
COUNSELLING
This performance management tool provides you with a process and template for conducting employee performance reviews within the Counselling occupational cluster. It includes a selection of sample performance objectives for the Behavioural Competencies and proficiency levels relevant to the suggested competency profile.
This tool is useful as a template or starter guide, but it might not accurately represent the competencies required for the position you are evaluating.
To assess and revise the tool so it is well-suited to your organization:
1. Review the tool to determine if the suggested competency profile is relevant.
2. Adjust, as necessary, to suit the job description and your organization.
3. Review the Behavioural Competencies to determine what competencies or proficiency levels you need to change to give a more accurate representation.
A brief overview of the steps involved in identifying the relevant competencies for a profile has been provided in the Behavioural Competencies Report.
It may be that the profile competencies related to the performance objectives are not all identified in the planning stage. Others can be added as needed. Typically, each performance objective has one related competency or more.
To assist you in planning the initial review, sample performance objectives have been provided. They relate to the Behavioural Competencies in each job profile.
Ensure that all performance evaluations are conducted in accordance with existing organizational policies and procedures.
A job competency profile includes only the critical competencies required for the job (not those that are
“nice to have”—i.e., not essential to performing the job successfully). Preferably, there are no more than 12 competencies per profile.
**CONFIDENTIAL WHEN COMPLETED**
Job Cluster Example Job Titles
Counselling Addictions Counsellor, Alcohol & Drug Counsellor, Substance Abuse Counsellor, Intake Counsellor
Preparation Checklist
Review job description to identify the target position requirements and competencies.
Review previous performance evaluation, if available.
Suggested Competency Profile
Performance Management Tool for Positions Related to Counselling
Position Title:Employee Name:
Manager’s Name and Title:
Review Period from (Month/Year) to (Month/Year): Date of Review (Day/Month/Year):
Competency Required Proficiency
Level
Adaptability/Flexibility 3
Analytical Thinking and Decision Making 3
Client-centred Change 3
Client Service Orientation 2
Continuous Learning 2
Diversity and Cultural Responsiveness 3
Effective Communication 3
Ethical Conduct and Professionalism 2
Interpersonal Rapport/Savvy 3
Self Care 2
Self Management 2
Teamwork and Cooperation 2
How to Use this Form
INITIAL PLANNING: At the beginning of the performance cycle
(e.g., on or immediately following the anniversary date of the employee)
The manager and employee meet to discuss and agree on the key performance objectives and related competencies for the review period.
• The performance objectives can be task- or activity-based, or can be competency-based objectives (see Part A: Performance Planning and Review).
• In almost all cases, performance objectives identified (the “what” of the job) can be related to particular competencies required to achieve them (the “how” of the job).
• If this is the first year a performance review has been conducted, the manager and the employee might not yet be able to identify any learning and development needs. They can have an initial discussion about what these might be, based on the employee’s own performance development concerns.
• If this is not the first year, the manager and the employee confirm the learning and development needs identified at the end of the previous cycle.
INTERIM REVIEW: During the cycle (e.g., 6-month review)
The manager and employee meet to review progress in achieving performance objectives and begin to identify areas for development. Formal reviews might also be conducted throughout the period; for example, when the manager or employee changes jobs, when there is significant change in the existing job, or at the end of a key milestone.
• Performance objectives might need adjusting if work or priorities have changed since the beginning of the cycle (see Part A: Performance Planning and Review).
• If this is the first year a performance review has been conducted, the manager and the employee can begin to identify learning and development needs (see Part B: Learning and Development).
• If this is not the first year a performance review has been conducted, the manager and employee review the employee’s accomplishment of the action plan so far and adjust as necessary (see Part B: Learning and Development).
FINAL REVIEW: At the end of the cycle (on or near the anniversary date of the employee’s hiring)
The manager and employee meet to discuss and agree on the key performance objectives and related competencies for the review period.
• Record the employee’s performance for each of the required competencies (see Part A: Performance Planning and Review).
• For each objective, the manager and employee discuss the extent to which objectives were achieved.
This is recorded in the “Results” section.
• In the “Rating” section, employee and manager use the rating scale provided on the last page to evaluate results.
• If this is the first year a performance review has been conducted, the manager and the employee work together to identify the learning and development needs and the required action plan for the following review cycle (see Part B: Learning and Development). Focus is on the most pressing learning needs (e.g., up to five areas for development).
• If this is not the first year, the manager and employee review the employee’s accomplishment of the action plan throughout the previous year (see Part B: Learning and Development).
SIGN OFF: At the end of the cycle (on the anniversary date of the employee’s hiring)
• The manager prepares the final summary review and evaluation and reviews the results with the employee (see Part C: Final Evaluation).
• The manager and employee jointly determine and agree to an action plan to enhance performance and results. This includes action to be taken by both the manager and the employee (see Part C: Final Evaluation).
• The employee comments on his or her own performance over the review cycle and the results (see Part C: Final Evaluation).
• The original of the completed form is placed in the employee’s Human Resource file and the manager gives a copy to the employee.
PART A: Performance Planning and Review
Related Competencies Sample Performance Objectives Results Achieved Rating Self Mgr
Interpersonal Savvy/Rapport Effective Communication1. Provide individual and group counselling sessions to clients in a safe environment. Client Service Orientation Diversity and Cultural Responsiveness2. Negotiate and sustain goal- directed counselling relationships that honour individual, cultural and situational diversity. Effective Communication Interpersonal Savvy/Rapport Self Management
3. Demonstrate appropriate awareness of self through recognition of impact on others, managing bias, and the identification of strengths and limitations. Client Service Orientation4. Assist individuals, groups and the community to attain knowledge and skills in addressing substance use issues.
Related Competencies Sample Performance Objectives Results Achieved Rating Self Mgr
Teamwork and Cooperation Continuous Learning Ethical Conduct and Professionalism5. Engage in reciprocal relationships of learning with colleagues. Client-centered Change Client Service Orientation Adaptability and Flexibility Effective Communication
Diversity and Cultural Responsiveness
6. Collaborate with clients to identify appropriate treatment options and/or supports. Self Management Self Care Continuous Learning
Ethical Conduct and Professionalism
7. Develop personal and professional resilience and promote health through the development and implementation of a personal wellness plan.
PART B: Learning and Development
Ar eas for Development Action Plan/ Development Options Target Completion Dates Results
PART C: Summary Review and Overall Evaluation
• After discussion on Parts A and B, the manager prepares summary comments on the employee’s overall performance during the review period and rates the employee’s performance.
• The employee and manager agree on a mutual action plan recording the actions to be taken by the manager and employee to achieve desired results (includes making funds, time and resources available as necessary).
• The employee records summary comments on own performance and/or the review process, as desired.
• Both the manager and employee sign the evaluation.
4 Exceeds Expectations
Exceeded requirements on most of all important elements of the objective(s).
3 Meets Expectations
Fulfilled requirements and met performance objective(s) within the standards for the position assessed.
2
Progressing
Fulfilled some of the requirements of the objective(s). Progress is being observed for the majority of objective requirements.
1
Needs Improvement
Fulfillment of objective(s) was less than adequate in all or most respects. Performance is below satisfactory level and must improve.
NOTE: By signing here, the employee acknowledges reading the results and discussing them with the manager.
Overall
Evaluation
Needs Improvement Progressing Meets Expectations Exceeds ExpectationsManager Comments/
Summary
Mutual Action Plan
Employee Comments
Employee Signature Manager Signature Date (dd/mm/yy)
HEALTH PROMOTION
This performance management tool provides you with a process and template for conducting employee performance reviews within the Health Promotion occupational cluster. It includes a selection of sample performance objectives for the Behavioural Competencies and proficiency levels relevant to the suggested competency profile.
This tool is useful as a template or starter guide, but it might not accurately represent the competencies required for the position you are evaluating.
To assess and revise the tool so it is well-suited to your organization:
1. Review the tool to determine if the suggested competency profile is relevant.
2. Adjust, as necessary, to suit the job description and your organization.
3. Review the Behavioural Competencies to determine what competencies or proficiency levels you need to change to give a more accurate representation.
A brief overview of the steps involved in identifying the relevant competencies for a profile has been provided in the Behavioural Competencies Report.
It may be that the profile competencies related to the performance objectives are not all identified in the planning stage. Others can be added as needed. Typically, each performance objective has one related competency or more.
To assist you in planning the initial review, sample performance objectives have been provided. They relate to the Behavioural Competencies in each job profile.
Ensure that all performance evaluations are conducted in accordance with existing organizational policies and procedures.
A job competency profile includes only the critical competencies required for the job (not those that are
“nice to have”—i.e., not essential to performing the job successfully). Preferably, there are no more than 12 competencies per profile.
**CONFIDENTIAL WHEN COMPLETED**
Job Cluster Example Job Titles
Health Promotion Health Promotion Specialist, Health Education Specialist, Prevention Coordinator, Health Educator, Health Promotion & Protection Specialist/Worker
Preparation Checklist
Review job description to identify the target position requirements and competencies.
Review previous performance evaluation, if available.
Suggested Competency Profile
Performance Management Tool for Positions Related to Health Promotion
Position Title:Employee Name:
Manager’s Name and Title:
Review Period from (Month/Year) to (Month/Year): Date of Review (Day/Month/Year):
Competency Required Proficiency
Level
Adaptability/Flexibility 3
Analytical Thinking and Decision Making 2
Collaboration and Network Building 3
Continuous Learning 3
Creativity and Innovation 3
Developing Others 3
Diversity and Cultural Responsiveness 3
Effective Communication 3
Ethical Conduct and Professionalism 2
Interpersonal Rapport/Savvy 3
Planning and Organizing 3
Self Care 2
Self Motivation and Drive 2
Teamwork and Cooperation 2
How to Use this Form
INITIAL PLANNING: At the beginning of the performance cycle
(e.g., on or immediately following the anniversary date of the employee)
The manager and employee meet to discuss and agree on the key performance objectives and related competencies for the review period.
• The performance objectives can be task- or activity-based, or can be competency-based objectives (see Part A: Performance Planning and Review).
• In almost all cases, performance objectives identified (the “what” of the job) can be related to particular competencies required to achieve them (the “how” of the job).
• If this is the first year a performance review has been conducted, the manager and the employee might not yet be able to identify any learning and development needs. They can have an initial discussion about what these might be, based on the employee’s own performance development concerns.
• If this is not the first year, the manager and the employee confirm the learning and development needs identified at the end of the previous cycle.
INTERIM REVIEW: During the cycle (e.g., 6-month review)
The manager and employee meet to review progress in achieving performance objectives and begin to identify areas for development. Formal reviews might also be conducted throughout the period; for example, when the manager or employee changes jobs, when there is significant change in the existing job, or at the end of a key milestone.
• Performance objectives might need adjusting if work or priorities have changed since the beginning of the cycle (see Part A: Performance Planning and Review).
• If this is the first year a performance review has been conducted, the manager and the employee can begin to identify learning and development needs (see Part B: Learning and Development).
• If this is not the first year a performance review has been conducted, the manager and employee review the employee’s accomplishment of the action plan so far and adjust as necessary (see Part B: Learning and Development).
FINAL REVIEW: At the end of the cycle (on or near the anniversary date of the employee’s hiring)
The manager and employee meet to discuss and agree on the key performance objectives and related competencies for the review period.
• Record the employee’s performance for each of the required competencies (see Part A: Performance Planning and Review).
• For each objective, the manager and employee discuss the extent to which objectives were achieved.
This is recorded in the “Results” section.
• In the “Rating” section, employee and manager use the rating scale provided on the last page to evaluate results.
• If this is the first year a performance review has been conducted, the manager and the employee work together to identify the learning and development needs and the required action plan for the following review cycle (see Part B: Learning and Development). Focus is on the most pressing learning needs (e.g., up to five areas for development).
• If this is not the first year, the manager and employee review the employee’s accomplishment of the action plan throughout the previous year (see Part B: Learning and Development).
SIGN OFF: At the end of the cycle (on the anniversary date of the employee’s hiring)
• The manager prepares the final summary review and evaluation and reviews the results with the employee (see Part C: Final Evaluation).
• The manager and employee jointly determine and agree to an action plan to enhance performance and results. This includes action to be taken by both the manager and the employee (see Part C: Final Evaluation).
• The employee comments on his or her own performance over the review cycle and the results (see Part C: Final Evaluation).
• The original of the completed form is placed in the employee’s Human Resource file and the manager gives a copy to the employee.
PART A: Performance Planning and Review
Related Competencies Sample Performance Objectives Results Achieved Rating Self Mgr
Adaptability/Flexibility Continuous Learning Creativity and Innovation Collaboration and Network Building1. Assist the school district in implementing a comprehensive school health approach by providing access to up-to-date information on health promotion theory and evidence-based practice.
Collaboration and Network Building Effective Communication
2. Establish and maintain links with community leaders and other key health promotion stakeholders (e.g., schools, businesses, churches, community associations, labour unions). Effective Communication Interpersonal Savvy/Rapport Creativity and Innovation
Collaboration and Network Building
3. Facilitate a health education program to address binge drinking among young adults. Creativity and Innovation Effective Communication
Collaboration and Network Building
4. Develop a social marketing campaign including multiple channels (leaflets, posters, brochures, PSAs, etc.) to raise awareness of low-risk drinking.
Related Competencies Sample Performance Objectives Results Achieved Rating Self Mgr
Diversity and Cultural Responsiveness Ethical Conduct and Professionalism Interpersonal Savvy/Rapport Adaptability/Flexibility
5. Facilitate development of a communication coalition to advocate for addressing health inequities impacting socio-ethnic minorities in the community.
PART B: Learning and Development
Ar eas for Development Action Plan/ Development Options Target Completion Dates Results
PART C: Summary Review and Overall Evaluation
• After discussion on Parts A and B, the manager prepares summary comments on the employee’s overall performance during the review period and rates the employee’s performance.
• The employee and manager agree on a mutual action plan recording the actions to be taken by the manager and employee to achieve desired results (includes making funds, time and resources available as necessary).
• The employee records summary comments on own performance and/or the review process, as desired.
• Both the manager and employee sign the evaluation.
4 Exceeds Expectations
Exceeded requirements on most of all important elements of the objective(s).
3 Meets Expectations
Fulfilled requirements and met performance objective(s) within the standards for the position assessed.
2
Progressing
Fulfilled some of the requirements of the objective(s). Progress is being observed for the majority of objective requirements.
1
Needs Improvement
Fulfillment of objective(s) was less than adequate in all or most respects. Performance is below satisfactory level and must improve.
NOTE: By signing here, the employee acknowledges reading the results and discussing them with the manager.
Overall
Evaluation
Needs Improvement Progressing Meets Expectations Exceeds ExpectationsManager Comments/
Summary
Mutual Action Plan
Employee Comments
Employee Signature Manager Signature Date (dd/mm/yy)
SENIOR MANAGEMENT
This performance management tool provides you with a process and template for conducting employee performance reviews within the Senior Management occupational cluster.
It includes a selection of sample performance objectives for the Behavioural Competencies and proficiency levels relevant to the suggested competency profile.
This tool is useful as a template or starter guide, but it might not accurately represent the competencies required for the position you are evaluating.
To assess and revise the tool so it is well-suited to your organization:
1. Review the tool to determine if the suggested competency profile is relevant.
2. Adjust, as necessary, to suit the job description and your organization.
3. Review the Behavioural Competencies to determine what competencies or proficiency levels you need to change to give a more accurate representation.
A brief overview of the steps involved in identifying the relevant competencies for a profile has been provided in the Behavioural Competencies Report.
It may be that the profile competencies related to the performance objectives are not all identified in the planning stage. Others can be added as needed. Typically, each performance objective has one related competency or more.
To assist you in planning the initial review, sample performance objectives have been provided. They relate to the Behavioural Competencies in each job profile.
Ensure that all performance evaluations are conducted in accordance with existing organizational policies and procedures.
A job competency profile includes only the critical competencies required for the job (not those that are
“nice to have”—i.e., not essential to performing the job successfully). Preferably, there are no more than 12 competencies per profile.
**CONFIDENTIAL WHEN COMPLETED**
Job Cluster Example Job Titles
Senior Management Executive Director, Clinical Director, Program Director, Program Manager, Controller, Office Manager
Preparation Checklist
Review job description to identify the target position requirements and competencies.
Review previous performance evaluation, if available.
Suggested Competency Profile
Performance Management Tool for Positions Related to Senior Management
Position Title:Employee Name:
Manager’s Name and Title:
Review Period from (Month/Year) to (Month/Year): Date of Review (Day/Month/Year):
Competency Required Proficiency
Level
Adaptability/Flexibility 4
Analytical Thinking and Decision Making 4
Collaboration and Network Building 4
Continuous Learning 4
Creativity and Innovation 4
Developing Others 4
Diversity and Cultural Responsiveness 4
Effective Communication 4
Ethical Conduct and Professionalism 4
Leadership 4
Planning and Organizing 4
Self Care 4
Teamwork and Cooperation 4
INITIAL PLANNING: At the beginning of the performance cycle
(e.g., on or immediately following the anniversary date of the employee)
The manager and employee meet to discuss and agree on the key performance objectives and related competencies for the review period.
• The performance objectives can be task- or activity-based, or can be competency-based objectives (see Part A: Performance Planning and Review).
• In almost all cases, performance objectives identified (the “what” of the job) can be related to particular competencies required to achieve them (the “how” of the job).
• If this is the first year a performance review has been conducted, the manager and the employee might not yet be able to identify any learning and development needs. They can have an initial discussion about what these might be, based on the employee’s own performance development concerns.
• If this is not the first year, the manager and the employee confirm the learning and development needs identified at the end of the previous cycle.
INTERIM REVIEW: During the cycle (e.g., 6-month review)
The manager and employee meet to review progress in achieving performance objectives and begin to identify areas for development. Formal reviews might also be conducted throughout the period; for example, when the manager or employee changes jobs, when there is significant change in the existing job, or at the end of a key milestone.
• Performance objectives might need adjusting if work or priorities have changed since the beginning of the cycle (see Part A: Performance Planning and Review).
• If this is the first year a performance review has been conducted, the manager and the employee can begin to identify learning and development needs (see Part B: Learning and Development).
• If this is not the first year a performance review has been conducted, the manager and employee review the employee’s accomplishment of the action plan so far and adjust as necessary (see Part B: Learning and Development).
How to Use this Form
FINAL REVIEW: At the end of the cycle (on or near the anniversary date of the employee’s hiring)
The manager and employee meet to discuss and agree on the key performance objectives and related competencies for the review period.
• Record the employee’s performance for each of the required competencies (see Part A: Performance Planning and Review).
• For each objective, the manager and employee discuss the extent to which objectives were achieved.
This is recorded in the “Results” section.
• In the “Rating” section, employee and manager use the rating scale provided on the last page to evaluate results.
• If this is the first year a performance review has been conducted, the manager and the employee work together to identify the learning and development needs and the required action plan for the following review cycle (see Part B: Learning and Development). Focus is on the most pressing learning needs (e.g., up to five areas for development).
• If this is not the first year, the manager and employee review the employee’s accomplishment of the action plan throughout the previous year (see Part B: Learning and Development).
SIGN OFF: At the end of the cycle (on the anniversary date of the employee’s hiring)
• The manager prepares the final summary review and evaluation and reviews the results with the employee (see Part C: Final Evaluation).
• The manager and employee jointly determine and agree to an action plan to enhance performance and results. This includes action to be taken by both the manager and the employee (see Part C: Final Evaluation).
• The employee comments on his or her own performance over the review cycle and the results (see Part C: Final Evaluation).
• The original of the completed form is placed in the employee’s Human Resource file and the manager gives a copy to the employee.
PART A: Performance Planning and Review
Related Competencies Sample Performance Objectives Results Achieved Rating Self Mgr
Planning and Organizing Analytical Thinking and Decision Making Leadership1. Develop and administer the region’s comprehensive substance abuse program— involving the allocation of federal, provincial and municipal resources to agencies that provide substance abuse prevention, on or before all submission dates and within 1% of budget (or with approval explanations for overage).
Collaboration and Network Building Developing Others Creativity and Innovation Effective Communication
Diversity and Cultural Responsiveness
2. Promote community use of substance abuse and other public service programs through enhancing and developing community needs-based education and resources.
Ethical Conduct and Professionalism Teamwork and Cooperation Effective Communication
3. Develop a policy for conflicts of interest for the organization. Leadership Creativity and Innovation
Analytical Thinking and Decision Making
4. Identify a new or enhanced mission statement, goals, values and vision through a collaborative process, positively evaluated and supported by the board and other stakeholders, which establishes
Related Competencies Sample Performance Objectives Results Achieved Rating Self Mgr
Teamwork and Cooperation Developing Others5. Facilitate collaboration and development within the senior management team by providing: • One-to-one coaching • Mentoring • Teaching consensus- based decision making Continuous Learning Creativity and Innovation Adaptability/Flexibility Planning and Organizing
6. Conduct a review of best practices in substance abuse prevention and/or treatment and develop a strategy on how to implement those practices into existing programs to gain measurable enhancements.
PART B: Learning and Development
Ar eas for Development Action Plan/ Development Options Target Completion Dates Results
PART C: Summary Review and Overall Evaluation
• After discussion on Parts A and B, the manager prepares summary comments on the employee’s overall performance during the review period and rates the employee’s performance.
• The employee and manager agree on a mutual action plan recording the actions to be taken by the manager and employee to achieve desired results (includes making funds, time and resources available as necessary).
• The employee records summary comments on own performance and/or the review process, as desired.
• Both the manager and employee sign the evaluation.
4 Exceeds Expectations
Exceeded requirements on most of all important elements of the objective(s).
3 Meets Expectations
Fulfilled requirements and met performance objective(s) within the standards for the position assessed.
2
Progressing
Fulfilled some of the requirements of the objective(s). Progress is being observed for the majority of objective requirements.
1
Needs Improvement
Fulfillment of objective(s) was less than adequate in all or most respects. Performance is below satisfactory level and must improve.
NOTE: By signing here, the employee acknowledges reading the results and discussing them with the manager.
Overall
Evaluation
Needs Improvement Progressing Meets Expectations Exceeds ExpectationsManager Comments/
Summary
Mutual Action Plan
Employee Comments
Employee Signature Manager Signature Date (dd/mm/yy)
SUPERVISION
This performance management tool provides you with a process and template for conducting employee performance reviews within the Supervision occupational cluster. It includes a selection of sample performance objectives for the Behavioural Competencies and proficiency levels relevant to the suggested competency profile.
This tool is useful as a template or starter guide, but it might not accurately represent the competencies required for the position you are evaluating.
To assess and revise the tool so it is well-suited to your organization:
1. Review the tool to determine if the suggested competency profile is relevant.
2. Adjust, as necessary, to suit the job description and your organization.
3. Review the Behavioural Competencies to determine what competencies or proficiency levels you need to change to give a more accurate representation.
A brief overview of the steps involved in identifying the relevant competencies for a profile has been provided in the Behavioural Competencies Report.
It may be that the profile competencies related to the performance objectives are not all identified in the planning stage. Others can be added as needed. Typically, each performance objective has one related competency or more.
To assist you in planning the initial review, sample performance objectives have been provided. They relate to the Behavioural Competencies in each job profile.
Ensure that all performance evaluations are conducted in accordance with existing organizational policies and procedures.
A job competency profile includes only the critical competencies required for the job (not those that are
“nice to have”—i.e., not essential to performing the job successfully). Preferably, there are no more than 12 competencies per profile.
**CONFIDENTIAL WHEN COMPLETED**
Job Cluster Example Job Titles
Supervision Clinical Supervisor, Non-Clinical Supervisor, Senior Counsellor, Lead Clinician, Manager, Coordinator
Preparation Checklist
Review job description to identify the target position requirements and competencies.
Review previous performance evaluation, if available.
Suggested Competency Profile
Performance Management Tool for Positions Related to Supervision
Position Title:Employee Name:
Manager’s Name and Title:
Review Period from (Month/Year) to (Month/Year): Date of Review (Day/Month/Year):
Competency Required Proficiency
Level
Adaptability/Flexibility 3
Analytical Thinking and Decision Making 3
Client Service Orientation 3
Continuous Learning 3
Creativity and Innovation 3
Developing Others 3
Diversity and Cultural Responsiveness 3
Effective Communication 3
Ethical Conduct and Professionalism 3
Interpersonal Rapport/Savvy 3
Leadership 3
Planning and Organizing 3
Self Care 3
Teamwork and Cooperation 3
How to Use this Form
INITIAL PLANNING: At the beginning of the performance cycle
(e.g., on or immediately following the anniversary date of the employee)
The manager and employee meet to discuss and agree on the key performance objectives and related competencies for the review period.
• The performance objectives can be task- or activity-based, or can be competency-based objectives (see Part A: Performance Planning and Review).
• In almost all cases, performance objectives identified (the “what” of the job) can be related to particular competencies required to achieve them (the “how” of the job).
• If this is the first year a performance review has been conducted, the manager and the employee might not yet be able to identify any learning and development needs. They can have an initial discussion about what these might be, based on the employee’s own performance development concerns.
• If this is not the first year, the manager and the employee confirm the learning and development needs identified at the end of the previous cycle.
INTERIM REVIEW: During the cycle (e.g., 6-month review)
The manager and employee meet to review progress in achieving performance objectives and begin to identify areas for development. Formal reviews might also be conducted throughout the period; for example, when the manager or employee changes jobs, when there is significant change in the existing job, or at the end of a key milestone.
• Performance objectives might need adjusting if work or priorities have changed since the beginning of the cycle (see Part A: Performance Planning and Review).
• If this is the first year a performance review has been conducted, the manager and the employee can begin to identify learning and development needs (see Part B: Learning and Development).
• If this is not the first year a performance review has been conducted, the manager and employee review the employee’s accomplishment of the action plan so far and adjust as necessary (see Part B: Learning and Development).
FINAL REVIEW: At the end of the cycle (on or near the anniversary date of the employee’s hiring)
The manager and employee meet to discuss and agree on the key performance objectives and related competencies for the review period.
• Record the employee’s performance for each of the required competencies (see Part A: Performance Planning and Review).
• For each objective, the manager and employee discuss the extent to which objectives were achieved.
This is recorded in the “Results” section.
• In the “Rating” section, employee and manager use the rating scale provided on the last page to evaluate results.
• If this is the first year a performance review has been conducted, the manager and the employee work together to identify the learning and development needs and the required action plan for the following review cycle (see Part B: Learning and Development). Focus is on the most pressing learning needs (e.g., up to five areas for development).
• If this is not the first year, the manager and employee review the employee’s accomplishment of the action plan throughout the previous year (see Part B: Learning and Development).
SIGN OFF: At the end of the cycle (on the anniversary date of the employee’s hiring)
• The manager prepares the final summary review and evaluation and reviews the results with the employee (see Part C: Final Evaluation).
• The manager and employee jointly determine and agree to an action plan to enhance performance and results. This includes action to be taken by both the manager and the employee (see Part C: Final Evaluation).
• The employee comments on his or her own performance over the review cycle and the results (see Part C: Final Evaluation).
• The original of the completed form is placed in the employee’s Human Resource file and the manager gives a copy to the employee.
PART A: Performance Planning and Review
Related Competencies Sample Performance Objectives Results Achieved Rating Self Mgr
Planning and Organizing Interpersonal Rapport/Savvy1. Manage an agreed-upon caseload and provide specialist assessment and intervention services to address the substance abuse treatment needs of youth ages 14–18 years. Submit caseload report monthly. Developing Others Continuous Learning Self Care2. Identify, organize and participate in the development of methadone treatment training programs within next 12 months. Client Service Orientation Analytical Thinking and Decision Making Ethical Conduct and Professionalism
3. Monitor, evaluate and improve the standard of service delivery of the alcohol and drug treatment program to meet agreed-upon standards of care, as stated in policy manual. Submit evaluations to supervisor at end of each course.
Analytical Thinking and Decision Making
4. Review client satisfaction surveys monthly. Incorporate and consider recommendations for improving program—after reviewing with the team.
Related Competencies Sample Performance Objectives Results Achieved Rating Self Mgr
Leadership Teamwork and Cooperation Interpersonal Rapport/Savvy Effective Communication5. Hold monthly clinical supervision meetings with individual staff and review caseloads. Facilitate monthly team meetings.
Diversity and Cultural Responsiveness Effective Communication
6. Organize quarterly meetings between staff and Aboriginal healer/elder to enhance cultural sensitivity and service delivery. Effective Communication Planning and Organizing Developing Others Continuous Learning
7. Develop a lunch-and-learn session on “managing e-mail” by end of May to learn effective e-mail and file management. Adaptability/Flexibility Client Service Orientation Creativity and Innovation Effective Communication
8. Manage shift schedule to ensure continuous client service delivery throughout the year.
Related Competencies Sample Performance Objectives Results Achieved Rating Self Mgr
Ethical Conduct and Professionalism Developing Others Planning and Organizing
9. Organize team workshop on dual relationships by June 30. Creativity and Innovation Developing Others Effective Communication Interpersonal Rapport/Savvy
10. Identify issues that concern the team and effectively facilitate brainstorming, rotating facilitator role to develop staff. Self Care Developing Others Creativity and Innovation Adaptability/Flexibility Interpersonal Rapport/Savvy
11. Ensure that all staff manage overtime and take vacation time before end of year.
PART B: Learning and Development
Ar eas for Development Action Plan/ Development Options Target Completion Dates Results
PART C: Summary Review and Overall Evaluation
• After discussion on Parts A and B, the manager prepares summary comments on the employee’s overall performance during the review period and rates the employee’s performance.
• The employee and manager agree on a mutual action plan recording the actions to be taken by the manager and employee to achieve desired results (includes making funds, time and resources available as necessary).
• The employee records summary comments on own performance and/or the review process, as desired.
• Both the manager and employee sign the evaluation.
4 Exceeds Expectations
Exceeded requirements on most of all important elements of the objective(s).
3 Meets Expectations
Fulfilled requirements and met performance objective(s) within the standards for the position assessed.
2 Progressing
Fulfilled some of the requirements of the objective(s). Progress is being observed for the majority of objective requirements.
1 Needs Improvement
Fulfillment of objective(s) was less than adequate in all or most respects. Performance is below satisfactory level and must improve.
NOTE: By signing here, the employee acknowledges reading the results and discussing them with the manager.
Overall
Evaluation
Needs Improvement Progressing Meets Expectations Exceeds ExpectationsManager Comments/
Summary
Mutual Action Plan
Employee Comments
Employee Signature Manager Signature Date (dd/mm/yy)
SUPPORT AND OUTREACH
This performance management tool provides you with a process and template for conducting employee performance reviews within the Support and Outreach occupational cluster. It includes a selection of sample performance objectives for the Behavioural Competencies and proficiency levels relevant to the suggested competency profile.
This tool is useful as a template or starter guide, but it might not accurately represent the competencies required for the position you are evaluating.
To assess and revise the tool so it is well-suited to your organization:
1. Review the tool to determine if the suggested competency profile is relevant.
2. Adjust, as necessary, to suit the job description and your organization.
3. Review the Behavioural Competencies to determine what competencies or proficiency levels you need to change to give a more accurate representation.
A brief overview of the steps involved in identifying the relevant competencies for a profile has been provided in the Behavioural Competencies Report.
It may be that the profile competencies related to the performance objectives are not all identified in the planning stage. Others can be added as needed. Typically, each performance objective has one related competency or more.
To assist you in planning the initial review, sample performance objectives have been provided. They relate to the Behavioural Competencies in each job profile.
Ensure that all performance evaluations are conducted in accordance with existing organizational policies and procedures.
A job competency profile includes only the critical competencies required for the job (not those that are
“nice to have”—i.e., not essential to performing the job successfully). Preferably, there are no more than 12 competencies per profile.
**CONFIDENTIAL WHEN COMPLETED**
Job Cluster Example Job Titles
Support and Outreach Support Worker, Outreach Worker, Alcohol Worker, Drug Worker,
Substance Abuse Worker, Drug Outreach Worker, Substance Abuse Practitioner, Community Outreach Worker, Community Liaison Worker, Attendant
Preparation Checklist
Review job description to identify the target position requirements and competencies.
Review previous performance evaluation, if available.
Suggested Competency Profile
Performance Management Tool for Positions Related to Support and Outreach
Position Title:Employee Name:
Manager’s Name and Title:
Review Period from (Month/Year) to (Month/Year): Date of Review (Day/Month/Year):
Competency Required Proficiency
Level
Adaptability/Flexibility 3
Analytical Thinking and Decision Making 2
Client-centred Change 3
Collaboration and Network Building 2
Continuous Learning 2
Creativity and Innovation 2
Diversity and Cultural Responsiveness 3
Effective Communication 3
Ethical Conduct and Professionalism 2
Interpersonal Rapport/Savvy 3
Planning and Organizing 2
Self Care 3
Self Management 2
INITIAL PLANNING: At the beginning of the performance cycle
(e.g., on or immediately following the anniversary date of the employee)
The manager and employee meet to discuss and agree on the key performance objectives and related competencies for the review period.
• The performance objectives can be task- or activity-based, or can be competency-based objectives (see Part A: Performance Planning and Review).
• In almost all cases, performance objectives identified (the “what” of the job) can be related to particular competencies required to achieve them (the “how” of the job).
• If this is the first year a performance review has been conducted, the manager and the employee might not yet be able to identify any learning and development needs. They can have an initial discussion about what these might be, based on the employee’s own performance development concerns.
• If this is not the first year, the manager and the employee confirm the learning and development needs identified at the end of the previous cycle.
INTERIM REVIEW: During the cycle (e.g., 6-month review)
The manager and employee meet to review progress in achieving performance objectives and begin to identify areas for development. Formal reviews might also be conducted throughout the period; for example, when the manager or employee changes jobs, when there is significant change in the existing job, or at the end of a key milestone.
• Performance objectives might need adjusting if work or priorities have changed since the beginning of the cycle (see Part A: Performance Planning and Review).
• If this is the first year a performance review has been conducted, the manager and the employee can begin to identify learning and development needs (see Part B: Learning and Development).
• If this is not the first year a performance review has been conducted, the manager and employee review the employee’s accomplishment of the action plan so far and adjust as necessary (see Part B: Learning and Development).
How to Use this Form
FINAL REVIEW: At the end of the cycle (on or near the anniversary date of the employee’s hiring)
The manager and employee meet to discuss and agree on the key performance objectives and related competencies for the review period.
• Record the employee’s performance for each of the required competencies (see Part A: Performance Planning and Review).
• For each objective, the manager and employee discuss the extent to which objectives were achieved. This is recorded in the “Results” section.
• In the “Rating” section, employee and manager use the rating scale provided on the last page to evaluate results.
• If this is the first year a performance review has been conducted, the manager and the employee work together to identify the learning and development needs and the required action plan for the following review cycle (see Part B:
Learning and Development). Focus is on the most pressing learning needs (e.g., up to five areas for development).
• If this is not the first year, the manager and employee review the employee’s accomplishment of the action plan throughout the previous year (see Part B: Learning and Development).
SIGN OFF: At the end of the cycle (on the anniversary date of the employee’s hiring)
• The manager prepares the final summary review and evaluation and reviews the results with the employee (see Part C: Final Evaluation).
• The manager and employee jointly determine and agree to an action plan to enhance performance and results.
This includes action to be taken by both the manager and the employee (see Part C: Final Evaluation).
• The employee comments on his or her own performance over the review cycle and the results (see Part C: Final Evaluation).
• The original of the completed form is placed in the employee’s Human Resource file and the manager gives a copy to the employee.
PART A: Performance Planning and Review
Related Competencies Sample Performance Objectives Results Achieved Rating Self Mgr
Client-centred Change Analytical Thinking and Decision Making1. Develop client-centred service delivery plans including bio-psycho-social (needs/risk) assessment, treatment plan, and discharge strategy, with high levels of input and ownership from clients when possible. Effective Communication Collaboration and Network Building
2. Provide information and support to assist clients with their housing needs and maintaining their residence.
Analytical Thinking and Decision Making
3. Screen and assess clients referred into the prevention/ treatment service and make recommendations for appropriate treatment while maintaining professional integrity. Adaptability/Flexibility Planning and Organizing4. Develop and review short-term care plans for multiple clients, including identifying needed resources and establishing timelines.
Related Competencies Sample Performance Objectives Results Achieved Rating Self Mgr
Ethical Conduct and Professionalism Self Management
5. Meet with supervisor monthly to review ethical conduct and self management competencies as part of the supervision plan. Diversity and Cultural Responsiveness6. Ensure that substance abuse education/prevention/treatment program content and delivery are reflective and responsive to diversity—e.g., socio-political and cultural issues.
PART B: Learning and Development
Ar eas for Development Action Plan/ Development Options Target Completion Dates Results
PART C: Summary Review and Overall Evaluation
• After discussion on Parts A and B, the manager prepares summary comments on the employee’s overall performance during the review period and rates the employee’s performance.
• The employee and manager agree on a mutual action plan recording the actions to be taken by the manager and employee to achieve desired results (includes making funds, time and resources available as necessary).
• The employee records summary comments on own performance and/or the review process, as desired.
• Both the manager and employee sign the evaluation.
4 Exceeds Expectations
Exceeded requirements on most of all important elements of the objective(s).
3 Meets Expectations
Fulfilled requirements and met performance objective(s) within the standards for the position assessed.
2 Progressing
Fulfilled some of the requirements of the objective(s). Progress is being observed for the majority of objective requirements.
1 Needs Improvement
Fulfillment of objective(s) was less than adequate in all or most respects. Performance is below satisfactory level and must improve.
NOTE: By signing here, the employee acknowledges reading the results and discussing them with the manager.
Overall
Evaluation
Needs Improvement Progressing Meets Expectations Exceeds ExpectationsManager Comments/
Summary
Mutual Action Plan
Employee Comments
Employee Signature Manager Signature Date (dd/mm/yy)
WITHDRAWAL MANAGEMENT
This performance management tool provides you with a process and template for conducting employee performance reviews within the Withdrawal Management occupational cluster. It includes a selection of sample performance objectives for the Behavioural Competencies and proficiency levels relevant to the suggested competency profile.
This tool is useful as a template or starter guide, but it might not accurately represent the competencies required for the position you are evaluating.
To assess and revise the tool so it is well-suited to your organization:
1. Review the tool to determine if the suggested competency profile is relevant.
2. Adjust, as necessary, to suit the job description and your organization.
3. Review the Behavioural Competencies to determine what competencies or proficiency levels you need to change to give a more accurate representation.
A brief overview of the steps involved in identifying the relevant competencies for a profile has been provided in the Behavioural Competencies Report.
It may be that the profile competencies related to the performance objectives are not all identified in the planning stage. Others can be added as needed. Typically, each performance objective has one related competency or more.
To assist you in planning the initial review, sample performance objectives have been provided. They relate to the Behavioural Competencies in each job profile.
Ensure that all performance evaluations are conducted in accordance with existing organizational policies and procedures.
A job competency profile includes only the critical competencies required for the job (not those that are
“nice to have”—i.e., not essential to performing the job successfully). Preferably, there are no more than 12 competencies per profile.
