Performance Management for Primary Schools (Training Manual for ...

i

Performance Management in Primary Schools

UNATU

BE

CAUSE WE ARE, THE NATI

ON

IS,

LITER

AC

Y PROMOTING R

IGH

TS Literacy and Adult Basic Education (LABE)

JULY 2011

Developed By

QUALITY EDUCATORS’ PROJECT- UGANDA

Performance Management for Primary Schools

Training Manual for Headteachers and Supervisors

ii


Performance Management for Primary Schools

Training Manual for Headteachers and Supervisors

JULY 2011

Developed By


iii


Developed By


JULY 2011

iv


Table of Contents

List of Abbreviations………..............................……..…………………….................... v

Acknowledgements .......................................................……………………………….. vi

1.0 Introduction ........................................................................................................... 1

2.0 Key Elements of Performance Management ....................................................... 3

2.1 Performance Planning............................................................................................................... 4

2.2 Performance monitoring and review........................................................................................... 4

2.3 Performance Appraisal............................................................................................................. 4

2.4 Managing Performance Appraisal results and recommendations................................................ 5

3.0 CompetenceProfileForHeadteachers/DeputyHeadteachers.......................... 6

3.1 Introduction.............................................................................................................................. 6

3.2 Key Result Areas (KRAs)....................................................................................................... 6

3.3 Job Role................................................................................................................................... 7

3.4 Competence............................................................................................................................... 7

3.5 CompetenceProfileforHeadteachers....................................................................................... 7

4.0 Performance Planning............................................................................................ 13

4.1 Introduction ............................................................................................................................ 13

4.2 Objectives of Performance Planning......................................................................................... 14

4.3 Benefitsof PerformancePlanning............................................................................................ 14

4.4 PerformanceatSchoolLevel................................................................................................... 14

4.5 PerformancePlanningatDepartmentLevel............................................................................. 16

4.6 Evaluationof thePerformancePlanningProcess...................................................................... 18

5.0 Setting Objectives................................................................................................... 19

5.1 Definition................................................................................................................................ 19

5.2 Importance of setting Objectives................................................................................................. 20

5.3 Types of Objectives.................................................................................................................. 20

5.4 Components of Objectives.......................................................................................................... 21

5.5 DefiningObjectives.................................................................................................................... 21

5.6 Integrationof ObjectivesintheSchool...................................................................................... 21

v


5.7 Characteristicsof GoodObjectivesandgoals............................................................................... 21

5.8 Derivationof GoodObjectives................................................................................................. 22

5.9 Roleof SupervisorsinsettingPerformanceObjectives............................................................... 23

5.10 Key Steps to Objective-setting .................................................................................................. 24

5.11 Principles of Objective-setting................................................................................................... 24

5.12HowtoMeasurePerformanceResults....................................................................................... 25

5.13PrecautionstotakewhilesettingObjectives............................................................................... 25

5.14 Performance indicators............................................................................................................. 26

5.15 Way forward............................................................................................................................ 27

5.16 Conclusion............................................................................................................................... 27

6.0 PerformanceMeasures........................................................................................... 28

6.1 Definition................................................................................................................................ 28

6.2 PerformanceMeasuresFramework........................................................................................... 29

6.3 WhyhavePerformanceMeasures?............................................................................................ 29

6.4 HowtoarriveataMeasure..................................................................................................... 30

6.5 TableShowingSampleMeasuresforRoutineActivities............................................................ 30

6.6 TableShowingSampleMeasuresforNon-RoutineActivity.................................................. 30

6.7 TableShowingtheKRAsforHeadteachers.............................................................................. 30

7.0 KeySuccessFactorsinPerformanceManagement............................................... 31

7.1 Introduction ....................................................................................................................... 31

7.2 Key Considerations in Performance Management................................................................. 31

8.0 PerformanceDocumentatonandFeedback...................................................... 35

8.1 ModuleObjectivesandDefinition........................................................................................ 35

8.2 PerformanceDocumentationFocus....................................................................................... 35

8.3 Objectivesof Documentation............................................................................................... 36

8.4 PerformanceFeedback........................................................................................................ 36

9.0 Training Module on Performance Appraisal......................................................... 39

9.1 PerformanceEvaluationandAppraisal............................................................................... 39

9.2 WhyAppraisePerformance?............................................................................................... 39

References ………………....................……………......…............................................. 40

vi


List of Abbreviations

PAs Performance AgreementsPM Performance ManagementCP CompetenceProfilePDP PerformanceandDevelopmentPlanUNATU UgandaNationalTeachersUnionLABE LiteracyandAdultBasicEducationFAWEU ForumforAfricanWomenEducationalists(FAWE)–UgandaQEP QualityEducators’ProjectPM Performance Management MoES Ministry of Education and SportsPTC PrimaryTeachersCollege

vii


Acknowledgements

Onbehalf of theQualityEducators’InitiativeTeamandSteeringCommittee(FAWEU,LABEandUNATU),Iwouldliketoexpressoursinceregratitudetothemanycolleagues,toonumeroustomention,whohavehelpedtoshapethisPerformanceManagementManualforHeadteachersandSupervisorsforEnhancingPerformanceinPrimarySchools.

SpecialmentiongoestoOxfamNovibandEducationInternationalfortheirtechnicalandfinancialsupporttowardsthedevelopmentof thismaterial.

Wearealsoindebtedtoalltheauthorsof publishedmaterialswhoseworkswehavecitedhere.Theinformationintheirworkshasgreatlyenrichedthecontentof thismanual.

Finally, heartfelt appreciation goes to my fellow Quality Educators’ Initiative Teammembers:MarthaMuhwezi,NationalCoordinator,FAWEUandStellahK.Tumwebaze-ExecutiveDirectorLABE;forfacilitatingtheprocessof developingthisManual.ToallQualityEducators’SteeringCommitteemembers,thankyouverymuchforyourvaluablesupport.

TeopistaBirungiMayanjaCO-CHAIR,QUALITYEDUCATORS’PROJECTGeneralSecretaryUNATU.

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1.0 Introduction

Performance Management (PM) is a collaborative framework used by an organizationinsettingandmeasuring thedesiredoutcomesandactivitiesof its individual staff whocontributetotheachievementof thegoalsof thatorganization.

PerformanceAgreementswereintroducedbytheMinistryof PublicServicewithanobjectiveof providingfullaccountabilityanddemonstrationof commitmenttotheachievementof thecountry’sstrategicgoalsasspeltoutintheNationalDevelopmentPlan(NDP).Fortheeducationsector,thiswouldhelpinestablishingaperformancemanagementsystemthatlinksinstitutionalstrategytoschoolandindividualobjectivesandactionplans.

Theintroducedperformancemanagementsystemconstitutedtheframeworkfordeliveringsustained success to schools by improving the performance of headteachers and theirdeputiesandbydevelopingthecapabilitiesof individualteachers.Suchassessmentswouldprovidethebasisforthedevelopment,recognitionandothermanagementdecisionsrelatedtoanindividual’sperformance.

ThePMsystemensuresthatindividuals,teamsandultimatelytheorganization,knowwhattheyshouldbedoingandhowtheyshouldbedoing it;andtakeresponsibility forwhattheyachieve.Itemphasisesmanaging,supportinganddevelopingstaff atalllevelswithintheorganization.PMembracesmonitoringperformance,rewardingexcellentperformanceandchallengingunderperformance;andisamultilevelprocessthatstartswithanoverallstrategyandcascadestoindividualperformancemanagementandappraisal.

TheGovernmentof Uganda,throughtheMinistryof PublicServicefounditnecessarytoput inplaceamechanismforperformance improvement. In theeducationsector, inparticular,therewasaneedtoaddressthechallengesof improvingthequalityof educationat the primary level. The Performance Agreements were therefore introduced with apurposeof creatingafair, transparentandverifiablesystemfordeterminingwhetherornotstakeholdersmatchedtheperformanceexpectationsof theirroles.

TheQualityEducators’ (QE)Project is an initiativeof a joint venturebetweenOxfamNovib(ON)andEducationInternational(EI)aimedataddressingthemajorandchroniccrisisunderlyingtheproblemsof AccessandQualityinthePublicEducationsystem.QEisworkinginpartnershipwithForumforAfricanWomenEducationalists(FAWE)UgandaChapter, Literacy and Adult Basic Education (LABE) and Uganda National Teachers’Union(UNATU).TheseorganisationsoperateundertheacronymQEP-UGANDA-andarealsoreferredtoastheInitiativeTeam.

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The InitiativeTeam, togetherwith a teamof experts, has compiled thismanualwith apurposeof sensitizing,educatingandequippingallthestakeholderstoensureacommonperceptionandunderstandingof thePerformanceAgreements.Itisenvisagedthatthiswillcreatebettersupportandunderstandingatalllevelsof implementation.

ThemanualcontainsthecaseforPerformanceManagement,adetailedroleprofileof theheadteachersandtheirdeputiesandalltheprocessesandsystemsinvolvedinimplementingandsustainingaperformanceculture.It is intendedtobeusedbytheheadteachersandthoseinvolvedinsupervisingthem.

ThePerformanceAgreementsembraceformalandinformalmeasuresadoptedbyschoolsto increaseteamandindividualeffectivenessandcontinuouslydevelopstaff knowledge,skillsandcompetences.Thesystemhasalwaysbeenchallengedbythelackof knowledgeandclarityonthepartof headteachers,theirsupervisorsandstaff,aboutthefunctionalityof thePerformanceAgreements.Therehavebeenconflictingviewsandopinionsaboutthe system’s principles, processes and purpose. The responsible stakeholders have notappreciated the rationale for the system resulting into low levels of commitment to itsimplementation.

ItisagainstthisbackgroundthattheQualityEducators’ProjectUgandahascomeupwiththis performancemanagement trainingmanual to address the existing gap, support theheadteachersandcomplementthegovernment’sefforts.

Thetrainingmanualwillguide/supportheadteachersandtheirdeputiestobetterunderstandthebasicconceptsof aperformancemanagementframeworkandthemethodsneededforbuildingandimplementingthisframework.

Throughthetrainingprogramme,headteachersandtheirdeputieswilldeveloptheskillstheyneedtocreatemoreholisticandmeaningfulperformanceplanning,monitoringandevaluationattheschoollevel.Theywillbeableto:

i) drawupandprovidesupportsupervisiontotheimplementationof thetermlyandannualschoolperformanceplans;

ii) translatetheannualplansintoperformanceindicatorsandtargets;iii) conductperformancereviewsandfeedbacksessionswiththeirteachers;iv) conductmeaningfulperformanceevaluationsandmakerecommendationsthat

areinlinewithstaff expectations,schoolrequirementsandbestpractice;v) implementandmonitorperformancerecommendationsmadetostaff.

Themanualcontainsthedifferenttrainingmodulesthatallheadteachersandtheirdeputieswillneedtogothroughinordertounderstandtheprocess.

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2.0 Key Elements of Performance Management

Thissectionprovidesanoverviewtotheconceptof PerformanceAgreementsandhowtheperformancemanagementsystemcanbeeffectivelyimplemented.

PerformanceAgreementsconformtotheviewthattheperformanceof theheadteacherisdeterminedon thebasisof anumberof laiddownkey result areas that are specific,quantifiableandhencemeasurable.

Thereareanumberof performancemanagementsystems thatheadteacherscanuse toimplement customized performance targets. These systemsmay range from occasionalinformalchatswiththeteachersabouthowtheirworkisgoingontomulti-pageappraisalformsfordifferentlevelsof theteacherswithdifferentperformanceratingsinaschool.

However, the performancemanagement process we envisage will be useful in helpingheadteachersandtheirdeputiesimplementandachievetheirPerformanceAgreementsinaperformancemanagementsystem.

Thissystemisacontinuousself-reflectioncycle,flexibleandnon-bureaucratic.Itfocusesoncontinuousfeedbackregardingteacherperformanceandregulareffectivecommunicationbetweentheheadteacherandteachers.

Intheprocessof implementingtheperformancemanagementsystem,theteachersandtheheadteachermustagreeontheperformancecyclethattakesplaceinfourstages:

a. Performanceplanning;b. Performancemonitoringandreview;c. Performanceappraisal;d. Managingperformanceappraisalresultsandrecommendations.

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The Performance Management Cycle

PM cycle

PerformanceMonitoring

PerformancePlanning

Management Of recommendations

Performance Reviewing

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2.1 Performance Planning

PerformancePlanningisthestartingpointof thePerformanceManagementcycle.Itinvolvesajointdiscussionbetweenheadteachers,deputiesandtheirrespectivesupervisors,wherebyroles,objectivesandperformancestandardsareagreedon.APerformanceAgreementisthendrawnandsignedbythetwoparties.Itdefinesclearlytheperformanceexpectationsintermsof results,skill,knowledgeandexpertiserequiredtoattaintheresults.Italsodetailshowsupervisorswillprovidethesupportandguidancethesuperviseesneed.

ThePerformancePlanning process involves the review of key performance objectives,developingandagreeingonperformancetargetsandsettingkeyperformanceindicatorsasmeasuresof performance.

2.2 Performance monitoring and review

Theaboveconceptentailsassessingprogressandachievementssothatactionplanscanbepreparedandagreedupontoprovideabasisforperformancerating.Performancereviewfocusesonthreekeyelementsnamely:

a. Contribution,b. Capability,andc. Continuousdevelopment.

Duringperformancereviewmeetings,theprimaryperformancemonitoring(PM)elementsto focuson aremeasurement, feedback,positive reinforcement andexchangeof views.Performancereviewis importantbecauseitenhancesemployeemotivationbyprovidingfeedback,recognitionforgoodperformance,praiseandopportunityforgrowth.Itclarifiesexpectations and empowersworkersby encouraging them to take controlof theirownperformanceanddevelopment.

Performancereviewprovidesabasisfordevelopingandbroadeningcapabilitiesrelevantbothtothecurrentroleandfuturerolethattheemployeemayhavethepotentialtocarryout.Performancereviewalsoservesasatwo-waychannelforcommunicationaboutroles,expectations,employeerelationships,workproblemsandaspirations.

Duringtheperformancereviewmeetings,headteachersshouldpreparebyreferringtoalistof agreedobjectivesandtheirnotesonperformancethroughouttheyear.Theyshouldthencreateanenvironmentwhichallowsopennessandfriendlyexchangeof views.Headteachersshouldbeginwithpraise for some specific achievement;but this shouldbe sincere anddeserved.

2.3 Performance Appraisal

Onthepartof theappraisals,theappraisershould:

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a. Lettheindividualappraiseedomostof thetalking;b. Inviteself-appraisalfromtheappraisees.

However,mostpeopletendtounderestimatethemselves;andsotheheadteachershouldaskquestionssuchas:

(i) Howwelldoyoufeelyouhavedone?(ii) Whatdoyoufeelareyourstrengths?(iii) Whatdoyoulikemostaboutyourjob?(iv) Whatdon’tyoulikeaboutyourjob?

Themainfocusduringperformancereviewmeetingsisperformance,notpersonality,of theteachers.Thediscussionshouldbebasedonfactualevidenceincomparisonwithagreedperformancemeasuresandnotopinion.

Headteachersshouldencourageanalysisof performanceandnotmerelyhandoutpraisesorblame.Togetherwiththeteachers,theheadteachershouldobjectivelyanalyzewhythingswentwellorbadly,andwhatshouldbedonetomaintainahighstandardoravoidproblemsinfuture.

Finally,theperformancereviewmeetingshouldcomeupwithmeasurableobjectivesandaplanof actionforthenextperformancecycle.

2.4 Managing Performance Appraisal results and recommendations

The above entails amanager settingdirection,monitoring andmeasuringperformance,aswell as takingactionaccordingly. It alsocalls for continuousassessmentof teachers’performancewhichcanbedoneonatermlybasisinayear,dependingontheagreementyoumayhaveestablishedwiththeteachersandotherstaff intheschool.

Performancemanagementmustnotbeimposedontheheadteachersassomethingspecialtheyhave todo;but it shouldbe treatedasanatural functionfor themasgoodschoolmanagerstocarryout.

Toensurethataperformancemanagementcultureisbuiltandmaintained,ithastohavethe active support and encouragement of the top management/school managementcommittees.

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3.0 Headteachers/DeputyHeadteachers’CompetenceProfile(CP)

3.1 Introduction

Thissectionexplainsthemainconceptof competenceprofilingforperformancemanagementinrelationtoheadteachersanddeputyheadteachersof governmentprimaryschools.Theconceptsof keyresultareas,competence,androledefinitionareexplained.Thetopicissummedupbyprovidinga sampleCompetenceProfile (CP) for theheadteachers.ThisCompetenceProfileismeanttohelptheheadteachersbetterappreciatetheprocessthatisusedtoderivethePerformanceObjectives,IndicatorsandthedesiredCriticalOutputsinagivenperformancearea.

TheCPcanalsobeusedinfuturefor:

identifyingthetraininggapsthatcanformthebasisforstaff development; recruitmentandselectionsinceitclearlyspellsoutthecorecompetence

associatedwiththeroleof theheadteachers.

Effectiveperformancemeasurementisdependentonclarityof thekeyresultareas(KRAs),capability, competenceand roleof theposition.This roleclarityprovidesdirectionandguidestheincumbentsinthosepositionstofocusonthekeytasksrequiredforsuccessfuloperationof theirschools.

Training Objectives

Theobjective(s)of thissessioninclude:

(i) Enablingparticipantstodefinetheconceptsof keyresultareas,roleandcompetence;

(ii) Identifingandoutliningthekeyresultareasof Headteachers/DeputyHeadteachers;

(iii) DevelopingaCPfortheHeadteachers.

3.2 KeyResultAreas(KRAs)

KRAsdescribethejobholders’primaryresponsibilitiesandareareaswherethejobholdermustgetresults.Whilestatingorwritingdownakeyresultarea,youareexpectedtostart

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withanactiveverbandexpressspecificallyinonesentencewhathastobeachieved.Forexample:

a. Prepareteachers’workplansthatsupporttheachievementof schooltargetsforqualitystudents’outputandresultsinlinewiththeschemesof workandthesyllabus;

b. Planandprovidetrainingprogrammesthatmeetdefinedneedsof teachersinlinewiththeteacherdevelopmentguidelines.

KRAsareexpressedasstatementsof outputsrequiredof theroleandarestatedbeginningwithactiveverbs,e.g.‘Develop’,‘Maintain’,etc.

Each KRA should have a standard and defined using SMART words, i.e systematic,measureable,achievable,realisticandtime-bound.ThecompetenceprofilingmodelhelpstoanalyzeeachKRA in termsof theKnowledge,Skills andCapabilities thatonemustknowif oneistosuccessfullyexecutethatKRA.

3.3 Job Role

Jobroledefinesthepurposeforwhichthepositionexistsintheorganization.Itdefinesanindividual’suniquecontributiontotheorganization.

3.4 Competence

This refers to the minimum standards for the achievement of set tasks and activities,expressed inwaysthatcanbeobservedandassessedwithaviewtocertification.It isadescriptionof somethingthatpeopleinagivenworkareashouldbeabletodo.Itistheabilitytomeetperformanceexpectationsanddeliverrequiredresults.Itisacombinationof knowledge,skillsandbehavioursnecessaryforjobperformance.

3.5 CompetenceProfileforHeadteachers

TheCompetenceProfileisanassemblageof thecompetences,coreactionsandtheexpectedcriticaloutputsassociatedwithagivenrole.

BelowisasampleCompetenceProfileforHeadteachersandDeputies.

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SAM

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10


Kno

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11


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12


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13


4.0 Performance Planning

4.1 Introduction

Performance Planning requires the determination of the goals and objectives of anenterpriseandtheselection,throughsystematicconsideration,of alternativesforachievingthem.

Objectives

Bytheendof thesession,participantswill

i. HaveleanttheneedforPerformancePlanningandthecontextinwhichit isdone;

ii. Appreciatethepurposeof PerformancePlanningandthebenefitsitbringstotheprocess;

iii. Appreciatethelevelsof PerformancePlanningattheschoollevel.

PerformancePlanningmeanssettinggoalsanddeterminingwhatneedstobedonetoreachthosegoals.Italsorefers tosettingperformanceexpectationsandgoalsforgroupsandindividualstochanneltheireffortstowardsachievingorganizationalobjectives.

Itisoneof thebasicandveryimportantstepsinthePerformanceManagementprocess.Itisanactivitythatfocusespeopleonwhathastobedone,howitshouldbedoneandwhatistobeachieved.Theultimateendof thisactivityisaPerformanceandDevelopmentPlanaimedatdevelopingpeople(employees)andprovidingthemwiththesupporttheyneedtoperformwellattheirjobs,bothatthecurrenttimeandinthefuture.

It also leads to the establishment of action plans and frame of reference for settingexpectations,reviewingandevaluatingperformancethroughoutaperformanceperiod.

Performance Planning is the starting point of the Performance Management cycle. Itinvolves a joint discussion between headteachers and their respective supervisors andSMCswherebyroles,objectivesandperformancestandardsareagreedon.APerformanceAgreementisthendrawnandsignedbythetwoparties.Itdefinesclearlytheperformanceexpectationsintermsof skill,knowledgeandexpertiserequiredtoattaintheresults.Italsodetailshowsupervisorswillprovidethesupportandguidancesuperviseesneed.

14


ThePerformancePlanning process involves the review of key performance objectives,developingandagreeingonperformancetargetsandsettingkeyperformanceindicatorsasmeasuresof performance.

4.2 Objectives of Performance Planning

Conductingperformanceplanningwill clarify theoperational strategy for achieving thestatedgoals,aswellashelpingtheschoolrealizethefollowing;

a) Individual objectives that are to be achieved during a performance period(term);

b) Keycompetenciesforsuccessfulperformanceforeachobjective.Thisprovidesbenchmarks for employees to measure their performance throughout theappraisalcycle;

c) Theresourcesneededtomeetperformanceexpectations;d) Howperformancewillbemonitored,reviewedandevaluatedthroughoutthe

period;e) Ageneralunderstandingof thedevelopmentactivitiesthatmaybeneededto

meetperformanceexpectations.

4.3 Benefitsof PerformancePlanning

a) PerformancePlanningfostersabetterunderstandingof theemployees’rolesandhowtheycontribute to theaccomplishmentof organizational andunit/teamobjectives.

b) Thereismoreaccurateinformationontheemployer’sexpectationsof employeesandviceversa.

c) Performance Planning provides better understanding of how individual andunit/teamperformancewillbemeasured.

d) Itleadstoenhancedemployeemoraleduetoopportunitiesforinput,resultingingreateremployeeacceptanceandtrustof theprocess.

4.4PerformancePlanningatSchoolLevel

4.4.1 IdentifySchoolstrategy

Ataschoollevel,itiscriticaltoidentifythemainactionswhichareimportantfortakingtheschool to thedesired levelof performance. TheSchoolStrategy isconcernedwiththeoverallpurposeandscopeof theschool tomeetstakeholderexpectations.This isa

15


cruciallevelsinceitisheavilyinfluencedbyexpectationsof thevariousstakeholdersintheschool.Theschoolstrategyshouldcoveralltheaccountabilitiesasstatedinthecustomizedperformancetargets.It is theheadteachers’ role toensure that theirschoolshaveawelldevelopedSchoolStrategy.Thisstrategyformsthebasisforallactivitiesthathavetobeimplementedinagivenacademicyear. 4.4.2 DefineMissionandVision

Theschool’ssuccessdependsonhowwellthevisionisarticulatedbythechief executive/headteacherandsupportedbytheSchoolManagementCommittee.Itmakesconcretetheleader’sviewof thedirectionandpurposeof theschool.Formanyheadteachers/leaders,itisavitalelementinanyattempttomotivateteachers/employeesandtogivethemasenseof priorities.Foravisiontohaveanyimpactontheemployeesof theschool,ithastobeconveyedinadramaticandenduringway.Themosteffectivevisionsarethosethatinspire,usuallyaskingemployeesforthebest,themostorthegreatest.

Amissionstatementshouldbeashortandconcisestatementof goalsandpriorities.Inturn,goalsarespecificobjectivesthatrelatetospecifictimeperiodsandarestatedintermsof facts. The primary goal of any business is to increase stakeholder value. Themostimportantstakeholdersareshareholderswhoownthebusiness,employeeswhoworkforthebusinessandclientsorcustomerswhopurchaseproductsand/or services fromthebusiness.

4.4.3 Definestrategicobjectives

Strategyisthedirectionandscopeof anorganizationoverthelongterm:whichachievesadvantagefortheorganizationthroughitsconfigurationof resourceswithinachallengingenvironment,tomeettheneedsof marketsandtofulfillstakeholderexpectations.

Objectives refertothingsthataretobeaccomplished.Theyclearlystatewhatorganizationsare expected to achieveover a periodof time. Settingobjectives involves a continuousprocessof researchanddecision-making.Organizationalobjectivesarereviewedperiodicallyinordertoestablishwhethertheyarestillvalidorneedtobechanged.

4.4.4 Salient features of Objectives

Goodobjectivesmustmeetthefollowingcriteria:

• befocusedonaresult,notanactivity• beconsistent

16


• bespecific• bemeasurable• berelatedtotime• beattainable.

Whendefiningstrategicobjectives,youmustindicate:

(i) Whatmustbeaccomplished;(ii) Whoisresponsibleforwhat(responsibilitycentre);(iii) Whoisexpectedtobeinvolved;(iv) Thestandardsforperformance;(v) Anysignificantconstraints,limitationsorrequirementsontheactivities.

Bydoingthis,theheadteacherprovidesclearguidelinesonhowtoachievelong/short-termgoalsandhelpinthedrawingupof aroadmaptowardsachievingtheschool’sobjectives.

4.4.5 Identifyoutputsrequiredtoachievestrategy

Outputsare important formeasuring internalworkperformanceandare indicative toadegreeastohowmuchprogresshasbeenmadeinasfarasachievingstrategicobjectives.Those involved in theplanningprocess should layoutclearly theactivitiesand theendoutcomes,i.e.theultimateresultsordesiredendhopedtobeachieved.Theseshouldbedirectlyrelatedtotheschool’smissionandobjectives.Theseoutputsshouldbeexpressedinaqualitativeandquantitativemanner.

Itisimportanttopointoutthefollowingattheplanningstage:

a. when(time),b. how(method),c. howmuch(quantity),d. productioncostandquality.

Defining theoutputswill help focus the school onwhatneeds tobe achieved (desiredoutcomes),howtoachievethemandaperformancereporting/trackingsystemtoinformontheirsuccess.

4.5 PerformancePlanningatDepartmentalLevel

In thePrimarySchool sector,webasicallyhave theLower (Primary1 to3) andUpper(Primary4to7).Astheheadteachertakesresponsibilitytodeliverontheelementsof theschoolstrategy,headsof department/sectionareexpectedtodeveloptheirperformance

17


plansfromthemainelementsintheschoolstrategyandtoensurethatallthosebelowthempursuethesamestrategy.

4.5.1 IdentifyDepartmental/SectionPlans

Thiscallsfortheidentificationof thedepartmentalandsectionalplanstodeterminecriticalpriorities for the unit and identifywork activities that need to be done to support theplansaccordingtothecategorization.Thentheheadof department/sectioncangeneratespecificwaysinwhichtocontributetotheoverallachievementof theschool’sgoalsandobjectives.

4.5.2DocumentaryReview

Forperformanceplanningpurposes,supervisors/headsof departmentandsupervisees/subject teachers should review the most recent performance documents: the AnnualDepartmentalPlans,PerformanceAppraisalReports,theInterimPerformanceReviews,orthePerformanceImprovementPlan.

Reviewingthesedocumentscanhelptodetermine:

Strengthsof thedepartments/sections/employee, i.e. skills,knowledgeandabilitiesthatneeddevelopment;

Overallperformancetrendsasobservedoveraperiodof time; Areas thatneed improvement, those tobemonitoredand the frequencyof

coachingandfeedbackthatmaybeneeded; Reviewof existingresourcesandhowtooptimallyallocatethem; Arealisticideaof thecontributiontheemployeecanmaketotheunit’sAnnual

OperatingPlanfortheperformanceperiod;and Realistic,yetchallenging,objectivesforthecomingperformanceperiod.

4.5.3 DefineWorkOutputs/PerformanceFramework

Thisstageshouldaddressthequestions:

Whatwillbethemainperformanceareasforthenextyear/appraisalcycle? Whatconstitutesfullysuccessfulperformanceineacharea? Howwillresultsbetrackedandmeasured? Whatbehavioursareneededtodemonstratecorevalues? Whatcompetenciesareneededtoperformsatisfactorily? Whatkindof supportandresourcesarerequiredforsuccessfulperformance?

18


Whatneedstobedonetobolsterskillsandabilitiesformovingforward?

4.5.4 DevelopIndividualPerformance

Duringperformanceplanning,itiscriticaltoidentifyareasfordevelopment.Todothis,thesupervisorshouldreviewpreviousappraisals,obtainfeedbackfromreliablesources,makepersonalobservationsandasktheemployee.

The purpose of personal development is to increase the employee’s learning, growth,performanceandsatisfactioninhis/hercurrentjob.Professionaldevelopmentensuresthattheemployeehastheskills,knowledgeandcapabilitiestoperformfullyandsatisfactorilyinallareasof thecurrentposition.If itisdeterminedthatachangetotheemployee’sjobresponsibilitiesorachangeinpositionislikelytooccur,thenthesupervisormustdeterminewhatfuturecapabilitieswillbeneeded.

TheEmployeeisequallyresponsibleforhis/herperformanceandshouldtherefore,inadiscussionwiththesupervisor,pointoutthefollowing:

(i) Suggestkeydevelopmentneedstoenhancecurrentperformance;(ii) Recommendapproachestoaddresskeyneeds;(iii) Negotiateroles,responsibilitiesandcommunicationtools/channels;(iv) Identifyremainingissuesforfuturediscussion;(v) Identifyanddiscussothersupportneeds;(vi) Summarizeforagreement.

4.6 Evaluationof thePerformancePlanningProcess

At theendof theplanningprocess, theparticipants, i.e. supervisor and the supervisee,shouldestablishthatthefollowinghavebeendiscussedandareinplace:

a) Employee performance plans are jointly agreed by the supervisor and theindividual/supervisee;

b) Provisionismadeformonitoringandreviewingprogress;c) Individualsareempoweredtoimplementtheagreedplan;d) Supervisorsencouragetheindividualtoformulateforhim/herself aperformance

improvement/development plan and provide whatever support is requiredthroughcoachingandcounselling;

e) The plans should indicate the success criteria clearly specifying how thesupervisee and the supervisor will know that the desired results have beenachieved.

19


5.0 Setting Objectives

Thissectionwillenableparticipantsto:

(a) Setperformancegoalsanddefineobjectivesfortheirdifferenttasks;(b) Link school objectives with their departmental/sectional and individual

objectives;(c) Eachindividualshouldmonitorperformanceprogressandevaluateperformance

basingonagreedsetgoalsandobjectives;(d) Haveaclearfocusof whatisexpectedof themintheschool.

5.1 Definition

An objective is a descriptive statementwhich defines ameasurable activity or the stepneededtogettowherewewanttobe.Itdescribessomethingthathastobeaccomplished,apointtobeaimedat.Objectivesandgoalsareconceptswhichareinterchangeablyused.Theydefinewhatorganizations,departmentsandindividualsareexpectedtoachieveoveraperiodof time.

ObjectiveandGoalsettingarepartof performanceplanningfortheschool,departments,groups and individual teachers which provides both the supervisor and the supervisedwith the criteria needed to objectively discuss, monitor and evaluate performance.Since employee objectives tie in with the objectives of the departments/sections and,ultimately,thoseof theschool,performanceobjectivesactasthecornerstoneof effectiveperformancemanagement.ClearobjectivespreventsurprisesduringPerformanceappraisalanddevelopmentdiscussions.

Inthecontextof aschool,objectivescanbework-related-referringtotheresultstobeattainedorthecontributiontobemadetotheachievementof theoverall.Theycanalsobefunctionalorteamgoals.

Objectivescanalsobepersonalinformof developmentalorlearningobjectiveswhichareconcernedwithwhatindividualsshoulddotoenhancetheirknowledge,skillsandpotential,and to improve their performance in specific areas, conditions or circumstances underwhichonemustperform.

Agoal is a descriptive statementwhichdefines an ideal future state of being. Inotherwords,itiswherewewanttobe.

Objectivesshouldbestatedinawaythatdefinesperformancecriteria, i.e.howwellone

20


mustperform(standardsof performance).Objectivesareusedtodeterminewhetherornotwearesuccessfulinachievingthegoal.Objectivescanbeexpressedastargets-whicharethequantifiableresultstobeattained.Thesecanbemeasuredintermsof returnsoncapital,output,levelof servicedelivery,costreductiontasksorprojectstobecompletedbyaspecifieddatetoachievedefinedresults.

5.2 Importance of setting objectives

Setting objectives is critical to any organization in enhancing performance and staff developmentinthefollowingways:

a. Provides an upfront objective, mutually understood and accepted basis forreviewinganddiscussingperformanceresults;

b. Clarifiesonthestandardof performanceresultsthatisexpectedof anindividualandprovidesafocusonwhatisreallyimportant;

c. Specifieseachemployee’sroleinaccomplishingtargetsthatareimportantfortheworkunitandtheorganizationtoachievestrategicandoperationalplans;

d. Helps the employee tomonitor his or her ownprogress by providing clearperformancetargetstoaimat;

e. Objectivesareusedasanassessmenttool.Oncetheobjectivesaredefined,theybecomethefoundationforone’sgradingorassessmentpolicy, i.e.objectivesfocusthesuperviseeandsupervisorasthebasisforperformanceassessments;

f. Providesavehicleforprofessionaldevelopmentandtraining;andencouragescontinualimprovementinperformance.

5.3 Types of Objectives

Therearedifferenttypesof objectives;andatthebeginningof eachPerformanceAppraisalperiod,itisimportantthatsuperviseesandsupervisorsconsiderwhattypeof performanceobjectivesaremostappropriatefortheemployee’sspecificjob.

a. Short-rangeobjectivescanbeaccomplishedwithin theperformancecycle—oftenwithinafewweeksorafewmonths,e.g.aschoolterm.

b. Long-range objectives might require a full performance cycle or longer tocomplete (andwillprobablyhave tobedivided into twoor threeobjectives,orspreadoverseveral“milestones”),e.gannualplan;Routineormaintenanceobjectiveswillhelpyoumaintainperformanceatcurrentlyacceptablelevels,orkeepthingsataminimumstandard.

Schoolobjectivescontributedirectlytothewidersetting,suchasestablishinganewprocedurewithindepartments;Problem-solvingobjectivescanbesettoimproveperformancethathasslippedbelowacceptablelevels;Innovativeobjectivesarecreatedtostimulatecreativityor new thinking, or take a fresh approach; Personal development objectives aremeantto enhance the employee’s development and his/her long-term performance results;Individualperformanceobjectivesindicatespecificresultstobeachievedbyastaff member

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forthegivenperiod.Performanceobjectivesarediscussedbythesuperviseeandhis/hersupervisor.

5.4 Components of objectives

Awell-writtenperformanceobjectivemusthavethreebasiccomponents:-

• It should be action-orientated: e.g usage of actionwords like, tomake, tocomplete,toadjustetc.

• Itmust specifyameasurable indicator - for instance,quantity, rate, expense,quality,degreeof accuracy.

• Realisticandtime-bound

5.5 Definingobjectives

Schools,individuals,departmentsandbusinessunitscanderivetheirobjectivesandfinallyintegratethemintothemainstreaminstitutionalgoalthroughthefollowingways:

a) Evaluateandlistthemaintasksorthemostimportantthingsthatanindividual,team,department,unitorsectiondoes.

b) Outlinewhatyoubelieveareexpectedtobeachievedineachof theseareas.c) Statehowyouwillknowwhetherornotyouhaveachievedthem.Thesearethe

performanceindicatorsormeasures.

5.6Integrationof ObjectivesintheSchool

Cascading institutionalobjectives from thehigherhierarchy to the lowest rankshas thefollowingimportancetoindividualsandtheschoolasawhole:

1 Itprovidesopportunityforeveryonetomakeanappropriatecontributiontotheattainmentof team,departmentalandinstitutionalgoalsandtoupholdthecorevalues.

2 Ithelpsinachievingasharedunderstandingof performancerequirementsbyalldepartments,sections,unitsandindividuals.

3 Downwardandupwardcascadingof objectivesandgoal-settinggiveopportunitytoindividualemployeestocontributetotheformulationof theirownobjectivesandthoseof theirteams,functionsandultimatelytheschool.

5.7 Characteristicsof goodobjectivesandgoals

Objectivesshouldcovermajorperformanceaccountabilitiesof thejob.Thefollowingarethemajorcharacteristicsof performanceobjectiveswhichareabbreviatedas‘SMART’.

a. StretchingandSpecific Objectives must be clear, focused and on a specific area, unambiguous,

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straightforward,understandable,challengingandbasedonverifiableevidenceof workoutputs(performancemeasures)andbehaviour.

b. Measurable Goalsandobjectivesmustbegivenspecifyingquality,quantity,timeandcost

sothatemployeesknowif theyhavebeenachieved.Measuringsticksmaybequalitativeorquantitative.Bothqualitative andquantitativemeasures canbeusedtoaddressthesameobjective.

c. AmbitiousandAchievable Performancegoalsandobjectivesshouldbechallengingbutwithinthereach

of acompetentandcommittedperson.Theyhavetoberealisticandachievablewithintheresourcesthatareavailabletotheschool,departmentsandsections.

d. Relevant Performanceobjectivesandgoalsbeingsetshouldbealignedtotheinstitutional

objectivesandgoals.

e. Time frame Goalsandobjectiveshavetohaveanagreedtimeframewithinwhichtheyhave

tobecompleted.

f. Actionable Objectivesandgoalsshouldbebasedonsomethingoverwhichonehascontrol.

“SMART’’objectivesdefinewhat is tobeaccomplished,who is responsible,whoisexpectedtobeinvolved,thestandardsforperformance,anysignificantconstraints,limitationsorrequirementsontheactivities.

5.8 Derivationof GoodObjectives

Objectivescanbederivedfromaprocessof reflectionandanalysis.Thecommonareasof analysisattheworkplacewhichyieldobjectivesincludepeople,processes,problemsandproducts.

(a) Problemsandopportunities Different workplaces have different challenges which affect work. But they

offerfruitfulgroundsforderivationof objectives.Failureintheworkprocessesand achievement of results may call for a critical analysis of the problemanddesigningof anewstrategyandobjectivetoattainarequiredgoal. Forexample, low levels of student enrolment can be attributed to the annualschoolperformanceinexams.Soteachersmaycomeupwiththeobjectiveonimprovingontheexaminationresults.

(b) Processes Workprocessesoffer a fruitfulground forderivingobjectives, especially for

ongoingorcontinuousworkimprovementeffort.Forexample,everyteacher

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MUSTdevelopschemesof workandlessonplanseveryterm.Theseschemesandplansneedtobeauditedregularlytoensurethattheprocessachievesthedesiredobjectives.Anexampleof anobjectiverelatedtothiswouldbeto:Toimprovetheinstructionalplanning.

(c) Practices Theareaof workmethodsandproceduresisonewherereflectionandanalysis

can be done to derive meaningful objectives. For instance, institutional re-engineeringof theworkpracticetocutcostsorenhanceperformancemaycallfordesigningnewmethodsandsettingnewobjectives.

(d) People(Pupils,Teachers,Parentsetc) Peoplecanbeasourceof objectives.Theirdevelopmentneedsandrequirements

provide objectives; their needs may be identified through need assessment.Besides,theycanbeaskedtoderivetheirownobjectives.

(e) Services Institutionsthatareworkingtowardsprovidingaservicetomeetthedemands

of theircustomerscanusethoseservicesasasourceof objectives.Forinstance,inabidtomeetorsurpassthetargets,theinstitutioncandesignandsetnewobjectiveswhicharecascadeddowntoallthedifferentdepartments,sectionsandindividualemployees.

5.9 Role of Supervisors in setting Performance Objectives

Settingeffectiveperformanceobjectivesrequirestheinputof theStaff/HeadteacherandtheimmediateSupervisor/SchoolManagementCommittee.Thefollowingaresomeof therolesasupervisorplaysincreatingsupervisees’performanceobjectives:

a) Assistingtheheadteacherstodevelopperformanceobjectivesthatarelinkedtotheschoolprioritiesandtotheirpersonalandprofessionalpriorities.Thereisneedforthesupervisortoprovidestaff memberswiththerelevantinformationtheyneedtoconsiderwhendraftingtheirperformanceobjectives.

b) Priortowritingobjectives,thesupervisorhastoconsiderwhathe/shebelievesismostimportanttofocusoninthecomingappraisalperiodtakingintoaccountcareerandprofessionalaspirations.

c) Thesupervisorhastoaskthestaff todrafttheirownperformanceobjectives,consideringwhattheywanttoachieveintheshorttermorinthelongertermbylookingattheprioritiesforthedepartment/workteamforthecomingappraisalperiod.

d) Supporting the revision of objectives where necessary due to unforeseencircumstancesorchangedpriorities.(Thesecouldbepersonalorprofessionalandwithinoroutsideof thestaff member’scontrol.)

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5.10 Key Steps to Objective Setting

Aschool’seffectivenessandefficiencyisgreatlyaffectedbythewaytheschool,department,sectionorindividualssetgoals.Thefollowingguidelinesarepertinent:

a) Specifyingtasks Thisisthefirststepintheobjectivesettingprocess;itshowsworkthatmustbe

accomplished.Tasksspecificationmaybedonethroughtheinstitutionalteam,departmentsandsectionalperformanceplan.Tasksorbehavioursanemployeeistodemonstrateintheachievementof goalsmustclearlybedescribed.

b) Settargetlevelof performance Itisbettertosetobjectivesthatareclearandchallengingbutpossibletoachieve

becauseitproducesahigherlevelof performancethanif nogoal,oravaguegoal,hadbeenset.Highergoalswhenachievedbringrecognitionof one’srealworthandenhanceperformance.

c) Developclearperformancemeasures This is vital to help individuals; teams and the organization have successful

performancemanagement.Itmaybeattainedthroughhavingacrediblemeasureof performance so that teams know how their performance is measured.If measures cannot be qualitative or quantitative, they should at least verifywhetherthegoalwasachieved.

d) EmployeeParticipation Employeeparticipationandinvolvementthroughoutgoal-settingcanoptimize

itsbenefitsandthoseof performanceplanning.

e) Prioritizeobjectives Whereyouhavemultipleobjectives,thiswillhelptoavoidbeingoverwhelmed

bytoomany,andhelpstodirectone’sattentiontothemostimportantone.Theemployeesshouldbeawareof andagreeonthepriority-ranking.

f) Precision Beprecisewhensettinggoals,byputtingintimeframesandcostssothatthe

achievement can be measured. Operational goals, short term/routine goalsshouldbekeptsmallandachievable.If agoalistoobroad,thentheassessmentof progresscannotbepossible.Keepinggoalsshort-termandincrementalgivesonetheopportunityforrevisionwhenneedarises.

5.11 Principles of Objective-setting

Thereareanumberof generalprinciplesthatobjective-settingcanbebasedon,andtheseare:

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a) Setperformance,notoutcomeobjectives You shouldbecareful to setgoalsoverwhichyouhaveasmuchcontrol as

possible.Goalsbasedonoutcomesareextremelyvulnerabletofailurebecauseof thingsbeyondyourcontrollikebadweather,injury,badbusinessenvironment.If youbaseyourgoalsontheassessmentof personalperformance,skillsorknowledgetobeacquired,thenyoukeepcontrolovertheachievementof yourgoals.

Example: Increase school enrolmentby20%annually; rather than; Improveprimaryschooleducation.

b) Setspecificgoals Settingspecificandmeasurableobjectivescontributestotheirachievement.If

one consistently fails tomeetmeasurable objectives, there is need to adjustthemoranalyzethereasonforfailureandtakeappropriateaction.

c) SetrealisticObjectives Settingrealisticobjectivescallsforhavingsufficientinformationthatenables

onetohaveclear,realisticunderstandingof whatoneistoachieveandtheskillsandknowledgetobemastered.Insufficientinformationmakesitdifficulttoseteffectiveandrealisticgoals.

Exampleof anunrealisticobjective:Increasethenumberof firstgradesfromthecurrent10%to90%inthe2009PLEresults.

d) Setstretching/highObjectives Stretching objectives are those that would almost seem too aggressive, too

optimistic; but are really challenging and show strategic intent. Stretchingobjectivesareveryimportantinhelpinganorganizationretaintalentandstayinfrontof thecompetition.

5.12 HowtoMeasurePerformanceResults

Objectivesmustbegivenspecifyingquality,quantity,timeframeandcostsothatemployeesknowif theyhaveachievedtheirobjectives.Eachkeyperformanceindicatorshouldreflecttheobjectives.Belowarethedefinitionsof thevariousmeasurementcategories.

5.13 PrecautionstotakewhilesettingObjectives

Whensettingperformancegoals,itisimportanttoputintoconsiderationthelimitationstoproperobjectivesettingandhowtogoaboutthem.

(a) Excessiverisk-taking Settinghighbutachievableobjectivesimprovesperformance,butoneshould

bearinmindthattherearerisksof failures.Itisthereforeimportanttocarryoutriskanalysisof thepossiblenegativeconsequencesof thegivencourseof action,theseriousnessof thoseconsequencesandmitigationmeasures.

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(b) Increasedstresslevels Settinghigh/ambitiousobjectivessometimesincreasesemployeestresslevels.

Stress levels at theworkplacemaynot completelybeeliminatedbutmaybedecreasedthroughsettingrealisticobjectives.Tomitigateon increasedstresslevels, youneed to train employees to acquire skills; allowemployeesmorecontroloverthewaytheydotheirwork;makespecificobjectivestoavoidgoalambiguity;and,implementemployeeparticipationinobjective-setting.

(c) Fearof failure Therearenegativeconsequencesthatcomeupwhenemployeesarepenalized

fornotachievingtheirobjectives--forinstance,lowself-esteem,anxietyaboutthefuture,angerordepression.Thismaybeavoidedwhengoalsaretreatedasguidelinesforeffectiveperformance,notastoolstopunishthosewhofallshortof thegoals.Teamleadersandteammembersshouldtreatfailuretomeetgoalsasaproblemtobesolvedratherthanblameoneanother.Goalsshouldnotbeusedasadeviceforpunishments.

(d) Objectivesasceilings Objectives can easily turn into ceilingsonperformance,meaning thatwhen

objectivesareachieved,performanceimprovementeffortsceaseforfearthatitwouldworkagainst theemployees’ interests in the long run.Realizing setobjectivesmeansthatyouhavetoraisethebarormarkbeyondthepreviousobjective.

(e) Ignoringnon-objectiveareas Mostpeopletendtoignoreworkforwhichobjectivesarenotset.Itisimportant,

therefore,tosetgoalsforworkareasthatarecriticaltosolvethatproblem.

(f) Short-rangethinking Thereisatendencyformanagersandemployeestotakeshortcutsbecauseof

the short time frameof goals.Although short-term resultsmay look good,thestrategyusedmaynotbeagoodone.Managersandemployeescouldbeappraisednotonlyontheachievedactionsoroutcomebutalsoonthequalityof theparticulartacticsandstrategyusedtoachievethem;besides,long-rangegoalswithshort-termsub-goalscouldbeset.

(g) Dishonestyandcheating Attimessometeachersmanipulatepupils’performancetomakeitlooklikethey

areachievingtheirobjectives.Thisisdetrimentaltotheinstitutionandthoseinvolved.Thiscanbesolvedbyvaluinghonestyandintegrityintheinstitution.Teachersneedtobeopentonegativeinformationandwillingtoactonit.

5.14 Performance indicators

Performanceindicatorsareameansbywhichastaff memberandsupervisorcanassesswhethertheobjectiveshavebeenachieved,demonstrateprogressandseparaterealfromperceivedchange.

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Performanceindicatorsanswerthequestion;‘HowwillIknowwhenIhavegottenthere?’Performance indicators provide a measure of performance. Indicators often relate toQuality,Rate,Timeliness,Expense/costandQuantity.

5.15 Wayforward

Whensettingperformanceobjectives,theHeadteachersandTeachersshouldmakesurethefollowingareadheredto.

(a) Tie the individual objectives to the objectives of the organizational unit,department, division and section. Objectives should be jointly discussedby both the supervisor and the supervisee and the supervisee should bemadeaware thatobjectivescanberevised if thesituationchanges.Gain thesupervisee’sunderstandingandacceptanceoneachperformanceobjectiveandcompetence.

(b) Develop specific, measurable challenging yet realistic objectives. Set amanageablenumberof objectives.Donotsetobjectivesthataretooeasyortoodifficultunderthecircumstances.Discusstheimportanceof eachobjectiveandprioritizeeachobjectiveaccordingtoimportance.

(c) Discussthecompetencestheindividualswouldneedinordertodemonstrateorachieveperformanceobjectives.Askindividualstosuggestactionplanforachieving complex objectives. Do not set complex performance objectiveswithoutdiscussingtheindividual’splanstoachievetheobjectives

(d) Set check-points to reviewprogress on objectives.Agree on the criteria forsuccessfulachievementof objectives.UseaprocessforPeriodicProgressReview:Keepawrittenrecordof objectives,actionplansandprogressdiscussion.

(e) Set objectives that can improve future performance. Keep individualdevelopmental needs in mind when you set objectives. Do not forget thatcontinuousemployeedevelopmentisanimportantoutcomeof performanceanddevelopmentsystem.

(f) Providethenecessarymanagementandtechnicalsupporttotheoneperformingthe job.Technical support is critical in case the employee realizes their fullpotential

5.16 Conclusion

Setting objectives as part of performance planning for groups and employee facilitatesthe accomplishment of the organization’smission and goals.When used appropriately,objectives and goals can inspire employees and enhance their levels of achievement;but if inappropriately used, they may hamper organizational, group and individualachievements.

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6.0 PerformanceMeasures

6.1 Definition

Thisisadescriptiveandverifiablestatementdefiningaframeworkwithinwhichanemployee

is to handletheexpectationsinagivenPerformancearea.Thestatementneedstoembracequantity,qualityandtimewhereapplicable.PerformancemeasuresaresometimesreferredtoasKeyPerformanceIndicatorsorOutputs.Theyareameansof verifyingthatwhatwassetouttobedonehasactuallybeendone.

6.1.1Quantity

Quantityreferstotheunitsales,contribution,newaccounts;andinthecaseof aschool,quantityisrelatedtoissueslikenumberof lessonsonewouldbeabletoteachinagiventimeframeornumberof pupilsregistered.

6.1.2Quality

Qualityreferstothelevelof serviceprovidedtocustomersintermsof responsetorequestsforafter-salesservices.Intheschool’scontext,qualitymayrefertoaccomplishingaworkassignmentinaccordancewiththedueprovisionsof thesyllabus,organizationalproceduresandstandards.

6.1.3Timeliness

Timelinessreferstoachievementof worktaskswithinsettimeframes.

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6.2 TableShowingPerformanceMeasuresFramework

Parameter Consideration Sample performance measure

Quantity Howmuch/many Attain45%proficiencyinliteracybytheendof theyear

TwomistakesperpagetypedbytheSecretary

Producethreereportsperweek

Quality Howgood/well Useof explorativelearningmethodsthatoptimizepupilreasoning.

Timelinessresults Bywhen/deadlinesordates Submitmarksheetsformonthlytestsbythe3rdof thefollowingmonth

Makepayrollchangesbythe7thdayof eachmonth.

Measuresshouldalways:

a. Be verifiable – provide evidence that will confirm the extent towhich roleexpectationshavebeenmet.

b. Provideasoundbasisforfeedbackandaction.c. Beaspreciseaspossibleinaccordancewithpurposeof themeasurementand

availabledata.d. Focusonmeasurableoutputsandaccomplishmentsforwhichevidencecanbe

madeavailable.e. Berelatedandrelevanttotheobjectivesandaccountabilitiesof theindividuals

orteamsconcerned.

6.3 WhyhavePerformanceMeasures?

“If you can’t measure it, you can’t manage it” and “what gets measured gets done”.Performancemeasuresformthebasisfor:

1 Providingandgeneratingfeedback;2 Identifyingwherethingsaregoingwelltoprovidethefoundationsforbuilding

furthersuccess;3 Indicatingwherethingsarenotgoingsowell,sothatcorrectiveactioncanbe

taken.

In general, measures answer two fundamental questions: “Is what is being done worth doing?” and “Has it been done well? In more specific terms, measures are a tool for accountability and provide a basis for feedback and performance reviews, which are central to any performance management system.

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Managing performance of subordinatestaff inlinewithHRMM(all Supervisors)

Drawupperformanceagreements

Allocateduties Monitor and record criticalincidentsastheyoccur

Evaluateandgivefeedback

Provide guidance to staff

Appraise staff

Defineperformanceexpectationsof theassignedstaff,providefeedbackmonthlyandobjectiveperformanceratingbytheendof theappraisalperiod

6.4 HowtoArriveataMeasure

1 Whatisthepurposeof thisObjective?2 ArethereanysettimeframeswithinwhichIamexpectedtodeliverresultsin

thisObjective?3 ArethereanyspecificstandardsthatneedtobemetinthisObjective?4 Howmany(workunits)orhowmuch(value)isexpectedof metoproducein

agivenperiod.

6.4.1 MeasuresforRoutineActivities

Themeasuresforroutineactivitiesdefinehowoneistohandleagivenresponsibilityonacontinuousbasis.Samplesareprovidedinthetablesbelow.

6.5 TableShowingSampleMeasuresforRoutineActivities

Performancearea(KRA) Statementof measurePreparetheschoolbudgetsinlinewith Prepareandsubmittheschoolbudgetathedepartmentalguidelines monthbeforethestartof everyterm.

6.6 TableShowingSampleMeasuresforNon-RoutineActivity

Performancearea(KRA) Statementof measure

Reviewandadvisemanagementon Studytheprocedures/systemsof informationthestorageandmanagementof records. management under the DOS’s Office

(Specifyanyproblematicareas)andgenerateacomprehensivereportbyendof termone2011.

6.7 TableShowingtheKRAsforHeadteachersPerformancearea(KRA) BasicActivities Measures

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7.0 KeySuccessFactorsinPerformanceManagement

7.1 Introduction

Theoverallroleof theHeadteacheristoplanandcoordinateallelementsof theschoolstrategy and ensure that everybody in the school fully understands it. This module isthereforeintendedtoshowthatfortheheadteacherstoachieveresults,theymustcascadeand communicate the overall school objectives/targets to the rest of staff and otherstakeholders.Itwillalsohighlightthekeyelementsthatsupportsuccessfulmanagementof implementationof PerformanceManagement.Headteachersmustthereforelearnandapproachperformancemanagementfromaholisticperspective.

Successfulmanagement of the implementation of PM requires that every staff in theschoolwillbeappraisedagainstpre-definedperformancetargets.ItalsorequiresthattheneedforPMisclearlycommunicatedtoallstaff inacoherentandconsistentmanner.Thesystemshouldencourageopencommunicationandnegotiationof performancetargets.Aconduciveandsupportiveenvironmentshouldbecreatedtoallowfreeinteractionbetweenthesupervisorandthestaff.

ObjectivesfortheModule

Bytheendof thismodule,participantswillbeableto:

(a) UnderstandtheKeySuccessFactorsforPerformanceManagement;(b) DemonstratehowPerformanceManagementcanbesuccessfullyrolledoutto

teachers;(c) Enableheadteacherstoidentifyskillgapsandhowtobridgetheminorderto

developteachersandimproveoverallperformance;(d) Explainhowresultscanbemanaged.

7.2 Key considerations in Performance Management

7.2.1 ChangeManagement

IntroducingPerformanceManagementisamajorinitiativeinanyinstitutionandassuch

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requiresthatmechanismstowinstaff heartsandmindsareputinplace.Thismaybemoredifficult inanorganizationthatmayhaveadeep-rootedcultureof lackof performanceaccountability.Interventionrequiresasystematicandstepwiseapproachtochallengingthestatusquo.All effortsmustbeharnessed to ensure total stakeholders’ engagement andfocusonthedesiredend.Theimplementationof theCPTswillneedthatallkeyplayerswhomayaffecttheeventualperformanceof headteachersarefullyinvolved.

7.2.2 Management Commitment

Thesuccessof CPTswillcall for totalcommitmentof Governmentandall thosewhoholdmanagementpositionsintheeducationhierarchy.TheleadersmustdemonstratefullknowledgeandcommitmenttosupporttheCPTs.

7.2.3 Effective Implementation

Theresultsof thestaff/teachersmustbemanagedbyconsideringhowwelltheteacherhasperformedthesetkeyresultareasattheendof theagreedperformancecycle,e.g.aftereveryterm.Theheadteacherandthestaff mustknowtheperformanceratinglevelsasdefinedbytheappraisalformsprovidedbytheMinistryof PublicServiceandthedifferentactionsthatmightbetakenateachlevel-forexample,training,counselling,anddisciplinaryaction,amongothers.Propermanagementof theappraisalresultsisasimportantascompletingthewholeprocess.Thisisbecauseemployeestendtohaveperceivedexpectationsthemomenttheycompletetheirperformancereportswiththeirsupervisors.

Toensurethetotalsuccessof thePMsystem,thefollowingproceduremaybefollowed.

i. Attheendeverytheyear,theheadteachers/headsof department/subjectwillissueappraisalformsandremindthestaff belowthemtoappraisethemselves.

ii. Thesubordinateswillappraisethemselvesandsubmittheirappraisalstotheirsupervisorsandthetwowillagreeonadateforajointreview.Thejointreviewshouldtakeplacewithinsevendaysfromthedatetheappraisalprocessbegins,i.e.bythe20thdayof thatmonth.

iii. The review will use the performance agreement book, quarterly feedbackform, critical incident notes, andwork plans to award scores which shouldbe supported by clear verifiable facts as evidenced in the various guidelinesmentionedabove.

iv. Duringthereviewthesupervisorandsuperviseewill identify theknowledgeandskillgapsof thesubordinateandwillsystematicallyrecordthem,clearlyidentifyinghowthesewillbehandledinthenextsixmonths.

v. Thetwowillalsosignanewperformanceagreementthattheywilluseinthe

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ensuingsixmonthsandagreeonthesubordinate’sworkplanwhichwillbeusedtomonitorandreviewperformanceattheendof theperformanceperiod.

vi. Theheadsof department/subjectwillcompiletheresultsof allthestaff belowthemandsubmitthemtotheHeadteacherbythe27thof theappraisalmonth.Thereportshallhavethecopiesof theelaboratelyfilledappraisaldocumentation(includingtheagreementandQuarterlyfeedbackform).

vii. Thedepartmental/subjectheadshallvettheappraisalsandmakecommentsontheconductof theappraisal.

viii. TheHumanResourcesOfficerwillconsiderthereportsfromthedepartmentsandgenerateperformancemanagementreports.

ix. TheHeadteachershall,beforetheendof theappraisalcycle,communicatetoeachemployeethedecisionabouttheappraisalrecommendation.

x. Basedontheappraisalreviewof allemployees,theHeadteacherwillpreparetheannualtrainingplaneveryyear

7.2.4 Measuringtherightoutputsandoutcomes

Successful performancemanagement requires that the school strategy be brokendownintomeaningfulperformanceobjectivesandtargetsthatdifferentactorswillbemeasuredon.Thiscallsforacombinationof performancemeasuresthatbestdescribethedesiredoutputsandoutcomes.ThegenericperformanceobjectivesintheCPTshouldthereforebeperformedwithrespecttothecontextof agivenschool.

7.2.5 Definingrolesandresponsibilitiesof thedifferentparties

Successfulimplementationof PMrequiresthatallpartiesfullyunderstandtherolesandtheresponsibilitiesof thedifferentparties(supervisorandsupervisee)intheperformancemanagementprocess.

7.2.6 Rolesof aSupervisorAsupervisorinthecontextof PMissomebodywhohastheresponsibilitytodefineandmonitortheperformanceof agivengroupof peoplewhomaybereportingtohim/her.TheHeadteacherinthecontextof theschoolisasupervisorandisthereforerequiredtoperformthefollowingrolesandresponsibilities:

(i) ReviewtheroleandtheKRAsof thesubordinatestoensurethattheyareintherightcontext;

(ii) Discuss and jointly agree on the performance expectations of subordinateswhicharedetailedintheperformanceagreements;

(iii) Monitortheperformanceof subordinatesandensurethatallemployeeshaveanopportunitytoreceiveperformancefeedbackatleastannually;

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(iv) Conductperformancereviewsattheendof theagreedperiodregardingtheagreedupongoalsandobjectivesbetweentheemployeeandhissupervisorormanagerandmakeappropriaterecommendationsfortheemployee.

Afterholdingsuchdiscussions,thetwowilldocumenttheperformancetargetstobeachievedbythestaff inthenextperformanceperiod.

7.2.7 Rolesof theSubordinates

ThesemaybepeoplewhoaredirectlysupervisedbytheHeadteacherinagivenschoolandwhoseperformancedirectlyaffectstheperformanceof theHeadteacher.

(i) Engagethesupervisorinagreeingontheperformancegoalsandobjectives;(ii) Boththesupervisorsandtheirappraiseesareexpectedtonotethenegativeand

positivecriticalincidentsduringtheappraisalperiod;(iii) Documentandbringtotheattentionof thesupervisoranyof theissuesthat

maybeaffectinghis/herperformance.

7.2.8 Theresponsibilitiesof theHROfficer

TheHROfficeroranyotherpersondesignatedtohandlestaff issuesintheschoolshallhavethefollowingresponsibilities:

i. Review the recommendations of the supervisors and submitting concreterecommendationstotheHeadteacher;

ii. Identifythebeststaff of everyjobfamilyforthesixmonthsandliaisewiththeFinanceCommitteeforspecialrecognition;

iii. Makeanyrecommendationsrequiredfortheimprovementof theperformancemanagementsystem;

iv. Submit the recommendations to the Headteacher to review and makerecommendationsthatmayimprovethesystem.

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8.0 PerformanceDocumentatonandFeedback

Module Objectives

Bytheendof thistrainingmodule,participantswill:

(i) haveappreciatedtheneedforperformancedocumentationandfeedback;(ii) gainedknowledgeandskillonhowtodocumentperformanceandtogiveconstructive

feedback.

8.1 Definition

Feedback is the art of giving, seeking and receiving information about performanceandpastbehaviour.Itisaninstrumentintendedtodevelopanemployeeandtomanageandcontrolperformance.Inotherwords,itisinformationgiventoappraiseandassesswhether he/she is on or off target and themagnitude and action to be taken.Duringthe performancemonitoring process, all employeesmust receive regular feedback bothformallyandinformally.

Documentationof themonthlyaccomplishmentsshouldbedoneatthebeginningof theterm.Everystaff isexpectedtofilltheappraisalformatthebeginningof thetermafterperformanceplanningandagreementbetweentheappraiserandappraisee.

Documentationof monthlyaccomplishmentsisabasisuponwhichmonthlyfeedbackisgiven.Poordocumentationrenderstheintentionof feedbackunattainableItisimportanttodocumentperformanceonatermlybasisinordertobeabletohavecompleteannualperformanceinformation.

8.2 Performancedocumentationshouldfocusonthefollowing:

(i) Actionof theappraisee,i.e.whattheappraiseedid/activities;(ii) Resultsof jobperformance,i.e.theimpactof one’sperformance;(iii) Verifiableworkaccomplishmentsandbehaviouraldispositionof theappraisee

putting into consideration quality of work done, quantity, cost-effectivenessandtimeliness;

(iv) CriticalIncidents:Actionsthatshowadefiniteexistenceorlackof competence.

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Such incidents reinforce performance ratings and provide the basis fordevelopment,re-deployment,sanctions,rewardsandrecognition.Thecriticalincidenthasadefiniteimpactontheperformanceorimageof theschool

Example:Astudentinagivenschooldiedatthestartof thetermbuttheheadteacherrealizedthatallteachershadgivenmarkstothedeadstudentyettheparentshadcommunicatedtotheschoolaboutthedeathof thestudent.Thisincidentshowsthattheconcernedteachershadadefinitelackof concernforsuchinformationandmaypointtothefactthewholesetof resultsissuspicious.

8.3 Objectivesof documentation

(i) Appraiser’s remarkshelp in analysisof appraisee’s strengthsandweaknessesessentialforplanning,trainingandimprovementpurposes.Therefore,appraisersneedtobehonestandconfidentwhengivingfeedback.

(ii) Properdocumentationof performanceandfeedbackhelpsinjustificationof performancescoreswhenitcomestoperformanceratingessentialinmakingadministrativedecisions.

(iii) Itprovidesaclearcourseof actionfortheappraiserandappraiseeinfollowingupagreedactions.

(iv) Timelydocumentationof feedbackhelpsimproveone’sperformance.(v) Helpsinresolvinglitigationcases(pointof reference).

8.4 Performancefeedback

Feedbackshouldbebasedonfactsnotopinionsanditshouldbepresentedinawaythatenablesindividualsrecognizeandacceptitsfactualnature.

Benefitsof performancefeedback:(i) Encouragesandenhancespositiveperformance;(ii) Encouragesdevelopmentof skills;(iii) Buildsstrongerrelationshipbasedontrusthonestyandrespect;(iv) Helpsstaff togrowandlearn;(v) Createsasupportiveenvironment;(vi) Increaseseffectivenessandjobsatisfactionof allstaff intheteam;(vii) Feedbackclosesperformancegaps;(viii) Givingtimelyandregularfeedbackhelpsstaff tounderstandwhatisexpected

of themandtoimprovetheirperformancewherenecessary.

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8.4.2 Principlesforgivingperformancefeedback

Forfeedbacktobeeffective,itmustbe:

(a) Specific Feedbackmustbebasedonobservablebehaviour,verifiableevidenceof work

outputsbutnotone’sfeelingsortheconclusionsdrawnfromthebehaviour.

(b) Timely Feedbackshouldbegiveninatimelymannertoenablebothpartiesrecallthe

specificbehaviourinvolved.Thishelpsthepartiesinvolvedtobeabletotakeactionandremedy.

(c) Measurable GoalsandobjectivesmustbegiveninSMARTtermssothatbothpartieswill

knowif thegoalsareachieved.

(d) Achievable Performancemeasures should be realistic andwithin the resources that are

availabletothesubordinate.

(e) Actionable Feedbackshouldbebasedonsomethingoverwhichapersonhascontrol.When

necessary,thesupervisorshouldidentifywaystoimproveperformance.

(f) Balanced Positiveandnegativefeedbackshouldbegivenbuttipthebalanceinthepositive

direction,atleastona4:1ratioassuggestedbytheCentreforCreativeLeadership.FirstPraiseintheopenbutreprimandintheprivatewherenecessary.

(g) Developaprogressiveplan Beclearaboutthespecificchangesinbehaviourandworkperformancethat

youexpectinaspecificperiodof time,andfollowupasscheduled.Allagreedpositions in the feedback sessions should be counter-signed by all partiesinvolved.

(h) Establishadialogue Theeffectivefeedbacksessionisnotone-waycommunication.Thesupervisor

shouldaskthesubordinateif he/shefullyunderstandswhatisbeingsaidandthenlistencarefullytotheresponse.Theappraiseeshouldhaveanopportunity

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toseekclarificationonsomeof theissuesraised.Duringthefeedbacksessions,theappraisershouldtalklessthantheappraisee.

(i) Non-evaluative Opinions,perceptions,andreactionsshouldbedifferentiatedfromfacts.Do

notpsychoanalyze;avoidinterferencesandinterpretations.Avoidlabels.

8.4.3 Thingstoavoidingivingperformancefeedback:

(a) Givingnegativeorpositivefeedbacklongaftertheeventhasoccurred;(b) Givingfeedbackovermailortelephone;(c) Givingnegativefeedbackinpublic;(d) Criticizingperformancewithoutgivingsuggestionsforimprovement;(e) Nofollow-up;(f) Irregularperformancereviewmeeting;(g) Appraiseesgivingthemselvesfeedbackwhentheyfailtogetappraiser’sfeedback.

Thisdoesnotreflectstaff levelof performanceandjustificationfortheagreedscores;

(h) Avoidgeneralcomments like“performedexpectedly”; insteaddescribewhathe/shedidthatmakesoneanaverageperformer;

(i) Speakingonlywhenthingsarewrong.

Feedbackisaneffectivetooluponwhichemployeeandinstitutionalperformancecanbeharnessed.

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9.0 Training Module on Employee Performance Appraisal

Thisistheprocessof assessingstaff performancefortheparticularappraisalperiod.

Objectivesof thetrainingmodule

Thissection/sessionwillhelpparticipantsto:

(i) Refreshthemselvesaboutthebasiccomponentsof eachstageof theemployeeperformanceappraisalprocess;

(ii) Learnwhyandhowperformanceevaluationsaremade;(iii) Learnhowtoscoreanappraisalinstrumentandtojustifytheagreedscores;(iv) LearnhowtolinktheKeyPerformanceIndicators,Monthlyfeedback&Critical

incidentstotheAppraisalInstrument.

9.1 Performance Evaluation and Appraisal

Theperformanceassessmentisbasedonverifiableworkaccomplishmentsandthestaff ’sbehaviouraldispositionwhileperformingaparticularjob.Thesearecrosscheckedagainsttheestablishedperformancestandards,andemployeeperformanceisagreed.

Demonstratedcompetenciesidentifiedarealsoassessedtoidentifystrengthsonwhichtobuildfutureassignmentsandweaknessestobeaddressed.

9.2 Whydoweappraiseperformance?

(a) Tocreateacultureof developinguniformbusinesspracticesthatkeepeveryonefocusedontheorganization’smission,businessneedsandobjectives;

(b) Topromotedesiredmanagerialstyles;(c) To encourage teamwork by showing how the appraisal role is linked to

organizationalobjectivesandpeerroles;(d) Toencouragecustomercare,careforcolleaguesandsubordinatesbyreviewing

theimpactsof behaviour(+VEor–VE)onothers;(e) Toencourage individuals tobeaccountable for theirperformance and take

personalresponsibilityfordecisions,actionstakenandtheirimpactonwork;(f) Todevelopindividualssothattheymaximizetheircontributiontothebusiness

of theeducationsector.

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References

ESA,(2005).GuidelinesonTeacherProfessionalismandCompetence.MoES,KampalaQualityEducators’ProjectProfile.

FAWEU,UNATUandLABE(2011).CompetenceProfileforthePrimarySchoolTeacher.

Ministryof PublicService.PerformanceAgreements.

UgandaNationalTeachersUnion(2009).HeadteachersandDeputyHeadteachersPerformanceManagementManualandHandbook.

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