v>EPA
United States
Environmental Protection
Agency
Office of Administration and
Resources Management
(3612)
                                         October 2000
           EPA PERFORMS

           Supervisor/Team  Leader
           Meeting Workbook
            Planning Performance
            Writing Performance Plans
            Constructive Feedback
            Developing an IDP

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                        Table  of Contents
Introduction
Planning Performance [[[ 1
>     EPA's Organizational Goals [[[ 2
*     Linking Organizational Goals to Individual Goals, [[[ 3
»•     Developing Performance Elements. [[[ 5
»•     Planning Performance Handouts and Worksheets [[[ 6

Writing Performance Plans. [[[ 11
*     What is a Performance Plan? [[[ 12
*     What Goes Into a Performance Plan?. [[[ 13
*•     Writing Your Performance Plan [[[ 15
*     Writing Performance Plans Handouts and Worksheets [[[ 16


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                               Introduction
Background
On June 1,1998, the Environmental Protection Agency (EPA) implemented a new performance
management system— PERFORMS (Performance Planning, Employee Rating, Feedback,
Opportunity, and Recognition Management System). The goal of this program is to streamline and
simplify the performance management process.
About this Guide

One aspect of PERFORMS is that EPA supervisors and team leaders periodically conduct
•workgroup meetings with their employees to discuss performance issues. The EPA PERFORMS
Supervisor/Team Leader Meeting Workbook will assist you, as a supervisor or team leader, when
you conduct such a meeting. Use it as a guide for your meeting as you set performance expectations
with your workgroup members.

The Workbook materials are modular in format so you can use part or all of the materials with the
group. You will find useful information about PERFORMS in the Workbook that you can convey
to your workgroup during the meeting. You will lead your workgroup as they see the link between
organizational goals and their workgroup's goals, write their Performance Plan, discuss examples of
constructive feedback, and develop their own Individual Performance Plans (EDP). The Workbook
also offers a number of questions you can ask participants during the discussion. You'll find
handouts at the end of each section, including worksheets, samples of performance plans, a sample
of an IDP, and blank forms. You may want to select a few of these handouts and make overheads
for the meeting.

The Workbook is organized into four sections, including:

*•     Planning Performance — this module will help your workgroup describe the performance
      that is required of them and how their goals are linked to the goals of the organization.

*•     Writing Performance Plans — this module will help your workgroup complete their
      individual Performance Plans.

*•     Constructive Feedback — this module will help your workgroup describe constructive
      feedback

*     Developing an Individual Development Plan (IDP) — this module will help your
      workgroup to complete their Individual Development Plan.

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           Planning Performance
                              The purpose of this module is
                              for a supervisor or team
                         leader to convey his/her
                         performance expectations to
                         workgroup participants.
Objectives
Ac the end of the meeting, your workgroup should be able to describe the
performance that is required of each of them and how their workgroup goals
are linked to the goals of the organization.

Materials Needed

You will need:
*•     EPA's ten strategic goals (handout)
*     The Performance Planning Process (handout)
»     Example of a Roles & Results Matrix: Public Relations Department
      (handout)
»     Roles & Results Matrix Worksheet (handout)

Suggested Time
Topics
EPA's Organizational Goals
Linking Organisational Goals
to Individual Goals
Developing Performance
Elements

Time
10 minutes
10 minutes
40 minutes
1 hour (total time)
                    Planning Performance-1

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EPA's Organizational Goals
Time
10 minutes

Purpose

The purpose of this section is to briefly review with your team how the
PERFORMS process links to EPA's organizational goals as outlined in the
EPA strategic plan.

Detailed Plan
 Items
Actions
Discussion
  1. EPA's ten strategic   Hand out the copy of     Which goals do you
  long-term goals         EPA's Ten Strategic      think our
                        Goals located at the end  workgroup is most
                        of this section.           closely aligned with?
  2. Organizational
  goals keep EPA
  aligned with its
  strategic direction


  3. Organizational
  goals ate the compass
  by which EPA
  measures its
  direction.
Make a list of the
workgroup's current
projects on a flip chart
or whiteboard.
Think about the
project(s) we are
currently working
on...do they support
these goals?

Do you feel that
your efforts are
reflected in EPA's
strategic plan?
                       Planning Performance-2

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Linking Organizational Goals to Individual
Goals
Time

10 minutes

Purpose

The purpose of this section is to briefly review -with your workgroup how
EPA's organizational goals are linked to the performance goals of the
workgroup and to individual goals.

Detailed Plan
 Items
Actions
Discussion
 1.  Organizational
 goals are
 systematically linked
 to individual goals
Write the following on a  Why is it important
flip chart:              that your goals be
                      linked to the
      EPA Goals       workgroup goals
                      and EPA goals?
                            Workgroup
                             Objectives
                             Individual
                           Responsibilities


 2. Focus on priorities   Write an example of a
 to begin linking        mission statement or
 workgroup goals to     functional statement on
 those of the            the overhead or flip
 organization           chart.
                      In what way does
                      this mission
                      statement help us
                      begin focusing our
                      priorities? What
                      other documents or
                      info gathering
                      activities could help
                      us?
                       Planning Performance-3

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Items                  Actions                Discussion
3.  Individual goals     Hand out the visual that   How will this
are linked to           illustrates the            process ultimately
organizational goals    Performance Planning     benefit you? The
by a process           Process.                 workgroup? EPA5
                       Planning Performance-4

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Developing Performance  Elements
                                        J
Time
40 minutes

Purpose

The purpose of this section is to present workgroup members -with a Roles &
Results Matrix and further discuss the third step in the planning process,
developing performance elements.
 Items
Actions
Discussion
 1. Developing
 Performance
 Elements
Hand out the Example
of a Roles & Results
Matrix:. Public Relations
Department located at
the end of this section.

Hand out the Roles &
Results Matrix
Worksheet located at
the end of this section.

Fill in matrix with input
from participants using
a generic example
applicable to each
person in the
workgroup.
How does Cathy
support the
development of the
brochures?
                                              How does the
                                              process of defining
                                              workgroup goals in
                                              a Roles & Results
                                              Matrix help us
                                              define the roles for
                                              individual members
                                              of the group?

                                              How can the
                                              information in the
                                              Roles & Results
                                              Matrix help you
                                              when completing
                                              your individual
                                              performance plans?
                       Planning Performance-5

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  Performance Planning




Handouts and Worksheets
        Planning Performance-6

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                   EPA's Ten Strategic Goals

            EPA's organizational goals are the compass by which
            the organization measures its direction. They appear
            below as outlined in the September 1997 EPA
            Strategic Plan and can also be found on the Internet
            at: http://www.epa.gov/octopage/plantoc.htm.
EPA's organizational goals are:

1. Clean air

2. Clean and safe water

3. Safe food

4. Prevent pollution and reducing risk in communities, homes,
   workplaces and ecosystems

5. Better waste management, restoration of contaminated waste
   sites, and emergency response

6. Reduce global and cross-border environmental risks

7. Expand Americans' right to know about their environment

8. Provide sound science, improved understanding of
   environmental risk, and greater innovation to address
   environmental problems

9. Provide a credible deterrent to pollution and greater compliance
   with the law

10. Provide effective management

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           The Performance Planning Process
 Step 1. Review EPA
  Goals, Mission, &
    Strategic Plan
  Step 2. Determine
Measures at Work Unit
        Level
   Step 3. Develop
Performance Elements
 Step 4. Communicate
     Workgroup's
  Relationship to The
    Strategic Plan

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                      Example of a Role-Results Matrix:
                         Public Relations Department
Workgroup
 Members
                                      Workgroup Results
 Develop Brochures
                             Respond to Requests for Additional
                                       Information
Annie
Develop brochure samples
Write text for brochures
                            Respond to phone calls that request
                            additional information
                            Complete phone log for additional
                            information requests
                            Mail out standard packages that
                            corresponds to the request
Bob
                            Develop new materials in response to
                            requests
                            Conduct follow-up research needed to
                            complete requests for additional
                            information
Cathy
Develop brochure
graphics
                             Develop graphics for new informational
                             materials
Dave
Design brochure layout
Review brochures
Send to printer
                             Approve requests for new material
                             development

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              Roles & Results Matrix Worksheet
     EPA Goal: 	
     Workgroup:	
Workgroup
 Members
Workgroup Results

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      Writing Performance Plans
                            The purpose of this module is
                            for workgroup participants
                        to begin developing their
                        performance plans.
Objectives

At the end of the meeting, your workgroup should be able to complete their
individual performance plans.

Materials Needed

You •will need:
»  Blank performance plan (handout)
*•  Samples of performance plans (handouts)
>  Performance Plan forms (handout)
»  Standards Checklist (handout)
>  PERFORMS Self-Study Guide

Suggested Time
Topics
What is a Performance Plan?
What Goes Into a Performance
Plan?
Writing Your Performance Plan

Time
10 minutes
15 minutes
35 minutes
1 hour (total time)
                  Writing Performance Plans-11

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What is a Performance Plan?
Time

10 minutes

Purpose

The purpose of this section is to briefly review with your team that a
performance plan is a collaborative effort between supervisors and
employees that plans the level of performance expected in the upcoming
performance period.

Detailed Plan
 Items
Actions
Discussion
  1. What is a
  performance plan?

  2. When are
  performance plans
  due?
  3. Performance Plans
  as "living documents"
  4. Additional uses of
  performance plans
Hand out blank copies
of a performance plan.

Write Begrmmg cfthe
performance period on the
flip chart.
Write Monitoring,
Development, and
Appraisal on the flip
chart.
How many of you
completed a
performance plan
this past January?

Why would you
need to change or
update your
performance plan?

What other ways
can performance
plans be used -within
the PERFORMS
process?
                     Writing Performance Plans-12

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What Goes Into a Performance Plan?
                                         I
Time
15 minutes

Purpose

The purpose of this section is to look at samples of performance plans "with
your •workgroup and briefly review the fundamentals of a performance plan,
which are the elements, standards, assumptions, and sources of appraisal
input.

Detailed Plan
 Items
Actions
Discussion
  1. Sample
  Performance Plans
 2. Review of
 Performance
 Elements
 3. Review of retention
 standards
Hand out samples of
performance plans to
each workgroup
participant.


Briefly review the
definition of
performance element.
Discuss one of the
performance plans.
Briefly review the
definition of retention
standards.

Pose the following
question to participants.
Take a minute and
read through the
information
contained 'in these
performance plans.
                                               Is the following
                                               element an
                                               accorrplishrnent,
                                               activity, or behavor?
                                               What distinguishes
                                               one from the other?
                                               Why is it important
                                               to include a
                                               retention standard
                                               for each element?
                     Writing Performance Plans-13

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Items
Actions
Discussion
4. Review of
assumptions
5. Review sources of
appraisal input
                       Pass out a Standards
                       Checklist to each
                       participant.
Briefly review what is
meant by assumptions.
Discuss a sample
performance plan and
point to the
assumptions listed
Briefly review what is
meant by sources of
appraisal input.
Pose the following
question to participants.
Write their answers on
the flip chart.
                       How many of you
                       currently use the
                       Standards Checklist
                       when creating your
                       own standards?
                                               How would the
                                               assumption listed
                                               positively or
                                               negatively affect the
                                               outcome of the
                                               performance
                                               element listed?
                                               What are some
                                               examples of
                                               appraisal input?
                    Writing Performance Plans-14

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Writing Your Performance Plan
                                       J
Time

35 minutes

Purpose

Hie purpose of this section is for workgroup participants to begin
developing their own performance plans.
 Items
Actions
Discussion
 1. Getting started
 2. Filling out die
 performance plan
                      Using your
                      Standards Checklist,
                      begin filling in the
                      performance plan
                      worksheet for your
                      specific position.

                      Using the
                      performance plan
                      worksheet, begin
                      filling out your
                      performance plan.
                     Writing Performance Plans-15

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Writing Performance Plans




Handouts and Worksheets
       Writing Performance Plans-16

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                            Blank Performance Plan
HQ EPA Performance Plan

Name:                          Office:                           Year:
Element:
Type of Element: Critical Q Additional Q

Standards and Measurement Sources:
Assumption (if applicable):


Element Rating:      Successful Q  Unacceptable Q
Element:
Type of Element: Critical Q  Additional Q

Standards and Measurement Sources:
Assumption (if applicable):


Element Rating:      Successful Q   Unacceptable Q
Employee's Signature/Date (Discussion and/or approval of the performance agreement)

Supervisor(s)'s Signature/Date

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                        Sample Performance Plan #1
HQ EPA Performance Plan
Name: Jeff Greenfield Office: Administration & Resources Mgt. Yean January 1 - December 31,2000
 Llement:     Provide functional computer systems to employees in the office
Type of Element Critical X      Additional Q

Standards and Measurement Sources:
 Usually •within two weeks of receiving the request as shown in the request log
    As verified by the supervisor
Assumption (if applicable): The equipment is in inventory and is not on backorder with the computer
company.

 Element Rating:    Successful Q Unacceptable Q
 Element:     Maintain computer systems
Type of Element Critical X      Additional Q

Standards and Measurement Sources:
 Conduct computer maintenance checks on a monthly basis as outlined in the Maintenance SOPs
•Prioritize requests by order of importance as outlined in the Maintenance SOPs
 Process routine requests for computer maintenance to completion, including conducting the maintenance;
within two working days as shown in the request log and Maintenance SOPs
 Process high-priority requests for computer maintenance to completion, including conducting the
maintenance, usually within one working day as shown in the request log and Maintenance SOPs
    Supervisor spat (kecks mrintenance lag and leg afaetarrer complaints.

 Assumption (if applicable): All replacement parts are in inventory and adequate human resources are
                          available to handle the number of requests received.

 Element Rating:     Successful Q Unacceptable Q
 Employee's Signature/Date (Discussion and/or approval of the performance agreement)
 Supervisor's Signature/Date

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                         Sample Performance Plan #2
                                 HQ EPA Performance Plan
Mame: Maria Hernandez     Office: Radiation and Indoor Air   Yean January 1 - December 31,2000
                           Science & Risk Assessment Center
Element: Direct team activities for the Northeastern Indoor Air Project, including conducting laboratory
and field tests to monitor indoor air quality, identifying air quality risk factors, and determining sources of
Indoor contaminants to the public.
Type of Element: Critical X      Additional Q

Standards and Measurement Sources:
 Determine project deadlines and required resources
 Meet with team to conduct planning meetings at the beginning of each phase to determine the
methodology to be followed for the phase, including determining the sample, data collection and recording
methods, and the project reporting system
•Meet with team leader each week to obtain status of the project and to resolve any pending issues
 'Monitor the data and methods used to derive the data on a daily basis to identify preliminary trends in the
findings by printing a report of the data entered into the database
•Monitor the Project resources on a weekly basis to ensure that the team has the resources required to
perform their tasks
Assumption (if applicable): Five team members must be devoted 100% to the Project
Element Rating:     Successful Q Unacceptable Q
Element: Propose recommended remediation treatment to resolve indoor Air Quality problems based on
the results of die Northeastern Indoor Air Project.
Type of Element  Critical X        Additional Q

Standards and Measurement Sources:
 Provide briefing to selected members of management concerning recommendations for remediation
treatment that would effectively resolve the most important air quality problems identified from the results
of the Northeastern Indoor Air Project
 Submit final report for the Northeastern Indoor Air Project in plain language format within 20 days of the
end of the Project. It should include the following sections: Executive Summary, Findings, and
Recommendations for Remediation Treatment
Assumption (if applicable):
Element Rating:     Successful Q Unacceptable Q
Employee's Signature/Date (Discussion and/or approval of the performance agreement)
Supervisor's Signature/Date

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                            Sample Performance Plan #3
                                 HQ EPA Performance Plan

Name: Marshall Walker      Office: Solid Waste &        Yean January 1 - December 31,2000
                             Emergency Response
Element Lead team based on guidance from supervisor on the Informing Yourself About Recycling
Project, intended to educate the public about recycling basks.
Type of Element: Critical X      Additional Q

Standards and Measurement Sources:
 Lead a team meeting to identify the most appropriate media to inform the public about recycling basics
[e.g., print, posters, TV, radio, or -website)
 Assign tasks to team members throughout the project, including researching, writing, editing, and
publishing the message.
Assumption (if applicable):

Element Rating:     Successful Q Unacceptable Q
Element Provide weekly status to supervisor about the Informing Yourself About Recycling Project.
Type of Element  Critical X      Additional Q

Standards and Measurement Sources:
 'Meet with supervisor on a weekly basis to discuss the status of the projects, including percentage of
project completed, work completed/issues resolved during the week, and remaining issues.
Assumption (if applicable): Supervisor is available for the meeting. Supervisor will make alternate
arrangements to discuss the status in the event she is unavailable.

Element Rating:    Successful Q Unacceptable Q
 Employee's Signature/Date (Discussion and/or approval of the performance agreement)
 Supervisor(s)'s Signature/Date

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                      Standards Checklist

Avoid Absolute Standards
An 'absolute' standard, one that allows for no errors, is acceptable only in
certain circumstances. Where a single failure to meet the retention standard
would result in loss of life, injury, breach of national security or great
monetary loss, an agency can legitimately defend its decision to require
perfection from its employees. In other circumstances, the courts will usually
find that the agency abused its discretion by establishing retention standards
that allow for no margin of error.

When Writing Standards
Ask yourself the following questions when writing standards. This can help
you avoid writing absolute standards.
Q How many times may the employee fail this requirement and still be
   acceptable?

Q Does the standard use words such as 'all,9 'never,' and 'each'? These words
   do not automatically create an absolute standard, but they often alert you
   to problems.

CD If the standard allows for no errors, would it be valid according to the
   criteria listed above  (risk of death, etc.)?

Qieck Your Standards
Ask yourself the following questions to make sure your standards are effective
and meet regulatory requirements. It can help you clarify your standards.
G Are the standards attainable? Are  expectations reasonable?

Q Are the standards challenging? Does the employee need to exert a
   reasonable amount of effort to reach a fully successful performance level3

Q Are the standards fair? Are they comparable to what is expected of
   employees in similar positions? Do they allow for some margin of error?

Q Are the standards applicable? Can the appraisers) use the standards to
   appraise performance? Can the appraisers)  collect measurement data
   efficiently?

Q Can the elements and standards be communicated and understood? Can
   employees be expected to understand what  is required?

Q Are the standards flexible? Can they be readily adapted to changes in
   resources or objectives?

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          Constructive Feedback
                              The purpose of this module is
                              for supervisors and team
                         leaders to review with workgroup
                         participants the basic concepts of
                         constructive feedback and how it
                         fits into PERFORMS.
Objectives

At the end of the meeting, your •workgroup should be able to describe how
constructive feedback fits into PERFORMS.

Materials Needed

You will need:
*•  Videotape vignettes
>  Flip chart or overhead that lists the important elements of constructive
   feedback
      •     Presenting observations in a noncritical manner
      •     Reinforcing positive behaviors and correcting unsatisfactory
            behaviors
      •     Reinforcing positive behaviors in order to recognize
            outstanding performance
-  PERFORMS Self-Study Guide

Suggested Time
Topics
What is Constructive Feedback3
Giving and Receiving
Constructive Feedback

Time
10 minutes
50 minutes
1 hour (total time)
                     Constructive Feedback-23

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What is Constructive Feedback?
J
Time
10 minutes

Purpose

The purpose of this section is to briefly review with your team the definition
of constructive feedback, which is providing positive and negative
information to another in order to improve performance and recognize
desired behavior.

Detailed Plan
Items
1. Feedback is the
backbone of
PERFORMS




2. Constructive
Feedback










Actions
Pose the following
question to participants.
Write their answers on a
flip chart.



Briefly review the
definition of
constructive feedback
including the important
elements of constructive
feedback (refer
participants to the
overhead or flip chart
where you've listed the
elements)


Discussion
Why is feedback so
essential to the
PERFORMS
process?
Why is it essential to
our workgroup's
progress?
Within your
workgroup, how
often do you give
and/or receive
constructive
feedback?

What is the situation
in which you give or
receive feedback?
Formal/ informal,
etc.?
                     Constructive Feedback-24

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Giving and Receiving Constructive Feedback
                                       J
Time
50 minutes

Purpose

The purpose of this section is to focus on creating a team where all
employees, including the supervisor and/or team leader, both give and receive
constructive feedback on a regular basis. This will be presented to
participants in video vignettes that the workgroup can discuss together.

Detailed Plan
 Items
Actions
Discussion
  L Tips for providing    Play the first video clip
  positive and negative   of Part One.
 constructive feedback
                        At the end of the clip,
                        ask the following
                        questions.
                        Play the second video
                        clip of Part One.
                       Does it matter vho
                       delivers the
                       feedback as long as
                       the message is the
                       same?

                       How often do you
                       give feedback to
                       one of your
                       colleagues?

                       How do you feel
                       when a colleague
                       gives you feedback?

                       What difference
                       would it have made
                       if the subordinate
                       delivered the
                       feedback a week
                       later instead of right
                       away?

                       Do you feel you can
                       give a supervisor or
                       team leader
                       feedback?
                       Constructive Feedback-25

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Items
Actions
Discussion
2. Receiving
constructive feedback
                        Play the third video clip
                        of Part One.

                        At the end, ask the
                        following question.
                        Play the fourth video
                        clip of Part One.
                        Play the fifth video clip
                        of Part One.
Pose the following
question to participants.


Describe to participants
that receiving feedback
is also a critical aspect
of PERFORMS.
In your description,
illustrate that feedback
is GIVE AND TAKE
and conversations are
TWO WAY. Write
these out on the
overhead or flip chart.
Why is it important
to get specific?

Doesn't an
employee just need
to know whether
they're doing a good
job or not?

What could this
employee have done
to make sure the
report was in on
time?  What if the
situation is not one
that the employee
can control?

Why is it important
for an employee to
elicit feedback from
his/her supervisor?
Isn't it the
supervisor's job to
provide feedback?
The supervisor had
some suggestions
for improvement.
How well were they
phrased?

Is it easier to receive
positive or negative
feedback?
                       Constructive Feedback-26

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Items
Actions
Discussion
3. Active Listening
4. Video vignettes of
active listening tips
Ask participants to take
out a piece of paper.
                         Call on volunteers to
                         share their list. Make
                         note of the dps he/she
                         listed on the overhead
                         or flip chart.

                         Discuss that active
                         listening is vital to
                         understanding
                         performance feedback
                         and that active listening
                         is comprised of a
                         number of key
                         behaviors.

                         Return to the flip chart
                         or overhead list of
                         participant responses.
                         Circle those responses
                         that match the active
                         listening techniques
                         outlined in the Self-
                         Study Guide. Add them
                         if they ate not already
                         listed.
Show the last video
vignette that illustrates
each of the active
listening techniques.

At the end of the clip,
ask the following
question.
Take one minute
and write down as
many things you can
think of that make a
person an acme
listener.
                        Although all of your
                        responses ate good
                        active listening tips,
                        there are a few
                        active listening
                        techniques that can
                        help focus your
                        behavior when you
                        are being given
                        performance
                        feedback.
                                                 What other cues can
                                                 you give someone
                                                 who is giving you
                                                 feedback that you've
                                                 heard and
                                                 understood them?
                       Constructive Feedback-27

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       Developing an Individual
       Development Plan (IDP)
                          The purpose of this module is
                          to reinforce the importance
                      and value of completing an IDP.
Objectives

At the end of the meeting, workgroup participants should be able to discuss
the relationship between PERFORMS and IDPs and why it is important for
individuals to complete them.

Materials Needed

You wfll need:
»• DevdopingYaurStrenghs
> Sample IDP (handout)
» IDP forms (handout)

Suggested Time
Topics
Relationship Between
PERFORMS and IDPs
Why Develop Your Strengths?
Completing Your IDP Form

Time
10 minutes
5 minutes
5 minutes
20 minutes (total time)
               Individual Development Plans-29

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Relationship Between PERFORMS and IDPs
Time

10 minutes

Purpose

The purpose of this section is to review with workgroup participants the
relationship between PERFORMS and IDPs.

Detailed Plan
                                      J
 Items
Actions
Discussion
 1. Relationship
 between PERFORMS
 and IDPs.
Review how
PERFORMS represents
EPA's emphasis on
professional
development and
management coaching
as keys to organizational
success.

Review how IDPs
identify developmental
needs and career
objectives.

Mention that IDPs are a
useful tool for career
development and
benefit both the
employee and
organization.

Pose the following
question to participants.
                                           Why is it important
                                           to further develop
                                           your strengths as an
                                           EPA employee?
                   Individual Development Plans-30

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Why Develop Your Strengths?
Time

5 minutes

Purpose

The purpose of this section is to focus the workgroup's attention on
developing their strengths as EPA employees and to the fact that developing a
plan increases an employee's value to the organization.

Detailed Plan
 Items
Actions
Discussion
  1. Why develop your
  strengths?
Using participant
responses from the
previous question,
"Why develop your
strengths," highlight the
three reasons for
developing strengths
that are outlined in
Deidcping Your Strengths.
                    Individual Development Plans-31

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Completing Your IDP Form
                                       J
Time
5 minutes

Purpose

The purpose of this section is for workgroup participants to review some dps
for completing IDPs using a sample IDP form.

Detailed Plan
 Items
Actions
Discussion
 1. Completing an IDP.  Hand out sample IDPs
                       to workgroup
                       participants.
                       Pose the following       As you review this
                       questions to            sample, what areas
                       participants.            do you find
                       Note their responses on   difficult/easy to
                       the flip chart or         complete? Why?
                       overhead.
                       Discuss responses with
                       participants.
                   Individual Development Plans-32

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    Writing Your IDP



Handouts and Worksheets
      Individual Development Plans-33

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                                            SAMPLE IDP
                           ENVIRONMENTAL PROTECTION AGENCY
                               INDIVIDUAL DEVELOPMENT PLAN
NAME:
Jane Smith
Effective Dates: January 1. 2000
Developmental Goal(s) - Describe current state, developmental need, rationale, and link to organizational goals/objectives:

•  Jane is an excellent coach. Our branch has 23 team members and only one supervisor, so we have a big opportunity for peer
   development coaching among our scientists and technicians. We want to develop her skills in this area and use her as a
   coach.

•  Jane's writing ability can be enhanced to improve the national information dissemination function, where the AA-ship has a
   weakness. She will contribute directly to the newsletter every month with our support.
 DEVELOPMENT PLANS /ACTIVITIES
                                        Description/Support Required, Success Measures Time Frame
 Work Assignments

 1.  Coach at least 10 staff members
 2. Edit and produce an AA-ship newsletter to the
    regulated community
    •  Identify key stakeholders
    •  Consult with and gain input from all clients
    •  Continuously benchmark at least three
       comparable newsletters
                                        •  We will schedule time for staff performance
                                           coaching
                                        •  Success will be measured against coaching
                                           objectives set and achieved in each (respective)
                                           agreement
                                        •  Bench project assignment back up will be
                                           arranged by Team/Branch Manager

                                        This will require work-load shifting and staff
                                        resource backup to allow Jane sufficient time to
                                        devote to this newsletter
                           All year with at
                           least semiannual
                           progress reports.
                           Produce first
                           edition by end of
                           second quarter.
                           Continue as
                           appropriate —
                           realistic schedule
                           to be determined
                           in first edition.

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DEVELOPMENT PLANS /ACTIVITIES
Description/Support Required, Success Measures  Time Frame
Self Development Activities:
•  Take desktop editing course


•  Read the "Art of Coaching"

•  Attend coaching seminar at NTL


•  WIC advanced spreadsheet applications course will
   bring Jane a new set of necessary skills in data
   management, as her job requires.


Formal programs:
None required now

University of Maryland course in database management
information systems for personal computers. This may
be necessary if the WIC course fails to be effective.
WIC course — free
$14.95, Amazon.com

Washington registration requires $300 registration
fee.

Time required to attend WIC course.
We will reassess the need for a course at mid-year

$385
ASAP, in the next
45 days

April, 2000
February, 2000
September, 2000
                                                               See Reverse for Signatures

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 DEVELOPMENT PLANS /ACTIVITIES
                   Description/Support Required, Success Measures  Time Frame
 (Continuation from previous page - if necessary)
                                     I endorse the above developmental activities and will make resources
                                     available to realize them.
Employee Signature
Date
Manager Signature
Date

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                       ENVIRONMENTAL PROTECTION AGENCY
                           INDIVIDUAL DEVELOPMENT PLAN
NAME:
                Effective Dates:
Developmental Goal(s) - Describe current state, developmental need, rationale, and link to organizational
goals/objectives:
 DEVELOPMENT PLANS /ACTIVITIES
Description/Support Required, Success Measures  Time Frame
 Work Assignments
 Self Development Activities;
 Formal programs;
                                                       See Reverse for Signatures

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 DEVELOPMENT PLANS /ACTIVITIES
                   Description/Support Required, Success Measures Time Frame
 (Continuation from previous page - if necessary)
                                     I endorse the above developmental activities and will make resources
                                     available to realize them.
Employee Signature
Date
Manager Signature
Date

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