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
-------
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
-------
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
-------
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
-------
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
-------
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
-------
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
-------
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
-------
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
-------
Writing Your IDP
Handouts and Worksheets
Individual Development Plans-33
-------
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
-------
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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