Post on 12-Feb-2017
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 in Primary Schools
Performance Management for Primary Schools
Training Manual for Headteachers and Supervisors
JULY 2011
Developed By
QUALITY EDUCATORS’ PROJECT- UGANDA
iii
Performance Management in Primary Schools
Developed By
QUALITY EDUCATORS’ PROJECT- UGANDA
JULY 2011
iv
Performance Management in Primary Schools
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
Performance Management in Primary Schools
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
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Performance Management in Primary Schools
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
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Performance Management in Primary Schools
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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Performance Management in Primary Schools
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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Performance Management in Primary Schools
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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Performance Management in Primary Schools
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.
7
The Performance Management Cycle
PM cycle
PerformanceMonitoring
PerformancePlanning
Management Of recommendations
Performance Reviewing
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Performance Management in Primary Schools
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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Performance Management in Primary Schools
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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Performance Management in Primary Schools
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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Performance Management in Primary Schools
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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Performance Management in Primary Schools
SAM
PLE
COM
PETE
NCE
PRO
FILE
COM
PETE
NCI
ES
Wha
t You
Nee
d To
Kno
w
Wha
t You
Nee
d To
Be
Able
To
Do
Exa
mpl
e:Le
arni
ng
achi
evem
ents
Gro
up 2
:1.
H
uman
Re
sour
ce
Man
agem
ent
K
now
) sta
ff c
ompe
tenc
ies
C
onte
nt sc
ope
D
evel
opm
ent a
nd le
arni
ng n
eeds
of
the
pupi
ls
Back
grou
nd o
f th
e le
arne
rs
Gov
ernm
ent p
olic
ies a
nd re
late
d iss
ues
In
stitu
tiona
l res
ourc
e ba
se
Lear
ning
env
ironm
ent
A
ttitu
des o
f th
e te
ache
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Atte
ndan
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ends
Pa
rent
al su
ppor
t and
com
mitm
ent
A
sses
smen
t (to
ols)
stan
dard
s and
pr
oced
ures
G
loba
l lea
rnin
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nds
Te
ache
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ompe
tenc
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nd b
ackg
roun
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Beha
viou
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ompe
tenc
ies /
tend
enci
es
/ pe
rson
aliti
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f st
aff
(atti
tude
and
co
mm
itmen
t)
Dev
elop
men
t nee
ds o
f st
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La
bour
law
s (E
mpl
oym
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ct, H
IV
wor
kpla
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ct o
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sput
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Wor
kman
’s C
ompe
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etc
H
uman
Res
ourc
e M
anag
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t Pol
icie
s (T
rain
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Polic
ies,
Stan
ding
Ord
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tc)
C
ondu
ct n
eeds
ass
essm
ent f
or th
e ke
y ac
tors
D
evel
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n ac
tion
plan
to re
spon
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the
need
s
Supe
rvisi
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torin
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c
Acq
uire
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d in
tern
aliz
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e cu
rren
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a n
eeds
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plan
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spon
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need
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mee
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men
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cond
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PDs
Initi
ate
supp
ortiv
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r sta
ff
wel
fare
(mea
ls, in
com
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activ
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)
C
onsu
lt, n
egot
iate
, net
wor
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d re
ceiv
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edba
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Im
plem
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dmin
istra
tive
inst
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N
eeds
ass
essm
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epor
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Act
ion
plan
s
Prog
ress
ive
repo
rts
M
inut
es
U
p-to
-dat
e ta
lkin
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Ti
me
tabl
es
Atte
ndan
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port
s
Prog
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repo
rts
Wor
k pl
ans
Eco
nom
ic p
roje
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benefiting teachers
Con
sulta
tive
repo
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nd
min
utes
of
mee
tings
Perf
orm
ance
app
raisa
l in
stru
men
ts a
nd re
port
s
9
Performance Management in Primary Schools
A
dmin
istra
tive
inst
rum
ents
(Circ
ular
s, D
EO
, Lo
cal
G
over
nmen
t)
How
to m
otiv
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staf
f (m
otiv
atio
nal
stra
tegi
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E
ffec
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lead
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ills
E
ffec
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com
mun
icat
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neg
otia
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co
nflic
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olut
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stre
ss m
anag
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t ski
lls
Inte
rper
sona
l rel
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nshi
ps
Kno
w li
fe sk
ills a
nd v
alue
s
Scho
ol e
nviro
nmen
t (cu
lture
, val
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norm
s an
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liefs
)
Scho
ol ro
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Glo
bal t
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Cle
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staf
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Te
amw
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and
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A
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visio
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ento
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and
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hing
sk
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gu
idan
ce a
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ouns
ellin
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perf
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man
agem
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st
aff
wel
fare
exp
ecta
tion
te
ache
r pro
fess
iona
l cod
e of
con
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te
rms a
nd c
ondi
tions
of
serv
ice
te
ache
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chem
e of
serv
ice
Diff
eren
t typ
es o
f es
sent
ial r
ecor
ds th
ey
shou
ld h
ave
as re
flect
ed in
the
Min
imum
St
anda
rds B
ook.
Filin
g sy
stem
Gro
up 3
:
2.
Reco
rds
man
agem
ent
Initi
ate
and
mob
ilize
reso
urce
s
Be
ava
ilabl
e at
scho
ol
Mob
ilize
, allo
cate
and
use
reso
urce
s effi
cien
tly
In
spire
and
enc
oura
ge te
am sp
irit
Shar
e sc
hool
resp
onsib
ilitie
s
Be
a ro
le m
odel
(tim
e m
anag
emen
t, re
gula
r at
tend
ance
, les
son
prep
arat
ion,
obs
ervi
ng
scho
ol c
ore
valu
es)
Enc
oura
ge tr
ansp
aren
cy a
nd a
ccou
ntab
ility
Con
duct
regu
lar s
taff
app
raisa
l (pl
an
perf
orm
ance
, app
raise
staf
f, re
view
pe
rfor
man
ce)
Supp
ort s
taff
dev
elop
men
t (tra
inin
g,
prom
otio
n)
Av
ail r
elev
ant l
itera
ture
to st
aff
for t
heir
info
rmat
ion
Enc
oura
ge a
dher
ence
to p
rofe
ssio
nalis
m
(disc
iplin
e, et
hics
)
Re
cogn
ize
and
rew
ard
good
per
form
ance
C
ondu
ct re
gula
r sta
ff m
eetin
gs a
nd sc
hool
m
anag
emen
t
Pr
ovid
e su
ppor
t sup
ervi
sion
and
men
torin
g
Com
pile
an
inve
ntor
y of
item
s in
the
inst
itutio
n/sc
hool
H
ave
files
and
stor
e th
em p
rope
rly
Upd
atin
g th
e re
cord
s
Role
s and
resp
onsib
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ch
arts
Atte
ndan
ce re
port
s
Pe
rson
al fi
les f
or a
ll st
aff
Atte
ndan
ce re
port
s
D
uty
rost
ers
List
of
outs
tand
ing
teac
hers
Cer
tifica
tes a
nd tr
ophi
es
for b
est p
erfo
rman
ce
Pr
ojec
t pro
posa
ls
N
umbe
r of
part
ners
ne
twor
ked
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W
ell m
aint
aine
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- to-
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in
vent
ory
repo
rt
Up-
to-d
ate
and
easil
y ac
cess
ible
reco
rds
10
Performance Management in Primary Schools
Kno
w
Staf
f C
ompe
tenc
ies
on
reco
rds
man
agem
ent s
yste
m a
nd st
anda
rds
Gov
ernm
ent p
olic
ies o
n H
IV/A
IDS
sk
ills o
f co
nduc
ting
Gui
danc
e an
d C
ouns
ellin
g se
rvic
es
Sc
hool
ass
ets a
vaila
ble
and
reco
rded
G
over
nmen
t pol
icy
on P
ublic
Pro
cure
men
t an
d D
ispos
al o
f A
sset
s (PP
DA
)
K
now
staf
f co
mpe
tenc
ies
C
onte
nt sc
ope
(Cur
ricul
um)
D
evel
opm
ent a
nd le
arni
ng n
eeds
of
the
pupi
ls
K
eep
copi
es o
f al
l cor
resp
onde
nces
Id
entif
ying
/ass
igni
ng k
now
ledg
eabl
e pe
rson
s in
reco
rds m
anag
emen
t
Con
tinuo
us p
rofe
ssio
nal d
evel
opm
ent o
n re
cord
s man
agem
ent
C
arry
out
nee
ds a
sses
smen
t
Des
igni
ng d
ata
colle
ctio
n to
ols
cr
eate
aw
aren
ess o
n H
IV/A
IDS
amon
g th
e sc
hool
com
mun
ity
draw
act
ion
plan
prom
ote
gove
rnm
ent p
olic
ies o
n H
IV/
AID
S in
scho
ols
co
nduc
t CPD
s on
Gui
danc
e an
d C
ouns
ellin
g to
all
staf
f
carr
y ou
t G&
C se
ssio
ns
inst
itutio
naliz
e th
e in
terv
entio
ns o
n H
IV/
AID
S
glob
al in
terv
entio
ns
C
ompi
le a
n up
-to-d
ate
inve
ntor
y of
ass
ets
K
eep
and
mai
ntai
n a
stoc
k re
gist
er
Sens
itize
staf
f on
gov
ernm
ent p
olic
y an
d im
plem
enta
tion
C
ondu
ct re
gula
r sta
ff m
eetin
gs
Con
duct
nee
ds a
sses
smen
t for
the
lay st
aff
acto
rs
C
opie
s of
corr
espo
nden
ce
and
repo
rts k
ept
Re
cord
s of
min
utes
of
vario
us m
eetin
gs in
pla
ce
and
easil
y ac
cess
ed
Re
cord
s on
perf
orm
ance
an
d as
sess
men
t in
plac
e
reco
rds a
nd re
port
s on
CPD
s
av
aila
bilit
y of
Act
ion
Plan
s
Re
port
s on
talk
show
s, ge
nera
l ass
embl
ies,
dram
a ac
tiviti
es
re
port
s and
reco
rds o
n G
&C
sess
ions
Re
port
on
asse
ts a
nd
qual
ity a
vaila
ble
Avai
labl
e up
-to-d
ate
stoc
k re
gist
er
Repo
rt o
n se
nsiti
zatio
n ac
tiviti
es o
n as
sets
N
eeds
Ass
essm
ent r
epor
ts
Act
ion
plan
s/w
orkp
lace
Pe
er re
view
repo
rts
3.
Miti
gatio
n of
H
IV/A
IDS
in
scho
ols
4.
Ass
ets
man
agem
ent
Gro
up 1
5.
Lear
ning
ac
hiev
emen
t
11
Performance Management in Primary Schools
K
now
the
type
of
pupi
ls re
crui
ted
Ba
ckgr
ound
of
the
pupi
ls
Rela
ted
gove
rnm
ent p
olic
ies a
nd re
late
d iss
ues
In
stitu
tion
reso
urce
-bas
ed
Lear
ning
env
ironm
ent
Be
havi
ours
and
atti
tude
of
teac
hers
A
ttend
ance
tren
ds o
f bo
th th
e te
ache
rs a
nd
pupi
ls
Pare
nts’
com
mitm
ent a
nd su
ppor
t
Ass
essm
ent s
tand
ards
and
pro
cedu
res
G
loba
l lea
rnin
g tre
nds
T
he sc
ope
of th
e cu
rric
ulum
for a
ll cl
asse
s
The
phy
sical
set u
p of
the
envi
ronm
ent
T
he d
iffer
ent T
/L m
etho
ds
Teac
her/
Pupi
l rat
ios (
Reco
mm
ende
d ra
tios,
clas
sroo
m ra
tios,
TPR
& P
T &
R
The
ass
essm
ent n
eeds
of
teac
hers
and
tra
inin
g pr
ogra
mm
es
Hav
e te
ache
r dev
elop
men
t ski
lls, i
.e
coun
selli
ng, g
uida
nce,
supe
rvisi
on
Influ
ence
of
the
impl
emen
tatio
n of
UPE
po
licie
s, L1
,)
D
evel
op a
n ac
tion
plan
to re
spon
d to
the
need
s, i.e
. sup
ervi
sion,
men
torin
g et
c.
Stud
y, in
tern
aliz
e, an
alyz
e cu
rren
t con
tent
sc
ope
C
onsu
lt, e
ngag
e, ne
twor
k an
d ge
t fee
dbac
k
Mob
ilize
, pla
ce a
nd a
lloca
te re
sour
ces
M
onito
r, ev
alua
te th
e le
arni
ng p
rogr
amm
e an
d in
itiat
ives
Pr
epar
e an
d su
bmit
prog
ress
repo
rts f
or
all c
lass
es to
DIS
/DE
O
To
eff
ectiv
ely
teac
h
Impr
ovisa
tion
of T
/L
Mat
with
low
-cos
t mat
eria
ls or
no
cost
at
all.
D
esig
n an
d se
t up
cond
uciv
e le
arni
ng
envi
ronm
ent
C
ondu
ct g
uida
nce/
coun
selli
ng
supe
rvisi
on e
tc
Impl
emen
t gov
ernm
ent p
olic
ies
C
ondu
ct w
orks
hops
Eng
age
with
teac
hers
, par
ents
and
get
fe
edba
ck
Fu
nctio
nal t
imet
able
s
Dev
elop
ed n
eeds
as
sess
men
t rep
orts
in
plac
e
Min
utes
from
the
mee
tings
Talk
ing
offic
e (d
evel
oped
up
-to-d
ate)
A
ttend
ance
repo
rts
C
opie
s com
preh
ensiv
e sc
hem
e of
wor
k an
d le
sson
pla
ns o
n pl
ace
with
reco
mm
ende
d tim
e bo
unds
Av
aila
bilit
y of
loca
lly
impr
ovise
d Te
achi
ng/
Lear
ning
mat
eria
l in
plac
e in
the
hand
s of
the
child
ren
E
vide
nce
of sa
fe
and
frie
ndly
lear
ning
en
viro
nmen
t with
m
ater
ials
that
cat
er fo
r di
ffer
ent l
earn
ing
need
s in
pla
ce
7.
Eff
ectiv
e te
achi
ng
12
Performance Management in Primary Schools
8.
Gen
eral
M
anag
emen
t
and
Lead
ersh
ip
9.
Fina
ncia
l m
anag
emen
t
and
cont
rol
Pr
imar
y sc
hool
man
agem
ent s
yste
ms a
nd
polic
ies
M
inim
um st
anda
rds a
nd g
uide
lines
for
educ
atio
nal i
nstit
utio
ns in
Uga
nda
with
em
phas
is on
prim
ary
scho
ols a
nd E
CD
ce
ntre
s
Proc
edur
es a
nd m
echa
nism
s of
deve
lopi
ng a
sc
hool
dev
elop
men
t pla
n
Kno
wle
dge
of d
iffer
ent p
ositi
ve
rein
forc
emen
t mec
hani
sms f
or sc
hool
di
scip
line
Re
quire
d M
anag
emen
t and
Lea
ders
hip
qual
ities
of
an e
ffec
tive
Hea
dtea
cher
H
ave
kno
wle
dge
of b
udge
ting
and
acco
untin
g pr
oces
ses
K
now
ledg
e of
fina
ncia
l gui
delin
es
Kno
wle
dge
of b
asic
fina
ncia
l acc
ount
ing
book
s
E
nfor
ce p
rimar
y sc
hool
man
agem
ent
syst
ems a
nd p
olic
ies
E
nfor
ce U
PE, E
CD
, gen
der i
n ed
ucat
ion,
sc
hool
hea
lth, s
choo
l ass
essm
ent,
lega
l po
licy
etc
M
obili
ze re
sour
ces
C
ondu
ct p
artic
ipat
ory
plan
ning
C
onsu
lt al
l sta
keho
lder
s
Talk
ing
the
wor
k pl
ans t
hrou
gh d
iffer
ent
leve
ls of
app
rova
l
Enf
orce
and
app
ly th
e va
rious
diff
eren
t po
sitiv
e re
info
rcem
ent m
echa
nism
s for
sc
hool
disc
iplin
e
A ro
le m
odel
as f
ar a
s disc
iplin
e is
conc
erne
d
U
se th
e pr
ovid
ed g
uide
lines
to b
udge
t an
d ac
coun
t for
the
avai
labl
e re
sour
ces a
t th
e sc
hool
leve
l
Dev
elop
the
scho
ol b
udge
t
Mon
itor t
he u
tiliz
atio
n of
the
budg
et
Prod
uce
finan
cial
repo
rts w
ithin
the
reco
mm
ende
d tim
e
Fu
nctio
nal s
choo
l m
anag
emen
t sys
tem
s and
pl
ans i
n pl
ace
A
n op
erat
iona
l sch
ool
deve
lopm
ent p
lan
in p
lace
M
inut
es o
f pl
anni
ng
mee
tings
in p
lace
A
n ef
fect
ive
lear
ning
en
viro
nmen
t
Min
utes
of
depa
rtm
enta
l m
eetin
gs h
eld
D
ocum
ente
d sh
ared
re
spon
sibili
ties
Fi
nanc
ial r
ecor
ds in
pla
ce
Func
tiona
l fina
ncia
l co
mm
ittee
s in
plac
e
Aud
ited
book
s of
acco
unt
avai
labl
e
Fina
ncia
l boo
ks o
f ac
coun
t in
plac
e
Budg
et p
erfo
rman
ce
repo
rts i
n pl
ace
13
Performance Management in Primary Schools
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
Performance Management in Primary Schools
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
Performance Management in Primary Schools
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
Performance Management in Primary Schools
• 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
Performance Management in Primary Schools
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
Performance Management in Primary Schools
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
Performance Management in Primary Schools
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
Performance Management in Primary Schools
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.