CDPS PERFORMANCE MANAGEMENT PLAN (PMP) ASSESSMENT WORKSHEET

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CDPS PERFORMANCE MANAGEMENT PLAN (PMP)

ASSESSMENT WORKSHEET

(Effective for Performance Cycle Beginning 01/01/07)

Performance Level Key

NEEDS IMPROVEMENT SUCCESSFUL EXCEPTIONAL

LEVEL 1 LEVEL 2 LEVEL 3

This rating level encompasses those members whose performance does not consistently and independently meet expectations set forth in the performance plan, as well as those members whose performance is clearly unsatisfactory and consistently fails to meet requirements and expectations. Marginal performance requires substantial monitoring to achieve consistent completion of work, and requires more constant, close supervision. Though these members do not meet expectations, they may be progressing satisfactorily toward a level 2 rating and need to demonstrate improvement in order to satisfy the core expectations of the position.

This rating level encompasses a range of expected performance. It includes members who are successfully developing in the job; members who exhibit competency in work behaviors, skills, and assignment; and accomplished performers who consistently exhibit the desired competencies effectively and independently. These members are meeting all the expectations, standards, requirements, and objectives on their performance plan and, on occasion, exceed them. This is the member who reliably performs the job assigned and may even have a documented impact beyond the regular assignments and performance objectives that directly supports the mission of the organization.

This rating represents consistently exceptional and documented performance or consistently superior achievement beyond the regular assignment. Level 3 members make exceptional contribution(s) that have a significant and positive impact on the performance of the unit or the organization and may materially advance the mission of the organization. A Level 3 member provides a model for excellence and helps others to do their jobs better. Peers, immediate supervision, higher-level management and others can readily recognize such a level of performance.

The standards for each competency are defined in the LEVEL 2 column, and appear on the CDPS 221.

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COMMUNICATIONS Standards are defined in the LEVEL 2 column and appear on the CDPS 221. NEEDS IMPROVEMENT SUCCESSFUL EXCEPTIONAL


• Fails to keep supervisors, co-workers, or subordinates informed in a timely manner.

Examples: Fails to relay information and/or to deliver timely, accurate messages. Fails to disseminate appropriate information to supervisors, co-workers, subordinates, and/or customers. Does not use voice mail, cell phone, e-mail and/or sign-out board efficiently.

• Keeps others informed in a timely manner. Builds trust and respect through communications, and takes initiative to encourage timely communications among others.

Examples: Member can be depended upon to relay information in a time-sensitive manner in order to avert potential disruption of work processes, to assist others, or to save time. Collects and disseminates timely and appropriate information to all levels as necessary, including supervisors, co-workers, subordinates, and customers. Efficiently uses voice mail, cell phone, e-mail and/or sign-out board.

• Communication skills are of such a high quality that the member has been consistently recognized and/or is consistently utilized to represent the unit/office/division/department.

Example: Consistently demonstrates timely communication with and/or among others that increases the overall effectiveness of the unit/office/division/department.

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• Communications are unclear, not concise, grammatically incorrect, and/or ineffective.

Examples: Verbal communication is ineffective. Communicates inaccurate information. Written communication is improperly punctuated, unclear, grammatically incorrect, and/or is not in the proper format. Does not use reference materials and/or software tools to check quality of written materials. Documents are not directed through the appropriate chain of command. Member submits written documents that are incomplete, inaccurate, of poor quality, and require correction. Takes no initiative or action to improve verbal and/or written communication skills.

• Ensures communications are timely, clear, concise, easily understood, of appropriate content, and grammatically correct.

Examples: Ensures that effective voice control, tone, and articulation are maintained in all verbal communications. Ensures that proper format, correct spelling, acceptable grammar and punctuation are used on all written documents, and directs those documents through the appropriate chain of command. Utilizes reference materials and/or software tools to check quality of written materials. Member submits written documents that are complete, accurate, and of high quality with little or no correction required. Takes initiative to improve verbal and/or written communication skills.

• Consistently provides accurate information for written and verbal dissemination through research, fact checking, coordination with external resources, error detection, etc.

Examples: Member is recognized for a high level of technical proficiency and/or is used by the unit/office/department in an advisory or other capacity; or written products are used as examples for the unit/office/department. Communication skills are of such high quality that the individual is used to train others. Consistently demonstrates communication skills that enhance the image of the unit/office/division/department.

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• Fails to communicate appropriately with individuals within the organization, and/or with external customers.

Examples: Does not ensure that directions or information given or received are understood. Does not communicate effectively, actively listen, or share relevant information with co-workers, supervisors, and other customers. Does not collect complete, accurate information, or attempt to prevent and resolve misunderstandings through appropriate questioning.

• Communicates appropriately with individuals at all levels within the organization, as well as with external customers.

Examples: Makes certain that directions and/or information given or received are understood. Effectively communicates by actively listening and sharing relevant information with co-workers, supervisors, and other customers to anticipate problems and ensure effectiveness. Collects complete and accurate information, or attempts to prevent and resolve misunderstandings through appropriate questioning.

• Demonstrates a high level of professional communication skills through work product, as well as in interactions with all levels within the organization and with external customers.

Examples: Consistently prevents misunderstandings by anticipating problems and recommending solutions used by others. Recommends an office/unit/division procedure that results in a significant improvement in communication.

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INTERPERSONAL SKILLS Standards are defined in the LEVEL 2 column and appears on the CDPS 221. NEEDS IMPROVEMENT SUCCESSFUL EXCEPTIONAL


• Does not treat others with dignity, courtesy and respect, and/or does not acknowledge the work of others.

Examples: Behavior is inconsistent and inappropriate in interactions, correspondence, and conversations. Starts or shares rumors or gossip and does not maintain positive, professional working relationships with others. Makes offensive or inappropriate comments and/or uses inappropriate language. Does not treat others with respect. Cannot or will not try to resolve problems with co-workers on a one-on-one basis.

• Treats others with dignity, courtesy and respect, and acknowledges the work of others regardless of level of experience, expertise and responsibility.

Examples: Behavior is consistent and appropriate in all interactions, correspondence, and conversations. Actively discourages gossip and rumors while maintaining positive, professional working relationships with others. Uses appropriate language. Treats others with dignity and respect for personal rights. Uses tact and diplomacy when dealing with others. Adapts to a diverse working environment. Attempts to solve problems with co-workers one on one prior to supervisor involvement.

• Motivates others to act professionally within the work place through demonstration of an exceptional attitude towards assignments, fellow members, and professional relationships both internal and external to the unit/division/department.

Examples: Develops and uses a strategy to improve a diverse work environment. Member is consistently recognized by customers or colleagues for treating others with dignity, courtesy and respect. Member promotes the development of a positive working environment through self-education and skill development on issues related to the professional treatment of others.

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• Relationships with others are unprofessional, and the member projects and/or promotes a negative attitude/image.

Examples: Does not allocate and manage time appropriately. Does not shift priorities or make inquiries about assignments to keep things in balance. Does not recognize when others need help and does not assist others when asked.

• Contributes to a productive work environment through professional relationships and a positive attitude.

Examples: Allocates and manages time appropriately. Appropriately shifts priorities to keep things in balance. Recognizes when others need help and offers assistance. Anticipates needs of others in advance and offers strategies or provides solutions. Demonstrates effort to build relationships with peers.

• Employs a high level of interpersonal skills (such as patience, intuition, consensus building, listening and facilitating) to obtain cooperation from co-workers, supervisors, and external customers.

Examples: Consistently motivates others to act professionally within the workplace by demonstrating a positive attitude. Develops and implements a strategy to significantly improve the work environment. Member is consistently recognized by customers or colleagues for having an exceptional attitude.

• Fails to take control of own actions/behaviors or to maintain composure.

Examples: Uses profanity or inappropriate language in stressful or unpleasant situations. Adds unnecessary stress to the work environment. Demonstrates anger inappropriately, such as by breaking or damaging state-owned or -leased property. Fails to maintain appropriate voice control. Is disruptive to the work environment.

• Maintains self-control and composure, thereby contributing to a calm, controlled, and productive work environment.

Examples: Maintains appropriate demeanor in all situations. Handles emotions in an acceptable and non-disruptive manner.

• Consistently demonstrates the ability to prevent/defuse stressful situations through planning and execution of proactive strategies.

Examples: Maintains a professional attitude and demeanor while assisting others during stressful/emergency situations. Is acknowledged or recognized for handling stressful/emergency situations in a way that enhances the image or furthers the mission of the unit/office/division/department.

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• Fails to work well with others. Examples: Member is not a team player. Member’s failure to manage own workload negatively impacts others. Does not cooperate with others.

• Balances individual and group/team efforts. Examples: Cooperates with, and acts as a member of, the work team. Manages own workload so that it does not negatively impact others. Promotes cooperation among team members and other work units.

• Takes initiative to form teams and address issues when situations dictate such action.

Example: Consistently recognizes the needs of team members and is able to obtain the cooperation of others through trust and integrity of the member.

• Fails to work well with customers. Examples: Responds inappropriately to inquiries or requests from customers. Portrays a negative attitude towards other entities or agencies. Customers do not trust member’s responses.

• Promotes intra- and interagency cooperation. Examples: Responses to both internal and external customers are dependable and consistent. Maintains a good working relationship with the public and other agencies. Contacts with member foster trust and promote positive working relationships with both internal and external customers.

• Relationships with the public or other agencies serve to enhance the image of the unit/division/department.

Example: Is recognized by colleagues or customers for having demonstrated exceptional ability to promote cooperation.

• Does not accept or offer constructive feedback in a positive manner.

Examples: Becomes defensive and/or unwilling to listen when constructive feedback is given. Gives inappropriate feedback to others.

• Provides and accepts constructive feedback in a positive manner.

Examples: Responds appropriately to constructive feedback. Offers and uses constructive feedback to address or resolve problems, and improve member performance.

• Peers, managers and subordinates solicit constructive feedback based upon member’s character and level of experience.

Examples: Consistently uses constructive feedback to positively influence others and prevent problems. Uses constructive feedback advantageously by reviewing the feedback received and improving work based upon that feedback.

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CUSTOMER SERVICE Standards are defined in LEVEL 2 column and appear on the CDPS 221.

NEEDS IMPROVEMENT SUCCESSFUL EXCEPTIONAL LEVEL 1 LEVEL 2 LEVEL 3

• Receives complaints that are valid or founded. Examples: Does not respond to customer requests in a timely and professional manner. Does not respond adequately to customer requests. Contacts with customers and co-workers are not handled in a positive manner. Gives customers inaccurate information and fails to follow through on commitments. Does not assist others. Fails to assist those with special needs. Does not use available resources to ensure that communications to customers are clear and accurate, and meet the customer’s needs or requests. Is unaware of and/or does not ensure compliance with the ADA and LEP requirements.

• Works effectively with internal/external customers (clients, co-workers, peers, and all contacts) to satisfy service and/or product expectations.

Examples: Responds to customer requests in a timely and professional manner. Treats customers professionally, with dignity, respect, and courtesy, with no founded/justified complaints. Assists customers and co-workers in positive manner, provides them with current, accurate information, and follows through on commitments. Identifies opportunities to improve customer service. Uses available resources (such as other peers, policy or statutes, spell-check or thesaurus) to ensure that communications to customers are clear and accurate, and meet the customer’s needs or request. Assists others in using available resources (such as other peers; policy or statutes; spell-check or thesaurus) to ensure that communications to customers are clear and accurate, and meet the customer’s needs or request. Ensures compliance with Americans with Disabilities Act (ADA) and Limited English Proficiency (LEP) requirements. Uses available resources to assist others with special needs. Assists co-workers who are experiencing difficult customer service problems.

• Recognizes customer problems and anticipates future customer needs and is known and utilized as an expert in his or her area(s) of expertise.

Examples: Is sought by others as a resource in ADA, LEP, cultural competence or similar programs. Member is recognized as one who helps coworkers/customers through efficient and effective innovations and solutions. Initiates model services for persons with special needs, improving the delivery of unit/division/department services. Develops specialized skills, such as sign language, foreign language or other physical disability assistance that could benefit those with special needs. Member builds partnerships with key stakeholders. Member develops methods and procedures to make customer service opportunities more efficient and cost effective. Member displays exceptional ability to prevent complaints through appropriate interaction, and the member seeks opportunities to improve his or her own professional image. Member receives formal recognition in the form of letters, awards, public recognition, etc.

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ORGANIZATIONAL ACCOUNTABILITY Standards are defined in LEVEL 2 column and appear on the CDPS 221.


• Work behavior demonstrates a lack of personal and professional responsibility and conduct that detracts from the overall goals and objectives of the unit/division/department.

Examples: Personal problems interfere with the workplace or with job duties. Personal hygiene or appearance causes disruption or complaints. Member fails to meet fitness standards required for the essential functions of the job. Does not accept responsibility for own actions. Does not appropriately address concerns about work schedules. Fails to provide timely notification to supervisor(s) of scheduling changes or conflicts. Does not give sufficient notice for requested leave or unscheduled absence. Wears attire that is not appropriate for the workplace. (Examples: extremely short skirts, shorts, “muscle” shirts, low-cut necklines, bare midriffs, tattered or torn articles of clothing, or clothing that bears offensive language or images.) Damages, loses or fails to maintain state equipment entrusted to his or her care.

• Member’s work behaviors demonstrate responsible personal and professional conduct, which contributes to the overall goals and objectives of the unit/division/department.

Examples: Does not allow personal problems to interfere with job duties. Maintains personal appearance and hygiene that projects a professional image. Wears attire that is appropriate for the workplace. Accepts responsibility for actions and takes appropriate corrective action, such as making an apology, correcting errors, etc. Accepts work schedules in a positive manner. Notifies supervisor(s) in a timely manner of scheduling changes or conflicts. Gives sufficient notice for requested leave, and notifies supervisor at earliest point possible for an unscheduled absence. Recommends solutions when advising supervisor of scheduling changes or conflicts. Cleans meeting rooms and other common areas after use, and returns items to proper location.

• Identifies a need within the organization and proposes a procedure/ policy that has a positive impact on the overall goals and objectives of the unit/division/department.

Examples: Is consistently used as or considered an example of performing duties in an efficient and effective manner, and enhances the image of the unit/division/department. Member consistently exceeds fitness standards required for the essential functions of the job. Develops scheduling solutions that positively impact the unit/division/department. Member initiates ideas that contribute to the overall maintenance and effectiveness of state-owned equipment. Procedural recommendations made by the member are adopted by the unit/division/department as best practices.

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• Disregards laws, regulations, policies, rules, and procedures that may prove detrimental to the operations of the agency.

Examples: Member receives disciplinary or corrective action for a violation of regulations, policies, rules, or procedures. Uses state computer systems for inappropriate uses, such as accessing pornography or other offensive or illegal information, using state e-mail for personal use, forwarding or sending “chain” e-mails or unauthorized material.

• Adheres to laws, regulations, policies, rules, and procedures.

Examples: Supports and works within CDPS and Division’s Policies and Procedures. Uses state computer systems and software appropriately. Encourages others to work within policies, rules and procedures.

• Contributes expertise to the creation, refinement and/or enhancement of laws, regulations, policies, rules, and procedures that benefit not only the unit/division/department, but the general public as well.

Examples: Member has an exceptional working knowledge of policy, rules and procedures, and member’s expertise is solicited by or offered to others. Provides expertise on laws, regulations, policies, rules, and procedures to other individuals within the organization.

• Is not committed to the unit’s/division’s/department’s values, goals, missions, vision, and philosophies.

Examples: Member disrupts the business operations and/or the progress of programs and goals of the unit/division/department. Member’s actions do not support the core values or guiding principles of the unit/division/department.

• Performance demonstrates commitment to the Department’s values, goals, mission, vision, and philosophies of the unit/division/ department.

Examples: Actively supports philosophies, programs and goals of the unit/division/department. Actively supports the unit’s/division’s/department’s guiding principles and/or core values.

• Consistently encourages others to support the unit’s/division’s/department’s values, goals, missions, vision, and philosophies, and is recognized as a resource and role model for others.

Example: Member initiates ideas that advance the values, goals, missions, and philosophies among peers within the unit/division/department, and/or that enlist external customers in support of the unit/division/department.

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• Member does not observe duty hours and is not readily available during the Department’s hours of operation.

Examples: Abuses leave policies. Does not report to work on time, or return promptly from breaks, meetings, and lunch. Leaves work area before the end of scheduled work hours.

• Observes duty hours. Examples: Does not abuse leave policies. Does not abuse work breaks. Reports to work area on time; returns promptly from breaks, meetings, and lunch. Does not leave work area before the end of scheduled work hours.

• Recognizes that the job sometimes requires alternatives to normal duty hours and demonstrates the willingness to be flexible in meeting those challenges.

Examples: Demonstrates initiative to adjust schedule when possible. (For example: Member volunteers for a special project requiring them to work a different schedule within Fair Labor Standards Act requirements.) Works additional hours to accomplish job duties (as appropriate and if approved). Member has an exceptional attendance record and is consistently reliable and on time. Member is consistently available on short notice.

• Member’s resistance to change within the organization negatively impacts others.

Examples: Member refuses to implement a procedural change. Changes are met with negative remarks, personal comments, and/or negative interaction with customers. Does not learn new job responsibilities or procedures.

• Adapts to changing conditions. Examples: Member accepts changes (conditions, technology, etc.) with a positive attitude. Member addresses concerns from a problem-solving perspective. After discussion, member supports management decisions without interjecting personal perspective. Encourages others to adapt to changing conditions. Shows willingness to learn new job responsibilities or procedures based on organizational change.

• Initiates and participates in the development of a positive method that enables the unit/division/department to adapt to changing conditions.

Examples: Provides alternatives and recommendations to appropriate authority. Member is utilized as a resource to implement change within the unit/division/department; i.e., participates in process documentation, training, or roll-out efforts during times of change.

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• Member negatively represents the unit/division/department either through actions or comments.

Examples: Member does not accurately convey the unit’s/division’s/ department’s goals, values, mission and philosophies to internal and external customers. Member fails to act within his or her authority and within policies and procedures when dealing with internal and external customers. Member’s demeanor does not convey professionalism and integrity.

• Positively represents the unit/division/ department.

Examples: Member accurately conveys the unit’s/division’s/ department’s goals, values, mission and philosophies to internal and external customers. Member acts within his or her authority and within policies and procedures when dealing with internal and external customers. Member’s demeanor conveys professionalism and integrity at all times.

• Member serves as a model for peers by providing exceptional representation of the unit/ division/department and displaying professionalism in all facets of job responsibility.

Example: Member identifies and acts on opportunities to promote the unit/division/department, and/or enhances customer relationships on behalf of the unit/division/department.

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PROFESSIONAL COMPETENCE Standards are defined in LEVEL 2 column and appear on the CDPS 221.


• Does not demonstrate a knowledge of, and proficiency in, the responsibilities associated with this position.

Examples: Fails to maintainsor attain training, certification and qualification standards. Does not develop or use multiple training and certification skills. Does not demonstrate safety consciousness or use proper safety/emergency equipment when required or needed. Fails to demonstrate a working knowledge of technical aspects relating to duties and responsibilities. Member does not possess, maintain, or use the skills and knowledge necessary to perform all required responsibilities of his or her position.

• Demonstrates job knowledge and proficiency. Examples: Maintains training, certification and qualification standards. Develops and utilizes multiple training and certification skills. Demonstrates safety consciousness and uses proper safety/emergency equipment when required or needed. Demonstrates a working knowledge of technical aspects relating to duties and responsibilities. Member possesses, maintains and uses the skills and knowledge necessary to perform all required responsibilities of his or her position.

• Member’s knowledge or expertise is utilized in an advisory/training capacity for internal and external customers on a division, department, state and/or national level.

Examples: Member consistently makes contributions that positively impact unit/division/department and State goals and/or objectives and is recognized for their efforts. Member uses skills that lead to exceptional performance which is used as a model for others and impacts training and certification. Identifies a significant need and develops a procedure or program that increases the proficiency of others. Possesses in-depth knowledge of state/federal laws, rules, and regulations and related areas so that others seek their advice.

• Does not maintain confidentiality within the office setting.

Examples: Fails to maintain confidentiality of information acquired during course of employment. Discusses or discloses sensitive information to someone who does have a need or right to know. Does not observe federal and state laws and rules related to the release of information. Uses methods available by virtue of his or her position to improperly acquire or use information.

• Maintains confidentiality of work-related information and is effective in preventing and/or allaying office gossip.

Examples: Maintains confidentiality of information acquired during course of employment. Does not use methods that are available in an improper manner; i.e., does not use CCIC/NCIC or other database access to acquire information outside of job duties. Does not discuss or disclose sensitive information to anyone who does have a need or right to know. Observes federal and state laws and rules relating to release of information.

• Is entrusted, and exhibits exceptional ability in all areas, with sensitive or confidential information by supervisors or other stakeholders.

Example: Member is utilized beyond job requirements and is seen as a resource regarding federal and/or state laws and rules relating to either the confidentiality or the release of sensitive information.

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• Does not complete tasks in a timely and accurate manner, which negatively impacts the duties/tasks of others in the unit/division/department.

Examples: Does not distinguish between high and low priority duties/tasks. Quality of work does not meet standards or expectations. Performances of duties negatively impacts the quality and quantity of work product delivered by other members within the unit/division/department.

• Performs duties/tasks in a timely and accurate manner.

Examples: Uses systematic methods for completing quality work in less time and consistently distinguishes between low and high priorities. Performance of duties/tasks positively impacts the quality and quantity of work product delivered by other members within the unit/division/department.

Consistently performs duties/tasks in a timely and exceptionally accurate manner, and is recognized as a resource and role model for others. Examples: Member develops a process or procedure that significantly streamlines a duty or responsibility while maintaining or improving accuracy. Member is consistently able to lend assistance to others in the unit/division/department when the need arises, or when unexpected demands occur.

• Does not ensure a safe and secure work environment.

Examples: Member disregards workplace safety and security measures and/or does not ensure they are enforced. Does not wear security identification, or allows access to unauthorized individuals and visitors. Ignores safety issues that should be brought to the attention of appropriate personnel.

• Ensures a safe and secure work environment. Examples: Member complies with all workplace safety and security measures and ensures they are enforced. Behavior serves as an example to others regarding a safe work environment during work and after work hours such as wearing security identification, not admitting unauthorized individuals, and using proper procedure for escorting visitors in facility. Brings safety issues to appropriate personnel and suggests a solution.

• Consistently identifies safety/security concerns and proposes solutions or takes actions to ensure a safe environment for customers, which results in implementation of a unit/division/department policy or procedure.

Example: Member develops a process or procedure that significantly improves the safety of co-workers and/or customers that is implemented within the unit/division/department.

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• Is unable to operate and maintain equipment. Examples: Does not monitor or perform preventative maintenance of equipment. Does not follow standards or policies regarding use of state property (such as computer equipment). Does not use caution when opening e-mail or files, or when using other software applications. State-owned equipment is not maintained, which negatively impacts the equipment’s use by others, or damages or shortens the useful life or the equipment. Does not guard against loss, neglect or abuse of, and/or improperly uses or operates, state-owned property. (Examples of this could be: Does not use equipment for its intended purpose. Places damaging objects, beverages, or substances on or near keyboards or electronic equipment.)

• Is proficient in the operation and care of equipment.

Examples: Monitors and performs or ensures preventive maintenance of equipment in an ongoing and diligent manner. Follows standards and policies regarding use of state property (such as computer equipment). Exercises caution when opening e-mail or files, or when using other software applications. State-owned equipment is maintained in a manner that is an example to other members (e.g., clean). Operates and maintains all state-owned property in a diligent manner, guarding against loss, neglect and abuse, and takes required corrective measures as needed. (Examples of this could be: Uses equipment for its intended purpose. Does not place damaging objects, beverages, or substances on or near electronic equipment.)

• Serves as a resource for training other staff in the care and operation of equipment.

Examples: Consistently researches technological improvements in relevant equipment, and recommends improvements based on that research that are both fiscally responsible and that will improve the efficiency of the work done by the unit/division/department. Member develops a process or procedure that significantly reduces the likelihood of damage or loss of state property that is implemented within the unit/division/department.

• Does not exercise sound fiscal responsibility with budgeted funds.

Examples: Member does not follow state procurement card and/or state travel card policies. Member does not utilize state-approved vendors. Member does not consider the unit’s/division’s/ department’s budget parameters and does not follow state fiscal rules.

• Exercises sound fiscal responsibility. Examples: Member uses proper procurement forms or procedures. Member utilizes state approved vendors when making purchases. Member operates within the unit’s/division’s/department’s budget parameters and follows state fiscal rules.

• Member serves as a resource to others regarding fiscal policies and procedures.

Examples: Member consistently improves the fiscal health of the unit/division/ department through savings or through securing new fiscal resources. Member identifies potential budget problems and recommends solutions.

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SUPERVISION/MANAGEMENT Standards are defined in LEVEL 2 column and appear on the CDPS 221.


• CDPS Performance Management program is not effectively implemented and administered by member.

Examples: Does not develop plans. Does not conduct mid-year reviews nor provide feedback to members. Evaluations are not timely or are incomplete. PDQs for subordinate members are not current. Plans and/or evaluations are not realistic, aligned with the members’ PDQs or unit/division/department objectives, and/or are not objective/appropriate.

• Implements the CDPS Performance Management program in such a way that the plan enhances the productivity of members and responds to changing needs of the organization (i.e., member uses the Performance Management program as part of strategic management).

Examples: Performance plans for subordinate members are in place on a timely basis, and evaluations are completed by established deadlines. Conducts mid-year reviews and records comments. All PDQs are periodically reviewed and revised. Plans and/or evaluations are realistic, aligned with the members’ PDQs and unit/division/department objectives, and objective/appropriate.

• Manager is seen as an example or resource for other supervisors concerning the implementation of Performance Management.

Example: Member’s planning, evaluation, and/or coaching or mentoring skills are at such a high level that the member is recognized and utilized as a resource for the unit/division/department.

• Does not develop, positively influence, motivate or challenge subordinates.

Examples: Does not utilize skills or available resources to upgrade the skills and efficiency of subordinate members. Fails to raise subordinates’ level of responsibility through motivation and appropriate challenges in their professional development. Does not recognize each subordinate member’s potential nor implement a program that encourages personal growth.

• Develops, positively influences, motivates and challenges subordinates.

Examples: Utilizes skills or available resources to upgrade the skills and efficiency of subordinate members. Raises subordinates’ level of responsibility through motivation and appropriate challenges in their professional development. Recognizes each subordinate member’s potential and implements a program that encourages personal growth.

• Manager is seen as an example, resource, and/or mentor for other supervisors concerning positively influencing, motivating and challenging subordinate.

Example: Member’s actions result in improved morale, more effective member performance, or outstanding member development. Member’s mentoring or motivational skills are at such a high level that the member is recognized and utilized as a resource for the unit/division/department.

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• Member’s leadership style does not adapt to challenges and is not varied.

Examples: Member does not recognize challenges, and is not flexible in planning to meet or resolve them. Member’s leadership style causes unnecessary disruptions in work flow, assignments, and/or management expectations.

• Adapts leadership style to a variety of situations. Examples: Flexibility, recognition and understanding of pending or imminent challenges allows for the member to be prepared and to plan accordingly. Member’s adaptive leadership style allows for minimal disruptions in the course of day-to-day work assignments, as well as management expectations. Member’s leadership style serves as an example for others.

• Member is formally recognized as having exceptional leadership abilities that enhance the image of the unit/division/department.

Examples: Member’s leadership abilities result in more effective performance by, or outstanding development of, subordinate members, which is formally recognized by the unit/division/department. Member’s leadership style is recognized and utilized as an example for the unit/division/department.

• Does not plan, offer support, or provide assistance, resources, or direction in accomplishing objectives.

Examples: Member does not manage resources well. (Such as: Does not recognize or plan for needed resources; wastes or does not utilize existing resources; or does not schedule resources/staff effectively in order to ensure coverage or demand.) Member does not provide assistance or direction to subordinates in their work to accomplish objectives. Member does not secure the necessary or appropriate resources for the objectives that need to be met. Member does not recognize limits on resources and/or does not does allocate them effectively.

• Plans, supports, and provides assistance, resources, and direction in accomplishing objectives.

Examples: Exercises sound resource management. Member is asked to facilitate planning or strategizing sessions. Member’s ability to plan and direct activities allow for the recognition and avoidance of possible challenges. Secures resources and/or develops schedules that significantly benefit organizational needs, strategies, and objectives when allocated resources are limited.

• Member’s ability to plan and recognize potential challenges allows for the accurate and efficient execution of actions that will help the unit/department/division reach its objectives.

Examples: Member’s planning expertise is utilized in an advisory/training capacity for internal and external customers on a division, department, state or national level. Methods of planning, support and providing assistance are of such a high quality that member is frequently recognized by peers within the division, department, or by an external entity.

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• Member does not appropriately delegate. Examples: Assigns “popular” or routine tasks to certain individuals and or gives “unpopular” or complex tasks to other individuals. Delegates without adequate follow-up or without support or necessary resources. Delegates tasks that are beyond the skills or scope of authority of subordinates. Uses delegation of tasks as a reward or punishment, or to achieve an outcome that is inappropriate (such as setting someone up for failure).

• Encourages growth through managed delegation that challenges members to grow in both skill and understanding of responsibilities within their position.

Examples: Assigns tasks that are appropriate and utilize or develop subordinates’ skills, provides guidance and support, and ensures adequate follow-up. Encourages subordinates to assume responsibility in new areas in order to enhance or develop existing or new skills.

• Member’s delegation skills or expertise are utilized in an advisory/training capacity for internal and external customers on a division, department, state or national level.

Examples: Methods of delegation or challenging members’ growth in proficiency and responsibility are of such a high quality that member is frequently recognized by peers within the division, department, or by an external entity. Member’s skills in sharing his or her methods with others are formally recognized by the division, department, or external entity.

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• Does not effectively utilize available resources to accomplish objectives.

Examples: Does not develop schedules to meet organizational needs, strategies and objectives. Fails to ensure that adequate material resources are available for assigned or planned responsibilities and that they are used appropriately. Fails to identify needs and provide necessary training to all assigned personnel. Does not combine required training and member-requested training to improve the efficiency of the work unit (within allocated resources).

• Effectively utilizes available resources to accomplish objectives.

Examples: Develops schedules to meet organizational needs, strategies and objectives. Ensures that adequate material resources are available for assigned or planned responsibilities and that they are used appropriately. Identifies needs and provides necessary training to all assigned personnel. Combines required training and member-requested training to improve the efficiency of the work unit (within allocated resources). Individual training plans take into consideration long-term goals of subordinates.

• Consistently attains new objectives through effective utilization of resources that may have been unattainable if not for effective planning by the member.

Examples: Member’s utilization of resources is of such a high quality that member is frequently recognized by peers within the division, department or by an external entity.

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• Does not exercise sound financial management. Examples: Member fails to monitor budget and expenditures. Fails to be familiar with or does not follow/implement federal, state and department rules and regulations regarding procurement and fiscal transactions. Does not ensure that subordinates know and/or follow federal, state, and department rules and regulations regarding procurement and fiscal transactions. Budget expenditures are inappropriate or ill-advised.

• Recognizes, assesses, and plans for current and future fiscal challenges within the unit/division/department.

Examples: Member’s actions result in fiscal savings for the current fiscal year, improved study outcomes, improved customer relations, or improved management and distribution of grant funds. Monitors the budget(s) for area(s) of responsibility to ensure that budget is properly managed throughout the year. Utilizes all available resources to develop and monitor budgets. Understands and implements federal and state rules and regulations regarding procurement and fiscal transactions, and ensures they are followed by subordinates.

• Consistently attains new objectives that may have been unattainable without effective utilization of fiscal resources, as a result of exemplary fiscal planning by the member.

Example: Develops significant cost-saving strategies that enable more resources to be used toward attaining unit goals and/or to assist other units or programs.

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• Does not make appropriate, timely or logical decisions.

Examples: Is unable to or will not recognize consequences of actions. Decisions are wrong and ineffective. Close supervision is required whenever judgment is exercised or needed.

• Demonstrates ability to make appropriate, timely, logical decisions using all available information, and assesses the potential impact.

Examples: Integrates experience and feedback to arrive at appropriate decisions. Effectively communicates decisions to all affected members. Consults with appropriate individuals (staff, management, external parties) prior to making decisions that impact the unit/division/department. Anticipates/recognizes problems and takes action to avoid negative consequences.

• Demonstrates exemplary ability to reach logical, informed decisions, and is relied upon by unit/division/department staff as a resource to aid in all levels of decision making throughout the agency.

Examples: Consistently arrives at timely, logical decisions on highly complex matters. Others seek the member’s advice and counsel.

• Does not comply with the CDPS affirmative action principles and policy.

Example: Member does not ensure a work environment free from harassment.

• Complies with the CDPS affirmative action principles and policy, while ensuring a work environment free from harassment.

Examples: Has working knowledge of and follows personnel rules. Ensures compliance with state and federal laws, state personnel rules, and all policies and procedures. Fosters a work environment that is conducive to equity, recognition, fairness and creativity.

• Demonstrates exemplary dedication to department’s affirmative action principles and policy, and is utilized by others in the unit/division/department as a reliable resource in ensuring a diverse work environment free from harassment.

CDPS PERFORMANCE MANAGEMENT PLAN (PMP) ASSESSMENT WORKSHEET

Technology

Transcript of CDPS PERFORMANCE MANAGEMENT PLAN (PMP) ASSESSMENT WORKSHEET