PAY-FOR-PERFORMANCE PROGRAM
Transcript of PAY-FOR-PERFORMANCE PROGRAM
PAY-FOR-PERFORMANCE PROGRAM
Pay-for-Performance Training for Supervisors
April 2008
Copyright ©2008 by The Segal Group, Inc., parent of The Segal Company and its Sibson Consulting Division. All Rights Reserved
Welcome and Overview
Pay-for-Performance Strategy
Performance Management Process
Linking Compensation to Performance
Closing
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Our goal for today is to provide you with an understanding of the…
Pay-for-Performance Strategy
New Performance Management Model
Compensation Philosophy
Recommended Approaches for Linking Pay to Performance
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Why are we here today?
Trinity leadership desires: To recognize and encourage excellence by rewarding
contributions in work performance which exceed established standards and expectations
To more closely align performance expectations with the priorities and goals of the institution
Administrative Staff desire: A more rigorous approach to Performance
Management as a means to better manage their own performance and careers
More meaningful supervisor-employee conversations about performance and development
Rewards that align with demonstrated performance levels
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An Advisory Committee was formed to guide the Pay-for-Performance initiative
PAY-FOR-PERFORMANCE ADVISORY COMMITTEE MEMBERSHIP
Name Position
Paula Russo VP Planning and Administration
Kathi Boelhouwer VP Alumni Relations & Communications
John Langeland Director, IT
Tom Zaharevich Technical Services Librarian
Dave Robbins Associate Academic Dean
Terry Hosig Associate Registrar
Cary LeGeyt Associate Director, Financial Aid
Luca Pizzoferrato Network Administrator
Tom Downes Facilities Foreman
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The Pay-for-Performance initiative was completed in five phases over the last six months
Project Timeline
Phase Oct Nov Dec Jan Feb Mar Apr
1. Discovery
2. Strategy and Pay Guidelines
3. Performance Management
4. Pay-for-Performance Linkage
5. Implementation and Training
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Let’s take the next five minutes to reflect on our own experiences with performance conversations
Share your most memorable experience related to a performance review or feedback exchange
Welcome and Overview
Pay-for-Performance Strategy
Performance Management Process
Linking Compensation to Performance
Closing
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Simply stated…
… Pay-for-Performance is:
planning, coaching, and evaluating performance and aligning rewards
with performance outcomes
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The Pay-for-Performance Strategy is composed of two major components: Performance Management and Compensation
Performance Management Compensation
PAY-FOR-PERFORMANCE
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We will use the Pay-for-Performance Strategy to link performance evaluations to pay decisions
Institutional Alignment
Clear linkage between performance expectations and College and department goals
Program Model
Principles of performance management will be consistent throughout the College with flexibility to address the needs of different departments
Includes all administrative and positions under same program and policies, with appropriate tailoring of salary ranges to reflect market realities
Link to Performance
Individual salaries based on the salary range for the job and the demonstrated skills, expertise, and performance of the individual with opportunity for greater pay increases for higher levels of performance
Grounded in a strong, effective and reliable performance management system
Internal / External Valuation
Levels primarily based on market to ensure Trinity’s ability to attract a diverse workforce of high-caliber administrative staff
Consider relative contribution of internal role on the achievement of College and department goals
PAY-FOR-PERFORMANCE STRATEGY FOR TRINITY ADMINISTRATIVE STAFF
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We will use the Pay-for-Performance Strategy to link performance evaluations to pay decisions continued
Comparison Markets
Comparison institutions reflect a combination of competitor, peer, and aspiration institutions
Variations of markets for specific job families or departments may be necessary
Pay Components
Primarily base salary, with the potential for alternative enhancements Lump-sum payments for employees over the maximum of the pay range
Management
Leadership sets broad strategy for the Pay-for-Performance program and ensures program supports Trinity’s mission
HR designs and administers the program, and serves as guide/advisor to supervisors and Division Heads
Managers/supervisors recommend pay actions, subject to Division Head approval
Communication Transparency of compensation philosophy / pay guidelines to ensure
understanding of pay and its relation to performance
PAY-FOR-PERFORMANCE STRATEGY FOR TRINITY ADMINISTRATIVE STAFF
Welcome and Overview
Pay-for-Performance Strategy
Performance Management Process
Linking Compensation to Performance
Closing
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The Performance Management Process for Trinity Administrative Staff has been enhanced to…
Serve as the basis for differentiated decision making, including promotion, development opportunities, recognition, and rewards
Provide requisite levels of consistency in performance evaluations throughout the institution
Assist supervisors in making performance evaluations as objective as possible
Ensure transparency of expectations, standards, and goals for staff members
Provide all employees with additional opportunities for growth and/or recognition
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Research confirms that effective performance management can increase an institution’s overall performance
Study QuestionResults
(% Agree)
1. The effectiveness of our performance management program is below average 50%
2. The effectiveness of our performance management program is average 35
3. Our leaders do not view performance management as a critical business process 60
4. Our leadership’s own goals are aligned with the institutions(Perceptions drop to virtually no alignment at the middle-management and non-management levels)
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5. Performance Management is not a contributor towards helping the institution achieve its strategic goals 70
6. There is no differentiation between performance ratings and corresponding pay actions 63
7. There is a strong tie between performance ratings and promotions 40
Based on a recent Performance Management study, Higher Education seems to have a lot of room for improvement:
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Ongoing dialogue between supervisors and employees is the “backbone” of effective Performance Management
Realizing Your Potential 55Conversation
Evaluating Performance44 Conversation
Coaching for Improved Performance33Conversation
Establishing the Relationship11Conversation
Setting Expectations22Conversation
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The Performance Management cycle includes three phases that will (re)occur on an annual basis
I. Purpose: To align institutional plans to individual performance and development plans
July through August Supervisors and employees meet to
review the College goals and develop an Annual Performance Plan
I. Performance Planning/Goal
Setting
III. Purpose: To assess annual performance through collection, review, and calibration of performance data in preparation for pay decisions
May through June Supervisors and
employees complete a formal Year-End Evaluation (Self Assessment and Supervisor Evaluation)
Supervisors make pay decisions based on performance evaluations
Supervisors within large departments conduct Department Review sessions to ensure consistency of standards and delivery of performance and development messages
III. End of Year Formal Evaluation II. Purpose: To exchange information that
can be used to improve performance and enhance development
August through Next May Supervisors provide ongoing feedback
related to day-to-day activities to improve performance
Supervisors and employees complete a formal Mid-Year Evaluation (Self Assessment and Supervisor Evaluation) to discuss performance to-date and (re)direct efforts for the remainder of the year
II. Ongoing Review and Feedback
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Supervisors and employees have key roles in the Performance Management process
Supervisors
Clarify responsibilities, define annual goals in relation to department and College goals, identify competencies
Plan skill development and promote career growth
Provide constructive feedback
Track and monitor performance throughout the year to support the final evaluation
Spend the necessary time to write the evaluation(s) and prepare for meeting(s) with employees
Employees
Understand what is expected of you in terms of your job responsibilities, annual goals, and competencies
Participate in setting annual goals
Be open and honest about career goals and professional interests
Ask for suggestions and assistance to improve performance
Inform your supervisor about your progress and/or difficulties that may interfere with meeting your objectives
Complete your Self Assessment
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The purpose of Phase 1 is to align institutional and individual performance plans
I. Performance Planning/Goal
Setting
III. End of Year Formal Evaluation
II. Ongoing Review and Feedback
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Specific activities, tools, and resources related to Phase 1 are as follows…
I. Performance Planning/Goal
Setting
Supervisors and employees meet to set expectations for the year using Conversation #2 (Setting Expectations) and develop an Annual Performance Plan
For new hires and recently promoted individuals, supervisors and employees meet and develop a New Hire/New Role Plan and Evaluation
Setting Expectation22Conversation
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“What specific competencies (i.e., knowledge, skills, behaviors) will help me accomplish my job responsibilities and achieve my goals for this year?
“What do we need to accomplish this year in order to support the College’s goals and my department’s objectives?”
“What are the most critical tasks and activities I am responsible for in my day-to-day job to support departmental objectives?”
Annual Goals
“What is Done”
Competencies
“How it is done”
FocusContent Area
The Annual Performance Plans will include clear and mutually agreed-to expectations across three areas
INDIVIDUAL EXPECTATIONS
Job Responsibilities
“What is Done”
I. Performance Planning/Goal
Setting
Successfully transition budget records from old to new tracking system by March 30, 2009
Assist department head in administration of department procedures and programs
Attention to Detail: The ability to accurately account for data related to the job
Examples
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Job responsibilities should be derived from the job description
I. Performance Planning/Goal
Setting
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Annual Goals should reflect College and Division/Department needs
InstitutionCollege mission,
strategy and goals
Division/DepartmentDivision/Department goals, plans
and objectives in support of Institution objectives
Staff MemberAnnual goals linked to division/department goals:
Clearly articulate “what” to achieve (job responsibilities and goals)Clearly articulate how success will be measured (competencies)
Open and Clear Communication of Institutional Strategic Plan and its Impact on Division/ Department and Employee
Employee, Division/ Department and College-wide Plans Designed to Support Institutional Mission and Strategy
I. Performance Planning/Goal
Setting
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For example, annual goals for an Accounts PayableSpecialist may be derived as follows…
I. Performance Planning/Goal
Setting
Goal: Ensure 100% accuracy and complete transparency of College financials
Goal: Ensure all financial procedures are up to date and provide the accurate and current financial data for leadership of Trinity to review
Institution
Division/Department
Employee
Job Responsibilities: Maintain accurate financials records Annual Goals: Review and update accounts payable procedures by May 30, 2009 Measure of Success: Procedures are accurate and available for use on June 1, 2009
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In setting Annual Goals, supervisors and employees should follow these guidelines
Effective goal setting includes creating goals that are: Specific
Measurable
Achievable
Results-oriented
Time-bound
Supervisors should develop goals with employees to provide clear direction and clarify expectations to guide their activities throughout the year. Consider the following: What are Trinity’s goals for the performance year? My department’s goals? How can individual goals support the department’s goals? What am I expected to
accomplish and by when? How will I accomplish those goals and what resources do I need? How will I know
if I have successfully accomplished each goal?
I. Performance Planning/Goal
Setting
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Let’s review some of the helpful tips for avoiding common pitfalls when setting goals
Pitfall:Too many goals
Since goal setting is intended to focus your attention on the most important needs, limit the number of your annual goals to 3 – 5
Pitfall:Unclear accountability
Be sure to clarify who is accountable for achieving the goal This can be more complex for team members, or when work is
highly interrelated; indicate if accountability is shared
Pitfall:Unclear expected results or measures
Be clear about the qualities or measures of the expected results Without this clarity, you and your supervisor may think you agree
on goals only to later realize that you disagree on whether or not the goal has been achieved
Pitfall:A focus on activities rather than results
A goal should establish and describe intended results Activities and tasks are a means to an end – valuable only if they
get the desired results. Activities should never be the main focus in goal setting
Pitfall:Overly wordy goals
When goal statements are wordy, they obscure what the performance expectations really are
Wordy goals are confusing and may lead to disagreements as to expectations and whether the goal has been achieved
Tips
I. Performance Planning/Goal
Setting
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Competencies describe how work should be accomplished
Competencies are defined as the knowledge, skills, and abilities that should be demonstrated when a job is performed
A competency model was developed for all administrative staff at Trinity, consisting of 7 College-wide competencies Sample behavior indicators
While demonstration of each of these competencies will vary depending on the job, these are generally expected of all members of Trinity’s community
I. Performance Planning/Goal
Setting
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Let’s walk through an example using “Service Orientation”
Definition: The ability to provide timely and high quality support to others both within and outside of the department
Sample Behavior Indicators:
Demonstrates commitment to providing timely and high quality support to those both internal and external to one’s own department
Keeps the end-user/recipient in mind as work is conducted
Demonstrates a pleasant demeanor when working with others
Considers others’ feelings and the ramifications of one’s own actions and decisions
I. Performance Planning/Goal
Setting
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Conversation #2 will guide discussions related to developing the Annual Performance Plan
Clarify job responsibilities based on the job description and associated measures of success (What)
Discuss the core competencies and identify the most appropriate behavior indicators that demonstrate competence (How)
Define annual goals related to department and College goals and associated measures of success (What)
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22
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WHAT IS DISCUSSED IN AN EFFECTIVE CONVERSATION #2?
Review for understanding44
I. Performance Planning/Goal
SettingSetting Expectations
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Outcome: Develop working knowledge and skills required to set performance expectations
Conversation #2 Exercise: Practice setting expectations with a focus on goal setting
Sample Job: Office Assistant
The Situation
Read the scenario
Work together to determine the annual goals
Use the template to capture the goals
The Approach
Break into groups of four or five
Set Up
Setting Expectations
I. Performance Planning/Goal
Setting
30 minutes
TIME
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Let’s discuss what you’ve learned and some potential “watchouts” related to Phase 1
I. Performance Planning/Goal
Setting
What was the most important thing you learned from the goal setting exercise?
How can you and your employee prepare for the goal setting conversation?
How should disagreements about job responsibilities or goals be handled?
How should you document the Annual Performance Plan if your employee works for others as well?
What tips for Phase 1 should you take away based on our discussion?
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The purpose of Phase 2 is to provide feedback to guide performance and development
I. Performance Planning/Goal
Setting
III. End of Year Formal Evaluation
II. Ongoing Review and Feedback
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Coaching for Improved Performance33
Specific activities, tools, and resources related to Phase 2 are as follows…
Supervisors and employees meet and conduct Conversation #3 (Coaching for Improved Performance) during day-to-day activities
Supervisors and employees meet and conduct Conversation #4 (Evaluating Performance) and a Mid-Year Evaluation to discuss the performance to-date and (re)-direct efforts for the remainder of the year Self Assessment Supervisor Evaluation
II. Ongoing Review and Feedback
Evaluating Performance
44Conversation
Conversation
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Providing regular, on-going feedback has been shown to improve performance II. Ongoing
Review and Feedback
A study of higher education institutions and corporate organizations showed that managers in top performing organizations coach and give regular feedback more often than managers who work in lower performing organizations
This suggests that coaching and feedback really does matter – to both the employee and to the overall organization
So providing regular and helpful feedback to employees will help them perform better AND it will help Trinity better meet its goals!So providing regular and helpful feedback to employees will help them perform better AND it will help Trinity better meet its goals!
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Conversation #3 Exercise: Practice Sharing Observations
Outcome: Develop working knowledge and skills required to share relevant observations that support an evaluation
Take a look at Karen’s scarf
The Approach
Break into groups of four or five
Set Up
Coaching
5 minutes
TIMEThe Situation
The SCARF exercise
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Candid and supportive supervisor/employee dialogue is the key to effective performance management
Forms and ratings provide the framework, but the real action happens when a supervisor and employee talk about expectations, performance and consequences:
Employees often report getting only infrequent performance feedback
Many supervisors and employees do not have the skills to do this effectively
Premature assessment gets in the way of information
Expectations Observations
AssessmentsConsequences
FEEDBACK FRAMEWORK©
II. Ongoing Review and Feedback
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Expectations set the stage for delivering clear feedback
Mutual and clear understanding of expectations is the foundation for effective feedback
May be explicit or implicit
Changes over time are normal, and need to be communicated
ExpectationsDesired behaviors
and resultsObservations
AssessmentsConsequences
FEEDBACK FRAMEWORK©
II. Ongoing Review and Feedback
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Observations provide meaningful information that the supervisors and employees can use
Are exactly what was seen, heard, etc.
Are in the past and are completed actions
Are NOT assessments
Expectations
Observations Neutral facts or occurrences (behaviors and
results)
AssessmentsConsequences
FEEDBACK FRAMEWORK©
II. Ongoing Review and Feedback
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Assessments are the evaluations of the employees’ performance
Are interpretations based on observations and facts
Must be “owned” by the giver
Negative assessments often cause resistance
Often imply a sense of urgency for action
Expectations Observations
Assessments Personal
interpretations or evaluations of a set of
observations
Consequences
FEEDBACK FRAMEWORK©
II. Ongoing Review and Feedback
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Consequences clarify what canbe expected based on the assessment
Should be consistent with annual performance assessment
Are “desired” and “undesired” depending upon assessment
Explicitly predefined or not
Affect your pay and working relations with others
Expectations Observations
Assessments
ConsequencesKnown or possible effects of continued
behavior
FEEDBACK FRAMEWORK©
II. Ongoing Review and Feedback
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Let’s review some tips for avoiding common pitfalls when giving feedback
1. Don’t wait for the right time.
2. Soften how you deliver hard messages without losing accuracy and honesty.
3. Don’t deliver important feedback mixed with your emotions.
4. Don’t assume the message was received because it was given.
5. Don’t develop a strong (i.e., rigid) assessment before gathering the facts and the viewpoint of the receiver.
6. Respect the staff member’s privacy.
7. Be specific.
8. Demonstrate your support.
II. Ongoing Review and Feedback
Tips
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Let’s review some tips for avoiding common pitfalls when giving feedback continued
Helpful Tips Dealing with Emotional Responses to Feedback
In certain feedback scenarios, some people experience get upset as a result of the information. Often, we resist giving important information out of fear of “sharing” that experience. Some tips for dealing with this type of situation include:
1. Let people experience their emotions
2. Offer a postponement of the conversation
3. Dive into the facts and solicit the receiver’s perspective and other facts
II. Ongoing Review and Feedback
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The purpose of Phase 3 is to evaluate annual performance and develop a salary increase recommendation
I. Performance Planning/Goal
Setting
III. End of Year Formal Evaluation
II. Ongoing Review and Feedback
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Specific activities, tools, and resources related to Phase 3 are as follows…
Employee conducts an End-of-Year Self Assessment
Supervisor conducts End-of-Year Evaluation of the employee
Supervisor and employee meet and conduct Conversation #4 (Evaluating Performance) to review the employee’s Self Assessment and Supervisor Evaluation
Supervisors in large departments jointly conduct Department Review sessions to ensure consistency of standards and delivery of messages
III. Endof YearFormal Evaluation
Evaluating Performance
44 Conversation
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The Annual Performance Evaluation is conducted more rigorously within top performing organizations
The study mentioned earlier showed that managers in top performing organizations conduct annual performance evaluations better than managers who work in lower performing organizations Managers are more likely to conduct evaluations thoroughly and on time
Managers are more likely to differentiate pay decisions based on performance outcomes
This suggests that annual performance evaluations really do matter – to both the employee and to the overall organization
III. Endof YearFormal Evaluation
It critical that you take the time to conduct a thorough evaluation and differentiate pay based on performance
outcomes!
It critical that you take the time to conduct a thorough evaluation and differentiate pay based on performance
outcomes!
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Consider the following process in conducting your Self Assessment
1. Think about your performance for the whole year
2. Evaluate your performance against the measures of success in the three dimensions—Primary Job Responsibilities, Annual Goals, and Competencies that are defined as part of the Annual Performance Plan
3. Rate your performance in the Self Assessment portion of the End-of-Year Evaluation using the 4-point scale and criteria in the Performance Ratings Definitions
4. Compare your ratings with the Mid-Year Evaluation, and adjust your ratings, if needed
5. Summarize your Self Assessment in the Employee Comments box
6. Provide an Overall Assessment of your performance over the year
III. Endof YearFormal Evaluation
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Review the Self Assessment with your supervisor
1. After completing the Self Assessment portion of the End-of-Year Evaluation, schedule time with your supervisor to meet and discuss your progress for the year
2. Send the End-of-Year Self Assessment to your supervisor prior to your meeting
3. Your supervisor will have completed the Supervisor Evaluation of your performance during the year prior to your meeting
4. Together you will discuss your results, finalize the performance ratings, complete and both sign the End-of-Year Evaluation
5. You and your supervisor will begin planning for next year
6. Final increase recommendations will be made by the supervisor to the department head and through Human Resources to the division head for approval
III. Endof YearFormal Evaluation
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You may want to consider holding Review meetings in your department
What is a Department Review meeting? A meeting during which supervisors in the same group/department share
their perspectives about employee performance to calibrate evaluations
What are the benefits of conducting a Department Review meeting? Helps establish consistency of reviews and feedback across the
group/department Helps to ensure credibility and avoid “tough rater/easy rater” concerns Enables supervisors to get peer assistance in the annual review
Which departments should consider conducting Department Review meetings? More than 8–10 employees, many of whom perform a similar type of role Supervisors have first-hand experience with employees in the
group/department that don’t report to them
III. Endof YearFormal Evaluation
A sample agenda for a Department Review meeting is included in your materials.
A sample agenda for a Department Review meeting is included in your materials.
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Conversation #3 and #4 Exercise: Practice Evaluating Performance
Outcome: Develop working knowledge and skills required to evaluate performance using the Feedback Framework©
Read the scenario Develop and deliver an
assessment using the Feedback Framework©
The Approach
Break into groups of four or five
Set Up
Coaching
25 minutes
TIME
The Situation
Sample Job: Office Assistant
Expectations Observations
AssessmentsConsequences
FEEDBACK FRAMEWORK©
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Let’s review what we learned from the exercise and review additional tips for exchanging feedback
Preparing for the Conversation Conducting the Conversation
II. Ongoing Review and Feedback
Take the appropriate time to gather specific information– Schedule conversations with those from whom you
want to seek feedback (if the employee worked with them)
– Make sure feedback is focused on specific, fact-based information
Review the information gathered and profile key strengths and development needs
Develop and script key messages. Use the feedback framework as a template
Formally schedule a time to have the feedback discussion and provide adequate time for dialogue
Schedule the discussion in an environment that is conducive to meaningful dialogue and exchange
Remember the purpose of the meeting: Feedback is not about “good or bad”—it’s about helping people understand and improve their performance
Ensure the dialogue is two-way (both supervisor and employee engage in the conversation)
Listen first to understand, then to respond
Focus discussions on work behaviors and results—not on the individual as a person
Solicit feedback on the quality of the discussion and what you both should do to further improve feedback discussions going forward
Tips for
Supervisors
Giving Feedback
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Let’s review what we learned from the exercise and review additional tips for exchanging feedback continued
Receiving Feedback
Remember that feedback is hard, but it is a good thing
Remember that feedback received is always about past behavior—not current or future behavior. Also, receiving feedback offers the possibility of learning something valuable that can serve as a basis for future improvements
Following these steps can improve your ability to receive feedback: Listen carefully Try not to let defenses build or overreact Paraphrase what you think you heard Ask questions for clarification and request examples of any areas that are unclear or
in which disagreement exists Evaluate the accuracy and potential value of what you have heard Do not resist feedback Take time to think about how to incorporate feedback with
your performance
II. Ongoing Review and Feedback
Tips for
Employees
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Begin planning for the next year
The last step in the Reviewing Results phase begins the Setting Expectations phase for the coming year
Shortly after you’ve discussed performance for the current performance year, begin to plan and discuss your Annual Performance Plan for the next performance year, considering: Changes in current job responsibilities or projects Changes in staffing (new person in position) and
working environment Changes in institutional goals and departmental
needs
Use a new Annual Performance Form to start to document all relevant expectations regarding your performance for the next year
III. Endof YearFormal Evaluation
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Consider the following questions before conducting the End-of-Year Evaluations
What if my employee disagrees with the ratings?
What if my employee performs work for more than one supervisor or department and gets different ratings for the similar job content?
What salary decisions should be made based on the End-of-Year Evaluation?
III. Endof YearFormal Evaluation
Welcome and Overview
Pay-for-Performance Strategy
Performance Management Process
Linking Compensation to Performance
Closing
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Trinity’s Compensation Philosophy has been defined as follows…
Our Compensation Philosophy is to provide a comprehensive compensation program which will support and advance the institutional mission through its ability to attract and retain a diverse workforce of high-caliber, community-oriented administrative staff who are dedicated to supporting the College’s mission and educational goals. The objectives we strive to achieve in support of this philosophy are: To provide fair and equitable pay, within the financial resources of the College To recognize the multiple markets within which Trinity must compete for talented
staff members To recognize individual contributions to the institution and reward accordingly To be transparent, clear, administratively streamlined, and understandable by the
community
Welcome and Overview
Pay-for-Performance Strategy
Performance Management Process
Linking Compensation to Performance
Closing
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The Pay-for-Performance Handbook includes the tools and resources you will need
Pay-for-Performance Strategy
Performance Management Model and Calendar
Performance Management Tools and Tips for Supervisors
5 Conversations Approach
5 Conversations Worksheets
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There are a few immediate next steps that you will need to take
1. Complete End-of-Year Evaluation documentation on your employees based on any expectations that were set at the beginning of this performance year (by May 30). Use the new form and associated ratings with the understanding that not all of it will be complete for the first year
2. Make salary recommendations to your Department Head, as applicable, based on performance evaluation results
3. Determine whether your department will conduct a Department Review meeting to calibrate ratings
4. Department Head will submit evaluations and salary recommendations to HR who will summarize and provide results to the Division Head in order to ascertain that the 4% pool has been adhered to and final increase recommendations match documentation
5. Once final increase recommendations have been approved, conduct Performance Evaluation meetings with your employees and communicate annual increase
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What did you learn today?
Which activities and/or conversations will be the most difficult for you to have with your employee? Why?
Is there anything else we can help you with regarding the Pay-for-Performance initiative?