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AHandbookforMeasuringEmployeePerformance:AligningEmployeePerformancePlanswithOrganizationalGoalsWorkforceCompensationandPerformanceServiceUnitedStatesOfficeofPersonnelManagementPMD-13March1999Thispageleftblankintentionally.TableofContentsForeword...................................................1Chapter1PerformanceManagement:BackgroundandContext.....3Chapter2DistinguishingActivitiesFromAccomplishments.......11TheFableoftheBeekeepersandTheirBees.................11ABalancedMeasuringSystem.............................15AWordAboutCategoriesofWork..........................16Chapter3DevelopingEmployeePerformancePlans..............19Step1LookattheOverallPicture..........................23Step2DetermineWorkUnitAccomplishments...............26Method1:GoalCascadingMethod............27Method2:Customer-FocusedMethod.........30Method3:WorkFlowMethod.................33Step3DetermineIndividualAccomplishments...............37Step4ConvertAccomplishmentsIntoPerformanceElements..41Step5DetermineMeasures...............................45Step6DevelopStandards................................50Step7DetermineHowtoMonitorPerformance...............58Step8CheckthePerformancePlan........................63Chapter4LearningAids.....................................67PerformanceMeasurementQuizWithAnswers...............67QuickReferenceforDevelopingPerformancePlansThatAlignWithOrganizationalGoals................69AppendixA:ExamplesofStandardsWrittenatFiveLevels........73AppendixB:ExamplesofStandardsWrittenatThreeLevels......77AppendixC:ExamplesofStandardsWrittenatTwoLevels........81Thispageleftblankintentionally.AHandbookforMeasuringEmployeePerformance1ForewordThishandbookisdesignedforFederalsuper-visorsandemployeesandpresentsaneight-stepprocessfordevelopingemployeeperformanceplansthatarealignedwithandsupportorganizationalgoals.Italsopro-videsguidelinesforwritingperformanceele-mentsandstandardsthatnotonlymeetregu-latoryrequirements,butalsomaximizethecapabilitythatperformanceplanshaveforfocusingemployeeeffortsonachievingorga-nizationalandgroupgoals.Themethodspresentedherearedesignedtodevelopelementsandstandardsthatmeasureemployeeandworkunitaccomplishmentsratherthantodevelopothermeasuresthatareoftenusedinappraisingperformance,suchasmeasuringbehaviorsorcompeten-cies.Althoughthishandbookincludesadis-cussionoftheimportanceofbalancingmea-sures,themainfocuspresentedhereistomeasureaccomplishments.Consequently,muchoftheinformationpresentedinthefirstfivestepsofthiseight-stepprocessapplieswhensupervisorsandemployeeswanttomeasureresults.However,themate-rialpresentedinSteps6through8—aboutdevelopingstandards,monitoringperformance,andcheckingtheperformanceplan—applytoallmeasurementapproaches.Thehandbookhasfourchaptersandappendices:CChapter1givesthebackgroundandcon-textofperformancemanagementthatyouwillneedtounderstandbeforebeginningtheeight-stepprocess;CChapter2definesaccomplishments—whichiskeytousingthishandbooksuc-cessfully;CChapter3includesadetaileddescriptionoftheeight-stepprocessfordevelopingemployeeperformanceplansthatarealignedwithandsupportorganizationalgoals.CChapter4providesstudytools,includingafollowupquizandaquickreferencefortheeight-stepprocess.CTheappendicescontainexamplestandardsthatwerewrittenspecificallyforappraisalprogramsthatappraiseperfor-manceonelementsatfive,three,andtwolevels.Afterreadingtheinstructionalmaterial,studyingtheexamples,andcompletingtheexercisesinthisbook,youshouldbeableto:Cdevelopaperformanceplanthatalignsindividualperformancetoorganizationalgoals;Cuseavarietyofmethodstodetermineworkunitandindividualaccomplishments;Cdeterminethedifferencebetweenactivi-tiesandaccomplishments;andCexplainregulatoryrequirementsforemployeeperformanceplans.PerformanceManagementPractitionerSeries2Thispageleftblankintentionally.AHandbookforMeasuringEmployeePerformance3PerformanceManagement’sFiveKeyComponentsChapter1PerformanceManagement:BackgroundandContextRememberthestoryaboutthenaivestudentinhisfirstEnglishliteraturecoursewhowasworriedbecausehedidn’tknowwhatprosewas?Whenhefoundoutthatprosewasordinaryspeech,heexclaimed,“Wow!I’vebeenspeakingproseallmylife!”Managingperformancewellislikespeakingprose.Manymanagershavebeen“speaking”andpracticingeffectiveperformancemanage-mentnaturallyalltheirsupervisorylives,butdon’tknowit!Somepeoplemistakenlyassumethatperfor-mancemanagementisconcernedonlywithfollowingregulatoryrequirementstoappraiseandrateperformance.Actually,assigningratingsofrecordisonlyonepartoftheoverallprocess(andperhapstheleastimpor-tantpart).Performancemanagementisthesystematicprocessof:•planningworkandsettingexpectations,Ccontinuallymonitoringperformance,•developingthecapacitytoperform,•periodicallyratingperformanceinasummaryfashion,and•rewardinggoodperformance.Therevisionsmadein1995totheGovernmentwideperformanceappraisalandawardsregulationssupport“natural”performancemanagement.Greatcarewastakentoensurethattherequirementsthoseregulationsestablishwouldcomplementandnotconflictwiththekindsofactivitiesandactionseffectivemanagersarepracticingasa