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Performance Management

CT enables you to achieve the goal of successfully implementing performance management, instilling preferred behaviour and rewarding high performance. It is ineffective to change behaviour, one employee at a time.  With performance management methodologies we assist you to effectively increase your employees’ natural ability to motivate themselves, while decreasing the de-motivators in your organisation throughout.

Aligned business goals and focussed employees can result in an increase of more than 70% in efficiency. We endeavour to make performance management a practical and understandable tool for employees on all levels. The behavioural model that CT embeds in performance management follows a five- point approach:

Driving performance management will result in a long term culture change.  CT will support your business in the enabling process to ensure that the performance management process receives the required buy-in and cooperation from employees and management, and will ensure that employees and management have the skills to fully implement the process and make it work.  Support in this process is an active and dynamic communication strategy that will inform all stakeholders of the “what”, “how”, why”, and consequences of supporting the implementation of performance management within your business. 

In addition to our consulting expertise, CT has a web-based performance management system that enables your business to effectively and timeously manage employees’ performance, by providing you with a tool to develop performance agreements that are aligned with business goals, resulting in focused and performance-related development plans for every employee. It also allows for informed decision-making through extensive and detailed reporting.

INTEGRATED PERFORMANCE MANAGEMENT

The PBS dynamic integrated consulting concept recognises that as the world continually changes and evolves, so must the organisation. An organisation at one stage or another will be faced with the challenge of how to attract, retain, motivate and manage the performance of key contributors to the organisation's success. The PBS approach advocates reward structures that reinforce both individual competencies and performances, as well as those of the team and organisation. We design them in such a way that they achieve the correct balance between the shareholder value created by the employee and the rewards given in both the short and longer term.

As the demand for performance continues to ratchet upwards increasing demands are made on the senior management of enterprises to deliver results - the quest for improved performance is never ending. One of the most important opportunities that an organisation has to increase organisational performance is through the way in which it manages its people. The formal process for doing this is called Performance Management. Accordingly, effective performance management systems must become an integral part of routine organisational practice. Emphasizing management process, performance management requires strong management skills and commitment. Its goals are to:

• Translate organisational objectives into individual goals for employees.
• Focus employee behaviour on key actions that will affect organisational results.
• Facilitate the agreement between employees and the organisation on goals and objectives.
• Establish a process for on-going communication and coaching orientated around goals and performance levels.
• Foster a result-orientated dialog between employees and the organisation.
• Promote a climate supporting superior performance.

The relationship between performance management as a management process and other critical organisational levers is illustrated below: 

The corporate litany for the 21st century appears to be:

Companies require capital…
Capital requires investors…
Investors require performance…
Performance requires focused management

Within this litany there is the critical link between investor expectations and senior management and executive pay. Current research indicates that investors are not opposed to high levels of pay when it is tied to equally high levels of performance and hence increases in shareholder value. The process for linking these issues is performance management.

PERFOrMANCE RELATED PAY & COMPETENCE RELATED PAY

The PBS Performance Related Pay (PRP) approach can operate on an individual, team or organisation wide basis. Our advice to clients is, PRP schemes need careful implementation to achieve maximum effectiveness and acceptability.

Our experience in implementing this concept in companies in Africa has shown that the concept of notching (previously held in high regard in many companies in Africa) is rendered immaterial and a non-issue. The notching system assumes that issues of tenure / number of years served as well as qualifications acquired takes precedence over performance issues. The latest thinking in Strategic Human Capital Management regards notching as a traditional and outdated tool that contradicts with the very nature of a Performance Management Culture. At PBS we assist organisations to comprehend that the Competence / Performance Related approach is not just about paying for the acquisition of the competence. It is about the effective use of competence to generate value, the value - added differential concept.

A Performance Management Framework

Performance management is comprised of four major sets of activities:

1. Defining objectives and standards
2. Allocating resources and taking actions to achieve the objectives
3. Analyzing and reporting on results, and
4. Taking necessary corrective actions to mitigate risk and ensure success.

Organizations typically manage their long-term strategic performance independently from their short-term operational performance. A frequent, unintentional, result of this approach is that strategic objectives are not achieved and operational objectives are. This occurs because:

1. Operational objectives are not aligned with the strategic objectives
2. Resource allocation priorities are given to short-term needs
3. Most of management’s time is focused on the urgency of achieving quarterly results, and
4. Short term success masks the risk to achieving strategy

  With the advent of the Balanced Scorecard for strategy management and Lean Six Sigma for process improvement, many organizations are sensing that there is potential for common ground between strategic and operational performance management but are struggling to articulate exactly what that common ground is and how it works.

For example, organizations working on implementing the Balanced Scorecard strive to operationalize the strategy so that employees can see how their day-to-day work activities contribute to achieving the strategy. Similarly, when selecting Lean Six Sigma projects to work on, a frequent question from the project selection committee is, “how does this project align to the strategy?”

 

This article introduces a Performance Management Framework (“Framework”) that provides a common ground for discussing and answering these questions and a foundation upon which a successful performance management program can be established. The Framework’s interface between its strategic and operational aspects will also be discussed.

The Framework Figure 1 below lays out the Framework and shows how it aligns with the Deming improvement cycle of Plan-Do-Check-Act. The Framework also aligns with the four sets of performance management activities identified in the first paragraph of this article. These sets of performance management activities are called phases in the Framework. Shortcomings in implementing various aspects of these phases leads to the strategy achievement failures identified in the second paragraph. 

  Figure 1-The Performance Management Framework
 

Each of the four phases of the Framework have strategic and operational components. These components have the same name in each of their respective phases. The components are called Objectives in the Plan phase, Projects in the Do phase, Reports in the Check phase and Reviews in the Act phase.

Planning is the phase where performance objectives and standards are defined, articulated and communicated to the rest of the organization. Strategic planning is the process of establishing an organization’s long term (typically three to five year) goals and an approach for achieving them. The outcome of the process is a set of strategic objectives and performance standards for evaluating achievement progress. Operations

planning is the process of establishing an organization’s short term (less than three years) goals and an approach for achieving them. The outcome of the process is a set of objectives and performance standards which describe how the organization’s resources will be allocated and utilized in support of the long-term strategy.

The Do phase is where action is taken to achieve the stated objectives at the targeted performance levels. Two examples are a project to implement a new technological capability in support of the strategy and a project to improve on-time delivery performance. Action may also be taken in the form of corrective action when progress is not being made at the desired rate. This is indicated by the feedback loop from the Act phase. An important aspect of the Do phase is the allocation of resources and authorization of expenditures related to the projects selected.

A facet of operations that must be considered within the Do phase is Daily Operations. Daily Operations are what the organization does on a daily basis to meet its business needs; things such as designing, delivering, taking orders and closing the books. These are processes that are executed in support of operational objectives. The performance of these processes is measured, reported on and reviewed. Based on the reviews,  process improvement projects are undertaken, when necessary, to improve process performance.

The Check phase is for measuring results and analyzing performance. Measuring describes what happened and the analysis describes why it happened and makes recommendations for management action. When describing the why, it is important to look not only at the related measures but at other factors such as economic and political situations, supplier and customer
viability, and social and cultural needs and events.

As the name implies, the Act phase is where action is taken by management based on the performance analysis provided in the Check phase. Some of the possible actions that could be taken are authorizing corrective actions to mitigate risk, communicating decisions to the affected groups and individuals, authorizing a change in priorities that will be acted upon in the Do phase, and recommending a change in objectives that will be acted upon in the Plan phase.

The System Interfaces

The description of the four phases above sounds a lot like any other Deming Cycle-based management methodology. The difference with the Performance Management Framework is that it considers the management of performance to be a system with two major components: strategic and operational.

Just like any system, the interface between the strategic and operational components of each phase of the Performance Management Framework is where success or failure is determined. The Framework identifies the practices and methods used to manage the strategic-operational interface within each phase of the Framework.

In the Plan phase, Maps are used to define the relationship between strategic and operational objectives. While there may be local operational objectives that do not necessarily have a  relationship to the strategy, the bulk of the operational objectives should be short-term, local versions of the long-term strategic objectives. Maps, strategic and operational, provide a proven and easy-to-use mechanism for articulating and managing the objectives and their interrelationships and alignment.

In the Do phase, a Portfolio is used to collect, prioritize, select, authorize and manage strategic, operational and process improvement projects. This is perhaps the most difficult interface to develop and manage as most organizations have existing, well-developed, separate practices for managing strategic, operational and process improvement projects. A portfolio approach introduces the concept of viewing all projects together, as a whole, and making selection decisions based on the whole rather than on the three individual groups. This is done within the constraints of budget limits and resource availability as well the management established selection criteria and weighting factors. Having a well-managed portfolio ensures an effective balance between strategic and operational projects while maintaining the desired level of performance in daily operations.

For the Check phase, Scorecards are used to document and report on operational and strategic measures and performance analysis and, in particular, the roll-up relationship between operational and strategic measures. Well-planned scorecards allow a proper focus on strategic and operational performance measures.

Finally, Governance is used in the Act phase to establish policy and provide forums – typically, operational and strategy review meetings - for management risk analysis and decision-making. It is not sufficient to only have a calendar of events for strategic and operational reviews. In addition, a management policy of open and frequent communication between strategy and operational management functions is essential. Governance focused on 2-way open communication of strategic and operational priorities and issues along with an integrated management calendar ensures that a) decisions from the strategy reviews flow effectively to the appropriate operational entity and b) decisions and issues related to strategy from the operations reviews become part of the agenda for the strategic reviews.

Strategy & Performance Management

The implementation of a performance management system that drives focus and transparency is vital to the success of today’s leading organisations.

The primary purpose of performance management is to align individual performance contracts with departmental business plans to achieve the overall company vision, mission and strategies.

The success of your performance management system lies in the ability to equip your employees with the skills and tools to take charge of their work responsibilities, development and future.

The Balanced Scorecard has emerged as a proven and effective tool to capture, describe, and translate organisations strategic goals into meaningful objectives at corporate, divisional, and individual employee levels, thereby allowing for the strategies to be successfully implemented.

Performance Management

Performance management is a strategic tool used to promote an effective organization. It ensures that individual employees’ efforts are focused on the priorities and strategies set out in the corporate and departmental business plans. It directs efforts towards effectiveness and away from merely being busy.

The success of employees depends on a clear performance management process, which recognizes the accomplishments and supports the professional development of Nova Scotia’s public service employees.

There are two distinct, but similar, performance management processes in the Nova Scotia Government: one for MCP employees and one for BU/AS employees.

If you have questions regarding your performance management responsibilities or what type of performance management process you fall under, contact your manager or OD&E Senior Consultant at the Nova Scotia Public Service Commission.

The Performance Management Cycle

Performance Management Resources

    View by Activity
    View Employee Type (BU/AS/MCP)
    Tips & Tricks

Performance Management Responsibilities

Managers ensure that each employee knows what is expected in terms of performance and professional development. They manage towards successful outcomes for both the employee and the organization. Managers are responsible for coaching employees and giving feedback based upon goals set at the beginning of the performance cycle. As well, together, managers and employees review progress periodically throughout the year and formally at the end of the cycle.

Employees are responsible for their own performance, are in charge of their own career development and should take the initiative to be successful. The performance management process helps them do this by linking the business plan with their individual responsibilities and helps them focus on what needs to be done and how it needs to be done.

Sponsored Results for Performance Management

Team Building - 3 Key Areas of Employee Development

What are the three key areas to building and maintaining a High Performing Team!

1) Hire with Precision
2) Maximize Performance
3) Minimize Turnover

But of course the questions are how to do this. After over 40 Years of history and clients like Major League Baseball, National Basketball, National Hockey League, US Olympic teams, Oracle Corp., and well known coaching companies, The Winslow Research Institute can confidently say that they have the solution.

Hiring - In the process of hiring an employee and think if you had a detailed Personality profile assessment that evaluated 24 different areas of their Personal Attitudes, Mental Capabilities and Emotional Reactions, would you think that would be helpful? Now think if you had a profile that had proven to be a success in that particular position and you could overlay the applicants profile with the success profile, would that be helpful? Would you be able to hire accurately if the applicant was compared to over 2,000,000 other assessments? Would it be helpful to know that if the applicant was not congruent with their answers, answered to positively about themselves or did not read on a 10th grade level that the test would be invalid and you would not get a result? So every test you see would be a valid assessment! - You tell me would you be able to hire with Precision? I don't think I have to answer that question for you.

Maximizing Performance - This is actually much easier then most employers think. How do you maximize performance of an employee? You assess their strengths and what positions they would have the greatest ability to succeed in based on their profile. You identify concern areas that would hold them back. When you do a personal assessment you can easily see what areas is cause for concern and coach the employee on those areas. A coach can quickly address areas of Personal Attitudes, then move to emotional reactions. Using Proper Coaching techniques you can see rapid results in areas of concern and thus maximize the employee's performance in their position. A success map can be created based on the individual strength and weaknesses

Minimize Turnover - Again this is not as difficult as most believe when an employee is in a position that is suited to their personal attitudes, emotional reactions and mental capabilities they are much more satisfied in their position. A Satisfied employee is less likely to move to another company that does not take the same considerations into account. When you work with the employee and develop a success map for their career that is based on their individual personality the employee is aware that you have an interest in their success.

Winslow Research Institute has been working with companies for over 40 years to implement employee development programs that are individually developed. This personnel development once implemented has increase profitability from 35-60% and Minimize turnover up to 50%

Performance Management

The Performance Management tool manages and administers the complete performance management or evaluation process, facilitates the dialogue between employee and manager, and creates total transparency of the process for all parties involved (employee, hierarchical manager, functional manager, HR department).

Flexibility is a key word in the Performance Management tool. You can easily configure the tool to automate your performance management process. You determine the evaluation cycle, the available document roles, which fields are visible, which actions should be taken, how many objectives should be evaluated and so on.

Set the objectives and follow up

Set up the company, team and/or individual objectives at the beginning of and follow up during the evaluation cycle. You have instant access to the job description and the job related responsibilities as well to determine objectives and targets. Keeping the flexibility of the tool in mind, you can easily configure how the employee and manager should evaluate the objectives.

Define and assess the competences

Depending on how competences are used within your company, the Performance Management tool can be configured to use competence profiles linked to the job, competence profiles linked to a role (e.g. management), or an individual competence profile which is created by the employee and/or manager. Based on the rating and the required level of the competences, the application will calculate the competence gap which can be taken into account for the personal development plan to start working on the development of the employee.

Develop the objectives

Performance Management does not only include setting and evaluating objectives, but it also includes working on the development of them. The personal development plan offers a platform to create SMART development objectives and define and manage actions to help your employees reach a higher level of performance.

CSR Management

CSR(Corporate Social Responsibility) Management

For a more systematic approach to CSR, which is fast taking root as a global standard in business, LG Electronics has established Corporate Social Responsibility Committee (CSR Committee) as top decision-making body. The quarterly CSR Committee consists of CEO as chairman, each president of company/region, and C-Level executives. The CSR Committee is responsible for approving corporate CSR strategy and policy such as joining the UN Global Compact and operates sub committees including Jeong-do management and supply chain sustainability.

The Global CSR Council and HQ CSR Group are implementation body to carry out strategic tasks, which are decided by CSR Committee. The Global CSR Council consists of managers in headquarter and each company/region to discuss and perform corporate-wide tasks including corporate strategy, human resources, labor-management, environment & safety, social contribution, ethics, fair trade, corporate communication, and IR. The HQ CSR Group is responsible for promoting in-house understanding of the importance of CSR activities, coordinating and supporting of tasks, building up networking ties, and publishing sustainability report, among its responsibilities.

Based on these CSR governance, LG Electronics has been focusing on formulating CSR strategies and the implementation of roadmaps, strengthening stakeholder communication, integrating the management of CSR risks and performance evaluation, building up internal competencies, and linking CSR activities with brand management and marketing. LG Electronics will make every effort to carry out corporate-wide CSR activities as well as reflect multiple stakeholders’ opinion into business.

< LG Electronics’ CSR Management >

 

Coaching and Performance Management

Effective coaching relationships between team members and leaders can improve the performance of human resources within the organization. 

When Performance Management replaced Performance Evaluation in Organizations, it was going to give leadership a different definition and much more credibility and accountability to all members of a team. Instead of having little control over personal development within the organization, leaders and team members could begin to create relationships that would develop a workforce with skills needed to compete in a globalizing world. Because this approach looks towards the future rather than the past as the Performance Evaluation does, team members and leaders began to receive constant feedback from relationships, giving everyone a maximum amount of control over their own performance.

The major component of the Performance Management Process is "Coaching." There are three important steps to this process and each step seeks to answer just a few critical questions. By using coaching at every step, the team becomes more aligned with the goals of the organization.

The first step begins at the Organization’s Fiscal Year where objectives are established. The basic questions to answer are:

What are we going to do?
What are our goals for the next fiscal year?
What needs to be developed?

During the year, team members and leaders will have follow-up discussion(s) to provide feedback on their ongoing performance and answer the following questions:

How are we doing?
Are we accomplishing our goals?
What are the areas for improvement?
What else needs to be developed to meet our goals?

These follow-up discussions (The second step of the Performance Management Process) are aimed at improving performances in order to achieve objectives. During these discussions, the leader will coach the team members to help team members develop in areas identified at the beginning of the year (during the first step of the process) or during the actual follow-up discussions.

The third step of the process is a final discussion between the team member and the leader that will be put into writing in answering the questions:

How did we do?
Did we accomplish our goals – where did we come up short?
What should we concentrate on next year?

The success of this approach is dependent on two conditions: the way the leader handles the coaching discussions and the commitment of both the team member and leader to improve and develop skills to meet objectives.

Effective coaching relationships between team members and leaders can improve the performance of human resources within the organization. The outcome is better performing employees producing better results.

So what do the "coaches" consider to be an effective coach? What was their definition of coaching? The one thing we knew for sure (based on years of taking surveys) is that employees need and want effective coaching on a regular basis. This was true in the past and is still the same as we gain a better understanding of coaching in the workplace for Performance Management.

Coaching is a "process" used in developing partnering relationships. I am not debating the fact that shareholders need results, I am simply suggesting that the results achieved as an outcome of an effective coaching relationship is long lasting and much more appealing to team members in today’s organizations. It may even be an important strategy for the challenge in regards to keeping and attracting employees.

Based on the last two decades spent with thousands of leaders at all levels in different organizations, I have often heard the following sentence from team members: "Walk the talk" and "I will commit to doing everything I possibly can to improve my performance."

Still, many leaders experience difficulties with the Coaching approach when this program is first implemented. Their difficulties are often the result of:

Misunderstanding of the coaching approach. Too many leaders and team members still believed that Performance Management was just another name for what had been done in the past (Performance Evaluation). They were convinced this was simply a different stationary form. Therefore, discussions were still done in a top-down method i.e.: Here is what you are not doing well and here is what you will do to improve it. Now, go to it! Not very useful for helping team members and developing partnering relationships…!

Misuse because leaders using coaching concentrated on the end result rather than the process to use to obtain this result. There was little or no relationship development between team members and leaders. Talks often sounded like the ineffective coach in professional sports i.e.: A basketball coach demands to see a higher score on the scoreboard in order to win. When a player asks for feedback on how to do that, the answer is: I don’t care how you do it, just do it! This results in the team members feeling manipulated. They will start to do as little as needed to keep their job. So when a new leader joins this team, the new leader is convinced that the team members were not committed. This brings to mind the term "self serving biases."

Misleading because the word "coaching" has been used in so many ways, many team members believe that it is just another way to get all the juice out of them in order to satisfy the shareholder regardless of the impact it has on human beings and ultimately the organization. Unfortunately, coaching is used to describe many different things, it was hard to be clear about it. Often, the word "coach" and "mentor" are interchanged. Some advocate that coaching is a skill needed by the boss, and others seemed to believe that coaching is a process that should be done by someone else other than the boss. Coaching is a process delivered to a group of employees informally rather than individually. "Coach" is the new title for a leader.

Yet, when leaders regularly use coaching discussions effectively, it becomes very easy to determine what should be going onto the final document for the year. It is also easy to determine what the answers to the questions of the first step for the following year will be. That is true Performance Management!

Performance Evaluation and Measurement

Accountability for performance against strategic objectives, including sustainable performance, requires an understanding of the causal relationships between the various actions that can be taken, and their impact on financial and non-financial performance. Performance evaluation and measurement is typically a feature in most successful organizations. Organizations making a specific business case for a sustainability strategy and objectives will also rely on effective measurement to understand the resulting impact on the organization and society.

The performance evaluation and measurement step follows naturally from the earlier stages of identifying the key sustainability impacts, and setting and monitoring progress against targets. Some organizations might also to decide to reward managers for their ability to hit sustainability targets. This reinforces the need for a carefully considered approach to performance measurement.

Marc Epstein, in his 2008 book, Making Sustainability Work, usefully includes a corporate sustainability model that describes (a) the drivers of corporate sustainability performance, (b) the actions that can be taken to affect that performance, and (c) the potential consequences of those actions. The inputs of the model include the organization's external context (e.g., regulatory), internal context (e.g., mission, policies, strategy, structure, systems), the business context (e.g., industry sector, customers, products), and its human and financial resources. These inputs allow an organization to develop the process needed to deliver outputs (sustainability performance, stakeholder reactions), and outcomes (long-term financial performance). The book details the range of inputs, processes, outputs, and outcomes that a typical organization might deliver.

This is a framework for helping to implement a sustainability strategy, and therefore helps an organization to consider the relationships between key factors for a successful implementation from which effective performance measurement can flow.

Complementary performance measurement frameworks can help organizations to consider the causal relationships between sustainability performance and financial performance. To manage and deploy organizational resources in such a way as to deliver organizational objectives is a vital role of senior finance and management professionals. Many tools, techniques, and frameworks have evolved to assist them in this, such as value-based management, the balanced scorecard, the performance prism, and others. Such frameworks can also be used to help implement social and environmental strategies.

The balanced scorecard has probably been the most popular of the tools designed to improve corporate performance. The report by the Chartered Institute of Management Accountants, Effective Performance Management with the Balanced Scorecard, describes how it has evolved from a widely used performance measurement tool to a broader approach used to facilitate strategy implementation. Its strength is twofold. First, it helps to ensure consistency and alignment between the non-financial and the financial measures (this helps to facilitate the alignment of the measures and strategy - see Caption 25). Second, it helps to identify and measure the specific value drivers that underpin performance. This allows managers to test their hypotheses on what is driving organizational outcomes. Its use to support a sustainability strategy is considered below.

A performance management solution

A performance management solution that enables you to align employee goals with corporate priorities to drive higher performance enterprise-wide

Workscape Performance Manager simplifies the entire performance management process — from goal planning to evaluations — and aligns individual goals with corporate priorities to drive organizational success. Managers can set and track goals and competencies.  Measure performance against targets. And pay for performance as part of your Total Rewards strategy through tight integration with Workscape Compensation Planner™.  Much more than just an employee performance evaluation solution, Performance Manager will help your organization to:

• Improve manager/employee communication
• Compress performance review cycles
• Improve employee performance evaluation quality
• Maximize the effectiveness of each employee’s contributions
• Stay focused on corporate priorities
• Justify compensation payouts — bonuses, merit increases, or both — with a full audit trail

 An intuitive Adobe® Flex®-based interface prompts and guides users through each step of the performance management process. An easy-to-update employee profile puts current goal status, competencies, and more in a single, convenient location. Management dashboards with team and individual views provide at-a-glance insight into group and employee performance status year round. With Performance Manager, employees and managers are engaged in a year-round performance management process that keeps the entire organization on track to hit key targets.

 Easy Tools for Goal Management

Workscape Performance Manager provides a clean, intuitive interface for managers and employees to add, align, and update goal descriptions, obstacles, and progress.

Evaluations Made Simple

Workscape Performance Manager automates the evaluation process and provides managers and employees with a complete view of goal status, weighting, comments, peer reviews, and other supporting information.

Infarmasa Corporation reduces 70% of its paper use and printing costs with electronic document management

The search for improvements for the quality management system at the Infarmasa Corporation, one of Peru's largest pharmaceutical industries, was justified by its need to control the documentation related to the quality management system in terms of emission, revision, distribution, filing and validity. According to Rosario Romaní, BPM/ISO manager at Infarmasa, the company needed to streamline document processing, had excessive costs with paper, and also needed to increase the fluidity of communication on the status of the documentation. "The document management system allowed us to save approximately 70% on paper and printing costs, as well as 5% in terms of the work hours of those people involved with the signing, photocopying and distribution of documents", said Romaní.

The system allowed the Infarmasa Corporation to electronically manage the documentation that supports the ISO 9001 and Good Manufacturing Practice (BPM) quality certificates, approved by the Brazilian Ministry of Health Medication Head Office. "We are satisfied with the implementation of the document management solution, since it allowed us to save paper and the time of the professionals responsible for printing and distributing the some 1,800 documents available in the quality management system", she added. The system allows users to maintain documentation accessible to all people involved with the processes and in compliance with the controls established by the ISO 9001 norm and BPM.

About the Infarmasa Corporation

The Infarmasa Corporation is one of Peru's largest pharmaceutical corporations and offers a wide range of products. It has approximately 600 employees and annual production of 20 million units. The company is in constant growth in the national and international market and is present in countries like Ecuador, Venezuela, Panamá, Chile and the United States.

About SoftExpert

SoftExpert is the leading global provider of software solutions for compliance and business excellence. The company is present in over 25 countries on the five continents, and has a portfolio of more than 1,700 customers. The SoftExpert Excellence Suite (SE Suite) offers a set of multilingual modules that are natively integrated and fully Web-based to automate the processes required to improve and optimize the different business areas at organizations, boosting quality of management, cutting operating costs and facilitating compliance with the main market standards and regulations. SE Suite also complements and optimizes Enterprise Resource Planning systems. The suite is integrated with the main ERP systems on the market through already available connectors, or through customized connectors developed based on the client's specific needs.

SE Performance Performance Management

SE Performance is the solution to manage your business performance practically and effectively.

Based on three managerial levels – strategic, tactical, and operational - SE Performance provides a simple way to gain control over performance indicators from individual business units to the overall corporate management strategy. SE Performance manages the entire performance managerial cycle, based on several key points:

• Strategic planning
• Initiative implementation
• Measurement
• Controlling achieved progress
• Detection
• Defect correction
• Critical analysis of results for plan revision

SE Performance uses Team Workflow to promote teamwork and keep projects moving. First, e-mails are automatically sent to those responsible for carrying out individual tasks. Next, specific data is requested to make sure the tasks are carried out. If this information is not received, strategy managers are notified, assuring simple and effective control of objectives, priorities, due dates and results.

Comparing objectives to actual results is easy with SE Performance. It generates a variety of performance analysis views and reports, as well as managerial charts. With just one central database, all data and documents are available to team managers for evaluation. And, it goes further, by helping to identify the problems that may be keeping your company from hitting performance targets.

Classic Deming on one of the 7 Deadly Diseases Affecting Management, Performance Appraisal

    I've been a big fan of W. Edwards Deming for decades.  Funny how performance appraisals are still causing stomach pain, butterfly wishes (I'd rather be ANYWHERE ELSE but here doing a performance evaluation) for both manager and staff alike.

Systemic performance management may be of help.  Now days that may mean assisted by technology systems.  However, some of these technology systems are so poor, they seem to be out of the movie 1984.  It's been a year or two since I reviewed these systems with a client.  Back then, Kenexa was on to something.  If they are around, take a look at their systems.  Systems created by financial folks may be prone to 1984-isms.

Read on for classic Deming reminders and think about what you could do instead with all that free energy not drained in the problematic performance review, but instead focused on more helpful managerial coaching feedback based on clearly understood goals and aligned, organizational strategy.

Performance management

Courtesy Sal2009.com

Performance Management Systems

This is the first in a series of guidelines on performance management. The series will provide boards of trustees, principals, and teachers with an overview of performance management and the prescribed requirements for teacher appraisal in schools.

Readers are reminded that this is the first in a series of publications that provide guidance for boards of trustees, principals, and teachers, and replace the discussion document, Draft National Guidelines for Performance Management in Schools (1995).

The material in this publication provides boards of trustees, principals, and teachers with an overview of performance management and the prescribed requirements for teacher appraisal, as well as information to assist boards and principals to develop and implement a performance appraisal system.

Subsequent PMS guidelines will feature:

• issues for rural schools and teaching principals;
• principal appraisal and performance agreements;
• appraisal of specialist teachers, including those in Mäori immersion classes; and
• teacher registration.

Boards and principals may wish to assemble this series in a single file for ready reference.

For further information about the material in this publication, Curriculum Division,

Ministry of Education, Box 1666, Wellington, fax (04) 471 6193.

E-mail: curriculum@minedu.govt.nz

For information and assistance in setting up or reviewing your school's performance management system, contact your nearest Ministry of Education Management Centre.

1. The context and purpose of performance management

Performance management involves the development and implementation of policies and procedures to ensure that the teachers and staff of schools provide education and services that fully meet the needs of their students.

Sound performance management systems provide a systematic approach to goal setting and link school objectives to the performance of each individual staff member.

Timely dialogue and feedback between teachers and principals will help ensure schools meet goals and objectives.

An effective performance management system should encompass many personnel management policies. These would include:

• the recruitment and retention of staff;
• the selection and appointment of staff;
• those clauses of collective and individual employment contracts which relate to performance management;
• the statutory requirements for teacher registration;
• the appraisal and assessment of staff;
• the professional development of staff;
• career development;
• succession planning;
• remuneration management; and
• the discipline and dismissal of staff.

2. The place of performance appraisal

On 12 December 1996, the Secretary for Education issued a prescription in The New Zealand Gazette for assessing the performance of teachers. This followed extensive consultation and feedback on the discussion document, Draft National Guidelines for Performance Management in Schools, published in 1995.

The primary purpose of these requirements is to provide a positive framework for improving the quality of teaching (and therefore learning) in New Zealand schools.

Boards of trustees need to ensure that each teacher is provided with opportunities for appropriate professional development.The professional growth of every teacher is a vital component of effective personnel management and directly benefits all students.

Recognising that many schools have already developed performance appraisal systems, the prescription establishes the minimum requirements for the appraisal of teachers.

The mandatory requirements provide flexibility to allow boards of trustees to design performance appraisal systems appropriate to their school and community, within a minimum quality assurance and accountability framework.

3. The legislative framework for performance management in schools

The effective management of the performance of teachers involves the development and implementation of appropriate policies and processes in accordance with legislation. The State Sector Act 1988 and The Education Act 1989 provide the framework for performance management in schools.

Performance Management - The Legislation

The State Sector Act:

• applies to all state employees;
• provides for "good employer" and "EEO" requirements; and
• gives the Secretary for Education the authority to prescribe matters for assessing teacher performance.

The Education Act:

• applies to all state and integrated schools and national education agencies;
• defines the authority of boards and principals;
• defines teachers and the teacher registration process; and
• enables the Minister of Education to prescribe National Administration Guidelines.                 

Assessing Teacher Performance

The matters to be taken into account by boards of trustees in assessing the performance of teachers:

• principles underlying policies and procedures;
• features of the appraisal process; and
• aspects of teacher performance to be appraised.

The National Administration Guidelines:

• apply to all state and integrated schools; require schools to promote high levels of staff performance; and require compliance with "good employer" and employment contract provisions.

Legislation

The State Sector Act 1988

Part VII. This part of the act deals with the general principles applicable to employers in the education service (including boards of trustees) in relation to the employment of staff. In particular, it refers to the need to ensure that boards operate personnel policies which comply with the principles of being a good employer.

Section 77C. This section of the Act provides for the Secretary for Education to prescribe matters to be taken into account when assessing the performance of teachers.

The Education Act (1989)

Sections 60A and 61 deal with the requirements on boards under their charters and the National Education Guidelines. Section 60A allows for the Minister to specify National Education Goals, National Administration Guidelines, and National Curriculum Statements. Under Section 61, every school must have a written charter of aims and objectives. All charters are deemed to contain the aim of achieving, meeting, or following the National Education Guidelines.

• National Administration Guideline 2 (1993) places two requirements on boards of trustees with respect to the management of staff performance:

1. to develop and implement personnel and industrial policies, within policy and procedural frameworks set by Government from time to time, that promote high levels of staff performance, use educational resources effectively, and recognise the needs of students; and
2. to be a good employer as defined in the State Sector Act 1988, and comply with the conditions contained in employment contracts applying to teaching(see footnotes)and non-teaching staff.

• National Administration Guideline 4 (1993) establishes a requirement for boards of trustees to provide a programme of regular self-review.

Section 65 authorises boards of trustees to appoint, suspend, or dismiss staff.

Sections 66 and 66A give boards the power to delegate responsibilities to a special committee of trustees or staff.

Section 75 gives boards the control of the management of schools, except where other New Zealand laws apply.

Section 76 defines the role of principals in two ways:

1. A school's principal is the board's chief executive in relation to the school's control and management; and
2. Except to the extent that any enactment, or general law of New Zealand, provides otherwise the principal:
   1. shall comply with the board's general policy directions; and
   2. subject to paragraph (a) of this subsection, has complete discretion to manage the school's day-to-day administration as he or she sees fit.

Sections 120 and 127 (1996) establish that in order to renew a practising certificate, a teacher must have "satisfactory recent teaching experience".

Section 120A (1996) restricts the permanent appointment of teachers to those who hold a practising certificate.

Section 120B (1996) restricts the employment of a teacher to those who hold a practising certificate or a 'limited authority to teach' from the Teacher Registration Board.

Footnotes:

• Clauses 5.2.5 (a) and (b) of the Primary Teachers' Collective Employment Contract (1995-98) require that appraisal occurs annually for salary progression. This appraisal is dependent on competent performance and/or on proven initiative in the performance of classroom duties, which shall be carried out in a highly competent manner, as attested by the principal.
• Clause 2.7.1 (a) of the Secondary Teachers' Collective Employment Contract (1996-98) requires classroom teachers to be working towards "high competence and quality".
• Appendix G of the Secondary Teachers' Collective Employment Contract (1996-98) outlines the "quality teaching criteria".
• Appendix 5 of the Area Schools' Collective Employment Contract (1996-98) outlines the "quality teaching criteria".
• Individual employment contracts for primary and secondary principals provide for progression based on performance.

4. The mandatory requirements as prescribed by the Secretary

As provided for in the State Sector Act (1988), the Secretary for Education recently prescribed, by way of a notice in The New Zealand Gazette, the following matters to be taken into account by the employers when assessing the performance of teachers. The full text of this notice is reproduced on page 2 of the Education Gazette of 10 February 1997.

1. Principles that underpin the policies and processes boards have in place for the appraisal of teacher performance;
2. Features of the appraisal process
3. Aspects which should be appraised.

1. Principles

Boards of trustees should ensure that policies and procedures for the appraisal of teacher performance:

1. are part of an integrated performance management system operating within the school;
2. are appropriate to individual teachers, the school, and the wider community;
3. are developed in a consultative manner with teachers;
4. are open and transparent;
5. have a professional development orientation;
6. are timely and helpful to the individual teacher; and
7. give consideration to matters of confidentiality, including the provisions of the Privacy Act and the Official Information Act.

2. Features of the appraisal process

The board of trustees is responsible for ensuring that:

1. a policy for the appraisal of teacher performance is in place which is in accordance with the principles;
2. responsibility for the implementation of the appraisal policy and process is formally delegated to a professionally competent person or persons;
3. the appraisal process for each teacher is completed in accordance with the policy; and
4. each teacher participates in the appraisal process at least once within a twelve-month period.

Boards of trustees must have a documented policy on the appraisal of teacher performance. This policy must:

1. specify the person(s) responsible for the implementation of the appraisal policy and process;
2. specify the process which will be followed in the appraisal of teacher performance;
3. include a statement on confidentiality; and
4. specify a process for dealing with disputes.

Boards of trustees (through the person(s) responsible) must ensure that the appraisal process includes the following elements:

• the identification of an appraiser, in consultation with the teacher concerned;
• the development of a written statement of performance expectations, in consultation with each teacher;
• the identification and written specification of one or more development objectives to be achieved during the period for which the performance expectations apply;
• for each development objective, the identification and written specification of the assistance or support to be provided;
• observation of teaching (for those with teaching responsibilities);
• self-appraisal by the teacher;
• an opportunity for the teacher to discuss their achievement of the performance expectations and the development objective(s) with their appraiser; and
• an appraisal report prepared and discussed in consultation with the teacher.

3. The aspects of teachers' performance which should be appraised

Boards of trustees (through the person(s) responsible) must ensure that the performance expectations for teachers must relate to the key professional responsibilities and key performance areas of their position. Key professional responsibilities/performance areas are:

1. teaching responsibilities (such as planning and preparation, teaching techniques, classroom management, classroom environment, curriculum knowledge, and student assessment);
2. school-wide responsibilities (such as contribution to curriculum leadership, school-wide planning, school goals, the effective operation of the school as a whole, pastoral activities and student counselling, and community relationships); and
3. management responsibilities (such as planning, decision-making, reporting, professional leadership, and resource management).

5. Questions and answers

Why is the appraisal of teachers mandatory?

The Government, through boards of trustees, requires assurance, on behalf of taxpayers, that teachers are being supported by sound management systems and practices and in turn are providing high-quality learning opportunities for students.

How does performance appraisal relate to performance management?

Performance appraisal is one component of performance management. Boards should provide support for an appraisal process that establishes expectations and objectives and leads to professional growth through reflection and formal feedback.

How often should feedback occur?

Frequent opportunities should be provided for collegial and/or individual discussion and feedback.

Is there any difference between the terms appraisal, assessment, and evaluation?

No. The terms are interchangeable, although for the purposes of the prescibed requirements, the term "appraisal" is defined as "an evaluative and developmental activity in the framework of professional accountability".

To which employers does this prescription apply?

A board of trustees, as the employer, is the only body for which matters can be prescribed under section 77C of the State Sector Act.

What is meant by the term "consultative manner"?

The policies and procedures for appraisal should be developed in consultation with all staff involved. Teachers should feel a sense of ownership of, and have confidence in, the appraisal procedures.

Which teachers are included in this prescription?

In this prescription the term "teacher" includes:

• all appointees holding teaching positions;
• principals;
• teachers with management responsibilities;
• guidance counsellors;
• attached teachers with specialist responsibilities;
• part-time teachers;
• long-term relieving teachers;
• provisionally registered teachers;
• teachers registered subject to confirmation; and
• those persons holding a limited authority to teach.

Can short-term and day relief teachers participate in the appraisal process?

It is not mandatory. As a general principle, the establishment of performance expectations and development objectives is valuable for all staff. Short-term and day relief teachers should discuss the matter with the principals of schools in which they are employed.

Do employment contracts refer to performance management?

Yes. Recent settlements of teachers' and principals' employment contracts make direct reference to aspects of performance management.

Can the appraisal system be applied to other staff in a school?

Yes. Although this prescription applies only to teachers, under the good employer provisions of the State Sector Act, a board of trustees may extend the scope of the school's appraisal policy to cover all staff.

How does performance appraisal relate to the school's aims and objectives?

To ensure that policy and procedures for appraisal are appropriate to the needs of the school and wider community, a board should ensure that the performance expectations developed for each teacher align with the school's charter, goals, and special character.

6. Useful references

Beverley Bell and John Gilbert. Teacher Development: A Model from Science Education. London: Falmer, 1996. A textbook outlining the teacher development model developed by Bell as a result of three years' work with New Zealand science teachers.

Carol Cardno. "Diversity, Dilemmas and Defensiveness: Leadership Challenges in Staff Appraisal Contexts", in School Organisation, 15:2, 1995. An article examining issues for principals in effective appraisal.

Graham Collins. "Performaoce Management: Where Are we Now? Where to Next?", in New Zealand Principal, November 1996. A short article outlining the background to the performance management initiative, as well as current implementation issues.

Education Review Office. Managing Staff Performance in Schools. Wellington: The Office, 1995. A National Education Evaluation Report that highlights performance management issues and includes examples of effective performance management systems from four schools.

Wayne Edwards. "Appraising Teachers. Is There Light Without Heat?", (in SET Number 1, 1992). A short article exploring some key issues and outlining how schools have dealt with them.

NZEI. Appraisal: A Process for Development and Appraisal Training: A Series of Practical Activities. Wellington: the Institute, 1995. Two practical guides for developing whole-school appraisal schemes.

New Zealand School Trustees' Association. Trustees' Handbook. Wellington: The Association, 1995. Section 17 provides an overview of approaches to evaluating staff performance.

David Stewart and Tom Prebble. The Reflective Principal: School Development within a Learning Environment. Palmerston North: ERDC Press, 1993. Section 4 gives a wide ranging overview of appraisal issues and approaches.

David Stewart/NZEI/TRB. Performance Management for Professional Teaching: A Collegial Approach. 1996. A video resource outlining how "quality learning circles" can be adapted to meet performance management needs.

7. Principles and requirements

Performance Appraisal - Seven Key Principles

1 Professional Orientation - to foster positive improvement and professional growth and to improve teaching and learning

2 Flexibility - to meet individual and school needs

3 Consultation - to create teacher ownership of the process and outcomes

4 Transparency - to ensure no hidden agendas

5Integration - to achieve linkage to other key performance management elements

6 Timeliness - to integrate the appraisal process with individual teacher needs and other school events

7 Confidentiality - to give confidence to, and respect the rights of, participants

Performance Appraisal - Twelve Key Requirements

The board of trustees for each school must:

1 develop an appraisal policy;

2 make appropriate delegations;

3 monitor policy implementation and procedures;

4 ensure confidentiality; and

5 specify dispute processes;

Procedures for appraisal must include:

6 nomination of appropriate appraisers for all staff (including the principal);

7 performance expectation statements;

8 establishment of develpment objective(s) and targeting professional development;

9 observation of teaching;

10 self-appraisal;

11 appraisal discussion and an appraisal report; and

12 participation of all teachers within a twelve-month timeframe;

8. Developing and implementing an appraisal system

The Role of the Board of Trustees

The board has three roles in performance appraisal:

• as the employer
• in developing the policy, , providing the resources, and ensuring that the policy is implemented; and
• in monitoring and reviewing the policy

Designing a Performance Appraisal System

The mandatory requirements provide flexibility to allow boards to design systems appropriate to their school and community, in consultation with their staff. Two important design decisions are:

• sequencing the elements of the appraisal system; and
• linking appraisal with other elements of the performance management system.

As the Employer

As the legal employer of all staff, the board of trustees has a primary responsibility for ensuring the development and implementation of a performance appraisal system, to meet local needs as well as the prescribed requirements. Each board should consider the appraisal needs of the staff that it employs:

• the principal
  • both as professional leader and manager on behalf of the board;
• teaching staff
  • employees with teaching responsibilities; and
• other staff
  • those supporting the organisation and administration of the school.

Developing the Policy

The board policy on appraisal must:

• reflect the prescribed principles and specify the process;
• make an appropriate statement about delegations;
• include a statement on confidentiality; and
• specify a process for dealing with disputes.

The Principles

The principles give direction to the establishment and implementation of an appraisal system. While five of the principles are self-evident, the terms transparency and timeliness may require further interpretation.

To be transparent, there should be no surprises or hidden agendas in the operation of an appraisal process. All staff should know what the key processes are and why they are needed.

Timeliness refers to the need to relate the twelve-month timeframe for the appraisal process to the other key processes in the annual cycle of the school's operation Ð budget-setting and planning for professional development. It also refers to the need to pursue professional development initiatives for individual teachers. The appraisal cycle need not operate from February to December, but might operate over any twelve-month period and could vary from teacher to teacher.

The Process

The appraisal process must include the features and aspects outlined in the prescription.

Delegations

When delegating responsibility for the appraisal process, boards should consider whether the person(s) have the:

• appropriate skills and expertise to complete the expected task;
• confidence of those with whom they must work; and
• time available to complete the task effectively and report to the board as required.

In establishing the delegations for appraisal, boards should distinguish between the appraisal of the principal, of teachers, and of other staff.

Principal	Teachers	Other Staff
Appraisal of schoolwide responsibilities is usually delegated to either: - the board chairperson; - a committee; or - a contracted consultant. Appraisal of teaching responsibilities should be carried out by someone who is professionally competent.		Appraisal is usually delegated to the: - principal (smaller schools); or - the principal and/or senior staff (larger schools).	Appraisal may be included in the board appraisal policy. Appraisal is usually delegated to the: - principal (smaller schools); or - the executive officer (larger schools

Principals provide reports to boards for the purposes of monitoring and accountability.               

Confidentiality

In developing a statement on confidentiality, boards should consider the relevant aspects of the Privacy Act and the Official Information Act.

The appraisal report of individual teachers would normally be confidential to the appraisee, the appraiser, and the principal, unless the appraisee agrees otherwise. When considering the appraisal report on the principal, the board would normally need to move into committee.

Once the board has delegated responsibility for appraisal, individual board members would not normally have access to the appraisal documentation.

Boards, principals, and teachers are reminded that the Education Review Office has a statutory right to examine any information in a school for the legitimate purpose of conducting any review. When review officers sight appraisal documentation to ensure the prescribed requirements are being met, they are mindful of the confidential nature of such information. All review officers are bound by a code of conduct that requires them to "respect the confidentiality of information acquired in the course of their duties". They also abide by the requirements of the Official Information Act and the Privacy Act.

Disputes

To ensure fairness and justice, a process is required to deal with dissatisfactions that may arise in particular cases. However, in any dispute, the board, as employer, has responsibility for the final decision. This is consistent with current employment contracts.

Monitoring and reviewing the policy

In delegating responsibility for the implementation of appraisal, the board, as employer, retains a responsibility to monitor and review the operation of appraisal processes in the school. Boards need to be assured that the processes reflect the policy and are being implemented effectively.

Monitoring appraisal

The board needs to consider the form, frequency, and level of detail of reporting that it requires for monitoring purposes. Reporting requirements should be established at the time of delegation. A board might expect to receive a progress report from those to whom it has delegated responsibility once every six months. However, this will depend on the number of teachers.

Reviewing appraisal

The appraisal policy and procedures need to be regularly reviewed to ensure that the appraisal process is functioning effectively and meeting the expectations of all concerned. A board should ensure that the appraisal process is reviewed at least twice in their three-year term. Then, if necessary, the policy should be reviewed in consultation with staff. The seven prescribed principles provide a checklist for boards in reviewing their appraisal policy and procedures.

Sequencing the elements of an appraisal system

Though the elements required in the appraisal process are specified in the matters prescribed by the Secretary for Education, the way in which the elements are sequenced is flexible. Schools therefore need to consider what sequence meets their particular needs and philosophy. Many different and effective appraisal systems already operate in schools. Some may need further refinement to meet the prescribed requirements.

Linking appraisal with other performance management elements

Boards are required to ensure that the appraisal process is integrated with the wider performance management system operating within the school, including registration, professional development, career development, and remuneration management. There are many different ways this linkage can occur. Boards need to consider the consequences of the integration and ensure that the system adopted is appropriate to the size of the school and the number of teachers employed. Two alternatives are illustrated below:

i) separate, but coordinated, cycles for appraisal and other aspects of performance management

ii) a single, integrated system

Ensuring a professional development perspective

To ensure that the appraisal process has an appropriate professional development orientation, a board needs to establish that the aspects of performance appraisal provide information to drive professional development, which in turn leads to improved teaching and learning. Aspects could include:

• identifying expected performance;
• establishing development objectives; and
• evaluating work performance and professional growth.

Identifying expected performance

Effective performance appraisal requires the appraisee and the appraiser to have a common understanding about the levels and types of performance expected, as well as a common agreement about what makes a good teacher.

Performance expectations should express the level and/or quality of performance expected of each teacher. These may vary from teacher to teacher, and change over time for an individual teacher, as skills develop with experience.

Performance expectations for teachers must relate to the key professional responsibilities and key performance areas of their current position. Key performance areas need to indicate the teacher's key professional responsibilities. Boards should ensure that key performance areas are consistent with, and reflect, the intent of the minimum requirements established by the Teacher Registration Board and the clauses of collective or individual employment contracts relating to performance management.

Establishing development objectives (see footnotes)

Effective performance appraisal requires the identification of potential areas for professional growth, and the provision of appropriate support and assistance to foster that development.

For example, the focus area for the development process for a teacher could include any of the key professional responsibilities and performance areas. The development objective(s) for each teacher may also be linked to current initiatives in the school's strategic or development plan. For each development objective, the assistance or support to be provided is a crucial element.

While individual teachers need to trial new approaches, working collaboratively and co-operatively during the planning and review stages will provide each teacher with the advice, support, and encouragement of their peers, as their skills and confidence grow. New Zealand research (e.g., Bell and Gilbert, 1995) emphasises the benefits of this approach to teacher development. In order to further promote professional development and growth, the appraisal cycle may also include feedback and/or data collection through:

• an interim appraisal interview/meeting;
• peer appraisal;
• group/team/whanau appraisal; and
• additional assistance by an expert/mentor.

Evaluating work performance and professional growth

Effective performance appraisal requires agreement about the process for monitoring actual performance, an evaluation of how well actual performance compares to the performance expected, and documentation of the information that this evaluation has been based upon.

Although self-appraisal is a crucial component, evidence from overseas research confirms that there are sometimes differences between what teachers think and say they are doing, and what is actually occurring. Observing teaching, coupled with the sharing of perceptions about what is happening in classrooms, increases the validity of conclusions. For each appraisal, a range of other devices may be used to support limited classroom observation.

For example:

• portfolios;
• video or tape recordings of parts of lessons;
• structured student feedback/comment; and
• analysis of documentation provided by either students or teachers.

In considering the range of data gathered during classroom observation and by other techniques, it is especially important to consider:

• emerging patterns; and
• any apparent discrepancies in the information provided.

In Conclusion

Boards of trustees are reminded that a professional development perspective to appraisal should ensure an improvement in the quality of teaching (and therefore learning) in New Zealand schools. Boards of trustees need to ensure that each teacher is provided with opportunities for appropriate professional development. The professional growth of every teacher is a vital component of effective personnel management and directly benefits all students.