ML021760047

Performance Planning & Evaluation for Managers for G. Fiser, 1/6/98

ML021760047
Person / Time
Site:	Browns Ferry, Watts Bar, Sequoyah
Issue date:	01/06/1989
From:	Fiser G, Shawn Smith Tennessee Valley Authority
To:	NRC/SECY
References
-RFPFR, 50-259-CIVP, 50-260-CIVP, 50-296-CIVP, 50-327-CIVP, 50-328-CIVP, 50-390-CIVP, ASLBP 01-791-01-CIVP, EA-99-234, RAS 3933
Download: ML021760047 (9)

Text

PERFORIMNCE PLANNING ANO EVALUATION

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FOR MANAGERS OFFICE OF NUCLEAR POWER C.'L. Flier SOCIAL SECURITY NUMBER.

,POSITION ITRUE/GRADE: Chemistry_ SupertntendentbLK_!

Plant DIVISION/SIII/S1AFF: Sequoyah Nuclear Plant ORGANIZAl ON: BRANCH I I I I IIII

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• LO*ATION

  Senuovah REVIEW PERIOD ENDlING:____ 6130

- 9130 -. A116u89

- Annual "

3/30 Other-See Anltrctl (check one) Record Actual Date-Hr.

,RATING: Adequate Performance in-teri '-' Inter m'-- overallI Other - See Instrm (Give Rating) Interim . 4,,

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DATE: IDALE: ..

Iiiiri'lyReviews - The PPE cover sheet only is conpleted and sent to the Division Personnel Officer.

.An*aul (or other) Evaluation - l1e coWleted PPh Form, in Its entirety, is sent to the Division Personnel Officer.

Ilred For quarterly reviews and annual (or "other') evaluations.

Always required for annual (or "other*) evaluations. '4 "*,'

>"Ilred for quarterly reviews only If Interim rating is ounacceptable.0 i* .*.. - j.... I , - r

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ti S .. ",PERFORWUcE PLANMING EAN UATION FOR ANAGERS FOUR PRIMARY OBJECTIVES (1) Improve quality and productivity by effectively definin9 , managing and evaluatin accountabiltities reflected in the pstion description.

(2) Ensure that management job performance supports the achievement of corporate goal e Iv thin the highest sndards of excellence.

(3) Provide a planning tool for training management employees to do their current jobs better. (4) Create a means of identifying candidates for fut.r'so leadership roles.

KEY ELEMENTS IN THE PROCESS The Performance Planning and Evaluation (PPE) process involves these key elements in a continuous annual cycle: Performance Planning, Performance Management, Performance Evaluation, and Performance Development. ,

1. Planning -4.,:

At the beginning of the Performance Planning and Evaluation cycle (annually in October) each management employee will meet with his/her (- ,*.

the used coming

ý-Vw ' review

- assessing 3"Jo ju,,t, period.

,u&ryThe howX~i the supervisor s and Four istobeing management employee x dccoUntdbilI will alsofro define which together what measure, that management standards, employee will be or descriptions held resp~onsible will be ***

during

. in well work performed, Me$

and the%obJectivesi expected results. The position descriotion is significant because it becomes",

the cornerstone 4alanst whichn erformanci Is measured. "

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2. Management Performance Mananement fnr-times referred to as monitoring) means continuous day-to-day, week-to-week, conmunication between the supervisor and "* .na. nei.L tupuy"- itegarding objectives, how they're being performed, and progress on individual development. It is an information feedback and coaching process involving the observation of work and results. A minimum of one review must be held quarterly and documented.

Each management employee receives an interim performance rating at the end or every quarter, refiecting accomplishments, the extent to which progress is being made inwork and development activities, and how well management skills (performance factors) are being utilized.

3. Evaluation At the end of the Performance Planning and Evaluation cyie (annually in Septemiber) supervisors evaluate each of their N-Schedule employees with regard to Accountabilities, Performance Factors, and *erformance Development Activities for the whole year. One overall performance rating is given at this time. The appraising manager should come to a decision regarding the overall ratng based on his or her perspective of the employee's performance during the whole year.

4. Development Development activities are integral to management employees dchleving their maximum potential. Developmental needs are first identified during the evaluation phase of the cycle as areas needing Improvement ur opportunities for growth. After developmental needs have been jointly identified by the supervisor and the management employee they are translated into action plans ar 4 monitored, with appropriate changes, throughout the next review cycle.

RATIIWDEfINITI0NS USED DURING QIJARIERLY AND ANNUAL EVALUATIONS Unacceptable Adequate Solid Superior Exceptional I--I Performance I Performance I:1 Performance r-I Performance Performance Does not meet expecta- Meets basic expectations. Fully competent per- Performance which clearly Sustain tions. Failing to meet Performs similar to formance. Consistently and substantially exceeds basic requirements of break-in period on new meets expectations in a oince wi expectations for major areas tions a the position. Manage. Job, Performance timely/quality manner, of position Contributes work an mrt action necessary, indicates certain Considered a valuable significantly to work group limitations. Improvement employee contributing productivi y. Highly woeded in specific areas. W Cllto tbe success of effectve in m e areas.

the organization.

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PERFOMANE PLANNING/PERFORMACE WMNAING/ANNUAL EVALUATION (Section 1)

Il hdentified JoIntlv bv emTloyee and supervisor. EXE REOSULTS Reviewed Jointly by enployee ACTUAL RESULTS and supervisor.

ACCOUNTAB lIlTIES List tour to six major actiw ities, ongoing Develop specific, measurable results Copy this form and review thIe progress made responsibilities, and/or special objectives for each accountability or objective. In meeting the expected results on a periodic kI reflected in the position de scription. (Use basis. (A minimum of one review must be held additional paper if necessar Y-) " quarterly and documented.)*

To support the plant in the restart of 1 units I and Z in the area of Chemistry.

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• If unacceptable aet!nn olan (Sectionperformance 4). Is Indicated at any time during the review cycle, developmental needs should be Identified and translated Into an ac !nn Man (Section 41 Ouarterly Oocimnted PRnlft SupvsS np (-..

Schedule Dates Dates Caipleted Rating Ini1t;ials Initials COtWents 12/30 .- ,

M1ma l ftealetlol GiM by: A -I fl-ith Date: .__ 1/6/89_- .*,.

CmOnnts .

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r' " 4, PERFORMANCE FACTORS (OBSERVED)

FOR ALL MANAGEMNT EI1PLOYEES Check one (Section 2-A) kPerformance FOctonr describe h mployee go about.'; .

Id ccompllsnilnl* o b responSiDbl ties.  : *..-"" ..'J II Analysis & Decision Making - .. '

Identifying Issues and J problems, relating and Supervisor frequently Occasionally analyzes comparing data, identifying Generally anticipates and Consistently applies.!

cause/effect relationships, required to identify problem problems to a satisfactory analyzes problems. Estab- analytical ski lS to areas. Employee generally conclusion. lishes priorities and plans relevant data. Brings" Making judgments reflecting does not consider enough schedules accordingly.

factual In formation and problems and opportun Information in making Recommendations and ties to the attention ý organizational resources. recommendations or decisions decisions generally Developing alternative causes of management In a well or over analyzes to the point include consideration of ordered manntr, Excep of act on, that decisions are not made. all relevant factors. ttonally decisive under tinm pressure. -

Innovation & Creativity Generating and/or recognizing I--II I_x 1 imaginative techniques or Rarely Introduces new Ideas Can be resourcerul but Frequently demonstr~tes creative solutions to Introduce or ftThods. frequently uses originality. Offers new methods, concept, and establithed methods for suggestions or new processes. reaching goals. lar; u~ches.

- I I-Commnications (Oral & 10i.tten)

Effective oral and written IxI expression in presenting Ideas Performance Indicates a Comnunicates effectively Proficient use of oral and individually or In a group. deficiency in the following Inmost areas. written communication Ability to organize and present area(s):

I Ideas In a meaningful form. skills. Conveys information Verbal communication skill In a clear and meaningful Written communication skill form, Individually or In Presentation skill groups.

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Ability to pick out essence of Problems or inefficiencies Usually aware of the needs Actively listens and what Is being said or observed. are created sometimes by of others for information. observes. Obtains Uses InformAtion to Identify Inability to effectively feedback and acts on MW analzde prelim an listen. Idontifled problams &W

• opportmnties. Oportanites. .

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rerrormance Factors Applicable to All Ilanaqers Time Plana tement - Planning and.I prioritizing work to utilize I ,

available time productively. -. ..,* .

Effectivelyapplying effort Work product is often Adequately sets priorities over a sustined period of time. Generally uses time Ir highly producttvi' <t, Incomplete and/or late. and schedules time with productively and meets and consistently meets I normal supervision in order to complete tasks, deadlines. Steady worker; works extra time when deadlines., Demonstrat$ 3 4"i sustained effort and Scomplete *.. out. St assignments y$ over to , '

_on own Initiative._-'

Adaptahi1 try - Maintaining

,"i,* i effectiveness in varying and changing environments. IIM 1 Adjusting to changing Often falls to produce

. i Usually produces Adjusts positively and Meets unexpected or M.'Jt,.

directions, demands, adequately when Job acceptable results when productively to new unplanned changov In",'t.J, priorities personalities. circumstances or conditions are altered. Job conditions have been environments altered. Requires some job conditionsor inchanged a job conditions with a forward looking adjustment period. relatively short period of attitude. Reacts tO time. challenges as

______________opportunities.

Temok- Working and Tinteractng with others in a C*1 cooperative manner II" accomplish overall to business Difficulty ineffectively Accepts the need to work Develops positive working goals. Supporting decisions dealing with others. with others. Provides Demonstrates leadershli2 through Individual action. relations with others. in promoting cooperat ionj Hinders individual or group assistance and information Provides help, advice, and goal achievement, and teamwork. Solicits:

when requested, suggestions, feedback and seeks ..

opportunities to .

effectively. assist others toward achlevin ,

,__goals. individual or group..

dnating action andI I l__I 'I

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'.)aining active attempts to

"*teo goals. Tenacity in ';'

Requires frequent direction i s responsibility Provides extra effort In C Impleting tasks and solving or prompting. Consistently self

'W . defined Identifying what needs to motivating. 0evtlopst'4 probl= . W'Eillingness to exert d r .. ,e are given, extra effort to get the Job be done. Takes Indepndent innovative solutions .

Contr'h.tes Input when action.and requires little to problM vlthout. .!4(

done. called urrmn supervision. Ids I "This level Indicates prPblems or l4)eloments to accept*abe per orinance.i 1 ,?" -l,*. vlopwata e show. e ....

into en action plan (section 4).

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PA PERFORMANCE FACTORS (OBSERVED)

FOR ALL VANMfEf NT EMPLOYEES 1WH0SUPERVISE (Section 2-8) employses or" go go I

Leadership -

Utilizing appropriate Interpersonal methods In Lack of established Adequately working guiding individuals toward task Has clear goals for the Maintains absolute direction for the area relationship with unit and seeks creative

,accompishment or common supervised. Actions do not z-ployees. Acknowledges clarity of mission foor".'

1goals. Ability to maintain ways to assist employees self, unit and .

reflect the support and role as leader of area in adopting them. Manages 1group cohesiveness and confidence of subordinates. supervised. employees.

ýcooperation and facilitate self well and has gained Subordinates are ..

group process. the trust and confidence of the members of the unit. certain goals andofhavethe taken. unit's,-ý--la

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1 them as their own., .

Creatively inspires and,':`

motivates unit meIbers, ;,:.

to achievement of.,

iqoals. Builds climI ta I*

• or results,. .:.

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, Development of Subordinates

• , - .. ............ T Developing skills and L1_1 1--i I-E colpetenc es of subordinates Exhibits lack of sensitivity Provides coaching when through the creation of Insight Counsels and L iches Takes a progressive "

• to employees development performance or problems subordinates on a stance in encourag Ing:r and/or through training and needs. Provides less tean with assignments warrant development activities related day-to-day basis providing professional growth and . i adequate feedback. or Inaccurate it. opportunities for development.

to their current and future IllIng.{ k Jobs. feedback.

active Exhibits concern by an to act as a mentor f .

identifying and supporting others. Increases i.: tacivecncen by trainingis.and development activit effectiveness of '.P*;"

subordinates by helping them identify their r. '

needs, designing or0 ';.

locating appropriate' development situations .;.I Planninm and Organizing 1itablishing a course of action Ix-r V.'

for self and/or others to In Adequately plans own work I.,,'.

.44, acco lish a specific goal; Consistentl placqIng proper assigrments of and that of work group, and systemi personnel and appropriate given pre-established courses of allocation of resources. parameters and/or timeframes. support of Gives thorc 1!

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• .*...A I I 6elegation LI_* IT_ I 1-i Utilizing subordinates skills, and energies effectively Requires undue amount of Delegates job tasks and/or Delegates effectively ,

Allocating decision makIng Clearly delegates supervision to manage well defined responsibili allowing subordinates the responsibilities, J and other responsibilities people. Has difficulty in ties to subordinates. responsibility for to the appropriate subordinate. decision making, A. '

• giving up job responsibility to others, or in assigning gathering and analyzing authorities to subor:-%- .41 data and prioritizing work dinates. Provides .- ;-, '

work to the appropriate schedules. Provides effective information >,

person. opportunity for feedback. and resources to accom.,

plish work assignments$

Demonstrates marked-*.

ability to target 1d 1 viduals in the organ 't* T zation to successfully, carry out assignments."* -&i'

• 1 t --1 Control I--I

• 1I 0I:I Establishing procedures to monitor one s own job Difficulty in recognizing Takes action to follow-up Effective in monitoring Uses systematic and activities and responsibilities the importance of monitoring on work, tasks, or job activities and efficient methods for or to regulate the tasks and or following up on the activities periodically. responsib;lities for self tracking activities for the activities of subordinates. adequacy or timeliness of and subordinates.

Taking action to monitor the which individuals or . '

work assignments. Recognizes budget organization are respon- :U results of delegated assignments constraints. observes sible. Achieves results',k.'

or projects. work in progress for within budget. Operatesl,; .

adequacy and timeliness with a heightened senser',V and provides for periodic of urgency when needed :*, . .

feedback or status reports. get maintains effecti v balance between concerm, 2 for work for and concern peopleresults. j:*,

I Malking Your Spaces I -I

• I--I ITi ACCESSIBLE - Person-to-person communication. Observation of Exhibits lack of initiative Person to person Routinely observes and Contiruously demonstra- :

work at employee's work place. inmaking oneself accessible conmonication is talks with employees at Listening to employees. tes an effortful commlt- "

to subordinates. Shows lack generally open. is their work station. Fosters ment to being accessibleW',

SENSITIVE - Consideration of of awareness of one's receptive to ideas and a give and take atmosphere to subordinates; open

• subordinate's feelings, needs behavior and its impact on needs of subordinates where ideas and needs can and sensitive t the I -r,(,

and ideas. PERCEPTIVE - Ability others. Demonstrates during assignments, be aired openly. Demon to,'Judge whether employees needs, feelings, a nd difficulty in assessin9 scheduled meetings, and/or strates ability to detemine ideas! and n antiv& tI are doing the right things for problems or opportunities problem resolution. if people are doing the the right reasons. Ability to and In providing follow-up Provides follow-up on an right things for the right be.sel -critical. Making with employees. as-needed basis. reasons and provides decisions and taking action direction or problem reso based on one's assessment. lutions in a timely mnner.

inii anlOVOS into iflOICil@5 action plan (section 4). iqiquiinflis w propiwasor dccepidoiW perruruasz. IF 11113 IM 13 blWI.SHUg liaIuI.qaImuIbmP *inuu. rnf.u.w MW INJIIIli

(Sectioen 3) ', .5. -&!. i oned*

w based on performance during thls review period Unacceptable Solid Superior Exceptional , ,. *. '.

Performance rm orma I- Performance Performance *,'*i,,, P' ., -

Does not meet expectations. meets basic expectations. Fully competent perform- Performance which clearly Sustained extraordinary pero failing to meet basic Performs similar to mAnce. Consistently and substantially exceeds which far exceeds expectation and #

"requirements of the break-in period on new meets expectations is a expectations for major areas significa.tly adds to work gr.

position. Kanagement job. Performance timelyfquality manner, of position. Contributes performance In excess of peer action necessary. indicates certain limita- Considered a valuable significantly to work group contribution. Top performers

-U ;i*;.:"the tions. Improvements needed is specific areas.

elloyee contributing weil organization.

to the success of productivity. Highly effective im many key areas, the organization receive this. .I)"-..*

rating.

attained Achievable performance.. but. seldwu

.. . .* . g MOE: If at the end of the review cycle (September) the mployee receives an "unacceptable" rating, a formal review of performance must again be conducted at the end of the next quarter.

Supervisor's Summary Statement and Coments:

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P The overall performance of the Chemistry Group Is not acceptable. Although Mr. Fiser has expended a great deal of effort in developing an is parovemt

-program, very little implementation has taken place. Extensive effort will be required to make the necessary progress in 1989.

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5.-S Eaployee's Comoents (OC-ional) 4.,

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Date: /. '" Reviewed by: al: .Date:

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, rI5--1Employee Signature: d  !" .a ' *4-' , V

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PERCWRPMOM OMVPEVELT A 2 (Section 4)

The purpose of this section is to assist the management exployee in perfoiung effectively In his/her present assigiwent by identifying strents, luprovement needs, and develoipental activities. Performance develoPMent activities can also be viewed as an Occasion, an opportunity, - "

In support of career objectives. This section is conipleted at the beqinninl of the next review period. (Use additional Paper if necessary.)"

Career Interests (Completed by employee.) .

Bespecific. Indicate preferences and alternatives.

A. Next 5.3. Lo*er Range Wdhat strengths and abilities has the employee demonstrated in his/her present or most recent position? (Completed by Supervisor during quarterly lMr. Fiser has a very strong technical understanding of the chemistry area; additionally, he has considerable experience in this area.

• Jj In lch a re.as of perfor.mance does the erployee need the most improvement? (Completed by Supervisor during quarterly and annual reviews.

aoted should be accompanied by a co.-esponding performance development action plan. See reverse side.) Areas ,

Mr. Fiser must become. morc aggressive in the performance of his duties. many discrepancies in equipment and personnel performance should have been corrected in a more timely manner. Mr. Fiser has a tendency to wait for corporate assistance in many areas where

• assistance is either not required or forthcoming.

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