State of Washington Performance and Development Plan Guide

Updated October 2007

Table of Contents
Employee Performance Management Overview .............................................................2 Roles .................................................................................................................................3 Beginning the Process ......................................................................................................4 Position Linkage with Organizational Mission and Strategic Plan.....................................5 Part 1: Performance Expectations ...................................................................................5 Part 2: Training and Development Needs/Opportunities................................................10 Part 3: Organizational Support (Optional) ......................................................................11 Part 4: Interim Reviews (Optional) .................................................................................12 Part 5: Performance Feedback ......................................................................................13 Appendix A PDP Requirements in the Rules ...............................................................17 Appendix B Position Linkage Examples.......................................................................18 Appendix C Key Results Expected Examples.............................................................20 Appendix D Training and Development Needs/Opportunities......................................21 Appendix E - Individual Development Plan Examples ....................................................22 Appendix F - Suggestions for Supervisor Feedback .......................................................24 Appendix G Potential Influences on What Supervisors Write ......................................25 Appendix H An Assessment Writing Checklist.............................................................28 Appendix I - Tips for Writing Effective Performance Feedback.......................................29 Appendix J - Examples of Written Assessments.............................................................30 Appendix K Clarifying the Core Message ....................................................................36 Appendix L When Performance Needs to Change ......................................................37 Appendix M Ways to Encourage Employee Participation ............................................38 Appendix N Sample Feedback Session Agenda .........................................................39 Appendix O Performance and Development Plan Q & A .............................................41

Employee Performance Management Overview

Performance management aligns the organizations mission, vision and values with individual performance. In an effective performance management system, the overall strategic plan is cascaded down so that, ultimately, there is a clear path connecting each employees job to that plan. Performance management is an on-going process of creating and sustaining a workplace environment where both an organization and its staff succeed in fulfilling business objectives. At the organizational level, performance management takes the form of planning and tracking of results. It involves the development and communication of: Agency mission, vision and values Development of goals and objectives focused on results or outcomes Performance measures and targets Strategies to achieve targets At the employee level, performance management is a comprehensive approach to: Assigning work Establishing expectations Supporting employee efforts Providing assessment and feedback Following through with appropriate recognition or correction Some common characteristics of organizations where performance management is being done well are: High percentage of completed performance appraisals. Clear linkage between employees jobs and the organizations mission. Open sharing of performance measures. Communication and feedback are ongoing. Employees know what is expected of them. Investment of dollars and time in training and development activities. Reward differentiation between high and low performers. Good performance is consistently recognized. Poor performance is quickly addressed. This guide is intended for use by supervisors and employees in conducting all parts of the Performance and Development Plan (PDP). The material presented in this guide provides concepts, suggestions and techniques that can be very beneficial when applied to the PDP process. None of the material in this guide is considered official instruction, nor is it required in the completion of the PDP. A Q&A is included in Appendix O.

Roles
Supervisor's Role Supervisors provide the link between agency goals and individual employees. Through their actions and attitudes, they help to create a culture that supports performance management. Supervisors are the front line implementers of the process for individual performance management. An effective performance management system cannot be realized in an organization without active involvement and support of the organizations supervisors. Supervisors have the following responsibilities within performance management:

To effectively use the individual performance management process: o Establish clear expectations for employees o Provide honest and timely feedback both formal and informal o Support employees growth and development o Recognize and reward desired performance o Correct undesirable performance o Remain focused on helping employees to succeed To provide leadership to employees and to help create a supportive performance management culture To be fair, reasonable, accountable, consistent, and timely To communicate honestly and directly To follow the organizations policies, procedures and guidelines for performance management To ask for assistance when they need it from their manager, or human resources, or peers

Employee's Role To be done well, performance management must be a shared responsibility of employees and managers. Employees are responsible for seeking clarification when needed so they understand whats expected of them and for performing the work in a way that meets expectations. Employees are also responsible for participating in the performance evaluation process and for communicating successes and problems to supervisors so the supervisor can better measure progress and provide assistance where needed. Employees responsibilities for performance management are outlined in WAC 357-37025.

Beginning the Process

The Performance and Development Plan (PDP) is a tool that you can use to initiate conversations with your employees that will support effective employee performance management. It is formatted to facilitate both performance planning and feedback at the end of the performance period. It is essential to start a PDP as soon as a new employee comes on board to begin the process for the probationary or trial review appraisal. What better way to ensure the employee understands their role and your expectations? The PDP is organized as follows: Performance Planning 1. Performance Expectations (Results and Competencies) 2. Training and Development Needs/Opportunities 3. Organizational Support Performance Assessment 4. Interim Reviews (Optional) 5. Performance Feedback (Results and Competencies) Before the supervisor and the employee begin work on the PDP, the following basic steps should be considered:

The supervisor and employee review the PDP form and instructions. The position description is updated, if needed. The supervisor completes the data section at the top of the PDP form. The supervisor determines the timing and process that will be followed in completed parts 1-3 of the PDP.

Position Linkage with Organizational Mission and Strategic Plan

Overview One of the first steps in completion of the PDP form is describing the positions link to the organizations mission and goals. Answer the question: What is the organizations mission, and how do the duties and responsibilities of this position link or contribute to the achievement of the mission, goals, and objectives of the organization? Its here that you want to describe the true value of the position in the organization. Why is this important?

A supervisors attitude about the value of a position will impact the employees attitude, and ultimately the employee's performance. People take pride in work they believe is important and making a real contribution.

Tips to describe the linkage Dont invent Dont overstate or be flowery Be honest and clear Examples of Position Linkage statements are included in Appendix B

Part 1: Performance Expectations

Performance expectations are determined by the manager. However, the employee should have input and participation. Expectations should be limited to those most important to successful job performance. The PDP calls for two categories of performance expectations: Key Results Expected and Key Competencies Expected. Results refer to the what of the job. Based on the primary areas of responsibility, what are the most important outputs or outcomes expected during the performance period? These expected results are to be stated in measurable or observable terms. Competencies refer to the how of the job the behavior that the employee engages in when carrying out the what of the job. Competencies are those measurable or observable knowledge, skills, abilities and behaviors critical to success in a key role or function. Key competencies that are specific to the job should be included. Competencies that are core to the organization might also be included.

Key Results Expected

Overview
Its here on the PDP form that the most important outcomes for the job expected during the period are documented.

For some positions, this may mean documenting some special assignments or goals to be achieved. For other positions with generally the same job duties and expectations from year to year, this may mean documenting the performance standards for the positions key responsibilities. And for others, the key results expected might reflect a combination of performance standards for key responsibilities and special assignments or goals.

Whatever approach is most appropriate for a position, supervisors should focus on the most critical expectations generally between three and seven total is sufficient for most jobs. If too many "critical" expectations are laid out, then none of them seem critical. The Key Results Expected section is focused on the requirements of the particular job. Key Results Expected should be the same for a job regardless of who is in the position.

Writing Key Results Expected

How do you describe Key Results Expected? There are two important questions to ask yourself about Key Results Expected: 1. Whats important to get done in this job? 2. How will we know when the employee gets there? In answering these two questions, consider the following. Focus on outcomes. What is the desired end result of the key job responsibility or special assignment? What is the goal? Strive to state Key Results Expected as an outcome expectation rather than an output or task. While outputs (number of meetings, number of responses, etc) or completion of specific steps may be easier to measure than outcomes, they often dont speak to the true purpose of the work, although there are some situations where measurement of outputs is meaningful. Explain how you will know if the Key Result has been achieved. Make the Key Result Expected measurable or observable. Think ahead to the assessment process. What information will need to be gathered and used in writing the assessment? How

might the conversation between the supervisor and employee go? This will help the supervisors think about the information that will need to be gathered and how that information might be gathered. Often, measurement of outcomes seems more subjective than measurement of outputs. Its appropriate to rely on information and opinions from sources that matter customers, subordinates, or subject matter experts, for example. Ongoing collection of feedback from clients (qualitative or quantitative), use of surveys, or less structured feedback solicitation at the end of a performance period are all methods that can be used to gather information from appropriate parties. Keep the list short. To make the Performance and Development Plan meaningful and manageable, its important to focus in on the top priority key responsibilities and/or special assignments. Keep this list to just a handful if possible typically three to seven will cover the critical parts of most jobs. Ask:

Which responsibilities weigh most heavily when deciding how well the employee is doing the job? What responsibilities matter most? Which responsibilities must an employee excel at to be considered a top performer? What special assignments are most significant and have the most impact?

State them simply. Use clear, everyday language when describing Key Results Expected. The goal is that both supervisor and employee will have the same understanding of the expectation. The simpler the language the better. Beware of subjective terms such as: Thorough, Excellent, Effective, Frequently. Ask yourself: What does Effective look like in this job? And state this instead. Be SMART! Check the Key Results you write against the following SMART criteria: Specific Measurable or observable Action-oriented Realistic (Within the employees authority and resources) Time-oriented (Is a goal date included where appropriate?)

Consider the following format for writing Key Results Expected: What action? will achieve what result? by when? to what end? Reduce; complete; increase; eliminate; maintain Strategic plan; response time; software installation End of 2nd quarter; June 03; Tuesday by 5 p.m.; immediately Priorities will be clear; permits will be approved on time lost time will be reduced

Examples of Key Results Expected are included in Appendix C.

Key Competencies Expected

Its here on the PDP form that the most important competencies expected during the period are documented.

What are Competencies? These are the other part of the Performance Expectations. The first, Key Results Expected, was the "what." Competencies are the "how." Competencies are those measurable or observable knowledge, skills, abilities, and behaviors critical to success in a key job role or function. In the Performance and Development Plan (PDP) process, there are two primary steps for the Key Competencies Expected section: 1. Pick the most important competencies to include in the plan, and 2. Describe the competencies in behaviorally specific terms. Different Types of Competencies
Two types of competencies should be considered for inclusion in the Key Competencies Expected section for performance planning. Job-specific competencies are those that are most critical for a particular position. Positions in the same occupational category (job classification) will generally have very similar competency needs, but they may also have unique needs depending on the work being performed.

Job-specific competencies are typically identified through a job analysis process. An organizations Human Resources staff can help supervisors with information about identified competencies and the job analysis process. Core competencies are those competencies that an organizations leaders expect all employees to model. This might be done at the very top level of an organization and apply to every employee, perhaps for a division or department, or maybe not at all. If core competencies are identified, it is important to consider these in the PDP process.

How does a supervisor choose which competencies to use?

The supervisor should focus on some basic questions to determine which competencies to include in the Key Competencies Expected section. What are the competencies critical to this job? What core competencies do I need to include? What are the few competencies critical for this person to focus on during this period? While both the Key Results Expected and Key Competencies Expected are built based on the requirements of the job, the Key Competencies Expected should also be influenced by the abilities of the employee and areas of skill, knowledge, and behavior that you need them to focus on during the performance period. Keep the number small. Choose only those competencies most critical for the person in the job for the performance period. Between 3 and 7 is a good target. Use enough to identify what really matters. Keeping the number small keeps the focus on those most important competencies and keeps the process more manageable. Check in with Human Resources. The organizations Human Resources office will likely be able to provide information about the following competency considerations:

Have Core Competencies been identified for the organization? If they have, are there instructions or expectations regarding their use in the PDP process? Has a set of competencies been identified for the position through a job analysis process? Are there other competency sets that need to be considered or included? Such as a standard set for all supervisors?

Review competency lists. Sometimes its helpful to use established lists of competencies to generate some ideas around competency identification, what to call them, and how to describe them. Lists might be found in a number of places, including management publications and on the web. The Department of Personnel has a list of more general competencies on its website. This list is not all inclusive, and generally does not include technical or job specific competency sets.

Writing Competency Descriptions

A one or two word competency title isnt enough for the Key Competencies Expected section of the PDP. What one person thinks of when they see Teamwork, for example, might be very different from what the next person thinks of. Neither will a dictionary or generic definition typically be sufficient. The description needs to be more specific and tailored to the job. Whats important is to describe in behaviorally specific ways what the competency would look like when demonstrated by someone who has mastered it in that job. One way for a supervisor to get clear about what they are looking for is to think of an employee who has mastered that particular competency. What behaviors does that employee demonstrate around that competency that result in them being considered a master? Describe these behaviors in the Key Competencies Expected section. The description needs to be thorough enough and provide enough detail so that the supervisor and employee have a shared understanding of what success in that competency looks like in the employees job. But just as with choosing the number of competencies or key results to include in the PDP, its important to limit the number of behaviors chosen to describe the competency to determine which are the most important indicators of success. Including every possible way that that competency might be demonstrated will result in information overload, and loss of focus on the most important behaviors. The Department of Personnels general competency list includes sets of performance statements that describe behaviors that might demonstrate that particular competency. Some of these might be useful as is, others might be modified for use with a particular job, some may not be relevant. Its important to write the competency description to fit the job being planned for, and to ensure that supervisor and employee have shared understanding of the behaviors expected to demonstrate success in that competency.

Part 2: Training and Development Needs/Opportunities

Overview
Improvements the employee should make to achieve or sustain fully successful performance should be outlined in this section. Training and development opportunities for the present job and for career advancement should also be identified. Organizations that have individual development plans may use that format as a replacement for this section.

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Approach
Begin by reviewing Part 1, Performance Expectations, both key job responsibilities and competencies. Identify and list the knowledge, skills and behaviors most critical to helping the employee: effectively carry out day-to-day duties and responsibilities Prepare to assume further responsibilities and perform new tasks Develop career enhancement potential Next, assess the employees present level of competence in all these areas. Identify knowledge or skill areas that need further enhancement for employee success. Then describe outcomes and formulate strategies including, but not limited to, training to meet these needs. Identify the person with the single point accountability for each step, and include by-when dates for each step in the plan. A form to aide you in identifying skill gaps and strategies is provided in Appendix D. Examples of Development Plans are included in Appendix E.

Part 3: Organizational Support (Optional)

This is the place the employee writes suggestions about how the supervisor, co-workers, and/or agency management can support him more fully in his/her present job and with future career goals. Employees should be encouraged to describe what she or he would observe if the supervisor, or other person, was behaving as asked. Employees should: Be realistic. Be specific. Describe desired outcomes. Explain how you will both know the outcomes have been achieved. Identify behaviors that will be seen if the suggestions are followed. Be willing to discuss his/her responses with the supervisor. Whether or not it is discussed, and whether or not the supervisor is in agreement, the employees comments in Part 3 should appear unchanged in the final, signed PDP. If the employees feedback is intended for someone other than the supervisor, the supervisor should consider asking what the employee would like done with the information. Then act as seems proper. Suggestions to employees for providing supervisor feedback are included in Appendix F.

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Part 4: Interim Reviews (Optional)

Interim reviews provided an opportunity to do a check in with your employee. Ideally, you will give your employees feedback more than once a year. You can use this section to document those discussions and adjust any performance expectations.

Change in plans?
Its vital that the Performance Plan remain current and accurate if it is to truly serve as a blueprint for the employee. It should guide the employees most significant tasks and responsibilities, define where most of his or her energy should be devoted, and focus how the majority of his or her work time should be spent. If the plan is outdated shortly after its created, then the effort invested by the supervisor and the employee has been wasted. To effectively use the PDP as the source for the year-end performance appraisal, its critical to keep it alive in the face of changing priorities, initiatives and resources.

How can this be done simply?

The supervisor could clearly assign responsibility to the employee to ensure the Performance Plan remains current and accurate. The supervisor could include the employee's responsibility for keeping his or her PDP current as one of the Plans performance expectations. While the employee may have primary responsibility, the supervisors regular monitoring of the employees work will help to keep the supervisor aware of the need to update the plan. In some positions, projects and special assignments begin and end during a performance period. When a significant new project or assignment is given, the supervisor can modify the PDP to reflect this change. Changes are simple. Supervisors can consider doing a project debrief and assessment when it ends, rather than waiting for the end of the performance period. When an employee notices that significant work time and effort is spent on responsibilities NOT described in the PDP, s/he should bring it to the supervisors attention so either the plan can be modified or the responsibilities re-assigned. All changes to the PDP made during a performance period must be discussed, and signed, by both the supervisor and the employee.

Documenting Interim Reviews

Supervisors might choose to use Part 4 of the PDP to document more formal feedback sessions during the performance period.

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Part 5: Performance Feedback

Overview
Its here on the PDP that the supervisor provides a narrative assessment of the employees performance in relation to the Key Results and Competencies outlined in the Plan. Assessments should answer the following questions:

To what degree did the employee accomplish the expected results and how well were they done?" How well (or how frequently) did the employee demonstrate the expected knowledge, skills and behaviors"

The performance evaluation should be based on observed or verified performance. The aim of the feedback session is to have an open and constructive discussion that leads to an understanding of how well the employee did in meeting expectations during the course of the performance period.

Process
Instructions on the PDP form require the supervisor schedules a performance feedback session with the employee, at which the employee and supervisor discuss the performance evaluation. Ideally, the supervisor should meet with the employee at least two weeks before the assessment is due. You should ensure you both have a copy of the current plan and then have a brief conversation with the employee that will set the tone for the assessment. Consider discussing the following: 1. Current Plan If you have updated the plan during the year, ensure you have the most current version. 2. Share Process Expectations For example: It will be collaborative, not one person reacting to the comments of the other. Youll share the draft before you meet. The focus of the entire process will be on learning, and on the employees success. This doesnt mean that missed expectations and areas for growth and change wont be included and discussed. But keep in mind that accomplishments, not failures, make the best building blocks for future successes.

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The assessment is intended as a summary of conversations about accomplishments and issues held between the supervisor and employee throughout the performance period. There should be no surprises.

3. Draft Assessment You will share a draft assessment of expectations and competencies in Part 2, and the employee will have an opportunity to provide comment and feedback. You may wish to share your draft with your reviewer prior to meeting with your employee. The reviewer will still need to review and sign the final assessment once you and the employee have met but sharing the draft before the meeting may avoid the need to meet with the employee again, especially if the reviewer has significant concerns with the draft assessment. 4. The Assessment Meeting Within 2 weeks, meet to discuss the draft. Commit to sharing a draft at least one day before the meeting.

Writing the Assessment

Supervisors often feel overwhelmed when its time to start writing a performance evaluation. The following steps can help you think about the information you need to gather and the questions you need to ask yourself to prepare. Review all performance information for the employee, including: The most recent Plan, including Key Results Expected, Key Competencies Expected, and the Training & Development Plan Feedback from customers, team members, and others. Any data gathered related to the key results or key competencies expected. Your notes accomplishments, meetings with the employee, coaching, feedback. Decide what went well, what didnt go as well as expected, and what are the most important development needs. Consider: What were the most significant accomplishments? What were the employees greatest strengths? What were the employees most serious challenges? What are the employees greatest needs for improvement? Where does the employee need to strengthen competencies? Where can the employee take well-done competencies to the next level of mastery? Once you have considered all of the above, determine the one message or core theme you want to communicate to the employee with this appraisal. This will help you keep your conversation with the employee focused on the most critical matters.

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It is also often advisable to review your draft evaluation with your manager prior to giving a draft to your employee. Often he or she will have additional insight and provide you with valuable coaching The following appendixes contain additional information to assist you with writing the evaluation. Appendix G Potential Influences on What Supervisors Write Appendix H An Assessment Writing Checklist Appendix I Tips for Writing Effective Performance Feedback Appendix J Examples of Written Assessments

Planning and holding the feedback session

The purpose of the feedback session is to wrap up the performance period, summarizing all thats been discussed during the period about the employees success and provide an overall assessment of performance. Your goal is to create:

Shared understanding about the core issues: expectations, competencies, performance assessment, steps to correct performance. Commitment to follow through with the steps to correct performance. Demonstrated willingness to learn together and work collaboratively.

In preparation for the feedback session, consider the following:

Be very clear about the core message you want to communicate, the single most important idea about the employees performance you want to be sure s/he understands at the end of the meeting. Be prepared to discuss three specific topics: o The employees most valuable strengths; o The most critical areas where performance improvement is needed; o Competencies most in need of development. Make an effective session by being interactive, with both people open to the others ideas, listening and looking for their own part in what has and hasnt worked as well as they would have liked. No surprises! Remember that this session should be just one moment in an ongoing process of guidance and feedback. So if its historical and you havent discussed it to this point, it doesnt belong in this conversation.

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Focus on successes. Accomplishments make better building blocks than do problems. Get the tough stuff out of the way first and then spend a lot of time on the successes. After all, theyre what you want to encourage. Practice what may be difficult to say. Envision a successful meeting.

The following appendixes contain additional information to assist you with the feedback session. Appendix K Clarifying the Core Message Appendix L When Performance Needs to Change Appendix M Ways to Encourage Employee Participation Appendix N Sample Feedback Session Agenda

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Appendix A PDP Requirements in the Rules

WAC 357-37-030 When and how often must performance feedback be provided to an employee through the formal evaluation process? Employers must provide feedback and formally evaluate the performance of: (1) A probationary employee or a permanent employee serving a trial service period or transition review period before the employee attains permanent status in the position; and (2) A permanent employee on an annual basis. WAC 357-37-040 What forms and procedures must employers use to plan for and evaluate employee performance? Employers must use standardized employee performance planning and evaluation procedures and forms developed by the director or alternate procedures and forms approved by the director. WAC 357-37-034 Can an employer supplement the standardized employee performance evaluation procedures and forms? Employers may supplement the standardized planning and evaluation forms and procedures with special performance factors and assessment approaches that are specific to organizational needs. Employers do not need approval to supplement the standardized forms or procedures.

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Appendix B Position Linkage Examples

Job Classification: Engineering Aide 4 Agency/Institution: Washington State Parks Mission: The Washington State Parks and Recreation Commission acquires, operates, enhances and protects a diverse system of recreational, cultural, historical and natural sites. The Commission fosters outdoor recreation and education statewide to provide enjoyment and enrichment for all, and a valued legacy to future generations. Division/Unit: Puget Sound Resource and Development Position Linkage: The role of the Engineering Aide 4 is to provide professional, technical support critical to designing and constructing the recreational and historic facilities built and maintained within the state park system. The EA-4 combines technology and creativity in providing design-level drawings and specifications to more senior engineers with all efforts geared towards providing those facilities required by the public to more fully enjoy our state park system. Job Classification: Custodian 2 Agency/Institution: General Administration Mission: General Administrations mission is to help its customers succeed. Division/Unit: Campus Facilities Operations Position Linkage: General Administration exists to provide a variety of centralized administrative services to state agencies, including the maintenance of state office buildings and grounds. This position contributes to the mission of GA by maintaining proper cleanliness of client agency office space helping them to create a professional environment, one where people are happy to work. Job Classification: Office Assistant Senior Agency/Institution: State Auditors Office Mission: To independently serve the citizens of Washington by promoting accountability, fiscal integrity and openness in state and local government. Division/Unit: Local Audit Services Position Linkage: This positions supports that mission by providing the sole secretarial, clerical and general office support to a local audit manager, 3 assistant audit managers, and 11 other audit staff. This support assists the staff to conduct efficient and effective audits of all local governments in a four-county area.

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Job Classification: Environmental Education/Outreach Specialist 4 (EEOS4) Agency/Institution: Department of Health Mission: The Department of Health works to protect and improve the health of people in Washington State. Division/Unit: Office of Drinking Water Position Linkage: The role of the Environmental Education/Outreach Specialist 4 is to provide clear and concise information to targeted audiences on an ongoing basis, as well as during a drinking water emergency. This position helps educate external and internal audiences on drinking water issues and associated potential health risks to help ensure safe and reliable drinking water in Washington State. The EEOS4 delivers key health messages through a variety of methods, including displays, publications, promotional items, health advisory packets, and training opportunities. Often these products are translated into multiple languages. Job Classification: Mental Health Technician 2 Agency/Institution: DSHS Mission: The mission of DSHS is to improve the quality of life for individuals and families in need. We will help people achieve safe, self-sufficient, healthy and secure lives. Division/Unit: Western State Hospital Position Linkage: This position directly impacts the DSHS mission by providing personal care services and general therapeutic procedures for mentally ill patients at Western State Hospital. This position is responsible to help patients achieve safe, self-sufficient, healthy and secure lives. Job Classification: Research Analyst Agency/Institution: Washington Traffic Safety Commission Division/Unit: Research Mission: To reduce the deaths, injuries, and economic losses from motor vehicle collisions. Position Linkage: This position provides analysis of traffic collision data used by the agency to measure performance, to evaluate the effectiveness of programs, and to analyze the potential impacts of policy proposals.

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Appendix C Key Results Expected Examples

Format: What action? will achieve what result? by when? to what end? Reduce; complete; increase; eliminate; maintain Strategic plan; response time; software installation End of 2nd quarter; June 03; Tuesday by 5 p.m.; immediately Priorities will be clear; permits will be approved on time lost time will be reduced

Examples: What action? will achieve what result? by when? to what end? "Maintain an average "talk" time of three minutes per call beginning immediately So problems can be focused upon, conversations can be controlled, questions answered and more clients served."

What action? will achieve what result? by when? to what end?

"Complete the new process design, testing and implementation by the end of the second quarter so lost time will be reduced by 5 percent by the end of the fiscal year."

What action? will achieve what result? by when? to what end?

Reduce; complete; increase; eliminate; maintain Strategic plan; response time; software installation End of 2nd quarter; June 03; Tuesday by 5 p.m.; immediately Priorities will be clear; permits will be approved on time; lost time will be reduced

"Complete review and entry of all 2003 fatal accident reports into the system data base by May 31, 2004 so that the system will be current to within one quarter, and the 2003 end-of-year reports can be published by June 30, 2004."

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Appendix D Training and Development Needs/Opportunities

Skills & knowledge most critical to success Opportunity for Growth & Learning Fully Competent & Skilled