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The first stage of the process is planning. Planning consists of setting goals, objectives, standards and direction. The
performance plan identifies what is expected (accountabilities); how the job should be accomplished (competencies);
and professional development goals. Plans should be updated at least annually, and, if job responsibilities/priorities
change, more frequent revisions are appropriate. Traditionally, the role of the supervisor was to develop the plan and
let the employee know his/her goals and objectives to be met. The employee had very little input.
The newest approach involves both the employee and the supervisor. The employee basically develops the plan and
sets his/her own goals and objectives. The supervisor's role in the planning stage is to act as a coach, mentor and
advisor to the employee. The employee must be made aware of their position and the responsibilities of the position.
He/She must also understand how their goals and performance interact with the organization's performance
expectations. It is the supervisor's job to help the employee understand that the employee's goals need to be
consistent with organizational goals. Once these goals are clear, the supervisor needs to let the employee develop
the plan. The employee must be willing to take this role into his/her hands while the supervisor must learn to
empower the employee and guide him/her in this stage without actually developing the plan for the employee.
The planning stage consists of the development of the performance plan, discussion of the plan by employee and
supervisor, and updating the plan as priorities and goals change for either the employee and/or the organization.
Areas of responsibility
Accountabilities are simply "areas of responsibility for which an employee is expected to produce results." Typically,
positions may have three to eight key accountabilities. For each of these accountabilities, there should be specific
performance objectives with measurable outcomes. Accountabilities are unstable and tend to change as goals are
met or priorities/responsibilities change.
Competencies are behavioral measures that focus on how the job is to be accomplished and may include skills,
knowledge and/or behaviors that improve job effectiveness/performance. The number of typical competencies ranges
from six to ten. Unlike accountabilities, competencies normally remain stable and do not change over time.
Competencies support accountabilities.
Professional Development: Last, but certainly not least are professional development goals. The plan should
include training to fill skill gaps as well as development of employees to ensure their employability and marketability.
This can include in-house training or outside courses. Again, the role of the supervisor is not to choose training
courses for employees but instead to encourage and support them on perspectives of new skills, competencies, and
experiences they may need for future advancement.