Photo: Copyright PhotoXpress.comThe Performance Management Process (PMP) is an innovative professional development system highly regarded and used consistently and effectively in a number of industries including but not limited to corporations and school districts.
Instead of laboring through the traditional “rank, rate, and file” approach to employee observations and evaluations, the PMP provides the leadership of organizations with opportunities to create personalized and customized development, nurturing, and strengthening of an employee’s talent.
Executives and managers no longer have to rely on being judgmental about an employee’s weaker areas that may need improvement – undeveloped areas that typically come to light at some point post-hire…
Understanding by Design (UbD), commonly implemented in progressive school districts with set goals that include 21st Century skills’ building; is a “backward design process to assist teachers in centering their curriculum and assessments on big ideas, essential questions, and authentic performances.”
Educators no longer have to wing their way through being judgmental about a student’s weaker areas that may need improvement – undeveloped areas that typically come to light at some point post-first day of school…
Both PMP and UbD have some key elements in common in their equations:
Outcomes…Coaching…Feedback…Input…Expectations…Descriptions.
These are common elements we all stand to learn a great deal from, both intra-personally and interpersonally.
As we design, constantly reflect on, and even periodically re-design our “personal road maps” for self-improvement, relationship success, professional fulfillment, etc.; it’s helpful for us to keep in mind:
Outcome: What is it we really want to accomplish by all we’re about to set out to do, and what do others really want me to accomplish?
Coaching: Will we be sure to continue tapping into our network of true mentors to coach us into success?
Feedback: Will we readily invite and welcome ongoing and relevant feedback about how we’re doing, even if the feedback is sometimes painful to hear?
Input: Do I bring the “je ne se qua” or “right stuff” to the table so that what I currently offer and will grow to offer will bring value added?
Expectations: Do we know what others are hoping we’ll be able to accomplish, and do we know what we want for ourselves?
Descriptions: As we frequently review the “first draft sketch” of what we believe we initially signed up for does the description still match the final outcome we had in mind for ourselves; or the outcome others had in mind for us?
Sound sort of like the reverse of what we may be accustomed to doing? Perhaps it is.
But, what more appropriate time than spring, known for its “new beginnings” and “new starts” to focus on charting our journeys with our end results in mind…then, we might just have a better handle on how and what we need to get there.
Sharon M. Biggs, M.A., is a wife, mother, and 21st Century educational leader who serves as Co-Chair & President of Lifeline Foundation, Inc. This 24-year educator is also Founder, Editor, and Chief Writer of LifelineExtensions.blog. View Sharon's other published works at http://www.examiner.com/.
Contact Sharon directly for more information: smbiggs@mylifelinefoundation.org
"Children are the globe's most precious commodity."
(Terence H. Biggs, Jr. ~ 2009)
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