Training, Retention, and Performance Management

PUBADM 505

2026-10-19

Outline

  • Federal ratings: a 40 percent cap
  • Training, developing, and retaining
  • Performance management
  • After the break: The Gentleman’s “Three”

Federal Performance Ratings: A 40 Percent Cap

Federal Performance Ratings, FY 2024

42.7%

Rated Outstanding, the highest level

21.7%

Rated Exceeds Fully Successful, the next level down

0.5%

Rated below Fully Successful (FY 2022–2024)

Non-SES federal employees on five-level rating systems.

If almost two-thirds of employees rate above “fully successful,” what does a rating tell a manager?

OPM, Performance Appraisal for General Schedule, Prevailing Rate, and Certain Other Employees, proposed rule, 91 FR 8780 (Feb. 24, 2026), citing agency ratings data.

The Five Rating Levels

Level 5Outstanding

The highest rating

Level 4Exceeds Fully Successful

Above the standard

Level 3Fully Successful

Meets the standard

Level 2Minimally Successful

Below the standard, but not failing

Level 1Unacceptable

Fails at least one critical element

In FY 2024, 64 percent of employees on five-level systems were rated in the top two.

Agencies may use as few as two levels (pass/fail). Each employee gets one summary rating a year, the rating of record.

OPM’s Response

“Inflated ratings carry no meaningful signal about who is performing at an exceptional level, deprive agencies of the information needed to direct the largest rewards to the employees who have earned them, and dilute awards across the workforce at the expense of top performers.”

A cap, from FY 2026

No more than 40% of each agency’s employees rated Outstanding or Exceeds, combined

Four levels, not five

Level 2, Minimally Successful, is eliminated

No grievances

A rating can no longer be challenged through a grievance procedure

Supervisors rated on managing

Every supervisor gets a supervisory critical element

OPM Director Scott Kupor, memo on FY 2026 rating distribution, Sept. 21, 2026 (the cap “is a ceiling, not a target”) · Final rule, 91 FR 41521 (July 7, 2026), effective Aug. 6, 2026

The New Four-Level System

Level 5Outstanding

The highest rating

Level 4Exceeds Fully Successful

Above the standard

Levels 4 and 5 combined: no more than 40% of an agency’s employees (64% in FY 2024)
Level 3Fully Successful

Meets the standard

Level 2Minimally Successful

Eliminated

Level 1Unacceptable

Fails at least one critical element

A weak performer is no longer “minimally successful.” Which rating do you give them now?

Training, Developing, and Retaining

Training and Development

Training

  • Acquire and maintain the skills, knowledge, and abilities the job requires now
  • Examples: orientation, a new case-management system, a compliance update

Development

  • Grow with the organization, toward the roles ahead
  • Examples: job shadowing, leadership development, a graduate degree

Is this MPA training or development?

Importance of Training and Development

Organizational intelligence

Know-how accumulates in the workforce over time

Fresh skills

Keep skills up to date as the work changes

Employees want it

They view access to training as important

A win-win

For organizations and for people

Which is more expensive for the employer: the cost of training, or the cost of not training?

Training and Development at the Center

Mission Performance Organizational Intelligence Training and Development
Organizational intelligence

“The collective knowledge of the workforce that the organization relies on to get things done.”

Why retention matters

“When turnover is high, there are fewer employees left to teach newcomers.”

Person-Organization Fit

P-O fit

“The congruence or alignment between employee and employer,” when a person’s “values, goals, and ethics align with those of the organization.”

Development builds fit over time, one reason employers have more confidence in internal candidates.

In a federal agency, what is “the organization”? The agency and its mission, or the president’s agenda? (Week 7)

Elements of Effective Training Programs

BeforeMake the case
1

An advocateA leader who champions the program and protects its budget

2

Needs assessmentThe gap between the skills people have and the skills the work needs

3

AlignmentTraining needs tied to the mission and to the initiatives coming next

DesignMake it useful
4

RelevancyContent trainees can apply to the work they do

5

BenchmarksLearning targets set up front, so you can tell whether it worked

AfterMake it stick
6

Post-training reinforcementSupervisors follow up on the job, so trainees use what they learned

Which of the six is most often missing where you work?

Orientation and Onboarding

Orientation

Occurs on the employee’s start date: “informing new hires about the details of the organization, of the job, and of employment processes.”

Onboarding

Extends through the first few months: helping the new hire “learn the culture of the organization, understand why ‘we do things this way,’ and develop an identification as someone who belongs.”

Onboarding starts with the interview (Week 7), when the recruiter describes the work and the mission.

In your current job, which did your employer invest in: your first day, or your first 90 days?

Assessing, Delivering, and Evaluating Training

Assess needs

  • 360-degree feedback
  • Self-assessment
  • Supervisor assessment

→

Deliver

  • Online training
  • In-house programs
  • Off-site workshops and conferences
  • Coaching

→

Evaluate: what is the ROI?

  • Trainee feedback
  • Learning outcomes
  • Performance improvement (training transfer)
  • Individualized development plans

The best training you’ve had, and the biggest failure: what made the difference?

Retention

Performance is threatened when good employees leave.

Career stages

A new employee needs something very different from one with 5, 10, 15, or 20 years

Stay interviews

Held “well before they indicate they are considering quitting”

Job enrichment

New responsibilities for employees who no longer find their job challenging

Satisfaction surveys

“Taking the temperature” of the workforce, ideally once a year

Why do people leave organizations? What has kept you in a job?

Activity: Keep This Employee

Each group gets one employee, each at a different career stage.

Group 1 · 8 months in

A caseworker at a state child welfare agency. Heavy caseload; orientation was two days.

Group 2 · 15 years in

A federal IT specialist with an offer from a private firm for 30 percent more.

Group 3 · 24 years in

A nonprofit program director, eligible to retire in two years, the only one who knows the grant reporting.

  1. What keeps this person here now? What would make them leave?
  2. Pick one strategy from the last slide. What would it look like for them?
  3. Write the one question you would ask in their stay interview.

8 minutes in groups, then each group introduces its employee and its plan

Bringing It Together: Training and Performance

Purpose
Planning
→
Relatedness
Monitoring
→
Autonomy
Developing
→
Competence
Rewarding

Developing is one of four steps. Performance management is the whole sequence.

Performance Management

Experiences with Performance Appraisal

1

What worked well?

2

What worked poorly?

3

Have you delivered performance feedback? How did it go?

No appraisal yet? Think of feedback from a coach, or from a professor.

The Performance Management Cycle

Planning for workand settingexpectations forperformance Continuousmonitoring ofperformance Buildingemployee capacityto perform Periodic summaryof employeeperformance Rewarding goodperformance
Ch. 8

Building capacity is training and development

The annual appraisal

Is one step of five, not the whole cycle

Why Is Performance Management Hard?

47%

of federal employees agree: “In my work unit, differences in performance are recognized in a meaningful way.” The lowest‑scoring item on the 2024 FEVS.

Capacity

It takes management time and skill, not just a form

Once a year

An annual meeting can’t carry the whole load

Feedback

Developmental feedback has to come often

2024 FEVS as reported in OPM’s proposed rule, 91 FR 8780 (Feb. 24, 2026).

Judging Versus Developing

Judgmental feedback

A summary of performance across a period, “an evaluation or ranking of that performance,” often “followed with some sort of personnel action (reward or sanction).”

Developmental feedback

“Future oriented,” building on the employee’s strengths and competencies. “More immediate and on-going than a regularly scheduled evaluation.”

What goes wrong when one annual meeting tries to do both?

360-degree appraisals give a holistic view for development, but present problems “when used for judgmental feedback,” such as raises.

What Do You Evaluate?

Behaviors

How employees carry out the core components of the job, starting from the job description (Week 6)

Results

Whether employees meet their goals or targets for the period

Comparison-based

How employees rank against their peers. Risks “a climate of competition and zero-sum behavior”

In public service, both means and ends are important.

Where does a 40 percent cap fit on this slide?

Performance Elements and Standards

Performance element: what the employee has to do

Critical element: so fundamental that unacceptable performance on it means unacceptable performance overall

Performance standard: how well the employee should perform the element. Objective, measurable, and realistic, and written at each level

Kinds of standards
QualityProductivityTimelinessCost effectivenessRelational

U.S. Office of Personnel Management definitions.

Writing Standards: An Example

Element: Process public records requests (records specialist, city clerk’s office)

Exceptional

Every request answered within the legal deadline; complex requests scoped with the requester early

Fully successful

Every request answered within the legal deadline; redactions accurate when reviewed

Unacceptable

Legal deadlines missed, or redaction errors found on review

Your turn: pick one duty from your own job. Write the “fully successful” line in one sentence.

Rating Errors

Halo effect

One strength colors the whole rating

Horns effect

One weakness colors the whole rating

Central tendency

Rating employees in the middle “to avoid high or low judgments”

Recency bias

The last few weeks outweigh the whole year

Leniency

Rating everyone high to avoid a hard conversation

Personal bias

Liking, disliking, or not knowing the employee

Raters need training on the standards and the process.

Which of these have you seen where you work?

When Performance Doesn’t Improve

Coaching

Supervisor and employee work on it together

→

Improvement plan

Specific gaps, targets, support, and a timeline

→

Progressive discipline

Verbal warning, written warning, warning with sanctions

→

Adverse action

Suspension, reduction in grade or pay, termination

A PIP should be undertaken “with the expectation that the employee will improve,” not to “document offenses to terminate later.”

Due Process in Public Employment

Notice

Of the action that will restrict rights

→

Explanation

Of what is occurring, and why

→

A chance to respond

Usually a hearing

→

The decision

And an explanation of it

The Fifth and Fourteenth Amendments: an employee with a property right in the job is owed due process before an adverse action.

Back to the 40 Percent Cap

What a cap could fix

  • Leniency: ratings that “carry no meaningful signal”
  • Larger awards for the top performers
  • Managers forced into hard conversations

What a cap could create

  • Comparison-based ratings, and zero-sum behavior
  • Fights over who gets the top slots
  • New rater errors

Case Study: The Gentleman’s “Three”

Next Week…

October 26: Labor relations and collective bargaining

Guy & Sowa, Chapter 10

Case: Navigating Labor Unrest