Performance Management and
Development System
2013
PHASE 2 Changes
Overview of Revised System
November 2012
Department of Public Expenditure and Reform
1
CONTENTS
1. Introduction
2
2. Overview of the Performance Management and Development System
3
3. Stage 1: Goal Setting, Competencies, the Learning and Development Plan and Career
Development
5
4. Ongoing Management of Performance
8
5. Stage 2: Interim Review
9
6. Stage 3: Annual Review
10
7. Fairness and Consistency: Calibration
12
8. Fairness and Consistency: Review of Performance Evaluations
13
9. Fairness and Consistency: The Role of the HR Unit
14
10. Linkage with other HR policies
15
11. Appendix A: Guide to using Competencies in support of PMDS
16
12. Appendix B: Competency Frameworks
20
13. Appendix C: Revised PMDS Form
30
1
1. Introduction
________________________________________________________________________________________
The Evaluation of PMDS Survey 2010, which involved a significant input from staff and managers across the
Civil Service, highlighted that PMDS was not, in many cases, being used as an effective tool in the
management and improvement of performance. Following review and evaluation by this Department, one of
the findings was that PMDS needed to be streamlined and simplified. The first step in this process was the
introduction of a new PMDS form for the 2012 PMDS cycle. The operation of this form has been reviewed
and it has been revised for the 2013 cycle.
However, the feedback also indicated there were issues around fairness and consistency of PMDS ratings.
This document, which has been the subject of discussion and agreement by the representatives of management
and the staff unions at the General Council Subcommittee on PMDS, sets out further improvements to PMDS
which are designed to strengthen fairness and consistency and to help make PMDS a meaningful and useful
support to all staff and managers across the whole of the Civil Service, including:




Introduction of more meaningful competencies
Improved descriptors for evaluating performance
Revised Review arrangements
Linkage of PMDS to the award of increments
PMDS should be a two-way collaborative process which encourages staff and their managers to think about,
discuss and agree what needs to be done to strengthen individual performance, the performance of the
organisation and the service we deliver to the public. PMDS is designed to be a fair and effective way of
measuring and developing performance, through regular open, honest and constructive discussions between
managers and staff.
The active management of performance is an ongoing process which happens throughout the year. It begins
with the setting of performance and learning goals, is supported by regular and structured review and feedback
on performance and learning and development.
The aim of PMDS is to help Managers and Jobholders to manage and improve performance. The key elements
of PMDS, i.e. setting goals, selecting competencies, learning goals and formal reviews of performance, are all
fundamental aspects of managing performance. Effective performance management requires constant and
ongoing, evidence-based review and feedback on performance throughout the year.
PMDS encompasses the following core principles:

Creating a clear understanding of what is expected of staff and managers through effective planning
and goal setting

Enhancing understanding of the strategic objectives of the organisation and individual contribution to
achieving these

Regular review periods to ensure common understanding of progress towards achieving goals

Fostering career progression through continuous learning and development
It is the responsibility of everyone to fully participate in performance management by challenging themselves
to achieve their maximum potential and drive excellence in the organisation.
2
2. Overview of the Performance Management and Development system
The diagram below gives an overview of the annual PMDS cycle
Goal Setting and Learning and
Development Planning

Divisional planning commences in
preparation for coming year
Manager and Jobholder plan and
agree on goals, activities and outputs
for the year ahead
Discuss and agree competency
requirements and targets
Learning and development Planning



JANUARY
Interim Review

Open two-way conversation about
progress and performance against
goals and Learning and Development
Plan
JUNE - JULY
Annual Performance Review


A meaningful two-way review of the
year’s performance against the goals
as well as development areas and
future career development
Annual reviews should be completed
for the year in advance of setting the
goals for the coming year
DECEMBER
3
Senior managers and managers at all levels must be committed to the successful implementation of PMDS and
committed to ensuring that 100% of meetings take place at the different stages of the cycle.
In order to make it easier for everybody, an on-line system is being developed to help manage the
administration, reduce paperwork and provide overall help to make the whole process efficient and easy to
use. The system will be secure and will be structured around the following key stages of the PMDS cycle:

Goal Setting

Learning and Development Plan

Interim Review

Annual Review
HR Units will be active in supporting staff and management to implement PMDS and will also be active in
shaping and monitoring quality assurance to ensure fairness and effectiveness at all stages of the process.
4
3. Stage 1: Goal Setting
This meeting, at the start of the year, is an opportunity for the Jobholder to sit down with their Manager to
discuss, clarify and agree the priority goals and tasks for the coming year. It provides the opportunity to:




discuss and agree ‘what’ the priority goals are, and how they will be measured;
ensure understanding as to ‘why’ delivering on these objectives is important and understand what the
Jobholder’s role is in making them happen;
discuss ‘how’ the goals and outputs can be achieved, in particular what expertise, skills competencies
and behaviours need to be demonstrated to deliver the expectations and identify what potential
impediments might need to be addressed;
discuss ‘when’ goals and tasks can be achieved, setting specific timescales and key dates.
A good ‘goal-setting’ conversation provides an opportunity to get a better understanding of what really good
performance looks like and helps people to understand what actions they need to take to achieve this. This is
the cornerstone of encouraging people to be successful and reach their potential. Furthermore it provides an
important platform for identifying how the organisation can support people in developing the capacity to meet
these expectations.
The ‘goal-setting’ conversation is also an opportunity for open and constructive two-way feedback between
the Jobholder and Manager.
Typically, this conversation will result in identifying up to five priority goals or commitments. Limiting the
number of goals and including one developmental goal should lead to improved performance. It is critical that
the goals reflect the performance standard expected of the Jobholder and are consistent with the general
competencies and requirements for their grade. It is important that objectives are clearly linked to the core
purpose of the team, the Division and ultimately to the key targets and priorities set by the MAC/Management
Board in the Statement of Strategy for the organisation as a whole.
Goals need to be realistic and achievable but yet at the same time they should be challenging and will require
the Jobholder to perform to the very best of their ability. Goals should be framed in such a way that they are
‘tangible’ and have clear timeline associated with them and be
S
M
A
R
T
specific
measurable
achievable
relevant
time-based, timely
5
As part of the performance management quality assurance process, there should be organisational and
Division level mechanisms in place to review goals. This will ensure quality, content and consistency across
Divisions and the organisation as a whole.
Competency Frameworks
In addition to the conversation on ‘what needs to be delivered’, there will also be a discussion on the ‘how it
can be best delivered’, through a discussion on the core competencies, behaviours, critical technical skills,
management skills and knowledge that need to be displayed in order for a Jobholder to deliver on their goals,
together with how any impediments outside the control of the Jobholder might be managed.
The competencies that support PMDS have been revised and, in response to feedback from staff and managers
across the Civil Service, they have been made more meaningful to people at different levels / grades. This has
been achieved by utilising and adapting the Public Appointments Service’s Grade Specific Competency
models. The revised competencies should strengthen fairness and consistency in PMDS by ensuring that staff
at the same level are being assessed against the same competencies. They are intended to provide managers
and staff with a broader and deeper understanding of performance.
The revised competencies provide a harmonised set of competency frameworks for the range of levels and
roles across the Civil Service, and are a more useful resource for career development purposes.
The main features of the revised Competency Frameworks are:




6 key competencies per grade
each competency captures an area that people in different roles/grades across the Civil Service can
relate to
presented in positive, action-oriented and accessible language
accommodates specialist knowledge/expertise
A Guide to Using Competencies in support of all the elements and stages of PMDS is at Appendix A.
The Competency Frameworks are at Appendix B
The Learning and Development Plan
Learning and development planning is an important part of the PMDS process. All staff are encouraged to
identify any learning and development needs necessary for effective performance in their current roles. They
should also refer to the competencies relevant to their grades.
There are a range of developmental supports which people can utilise to achieve challenging goals and build
personal competence. The effectiveness of these supports is dependent on how well the individual’s learning
gap is defined. This is a critical task for both the Manager and the Jobholder.
6
Some common learning and developmental mechanisms opportunities are listed below:

Challenging Goals

Team Development - 1:1 conversations/feedback between the Jobholder and the Manager

On-the-job training

Self-learning

Further Education/Training Courses/Distance Learning

Coaching and Mentoring

In-house Seminars

Networking

Conferences
Jobholders are responsible for the preparation and progression of their Learning and Development Plans with
the support and guidance of their Managers.
Career Development
This is the Jobholder’s opportunity to discuss their career development path with their Manager. Points for
discussion may include:





Review career path/experience to date
Building on key strengths and areas of expertise
Areas/experience the Jobholder would benefit from and why
Development of additional competencies
Timescale - where the Jobholder would like to be in 2 – 3 years time
7
4. Ongoing Management of Performance
Performance management will only be effective if performance is managed by both the Jobholder and the
Manager throughout the year on an ongoing basis. Saving performance feedback and review of goals until 6
or 12 months into the performance cycle is unlikely to result in real improvements in
individual/team/organisational performance.
In order to make performance management a real and meaningful engagement between Jobholders and
Managers and to develop a culture of high performance, there should be regular meetings both at individual
and team level throughout the year to review progress in achieving goals and expected performance levels.
Managers and staff should put in place some or all of the following to review performance on an ongoing
basis:

Regular Divisional meetings

Regular one-to-one meetings to:

update on achievement of goals

regular ongoing feedback on performance

progress on learning and development

provide an opportunity to discuss any impediments being encountered
Where the Jobholder is not meeting the performance expectation of the Manager, this should be signalled at
the time of the event and as part of the ongoing management of performance and not saved until a formal
meeting.
8
5. Stage 2: Interim Review
The Interim Review is held mid-year and is an important formal ’check-in’ in the PMDS year. It provides the
opportunity for the Jobholder to have a formal conversation with their Manager on progress against the work
and developmental goals set at the beginning of the year. It is also an opportunity to discuss and agree any
actions that may be necessary in the event of issues arising e.g. new challenges, changing priorities etc.
The quality of this discussion will be much better when there has been the ongoing discussion about
performance set out in Section 4.
Preparation
The Jobholder should evaluate his/her own performance and development in advance of meeting the Manager.
The Jobholder should, using evidence of achievements, complete the ‘Progress Achieved’ section for each of
the goals and competencies on the form together with the self-assessment narrative, and submit to the
Manager, before the meeting. The Manager should review the form before the meeting.
The Interim Review conversation is likely to cover the following:





Progress on achieving the goals
Significant challenges, changing priorities and other factors which may be impacting on performance
Evidence of competencies displayed and/or developed
Progress on training and development
Feedback Conversation
It is recommended that the agreed goals and tasks be worked through and all issues discussed in a positive and
constructive manner, with a view to acknowledging evidence of achievements and identifying solutions to any
issues or problems arising.
It is also strongly recommended that the Jobholder and the Manager agree clear actions for the remainder of
the year where applicable. The Manager should give an evidence-based assessment of how the Jobholder is
performing. Where the Jobholder is not meeting the performance expectations of the Manager, this should be
signalled at the time of the event and as part of the ongoing management of performance and not saved until a
formal meeting. However, the Interim Review does provide Managers and Jobholders with an opportunity to
clearly and formally indicate, where applicable, if performance is not at expected levels and the consequences
this may have for the Jobholder’s evaluation of performance at Annual Review. It also allows Manager and
Jobholder to agree to put in place the necessary actions and supports that will lead to an improvement in
performance.
Once discussion is concluded, the form is completed.
In addition to the Interim Review, it is recommended that regular informal ‘one-to-one’ meetings should take
place between Jobholders and their Managers. This will mean that there will be no surprises when it comes to
Annual Review stage especially if it has become apparent that the Jobholder’s level of performance is likely to
have adverse consequences for his/her evaluation at Annual Review stage.
9
6. Stage 3: Annual Review
The Annual Review is held usually in December and is an important review of the year in terms of the goals
set at the beginning of the year. It provides the opportunity for the Jobholder and the Manager to discuss the
Jobholder’s performance against those goals. Again, the quality of this discussion will be much better when
there has been the ongoing discussion about performance set out in Section 4.
The Annual Review conversation is about assessing performance throughout the year and will cover the
following:

The achievement of goals

Goals that are not, or not fully, achieved

Key competencies displayed or not displayed

Learning from training and development

Review of any impediments encountered in delivering on agreed goals
It is important to prepare properly for this meeting, by reviewing goals, progress and performance in advance
of the Annual Review meeting.
The Rating Scale has been replaced by a system of performance evaluation categories. The previous practice
of awarding a numerical rating has been removed. The descriptions of work performance have been revised
and now include reference to both ‘what’ has been delivered - the goals achieved, and ‘how’ - the level at
which the competencies have been displayed.
The Evaluation of Performance system is at page 9 of the revised PMDS form at Appendix C.
Self Assessment – Jobholder
The Jobholder should evaluate his/her own performance and development in advance of meeting the Manager.
The Jobholder should, using evidence of achievements, complete the ‘Progress Achieved’ section for each of
the goals and competencies on the form together with the self-assessment narrative, and submit to the Manager
for review before the Calibration meeting and the Annual Review meeting.
Evaluation of Performance – Manager
The Manager should review the form and the Jobholder’s self-assessment before the Calibration meeting and
the Annual Review meeting take place.
Having discussed the performance with the Jobholder at the Annual Review meeting, the Manager will
provide an assessment of overall performance. The evaluation of performance will be determined by the
assessment of the Jobholder’s achievements against:


Individual goals i.e. what was achieved
The performance standard expected, i.e. how the competencies were displayed.
10
The evaluation of performance will be supported by a narrative reflecting the overall assessment and the
Jobholder’s achievements and should be evidence-based. The narrative should be a fair and balanced
statement reflecting overall performance and areas for development, in the context of the circumstances in
place during the review period, including the impact of any factors outside the control of the Jobholder.
The assessment of performance and the evaluation should be made within the broader context of the
performance levels discussed at the Calibration meeting. The general principles of the Calibration process are
set out in Section 7 – Fairness and Consistency: Calibration - on page 12.
A Protocol on how Calibration will operate will be provided in early 2013.
The introduction of Calibration for the 2013 cycle of PMDS will apply to the grades of Assistant Secretary,
Principal and Assistant Principal only.
The completed Annual Review should be agreed and submitted to the Reviewer for information.
11
7. Fairness and Consistency: Calibration
What is Calibration?
To ensure that performance evaluation is carried out in a fair and consistent way throughout the organisation, a
process known as Calibration will be carried out. This involves Managers ensuring that the individual
evaluations within and across Divisions reflect the performance of the individual relative to his/her peers
within his/her group and are based on evidence of the individual’s achievements.
Under Calibration, Managers who are responsible for conducting performance evaluations meet to discuss
Jobholder performance with the aim of making sure that Managers apply similar standards for all Jobholders,
based on evidence of performance and achievements, and eliminate bias to the greatest possible extent. This
forum facilitates Managers in deciding the evaluations to award to the Jobholders who report to them and
takes place in advance of individual PMDS reviews. The final decision on the evaluation to be given to the
Jobholder is the responsibility of the Manager.
Calibration relies on honest and confidential dialogue among the Managers at the meeting. For this reason,
there will be an emphasis on the need to keep the discussions at Calibration meetings strictly confidential.
The main aim of Calibration is to ensure greater fairness and consistency of evaluations for all Jobholders as
Managers develop a fair and consistent approach to evaluation of performance and hold each other
accountable for ensuring consistent standards. The process leads to a shared understanding of what each of
the five levels of evaluation of performance mean and decisions about high and low performance are made and
supported as a group. The process should give a consistent picture across the organisation as to what the
levels of performance look like and provide an opportunity for Managers to evaluate the standard of
performance of their staff in comparison to that of others in the same or equivalent grade. This should mean
that Managers who tend to give high evaluations and those who tend to give low evaluations, through
discussion across the group of managers present, should assess staff more fairly and consistently than before.
The outcome should be fairer and more consistent evaluations of performance.
Calibration will apply to the 2013 cycle of PMDS. Calibration will be introduced for the grades of Assistant
Secretary, Principal and Assistant Principal for the 2013 cycle of PMDS, prior to rollout to all grades.
A Protocol on how Calibration will operate will be provided in early 2013.
Calibration marks a significant new departure in the way that PMDS is carried out.
As a first step, it is
proposed to introduce the new system for the grades of Assistant Secretary, Principal Officer and Assistant
Principal on a pilot basis for the 2013 cycle of PMDS, prior to rollout to all grades
There will also be a significant coaching requirement by HR Units prior to rollout to ensure that Managers
have the required skills to conduct the process. Support and guidance for HR Units from the Department of
Public Expenditure and Reform will also be provided.
12
8. Fairness and Consistency: Review of Performance Evaluations
The Role of the Reviewer
The Reviewer (the Second Supervisor) has the primary responsibility for quality assurance.
responsible for ensuring that objectives set and agreed are fair and equitable within his/her area.
S/he is
The Reviewer is also responsible for ensuring the Interim and Annual Reviews are completed and are fair and
consistent across his/her area of responsibility.
The Reviewer plays a key role in the resolution of any disagreement concerning performance evaluation
between the Jobholder and the Manager within the PMDS process.
The Review Process
Local management has the primary role in resolving any dispute arising under PMDS. Disputes can impact
significantly on performance where they are not dealt with by local management quickly and professionally.
If performance evaluation review by the Second Supervisor fails to achieve a resolution, the Jobholder can
seek further upward review as far as Head of Division level. The Head of Division role, for the purposes of
PMDS review, can be assigned at whatever grade is deemed appropriate within Departments/Offices. This
officer will have ultimate responsibility in determining the final evaluation awarded.
During the course of the upward review process, the Jobholder can, if they so wish, be accompanied by a
nominated colleague or their local union representative at any meeting with the reviewing officer where that
officer is at a grade level above that of their Second Supervisor.
External Review
PMDS now provides for independent review of evaluations of performance by an External Reviewer. This
mechanism would only be activated where agreement is not achieved in the Division following the review
procedures set out above.
A panel of suitably qualified External Reviewers will be established by the Department of Public Expenditure
and Reform and the membership of the panel will be agreed between the Department and the Staff Panel of
General Council.
Departments/Offices wishing to avail of the services of an External Reviewer will apply to the Department of
Public Expenditure and Reform for referral of a member of the panel to conduct the review.
The costs associated with the engagement of an External Reviewer by a Department/Office will be borne by
the Department/Office concerned.
The above revised arrangements come into operation for the 2013 cycle of PMDS.
13
9. Fairness and Consistency: The Role of the HR Unit
1. Rollout within the Department/ Office of changes to PMDS for 2013 and beyond
The Department of Public Expenditure and Reform and the Management team on the Subcommittee of
General Council will work closely with HR Units to provide guidance material on the roll out of changes to
PMDS for 2013.
2. Ensuring Fairness and Consistency
It is essential that the PMDS process is operated in a fair and effective manner and that the standards applied
are fair and consistent. It is recommended that HR Units carry out quality checks/assessments on the health of
performance management in their organisations1. These may include:

HR Units carrying out a series of checks on completed documents, on a sample basis, to ensure that the
goals set are fair and equitable across the organisation. This will highlight any areas where the quality
of goal setting falls short of the expected standard.

HR Units reporting regularly to the MAC/Management Board on the numbers of meetings taking place
in each Division and whether the meetings are happening in a timely manner.

HR Units conducting reviews/surveys on the standard and frequency of the engagements between
Managers and Jobholders on performance management and developmental matters. For example, this
may be done through employee engagement surveys.

HR Units assessing the quality and fairness of assessment reviews and reporting to MAC/Management
Board on the distribution of assessments and performance evaluations at Annual Review time.

HR Units reviewing the extent of learning and development interventions – both formal and informal –
to assess the extent to which their organisations are focused on building the skills and capacity of the
staff.
1
Where there has been significant devolvement of the management of HR issues to line managers HR units may devolve some of
these functions/practices, however, they should have systems in place to ensure that the functions are being carried out at line
manager level.
14
10. Linkage with other HR policies
____________________________________________________________________________
Linking the award of increments to PMDS and Underperformance
The Civil Service is committed to addressing underperformance where it occurs. In support of this a
performance evaluation of ‘Fully Achieved Expectations’ or above will be required for the payment of an
increment from 2013 onwards.
Under the revised Evaluation of Performance system, where an evaluation of ‘Needs to Improve’ is given,
an increment will not be awarded and a Performance Improvement Plan – under the ‘Guidelines for Managing
Underperformance’ – is required.
Where a Jobholder receives an assessment of ‘Unsatisfactory’ an increment will not be awarded. A
Performance Improvement Plan – under the ‘Guidelines for Managing Underperformance’ – is required.
Where this has already been done and the specified improvements have not been demonstrated within the
required timeframe, disciplinary action on the grounds of underperformance may be taken.
The payment of increments will remain subject to sick leave and attendance requirements. There will also be a
facility for a performance evaluation to change in the event of an exceptional occurrence between the annual
assessment and the increment date. The existing arrangements whereby Personnel Officers are involved in the
increment process are also being retained.
Probation
The current Probation process will continue to be managed without any changes at this time. However, the
management of Probation will be integrated with PMDS as part of the ePMDS online system. The timing of
meetings will continue to correspond with the Jobholder’s start date of employment and the frequency of
formal meetings will be quarterly i.e. after three months, six months and nine months, as is the case at present.
At these meetings the Manager and the Jobholder will meet to discuss the requirements of the role, the
Jobholder’s progress and their performance against agreed objectives, development needs and any
performance issues arising.
Following successful completion of Probation, the Jobholder will then enter the normal PMDS calendar cycle.
Promotion
In relation to performance assessments for newly-promoted staff, these staff may require time to adjust to
more challenging and responsible roles and this may need to be reflected in assessments. While goals for
newly-promoted or newly-recruited staff should be assigned and tailored appropriately, the performance of all
staff is measured relative to peers.
15
Appendix A
Guide to using Competencies in support of PMDS
The competencies have been updated to better reflect current and emerging business needs. These
competencies are shorter and more accessible than the original competencies and are presented in language
that is relevant to all staff and managers so as to enhance performance and encourage and support continuous
learning and development. They are grade-based and have been developed from the Public Appointments
Service Grade / Level-specific competency models to help strengthen the PMDS process.
Each framework contains six competencies that are designed to reflect the skills needed across the Civil
Service. Each of the competencies are broken down into its key elements and described in clear bullet - point
format. In order to ensure relevance of the frameworks to all staff and managers, including professional and
technical staff, each framework now contains a competency to cover ‘Specialist Knowledge, Expertise & Self
Development’.
Note on Specialist Knowledge, Expertise & Self Development
The competencies are not designed to replace the variety of technical knowledge and experience required
across the wide range of specialist roles etc in the Civil Service. Competencies, technical knowledge, and
experience all support each other and work together to enhance performance.
The inclusion of this competency helps recognise the importance of knowledge and skills in terms of
individual performance in a role. The Specialist Knowledge, Expertise & Self Development typically includes
indicators on:
◦
◦
◦
◦
◦
Getting up to speed in your area
Understanding your role, objectives and targets
Understanding the context in which you work
Application/ impact of your expertise
Continuous professional development/learning – building breadth and depth of knowledge and
expertise
This provides people with the opportunity to describe and discuss the experience and technical knowledge that
is relevant for a particular role and it is expected that this will vary greatly across the wide range of roles,
Professional/Technical and General Service, in the Civil Service. However, the competencies are relevant to
all staff and managers at the different levels across the Civil Service and are designed to help everyone to
relate to their individual, divisional and organisational goals and to contribute to the success of their own
organisation and to the Civil Service as a whole.
16
Using the Competencies in PMDS
A competency is any way of thinking or behaving that positively contributes to job performance.
Competencies represent the “soft skills” necessary to succeed in your role, and work hand in hand with the
technical ability and knowledge requirements of your role. “Soft skills” describe the qualities and behaviours
required to reach your objectives. The competencies allow your Department to communicate its performance
expectations to you, and provide guidance on how you can reach that level of performance. The Competency
Frameworks play an important part in several aspects of your role, namely goal setting, devising a learning
and development plan, and managing your career development.
Using competencies in Goal setting
In discussing ‘how’ goals will be met, it is important to discuss the technical knowledge and competencies
that are relevant for each goal. It is important to discuss what is required to meet the agreed goal, or what
needs to be developed through the course of meeting the goal. The attached competency frameworks are
useful for guiding discussions on how goals will be met:
1. Understand your role and your objectives for the year ahead. You should also have a good appreciation
of your division’s and your Department’s goals and how your work will contribute to meeting these
objectives
2. Relate the competencies to your own role and goals: which competencies are the most important?
Each goal may require different competencies, and how you display these competencies will depend on
your individual role. You may find it useful to look at the individual bullets under each competency
and some may be more relevant than others.
3. Consider what competencies you are strong in, and what competencies you would like to develop
over the next year
4. Describe how you see yourself developing in each competency area and how this development will
contribute to your objectives.
17
Below is an example of how you can examine competencies and decide which areas are most relevant to your
development:
EO Level
PEOPLE MANAGEMENT
How relevant/important is this to
your role?
Rarely
Sometimes
Consults and encourages the full
engagement of the team,
encouraging open and
constructive discussions around
work issues
Gets the best out of individuals
and the team, encouraging good
performance and addressing any
performance issues that may arise
Values and supports the
development of others and the
team
Encourages and supports new
and more effective ways of
working
Deals with tensions within the
team in a constructive fashion
Encourages, listens to and acts
on feedback from the team to
make improvements
Actively shares information,
knowledge and expertise to help
the team to meet its objectives
18
How would you describe
your capability in this
area?
Essential Developing
Strength
Using competencies to inform your Learning and Development Plan
Once goals have been set, you should devise a learning and development plan that supports you in reaching
your goals. Competencies can help focus your learning and development plan, providing a definite starting
point and highlighting the competencies most relevant to your goals.
Below is an example of how competencies can be used in developing a learning and development plan for the
year:
How will you develop the competency?
Competency
Development Goal
On the job
SelfTraining
Other
to develop
training
learning
Course (specify)
On-the-job training is training that forms part of your regular work. It could involve working on a new project,
or taking on more responsibility and learning from your manager. Self-learning is learning that takes place
outside of your regular work. It could involve something as simple as reading, attending conferences, or
pursuing networking opportunities.
When constructing your development plan, the competencies can also help you identify suitable training
courses. Training courses typically indicate, in a brochure / prospectus or online, what are the key areas &
competency areas covered. If you find there are no courses relevant to the area you wish to develop, you may
find it useful to contact a member of your HR or Training Unit to discuss your needs.
Using the competencies to help your Career Development
The competencies play a key role in helping you understand your performance in your current role. However,
they are also useful in helping you plan your career and understand the requirements and responsibilities of
other roles within your department.
Think of your colleagues within your Department and how their role differs to your own role:



What additional pressures or challenges do they face?
What extra responsibilities do they have?
What do they do less of?
The competencies provide a framework for helping you answer these questions, i.e. how do your colleagues
display the various competencies? This approach can help you identify ways in which you can challenge
yourself in your current role, and begin taking on more responsibility. Gaining a deeper understanding of the
different roles within your department gives you a greater understanding of the workings of your team /
division and how it fits into the Department, helping you to more effectively plan your career within the Civil
Service.
Summary
The competencies are intended to be used throughout the PMDS process to facilitate the discussions between
managers and staff about the skills required for the role. Competencies play an important role in providing a
common language around performance expectations that will underpin many demands and requirements of
day-to-day performance delivery. Different people will have different strengths and therefore the use of
competencies allows for these differences to be discussed in the context of the requirements of the role whilst
maintaining the fairness and consistency of the process. The competency models have been designed to
ensure alignment and a common structure across the range Civil Service of grades and levels.
19
Appendix B
Civil Service Competency Frameworks

Services Level

Services Supervisory Level

Clerical Officer Level

Staff Officer Level

Executive Officer Level

Administrative Officer Level

Higher Executive Officer Level

Assistant Principal Level

Principal Officer Level
20
SERVICES LEVEL
Team work
 Shows respect for and builds good working relationships with colleagues and co-workers
 Plays a full and constructive part in the team
 Is supportive and helpful to colleagues
Initiative and Problem Solving
 Comes up with practical solutions to work problems
 Is willing to be flexible within the context of the job profile and finds ways to work around a problem
Delivery of Results
 Approaches and carries out all work in a thorough and organised manner
 Completes work on time consistently and to a high standard
Customer Service & Communication Skills
 Listens to customers and is respectful, courteous and professional
 Tries to calm down difficult situations when dealing with people who are unhappy/angry
 Communicates clearly and fluently
Drive and Commitment
 Takes pride in a job well done, even if work is routine or less pleasant
 Is interested in work and doing the job well
Specialist Knowledge, Expertise and Self Development


Develops and maintains the skills and expertise required to perform in the role effectively
Understands the importance of Health & Safety in the workplace and follows safety guidelines
21
SERVICES SUPERVISORY LEVEL
Team work
 Leads by example, keeps an eye on performance and tries to get the best out of people
 Shows respect for and builds good working relationships with colleagues and co-workers
 Works to build the team spirit and resolve difficulties between team members
Initiative and Problem Solving
 Come up with practical solutions to work problems
 Makes sound decisions and can stand by them
 Is flexible and regularly looks to see how work can be improved
Delivery of Results
 Takes responsibility for own work and the work of the team
 Approaches and carries out all work in a thorough and organised manner, prioritizing where necessary
 Ensures work is completed to a high standard
Customer Service & Communication Skills
 Listens to customers and is respectful, courteous and professional
 Tries to calm down difficult situations when dealing with people who are unhappy/angry
 Communicates clearly and fluently with customers, the team and other managers
Drive and Commitment
 Takes pride in a job well done, even if work is routine or less pleasant
 Is personally honest and trustworthy
 Is interested in work and doing the job well
 Is resilient and sticks with tasks, seeking to overcome obstacles or setbacks
Specialist Knowledge, Expertise and Self Development



Develops and maintains the skills and expertise required to perform in the role effectively
Understands the importance of Health and Safety in the workplace and follows safety guidelines
Provides others with advice and guidance on a range of areas/issues
22
CLERICAL OFFICER LEVEL
Team work
 Shows respect for colleagues and co-workers
 Develops and maintains good working relationships with others, sharing information and knowledge, as
appropriate
 Offers own ideas and perspectives
 Understands own role in the team, making every effort to play his/her part
Information Management / Processing
 Approaches and delivers all work in a thorough and organised manner
 Follows procedures and protocols, understanding their value and the rationale behind them
 Keeps high quality records that are easy for others to understand
 Draws appropriate conclusions from information
 Suggests new ways of doing things better and more efficiently
 Is comfortable working with different types of information, e.g. written, numerical, charts etc
Delivery of Results
 Takes responsibility for work and sees it through to the appropriate next level
 Completes work in a timely manner
 Adapts quickly to new ways of doing things
 Checks all work thoroughly to ensure it is completed to a high standard
 Identifies and appreciates the urgency and importance of different tasks
 Demonstrates initiative and flexibility in ensuring work is delivered
 Is self reliant and uses judgment on when to ask manager or colleagues for guidance
Customer Service & Communication Skills
 Actively listens to others and tries to understand their perspectives/ requirements/ needs
 Understands the steps or processes that customers must go through and can clearly explain these
 Is respectful, courteous and professional, remaining composed, even in challenging circumstances
 Communicates clearly and fluently when speaking and in writing
Drive and Commitment
 Consistently strives to perform at a high level and deliver a quality service
 Is thorough and conscientious, even if work is routine
 Is resilient, persevering in the face of challenges and setbacks
 Is personally honest and trustworthy
 At all times, acts with integrity
Specialist Knowledge, Expertise and Self Development
 Develops and maintains the skills and expertise required to perform in the role effectively, e.g. relevant
technologies, IT systems, relevant policies etc.
 Clearly understands the role, objectives and targets and how they fit into the work of the unit
 Is committed to self development and continuously seeks to improve personal performance
23
STAFF OFFICER LEVEL
People Management
 Leads others, monitoring performance and trying to get the best out of people
 Addresses any performance issues in a timely, appropriate and constructive manner
 Involves others in decisions that affect them, allocating work fairly and appropriately
 Demonstrates trust in others to deal with important tasks
 Helps team members to identify their own and their team’s learning and development needs in line with
objectives
 Helps build effective relationships and resolve disagreements between team members
 Acts as an effective link between staff and other managers
Information Management & Decision Making
 Follows procedures and ensures they are implemented in own area, understanding the rationale behind them
 Reviews completed work regularly and acts on learning points
 Evaluates current work practices to identify changes that could be made to improve efficiencies
 Can work effectively on a number of tasks at the same time
 Is comfortable working with a range of information, e.g. numerical, written etc
 Makes sound appropriate decisions in a confident manner and can justify and stand by them
Delivery of Results
 Delivers results on time and to a high standard
 Takes responsibility for own work and the work of the team
 Plans work schedule, ensuing the efficient use of all of the resources available and delivering on objectives
even with multiple or conflicting demands
 Maintains accurate records and monitors work, ensuring any errors are identified and rectified
 Appreciates the need to delegate work appropriately rather than doing everything oneself
Interpersonal & Communication Skills
 Shows respect and maintains composure when dealing with customers or staff members
 Demonstrates the ability to be assertive and negotiate when necessary, communicating in a clear and confident
manner
 Listens to others and invites feedback, dealing with information in a constructive way
 Influences others by actively listening and clearly expressing their position
 Produces written letters /reports in a clear and concise manner
Drive and Commitment
 Consistently strives to perform at a high level, demonstrating flexibility and finding solutions to overcome
obstacles
 Demonstrates resilience in the face of significant demands and challenges
 Ensures that the customer is at the heart of all services provided
 Is personally honest and trustworthy
 Acts with integrity and supports this in others
Specialist Knowledge, Expertise and Self Development
 Develops and maintains the skills and expertise required to perform in the role effectively, e.g. relevant
technologies, IT systems, relevant policies etc
 Has a clear understanding of the role, objectives and targets and how they fit into the work of the unit and
Department and communicates this to the team
 Leads by example, being committed to self development and enhancing the knowledge and skills required to
improve performance
24
EXECUTIVE OFFICER LEVEL
People Management
 Consults and encourages the full engagement of the team, encouraging open and constructive discussions
around work issues
 Gets the best out of individuals and the team, encouraging good performance and addressing any performance
issues that may arise
 Values and supports the development of others and the team
 Encourages and supports new and more effective ways of working
 Deals with tensions within the team in a constructive fashion
 Encourages, listens to and acts on feedback from the team to make improvements
 Actively shares information, knowledge and expertise to help the team to meet its objectives
Analysis & Decision Making
 Effectively deals with a wide range of information sources
 Understands the practical implication of information in relation to the broader context in which s/he works –
procedures, divisional objectives etc
 Identifies and understands key issues and trends
 Draws accurate conclusions and makes balanced and fair recommendations
Delivery of Results
 Takes ownership of tasks and is determined to see them through to a satisfactory conclusion
 Is logical and pragmatic in approach, setting objectives and delivering the best possible results with the
resources available
 Constructively challenges existing approaches to improve efficient customer service delivery
 Accurately estimates time parameters for project, making contingencies to overcome obstacles
 Minimises errors, reviewing learning and ensuring remedies are in place
 Maximises the input of own team in ensuring effective delivery of results
 Ensures proper service delivery procedures/protocols are in place and implemented
Interpersonal & Communication Skills
 Modifies communication approach to suit the needs of a situation/ audience
 Actively listens to the views of others
 Negotiates, where necessary, in order to reach a satisfactory outcome
 Maintains a focus on dealing with customers in an effective, efficient and respectful manner
 Is assertive and professional when dealing with challenging issues
 Expresses self in a clear and articulate manner when speaking and in writing
Drive and Commitment
 Is committed to the role, consistently striving to perform at a high level
 Demonstrates flexibility and openness to change
 Is resilient and perseveres to achieve objectives despite obstacles or setbacks
 Ensures that customer service is at the heart of own/team work
 Is personally honest and trustworthy
 Acts with integrity and encourages this in others
Specialist Knowledge, Expertise and Self Development
 Displays high levels of skills/ expertise in own area and provides guidance to colleagues
 Has a clear understanding of the role, objectives and targets and how they support the service delivered by the
unit and Department and can communicate this to the team
 Leads by example, demonstrating the importance of development by setting time aside for development
initiatives for self and the team
25
ADMINISTRATIVE OFFICER LEVEL
Leadership Potential
 Is flexible and willing to adapt, positively contributing to the implementation of change
 Contributes to the development of policies in own area and the broader Department
 Seeks to understand the implications of taking a particular position on issues and how interdependencies need to
be addressed in a logical and consistent way
 Maximises the contribution of the team, encouraging ownership, providing support and working effectively with
others
 Formulates a perspective on issues considered important and actively contributes across a range of settings
Analysis & Decision Making
 Is skilled in policy analysis and development, challenging the established wisdom and adopting an open-minded
approach
 Quickly gets up to speed in a complex situation, rapidly absorbing all relevant information/data
 Identifies key themes and patterns in and across different sources of information, drawing sound and balanced
conclusions
 Is resourceful and creative, generating original approaches when solving problems and making decisions
Delivery of Results
 Assumes personal responsibility for and delivers on agreed objectives/ goals
 Manages and progresses multiple projects and work activities successfully
 Accurately estimates time parameters for projects and manages own time efficiently, anticipating obstacles and
making contingencies for overcoming these
 Maintains a strong focus on meeting the needs of customers at all times
 Ensures all outputs are delivered to a high standard and in an efficient manner
 Use resources effectively, at all times challenging processes to improve efficiencies
Interpersonal & Communication Skills
 Communicates in a fluent, logical, clear and convincing manner verbally and in writing
 Is able to listen effectively and develop a two-way dialogue quickly
 Maintains a strong focus on meeting the needs of internal and external customers
 Effectively influences others to take action
 Works to establish mutual understanding to allow for collaborative working
 Works effectively with a broad range of stakeholders to achieve objectives
Drive and Commitment
 Consistently strives to perform at a high level
 Maintains consistent effort under pressure and is resilient to criticism or setbacks at work
 Demonstrates high levels of initiative, taking ownership of projects and demonstrating high levels of self
sufficiency
 Is personally trustworthy and can be relied upon
 Places the citizen at the heart of all process and systems
 Upholds the highest standards of honesty, ethics and integrity
Specialist Knowledge, Expertise and Self Development
 Clearly understands the role, objectives and targets and how they fit into the work of the unit and Dept.
 Develops the expertise necessary to carry out the role to a high standard and shares this with others
 Is proactive in keeping up to date on issues and key developments that may impact on own area, the Department
and/ or wider public service
 Consistently reviews own performance and sets self challenging goals and targets
 Has significant expertise in his/her field that is recognised and utilised by colleagues
26
HIGHER EXECUTIVE OFFICER LEVEL
Team Leadership
 Works with the team to facilitate high performance, developing clear and realistic objectives and addressing and
performance issues if they arise
 Provides clear information and advice as to what is required of the team
 Strives to develop and implement new ways of working effectively to meet objectives
 Leads the team by example, coaching and supporting individuals as required
 Places high importance on staff development, training and maximising the skills and capacity of the team
 Is flexible and willing to adapt, positively contributing to the implementation of change
Analysis & Decision Making
 Gathers and analyses information from relevant sources, weighing up a range of critical factors
 Takes account of any broader issues and related implications when making decisions
 Uses previous knowledge and experience in order to guide decisions
 Makes sound decisions with a well reasoned rationale and stands by these
 Puts forward solutions to address problems
Management & Delivery of Results
 Takes responsibility and is accountable for the delivery of agreed objectives
 Successfully manages a range of different projects and work activities at the same time
 Is logical and pragmatic in approach, delivering the best possible results with the resources available
 Delegates work effectively, providing clear information and evidence as to what is required
 Applies appropriate systems/ processes to enable quality checking of all activities and outputs
 Practices and promotes a strong focus on delivering high quality customer service, for internal and external
customers
Interpersonal & Communication Skills
 Builds and maintains contact with colleagues and other stakeholders to assist in performing own role
 Acts as an effective link between staff and senior management
 Encourages open and constructive discussions around work issues
 Projects conviction, gaining buy-in by outlining relevant information and selling the benefits
 Treats others with diplomacy, tact, courtesy and respect , even in challenging circumstances
 Presents information clearly, concisely and confidently when speaking and in writing
Drive and Commitment
 Strives to perform at a high level, investing significant energy to achieve agreed objectives
 Demonstrates resilience in the face of challenging circumstances and high demands
 Is personally trustworthy and can be relied upon
 Ensures that customers are at the heart of all services provided
 Upholds high standards of honesty, ethics and integrity
Specialist Knowledge, Expertise and Self Development
 Has a clear understanding of the roles, objectives and targets of self and team and how they fit into the work of
the unit and Department and effectively communicates this to others
 Has high levels of expertise and broad Public Sector knowledge relevant to his/her area of work
 Focuses on self development, striving to improve performance
27
ASSISTANT PRINCIPAL LEVEL
Leadership
 Actively contributes to the development of the strategies and policies of the Department
 Brings a focus and drive to building and sustaining high levels of performance, addressing any performance
issues as they arise
 Leads and maximises the contribution of the team as a whole
 Clearly defines objectives and goals and delegates effectively, encouraging ownership and responsibility for
tasks
 Develops the capability of others through feedback, coaching and creating opportunities for skills development
 Identifies and takes opportunities to exploit new and innovative service delivery channels
Analysis & Decision Making
 Researches issues thoroughly, consulting appropriately to gather all information needed on an issue
 Understands complex issues quickly, accurately absorbing and evaluating data
 Integrates diverse strands of information, identifying inter-relationships and linkages
 Makes clear, timely and well grounded decisions on important issues
 Considers the wider implications of decisions on a range of stakeholders
 Takes a firm position on issues s/he considers important
Management & Delivery of Results
 Takes responsibility for challenging tasks and delivers on time and to a high standard
 Plans and prioritises work in terms of importance, timescales and other resource constraints, re-prioritising in
light of changing circumstances
 Ensures quality and efficient customer service is central to the work of the division
 Looks critically at issues to see how things can be done better
 Ensures controls and performance measures are in place to deliver efficient and high value services
 Effectively manages multiple projects
Interpersonal & Communication Skills
 Presents information in a confident, logical and convincing manner
 Encourages open and constructive discussions around work issues
 Promotes teamwork within the section, but also works effectively on projects across Departments and Sectors
 Maintains poise and control when working to influence others
 Instills a strong focus on Customer Service in his/her area
 Develops and maintains a network of contacts to facilitate problem solving or information sharing
 Engages effectively with a range of stakeholders, including members of the public, Public Service Colleagues
and the political system
Drive and Commitment
 Is self motivated and shows a desire to continuously perform at a high level
 Is personally honest and trustworthy and can be relied upon
 Ensures the citizen is at the heart of all services provided
 Through leading by example, fosters the highest standards of ethics and integrity
Specialist Knowledge, Expertise and Self Development
 Has a clear understanding of the roles objectives and targets of self and the team and how they fit into the work
of the unit and Department
 Has a breadth and depth of knowledge of Department and Governmental issues and is sensitive to wider
political and organisational priorities
 Is considered an expert by stakeholders in own field/ area
 Is focused on self development, seeking feedback and opportunities for growth to help carry out the specific
requirements of the role
28
PRINCIPAL OFFICER LEVEL
Leadership & Strategic Direction
 Leads the team, setting high standards, tackling any performance problems & facilitating high performance
 Contributes to the shaping of Departmental/Government strategy and policy
 Develops capability and capacity across the team through effective delegation
 Develops a culture of learning & development, offering coaching and constructive/supportive feedback
 Leads on preparing for and implementing significant change and reform
 Anticipates and responds quickly to developments in the sector/broader environment
 Actively collaborates with other Departments and Agencies
Judgement & Decision Making
 Identifies and focuses on core issues when dealing with complex information/situations
 Sees the relationships between issues and quickly grasp the high level and socio-political implications
 Identifies coherent solutions to complex issues
 Takes action, making decisions in a timely manner and having the courage to see them through
 Makes sound and well informed decisions, understanding their impact and implications
 Strives to effectively balance the sectoral issues, political elements and the citizen impact in all directions
Management & Delivery of Results
 Initiates and takes personal responsibility for delivering results/services in own area
 Balances strategy and operational detail to meet business needs
 Manages multiple agendas and tasks and reallocates resources to manage changes in focus
 Makes optimum use of resources and implements performance measures to deliver on objectives
 Ensures the optimal use of ICT and new delivery models
 Critically reviews projects and activities to ensure their effectiveness and that they meet Departmental
requirements
 Instills the importance of efficiencies, value for money and meeting corporate governance requirements
 Ensures team are focused and act on Business plan priorities, even when faced with pressure
Building Relationships & Communication
 Speaks and writes in a clear, articulate and impactful manner
 Actively listens, seeking to understand the perspective and position of others
 Works effectively within the political process, recognizing and managing the tensions arising from different
stakeholders perspectives
 Proactively engages with colleagues at all levels of the organization and across other Departments and builds
strong professional networks
 Makes opinions known when s/he feels it is right to do so
Drive and Commitment
 Consistently strives to perform at a high level
 Demonstrates personal commitment to the role, maintaining determination and persistence
 Is personally trustworthy and honest, delivering on promises and commitments
 Ensures the citizen is at the heart of all services provided
 Is resilient, maintaining composure even in adverse or challenging situations
 Promotes a culture that fosters the highest standards of ethics and integrity
Specialist Knowledge, Expertise and Self Development
 Develops and maintains skills and expertise across a number of areas that are relevant to his/her field and
recognized by people internal and external to the Department
 Keeps up to date with key departmental, sectoral, national and international policies and economic, political and
social trends that affect the role
 Maintains a strong focus on self-development, seeking feedback and opportunities for growth
29
Appendix C
PMDS Form 2013
30
Performance Management and Development
System
From
To
(dates)
Name
Grade
Section
Manager
PPS Number
Reviewer
What is the purpose of my job? (Linkage to Business Plan Strategic Objective/s)
Do you manage staff?
YES / NO
If you are a Manager with staff reporting to you, you MUST complete this box
Number of Direct Reporting Staff*:
Total Salaries of Direct Reports: €
*staff that report directly to the Jobholder
If you are a Manager who is responsible for a budget, you MUST complete this box
Budget Total: €
1
Goal Setting (Goals should be achievable and specific. Select 3 -5 Goals )
Goal 1 is Mandatory for all Managers
Goal 1
Manage the performance of the staff reporting to me:
It is my responsibility to ensure that the Tasks below are completed
by all Managers and Staff in my Division/Section
How will the Goal be measured?
Goals set, performance reviewed and training needs addressed for all
my staff, throughout the year
PMDS forms completed and signed off on by end of the year
Performance issues identified and documented
Tasks
(list what needs to be done and by what date to achieve the Goal) e.g.
1.
2.
3.
4.
5.
6.
7.
8.
9.
Interim Review – Progress
achieved (Set the date)
Partially Fully
Not
achieved achieved achieved
Complete Goal Setting
Complete Interim Reviews
Complete Annual Reviews
Ensure all staff are performing to agreed target levels and
that high quality standards are maintained
Manage staff attendance - punctuality/flexitime/annual leave
Manage sick leave in accordance with Circular 9/2010
Address all instances of underperformance in accordance
with ‘Guidelines for Managing Underperformance’
Hold regular conversations with staff on all of the above
Ensure that ongoing support is provided to staff
Competencies required (identify what is needed to achieve the Goal) *
2
Annual Review (Set the date)
Partially
achieved
Fully
achieved
Not
achieved
Goal 2
How will the Goal be measured?
Annual Review (Set the date)
Tasks
Interim Review - Progress
achieved (Set the date)
Partially
achieved
Partially
achieved
(list what needs to be done and by what date to achieve the Goal)
Fully
achieved
Not
achieved
Fully
achieved
Not
achieved
Competencies
(identify what is needed to achieve the Goal) *
Goal 3
How will the Goal be measured?
Annual Review (Set the date)
Tasks
Interim Review - Progress
achieved (Set the date)
Partially
achieved
Partially
achieved
(list what needs to be done and by what date to achieve the Goal)
Fully
achieved
Competencies
(identify what is needed to achieve the Goal) *
3
Not
achieved
Fully
achieved
Not
achieved
Goal 4
How will the Goal be measured?
Interim Review - Progress
achieved (Set the date)
Annual Review (Set the date)
Tasks
Partially
achieved
Partially
achieved
(list what needs to be done and by what date to achieve the Goal)
Fully
achieved
Not
achieved
Fully
achieved
Not
achieved
Competencies
(identify what is needed to achieve the Goal) *
Goal 5
How will the Goal be measured?
Interim Review - Progress
achieved (Set the date)
Annual Review (Set the date)
Tasks
Partially
achieved
Partially
achieved
(list what needs to be done and by what date to achieve the Goal)
Fully
achieved
Competencies
(identify what is needed to achieve the Goal) *
*refer to Guide to the PMDS Competencies at Appendix A
4
Not
achieved
Fully
achieved
Not
achieved
Learning and Development Plan
Name
Grade
Section
Manager
PPS Number
Areas for Growth* - What can I do better and how?**
What skills,
knowledge or
experience do I
need to achieve the
above?
Associated
Goal/
Competency
On-thejob
training
How is it to be met?
SelfTraining
learning
Course
Other
(Specify)
* identify a developmental goal
**refer to Guide to the PMDS Competencies at Appendix A
5
Cost
(course
fee, T&S)
€
Interim Review –
Progress to date
Impact on work
performance
Annual Review
Impact on work
performance
Career Development (to be completed by the Jobholder* and given to the Manager)
.
*if appropriate, refer to Guide to the PMDS Competencies at Appendix A
GO TO Feedback Conversation on page 10 and sign off on page 12
6
Interim Review
Review Period:________________________________ Date of Review Meeting:______________________________
Name
Grade
Section
Manager
PPS Number
The Jobholder completes the performance narrative box at 1 below and gives to the Manager prior to the review meeting.
The Manager completes the performance narrative box at 2 below following discussion with the Jobholder.
Assessments should include evidence and examples of key achievements and how the competencies were demonstrated.
1. Jobholder’s self-assessment
2. Manager’s assessment
GO TO Feedback Conversation on page 10 and sign off on page 12
7
Annual Review
Review Period:________________________________ Date of Review Meeting:______________________________
Name
Grade
Section
Manager
PPS Number
The Jobholder completes the performance narrative box at 1 below and gives to the Manager prior to the review meeting.
The Manager completes the performance narrative box at 2 below following discussion with the Jobholder.
Assessments should include evidence and examples of key achievements and how the competencies were demonstrated.
The Manager then awards the Evaluation of Performance by ticking the appropriate box at 3 below.
If the Jobholder is a Manager with staff reporting to him/her and has not completed PMDS for all his/her staff i.e. set goals, reviewed
performance including how competencies were demonstrated and addressed training needs throughout the year, either ‘Needs To
Improve’ or ‘Unsatisfactory’ in the Evaluation of Performance section MUST be ticked.
1. Jobholder’s self-assessment
2. Manager’s assessment
8
3. Evaluation of Performance
Exceptional Performance
High Standard
Fully Achieved Expectations
Needs To Improve
The standard required in all role
requirements was substantially
exceeded and performance was
consistently exceptional. All goals
were met. Quality and output of work
were of an exceptionally high standard
and substantially surpassed
expectations.
All competencies for the role were
demonstrated to an exceptionally high
standard.
Exceptional effort was demonstrated in
the achievement of this standard and a
significant personal contribution was
made to the achievement of
divisional/organisation goals and
objectives*.
Performance met the required
standard in all role requirements and
exceeded the standard in a number
of respects. All goals were delivered
and the output and quality of work
was at a high standard. Performance
frequently exceeded expectations.
All competencies were demonstrated
and the required standard was often
exceeded*.
All critical goals were delivered and
expectations in all essential areas of
responsibility were met. Overall,
work performance was effective and
sometimes exceeded the required
standard.
All competencies were demonstrated to
the expected standard*.
The critical goals and targets
were not met to the expected
standard and performance fell
short in some important
respects.
Competencies were not displayed
to the required standard.
Development is required to meet
the standards expected in the
role*.
A Performance Improvement
Action Plan** to improve
performance must be prepared.
*
Specific evidence to support these assertions must be reflected in the Manager’s narrative.
** Please refer to ‘Guidelines for Managing Underperformance’, Department of Public Expenditure and Reform, May 2011.
9
Unsatisfactory
Expectations were not met
in a number of essential
areas of responsibility
and/or reasonable progress
toward critical goals was
not made.
The fundamental
competencies were not
demonstrated.
Immediate and very
significant improvement is
needed in one or more
important areas*.
A Performance Improvement
Action Plan** to improve
performance must be
prepared.
If a Performance
Improvement Action Plan
has already been put in
place but performance has
not reached acceptable
levels, the disciplinary
process should be
commenced**.
Feedback Conversation
Jobholders and Managers are encouraged to have a feedback conversation at each stage of the PMDS process. This is an opportunity for an open discussion between the
Jobholder and the Manager on how the Jobholder’s role is contributing to the delivery of the Department’s business goals. The discussion should focus on the following themes:



The Jobholder’s role and responsibilities
How the job is structured
Adding value to the role
However, the discussion need not be bound by these themes. Feedback may also be given by the Jobholder to the Manager and will, in turn, be discussed by the Manager with
his/her own Manager, and the results should be incorporated into the Manager’s own performance objectives and personal development plan under the guidance of his/her
Manager. The following section must be completed indicating that you were given the opportunity to give feedback under this section.
Goal Setting
Interim Review
I was given the opportunity to have a feedback conversation
I wish to have a feedback conversation
I do not wish to have a feedback conversation
10
Annual Review
Feedback – to be completed by the Jobholder
How I feel I am being managed
1
1. I understand my role and my responsibilities
2. I am clear on the value of my job to the Department/Office
3. I am happy with how my job is structured
4. I feel work has been equally distributed across my section
5. My Learning and Development Plan has been implemented
How I can add value to my role
Is there any other issue you wish to discuss during the feedback conversation?
*If you have answered 3 or 4 to any of the questions above, please state your reasons
in the box below
1
Strongly agree
2
Agree
3
Disagree
4
Strongly disagree
*
11
GOAL
SETTING
2
3
4
1
INTERIM
REVIEW
2
3
4
1
ANNUAL
REVIEW
2
3
4
Sign off
Goal Setting
Interim Review
Annual Review
Signed Jobholder
Date
Signed Manager
Date
Annual Review Only
Reviewer Comments, if required
12