Appendix 3
Generic support staff capabilities*
Member of staff: ……………………………………
School/Budget Centre: ……………………………..
Capabilities: How you should do your job to do it well (including applying what you have to know and delivering results to do your job well).
Note: a rating is only required per capability
Capability
Customer focus
Definition
Works effectively for people
Behaviours
 Identifies, understands and responds to customer** needs
 Is approachable and responds with an appropriate and timely
answer or result
 Respects customers
Rating
**Customers include the colleagues you work for (including your manager), the
colleagues you work with, students, and any external contacts, as applicable.



Team working
Works effectively with people
Personal
effectiveness

Positive attitude and approach 
to achieving results

Finds and uses relevant learning opportunities to improve results
Conscientious and hard-working
Identifies areas where action and improvement is required,
responds appropriately and co-operatively to change, challenges
and conflicting demands

Applies relevant job knowledge, skills and expertise to do the job
well.
Plans ahead and demonstrates good personal organisation to
achieve desired results: prioritises tasks and takes action to meet
output needs in order of importance.
Consistently meets standard to do the job well to deadlines. (egs)
Results delivery
Gets the job done well


Communication
Communicates clearly,
appropriately and effectively



Supports colleagues
Demonstrates dependability and flexibility
Gains necessary co-operation, trust and respect (egs)
Chooses appropriate method of communication
Uses language and terminology fit for purpose and audience
Uses appropriate detail or conciseness. (egs)
Overall rating – subject to review and, if appropriate, moderation
*To be completed by the reviewer after the PDR meeting (see notes on page 3)
Document last updated on 31/10/2013
Page 1 of 3
Reviewer signature
Is there a proposal to award the reviewee performance based pay
Yes / No
If yes what is the proposal
(delete the options that do not apply)
1 additional increment
2 additional increments
Signed by the reviewer
Signed……………………………………………………………………………………………………….Date………………………………………………
Print name……………………………………………………………………………………………………
Head of Budget Centre/College (or representative)
Further to Budget Centre/College review and moderation is the
proposal supported
Yes / No
If there are any amends to the proposal, detail these here with
reasons
Signed by the Head of Budget Centre/College (or representative)
Signed……………………………………………………………………………………………………….Date………………………………………………
Print name……………………………………………………………………………………………………
Document last updated on 31/10/2013
Page 2 of 3
Generic support staff capabilities - notes
The support staff capabilities were developed in consultation (via workshops in April and May 2007) with the JUC, staff and managers, and apply to all support staff (as agreed
during the consultation).
All staff should be adhering to the University’s policies and procedures (including health and safety and time-keeping) as part of doing their job well.
1
The support staff capabilities:
 Outline how you should do your job to do it well (including applying relevant job knowledge, skills and expertise and delivering results to do your job well).
 Were developed in consultation with support staff and managers.
 Apply to all support staff, as agreed during the consultation.
2
Examples of doing the job well or to a higher or exceptional standard against each capability will vary depending on the role and the band. Some examples of
behaviours for doing well against each capability are available at: intranet.birmingham.ac.uk/hr/employment/pdr/support.aspx or from your manager. Management
and supervisory roles will normally include examples of managing a team or an individual member of staff against ‘Team Working’ and ‘Results Delivery’.
3
Doing your job well is about:
 How you do your job (as outlined in the support staff capabilities)
 What you do. The objectives for your job describe what results you should deliver.
4
Your salary is paid for doing your job well.
5
The University expects that typically:

80% of support staff will be doing the job well (for which they receive their salary including any competence increment that applies, and any pay award agreed);
and

20% will be doing the job beyond well (and be proposed for a performance-based reward) either:
o By performing against the capabilities to an overall standard that is higher or exceptional (1 or 2 additional competence increments or 1 or 2 contribution
increments); OR
o By meeting a one-off objective that is unlikely to be repeated, involved a substantial amount of time and effort and was met particularly well (one-off
payment).
6
Your job:
 Is outlined in the job description
 Has a banding to recognise the level of the job as outlined in the relevant job family framework – see note 8 below.
 Has objectives that are set to deliver on the objectives for your team, College/Budget Centre and the University.
7
The specialist knowledge, expertise and skills needed for an individual support staff role are not covered by the capabilities for support staff (which are general and
apply to all support staff roles), but depend on the role. The application of the relevant knowledge, skills and expertise is necessary for you to do the job well against
each of the support staff capabilities.
8
The relevant job family framework for your job (clerical/secretarial, technical or estates and ancillary) outlines the different level of knowledge, skills, experience and
duties at bands 100, 200, 300, 400, 500: intranet.birmingham.ac.uk/hr/benefits/progression/grading/frameworks.aspx
Document last updated on 31/10/2013
Page 3 of 3