Ministry of European Integration

Implementing Agency for Regional Development (IARD)

SECTION VII

HUMAN RESOURCES POLICY & PROCEDURES
FUNCTIONS & PROCEDURES for the Management of the Community assistance under EDIS (PHARE)

Section VII - Human Resource
EDIS (PHARE): Functions & Procedures Version: Final Date: 31/08/04

Contents
ABBREVIATIONS..............................................................................................................................................3 GLOSSARY .......................................................................................................................................................4 1. HUMAN RESOURCES POLICY.................................................................................................................9 1.1. INTRODUCTION .......................................................................................................................................9 1.2. THE HR POLICY FRAMEWORK OBJECTIVES .............................................................................................9 1.3. HR MANAGEMENT ..................................................................................................................................9 1.4. THE HR POLICY FRAMEWORK ...............................................................................................................10 1.5. HR ACTIVITIES AND TOOLS ...................................................................................................................12 1.5.1. Staff Planning..............................................................................................................................12 1.5.2. Job Descriptions .........................................................................................................................13 1.5.3. Competency Framework.............................................................................................................14 1.5.4. Recruitment and Selection..........................................................................................................15 1.5.5. Induction .....................................................................................................................................17 1.5.6. Performance Management .........................................................................................................18 1.5.7. Training and Development..........................................................................................................19 1.5.8. Monitoring and Evaluation ..........................................................................................................21 1.6. EXPECTED NORMS IN ATTITUDES AND BEHAVIOURS FROM IARD STAFF ..................................................24 1.6.1. Equal Opportunities Policy..........................................................................................................24 1.6.2. Behaviour in the Workplace........................................................................................................25 1.6.3. Code of Conduct.........................................................................................................................25 LIST OF ANNEXES .........................................................................................................................................26 2. STAFF PLANNING ...................................................................................................................................53 2.1. INTRODUCTION .....................................................................................................................................53 2.2. STAFF PLANNING PROCESS ..................................................................................................................53 2.2.1. Analyse Current Situation (Supply) ............................................................................................53 2.2.2. Assess Future Needs (Demand) ................................................................................................55 2.2.3. Determine Gap and Develop Strategies.....................................................................................56 2.2.4. Select Strategies and Prepare Master Action Plan ....................................................................57 2.2.5. Implement and Monitor ...............................................................................................................59 2.2.6. Evaluate ......................................................................................................................................60 2.2.7. Restart Process ..........................................................................................................................60 LIST OF ANNEXES .........................................................................................................................................61 3. RECRUITMENT AND SELECTION..........................................................................................................87 3.1. RECRUITMENT ......................................................................................................................................87 3.1.1. Recruitment Planning (Permanent Recruitment)........................................................................87 3.1.2. Sourcing......................................................................................................................................88 3.2. SELECTION ..........................................................................................................................................88 3.2.1. Preparation .................................................................................................................................88 3.2.2. Contest........................................................................................................................................91 3.2.3. Appeals .......................................................................................................................................95 3.2.4. Reference Checking ...................................................................................................................95 3.3. APPOINTMENT/ LABOUR CONTRACT ......................................................................................................95 3.4. PROBATION AND TRIAL PERIODS ...........................................................................................................96 3.4.1. Probation Period for the Debutant Civil Servants. ......................................................................96 3.4.2. Trial Period..................................................................................................................................97 3.5. MONITORING AND EVALUATION .............................................................................................................97 3.5.1. Monitoring ...................................................................................................................................97 3.5.2. Evaluation ...................................................................................................................................98 LIST OF ANNEXES .........................................................................................................................................99 4. INDUCTION ............................................................................................................................................143
Ch 1 Human Resources Policy

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Ministry of European Integration Implementing Agency for Regional Development

4.1. INTRODUCTION .................................................................................................................................. 143 4.2. INDUCTION PROCESS ......................................................................................................................... 143 4.2.1. Levels....................................................................................................................................... 144 4.2.2. The Personal Development Pack ............................................................................................ 145 4.2.3. Stages ...................................................................................................................................... 145 4.2.4. Monitor and Review ................................................................................................................. 146 LIST OF ANNEXES....................................................................................................................................... 148 5. PERFORMANCE MANAGEMENT ........................................................................................................ 157 5.1. INTRODUCTION .................................................................................................................................. 157 5.2. APPRAISAL AND PERSONAL DEVELOPMENT PLANNING PROCESS ......................................................... 157 5.2.1. Appraisal period ....................................................................................................................... 157 5.2.2. Appraisers ................................................................................................................................ 158 5.2.3. Individual Objectives and Performance Criteria....................................................................... 158 5.2.4. The Appraisal Interview............................................................................................................ 158 5.2.5. Personal Development Plans................................................................................................... 158 5.2.6. Appraisal Appeals .................................................................................................................... 159 5.2.7. Process Management .............................................................................................................. 159 5.2.8. Monitoring and Evaluation ....................................................................................................... 160 LIST OF ANNEXES....................................................................................................................................... 162 6. TRAINING AND DEVELOPMENT ......................................................................................................... 190 6.1. INTRODUCTION .................................................................................................................................. 190 6.2. TRAINING AND DEVELOPMENT PLAN ................................................................................................... 190 6.3. PREPARATION OF THE TRAINING AND DEVELOPMENT PLAN .................................................................. 191 6.3.1. Training Needs......................................................................................................................... 191 6.3.2. Plan Activities........................................................................................................................... 192 6.3.3. Plan Programme ...................................................................................................................... 192 6.3.4. Plan Resources........................................................................................................................ 193 6.3.5. Monitoring, Evaluating and Reviewing the Plan ...................................................................... 194 6.4. APPROVAL OF DRAFT TRAINING PLAN ................................................................................................. 194 6.5. IMPLEMENTATION OF APPROVED TRAINING PLAN ................................................................................ 194 6.5.1. Implementation Planning ......................................................................................................... 194 6.5.2. Identifying and Organising Supply ........................................................................................... 194 6.5.3. Identifying and Organising Venues .......................................................................................... 194 6.5.4. Identifying and Confirming Participants ................................................................................... 195 6.5.5. Approval of Activity................................................................................................................... 195 6.5.6. Payment for Services Provided................................................................................................ 195 6.6. MONITORING AND EVALUATION........................................................................................................... 195 6.6.1. Monitoring ................................................................................................................................ 195 6.6.2. Evaluation ................................................................................................................................ 195 6.6.3. Reporting.................................................................................................................................. 196 6.7. OTHER TRAINING ACTIVITIES .............................................................................................................. 196 LIST OF ANNEXES....................................................................................................................................... 197

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Ch 1 Human Resources Policy

Section VII - Human Resource
EDIS (PHARE): Functions & Procedures Version: Final Date: 31/08/04

Abbreviations
EDIS - Extended Decentralized Implementation System EU - European Union FTE - Full Time Equivalent HR - Human Resource HRD - Human Resources Department HRP- Human Resource Policy IARD - Implementing Agency for Regional Development MEI - Ministry of European Integration MT- Management Team NACS - National Agency for Civil Servants NIA - National Institute for Administration PAO- Programme Authorizing Officer PDP - Personal Development Plan PM – Performance Management PRAG - Practical Guide (to Contract Procedures financed from General Budget of the European Communities in the Context of External Action" or shorter "Practical Guide to External Aids") RS - Recruitment and Selection RDA - Regional Development Agency RDD - Regional Development Directorate SA - Staff Appraisal SDU- Staff Development Unit SMT - Senior Management Team SP - Staff Planning TA - Technical Assistance T&D - Training and Development WLA - Workload Analysis

Ch 1 Human Resources Policy

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Disciplinary action: The action or actions arising from a substantiated allegation or assessment for which a penalty is deemed appropriate. reassignments. Discrimination: Illegal practice in the recruitment. religion.. 17. Competence: The knowledge and abilities necessary to undertake the activities specific to a position. Competency: Underlying characteristic of an employee (behaviours. Applicant/Candidate: Any person that has stated. family status or responsibilities and disabilities. Doing the right things. having the role to guide the individual or group behaviour. Disciplinary process: Process undertaken to investigate and manage allegations or assessments about employee performance or allegations of unacceptable conduct or workplace behaviour. according to specific ethic norms. nationality. 10. in a fiscal year. 16. etc. Bullying: The repeated less favourable treatment of a person by another or others in the workplace. understanding). 5. ethnic origin. social origin.Ministry of European Integration Implementing Agency for Regional Development Glossary 1. Efficiency: Results being obtained using reasonable resources. 13. sexual orientation. and when they will do it. Action Programmes: Well defined activities that emanate from broader glossary of strategy (at organization and functional levels). 14. Action Plan: Sets of actions (usually written down) that help you to get results. skills. Equal Opportunities Policy: This recognises that anyone can enter a career in the IARD who complies with the legal conditions. within a selection process. 11. Attrition: The reduction of staffing levels from an organizational level due to resignations. Conflict of Interest: Any event influencing the capacity of a candidate or of a member of the Assessment Board or of the Board for Appeals to give an objective and impartial professional opinion. They correspond to a pragmatic expression of strategy. political views. 12. genetic characteristics. according to the procedure. Evaluation: A periodic assessment of the efficiency. Baseline: The total number of staffed. effectiveness. 3. the intention to participate in a selection process. and how you will judge their success. 15. 8. It is usually undertaken as an independent examination of the 4 Ch 1 Human Resources Policy . which may be considered unreasonable and inappropriate workplace practice (A formal definition used by the European Agency of Occupational Health and Safety. race. or preventing it. age. Effectiveness: Degree to which an activity or initiative is successful in achieving a specified goal and bringing about desired change. 7. and relevance of a plan/project in the context of stated objectives. 4. A good action plan covers who will do what. deaths. 2. knowledge and 9. 6. permanent positions identified at the beginning of the Staff Planning process. selection and promotion process of showing prejudice individuals on basis of gender. what resources they will use. Ethical Code: Set of rules and procedures regarding the values system in an organization. transfers to other agencies. Doing the things right.

23. required qualifications. or the resources (staff. Hiring: Concluding. Mission: The mission statement describes the overall purpose of the organization. In other words. 24. They also indicate times when decisions should be made or action should be finished. as provided for in the in Council Regulation 1266/99. Gap: The difference between projected positions and human resources supply. 28. 30. responsibilities. which is unsatisfactory. 29. Job Description: A formal written statement that describes the duties. Induction: The process whereby employees are formally introduced to their colleagues. of a labour contract between the MEI and the person who was selected as a result of the contest. 31. Offices. Middle Management: Part of the management team of IARD consisting of managers holding positions of Heads of Units. 33. It is a statement of the current and future expected business scope. and their deputies. Misconduct: Wilful conduct by a staff member. Usually a name that reflects a person's authority and responsibility. Job: A group of contiguous operations related by similarity of functions that can be completed by one or more workers without interference or delay.Section VII . 22. natural or legal person. in exchange for a remuneration called salary. 27. 20. with a view to drawing lessons that may guide future decision making. and of the unique competencies that the organization has developed and will continue to promote into the future. Human Resource Need: Organization’s forecast of required staff size and skill mix for the designated planning period. Input: Resources that contribute to production and delivery. Extended Decentralized Implementation System (EDIS): An EU extended decentralized implementation system for managing aid. Departments and supervisors. in legal terms. their duties and to the facilities available at IARD. 26. It provides basic guiding principles and a set of expectations that are going to condition the rest of the strategic activities. 25. called employee. objectives. Job Specification: Description of the requirements for the qualification. Individual Labour Contract: The contract on the grounds of which a natural person. experience and personality traits of the appropriate person for a particular job. In case of civil servants appointment to a position according to the legal provisions. they are what go 'into' a service or activity. It can be a positive number indicating surplus workforce or a negative number indicating unmet projected positions. 32. materials and premises) employed to provide a service. Full-time Equivalent (FTE) Employment: The total work hours required in an organization for a year divided by 2080 hours. and reporting relationships of a particular job. results. For IARD this relates to the Phare pre-accession instrument. 21. 18. 19.Human Resource EDIS (PHARE): Functions & Procedures Version: Final Date: 31/08/04 background. Ch 1 Human Resources Policy 5 . FTE is projected on a full fiscal year basis. Job Title: An official position in an organizational hierarchy. Milestone: A type of indicator of achievement providing indications for short and medium-term objectives (usually activities) which facilitate measurements of achievements throughout a project rather than just at the end. binds himself/herself to work for and under the authority of an employer. activities and means deployed. their working environment. One FTE is equivalent to one staff year.

49. 42. 37. written to reduce subjective judgement. 6 Ch 1 Human Resources Policy . 41. Objectives state the specific outcomes that an organization expects to accomplish within a given or stated time frame. of doing something successfully. or the level of performance that is generally expected. Organization Competencies: Capabilities that set the organization apart from others in the same activity sector. setting up the individual performance measures with glossary and relating them to individuals or teams. Outcome: The results (change or effect) of the outputs of an activity. Objectives reflect the key components of the intended strategy. It involves understanding and acting on performance issues at each level of the organisation. Mutually agreed upon criteria used to describe how well an employee must perform. 50. Monitoring: The systematic and continuous collecting. 46. 43. Organizational values: Values represent the core priorities in the organization’s culture.Ministry of European Integration Implementing Agency for Regional Development 34. They often drive the intent and direction for “organic” planners. from individuals. Performance Review: Meeting to review and evaluate performance. 35. It is part of the performance management approach. involving supervisor and employee. Values are increasingly important in strategic planning. Paritary Committee: Committee comprising equal representation of each group participating in the negotiation of disputes. They are expressed as specific and measurable targets for accomplishment during the state time frame. and from which the outcomes stem. Performance Measurement: Deciding what you want to measure and why. forecasts and targets. carried out through a structured interview between the employee and his/her manager. through to the organisation itself. analysing and using of information for the purpose of management control and decision. Often includes setting objectives and standards of performance. including what drives members’ priorities and how they truly act in the organization. Objective: Description of the aim of a plan. Performance: the act of performing. 48. 36. Organization Culture: A complex set of basic underlying assumptions and deeply held beliefs shared by all members of the group that operate at a preconscious level and drive in important ways the behaviour of individuals in the organizational context. Performance Appraisal: The regular (usual annual) process of assessing the performance of an employee. Output: The deliverables arising from an activity which is undertaken using necessary inputs. Performance Standards: Minimum acceptable level of performance.making. project or programme. 45. 44. 39. Organizational Level: The administrative subdivision to which an employee is assigned. Performance Planning: The process of communication between manager and employee that results in mutual understanding of what the employee is to be doing during the next period of time. collecting the relevant data. Performance Objectives: Statements of what an employee is supposed to achieve. teams and directorates. Performance Management: Managing the performance of an organisation or an individual' or 'what you do to improve and maintain good performance '. including past current performance. 40. 47. 38. using knowledge as distinguished from merely possessing it.

recruiting and selection policy. externally (e. It includes tasks like reviewing resumes. Ch 1 Human Resources Policy 7 . and how large and what type of workforce is required to provide that mix of skills. Selection: The process designed to determine the most qualified candidate from the group of applicants. 58. 54. 67. internet). 56. needs and priorities that the plan/project is supposed to address.g. reference checks and the final employment offer. Staff Planning Team: A group of individuals with multi disciplinary backgrounds from the IARD involved in activities within their respective organizational level and who can ensure the right skills are in the right location at the right time to meet conservation issues. on the basis of a set of eligibility criteria. newspaper ads. 59.Human Resource EDIS (PHARE): Functions & Procedures Version: Final Date: 31/08/04 51. It examines what IARD needs to accomplish in a given period of time.g. 63. category and grade available in the future based on projected retirements and attrition trend data. at the right time to meet the IARD’ s changing needs. work related testing. 64. Achievable. 66. 53.Section VII . SMART (in relation with objectives or targets): Specific. Relevant and Time-based. 65. Short-listing: The process whereby the Assessment Board decides which candidates are accepted to participate in a contest for a vacancy. and to the physical and policy environment within which it operates. Projected Staff/ Workforce Supply: Projected number of employees by class. on the specific developmental requirements necessary to fulfil the mutual goals of individual career development and organizational enhancement. Personal Development Planning (PDP): Concept that emphasizes discussion and joint decisions by the employee and the supervisor. skills. Permanent Staff/ Workforce: Consists of all permanent positions (full-time and part-time) within the workforce. Measurable. Retirement Projection: The number of employees anticipated being lost due to retirement. knowledge. equal opportunities policy. at the right location. Skill: An observable and measurable expertise needed to perform a task. Policy: Continuing guidelines governing the actions in a sector of activity/ organization (policies in organisations e. Results: The outputs (“products”) of the activities undertaken. or both. and experience. 61. Relevance: The appropriateness of plan/project objectives to the real problems. 62. 55. email notification). Staff/ Workforce Planning: A process that ensures people with the appropriate skills are in the right place. intranet. bulletin boards. and going through the steps of posting it internally (e. Projected Staff/ Workforce Need: Organization’s forecast of needed staff size and skill mix for the designated planning period that will be needed to conduct the work in the future. 57. the combination of which achieve the specific objectives of the plan/project. Senior Management Team (SMT): The IARD team of Directors with responsibility for overall IARD strategic and operational planning and decisions making. Projected Positions: Based on budget expectations the projected skills and tasks identified by class. 60. It includes tasks like writing a job description and job postings. etc). 52.g. what knowledge. and experience are required to get the job done. Recruitment: the process of gathering a group of qualified applicants. or regional/national policies. Each PDP is uniquely tailored to the needs of the individual and the organization. category and grade necessary to achieve the work of the IARD. interviewing.

76. It is a brief statement that embraces the desired future that the organisation is working towards. 74. 70. Workload: The amount of work units assigned to a resource over a period of time. 8 Ch 1 Human Resources Policy . Surplus: The amount by which the supply exceeds needs. 73. Supervisor: The person who is responsible for day-to day supervision of the staff member. 75. 72. Vacancy: The position becoming vacant as a result of the termination of employment or contract. A formal planning process should recognize the different roles to be played by the various managers within the organization in the formulation and execution of the organization’s strategies. 69. Work Measurement: The use of labour-time standards to measure and control the time required to perform a particular task or group of tasks. Strategy results from the detailed strategic planning process. It doesn't have to be measurable. 77. Unsatisfactory Work Performance: Inefficiency or negligence in the performance of the employee’s duties. Staffing Assessment: The determination by the IARD of the ideal staff size and skill mix needed to carry out its strategic objectives. as well as the newly created position. Vision: High-level statement of the aspiration of an organization. 78. Strategy: A general direction set for the organization and its various components to achieve a desired state in the future.Ministry of European Integration Implementing Agency for Regional Development 68. 71. Strategic Planning Process: A disciplined and well-defined organizational effort aimed at the complete specification of a firm’s strategy and the assignment of responsibilities for its execution. as applied to all posts within IARD. Substitutability: Exchangeability by virtue of being replaceable.

Planning and co-ordinating the recruitment process within IARD in liaison with the Human Resources Department (HRD).4.2.Section VII . below). In conjunction with Directors. which conforms to both EDIS and Romanian Law and is co-ordinated through a dedicated Staff Development Unit ( SDU). 3. 1. Ch 1 Human Resources Policy 9 . Introduction IARD places a high priority on Human Resources (HR) management and development. monitoring and evaluation of associated HR activity. This has a strategic role in providing an oversight on the development of the Policy Framework and the implementation. • Within this Framework. a range of specific procedures that clearly set out the nature of activities.5.1. 2.Human Resource EDIS (PHARE): Functions & Procedures Version: Final Date: 31/08/04 1. The HR Policy Framework Objectives To seek to recruit and develop IARD staff to meet the performance objectives of IARD in relation to the management of Phare programmes within Romania and the transition to EU Structural Funds. This mainly covers the senior managers – the General Director of the Regional Development Directorate and Directors within the Directorates comprising IARD. when they should be carried out and who is responsible. • IARD is working within a rapidly changing and challenging environment as Romania moves towards EU Accession. • A high level of staff skills and capabilities are essential to ensure that Phare is delivered efficiently and effectively. morale and continuous development. including advising new staff on administrative and personnel issues.3. 1. The Overall Objectives of the Framework are: 1. • Accordingly IARD has developed a policy approach to HR which comprises: • An integrated and comprehensive Policy Framework. preparing induction timetables and monitoring the implementation of individual programmes. which demonstrates the value IARD places on its staff and is designed to foster motivation. HUMAN RESOURCES POLICY 1. 1. To be a positive and caring employer and to reinforce the importance of all IARD staff as IARD’s most significant asset through effective HR Management. This is because: • Staff are regarded as IARD’s most significant asset in meeting its performance objectives. Supporting the Staff Plan Strategic Team in the development of the Annual Staff Plan through leading the work of the Operational Team in its preparation (see para. 2. HR Management Management of HR within IARD is the primary responsibility of all those with a staff supervisory role. 4.1. • The adoption of good practice in implementing the procedures. acting as the principal liaison with new staff before arrival. requiring a robust programme of continuous staff development. Collectively these senior managers make up the Senior Management Team (SMT). Co-ordinating periodic job descriptions review by the managers and informing responsible Directors accordingly. The SDU provides support to the SMT in this role through: 1.

Maintaining awareness and knowledge of contemporary HR management and good practice and providing suitable interpretation to Directors and staff within IARD.4. In conjunction with the SMT. 9. 2. undertaking the preparation of the annual IARD Training & Development Plan and the implementation of the approved Plan (see para.5. These components comprise: • Equal Opportunities Policy • Guidelines for Conduct in the Workplace • Ethical Code of Conduct 10 Ch 1 Human Resources Policy . The HR Policy Framework The HR Policy Framework comprises two main parts: 1. providing recommendations on the development of the HR Policy Framework and programming of HR activity. These components comprise: • Staff Planning • Job Descriptions • Competency Framework • Recruitment & Selection • Induction • Performance Management • Training & Development • Monitoring and Evaluation How the HR activities are related in practice in terms of annual programming is shown in Annex HR. which demonstrates how they are linked within the HR annual cycle. Informing the SMT of the programme for performance appraisal and personal development planning and co-ordinating its implementation.4. including ensuring all materials are available and maintaining confidential records on the outcomes.P1. purposes and achievements. Establishing systems for the evaluation of the quality and impact of HR activities and preparing an annual evaluation report for consideration by the SMT. 10. HR Activities and Tools The HR Activities and Tools components within the Framework are illustrated in Diagram 1. 1. 6. below) Developing and maintaining systems for recording and monitoring HR activities. 1.Ministry of European Integration Implementing Agency for Regional Development 5. 8.7. Expected Norms in Attitudes and Behaviours from IARD staff The key components on behavioural norms include both what is expected of staff and procedures in the event of norms being transgressed. Liasing with Directorates across IARD to ensure they are fully informed and understand HR objectives. 7.

Activities.Human Resource EDIS (PHARE): Functions & Procedures Version: Final Date: 31/08/04 Diagram 1: The HR Policy Framework IARD Staff Plan Vision Strategic Objectives Staff Profile Staff Action Plan Financial Budget Job Descriptions Purpose. Specification & Substitutability Competency Framework Knowledge. Skills & Attitudes Recruitment & Selection Job Specification Contest Applicant Selection Monitoring & Evaluation Indicators Impact Staff Induction Individual programme Objective Setting Staff Appraisal Individual Performance Objectives Performance Review Appraisal Criteria Objectives for next 12 months Personal Development Plans Review existing Prepare new plan for next 12 months 6 month Review IARD Training & Development Plan Training Needs Analysis Activities.Section VII . Programme Horizontal Development & Training Activities IARD/RDA Network Other Ministries Plan Implementation Over the next 12 months Ch 1 Human Resources Policy 11 . Resources.

1.1.1. To ensure “the right people with the right skills are in the right place at the right time.5 onward). 1. strategic plan.1. SP is part of strategic planning within IARD in defining future direction and preparing for the future. over a 3 year period with particular regard to the forthcoming year. The main areas covered within the Staff Plan are: • Summary of Key Strategic Elements • Current and desired staff profiles • Proposed changes • Resources required 12 Ch 1 Human Resources Policy . and a set of desired staff competencies. The Planning Process The preparation of the Staff Plan involves consideration of the relevant human resource implications arising out of the review of the IARD’s Strategic Plan. budgetary resources. critical to quality performance that will contribute to the achievement of IARD strategic goals and objectives by providing a basis for justifying workload staffing levels and the associated budget allocation. 2.Ministry of European Integration Implementing Agency for Regional Development The policy approach being adopted for all these Policy Framework components is given below in this Chapter (para. These are set out in the following Chapters: Chapter 2: Staff Planning Chapter 3: Recruitment and Selection Chapter 4: Induction Chapter 5: Performance management Chapter 6: Training and development Monitoring and Evaluation procedures are included within each Chapter against the specific Activity.5.5. It has 3 overall objectives: 1. 3. It provides the SMT with a framework for making human resource decisions based on the organisation’s mission. The following principles will provide a framework for effectively carrying out SP activities: • Top management strategic leadership and involvement of all Directorates • Integration of other HR planning processes with SP • A simple. 1.” To ”have the right people prepared for the right positions at the needed time”. systematic and well-documented process 1.3. Detailed procedures have been prepared for the HR Activities.2.5.5. IARD considers Staff Planning (SP) as a fundamental planning process.1.1.1. HR Activities and Tools Staff Planning Introduction 1. Policy Approach SP aims to create a sustainable and appropriate staffing profile for IARD. Consequently. To develop and maintain management information tools to facilitate the planning process.5.

The Team has overall responsibility for accomplishment of the Staff Plan preparation and implementation. 1. organisational structure. • Provides the basis for determining the HR financial budget 1.Section VII .2. • Assisting in achieving an appropriate staffing mix.1.5. which also approves the Plan. Through identifying the role and responsibilities for a post they establish a clarity of expectations in the relationship between managers and staff. 1. work unit or position design/redesign. Roles and Responsibilities Within the Ministry of European Integration (MEI) . • Feeds into the training needs analysis through identifying needs at the organisational level. 1. Job Descriptions Introduction Job Descriptions are a fundamental HR tool within the Policy Framework.5. The Operational Team is co-ordinated by the SDU Co-ordinator. while IARD is responsible for assisting the HRD by providing it with the Staff Plan at the IARD level. The Operational Team undertakes all the activities related to the preparation of the Staff Plan. HRD and IT technical support. • Providing an objective basis for planning training and development.1. The Strategic Team is led by the General Director of the Regional Development Directorate. To bring together all the information and expertise needed in the design and implementation of the IARD SP process.Human Resource EDIS (PHARE): Functions & Procedures Version: Final Date: 31/08/04 • • Implementation plan Monitoring and evaluation plan The principal outputs from the planning process are: • Identifying the skills and desired staff profile required to achieve the IARD strategic goals. • Provides the basis for the recruitment plan. Integration within the Framework The Staff Planning integrates many other processes that support the management of human resources within the HR Policy Framework. the HRD Director and the SDU Co-ordinator. the HRD is responsible for the overall co-ordination and organising of the staff planning process at the Ministry level. It comprises appropriate representation from each IARD Directorate. goals and objectives and provides direction and guidance to the Operational Team.5. transfers/ secondments.2. • Financial resources required to deliver the Plan • Providing the justification for ongoing decision-making with regard to such issues as the annual budget process. countersigned by the Secretary of State. two teams shall operate under the overall co-ordination and responsibility of the General Director. succession and recruitment needs The Plan will be reviewed annually (or at any other time of major change). flexible working arrangements.5. particularly at the level of organisational needs. Ch 1 Human Resources Policy 13 . The SDU Coordinator reports to the Strategic Team on progress. It comprises the SMT.4.1. • Provides a basis for job analysis and/or redesign.5. The Strategic Team sets the vision. In particular it: • Provides an overall direction for HR activities and a context for monitoring and evaluation HR performance.

• Recruitment and Selection: They incorporate the knowledge and skill requirements for a post and consequently are the primary source for the job specification. The nature and level of these will vary according to the position held or the degree of seniority. Consequently any review of desired competencies is the responsibility of the National Agency for Civil Servants (NACS). Competency Framework Introduction Competencies describe the desired knowledge.5. skills and behaviours that staff should have/exercise within IARD to effectively meet its performance objectives.P3) is also used as the Performance Criteria for Performance Appraisal as set out in Law1 relating to the Civil Service. in conjunction with the individual staff member concerned. such as in the event of organisational restructuring. 1. where appropriate. sets out the competencies applicable to different categories of post within IARD. Law 188/1999 republished.5. it is the responsibility of the IARD Strategic Team in how they are prioritised for IARD skill profiling purposes within the staff planning process.5. • Performance Management: They provide the basis for identifying performance objectives and their appraisal. 1.2.01.5.P 2) conforms to the legal requirements for Civil Servants under Romanian Law (Government Decision 1209/2003) with the addition of substitutability as required under EDIS.3.2. B & C. The template (Annex HR. IARD Competencies The IARD Competency Framework (Annex HR.3.5.3. Government Decision 1209/2003 and Order no.Ministry of European Integration Implementing Agency for Regional Development 1. or the Competency Framework.5.3.3.4.1.3. 1. 1.8/15.2. These priorities will also be reflected in the associated job specifications prepared by Directors recruiting new staff. 1. 1. Integration within the Framework Job Descriptions are used within the Framework for: • Staff Planning: They provide a source of information for the workforce analysis and competency analysis. • Competency Framework: The knowledge and skill requirements reflect the competencies identified within the competency framework. It is reviewed as part of the Staff Planning activity within the annual HR cycle.5. Role and Responsibilities The Competency Framework is established in Law for all civil servants in Romania. Consequently the resultant matrix. Policy Approach The Job Descriptions relate to the IARD organigram. They are sub-divided into the broad classes of Civil Servant – A.2002 of the Minister of Public Administration 14 Ch 1 Human Resources Policy 1 .2.2. Role and Responsibilities Devising and reviewing Job Descriptions is the responsibility of those who supervise staff. However. although it can be reviewed at other times. This lists 18 core competencies for all staff and a further 14 core competencies relating to managerial staff.

Section VII . Policy Approach The existing recruitment process for civil servants has been developed over recent years through a series of Laws. team-working and performance. Integration within the Framework Competencies are a vital HR tool.5.3.5. Contractual staff. 1. The Recruitment and Selection Process IARD have two categories of staff for the implementation of its tasks: Civil servants.1.4.6.4. Ch 1 Human Resources Policy 15 . In Performance Appraisal alongside the assessment of performance against individual objectives. They are used: As a basis for skill profiling as part of the staff planning process. 1. Transparency: the obligation to provide to all those interested the information regarding a recruitment and selection process. including both Counsellors for European Integration and short-term experts for temporary vacancies.4. These EDIS procedures conform to these Laws. with a severe impact on management time. but also give greater emphasis to the importance of the interview in the selection process in representing good HR practice.5. Equal Opportunities Policy: this recognises that anyone can enter a career in the civil service who complies with the legal conditions.5.Human Resource EDIS (PHARE): Functions & Procedures Version: Final Date: 31/08/04 1. The Overall Objectives of recruitment and selection are: “To meet the recruitment needs of IARD as derived from the approved Staff Plan” “To ensure the recruitment and selection process is effective. open and fair. This Policy is set out in para.” With regard to meeting the second Overall Objective the following principles apply: Competence: the persons who wish to hold or be promoted to a public position must have and confirm the knowledge and abilities necessary for undertaking the activities specific to a public position. In drawing up the job specification part of the Job Description and. in the recruitment process. Competition: confirmation of the knowledge and abilities necessary for undertaking the activities specific to a public position is done through a contest or an exam.1209/2003. 1.4. In prescribing the desired ‘organisational culture’ of IARD. It is recognised that the consequences of poor recruitment practice can be serious.3.5. approved by Law 272/2003. in turn. The MEI recruitment policy follows the principles and complies with the provisions of the Labour Code (Law 53/2003) and of the following legal documents: For Civil Servants: Law 188/1999 republished and Government Decision 1209/2003 For Counsellors for European Integration: Government Urgency Ordinance 19/2003. Conflict of Interest: Avoidance of conflict of interest by any members of the Assessment Board through adherence to the rules contained in Government Decision no. Recruitment and Selection Introduction IARD gives a high priority to the recruitment and selection process to ensure enhanced current and future programme delivery.4.1. 1.2.1 below.

overall co-ordination and organising of the recruitment and selection process. 1. The Directors may delegate this responsibility to one person in their Directorate who will collaborate with the SDU. in conjunction with the SDU. The SDU liases with HRD on the co-ordination of the recruitment and selection activities at the IARD level. IARD contributes to this Recruitment Plan through informing HRD of its recruitment needs for the following year. published in the Official Gazette. Contractual Staff The Counsellors for European Integration are employed according to the Government Urgency Ordinance 19/2003. 1. IARD is responsible for assisting the HRD in the recruitment process and for playing an active role in selection. IARD may request the employment (with the observance of legal provisions) of contractual short-term experts.5.4. approved by Law 272/2003.5. managed by NACS. This Plan is prepared by the NACS in consultation with national representative trade unions and is approved through Government Decision. which were not included in the Recruitment Plan. The recruitment process is organised by HRD. These needs are derived from the staff planning process. The job descriptions for the nominated positions will include the relevant tasks. Roles and Responsibilities According to Law 188 republished MEI is authorised to organise recruitment and selection for contractual staff and for the following civil servants positions: Executive: general and specific.Ministry of European Integration Implementing Agency for Regional Development Civil Servants Recruitment of Civil Servants across the Ministries and other public institutions is carried out through a contest organised within the Recruitment Plan provided in the “Plan for Employment of Civil Servants”. The HRD within MEI is responsible for planning. as a contest involving a written test and interview. The number of Counsellors allocated to the IARD being established through Minister’s Order. Integration within the Framework The recruitment and selection process is linked to other Activities and Tools within the Framework: • The IARD Recruitment Plan is derived from the staff planning process • The job specification for new staff is part of the job description for a post • The Competency Framework provides one of the bases for assessing candidate suitability • A successful outcome of the selection process for new staff can be devalued if the induction process is not effective. including the final selection decisions.4. Middle management: Head of Departments. responsibilities and job specification for the recruitment and selection process. 16 Ch 1 Human Resources Policy . The Directors of each Directorate are responsible for the recruitment and selection of staff for the vacancies in their Directorates.5.4. Exceptionally contests can be organised (with the approval of NACS) for those positions becoming vacant during the year. The same recruitment process for civil servants also applies to contractual staff. This is limited to civil servant temporary vacant positions within IARD and provided that there are no available civil servants in the NACS contingency pool able to comply with the specific requirements of the job.

information on IARD objectives and the role of other Directorates. Induction Introduction Induction is a development programme whereby new members of staff are formally introduced to their colleagues and working environment and developed in order to contribute to meeting the performance objectives of IARD.5. there are substantial benefits from minimising the time newcomers become effective members of staff. key contacts. • The initial and future anticipated role and responsibilities are developed and clearly communicated within the context of the objectives. 1. • IARD . • Directors closely monitor individual progress.5. This shall be sent to the newcomer prior to arrival. 1. • Informing new staff of IARD’s culture. the following principles apply to the design and implementation of induction: • Introductory and development programmes are tailored to individual needs. For debutant civil servants the time periods for induction are included in the probation period programme. with more experienced members of staff being used to maximise the learning process.Human Resource EDIS (PHARE): Functions & Procedures Version: Final Date: 31/08/04 1.5.5.2. seeking regular feedback and adjusting the individual programmes as required. information on Directorate objectives and work programme. • MEI – Terms and Conditions of Employment The time period for induction is at the discretion of the appropriate Director compiling the induction programme where such flexibility is possible. key contacts – internal/external. practical working arrangements. • Directorate – organization chart. The probation period is the stage in the civil servant’s career between the date of appointment as debutant civil servant. with each incorporating key actions/information requirements: • The Job – job description. structure and work of their Directorate and IARD as a whole. values and policies as well as practical working arrangements.5. following the selection process.1. initial and longer-term objectives and on-the-job training. Policy Approach IARD considers that an effective induction process is very important in view of the continuing significant increase in numbers of new staff being appointed.5.organisation chart. • Undertake their practical training. 1. and the date of appointment as definitive civil servant.3. The aim of the probation period is to • Confirm the professional abilities of debutant civil servants in fulfilling the roles and responsibilities of a public position. Ch 1 Human Resources Policy 17 . While a robust induction programme requires an investment of management time.5.Section VII . The Overall Objectives of the Induction Programme are: • To introduce newcomers to colleagues in their Directorate and IARD • To clearly communicate their current and future anticipated role and responsibilities and minimise the time newcomers become effective members of staff • To treat newcomers as valued members of staff and encourage commitment and motivation through a sense of belonging To meet these objectives. The Induction Process The induction process involves designing and implementing a comprehensive and detailed programme for each individual. induction coach or working partner. The induction programme will address 4 different levels. • Induction is a team activity.5.

5. documentation provided and the arrangements on interviews • The focus of the interview is developmental and constructive • Action is taken on the agreed development outcomes • The process is carefully recorded Ch 1 Human Resources Policy 18 . 1. Its broader responsibilities cover setting overall timescales and ensuring these are met.6. 1. in the HR Cycle .5.6. the following principles apply to the implementation of performance management: • All staff are made aware of the nature and importance of the performance management process by the SMT • Reflecting this priority.5. 1. The Director concerned will prepare the individual induction programmes and manage and monitor individual progress.5.” To meet this objective. The performance appraisal process is detailed in Law 1209/2003 for all Civil Servants. 1.5. as HR activity within IARD is all ultimately designed to maximise the performance of staff to meet the IARD purpose and objectives. The SDU is the co-ordinator for the induction process.5. The IARD approach and procedures fully conform to these requirements. Performance Management Introduction Performance Management is at the heart of the HR function. Roles and Responsibilities HRD will see a newcomer on the first day of employment to carry out the necessary personal and administrative arrangements. It offers the opportunity to assess performance in looking back over the past year and plan how to improve performance for the forthcoming year. The annual staff appraisal is regarded by IARD as a critical point in this process.6.5. 1.4.5.1. induction is the responsibility of the Directorate that the new member of staff is joining. the staff appraisal interview programme is planned well advance in terms of the period set aside. Policy Approach The Overall Objective of staff appraisal is: “To ensure the performance objectives of IARD are met through the effective management of staff performance. The SDU is the initial point of contact for the newcomer. Within IARD. as well as the regulations of public administration. • Developing initial objectives and longer-term objectives feeds into the staff appraisal process.2. • The preparation of a training/development programme is part of induction and it can also involve onthe-job training. creating and maintaining necessary records and evaluating the effectiveness of the process. with additional guidance and procedures on how the interview is conducted and providing a greater focus on the developmental nature of the process through Personal Development Planning. It is the only HR activity that directly involves all staff at one point.Ministry of European Integration Implementing Agency for Regional Development • Learn about the specifics of the activity of the public institution or authority where they carry out their job. Integration within the Framework Induction links with several parts of the Framework: • It is derived directly from recruitment and selection and can even start during selection with the identification of certain development needs.

5.6. 1. but also requires to be organised at the IARD organisational level to ensure the best use of available resources. • The Competency Framework provides the other assessment tool as performance criteria. are discussed and agreed for the forthcoming year and directly related to job description. communicating with the SMT on the programme. The Development outcomes provide the main source of the training needs analysis at the individual level for the subsequent preparation of the IARD Training and Development Plan. Roles and Responsibilities The roles and responsibilities relating to staff appraisal is a shared responsibility across all staff. as ‘SMART’ objectives.Human Resource EDIS (PHARE): Functions & Procedures Version: Final Date: 31/08/04 1. in conjunction with the Directors.6.4.5.5.7. particularly relating to individual objectives. Performance is assessed and the level agreed based on established and transparent performance criteria related to both competencies and individual performance objectives for the previous year.7.5. are responsible for ensuring the process occurs according to the planned programme and that supervisors and staff are aware of the nature and importance of the process. 1. There is strict adherence to the staff appraisal interview programme period by Directors. All staff are informed of the nature and importance of the process.Section VII . Interview dates and times are agreed well in advance. 1. There is a focus on development throughout the interview and the Personal Development Plan (PDP) is reviewed. Training and Development Introduction Developing staff within IARD is the central theme of much of HR activity. It is a continuous process throughout the year for those with subordinate staff. This takes the form Ch 1 Human Resources Policy 19 .6. In addition the General Director. 1.3. Adequate time is set aside for the interview and it is undertaken in private with no disturbance and in an environment reflecting the importance of the discussion. with a view to realising the full potential and maximising the performance of staff. Integration within the Framework The performance management process links into other key parts of the Framework: • Job descriptions are used as basis for setting and assessing individual performance objectives. The Staff Appraisal Process The staff appraisal interview occurs annually.5. The SDU has overall responsibility for time-tabling the process in conjunction with HRD. 1. providing necessary materials and maintaining central confidential records on the outcomes. The Directors also monitor and/or action the development outcomes. with a review at six months covering both individual objectives and the personal development plan.1. Individual Objectives. The General Director of Regional Development Directorate (RDD) oversees the process and ensures the appropriate systems are in place.5. However it is recommended that more informal reviews take place on a quarterly basis. are given advance notice of the period for staff appraisal interviews and all relevant documentation is made available. Staff are responsible for making sure they are informed on the process and procedures and implementing those parts of their PDP Action Plan agreed as their responsibility. Development outcomes are recorded in the form of an action plan with responsibilities and timeframes.

the following principles apply to the effective implementation of training and development activities in IARD: • All staff share the responsibility for training and development and it is taken seriously • The training needs analysis is comprehensive and designed to gain different perspectives assessing needs at the different levels of organisation. • Delivery of development is not just about training – there are a variety of different ways that can be used including internal resources and individual self-development • Resources are only employed to the benefit of the organisation. 1. 1. but learning of any kind is encouraged • Management promote positive feedback and take steps to embed learning outcomes in the workplace • The monitoring and evaluation of quality and outcomes is consistently carried out and fed back into the process.7. The proposed activities will not only be training courses.4. Policy Approach The Overall Objective for Training and Development is: “To support the development of IARD staff in acquiring the necessary skills to meet the performance objectives of IARD in relation to the management of Phare programmes”. The Plan will present a rolling programme of detailed activities for the first 3 months and an indicative programme thereafter.3. including a training budget to employ external training suppliers. To meet this objective. The Directors are responsible for providing the PDP needs and the team level needs according to the agreed programme and to the required quality and sending these to the SDU Co-ordinator.5. • External sources. The target groups are also identified. The MEI General Secretary approves and signs the Approved Plan. The SDU Co-ordinator is responsible for • The preparation of the Plan 20 Ch 1 Human Resources Policy . internal workshops.Ministry of European Integration Implementing Agency for Regional Development of analysing training and development needs and preparing and implementing an annual Training and Development Plan.7. at the team level from the Directorates and from individuals through the PDP process. team meetings/actions and individual self-development.7. These may include those from other institutions that may be cooperating with IARD. The prioritising of the needs identified draws upon the current objectives and future direction of IARD from the findings of the Staff Plan.5. The Training and Development Planning Process The preparation of the Training and Development Plan involves the collection and analysis of data on training and development needs at the organisational level through the staff planning process. 1. Implementation will be the subject of monitoring and evaluating quality and learning outcomes and assessing the impact in terms of performance. Roles and Responsibilities The SMT oversees the preparation of the Plan and approves the Plan.5. • Needs are prioritised related to the prevailing performance objectives identified through the strategic and staff planning process. They can also cover such development activities as on-the-job training. team and the individual. Resources can be drawn from a variety of sources: • Internal sources. such as Technical Assistance and the Twinning Project. coaching.2.

process or activity being monitored and evaluated. questioning. Consequently. 1. The Monitoring and Evaluation Process The HR management process is a continuous process of forecasting. Ch 1 Human Resources Policy 21 . evaluation and reporting are important to track progress and to determine whether the identified staff issues are being successfully addressed. the following principles apply to the effective implementation of monitoring and evaluation in IARD: • To adopt a learning approach of understanding. The process will be continuously monitored and evaluated to determine how well the Policy Framework and each of its component parts are functioning and where adjustments are needed. which is the source of needs from PDPs • Staff planning for organisational level needs and the objectives used for prioritising needs • Horizontal activities. 1. clarifying. They are essentially learning processes for IARD to adjust and change direction and improve HR performance. 1.3. analysis.5. and implementing appropriate interventions.Section VII .1. they are best used as developmental processes where they are at their most effective. and identifying organisational staff needs. This applies to the organisational level where systems are put in place to provide a coherent framework for monitoring and evaluation processes to be implemented. assessing competencies. as far as is practicable. critical thinking and trying to explain why things have worked or not worked.5. evaluate the outcomes against the objective and establish the changes required to improve IARD performance”.2.5. for evaluation to be transparent in terms of its objectivity • To take the evaluation process seriously and take action on the findings • To disseminate and share good practice within IARD arising from the evaluation process. To meet this objective.7.8. Monitoring and Evaluation Introduction Regular monitoring.8.5. • To have monitoring indicators that are appropriate and for which quality information is available • To have a clear monitoring programme that is communicated to those involved and includes regular reporting • To ensure. They apply at all levels of HR activity – strategic and operational. Monitoring progress. involving co-operative training and development ventures with other institutions 1. evaluating the outcomes of activities and the change in approach or activity required is part of the role of all staff members in carrying out everyday duties. It is about highlighting what works well and what needs improving. Policy Approach The Overall Objective for Monitoring and Evaluation is: “To monitor progress in HR activities being undertaken towards their objective. as distinct from reinforcing a ‘blame culture’.5. • To have a clarity of objectives for the direction.8. Integration within the Framework The performance management process links into other parts of the Framework in relation to: • Staff Appraisal.8.Human Resource EDIS (PHARE): Functions & Procedures Version: Final Date: 31/08/04 • • • • Reporting to the SMT on progress and the submission of the Final Draft Consulting with HRD on the Final Draft Implementing the Plan Monitoring and Evaluation 1. This is exercising the learning behaviours of ‘learning from success’ and ‘learning from mistakes’.5.

Ministry of European Integration Implementing Agency for Regional Development Monitoring continuously checks progress and achievement of HR activities. The next steps are as follows: 1. approach and implementation of activities and plans.8. There are 4 broad categories of indicators: • Input: Relate to financial and other resources (staff. e.g. • Outcome: Advantage (or disadvantage) obtained from the outputs. materials and premises) that contribute to project or programme delivery. Consequently monitoring provides a basis for adjusting the current implementation of the activity to make sure it is being implemented as intended and to provide a source of data input for later evaluation. Performance Management and Training & Development) at the beginning of each year as a Monitoring and Evaluation Plan. Evaluation involves performing a periodic and systematic review of the implementation process and the outputs. What are the target outputs from this activity? This relates to the proposed deliverables within the activity (milestones) and whether they have been achieved. collated and analysed? The sources for collecting of information for the monitoring could include: – the action plans. which should provide a clear definition of what is expected from the plan or activity. – interviews. outcomes and impact of the activities. Induction.5. Monitoring primarily covers Inputs and Outputs. These will dictate the indicators by which performance is measured. whether the training course was completed and according to the planned programme. whether the training course was of sufficient quality in relation to its objectives. Staff Planning. e. These questions could be: • What are the stages in the programme for this plan or activity and when is it planned to be completed? This is concerned with monitoring planned timescales for the activity to assess whether they were met and the nature. e. Monitoring To effectively monitor a HR activity the first step is to identify the objectives. – meetings with the implementing staff What baseline information is required for comparison? This could be from previous monitoring/evaluations for the same activity.g the cost of a training course. Evaluation provides a valuable contribution to making future adjustments to the objectives. reasons and implications of any delays. set against their goals and objectives (overall objective and specific objectives). What preparation and resources are required for the information to be collected.g. Annex HR. Recruitment and Selection.g. 1. but focuses on Outcomes and Impact The topics and programme for monitoring and evaluation is established for each specific HR activity (e.4. • • • 22 Ch 1 Human Resources Policy . • Impact: Medium or long term benefits arising from the outcomes. the performance benefits to the individual/team/organization arising from the training course. The evaluation process will also look at the results from all these indicators. • Output: Relate to the deliverables or results of the activity. Examples of these are given in each Chapter of the Manual. Information on monitoring will be recorded in a standardised form. Critical to both monitoring and evaluation is the setting of clear objectives for the activity and plan. e. – check lists. Identify the key monitoring questions for the plan or activity and identify the indicators required to answer the question.P 4. Can be represented as ‘milestones’ in any activity programme and monitored using Annex HR.g.P 4 provides a format to be used by all staff responsible for carrying out the activities in the action plans.

The specific indicators are established in each particular plan and relate to the critical success factors (e. This analysis overall involves checking the achieved objectives. Performance Management and Training & Development). The status of the indicators will be collected in the format provided in Annex HR. Examples of indicators can be found in Annex HR. 3. All plans shall identify appropriate indicators to measure the achievement of the set objectives. Evaluation Overall development of the HR management function should be the subject of an annual evaluation and a mid-term internal review. effectiveness and relevance are performed on the basis of indicators identified in the Action Plans based on the objectives of the activity. Other specific areas will be evaluated.g.P 5. A key question it asks is ‘were things done right ?’ and.Section VII . also addresses value-for-money. appraisal of results and analysis of the effects of the measures.P 8. Key questions it asks are ‘were the right things done?’ and ‘were the right actions selected for achieving the objectives?’ Relevance: The relevance of a HR plan relates primarily to its design and concerns the extent to which the stated objectives address the identified problems and the appropriateness of the plans to the problems to be resolved.5. examples of questions to ask in order to determine whether the plans and activities are effective include: • Were the plans and activities completed and do they fulfil the goals? • Did the action plans accomplish what was needed? • If not. The main sources for collecting of information for the evaluation include: • The plans. The SMT is a key recipient in this regard by the SDU. Report on the findings of the monitoring on a regular basis. but these will vary from year to year. Regardless of the method of information collection. Recruitment and Selection. 1. Analysis of efficiency. • The information collected during interviews with those undertaking the activities • Other sources proposed by the evaluators. whether similar results could have been achieved more by other means at lower cost in the same time. that is. thereby. The topics concerned will be set out and approved within the Monitoring and Evaluation Plan Three main criteria are used for evaluating the IARD HR plans and activities: Efficiency: The efficiency criterion concerns how well the various activities in the action plans transformed the available resources into results in terms of quality and timeliness. The list of indicators in this annex is indicative only. Questions to be answered in order to identify learning points include: • What was expected from this process? Ch 1 Human Resources Policy 23 .5. • The monitoring reports and the information included in the monitoring system. Effectiveness: The effectiveness criterion concerns how far the HR plans and activities achieved the goals and objectives. Staff Plan. effectiveness mainly to outputs and outcomes and relevance mainly to outcomes and impact.P 4 and send it to the SDU. Implement the process through monitoring the activities in the action plan related to the indicators identified The responsible staff should fill in columns 4 and 5 of Annex HR. The plans will also include sources of information for the verification of objectives.8. have the organisation’s strategies upon which the plan is based changed? • Were there other factors preventing achievement of the goal? • Have the conditions changed such that the plans need to be revisited? • Is there a need to modify the activities in the future? The results of the evaluation lead to the identification of key learning points for action to improve organisational effectiveness. Efficiency relates mainly to input and output indicators.Human Resource EDIS (PHARE): Functions & Procedures Version: Final Date: 31/08/04 2.

The SMT has overall responsibility for the monitoring and evaluation processes and will decide on the improvements to be made arising out of the findings of the processes. or with a strong involvement of independent personnel. 1.8. Roles and Responsibilities The SDU is responsible for preparing the Monitoring and Evaluation Plan. to ensure objectivity and transparency. Integration within the Framework The Monitoring and Evaluation process is applied to all components of the Policy Framework.8. Equal Opportunities Policy IARD adheres to the MEI Equal Opportunities Policy of not discriminating on the basis of gender.1. ethnic origin religion. family status or responsibilities. the PRAG procurement rules are applicable. This applies to all HR Activities. The SDU also provides monthly Monitoring Reports to the SMT setting out findings on progress and recommendations. For evaluation. including the management of existing staff and in the recruitment of new staff.6. nationality.5. These are described below under Equal Opportunities Policy. how does IARD proceed? What did not work and how could it be improved? Was there enough time to conduct plans? Were the appropriate offices/directorates involved? Were adequate resources provided? Were the costs and saving estimates accurate? 1.6. the responsibility for managing the evaluation process rests with the IARD and contracts tendered and implemented using the procurement rules. disability or trade union membership. age. If external consultants are used. 1. dissemination of findings within IARD. social origin. Accordingly it is recommended that external consultants should be used every 3 years and the intervening annual evaluation should involve Internal Audit. In case the funding is made available from EU external aids funds. genetic characteristics.Ministry of European Integration Implementing Agency for Regional Development • • • • • • • • • Did this process produce a plan that is useful to managers in support of IARD’s strategic goals and objectives? What worked and why? Did the process work well as a team effort? If some of the steps did not work. sexual orientation. as appropriate. Expected Norms in Attitudes and Behaviours from IARD staff As part of HR Policy there are certain standards of behaviour expected of all IARD staff. gaining the approval of the SMT to the Plan and reporting to the SMT on progress.7. political views. 24 Ch 1 Human Resources Policy . Procedures and Guidance on Behaviour in the Workplace and Code of Conduct. For monitoring the SDU is responsible for collating and analysing the data provided by those responsible for the HR activities concerned.5. race. the evaluation studies require to be carried out by independent experts/teams. 1.6. The SMT will also be responsible for approving and implementing.

Code of Conduct A Code of Conduct for Civil Servants has been approved under Law Nr 7/2004. Behaviour in the Workplace A high standard of behaviour is expected of staff within IARD in their relationships with colleagues and with superiors and subordinates.P 6 sets out Guidelines for Conduct in the Workplace and Procedures for Managing Unsatisfactory Performance and Misconduct.Section VII .6.P 7.Human Resource EDIS (PHARE): Functions & Procedures Version: Final Date: 31/08/04 1.2. 1. Annex HR.3. This is attached in Annex HR.6. Ch 1 Human Resources Policy 25 .

P 3: Annex HR.P 8: Annual Implementation Programme Job Description Template Competency Framework Monitoring of Action Plan Implementation Framework for Evaluation Guidelines for Conduct in the Workplace Code of Conduct Examples of Indicators 26 Ch 1 Human Resources Policy .P 4: Annex HR.P 7: Annex HR.P 2: Annex HR.P 6: Annex HR.P 1: Annex HR.Ministry of European Integration Implementing Agency for Regional Development List of Annexes Human Resources Policy Annex HR.P 5: Annex HR.

P 1 Ch 1 Human Resources Policy 27 .Human Resource EDIS (PHARE): Functions & Procedures Version: Final Date: 31/08/04 Annex HR.Section VII .

Ministry of European Integration Implementing Agency for Regional Development Annex HR..) Management competence (management knowledge. Job title Position level: Public position corresponding to category: Main goal of the position (the necessity of the position existence will be mentioned as well as the contribution that the position holder has within the public institution).g. Limits of Responsibility: (represents the decision making freedom that the job holder has for fulfilling his/ her responsibilities). or on the level of management competence. Identification of the public position: Name: Class: Professional grade Years of service in the necessary field (is established according to legal provisions).: frequent travels. etc. according to the specific of the public position.P 2 Public Institution General Directorate Directorate Service Office/ Department Ministry of European Integration Regional Development Direct. Delegation of responsibilities: 28 Ch 1 Human Resources Policy . Approved. necessary capacities: Specific requirements (e. Specific requirements for filling the position: Special studies: Training Courses: Computer Operating/ Programming Knowledge (necessity and level) Foreign Language (necessity and level) Abilities. for the management public positions and for public positions corresponding to the category of superior civil servants). management qualities and abilities) Roles and Responsibilities: (are set out on the basis of the activities for which they are accountable. The degree of complexity and difficulty will gradually grow depending on the professional rank. Minister of European Integration JOB DESCRIPTION No. …………. for executive public positions. qualities.

Superior to: b) Functional relations c) Control relations d) Representation relations External: a) with public institutions or authorities b) with international organizations c) with private legal persons Substitution: Substituted by: Substitute for: Written up by: (it is written up by the head of department where the jobholder works): Name and Surname: Management public position: Signature: Date: Read by the jobholder Name and surname: Signature: Date: Approved by: (is approved by the superior of the head of department) Name and surname: Management public position: Signature: Date: Ch 1 Human Resources Policy 29 .Section VII ..Human Resource EDIS (PHARE): Functions & Procedures Version: Final Date: 31/08/04 Relationship sphere: Internal: a) Hierarchical relations: Subordinated to:….

Defining the criterion for executive civil servants class B Is characterised by establishing the degree of achievement of individual objectives set for the appraised period. Represents the capacity to overcome obstacles or difficulties encountered in current activity. delegated responsibilities. Involves engagement in achieving the objectives. in view of achieving the objectives. or the shortcomings of one’s own activity. to identify and make use of new and constant elements. Capacity to interpret a large amount of information. Capacity to interpret a large amount of information. to select the essential features of the analysed area. or the shortcomings of one’s own activity. Represents the capacity to overcome obstacles or difficulties encountered in current activity. delegated responsibilities. to take responsibility for them. Adaptability Taking responsibility Problem solving capacity Implementing capacity Capacity to self improve and to make use of gained experience. capacity to learn from mistakes and not to repeat them. Ability to put into practice their knowledge. to select the essential features of the analysed area. capacity to carry out activities in a regulated context. in view of achieving the objectives. to improve the current activity. Capacity to carry out activities that are meant for achieving the objectives. in view of achieving the objectives. capacity to learn from mistakes and not to repeat them. to improve the current activity. capacity to learn from mistakes and not to repeat them. Permanent desire to improve one’s professional performance. Capacity to carry out activities that are meant for achieving the objectives. by identifying adequate solutions and taking risks. Executive Civil Servants. Permanent desire to improve one’s professional performance. Capacity to efficiently put into practice one’s own solutions and the ones that are available for carrying out the activity. Involves engagement in achieving the objectives. or the shortcomings of one’s own activity.Ministry of European Integration Implementing Agency for Regional Development Annex HR. Capacity to efficiently put into practice one’s own solutions and the ones that are available for carrying out the activity. Ability to put into practice their knowledge. delegated responsibilities. Defining the criterion for executive civil servants class C Is characterised by establishing the degree of achievement of individual objectives set for the appraised period. by proposing adequate solutions and taking risks. Permanent desire to improve one’s professional performance. Represents the capacity to accept one’s errors. Capacity to efficiently put into practice one’s own solutions and the ones that are available for carrying out the activity. Performance Criteria Achieving the objectives Defining the criterion for executive civil servants class A Is characterised by establishing the degree of achievement of individual objectives set for the appraised period. as well as activities and assignments that are not planned. Involves engagement in achieving the objectives. capacity to carry out activities in a regulated context Represents the capacity to accept one’s errors. to identify and make use of new and constant elements. Capacity of analysis and synthesis 30 Ch 1 Human Resources Policy . Represents the capacity to overcome obstacles or difficulties encountered in current activity. to improve the current activity. to take responsibility for them. by proposing adequate solutions and taking risks.P3 Competency Framework 1. to take responsibility for them. Ability to put into practice their knowledge. Represents the capacity to accept one’s errors. Capacity to carry out activities that are meant for achieving the objectives.

to send and influence ideas. Capacity to predict future requirements. Capacity to predict future requirements. inventiveness. Ability to use computers. opportunities and constraints and their consequences. ability to use other types of office equipment: photocopiers. Ability to use computers. capacity to use systems that are specific to the position. fax. adequately justified and presented whenever required. both in writing and verbally Is characterised by a proactive attitude in solving problems and achieving objectives by creating alternative ways of solving current problems. to correctly use the vocabulary and to use the language that is suitable for those particular documents. Is characterised by a proactive attitude in solving problems and achieving objectives by creating alternative ways of solving current problems. to send and influence ideas. fax. Capacity to express oneself in writing in a fluent. Capacity to offer adequate information for a particular activity and to offer support in putting this information into practice. positive attitudes towards new ideas. capacity to use systems that are specific to the position. by using standard processing techniques. inventiveness in finding new ways of optimising the activity.Human Resource EDIS (PHARE): Functions & Procedures Version: Final Date: 31/08/04 Creativity and initiative Capacity to plan and act strategically Capacity to communicate Capacity to work independently Capacity to work in a team Is characterised by a proactive attitude in solving problems and achieving objectives by creating alternative ways of solving current problems. both in writing and verbally Capacity to integrate in a team. to participate effectively. by using standard processing techniques. Capacity to express oneself in writing in a fluent. inventiveness in finding new ways of optimising the activity. in order to effectively carry out all the responsibilities. Capacity to express oneself in writing in a fluent. to correctly use the vocabulary and to use the language that is suitable for those particular documents. with the exception of the cases in which the activities involve decision making that go beyond their limits of responsibilities. by using standard processing techniques. both in writing and verbally. in order to achieve the team’s objectives.Section VII . Ability to easily send and receive information. Capacity to provide informational support. Competence in writing Capacity to integrate in a team. Ability to easily send and receive information. fax. to send and influence ideas. overhead projectors. ability to use other types of office equipment: photocopiers. clear and concise manner. Ability to easily send and receive information. ability to use other types of office equipment: photocopiers. in order to achieve the team’s objectives. to correctly use the vocabulary and to use the language that is suitable for those particular documents. positive attitudes towards new ideas. opportunities and constraints and their consequences. overhead projectors. Capacity to offer adequate information for a particular activity and to offer support in putting this information into practice. clear and concise manner. to participate effectively. Capacity of counselling Capacity of guidance Abilities in using computers and other IT equipment. Capacity to carry out activities without seeking coordination. overhead projectors. clear and concise manner. Capacity to organise one’s own schedule in order to effectively carry out all the responsibilities. with solid argumentation. capacity to use systems that are specific to the position. capacity to anticipate solutions and to organise one’s own schedule or other people’s schedules. Ability to use computers. Ch 1 Human Resources Policy 31 . to participate effectively. in order to achieve the team’s objectives. Capacity to integrate in a team. positive attitudes towards new ideas. capacity to anticipate solutions and to organise one’s own schedule in order to effectively carry out all the responsibilities.

as well as supporting the institution and its objectives by promoting its strategies. policies and a favourable image. in the relationship with civil servants. as well as with the other beneficiaries of services provided by civil servants. Implies the knowledge and consistence application of regulations that are specific to their current activity. policies and a favourable image. as well as with the other beneficiaries of services provided by civil servants. with the citizens. as well as supporting the institution and its objectives by promoting its strategies. as well as supporting the institution and its objectives. in the relationship with civil servants. Implies compliance with discipline and ethical norms in carrying out responsibilities and achieving objectives. with the citizens.Ministry of European Integration Implementing Agency for Regional Development Respect towards the law and loyalty to the institution’s interests Work conduct Implies the knowledge and consistence application of regulations that are specific to their current activity. Implies compliance with discipline and ethical norms in carrying out responsibilities and achieving objectives. Implies the knowledge and consistence application of regulations that are specific to their current activity. in the relationship with civil servants. as well as with the other beneficiaries of services provided by civil servants. 32 Ch 1 Human Resources Policy . Implies compliance with discipline and ethical norms in carrying out responsibilities and achieving objectives. with the citizens.

with a sense of responsibility and according to legal competence. in view of motivating them. regarding the activity of the managed structure. Capacity to motivate and encourage the development of the staff performance by: knowledge of the staff’s aspiration. Implies correctitude in decision making.Section VII . Represents the capacity to make quick decisions. by providing the adequate support and motivation. ability to plan and manage the activity of a team made up of different personalities. given the different positions of the parties. Is characterised by knowledge of the subordinated staff’s abilities. The responsibilities and objectives will be set according to the level. category. Management Civil Servants Performance Criteria Capacity to organise Defining the criterion Represents the capacity to identify the activities that must be carried out by the managed structure. as well as to act for managing and solving conflicts. Represents the ability to create a realistic vision. as well as the activities within a department. to implement and maintain efficient staff policies. identifying the shortcomings and taking necessary measures to tackle them in due time. Capacity to effectively use material and financial resources Represents the capacity to identify training needs of the subordinated staff and to forward proposals regarding the topics and ways of organising training sessions Represents the ability to organise and lead a meeting. class and rank of the civil servant. including the capacity to create. capacity to plan and conduct interviews. providing a development perspective and a confident attitude. Capacity to manage Capacity to coordinate Capacity to control Capacity to obtain the best results from the managed structure Decision making capacity Capacity to delegate Abilities in managing human resources Capacity to develop the staff’s abilities Competence in managing resources Abilities in training Abilities to negotiate Objectivity in evaluation Ch 1 Human Resources Policy 33 . with a different level of capacity to collaborate for fulfilling a responsibility. to acknowledge the merits and to improve performance. Represents the capacity to plan and effectively manage the activity of the subordinated staff. in view of achieving the set objectives of the managed structure.Human Resource EDIS (PHARE): Functions & Procedures Version: Final Date: 31/08/04 2. impartiality in appraising subordinated staff and in the way of granting rewards for special results in their activity. defining their responsibilities. and setting out their objectives in a balanced and equitable manner. as well as to offer support for obtaining positive results for the team. in view of achieving the department’s objectives. ability to listen to and take into account different opinions. as well as to have a solution oriented perspective. capacity to adapt the management style to different situations. Represents the capacity to supervise the way in which the decisions are translated into realistic solutions. to put it into practice and to maintain it. Represents the capacity to transfer responsibilities to subordinated staff that corresponds to legal requirements in terms of limits of responsibility. Is characterised by harmonising decisions and actions of the staff.

Start2 Status Remarks End 4 0 1 1 2 Ministry of European Integration Implementing Agency for Regional Development Ch 1 Human Resources Policy 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 . 1 2 3 Annex HR.P4 4 Insert as many rows as necessary..34 Monitoring of Action Plan Implementation Tasks/Activities 3 4 5 3 Crt. . The list of tasks and corresponding activities are as specified in the Action Plan. 1 no. All dates will be those established in the Action Plan. Remarks will refer to implementation difficulties /outstanding issues and proposals/recommendations for corrections.

P5 Framework for evaluation Crt. Indicators of Achievement Outcomes Status Comments 10 Ch 1 Human Resources Policy 1 2 3 4 5 6 7 8 9 35 .Section VII .Human Resource EDIS (PHARE): Functions & Procedures Version: Final Date: 31/08/04 Annex HR. Objectives/ Targets No.

therefore. which is unsatisfactory. harassment. often a formal supervisory relationship. sexual harassment. * A formal definition of bullying used by the European Agency of Occupational Health and Safety is "the repeated less favourable treatment of a person by another or others in the workplace. Additionally. procedures commenced under these guidelines cannot be converted to disciplinary action for unsatisfactory performance or misconduct.1 A Supportive Work Environment 1 People work best in a setting marked by mutual respect.g. 4 ‘Supervisor’ means the person who is responsible for day-to-day supervision of the staff member. They have been categorised in five groups. personal dignity and support.1 Guidelines for Conduct in the Workplace A6. The guidelines DO NOT apply to unsatisfactory performance2 or misconduct3 on the part of staff. which utilises one's skills and abilities. free from discrimination. and encourages further learning. What is Intimidating or Inappropriate Behaviour? Conflict between staff members may occasionally be manifested in behaviour best described as intimidating or inappropriate. skills or opinions of a person Persistent attempts to humiliate in front of colleagues (put downs and name calling) Intimidatory use of discipline or competence procedures (Note that this does not preclude supervisors4 using performance management processes in a legitimate way) Threat to personal standing Undermining personal integrity Destructive innuendo and sarcasm (including rumours and gossip) Verbal and non-verbal threats (e. while incomplete. neither shall anything in this policy prevent the employer from taking disciplinary action for unsatisfactory performance or misconduct should the need arise. However. While bullying* may best describe most intimidating or inappropriate behaviour these guidelines are also intended to reinforce the general principle of respecting colleagues. although an employer may legitimately use disciplinary action). 3 Misconduct’ means wilful conduct by a staff member. 36 Ch 1 Human Resources Policy . may reasonably expect to pursue their work and studies in a safe and civil environment. threat of dismissal. It often arises from real or perceived power differentials between two people in terms of the formal or informal hierarchy and culture of the organisation. use of private information inappropriately) 1 2 This procedure is completing the legal provisions established by Law 188/1999 republished and Government Decision 1210/2003 ‘Unsatisfactory work performance’ means inefficiency or negligence in the performance of the employee’s duties. or offences against property. could be considered as intimidating and inappropriate.P 6 Behaviour in the Workplace A 6. All members of staff. Indeed.1. threatening or violent conduct. which may be considered unreasonable and inappropriate workplace practice". The following list of behaviours. This statement puts forward some guidelines for all members of IARD to follow when they believe the professional integrity of their work or study environment has been compromised by one or more persons engaging in intimidating and/or inappropriate behaviour often known as workplace bullying. Threat to professional status Persistent attempt to belittle and undermine work Persistent criticism and lack of respect for judgements. threat of complaints when people stand up for themselves. There are legal provisions to cater for these circumstances.Ministry of European Integration Implementing Agency for Regional Development Annex HR. It identifies processes for staff to follow in attempting to resolve such difficulties.

insecurity and loss of trust) and physical (tiredness.Human Resource EDIS (PHARE): Functions & Procedures Version: Final Date: 31/08/04 Inappropriate or overly forceful language (including jokes. headaches and lost work time from illness). training or promotion Overwork Undue pressure to produce work Setting of impossible deadlines Destabilisation ‘Shifting of goal posts’ without consultation Constant undervaluing of efforts Persistent efforts to demoralise Removal of areas of responsibility without consultation Organisational impacts of inappropriate behaviours include decreased morale. It is therefore preferable to minimise the likelihood of inappropriate behaviours. In most circumstances this responsibility can be effectively undertaken through successful delegation and regular reporting.2 Responsibilities of Directors and/or Managers Directors and/or other managers in IARD have management responsibility for the smooth functioning of the work within their sphere of responsibility. can escalate the costs of bullying behaviour. and empower individuals to speak out when those protocols have been breached. reading information on someone's desk without permission. increased negativism and cynicism. Developing a set of protocols in this way can bring attention to the problem. ignoring.1. the combination of the need for sometimes complex grievance resolution processes. Accountability for this falls to staff with management responsibilities. and. Directors and/or other managers are encouraged to include consideration of appropriate behaviour as part of their accountability framework for staff. excluding or cutting off in conversation Denied opportunities for interesting work Unreasonable refusal of applications for leave. Together they can reduce organisational productivity. occasionally. It is important Ch 1 Human Resources Policy 37 .Section VII .) Physical violence Violence to property Isolation Withholding necessary information or passive non-co-operation Freezing out. The individual effects of bullying are both psychological (increased stress levels. These impacts are not confined to the target of the behaviour but can also affect others in the workplace. rifling through personal files and drawers. banging a desk. physically standing over another person. Minimising the possibility of bullying behaviour is best done through a staff discussion in each workplace about what staff jointly believe to be reasonable expectations and standards for individual behaviour. A staff member who is perceived to have difficulties in this area should be encouraged to participate in development programmes. blocking someone's exit. sarcasm insults and crude language) Initimidatory behaviour (shouting. Indeed. invasion of personal space such as entering someone's office without knocking. irritability and increased staff turnover. It is the responsibility of Directors and/or other managers to ensure that such conflicts are resolved to the satisfaction of all parties. such that the effective functioning of the Unit/Directorate is restored. litigation. A6. create a shared understanding of what is acceptable and what is not.

2. A6. a colleague or co-worker who has agreed to keep confidentiality) if he or she wishes. it is inappropriate to discuss the issue with others in the work environment. The Director or supervisor informs the complainant that he/she will meet with the other party to discuss the substance of the concern. he/she should meet with his/her supervisor. This is unlikely to be effective and. it is that individual's responsibility to identify these behaviours. and undertakes that this behaviour shall not occur again. generally disputes are best sorted out at the lowest and most informal level where possible. The Director or supervisor then speaks with the person alleged to be causing the difficulty. Only staff in supervisory positions have the authority to institute the appropriate resolution processes required. such promises should be recorded in a brief note to be held confidentially. 6. If he/she acknowledges his/her behaviour and the distress it has caused. In this meeting a complainant is entitled to be accompanied by a neutral third person to provide support (e. indeed. A suggested process for managing these problems is outlined in para.3 Responsibilities of Staff Members Each staff member is responsible for carrying out the duties identified in his/her conditions of employment.2. A6. If the behaviour does recur then formal disciplinary procedures are advised. The Director is then responsible for monitoring the situation to ensure there is no recurrence of the behaviour.2 Procedures for Managing Unsatisfactory Performance and Misconduct A6. It is important that the Director’s or supervisor’s action results in a clearly understood outcome which is accepted by all those involved. When the behaviour of another member of the organisation is such that the staff member's work effectiveness and sense of personal well-being has been eroded. it is appropriate that the individual who is affected by the behaviour of another person approach the other party directly to seek resolution. This can be done in the form of personal notes that specify the occasions on which the behaviour occurred and how it has impacted on his/her work. with copies to both parties. A 6. IARD is committed to ensuring that fair and effective systems exist for managing unsatisfactory work performance and allegations of unacceptable conduct or workplace behaviour.g.4 Managing the Complaint at the Local Level The staff member wishing to raise the concern meets with the Director or to discuss it. If speaking directly to the other party proves difficult or inappropriate.1.1. Generally. In some instances this will be the General Director of IARD. 38 Ch 1 Human Resources Policy . Where the problem has arisen from a genuine misunderstanding this is usually the most effective approach. Listening to both sides of a complaint is an essential element of natural justice.1. Overview These procedures apply in the management of all IARD staff. (or the supervisor's supervisor as necessary) to set out the facts as he/she sees them. if possible. and the staff member wishes to raises the concern with management. In general. such discussion may be construed as gossip and result in divisive consequences in IARD.Ministry of European Integration Implementing Agency for Regional Development to note that while the General Director of IARD has the ultimate responsibility.

you should have: 1 ‘Serious misconduct’ is misconduct of a serious and wilful nature that would make it unreasonable to require the IARD to continue employment of the staff member concerned. 2 ‘Disciplinary Process’ is the process undertaken by IARD management to investigate and manage allegations or assessments about employee performance or allegations of unacceptable conduct or workplace behaviour. Ch 1 Human Resources Policy 39 . an appropriate process of investigation and corrective action must be taken. A6. Unsatisfactory Performance/Conduct This section must be read in full before proceeding to address unsatisfactory performance/conduct. In managing instances of unsatisfactory performance.2. it is essential that the principles of natural justice underpin all actions undertaken by supervisors. Supervisors are encouraged seek advice from the nominated HRD representative of IARD. each staff member is expected to show competence. • The staff member will be afforded the right to be accompanied at discussions or interviews at any level of the discipline process. • When a complaint about performance or conduct is brought to the supervisor’s attention by a third party. Unsatisfactory Performance and Conduct In general terms. 1. • The standards of conduct or job performance required will be made clear to the staff member by documentation or during interviews. They are also intended to provide staff members whose work performance or conduct is identified as unsatisfactory with a clear understanding of the associated process.Human Resource EDIS (PHARE): Functions & Procedures Version: Final Date: 31/08/04 The following procedures are intended to assist staff members responsible for the supervision of staff when faced with handling unsatisfactory work performance or conduct in the workplace and to provide guidance in taking appropriate action. Managing Unsatisfactory Performance/Conduct.3. Prior to addressing a case where a staff member is not performing to the required standard.2.4. The emphasis should always be on early intervention and informal resolution of a problem. • All issues are investigated thoroughly and justly. A6. • The staff member will be made aware of the likely next steps in the event that satisfactory performance or conduct is not maintained. care. In any event. Check to ensure that the staff member has been made aware of the required standards of performance. To this end: • All parties will have the right to be heard and judged without bias. as opposed to a more formal intervention at a later time. the substance of the complaint will be verified before any action is taken on the matter. Where a staff member’s work performance does not meet a satisfactory standard or where a staff member commits an act of misconduct. to ensure that staff members have a clear understanding of the work and conduct expected of them and to provide appropriate feedback on their performance. policies and procedures in the performance of their duties and to conduct themselves in a manner which respects the rights and welfare of other members of IARD. misconduct or serious misconduct. Misconduct and Serious Misconduct1 These procedures do not replace the normal responsibility of a supervisor to discuss work or conduct issues with staff members.2. the formal disciplinary process2 should only be commenced when it becomes clear to the supervisor that a work performance or conduct problem has not been corrected through relatively informal discussion between the supervisor and staff member.2. A6. good faith and compliance with instructions.Section VII . This may have occurred either formally or informally or be an implied aspect of the staff member’s employment. 2.

• in clear terms the performance standards that are required. • let the staff member know the purpose of the meeting. In these circumstances seek to address and agree on solutions to these issues but at the same time reiterate your expectations. If the staff member disagrees with the content of the document or wishes to make additional comments he or she may provide a written statement in response. 40 Ch 1 Human Resources Policy . 4. resources and tools to do the job. further training 5. provide the staff member with a letter confirming the matters discussed and. At the meeting: • the staff member must be told in clear and precise terms exactly what you are dissatisfied with eg: continued late attendance such as that which has occurred on each of the past 4 days. 7. • seek to ascertain any underlying cause of the problems. and • you have invited the staff member to notify you if he or she encounters any obstacles or barriers to meeting the required standards. and that you have prepared yourself to remain objective in order to effectively counter the staff member’s possible negative reaction. Conclude the meeting ensuring that: • the staff member clearly understands the issues that have been discussed and what is required of them. Monitor performance on a regular basis and conduct another formal interview at the end of the specified review period. • if you consider the responses unsatisfactory. 6. If further investigation is required then conduct those investigations and put all matters to the employee before proceeding. 3. • ask the staff member to respond to each example and carefully record and consider the responses. and preferably within 3 working days. • a plan of action has been mutually agreed (if possible) that meets your needs and the staff member. inform the staff member of the following: • that in your view the responses do not justify the poor performance. with them. clear evidence or examples to demonstrate that the staff member’s performance is unsatisfactory. "your attitude will need to improve". or earlier. Following the meeting. • that their performance will be reviewed within a specified time.Ministry of European Integration Implementing Agency for Regional Development • • • • already ensured the staff member knows what to do and that he or she has the skills. and • discuss with the staff member any measures that are necessary to improve the performance. • consider whether the staff member’s responses excuse the poor performance. if other serious matters arise. With respect to approaching the staff member about the need to meet: • do not make the staff member feel threatened. The responses may require further investigation. • that failure to improve and achieve the required standards of performance will lead to further formal action. have the staff member sign a copy of the letter to indicate receipt and that it is a true and accurate record of what was discussed. It is not sufficient to make broad statements such as "we are not happy with your performance" or. such as. • you have offered your assistance but do not allow the staff member to shift responsibility back to you. There may be personal or other workplace issues impinging on the employee’s capacity to perform to the required standards. and • invite them to bring a support person. • approach the staff member respectfully and discreetly making sure that he or she does not lose face in front of work colleagues. if other serious matters arise (you may seek advice from the nominated HRD representative on the appropriate period for review in each particular case). or earlier. workable solutions to recommend.

If you are unsure about any aspect of the above procedure. • interventions or persistence for solving requests outside the law.2. 11.5. Supervisors may seek advice from the nominated HRD representative. 9. 10. inform them that you are contemplating recommending disciplinary action to the Disciplinary Commission. you may seek further advice from the nominated HRD representative. • establishing of direct relations by the IARD staff with applicants for solving their requests. When the staff member has been given a reasonable number of opportunities to improve their performance.7. which constitute misconduct or serious misconduct. Misconduct and Serious Misconduct This section must be read in full before proceeding to address misconduct or serious misconduct. Make sure you record considerations given to matters raised by the staff member and that you allow yourself sufficient time to consider other relevant matters even if not raised by the employee. and they have not done so. • absenteeism without reasonable cause. Depending on the issue and the history. to submit a written response to the Director. In the event of such a report being submitted: (a) set out the specifics of the alleged poor performance (b) the process that has been followed (c) the reasons for proposing disciplinary action (d) provide the staff member with a copy of the report (e) inform the staff member that he/she is entitled within three working days of receiving the copy of the report. Serious Misconduct 1 2 ‘Disciplinary Action’ is the action or actions taken as a result of moving through the disciplinary process and is the outcome of a substantiated allegation or assessment for which a penalty is deemed appropriate. have a final counselling session and issue a final warning. • undertaking political activities during working hours. conduct another meeting with the staff member. repeat the process outlined above. If there is not satisfactory improvement. If after issuing a final warning sufficient improvement has not occurred. Ch 1 Human Resources Policy 41 .2. A6. • refuse to fulfil professional tasks. 12. such as the length of service and past record of the employee. As provided by Law 188/1999. is that the staff member understands the consequences of not sustaining satisfactory performance. • repeated negligence in solving work tasks. republished.Section VII . If the staff member’s response at the meeting is unsatisfactory as to why their performance has not achieved the required standard. If the decision is to recommend disciplinary action1 prepare a report within three days to the Director for consideration of the appropriate action. depend on the facts and circumstances in each case. Make sure a period of time is again specified for the staff member to improve and that the consequences of failing to perform satisfactorily are understood. The nominated Director will consider the report and any response in accordance with point A6. Some examples2 are: • systematic delays in performing work. • behaviour impacting on the IARD prestige. it may be necessary to hold a number of counselling sessions and give a number of written warnings. • non-observance of the professional secrecy or of confidentiality of classified paperworks. • repeated non-observance of the labour hours. below. What is important.Human Resource EDIS (PHARE): Functions & Procedures Version: Final Date: 31/08/04 8. on legal aspects. conflict of interests and • interdictions established by law. The term "misconduct" is a broad term that covers a variety of acts or omissions by an employee. The types of conduct. • breaking the legal provisions regarding professional tasks.

will depend on the circumstances. e-mails and considerations relevant to the alleged misconduct. 42 Ch 1 Human Resources Policy . then confirm the allegations afterwards in writing. and • recording all investigation details in writing. • assault. The staff member is to be provided with a copy of the report. The investigation process must be carried out as soon as possible after the alleged misconduct is discovered. This will include: • gathering evidence including interviewing all relevant person/s and witnesses. • putting specific details of the alleged misconduct to the staff member. Where two or more employees are alleged to be involved in the same misconduct. 2. If the staff member refuses to sign the notes. • misappropriation of funds. at which the staff member is first interviewed about the alleged misconduct. • considering the staff member’s responses. it is vital that you seek further advice from the nominated HRD representative. it is essential that each employee be given the opportunity to state his or her own case. The staff member being interviewed is to be asked to sign the notes of any/all interviews as a true and accurate record. 3. • fraud. • serious harassment (including sexual harassment). • malicious damage to property belonging to IARD. The staff member should be given not less than three working days (from the date of receiving the allegation letter) in which to respond in writing to any formal allegations put to them.Ministry of European Integration Implementing Agency for Regional Development Serious misconduct is conduct of a nature that justifies termination of employment as provided by law. • repeated acts of misconduct for which the staff member has been counselled. Where a supervisor alleges a staff member has committed an act of misconduct or serious misconduct he/she should submit the case to the Disciplinary Commission. findings and a recommended course of action is to be made to the Disciplinary Commission. 1. In some cases a formal interview should be conducted. Records Records must be kept of all meetings. If you are unsure about any aspect of the above procedure. • abusing or threatening another employee. • theft. It is critical therefore to ascertain all the facts and circumstances in the shortest practicable period of time. Putting the allegations specifically to the staff member and giving them an adequate opportunity to answer the allegations is of utmost importance. responses. • wilful disobedience of a lawful and reasonable instruction given by a supervisor. This list is indicative and does not include all acts that may constitute serious misconduct. however they should be asked the same questions. Every case should be treated on its merits and in making recommendations the managers/Directors or assigned supervisors are expected to be guided by their knowledge of the employee concerned and the advice received from the HRD Representative. For that purpose each staff member should be interviewed separately. It is imperative that before doing this a thorough investigation into the alleged incident or incidents be conducted. • giving the staff member every reasonable opportunity to comment on the evidence and allegations made against them. In some cases it may be appropriate to set out the allegations in writing before conducting a formal interview. 4. record the reasons for such refusal. Upon completion of the investigation process a report outlining the allegations. It is misconduct that may include a combination of a number of documented incidents of misconduct. • giving the staff member the opportunity to be accompanied at interviews by a person of their choice who may be a union representative. Any delay may be regarded as acceptance of the behaviour in question. a single offence frequently repeated or a single serious incident (see below). discussions with witnesses. The stage in the investigation process. investigation process.

Section VII .6. Ch 1 Human Resources Policy 43 . The Administrative Order for termination of employment or summary dismissal for civil servants is communicated to NACS within 10 working days from its issuing. Summary Action Where the decision of the Disciplinary Commission is to terminate the employment or to summarily dismiss the member staff.2.Human Resource EDIS (PHARE): Functions & Procedures Version: Final Date: 31/08/04 A6. a 30 days notice will be provided to the staff member together with a statement of reasons for the termination. This dismissal decision will be made through Administrative Order signed by the Minister and communicated to the staff member within working 5 days from its issuing.

and between citizens and public administration authorities. correctness and scrupulousness. 2004 The Code of Conduct for Civil Servants Published in: Official Government Gazette No 157 of 23 February 2004 The Parliament of Romania issues the following law: Chapter I Application Field and General Terms Art. principle according to which civil servants have the responsibility to carry out their duties with responsibility. 1 – Application Field (1) The code of conduct for civil servants. neutral to any political. religious or of any other interest when practising a public position. 7 February 18. principle according to which civil servants have the duty to follow the Constitution and the laws of the country. accept. regulates the norms of professional conduct of civil servants. a better administration of the public interest.P7 The Parliament of Romania LAW Nr. b) informing the public with regard to the professional conduct they are entitled to expect from civil servants that hold a public position. as well as the elimination of bureaucracy and the corruption in public administration by: a) regulation of the conduct code necessary to the achievement of rightful social and professional reports corresponding to the creation and the maintaining the prestige of the public institution and of the civil servant. as well as for those persons who occupy temporarily a civil servant position. competence. within a public authority or institution. directly or indirectly. principle according to which civil servants are prohibited to demand. on the other hand. Art. f) moral integrity. c) ensuring equal treatment of the citizens before authorities and public institutions. for the personal purpose or for others. Art. when practising a public function. any advantage or benefits when considering the public position or to abuse the position in any way. efficiency. called henceforth knows as the code of conduct. principle according to which civil servants have the duty to consider the public interest above their own interest. b) priority of public interest. 44 Ch 1 Human Resources Policy . d) professionalism. 2 – Objectives The objectives of the current code of conduct ensure an increase of the quality of civil service. (2) Norms of professional conduct laid down by the present code of conduct are obligatory for all civil servants. principle according to which civil servants must have an objective attitude. c) establishing a trustful and respectful climate between the citizens and the civil servants. economical. principle according to which civil servants have the duty to apply the same juridical treatment in similar or identical situations. on the one hand.Ministry of European Integration Implementing Agency for Regional Development Annex HR. e) impartiality and independence. 3 – General Principles The principles that govern the conduct of the civil servants are: a) the supremacy of the Constitution and the law.

according to the law.Human Resource EDIS (PHARE): Functions & Procedures Version: Final Date: 31/08/04 g) freedom of thought and expression. 188/1999 regarding the Status of Civil servants.Section VII . liberties and legitimate interest of the citizens. administrative transparency in order to gain and maintain the trust of the public in the integrity. Art. in the end of establishing the achievement for the competences. f) public interest information – any information regarding activities or resulting from the activities of the public authority or public institutions. to follow the Constitution. in accordance to their professional ethics. recognised by the Constitution. impartiality and effectiveness of the authorities and public institutions. no matter the support. 4 –Terms In the sense of this law. g) Information on personal data – any information regarding an identified or unidentified person. 6 . as well as to refrain from any act or action that may cause prejudice to the image or the legal interests of the authority or the public institution.Loyalty to the authorities and public institution (1) Civil servants have the obligation to defend the prestige of the authority or the public institution where they work. principle according to which activities of the public officials are public and may be monitored by citizens. Art. i) openness and transparency. b) Public position – the ensemble of the roles and the responsibilities established by the authority or the public institution. d) Personal interest – any material advantage or of any other nature. influence. connections. b) make unauthorised appreciations about any pending litigations and where the public authority or the public institution where he works has the quality of part. principle according to which civil servants may express thoughts and opinions. the following terms are defined as follow: a) civil servants. on the grounds of the law. information to which they have access as civil servants. for himself/ herself or others. about its politics and the strategies or the acts having a normative or a individual character. by civil servants by using reputation. direct or indirect of the civil servant contravenes to the public interest. h) honesty and transparency. (2) Civil servants have to follow the legal provisions regarding the restriction of exerting some rights. 7 .Ensuring a qualitative public service (1) Civil servants have the obligation to ensure a qualitative public service for the benefit of citizens. in accordance to their responsibilities. directly or indirectly. (2) Civil Servants have the obligation to have a professional conduct. facilitations.the person appointed to a public position under the Law no. Chapter II General Norms of Conduct for Civil servants Art. (2) Civil servants are forbidden to: a) express in public false appreciations about the activity of the public institution or authority where they work. as well to ensure. c) public interest – the interest which implies the granting and the compliance of the institutions and authorities with the respect of the rights. the laws of the country and to take action in order to apply the legal disposition. given the nature of their public position. e) conflict of interest – the situation or circumstance when personal interest. principle according to which activities of the civil servants when pursuing their job responsibilities civil servants should act in good faith. 5 . so that it affects or may affect independence and the impartiality in decision making or for the performing in due time and in an objective manner their duties as civil servants. Art. internal regulation and international treaties to which Romania adhered. by actively participating in the decision making of the authorities and public institutions. Ch 1 Human Resources Policy 45 .Loyalty to the Constitution and the law (1) Civil servants have the obligation that through their acts and behaviour. pursued and obtained . respecting the right order and good manners.

8 . correct and kind behaviour.Public Activity When holding a public position. under the previsions of the law. b) To provide logistic support to the candidates to public positions. civil servants have the obligation to show a respectful. but they have the obligation to declare that the opinion stated does not represent the official point of view of the authority or the public institution where he carries on his activity. (3) The provisions of para.Freedom of Opinion (1) Civil servants have the obligation to respect the dignity of the public position. 12 – Relations when exercising a public position (1) When considering the relations with the staff of the public authority or institution where he/she carries on his activity. Art. Art.Use of own image When considering the public function. 11 . (5) The provisions of the current code of conduct may be interpreted as a derogation from the legal obligation of the civil servant to give information of public interest to whom in may concern. c) To collaborate. in other conditions than those provided by the law. (2) Civil servants who are appointed to take part in public activities or debates. according to the provisions of the law. (3) If they are not appointed in this sense. civil servants must have a conciliating attitude and must avoid the spreading of conflicts due to the exchange of opinions. at the request of other authority or public institution. is allowed only with the approval of the manager of the authority or the public institution where the civil servant carries on his activity. taking into consideration their position. civil servants may take part in public activities and debates. Art. good-faith. signs or objects marked with the single or the name of political parties or of their candidates. 10 . if this may harm in any way the image or the rights of the institution or of other civil servants e) provide assistance and consultancy to the natural and legal individuals against the state or the public authority where he/she carries on his/her work. civil servants are forbidden to allow the utilisation of their own name and image to promote commercial activities. reputation and personal dignity of the staff of the authority and the public institution where he carries on hic activity. as well as with natural or legal persons. 9 . for a period of 2 years.Public Role (1) Relations with the press are ensured by the civil servants who are appointed by the Director of the authority or the public institution. civil servants have the obligation to respect the freedom of opinions and not to be influenced by personal or popularity reasons. Art. must respect the limits of the representative mandate given by the Director of the public authority or institution where he caries on his activity. as well as the persons that interact during the exercitation of the public position: 46 Ch 1 Human Resources Policy . (2) When carrying on responsibilities. d) reveal information that they posses. (2) Civil servants have the duty to not harm the honour. if the provisions of special laws do not mention other terms. When expressing opinions. Art.Ministry of European Integration Implementing Agency for Regional Development c) reveal information that do not have a public character. (2) letter a) – d) applies after the end of the work service. (4) Revealing information that does not have a public character or the delivery of documents that contain this sort of information. civil servants are forbidden: a) To take part in the collection of funds for the activity of any political parties. outside the working relations with natural and juridical persons who make donations or sponsor political parties. in official quality. by correlating the freedom of speech with the promoting of the interests of the public authority or public institution where he carries on his activity. as well as for election purposes. d) To display inside the public authorities and institutions.

civil servants have the duty to assure the equality of chance and treatment regarding the development of the career in the public position for the subordinated civil servants. efficiency of the activity. Ch 1 Human Resources Policy 47 . by other civil servants.Usage of the prerogatives of public power. seminars and other international activities have the obligation to promote a favourable image for the country or the public institution or authority they represent. affinity or other criteria that were not mentioned in Art. health.Human Resource EDIS (PHARE): Functions & Procedures Version: Final Date: 31/08/04 a) using offensive language. it is recommended that all other parties involved respect the conduct rules stipulated in para. 17 . 14 . Art. (1) – (3). (2) When conducting a relation with representatives of other states. b) Eliminating any form of discrimination regarding nationality. when they propose or approve promotions. in order to influence the internal or external inquiries or to determine the making of a certain decision. (3) When travelling abroad. the civil servants are forbidden to express personal opinions regarding national aspects or international disputes. (3) Civil servants have to adopt an impartial and justified attitude for the clear and efficient solving of the citizens’ problems. Art.Interdiction on the receiving of gifts. on criteria based on kindred. educational institutes. invitations or any other advantage.Decision making process (1) For the decision making process. Art. religious and political believes. friends or other persons that they have had any sort of business or politics. elaborating projects for normative acts. as well as carrying out their duties in a privileged manner. material conditions. civil servants have the duty to take action according to the law and to exert the capacity for appreciation in a substantial and impartial manner. In order to have social and professional relations that may ensure the dignity of persons. 13 . (1) It is forbidden to make use of the prerogatives of the position within the public institution in other ends than those provided by the law. age. (1) Civil servants who have a leading position must examine and apply objectively the appraisal criteria for professional competence for the subordinated staff. assignments or when granting moral and material support. (4). 16 . as well as the increase in quality of the public service. services. counselling.Objectivity in evaluation (1) When carrying out the roles specific to the management position. c) formulating defamatory notifications or complaints. (3) While making decisions. Art. sex and other aspects. 15 . civil servants are forbidden to pursue any personal interest or to produce material and moral damage to other persons. transfers. Civil servants have the duty to respect the principle of equality in front of the law of citizens and public authorities.Section VII . for their own person.Conduct in international relations (1) Civil servants who represents the public authority or institution within the framework of international organisations. their family. Art. parents. which may influence their impartiality when hording public positions. favours. by: a) Promoting similar or identical solutions for the same categories of situation. b) revealing aspects of the private life. (3) Civil servants are forbidden to use their official position or the connections that they have established when carrying out the responsibilities of the job. services and advantages Civil servants must not request or accept gifts. conferences. (2) Civil servants are forbidden to promise that a decision shall be made by the public authority or public institution.3. civil servants must have a conduct according to the rules of protocol are they are also forbidden to break the law and the habits of the host country. or during evaluation or when taking part in inquiries and control actions. (2) Civil servants who have a senior position are forbidden to favour or not to favour the access or the promotion to a public position on discriminatory criteria.

Ministry of European Integration Implementing Agency for Regional Development

(4) Civil servants are forbidden to impose to other civil servants to apply to organisations and
associations, regardless of their nature, or to suggest this by promising the granting of material and professional advantages. Art. 18 - Usage of Public Resources (1) Civil servants must ensure the protection of public and private propriety of the state and the of the administrative territorial units, in order to avoid any damage; in each situation mentioned above s/he has to act as the owner. (2) Civil servants have the duty to use the working hours, as well as the assets of the public institution or authority only for those activities which are due to their position. (3) Civil servants must propose and ensure, according to the attributions, the useful and efficient use of public money, according to the law. (4) Civil servants who exert publicist activities for their personal benefit of teaching activities are forbidden to use the working hours or the logistic of the authorities or public institution for their achievement. Art. 19 - Limitation of participation to acquisitions, granting or renting (1) Any civil servant can purchase one of the proprieties of the state or of the administrative-territorial units, on sale under the provisions of the law, except when: a) when s/he took notice, while performing or as result of the completion of the job requirements, of the value or quality of the goods which are to be sold; b) when he/she participated, while performing job requirements, to the organisation of a sale for the respective good; c) when he is able to influence the sale operations or when s/he obtained information to which the persons concerned in the purchase of the good did not have access. (2) The provisions in para. (1) is correspondingly applied in the case of concession or the rental of a good from public and private propriety of the state or of the administrative- territorial units. (3) Civil servants are forbidden to provide information about the public or private propriety goods, or the goods of the administrative-territorial units for sale, concession, rental, or any other conditions than those provided by the law.

Chapter III Coordination and control of the application of norms for professional conduct
Art. 20 - The role of the National Agency for Civil servants (1) The National Agency for Civil servants coordinates and controls the application of the norms stipulated in the present code of conduct, has the following attributions: a) follows the application and the observance, within the public authorities and institutions, of the provisions of the present code of conduct; b) receives petitions and notifications regarding the breaking of the provisions of the present code of conduct; c) formulates recommendations for the solving of the cases; d) elaborates studies and research regarding the observance of the provisions of the present code of conduct; e) collaborates with non-governmental organisations whose purpose is the promotion and the defence of the legitimate interest of the citizens when dealing with civil servants (2) The National Agency of Civil servants cannot influence the working procedure of the Discipline Commissions within the public authorities and institutions. Art. 21 – Notification (1) National Agency for Civil Servants may be informed about: a) the infringement of the provisions of the current code of conduct by a civil servant; b) if a civil servant is forced or to threaten in order to determine him to break the law or the apply the law in a wrongful manner;
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Section VII - Human Resource
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(2) The informing of the National Agency for Civil servants does not exclude the informing
c) of the competent Discipline Commission, according to the law; d) Civil servants cannot be sanctioned in any way for informing the National Agency for e) Civil servants or the competent Discipline Commission, according to the law. (3) National Agency for Civil servants shall verify the acts and the facts for which it was informed, respecting confidentiality regarding the identity of the person which make the informing. (4) The informing forwarded to the National Agency for Civil servants shall be centralised in a database necessary for: a) Identification of the causes which determine the breaching of norms of professional conduct; b) Identification of the ways to prevent the breaching of norms of professional conduct; c) Adopting measures for the reduction and elimination of the breaking of the legal procedures. Art. 22 – Solving the notification (1) The results of the research activity are recorded in a report, on the basis of which National Agency for Civil Servants shall formulate a recommendation to the public authority or institution regarding the manner in which the situation has been solved. (2) The recommendation of National Agency for Civil servants shall be communicated: a) to the civil servant or to the person who formulated the complaint; b) to the civil servant who makes the subject of the complaint; c) to the management authority or public institution where the civil servant who makes the subject of the complaint works. (3) Within 30 working days from the date of announcing the solution, authorities and public institution have the obligation to communicate to the National Agency for Civil Servants the manner of solving the measures mentioned in the recommendation. (4) (4) If in the mentioned situation the manager of the authority or of the public institution or the deputy directors are involved, the recommendation of the National Agency for Civil Servants shall be forwarded to the superior hierarchical structure within the public institution or the authority or, if case may be, to the prime minister. Art. 23 - Publicity of the registered cases (1) Annual report regarding the management of the public office and of the civil servants, which is made by the National Agency for Civil Servants and it is presented to the Government, must contain the following data: a) number and object of the notifications regarding the cases of breaking the professional code of conduct; b) the categories and the number of the civil servants who broke the code of moral and professional conduct; c) the causes and consequences of the breaking of the present code of conduct; d) the cases when the civil servants were asked to action on the pressure of a political factor; e) recommendations; f) public authorities and institutions, which did not respect the recommendations. (2) The National Agency for Civil Servants may present in the annual report, in a detailed manner, some cases, which present a special interest for the public opinion.

Chapter IV Final Provisions
Art. 24 - Responsibility (1) The breaking of the present code of conduct attracts the disciplinary action against the civil servants, under the provisions of the law.
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49

Ministry of European Integration Implementing Agency for Regional Development

(2) The Discipline Committees have the competence to investigate the breaking of the present code of
conduct and to propose disciplinary sanctions, under the provisions of the law.

(3) If the action of the civil servant can be considered an offence, the competent authorities shall be
announced, in accordance with the law.

(4) Civil servants are here held accountable according to the law in those cases when, by their acts the
norms of conduct were broken, created prejudice to natural or legal person.

Art. 25 - Harmonisation of the internal regulation of organisation and functioning Within 60 days from the coming into effect of the present law, public authorities and institutions shall harmonise the internal regulations for organisation and functioning or the specific codes of conduct, according to the domain of activity. Art. 26 – Ensuring publicity In order to inform the citizens, public relation compartments of the public authority or institution have the duty to ensure publicity and to exhibit the code of conduct in a visible place at the headquarters of the public authority or public institution. Art. 27 – Coming into effect The present code of conduct shall come into effect within 15 days from the date of the publishing in the Romanian Official Gazette, Part I. This law was adopted by the Chamber of Deputies during the meeting from 9th December 2003 respecting the provisions of the Art. 76.para. (2) of the Constitution of Romania, republished.

PRESIDENT OF THE CHAMBER OF DEPUTIES VALER DORNEANU
The present law was adopted by the Senate during the meeting of 5th February 2004, respecting the provisions of the Art. 76. para. (2) of the Constitution of Romania, republished.

PRESIDENT OF THE SENATE DORU IOAN TĂRĂCILĂ

50

Ch 1 Human Resources Policy

Indicators1
(Examples) Recruitment and Selection
Relevance: Staff performance changes (qualitative indicator) Effectiveness of the process Percentage of staff planned for training: No. of staff planned to have training x 100 Number of staff needing training

Staff Planning

Performance Management

Training & Development
Relevance : Trainee or unit work performance changes (qualitative indicator)

Relevance: Degree of achievement of IARD objectives for the planned period (qualitative indicator) Extent to which the individual performance objectives are in line with IARD objectives (qualitative indicator) Effectiveness of the process Percentage of staff appraised: No. of staff appraised x 100 Total staff to be appraised Ratio of promotions to total positions: No. of promotions No. of positions Average number of years or months between promotions Distribution of performance appraisal ratings Correctness/ transparency of the process:

Relevance: Percentage of vacancies in total number of staff needed for the period.

Effectiveness of the process

Effectiveness of the process

Personnel turnover rate: No. of staff leaving IARD x 100 No.of staff at the beginning of the period

Percentage of employment requests filled on schedule: No.of vacancies filled in No. of vacancies planned for the period

or:

No. of staff leaving IARD x 100 Average no. of staff for the period

Percentage of vacancies longer than one month: No.of vacancies over 1 month in length Total vacancies in 1 month x 100 = %

Percentage of trained staff of total planned: No. of staff who have received training No. of staff planned to be trained x 100 Percentage of staff training in…..skill(s): No. staff trained in …skill(s) x100 = % Total staff Percentage of completion: No.of staff completing training x 100 No.of staff who entered training Percentage of employees with development plans: No.of staff with PDPs x 100 No.of total staff

Percentage of staff with required skills: No. staff with required skills x100 No. staff needed with required skills or: Skilled staff x 100 Total staff

Ratio of existing positions to total of positions needed: No.of existing positions No of needed positions

Number of application files received for an advertised position ( Job posting effectiveness) Correctness/ transparency of the selection process: No. of appeals x 100 = % No. of applications

Percentage of needed positions filled in: Total vacancies x 100 Total budgeted positions

Quality of applicants: ratio of short-listed applicants (of the total number of applicants); ratio of applicants selected for the interview ( of short-listed applicants)

No. of complaints by staff x 100 = % No. of staff No. of complaints by staff x 100 = %

Percentage of staff with updated job

Efficiency of the process

or: No.staff involved in staff development Total staff x100 Percentage of training days implemented:

Ch 1 Human Resources Policy

Section VII - Human Resource

EDIS (PHARE): Functions & Procedures Version: Final Date: 31/08/04

1

This list of indicators is indicative only. All plans shall identify appropriate indicators to measure the achievement of the set objectives.

Annex HR.P 8

51

of people trained per year Percentage of work time spent on training: Time spent training x 100 = % Total available work time Cost per trainee per planned period: Total training costs per period Total staff trained during the period Total external training expenditures: .52 No. of staff planning team members Time to evaluate jobs . contractual staff x 100 = % Total staff Cost per external hire Cost per internal hire Current ( and/or future) supervisor/ employee ratio: No.of staff attending training x 100 No.of staff Efficiency of the process Quality of courses or programmes Percentage of satisfaction ratings Percentage of training classes evaluated as excellent Percentage of participation/ attendance: No.off staff enrolled in training Average training length per year: No.similar as aboveTotal internal training expenditures -similar as abovepercentage of SDU department employees to total employees: No. staff with updated job description x100 = % Total no. of total staff Induction Orientation and training costs per hire Efficiency of the process Average length of induction period Average length of time to prepare the staff plan Time to start No. of training days per year No. staff The number of recruitment's processed within 3 months. of supervisors No. of suggestions staff Total internal training days for IARD x 100 Total of training days planned for IARD Efficiency of the process Average appraisal time/employee: Total appraisal time (days) No. of SDU staff x 100 Total IARD staff descriptions: Number of days to fill an employment request No. Time to process an applicant Ministry of European Integration Implementing Agency for Regional Development Ch 1 Human Resources Policy Percentage of contractual staff No.

This approach assumes the Organisation has already considered workforce and workload and can focus not only on the number of people. good data. • Workload approach . 2. Staff Planning Process The SP is a several steps process going through a continuous cycle: • Analyse Current Situation (Supply).2. 2. Assessing the current staff requires. The staff planning process shall be carried out on the basis of the following three approaches: • Workforce approach . and identifying employment trends with the view to develop a "profile" of the current staff. The capabilities of all employees must be known at all times so that their knowledge. This information shall be used during the forecasting phase of staff planning to identify skill gaps and/or potential areas of concern. please see the checklist in Annex HR. but part of an integrated approach to defining and preparing for the future. Analyse Current Situation (Supply) Supply analysis shall focus on identifying current Organisational competencies.Human Resource EDIS (PHARE): Functions & Procedures Version: Final Date: 31/08/04 2.2. which contains key questions guiding the staff planning exercise. while the timeframe for the activities under each step is presented in Annex HR.identifies sets of competencies aligned with the Organisation’s mission. • Determine Gap and Develop Strategies.1. Introduction Staff Planning (SP) is not a separate planning process.1. • Select Strategies and Prepare Master Action Plan.SP 2. • Implement and Monitor. vision and strategic goals.examines the current workforce and occupations and projects the number and characteristics of jobs and number of staff needed to fill them at a specific point in the future. Planning for the professional development of employees (ensuring that the right people with the right skills are in the right place at the right time) and succession planning (having the right people prepared for the right positions at the needed time) is essential to the SP process. • Assess Future Needs (Demand). STAFF PLANNING 2. abilities. Much of the labour for future work shall be provided by those currently employed within IARD. but the competencies employees must master for Organisational success. • Competency approach . Therefore.focuses on the amount and type of work the organisation anticipates handling at a specific point in the future. above all. Ch 2 Staff Planning 53 . and uses this information to project the number of resources (people and skills) needed to perform that work.SP 3.SP 1. • Evaluate and Identify Learnings. It integrates many other processes that support the management of human resources. skills.Section VII . and talents can be matched to the needs of the IARD in dynamic fashion. • Restart Process When going through the process steps. analysing staff size and demographics. it is useful to ascertain what current strengths and weaknesses exist within the workforce. The roles and responsibilities of the two teams for the whole process can be found in Annex HR.

it does have limitations. This information shall be delivered by the HRD and provides the necessary baselines from which planning can begin. • Position.2. • Education. it will be projected separately in the SP process. Census Data Staff Census data provides a snapshot of the current workforce at or over a particular point in time. Retirements are normally included in attrition. skills and competencies. that although past behaviour can beuseful in predicting future behaviour. It involves examining the staff internal records and looks at: • Workload. • Turnover rate. The accuracy of this form of prediction relies upon the circumstances surrounding the behaviour remaining constant. It is always important to remember. Trend Data Trend analysis provides both descriptive and forecasting models describing how turnover shall affect the workforce in the absence of management action.3.1.1. Trend information combined with census data provides essential building blocks for forecasting supply. etc. • Length of service. • Vacancies created by internal movement.2. Trend or transaction data provides a historical picture of what has gone before. • Turnover rate. deaths. 1 54 Ch 2 Staff Planning .. class and grade). in a fiscal year. it is essential to always consider environmental factors and organisational direction when developing a forecasting model or building a specific workforce. 2. • Attrition1 statistics. • Promotion and award rates.Ministry of European Integration Implementing Agency for Regional Development Two types of workforce data shall be used for in the process: census and trend. • Time in position. Trend analysis is essential to effective solution analysis. • Age and sex. Methodology The collecting and processing of data shall be undertaken by the operational team. • Managerial/ employment ratio. The reduction of staffing levels from an organizational level due to retirements. transfers to other agencies. • Managerial / employee ratio. retirement projections. • Promotion and award rates. retirement rate. skills and competencies. Therefore.2.1. demographic data shall include: • Number of staff (by category. class and grade. however. under the coordination of the SDU Co-ordinator in the IARD. resignations. 2. retirement rate. Data collecting shall cover all staff in the IARD and shall refer to: • Number of staff by category.2. • Education. 2. • Vacancies created by internal movement. involuntary terminations. retirement projections. reassignments. however.1.

computerised MIS at the Ministry level. administrative and support employees.Section VII . and describing the competency sets needed by the workforce of the future. CVs in the database shall be input in the EU format. other leaders and managers. Data gathering and processing shall also consider the trend analysis: analyse how the projected workforce supply shall look by applying projected retirements and turnover to current workforce. Changing the overall size of the IARD staff requires action by the Ministry and shall require extensive budget justification. departmental initiatives. The profile is a quantitative description of the staff in terms of important characteristics or attributes such as job classification.g. strategic goals.2.2. They shall also vary for the diverse groups of employees making up the candidate pools for future vacancies.2. Assess Future Needs (Demand) Demand Analysis Demand analysis deals with developing measures of future activities and workload.5 and 8) and Annex HR. • Analyse potential impacts of internal and external environment (legislative changes. forecasted budget for the period. etc). • Provide information on: − − − goals and objectives for the planned year. it must be fully endorsed by the Minister and/or Secretary General. or functional specialty. Methodology The Strategic Team shall: • Establish and communicate IARD mission. The most critical parameter in defining the staff of the future is its size.2. 2. − Ch 2 Staff Planning 55 . first it is necessary to try and predict how the nature of the work will change.2 and 6). 2. Demand analysis must take into account not only workforce changes driven by changing work but also workforce changes driven by changing workload and changing functions. category and degrees. including HR Management. stage in one's career. The information collected shall be aggregated at the IARD level by using formats provided in Annex HR.SP 5 ( columns 0. The purpose of demand analysis is to forecast the competencies required by the future staff for the organisation to be successful.1. skill levels. Both internal and external influences must be considered. direct links to Government and/or EU networks) that would affect staff planning. discipline. operational goals.2. so that all up-dated information is automatically transferred into the SP database.2. future access to structural funds of the EU. and other developmental positions. supervisors. technical specialists in critical fields. Once numbers and functions have been defined.SP 4 ( columns 0. generalists/programme managers. Predictions must be based on past experience and expected future market conditions. base functions. it is critical that whatever size staff is assumed for staff planning purposes. 2. a "profile" of the desired future staff shall be developed.2. experience in that specialty. changes in the IARD structures (including reorganising/restructuring). Initially future staff composition shall be looked at in terms of class. These shall be different for different groups of employees such as senior executives. In order to do this. Thus.Human Resource EDIS (PHARE): Functions & Procedures Version: Final Date: 31/08/04 The database created for this purpose shall be permanently up-dated. future changes related to new technologies for the IARD (e. objectives. To this end links shall be established between existing databases in the HRD and SDU. and demographic factors that might be relevant to achieving staff goals.

Two types of gaps exist: − − the gap between today's staff profile and the desired future profile the gap between the desired future profile and the actual future profile if current practices remain unchanged. A wide range of strategies exists for attracting and/or developing staff with needed skills and dealing with staff or skills no longer needed in the IARD.1. and retaining the critical staff needed to achieve IARD goals. in order to identify the differences . accompanied with supporting documents. they can be used to propose possible intervention strategies such as policy changes or increases/decreases in staffing levels and finances. which indicates a future excess in some categories of staff and may require action. size and duration of projects and programmes to be tendered. in order to establish the future needs (number and competencies). Attrition changes the individuals in the staff.Ministry of European Integration Implementing Agency for Regional Development − − number.SP 4 (column 6) and 5 (column 3) the aggregated figures. Determine Gap and Develop Strategies Determine Gap Gap analysis is the process of comparing information from the supply analysis and demand analysis collected during Steps 1 and 2. Avoid the trap of seeking to match actual staff to what is to be done now .2. as to where strategic HR intervention and investment can be best targeted for closing gaps in competencies and reducing surplus competencies. broken down at each Directorate level. including mission. 2. strategies. • A surplus (when projected supply is greater than forecasted demand). developing. 2. The staff and the gaps are constantly changing. 2.3. TA support programmes/ projects availability On the basis of this information the Operational Team shall: • Establish the list of all programmes/ projects/ relevant activities for the planned period. Employees with one skill set leave. which indicates a future shortage of needed staff or skills. as well as at legislation.without thinking enough about the workforce needs in the future. To this end answers to the following questions shall be sought: 56 Ch 2 Staff Planning .2. "Scenario planning" is an effective way to systematically evaluate the interplay of multiple variables. This involves looking at the strategic plan of IARD.3. A scenario presents a particular picture of the future with comments on the probability of certain events occurring. Depending upon the size and complexity of the scenario. The surplus data may represent occupations or skills that shall not be needed in the future or at least not needed to the same extent. • Fill in Annexes HR.between the current IARD competencies and the competency set needed in the future workforce. Training and professional development change the skill mix of those remaining and time changes their experience levels and brings them closer to retirement. future programmes and projects. at the IARD level.2. and goals. and new employees with different skills take their place.2. and practices that shall assist IARD in recruiting.the gaps-.SP 6 and 7. • Carry out the workload analysis and the competencies/skills analysis.3. The second is the most critical for staff planning. Such identification provide a guide for solution analysis. economic conditions and technological advances. policies. The result is the determination of gaps and/or surpluses: • A gap (when projected supply is less than forecasted demand). according to models in Annexes HR. implemented and monitored. contracted. Develop Strategies Strategies include the programs.

Web sites. and sample plans) are currently available to provide assistance. fast-paced recruitment the best approach? Resources : What resources (for example.SP 4 ( column 7 and 8) and 5 ( column 5 and 6). the following: Time: Is there enough time to develop staff internally for anticipated vacancies or new skill needs. training/retraining. which combination of strategies shall be used. Select Strategies and Prepare Master Action Plan Select Strategies Several factors influence which strategy or. and measurable. On this basis the strategic team shall then analyse the identified gaps and shall develop strategy options based on scenarios of future potential changes. including achievable milestones. 2. developing and placing of employees. but are not limited to. technology.Section VII . technological enhancements and use of contractors.3.4.3. The strategy options shall be based on specific goals and objectives to address skills competency gaps or surpluses (the list may include the following): − − − − − − − Changes in Organisational structure Retention programs Recruitment plans Succession plans Career development programs Leadership development Organisational training and employee development Please also see Annex HR. concise. Implementation strategies shall include actions that are clear. career management or better-focused learning and development strategies? Will external consultants or contractors be available? Job classification: Ch 2 Staff Planning 57 . leadership development.SP 8 for Guidelines to strategy options.2. or is special. structured templates. 2.does existing staff demonstrate the potential or interest to develop new skills and assume new or modified positions.1. competency-based assessments. more likely. Some of these factors include.4.2. on the basis of the information collected during steps 1 and 2 and shall fill in the outputs in formats provided in Annexes HR.Human Resource EDIS (PHARE): Functions & Procedures Version: Final Date: 31/08/04 • • • How is the staff going to change? Which skills shall current staff be able to contribute during the period being planned for? What competencies shall be needed that are not present in the staff now? Such strategies include planned recruiting. • Methodology: • The operational team shall establish the gaps for both staff size and competencies/skills. 2. succession planning. or is external recruitment needed? In-demand skills: What competition exists for future skills that are needed? Shall the IARD need to recruit for these skills or develop them internally through succession planning. or must resources be developed? Internal depth .2.

recruitment. working conditions. categories. knowledge and expertise are not available or achievable through such means as training or retraining. job redesign (if it is the case). A reduction in staff shall generally involve more complex issues and effective change management procedures and advice shall be sought from HRD. skills. by functions.including internal staff movement. retraining of existing staff.4. 2.creation of training and development programs. Training and/or retraining shall be considered in the first instance as a means of achieving the necessary skills. a separate action plan might be needed to address the implementation of each strategy in the staff plan (e. promotion and transfer policies. succession and career planning. remuneration.2. process and operational levels. Starting from the master action plan. Prepare Master Action Plan The planning phase requires the development of a coherent approach to future people management. for recruitment and selection. Directorates. Staff planning provides focus to the individual components and provides links between workforce. training and development. Therefore. Implementing these changes shall require decisions to be made at the strategic. During the planning phase. offices .staff shall need to be provided with suitable office space and supplied with appropriate equipment to undertake their work in the most efficient manner possible or affordable. depending upon the circumstances. deployment. Financial . leave management. more highly skilled employees. because the required skills are not available. for example. workplace agreements. the action plan shall contain those elements to bridge the gap between the current and desired staff profiles: Human Resource .structure of proposed posts. and Longer-term initiatives that provide a solid and credible foundation for any change in culture and in the IARD’s approach and commitment to people management.g. Staff Development . Where it is identified that the necessary skills. any future vacant positions shall be looked at with a view to filling the gaps in skills or knowledge.the work to be undertaken and the staff to undertake that work shall affect budgets. career planning). flexible work arrangements. Succession planning involves identifying critical positions. medium and long-term requirements reflecting the practical difficulties of getting quick results in many situations. areas that may need to be addressed can be identified. solutions for staff deficit and/or excess (e. retirement programmes). knowledge and expertise and ensuring that a pool of staff with the ability and interest are provided with the opportunity to develop the required skills and knowledge through a planned development strategy. One product of staff planning at the Directorate level shall be a document outlining the steps to be taken shall any position be vacated. succession planning.g. the introduction of new technology or a combination of these changes. the strategies outlined in the plan shall be enacted so that the vacancy can be filled in the shortest possible time. number of employees needed at different moments in the future. When an anticipated vacancy becomes clear.2. The development of a new program may require additional staff. financial and logistical issues. knowledge and expertise. incentives and allowances. Logistical .Ministry of European Integration Implementing Agency for Regional Development Do presently used job classifications and position descriptions reflect future functional requirements and skills? Reorganisation: Would some Directorates/units need to be reorganised to meet needs and strategic objectives? The IARD’s options for meeting its staff requirements would be expected to include both: • • Shorter-term initiatives that are effective in providing more immediate workforce solutions and which at least start to move the IARD to its preferred position. 58 Ch 2 Staff Planning . Some combination of the above may be necessary to address immediate. functions.

For recruitment and selection. The overall responsibility for the Staff Plan monitoring lies with the SDU. leadership. Allocate necessary resources to carry out the strategy. Implement and Monitor The Staff Plan shall be implemented in connection with the requirements of the IARD’s strategic plan. The system shall allow staff planners to quickly extract the information in a form that can be readily used in staff planning models with little or no adjustments or conversions required. 3. 2. Directors must maintain up-to-date staff and succession plans for their Directorates at all times. Staff and succession planning activities shall be done at different times and at different frequencies. 2. Ch 2 Staff Planning 59 . Methodology The strategic team shall perform the analysis and shall select the most appropriate strategy to address the gaps and surpluses. in Chapter 1 Policy. Most other activities shall be done on an annual basis and be coordinated with the activities planning and budgeting cycles for maximum effectiveness. or legislative changes. participants and responsibilities).5. such as updating the human resources database shall be done as changes occur so the latest data shall always be available. This includes identifying who is involved in implementing what and identifying the need for coordination among different parts of the IARD or with HRD.2. In doing this it shall consider the following elements: • • • • Ensure that there is executive support for the Plan. 1. In addition to the provisions of para. para.1.Section VII .5. so that the systems are current at all times. not just an activity that is conducted on a cyclical basis.4.) for the civil servants to be hired during the planned year. updating shall occur as personnel join or leave the Directorate's staff. Ideally. At the Directorate level.8. Assess budgetary impacts. adjustments to staff plan strategies may be necessary. The implementation of the actions in the SP shall be continuously monitored.2. Define performance measures/indicators/milestones and expected deliverables. Some activities.SP 9.Human Resource EDIS (PHARE): Functions & Procedures Version: Final Date: 31/08/04 Every Director is responsible for staff and succession planning for his or her respective Directorate. The HRD is responsible for making the Staff Plans available to the Secretary General for all major planning exercises. • • • On the basis of the strategy selected by the strategic team. staff and succession planning systems are also tools for management of the Directorate's staff on a day-to-day basis.2. such as the annual budgeting. If the strategic plan changes due to unanticipated client. The Secretary of State shall sign the completed Plan and a copy forwarded to the HRD within MEI. Establish time lines. the operational team shall develop the master action plan. with clear timing (start/end. including resources for monitoring and evaluation activities. The plan shall contain specific measures for each objective in the strategy and each measure shall be accompanied by detailed concrete activities. The detailed plan shall be filled in the format presented in Annex HR. Clarify roles and responsibilities in implementing strategies. the following shall be considered for the monitoring and evaluation of the Staff Planning process. additional approval shall be obtained by HRD from NACS (see Chapter 3 Recruitment and Selection. Communicate the plan.1. and to ensure that the Directorate plan contributes to the accomplishment of the IARD plan.3.

Measurements .Ministry of European Integration Implementing Agency for Regional Development All the persons responsible with carrying out the activities in the action plan shall fill in columns 4 and 5 of the format in Annex HR.progress made toward: • Closing skills gaps • Reducing skills surpluses • Achieving hiring and retention objectives • Meeting diversity of objectives. • The monitoring reports and the information included in the monitoring system. However lessons learned from the implementation of the previous plan and the recommendations made by the monitoring and evaluation teams shall be considered and improvements shall be made in order to increase the effectiveness of the future plan. Evaluate The main performance indicators to evaluate the achievement of the Staff Plan shall be identified in relation to the following objectives: Overall objective: • The extent to which the right people with the right skills are in the right place at the right time Specific objectives: • Availability of adequate number of staff. The SDU Co-ordinator shall collect the formats on a weekly basis and fill in the aggregated information at the IARD level and analyse progress of the SP implementation.2.2. 2. • The information collected during interviews with staff planning teams. The strategic team shall meet once a month to discuss progress and phases of implementation of the master action plan.7. The main sources for collecting of information that shall be used for the evaluation shall include: • The Staff Plan. • Appropriate personnel deployment by Directorate/Unit.P 4 (Chapter 1 Policy). Please also see the checklist in Annex HR. etc. The SDU Co-ordinator shall present a report on findings. • Other sources proposed by the evaluators.SP 10 for the Staff Planning process. Restart Process The staff planning cycle shall restart following the same steps. 2. 60 Ch 2 Staff Planning .6. progress and recommendations. • Appropriate skill mix. The strategic team shall analyse and decide on corrections to the master action plan (if it is the case) and shall provide feedback to all levels of the Organisation.

SP 10: Checklist for Staff Planning process Ch 2 Staff Planning 61 .SP 2: Annex HR.SP 9: Checklist Key Questions Staff Planning Matrix Timeframe for Yearly Planning Staff Demographics/Size Analysis Competency/Skills Analysis Procedure for Workload Analysis Competency/Skills Assessment Strategies to Address Critical Needs Action Plan Annex HR.SP 4: Annex HR.SP 8: Annex HR.SP 3: Annex HR.SP 1: Annex HR.SP 5: Annex HR.SP 6: Annex HR.Section VII .SP 7: Annex HR.Human Resource EDIS (PHARE): Functions & Procedures Version: Final Date: 31/08/04 List of Annexes Staff Planning Annex HR.

critical information such as turnover years of service.SP 1 3. EU. Stage Seek Tips • Review HR Data Warehouse to analyse staffing. age. • Establish staffing benchmarks and determine best practice approaches to plan for costs and return on investment. • Possible skill deficiencies and the impact on services. Determine Gaps • How will the anticipated demand for the IARD services impact the size.62 Checklist Key Questions Key questions • Key components of staff planning in the IARD’s overall strategic plan. Analyze current situation 2. • Benchmark similar organizations for organizational structure and the use of employee assets. • Review recruiting efforts and identify hard to fill positions. • Interview IARD executives and key managers to get feedback on the effectiveness of organizational structure. • Ensure IARD succession planning efforts are accurate for the future. and Local trends that may indicate possible legislative action and movements. • Review employee exit interview data for trends or other possible interventions. • Planned attrition and the impact it will have on maintaining an experienced and skilled staff. Ministry of European Integration Implementing Agency for Regional Development Ch 2 Staff Planning Crt. Assess Future Needs Does the IARD have a comprehensive staff-planning program that is linked to the IARD’s strategic plan? • Does the IARD gather and analyze demographic staff indicators. and sex? • Does the current staff have the adequate skills and competencies to efficiently accomplish objectives? • Has the IARD been able to recruit and retain talent competitively? • Does the IARD maintain a formal succession plan that identifies key IARD positions and potential successors? • Are IARD structure and HR practices appropriately aligned for achieving goals and objectives? • Has the IARD been affected by or it anticipated any new legislation that will impact the staff or IARD operations? • Does the IARD anticipate any expansion of current programs and activities that impact the staff? • Is the IARD planning for any de-emphasis or discontinuance of IARD activity that would impact the staff? • What new skills or core competencies will the staff need by occupational category and what is the availability of those skills and competencies? • What is your IARD IT strategy and how will your staff be prepared for newly planned innovations? • What specific training and development requirements will be needed and what are the projected costs? • How will the staff of the future impact the IARD financial plans? • Deviation from normal operating procedures and Annex HR. educational levels. skills and • Identify and plan for short and long-term competencies that are necessary to meet future objectives and . • Direct correlations of employee performance and IARD outputs and deliverables. • Increases in competition for employees that may affect recruiting efforts. • Plan new program implementation to maximize and project necessary resources. projected attrition and replacement needs. It should consider the scarcity or abundance of the skill sets required. • Maintain an employee skills inventory and monitor systematically to support developmental initiatives and match against internal skill and competency requirements. • National. for example. • Excessive IARD or unit turnover that could indicate workload problems or other organizational issues. • Target and constantly scan the environment for indicators of change and alignment with IARD mission. no 1.

• Examine total compensation in today’s environment versus total compensation in the future.competencies of the current staff? • Does the current or future labour market indicate the appropriate availability of talent for which the IARD is competitive? • Is the IARD currently or projected to experience losses due to retirement. • Define performance criteria and appropriate measures for evaluation • Coordinate with the groups formulating the financial plans.Human Resource EDIS (PHARE): Functions & Procedures Version: Final Date: 31/08/04 Ch 2 Staff Planning 63 . plans? distinguish unique gaps. • Efforts by the IARD’s senior leaders to build teamwork and reinforce a shared vision for eliminating the staff gap. 4. systems. • Insufficient budget and resource allocations. • Communicate with the group developing the technology plan. • Changing morale and work-life issues that may impact organizational performance. • Structural barriers. technology. policies and procedures that inhibit efficiency and change adaptability.planning program? • Are key stakeholders and IARD leadership apprised of the concrete need for change and action? • Have the necessary resources or implementers of change been given the opportunity to provide input in the action planning process? • What is the appropriate timeline to implement the IARD staff plan? • Indications that the IARD is making flexible use of its staff. • Plan and anticipate “current status” transitions to meet multiple and changing “to be status” environments. the impact on IARD service delivery. 5. Develop Action Plan • What strategies should the IARD develop and implement to eliminate the gaps in the staff. • Conduct periodic meetings with key staff to discuss progress and phases of implementation. Section VII . • IARD alignment of performance management with goals in action plan. Implement Action Plan • Has the IARD allocated the necessary resources to ensure an appropriate response? • Has the IARD assigned responsibilities and provided role clarity in carrying out the plan? • Does the IARD have a plan to conduct periodic monitoring to measure progress? • Has the IARD designed and planned a comprehensive communications program to augment implementation efforts? • Develop a project plan that establishes responsibilities with major milestones. • Changing skill requirements and the impact on current and future staff. • Provide feedback to all levels of the organization. normal attrition or contraction? • How will the IARD compensate for address projected skill and competency deficiencies? • How does the IARD staff plan the impact the IARD activity. putting the right employees in the right roles across organizational boundaries • Understanding of action plan by all levels of employees. • Examine factors that impact the ability to compete for necessary resources and develop a plan to address them. • Determine and create workplace culture plans that value individual and group contributions. • Involve all levels of IARD employees in the action planning process.

• Key staff that played major roles in those areas. • Ensure that staff-planning efforts are adjusted based on learnings and are again integrated into the IARD strategic plan. • Testimonial evidence from employees and management that necessary training and development is relevant and encouraged. • An increase in the quality of hires and their associated performance. • Process and structural improvements that enhance the IARD’s ability to accomplish goals and objectives. Ministry of European Integration Implementing Agency for Regional Development Ch 2 Staff Planning 6. • Get feedback from managers and staff on the effectiveness of the performance management system and its return on investment. • Review recruiting efforts and look for reduced cycle times (from requisition to hire). • Indications of integrated work unit coordination and communication. Evaluate Results Have all major milestones in the IARD plan been completed? • Did the IARD make the appropriate investments in education and training to help its employees build the competencies needed to achieve the IARD’s shared vision? • Has the IARD recruiting and hiring strategy supported short and long-term goals? • Does a review of the IARD skills inventory indicate the elimination of gaps previously identified? • Has the IARD deployed its staff appropriately to maximize effectiveness and efficiency? 7. • Review IARD’s operating budget spent on training and compare benchmarks. • Strategies that worked well in this planning cycle as well as those strategies that did not work as well as intended. • Review succession-planning efforts and determine effectiveness. • Analyze and review performance appraisals and progress in employee development. . • Review IARD performance measurements and adjust to accommodate greater organizational efficiency.64 • An explicit link between skill improvement and IARD performance. Identify Learnings • What did the IARD learn from the staff planning process? • What changes need to be made? • How will the IARD implement what was learned.

demographic information. HRD and IT technical support. The Operational Team is coordinated by the SDU Coordinator.Staff Planning Matrix Activity Current staff profile: Information about number of staff. It comprises appropriate representation from each IARD Directorate. internal consultant Workload measurement inputs 1 The Strategic Team is led by the General Director of the Regional Development Directorate. and replacement patterns) Operational team Input Output Participants 1 Workforce levels. Section VII . The Strategic Team sets the vision. the HRD Director and the SDU Co-ordinator. and diversity) Staff skills inventory. management positions ratio. The SDU Co-ordinator reports to the Strategic Team on progress. skill assessment. and turnover trends Current Situation (Supply) Analysis Workforce skills/experience data collection Optional: contract support. The Team is held accountable for accomplishment of the Staff Plan preparation and implementation. retirement rates.SP 2 65 .Human Resource EDIS (PHARE): Functions & Procedures Version: Final Date: 31/08/04 The Operational Team undertakes all the activities related to the preparation of the Staff Plan. which also approves the Plan. workload measurement data Trends/predictors (turnover. goals and objectives and provides direction and guidance to the Operational Team. countersigned by the Secretary of State. classification. It comprises the SMT. hiring. Ch 2 Staff Planning Annex HR.

internal consultant Action plan developed for strategy implementation Ministry of European Integration Implementing Agency for Regional Development Ch 2 Staff Planning Management assessment of RDD program direction and budget plans Assess Future Needs (Demand) RDD Objectives Strategic Plans Budget Plans Determine Gap and Develop Strategies Supply Analysis data: demographics. work. Select Strategy and Prepare Action Plan Analysis of activities needed for implementation .66 Strategic team + Operational team Future staff profile: Expected staff changes driven by factors such as changing missions. goals. staffing levels Output from Gap Analysis: Identified "gaps" between present staff and staff needed for the future. employment trends. technology. internal consultant Select strategy to bridge gap Strategic team+ Operational team Optional: contract support. Analysis of strategies developed. workloads. internal consultant Analysis of difference between present staff and future needs. strategies. establish priorities for addressing change: Anticipated surplus or shortage in staffing levels Anticipated surplus or shortage of skills Analysis of solutions/ interventions needed for transition Develop strategies: recommend solutions to reduce shortages and surpluses in the number of staff and needed skills Operational team + Strategic team Optional: contract support. and/or work processes Future staff skills needed Anticipated increase or decrease in the number of staff needed to do the work Critical functions that must be performed to achieve the strategic plan Optional: contract support. skills inventory Demand Analysis data: Future skills needs.

Obtaining approvals Request for approvals Amendments proposed Strategic team+ Operational team Amendments needed Approvals obtained Implement Action Plan Action plan implemented Operational team Strategic team Corrections proposed according to progress Optional: contract support. internal consultant Strategic team Operational team Action plan implemented according to corrections Optional: contract support. internal consultant Strategic team Operational team New staff plan prepared Optional: contract support.Human Resource EDIS (PHARE): Functions & Procedures Version: Final Date: 31/08/04 Ch 2 Staff Planning 67 . internal consultant Communicate action plan Implement strategies to reduce gaps and surpluses RDD directorates and HRD Monitor and Evaluate Implementation Monitor and evaluation activities Corrective Actions Corrections made to action plan Restart Process for the Following Year Restart staff planning cycle Section VII .

SP 3 68 Ch 2 Staff Planning .Ministry of European Integration Implementing Agency for Regional Development Annex HR.

2.advisor……. . Regional Policies Unit ..1. Twinning Unit: .. retirement rate and projections.Technical Assistance Directorate: 1.counselor…….advisor……. TA Unit: .. . vacancies created by internal movement.. . …………………. 2 Comments will include causes of expected changes and actions proposed Annex HR. Class Category Grade 3 0 1. 2. Regional Policies and Programming Directorate: 2.expert….. ………………….. . 1 2 Section VII .Human Resource EDIS (PHARE): Functions & Procedures Version: Final Date: 31/08/04 Ch 2 Staff Planning 1 The expected changes is calculated by weighting the existing staff with the turnover rate. .advisor…….expert….expert….3.. .SP 4 69 .counselor…….counselor…….counselor……. . promotion and award rates. Programming Unit .counselor……..1. 2.expert…. 1. as well as introduction of new technology. .Staff Demographics/ Size Analysis Existing supply (projected 1 supply) 4 5 6 7 8 Directorate/Unit/ Expected changes (projected need) ( 6-5) Existing staff Future need Gap Comments2 Position no.2 SD Unit: . . ………………….2.expert…. ………………….advisor…….

70 Ministry of European Integration Implementing Agency for Regional Development Ch 2 Staff Planning . . ……………… 5.1.advisor……. …………………… 3.. .counselor…….expert…. Grants Unit . .advisor……. ……………………. …………………… 4.advisor……. Infrastructure Unit . . . .2.. 5. . Implementing and Monitoring Unit .expert…. .counselor…….1.counselor…….2. CBC Directorate 5.1. Phare Projects Unit .advisor……. Monitoring Directorate: 4...advisor……..advisor…….2..counselor……. 3. .expert…. . Annex HR.counselor……. .counselor…….. . Romanian Projects Unit: . 4.expert….expert….SP 5 . Programme Unit . ………………….expert…. Implementing Directorate 3.advisor…….

2. . . 2.expert….advisor……. .3.expert….2 Staff Development Unit: .advisor……. TA Unit: .advisor……. Comments will include causes of expected changes and actions proposed.Competency/ Skills Analysis Expected 1 changes Comments 6 2 3 5 Directorate/Unit/ Position Existing competencies Future competencies needs Gap 2 0 1.1. ………………….counselor…….counselor…….SP 5 71 . .Human Resource EDIS (PHARE): Functions & Procedures Version: Final Date: 31/08/04 Ch 2 Staff Planning 2 The expected changes will consider changes in the staff competencies/skills further to personal development (training. Regional Policies Unit .expert….counselor……. ...advisor……. Programming Unit . Twinning Unit: ..1.. promotion... . . 1.counselor……. ………………… 1 1 Section VII . etc).advisor……. ..Technical Assistance Directorate: 1. Annex HR.. 2.counselor……. 2. Regional Policies and Programming Directorate: 2.expert…. …………………. work experience. …………………. ……….expert….. . .

counselor…….1. Romanian Projects Unit: .1.advisor……. . ..counselor…….2. 4. . Grants Unit .expert…. . . Monitoring Directorate: 4..counselor…….2.counselor…….expert….counselor……..2. Phare Projects Unit .. .advisor…….expert…. . . 3.expert….1.. .expert…. CBC Directorate 5..72 Ministry of European Integration Implementing Agency for Regional Development Ch 2 Staff Planning 3. …………………… . Programme Unit . …………………… 4. 5. Implementation Directorate 3.expert…. . Infrastructure Unit .counselor……. Implementing and Monitoring Unit .advisor……. .advisor……. …………………… 5. .advisor……. ……………………….advisor…….

− Project impacts of new or additional programs and mandates on current and future workload and workforce. and identifying skills and training needed by employees to accomplish the workload.SP 6 Procedure for Workload Analysis What is Workload Analysis (WLA)? Workload analysis is a descriptive baseline of the workload requirements by discipline in an organizational unit. − Provide supporting data in resource allocation decisions. Uses for WLA: − Management decision making tool − Analyze workload by activity. − Provide human resource data when organizational changes are being considered. improve operating efficiencies. and where staff is needed to address emerging issues. communicating priorities. and improve technical skills and competency. − Project what disciplines will be needed for the future workforce − Assist in the development and evaluation of performance measurements. − Assist in the development of training needs for employees. current location of specialists. − Facilitate discussion and review of priorities associated with work products. It provides leaders with a process to assist with allocating resources. − Help managers determine how to reduce excessive or uneven workload. − Provide data for budget justifications − Provide data for strategic planning decisions Ch 2 Staff Planning 73 .Human Resource EDIS (PHARE): Functions & Procedures Version: Final Date: 31/08/04 Annex HR. then management can discuss longer-range resource priorities and staffing needs based on realistic resource improvement goals and staffing requirements. discipline needs. − Produce database of work process for future reference. Once an organization completes an accurate assessment of the work and the staff required to complete the work. Plans can be developed to allocate funding to filling gaps. − Analyzing current work processes and discuss potential ways to improve efficiency and effectiveness. − Provide data to tie workload and personnel needs to more comprehensive resource assessments.Section VII .

Ministry of European Integration Implementing Agency for Regional Development How should it be conducted? Workload analysis should be conducted in two parts. depending upon the skills/competencies needed to accomplish the work activity. Verification of data: To check the reasonableness of the time study data. If the time study numbers are too high then the model will show that more staff was required than was available to complete last year’s workload. place the employees in the most applicable category. estimate the progress of each activity for last year. The reasonableness test of using last year’s accomplishments to compute the number of staff that is required to complete the workload should provide a basic check of the time study data. The second major activity is to determine the amount of time required to complete the work activities by discipline. a measurement unit (number). consistency. then multiply the time study data. Identification of time by discipline: Record the discipline skills/competencies necessary to accomplish the work activity. The time analysis consists of documenting the time required by different disciplines to carry out tasks needed to accomplish the work activity. a time analysis should be conducted. For each work product. and accuracy. it may be necessary to consider the various employee titles of the organization. In completing the worksheet. Use the same methodology for all disciplines used in the organization. If the economist acts as a grants expert accomplishing a work activity. however. the source of the data to use (if applicable). but the skills/competencies needed to complete the activity should be captured. then record that time in the grants expert column of the spreadsheet. and any additional considerations for clarity. The first major part is to determine both the total amount of work activities needed and what will be accomplished within the planned year in each organizational unit. For each work activity. Basic WLA model is: Time Data x Number of work activities next year = Total Time Required To determine staffing levels (FTE1) required: Total Time Required / 2080 hours = FTE Workforce Required. It is recognized that there may be variations in the amount of time required for each work 1 FTE = Full Time (Equivalent) Employment Ch 2 Staff Planning 74 . an economist may be a grants expert by training. then the staff required to complete last year’s progress on each activity should approximate last year’s workforce. The working title of the individual currently in the position is not relevant to this process. Time study Data x Work activity for last year = Total Time Required for last year To determine workforce (FTE) required: Total time required / 2080 hours = FTE Workforce required for last year. If the time study data is reasonable. For example. The result should be the approximate workforce that existed last year.

steps. A typical unit (type and/or size) must be determined and all time identified as it relates to this typical unit. This will avoid duplication of time between activities. including that of other employees. Limitations of WLA − It is only an estimate of the workload − Estimates are only as good as the “estimators” Ch 2 Staff Planning 75 . In order to get a comprehensive accounting of total time required to complete a work activity. TA experts are included. it is important that all time. Care should be exercised to prevent double counting.Human Resource EDIS (PHARE): Functions & Procedures Version: Final Date: 31/08/04 activity. non-FTEs. Please pay attention to those tasks. or components that should be counted in other work activities.Section VII .

Ministry of European Integration Implementing Agency for Regional Development WORKSHEET TO ESTIMATE TIME Work Product: ____________________________________________________________________ Typical Size Unit:__________________________________________________________________ Describe typical unit and assumptions used: ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ __________________________________________________________ Typical practices/activities: ________________________________________________________________________________ ________________________________________________________________________________ ______________________________________________________________________________________ ________________________________________________ Task Time (Per Unit) (Staff hours) ______________________________________________________________________ A. ______ ______ ______ ______ ______ ______ Other: ___________________________________ B. ______ ______ ______ ______ -Other: ___________________________________ TOTAL PLANNING TIME (Staff Hours/Unit) ______ 76 Ch 2 Staff Planning .

If the individual competencies in the workforce are not in accord with those needed by the organization. and personal attributes that.Human Resource EDIS (PHARE): Functions & Procedures Version: Final Date: 31/08/04 Annex HR. workforce planning will point out these gaps. taken together. Individual and team competencies are critical components of organizational competencies. the competency model serves as a guide for management in making decisions. Competencies focus on the attributes that separate the high performers from the rest of the workforce. How are competencies identified? Competencies are developed based on information collected by studying what top performers do in the defined job context. responsibilities. describing an ideal workforce. and strategic goals. including employee questionnaires. abilities. vision. Competencies may be defined organizationally or on an individual basis. A competency model helps bridge the gap between where an organization is now and where they want to be in the future. and performance management. and goals of the organization. since they play a key role in decisions on recruiting. knowledge. and interviews with managers and employees. employee development.) • Job Analysis. which collects information describing successful job performance. the competency model serves as a map to guide employees toward achieving the mission of their organization and their functional area. What is a competency model? A competency model is a map to display a set of competencies that are aligned with an organization’s mission. Two key elements in identifying competencies are: • Workforce skill analysis is a process that describes the skills required for today’s work. A well-developed and documented competency model will serve as the basis for organization training and development activities as well as the means for identifying competencies to be sought in new recruits. personal development. knowledge and skill requirements as well as other criteria that Ch 2 Staff Planning 77 . are critical to successful work accomplishment. Second. focus groups.SP 7 Competency/ Skills Assessment COMPETENCY ANALYSIS What are competencies? Competencies are a set of behaviors that encompass skills. The competency model is future-oriented. This provides management and staff with a common understanding of the set of competencies and behaviors that are important to the organization. Job analysis focuses on tasks. Information can be gathered in a variety of ways. Identifying competencies on an organizational basis provides a means for pinpointing the most critical competencies for organizational success. This occurs in two ways.Section VII . (This process spans the supply and demand analysis aspects of workforce planning. First. Individual competencies are those that each employee brings to his/ her function. and then to identify future human resource requirements. Conducting workforce skill analysis requires the leaders of an organization to anticipate how the nature of the organization’s work will change. vision. since it is based on the competencies that support the mission. These are an organization’s core competencies. The competencies that make up the model serve as a basis for employee management.

Timing and presentation of such a questionnaire is critical.Ministry of European Integration Implementing Agency for Regional Development contribute to successful job performance. If the organization determines that current employees will not have the ability to attain the competencies that will be required in the future. Steps for Conducting Competency Analysis: 1. by groups. Competency analysis is a process that identifies the current competency levels of the workforce. The results of the competency analysis will help identify potential retraining needs that employees in certain “excess” or “surplus” positions may require in order to transition into other positions within the organization. Determine whether current employees possess the competencies that will be required by the identified positions. This step will probably have been conducted during the strategic planning and preliminary data gathering step in the workforce planning processes. 2. planners can distribute a questionnaire (individually. or via e-mail) to employees at large or in positions that are subject to significant change in order to collect skills and education data and to assess their qualifications. 78 Ch 2 Staff Planning . workforce planners will then need to identify the most appropriate recruitment strategies for filling the skill gap. The competency analysis will help planners to determine if it is possible to retrain these employees so that they may develop the competencies that the organization will require in the future. Information obtained from employees in this process is used to identify competencies. Identify the job competencies that will be required for future positions in the organization. This may be helpful for retention if well-qualified current staff believe there are growth and learning opportunities for them within the organization. as well as the competencies required by the jobs of the future. This is the data that will probably be or based on assumptions related to current series and grade. As a part of competency analysis. A skill assessment tool can be used to measure individual employee competencies. 3. Employees may also want to know the results of the analysis for their own career development purposes. Workforce planners can use competency analysis as a method of analyzing workforce gaps. A competency matrix can be used as a tool for identifying the competencies that are or will be required for specific positions. Analyze the difference between current employee competencies and future organizational needs.

Team building .Section VII . I =Intermediate. Planners should adapt or adjust competency models and matrices to correspond to organizational needs and characteristics 2 1 B = Basic.Change Management Management -Financial -Human Resources -Technology -Info.Coaching . Management B B I A A B I A B A Note: This competency matrix is intended to be a generic model. A = Accomplished Ch 2 Staff Planning 79 .Human Resource EDIS (PHARE): Functions & Procedures Version: Final Date: 31/08/04 Competency matrix1 Competency2 Good Communicator: -Listening -Presentation-Formal -Oral -Written Self Management: -Time Management -Stress Management -Assertiveness Job A Job B Job C Job D Job E B A A B I A B I A B Interpersonal Skills -Conflict Management -Teamwork -Negotiating A I B I I Leadership .

In order to develop a well-rounded analysis. compile all results on a single table and refer to analysis instructions below for completion of “Level Required for the Position” and “Areas to Improve” columns and interpretation of results.Coaching .A skill cannot be assessed Self Competency assessment (0 to 5) Good Communicator: -Listening -Presentation-Formal -Oral -Written Self Management: -Time Management -Stress Management -Assertiveness Interpersonal Skills -Conflict Management -Teamwork -Negotiating Leadership . I. Once all individual assessments are completed.Change Management Management -Financial -Human Resources -Technology .Ministry of European Integration Implementing Agency for Regional Development SKILLS ASSESSMENT TOOL1: The following is an example of an assessment tool that measures skills in each competency. it is recommended that an employee complete the assessment and have the supervisor and at least one peer complete the assessment of that individual with respect to these skills.Intermediate level of Skill. has knowledge of general terms. Uses competency to perform common tasks. 0 .Accomplished level of Skill. Management Peer or employee Assessment (0 to 5) Supervisor assessment (0 to 5) Level required for Position (B. indicate the appropriate measure assessing the skill exhibited for each area. processes and objectives relative to competency 3 . Organizations should adapt the tool to correspond to their needs.Basic level of Skill. concepts.Team building . Directions: In the table below.Info. or A) Area to improve This skills assessment tool is intended to be a generic model. 1 80 Ch 2 Staff Planning . has ability to apply competency to perform common tasks 5 . 1 .Indicates need for basic skill development Leave Blank .

This identifies a need for development in that competency.Section VII . Intermediate (I) =3. an employee should indicate the appropriate level for his/her position (basic. your supervisor a 3. and Basic (B) =1. This information should then be used. Remember: Full Performance Level (A) = 5. if your role requires an intermediate level of skill (3) in Technical Knowledge and you rated yourself a 2. intermediate or full performance level) by referring to the proficiency level grid in the framework. you should mark that row with a ‘x”. with your supervisor to develop an improvement plan. For example. Ch 2 Staff Planning 81 .Human Resource EDIS (PHARE): Functions & Procedures Version: Final Date: 31/08/04 Analysis of Information In the column marked “Level Required for Position”. Place a “ x “ in the rows where two of the three (or both if you only have two columns completed) assessments of your skills fall below the required proficiency level for your role as identified in the skill requirements grid in this framework. and your peer a 1.

and / or develop diverse. • Offer flexible work options • Implement reward and recognition practices • Make maximum use of pay optionsAddress work climate issues • Provide employees with necessary tools • Consider job design and ergonomics issues Training and Development Develop the skills employees need to perform current and future jobs. • Communicate to employees the “critical skills” needed • Help employees understand lateral moves and by the IARD cross. challenging projects • Use career growth plans • Provide career path information 82 Ch 2 Staff Planning . attract.functional skills as career development • Use special assignments. • Develop relationships with universities • Make maximum use of pay options • Target outreach to non-traditional groups Retention Determine and respond to factors influencing why people leave or stay. • Train or re-train in critical skills areas • Update Position Descriptions • Develop individualized training plans • Use knowledge transfer techniques • Provide career path information Career Development Align individual career planning and organizational career management for an optimal match. • Develop individual training plans • Consider re-deployment • Arrange for transfer of knowledge • Develop a recruiting pool Targeted recruiting Identify. qualified applicants.SP 8 Strategies to Address Critical Needs (Guidelines) Succession planning Identify and develop a pool of people qualified to fill key positions if they become vacant.Ministry of European Integration Implementing Agency for Regional Development Annex HR.

re-deploy • Revisit the strategic plan Ch 2 Staff Planning 83 . • Identify organizational systems needing attention • Consider leadership and management development • Consider organizational culture or climate surveys programs • Restructure.Human Resource EDIS (PHARE): Functions & Procedures Version: Final Date: 31/08/04 Organization Development Assure healthy inter/intra unit relationships.Section VII . help initiate and manage organizational change.

Ministry of European Integration Implementing Agency for Regional Development STRATEGIES FOR: Skills Gaps Skills Surpluses Retention and Productivity • • • • • Succession Planning Targeted recruitment and selection Customized Training Career Development Salary Flexibility • • • • • Retraining Reassignment Voluntary downshifting Voluntary Separation Reduction in Force • • • • • • • Employee Surveys Organizational development initiatives Pay Options Challenging assignments Reward and Recognition programs Alternative work arrangements Voluntary downshifting THREE TARGET GROUPS TO CONSIDER: Future Employees Those who will stay Those who will be leaving • • • Recruiting Selecting Becoming Productive • • • • Retaining Developing Succession preparation Adding Value • • • Transfer of knowledge/ skills Replacing Leaving a legacy 84 Ch 2 Staff Planning .

SP 9 Participants Responsibilities Action Plan Crt. Objectives No.Human Resource EDIS (PHARE): Functions & Procedures Version: Final Date: 31/08/04 Annex HR.Section VII . Tasks Activities Start date date End 10 1 2 3 4 5 6 7 8 9 Ch 2 Staff Planning 85 .

an employee-friendly workplace. The trust of the staff is earned by involving employees in the strategic planning process. demographics. 7. projected eligibility by pay level. Skill levels for each competency are determined and listed. Data analysis has been conducted which analyzes demographic and environmental impacts on the staff plan. compensation. taking into account resource changes. and resources needed. The plan has been communicated to employees and stakeholders. human resources. 4. Strategies are developed to address the gaps between the projected supply and demand. and ratios of managers to employees. attrition rates. and occupations. There are clear indications that the IARD has identified the roles and core competencies needed to support its goals and service delivery strategies. training & professional development. The IARD has determined the number and type of employees that will be needed to address the challenges of the next one to three years. The staff plan and strategies are continually monitored and refined to ensure their ongoing effectiveness and continuous improvement. As needed. An analysis has been performed which assesses the gap between current competencies and those needed for the future.SP 10 Checklist for the Staff Planning Process 1. as well as line managers. 86 Ch 2 Staff Planning . The staff plan is based on the IARD’s strategic plan. and goals. including responsible parties. vision for the future. Action plans to execute the strategies are clearly laid out. retirement rates. 2. strategic planning. and information management. 6. 3. recruitment & hiring. performance management. Top management supports it. The analysis also addresses staff size. Information has been extracted from IARD and HRD human resource information systems and includes indicators such as distribution of employees by category. 5. professional grade. due dates. The number and types of competencies have been defined for employees in each occupational group. core values. class.Ministry of European Integration Implementing Agency for Regional Development Annex HR. budget. specific strategies may address executive succession planning. Integrated staff planning support is provided by staffs in civil rights. and other conditions impacting the IARD. and considers the mission.

as an outcome of the strategy selected to fill in the gaps (see para. Organises joint analysis with all the Directorates with the view to reach final agreement on the recruitment needs at the MEI level and obtains the approval of the Secretary General. 1 These procedures may be subject to amendments in order to comply with relevant changes in the legislation on civil servants status.1. 3. 3 st Except for 2005 when the deadline is 1 . The number of vacancies for the following year shall be established during the staff planning process.1. within the total number allocated to the MEI through Government Decision. Recruitment Recruitment Planning (Permanent Recruitment) Recruitment of Civil Servants 3. Sends the final bid to NACS for the annual recruitment plan.RS 1 of this section. Informs IARD in writing. including proposals for recruiting from internal sources and using the format provided in Annex HR. Contractual short term experts may be employed (with the observance of legal provisions) only for those civil servant temporary vacant positions within IARD. Deadline: 15th.Human Resource EDIS (PHARE): Functions & Procedures Version: Final Date: 31/08/04 3. March3 of current year for the following year The HRD: • • • • Collects the recruitment bids from all Directorates in the MEI and prepares the summary recruitment needs for the next year. Staff Planning).1. Recruitment of Contractual Staff IARD may request the hiring of the following categories of contractual staff: • Counsellors for European Integration.1. Deadline: 1st. March of current year for the following year 3.1. when plan is approved and organizes the recruitment process for the approved civil servants positions.1. 2.2. provided that there are no available civil servants in the NACS contingency pool able to comply with the specific requirements of the job.2. The number of counsellors allocated to the IARD is established upon the proposals submitted by IARD and HRD.1.Section VII . • Short term experts for temporary vacancies.1. 2753/2004 of the President of the National Agency for Civil Servants Ch 3 Recruitment and Selection 87 .RS 22.4 in Chapter 2. To this end the IARD establishes and communicates in writing to the HRD. 3. 2 All document templates in this procedure may be subject to amendments according to specific needs related to a potential Human Resources Management IT programme. NACS prepares the Annual Recruitment Plan for Civil Service Positions. the recruitment needs for the following year. According to Law 188/1999 republished. on the basis of the proposals submitted by the authorities and public institutions. RECRUITMENT AND SELECTION1 The recruitment and selection process within IARD follows the objectives and principles stated in the “Policy” chapter of this manual while the timeframe for yearly RS planning and implementation is presented in Annex HR.of September 2004 according to Order no.

Deadline: 45 days before contest. selections for the vacancies provided in the annual Recruitment Plan of NACS.2. Protocols concluded by MEI with state and private faculties around the country and the National School of Political and Administrative Studies.1. a. IARD establishes and communicates HRD the number of counsellors and/or contractual short term experts at the IARD level. following the request of the MEI.o). organised for civil servants positions either during or at the end of their labour contract.2. European Studies. The graduates of the National Institute for Administration do not need to go through the contest procedures. Contractual short term experts.1. Graduates of the National Institute for Administration. reallocation. transfer. Selection Preparation Obtaining Approvals 3. in their terminal years doing work practice in MEI. by an Order of Minister. External Sources • Announcements for contests organized for the vacancies: − − • • • • in the Official Gazette. Economics. 3. The selections are made through contests organized on the basis of the NACS approval. 3.1.according to their grades.RS 2 and 3. The labour contracts of the contractual short-term experts may not be extended over the initial duration.2.1. − posted at the MEI headquarters MEI database organised by the HRD. They shall be appointed to the vacant positions reserved by the plan for filling public positions. 3. • • Internal Sources IARD staff through promotion. at the proposal of the National Agency for Civil Servants. 3. on a quarterly basis. after collecting the bids and justifications from all Directorates. Sociology.1. and using formats provided in Annexes HR.Ministry of European Integration Implementing Agency for Regional Development The contractual staff for the short-term vacant positions shall be selected through contest or examination (in case of a single candidate).2.2. The HRD and IARD organize. as well as for the unplanned vacancies announced by the IARD and for the counsellors for European Integration. 88 Ch 3 Recruitment and Selection . who may apply for participation in the contests.1. MEI web site. 3.1. according to the letters of intent received. Sourcing HRD can consider two main sources of potential candidates in the recruitment process: internal and external.2. Students (in Law.2.

Contest Preparation Activities Upon receipts of the approvals. For the civil servants. Deadline: at least 45 days before the contests. until 31st. related to the category. • Dates of contests. At the receipt of the written request from IARD. In 5 days from HRD notification.Human Resource EDIS (PHARE): Functions & Procedures Version: Final Date: 31/08/04 The contests schedule is agreed between the HRD and IARD. • Topics and bibliography The specific conditions eligibility criteria are the conditions for selection. according to the vacancy specific.RS 5. knowledge and experience. Deadline: 5 days from receipt of approvals. The schedule shall contain: • Number and dates of vacancies and their characteristics. 50 of Law no. In case the contest is organised for vacancies of more Directorates. specifying the numbers of positions of civil servants approved and requests proposals from IARD for members of the Assessment Board and the Board for Appeals. The president of the Assessment Board as well as the president of the Board for Appeals shall be members of their boards. comply with the provisions of art. IARD prepares and submits HRD proposals for the Assessment Board and the Board for Appeals. knowledge and experience Deadlines: • At least 60 days before the contests dates for civil servants. 3.1. In addition other conditions may be established.Section VII . Ch 3 Recruitment and Selection 89 . in format provided in Annex HR. These written requests.188/1999 republished. The HRD shall submit the requests for approval for the two boards after receipt of proposals from IARD. The president of the Assessment Board shall be the Director of the Directorate for whose vacancies the contest is organised. class and professional grade. The president of the Board for Appeals shall be the General Director DDR or another person appointed by the General Director. as well as for the unplanned civil servants vacancies (if it is the case).2. class and professional grade. the HRD applies for the approval of the Secretary General and then of the NACS in compliance with the legal requirements for civil servants.RS 4. • The essential qualifications. The selection and award criteria are established according to: • The tasks and responsibilities of the job. of January for the whole current year. according to the category. Every quarter IARD submits the HRD the written requests for selection of the candidates for the vacancies provided in the quarterly schedule. according to the job specification. skills. the HRD notifies IARD in writing (memo).2. must be approved by the general Director and the Secretary of State and must contain the following minimum information: • Job and job specification. Assessment Board and Board for Appeals Membership . a) At least 45 days for contractual staff (if it is the case).General Provisions The Assessment Board and the Board for Appeals (including the presidents of the boards and the secretariat staff) are established by Order of Minister. • Specific conditions and selection criteria. the specific conditions provided in Annex HR. the General Director of the RDD shall nominate the president. • Desirable skills.

shall take note of the incompatibility and take measures for replacing that particular member within 2 days from the date of notification. the person responsible for appointing the members in the selection commission. The secretariat of the boards is performed by civil servants in the HRD or by other civil servants responsible for this activity according to their job description. • Responsibilities of the Boards The detailed responsibilities of the Assessment Boards and of the Boards for Appeals are provided in Annex HR. The Board for Appeals shall consist of 3 members: − − 2 representatives of IARD.Ministry of European Integration Implementing Agency for Regional Development Membership in the Assessment Board is incompatible with the membership in the Board for Appeals. complying with the following conditions: − 3 civil servants. In this respect HRD shall request these records from NACS after receipt from IARD of the proposals for boards memberships. one independent expert with expertise in the specialist area of positions in the contest. specific to the contest. degree with any of the candidates. • Experience in evaluation of candidates’ knowledge and skills. The appointment of members in the two boards is made by respecting the conflict of interest rules applied to civil servants. Advertising 90 Ch 3 Recruitment and Selection . − one independent expert with expertise in the specialist area of positions in the contest. one expert shall be replaced by a personal counsellor of the Prime Minister. The civil servants in the boards must posses the Administrative Record from NACS. For civil servants contests Both boards shall consist of 5 members each. − one representative of the NACS. by the Directors of the IARD or by any other person that is interested. Members of the two boards must not be: • Dignitaries. A situation of incompatibility can be pointed out by the actual person.2. • Spouses or relatives up to 4th.3. 3.1. The members of the two boards must have: • Necessary knowledge for the tests evaluation. For contractual staff contests: • − − − The Assessment Board shall consist of 5 members: 3 representatives of IARD. of which at least one holds a position equivalent with the positions for which the contest is organised. according to the provisions of the current procedure. of which one shall be the Director of the Directorate for whose vacancies the contest is organised two independent experts with expertise in the specialist areas of positions in the contest for contests organised for counsellors for European Integration positions. In this case.RS 6. by any of the candidates. of which one shall be the General Director of the General Directorate for Regional Development or another person nominated by the General Director.

1. • Types of examinations (written examination. on the basis of the bibliography. Foe the second case. The eligibility check consists in the selection of candidates by the Assessment Board.for the civil servant positions.2. in line with the level and specific of the vacancies for which the contest is organised. • Conformity of copies against the originals which shall be brought by the applicants together with the application file. at least 30 days before the contest for civil servants positions and at least 15 days for the contractual staff. knowledge.RS 7. • Place and deadline for submission of application files. The content of announcement shall include the following information: • Vacancies. practical tests). The HRD shall display the list with the eligible candidates the same day. 3. To this end the Assessment Board shall fill in the “Applicant tracking form”.2. as provided in Annex HR. The detailed procedure for organising the written examination. Written Examination The written examination is compulsory for civil servants and optional for the contractual staff. supporting documents • Contact address and telephone numbers of the Ministry 3. the HRD shall publish the announcements. which shall be returned to the HRD together with a minute signed by all board members and the secretary. • Interview. nominated by the HRD. according to the specific conditions. 3. In a newspaper with national circulation. Administrative Compliance and Eligibility Check .the short list: The administrative compliance is checked by the staff responsible with receipt and registration of the application files.2. Contest The selection contests consists of 3 phases: • Administrative compliance and eligibility check. shall be published: • • • In the Official Gazette of Romania. The Assessment Board shall check compliance with all the eligibility criteria. • The specific conditions and the selection criteria. other relevant tests by case).RS 6 and is similar for both civil servants and contractual staff. after the approval notification.2.Section VII . interview.2.2. The written examination shall include tests for both a foreign language and knowledge.for contractual staff On the MEI web site and at the Ministry headquarters for all categories of staff. The scoring is established by the Appraisal Board according to Ch 3 Recruitment and Selection 91 . Deadline for the eligibility check: maximum 5 days from the deadline for submission of application for the civil servants and 3 days for the contractual staff. so that they reflect the analysis and synthesis capacity of the candidates. The contest announcements for the vacancies. • Time and place of the contest. part. at the MEI headquarters. • Content of the application file: application form.Human Resource EDIS (PHARE): Functions & Procedures Version: Final Date: 31/08/04 On the basis of the approvals for the contests. is provided in Annex HR. III . the option for the written tests shall be made by the IARD and communicated to the HRD before the contest. • Written examination (language. This check shall verify if: • All requested documents are submitted.2.

to agree on the above mentioned elements. Prepare the list of core questions for all candidates.RS 6. An average of 50 points is the minimum score for selection to the interview. Knowledge Test The knowledge test may be either a written paper or a multi. or a written paper in the foreign language. The total score for each written test shall be the arithmetic average of the scores given by each evaluator. 3. Read the CVs of all candidates to be interviewed and the results of their written tests. the Assessment Board shall meet after the written examination together with the HRD representative. Assess the likely potential of the candidate.g. Check the information provided by the candidate in the application documents. established by the Appraisal Board according to the specifics of the vacancies. normally within 48 hours but not more than 3 days from the date of test. Give the candidate information about the post and the organization (the selection process is a two-way process). including the scoring system.choice test. Obtain information regarding motivation and behaviour of the candidate with the view to evaluating his/her personality.3. according to the level and specifics of the vacancies. an extract from the European Union Official Journal) and a retranslation. Decide what information shall be given to the candidates about the vacancy. Assess whether the candidate is likely to fit in the team. the Chairperson shall: 92 Ch 3 Recruitment and Selection . After each written test. Language Test The language test may consist of a translation of an official text (e. Establish the time allocated to each candidate. the Assessment Board shall fill in the “Applicant tracking form” received from the HRD before the contest. The type of test shall be The Assessment Board shall evaluate and score every test according to the scoring system established. the institution and the offer made. The total score for the written examination of each candidate shall be the arithmetic average of the scores of both written tests (language and knowledge). mentioning for each candidate if he/she is accepted or rejected for the following stage. with the results and shall return it to the HRD ( together with a minute signed by all board members and by the secretary). and with the observance of the minimum scores for each test as provided in Annex HR. Decide who shall lead the interview and what roles the board members shall have. Establish time and place of the interviews. At this meeting. Examine the value and relevance of the candidate’s experience and expertise. The decision on the content of the written language test will be made by the Appraisal Board.2. • • • • • • • • • • • • • • • • Interview Objectives of the selection interview: Find the best person for the job.2. Prepare a list of the information to be gathered during the interview. The scoring system for the contractual staff may be different than the one for civil servants. Preparation of interview by the Assessment Board shall cover the following elements: With this view. The HRD shall display the results at the place of the contest after each test.Ministry of European Integration Implementing Agency for Regional Development the specific needs of the vacancies. Establish how the candidates will be compared.

RS 8.Section VII . He/she shall ensure that the selection criteria and the core questions are filled in the “Interviewer Questionnaire/Assessment Sheet” (format provided in Annex HR. to obtain further information or to explore areas that arise in the interview. if required to clarify issues. well lit and ventilated. place and order of the interviews shall be communicated to the candidates by the HRD. Identify any member of the Assessment Board who has prior knowledge of any of the applicants (conflict of interest). explain the purpose and structure of the interview to the candidate. close to the interview room. In case of several candidates for interviews. The Assessment Board shall question all candidates against the same selection criteria.1) prepared during the preparatory meeting.Human Resource EDIS (PHARE): Functions & Procedures Version: Final Date: 31/08/04 • • • Allow time to discuss. The relevant details of the application may be reviewed to give the applicant an opportunity to add information. Members of the Assessment Board shall obtain sufficient information from candidates to make accurate decisions. Supplementary questions can be asked. a waiting room shall be made available for them. This may involve asking an early 'ice-breaking' question.RS 8. Assumptions shall not be made about a candidate's capabilities to perform various aspects of the position under consideration. The applicant shall be put at ease so that he/she can answer questions to the best of their ability. The Assessment Board shall ask all applicants the same core questions to ensure a consistent and fair approach. without possibilities for interruptions. Annex HR. Conduct of the Interview At the start of each interview. This questionnaire shall be provided with adequate spaces left for filling in the answers during the interview. Advise Assessment Board members of the procedures for documenting the assessment of each candidate and final decision. The place selected for the interviews shall be comfortable. The Assessment Board may not ask candidates questions and may not make direct or indirect discriminations on matters related to: • Gender • Sexual orientation • Genetic characteristics • Age • Nationality • Race • Ethnic origin • Religion • Political views • Social origin • Disability • Family status or responsibilities • Trade unions membership or activity Ch 3 Recruitment and Selection 93 . and indicate that the members of the board may take notes.RS 8. The time. together with the results for the written tests. the Chairperson shall introduce each candidate to the Assessment Board. and decide the order in which the questions shall be asked and allocate specific areas of questioning to each member. Only questions relevant to evaluating a candidate's ability to fulfill the requirements of the job shall be asked. To this end the Assessment Board shall use the same questionnaire (as per Annex HR.1) and copies are prepared for all the members of the board.2 contains some examples of interview questions that could be used as a guide when preparing the questionnaire.

In this case the final score. the “Overall Assessment Sheet” and the minute signed by all members of the board and by the secretary. in exceptional circumstances. a substitute may be invited to participate on the board in order to cover a particular area of expertise. The HRD shall display the final results at MEI headquarters.g. The minim total score of a candidate must be 100 points and is calculated as the sum of the scores obtained for the written tests and for the interview. In such a case. other relevant tests may be introduced in the contest (e. An Assessment Board member who feels unable to consider all applicants fairly because of prior knowledge or conflict of interest must withdraw from the Assessment Board. If. The candidate with the highest score shall be selected for the vacancy. each member of the Assessment Board shall fill in the “Interviewer Questionnaire/ Assessment Sheet” as provided in Annex HR. 3. Other Relevant Tests According to the vacancy specific. This document shall contain all the selection criteria and other relevant information collected during the interview. the secretary of the board shall fill in the “Overall Interview Assessment Sheet” according to format provided in Annex HR. the “Applicant tracking form” filled in and signed by all the members of the Assessment Board. the score for the interview.g. etc. a board member cannot be present for all interviews he/she shall withdraw from the board. This substitution shall be clearly documented. shall be amended consequently. each examination in the contest must score minimum 50 points out of a total of 100.2. The total score for each candidate shall be the arithmetical mean of the scores for all the criteria. as well as personal notes and recommendation. psychological tests.2. specific expertise areas. as well as the minimum score for each test. In exceptional circumstances where a board member has to withdraw.2. with the scores given to each candidate for all criteria. At the end of the interviews.Ministry of European Integration Implementing Agency for Regional Development All Assessment Board members must be present for all interviews. Only candidates who score minimum 50 points as the average score for the written examination shall be selected for the interview. For the contractual staff the Assessment Board may establish other scoring systems (e. The total score for each candidate shall be then filled in the “Applicant tracking form” which shall be returned to the HRD together with the “Interviewer Questionnaire/Assessment Sheets”. 94 Ch 3 Recruitment and Selection .2. At the end of the final test.5.1. The scoring system for the contractual staff may be different than the one for civil servants. creativity tests) on the basis of the IARD proposals. the Assessment Board may establish a weighting factor can be established. the candidate with the highest score for the written examination shall be selected for the civil service position. shall be calculated as an arithmetic mean of the scores of all interviewers for the same criterion.RS 8. the relevant tests shall be introduced in the written examination and/or in the interview 3. The scores of the candidates for each criterion. Final Scoring and Communication of Results For the civil servants. shall be returned to the HRD together with the minute containing the recommendation for the selected candidate.RS 9. practical tests such as computer operation. In case of equal scores.4. According to the specific interest for some of the tests in the contest. During the interview.

Reference Checking Referee reports provide another source of information about the candidate(s).3.6 below) Ch 3 Recruitment and Selection 95 . Appeals Dissatisfied candidates may appeal in 24 hours after the display of results for each test. The reference checking shall be done on the basis of a uniform set of questions that shall be asked each referee. 3. Candidates shall be asked to provide a list of references with their application file. Appointment/ Labour Contract Assessment Board members are not to commit the IARD/MEI to an appointment or to a specific salary. references may consider information such as: • • • • • • • • • • • • • Training periods.3.g. Performance records. Sickness record in the last period ( e. The Assessment Board shall then validate the references for each of the short-listed candidates and shall fill in the information declared by the candidates during the interviews and the board comments. Previous jobs. Settlement of appeals shall be performed according to section 5 in Annex HR. The successful candidates are appointed to the vacancies through an Order of the Minister. The filled in format shall be returned to the HRD together with the interview documentation.Human Resource EDIS (PHARE): Functions & Procedures Version: Final Date: 31/08/04 3. After the display of results at MEI headquarters and the expiry of the appeal period. Relationships with direct manager.RS 6. According to specific interests. Would manager re-hire? Reasons for candidate leaving Copies of the filled in formats shall be made available to all members of the Assessment Board. Length of service. Technical abilities. It is the sole role of the HRD to contact the successful candidate. 3. the HRD shall inform the successful candidates in writing and shall invite them for the hiring procedures.2. Candidate job titles. Assessment Board members other than the Chairperson shall not contact the successful candidate until after a formal offer has been made by the HRD.4. The debutant civil servants shall be appointed as definitive civil servants only after the probation period (according to section 2. 2 years). Ability to work autonomously and/or as part of a team.2.4. This shall help to compare the candidates and shall ensure that each is treated the same. School or university. The reference checking shall be performed by the HRD before the interviews for the selected candidates and shall refer to the information in the CV and in the application form. according to checklist in Annex HR.Section VII . Areas of responsibilities.RS 10. for both civil servants and contractual staff.

activities and trainings undertaken. and the date of appointment as definitive civil servant. Probation and Trial Periods Probation Period for the Debutant Civil Servants. at the proposal of the head of department/Directorate where the debutant civil servant works. • • In order to get to know the specific activities of the IARD. usually from the same department. The probation period is 12 months for civil servants of class I. as well as the regulations of public administration. The advisor shall have the following responsibilities: • Co-ordinates the activity of the debutant civil servant during the probation period.Ministry of European Integration Implementing Agency for Regional Development The contractual staff is hired on the basis of a labour contract prepared by the HRD according to the provisions of the Labour Code. • Writes up a report regarding the evaluation of the debutant civil servant. 6 months long for class III. The probation period can be interrupted in case the civil servant’s employment is suspended. The debutant civil servant must organise his/ her own professional training scheme that s/he undertakes1. depending on the level of theoretical and practical knowledge gained during the probationary period. It shall be the direct manager’s decision. their practical training. This activity shall be undertaken under the coordination of the civil servant who provides guidance and cannot exceed a quarter of the whole duration of the probationary period. 8 months long for class II. During the probation period. learning the specifics of the activity of the public institution or authority where they carry out their job. 3. following the selection process. and the HR Department and shall include: • 2 hours out of the daily work programme shall be dedicated to individual study. 96 Ch 3 Recruitment and Selection . or on time packs. The advisor is appointed by the Minister. calculated from the date of their appointment as debutant civil servants.4. Planning the activities that are to be undertaken. the activity of the debutant civil servant is undertaken under the guidance of a definitive civil servant (advisor). The probation period for the debutant civil servants is mandatory and effective. 3. at the proposal of the head of department or Directorate where the debutant civil servant is to undertake his/ her activity.4. at the end of the period. 1 It is recommended that the debutant civil servant keeps a log book during the probation period recording the tasks and responsibilities. The probation period is carried out on the basis of a programme approved by the Minister. The probation period is the stage in the civil servant’s career between the date of appointment as debutant civil servant. the debutant civil servant shall be given the possibility to assist in fulfilling work responsibilities by the definitive civil servants within other departments. • Supervises the way of fulfilling work responsibilities by the debutant civil servant.1. Training courses that the debutant civil servant needs to attend. • Proposes to the head of department/Director training courses that the debutant civil servant shall attend. • Proposes ways of solving the tasks assigned to the debutant civil servant. The aim of the probation period is to confirm the professional abilities of debutant civil servants in fulfilling the roles and responsibilities of a public position. after consultation with the mentor and the probation civil servant whether the individual study shall taken place on a daily basis. according to current legislation.

as provided in Annex HR. at the recommendation of the manager. by an administrative act issued by the Minister.4.5. If at any time during. within 5 working days from the date of completing the period of 6 months. 12 months respectively from the date of appointment as debutant civil servants. including those who are former employees. are eligible for all IARD benefits applicable to their appointments. Ch 3 Recruitment and Selection 97 . who will undergo a probation period programme according to the above procedure. Monitoring and Evaluation In addition to the provisions of para. the activity of the debutant civil servants is evaluated according to the “Evaluation Procedure for Debutant Civil Servants” (provided in Annex HR. documented. the manager discusses the deficiencies with the employee and. Trial periods do not apply to term employees with appointments of six months or less. provided in Annex HR. Trial Period1 Unless otherwise stated in the offer letter. or employees transferring into new positions or receiving reclassifications. Trial-period employees are subject to all IARD policies and procedures and. 3. 3.2. shall be appointed as definitive civil servants in an executive public position of the class corresponding to their educational background with the professional grade of “assistant”. with the exception of educational assistance. must be submitted to HRD prior to the date marking the end of the 30 days of service. A “Trial Period Reporting Form”.Human Resource EDIS (PHARE): Functions & Procedures Version: Final Date: 31/08/04 At the end of the probation period. may issue a termination warning or implement an involuntary termination.RS 11.5.RS 12. after the receipt of the evaluator’s report. 1.Section VII . Monitoring The monitoring of recruitment and selection process shall look at the following elements: • meeting deadlines established in the recruitment plan and schedules. this period a manager determines that work performance is unsatisfactory. after consultation with HRD. according to current legislation. are subject to a 30 days trial period. At the end of the trial period. the following shall be considered for the monitoring and evaluation of the recruitment and selection process. in Chapter 1 Policy.8. Only one extension trial period may be granted to any employee. If the civil servants obtains the rating “not satisfactory”. where possible.RS 11). all new employees. 3. 1 The trial period does not apply to debutant civil servants. During trial periods. the decision regarding the continuation of the contract shall be made by the Director.5. The appointment of debutant civil servants is done by an Order of Minister issued at the proposal of the HRD. the manager shall have regular discussions regarding performance with the employee. This form shall be included in the employee’s official employment record. the measures that shall be taken to correct them. Problems shall be addressed in clear and precise terms. Secretary General of MEI shall proceed to dismiss the person. If the deficiencies are of sufficient magnitude. The trial period is designed to determine whether the new employee's actual performance matches the requirements of the IARD and the expectations of the manager.1. Debutant civil servants that obtain the rating “satisfactory” in this evaluation. the Director. and the consequences of unimproved performance shall be spelled out. 8 months.

having the right skills. Specific objectives: − − − All the vacancies. observance of recruitment and selection principles ( transparency of the process. The SMT shall meet quarterly and discuss progress and phases of implementation.RS 13 for this purpose. competency.2. A checklist is provided in Annex HR. The selections made according to the selection criteria.P 4 (Chapter 1 Policy). On this basis he/she prepares a report which shall be submitted to the SMT. The SDU in the IARD shall periodically review process data from across the IARD to ensure that recruitment and selection activities are in compliance with the plan and procedures. • Other sources proposed by the evaluators. Evaluation The main performance indicators to evaluate the achievement of the Recruitment Plan shall be identified in relation to the following objectives: • Overall objective: The extent to which all the vacancies are filled in with the right people. competition. filled in. The SMT analyses and decides on corrections to the plan (if it is the case) and provide feedback to all levels of the organisation. • The information collected during interviews with staff planning teams. avoidance of conflict of interests) The overall responsibility for recruitment plan monitoring lies with the SDU. The SDU Co-ordinator shall collect the formats on a quarterly basis. at the right time. progress and recommendations. equal opportunities. • “Applicant Tracking Form” and “Overall Interview Assessment Sheet” • The monitoring reports and the information included in the monitoring system. All the persons responsible with carrying out the activities in the recruitment plan shall fill in columns 4 and 5 of the format in Annex HR. The SDU Co-ordinator shall present the report on findings.Ministry of European Integration Implementing Agency for Regional Development • • observance of the recruitment and selection procedure. for the planned period. fill in the aggregated information at the IARD level and analyse progress of the implementation. 3. The recruitment and selection procedures observed.5. − • The main sources of information to be used for the evaluation shall include: • The Recruitment Plan. 98 Ch 3 Recruitment and Selection .

2: Questions for selection interviews (examples) Annex HR.RS 13: Checklist for the Recruitment and Selection Process Ch 3 Recruitment and Selection 99 .RS 7: Timeframe for yearly planning Recruitment needs.RS 2: Annex HR.RS 9: Overall Interview Assessment Sheet Annex HR.Directorate Recruitment Pre-authorisation Specific Conditions for Civil Servants Positions in IARD Regulations Regarding the Organisation and Holding of Contests Applicant’s Tracking Form Annex HR.RS 8.RS 1: Annex HR.RS 6: Annex HR.RS 8.IARD Recruitment needs.Human Resource EDIS (PHARE): Functions & Procedures Version: Final Date: 31/08/04 List of Annexes Recruitment and Selection Annex HR.RS 10: Reference Checklist Annex HR.RS 11: Evaluation Procedure for Debutant Civil Servants Annex HR.Section VII .RS 4: Annex HR.RS 5: Annex HR.RS 3: Annex HR.1: Interviewer Assessment Sheet Annex HR.RS 12: Trial Period Reporting Form Annex HR.

Ministry of European Integration Implementing Agency for Regional Development Annex HR.RS 3 100 Ch 3 Recruitment and Selection .

Human Resource EDIS (PHARE): Functions & Procedures Version: Final Date: 31/08/04 Annex HR. Name Signature Date Ch 3 Recruitment and Selection Section VII . Indirect Needs 5 6 Directorate Needs 2 3 4 Direct Recruitment available staff no.RS 2 1 The indirect needs are created in that directorate from where staff are transferred to another directorate.Implementing Agency for Regional Development Recruitment needs for year……… Crt. Internal resources Posts with 1 Total needs 7 Recruitment needs 0 1 General Director. Name Signature Date Secretary of State. 101 .

. Existing posts 2 3 4 5 6 Leaves Forecast Existing Staff 7 Direct Recruitment Needs 1 New posts Total posts 0 1 Director... Crt... and the existing staff and taking into account the leaves forecast. Department Organizational Chart no.. Name Signature Date Annex HR. according to the organizational chart...RS 3 1 The direct recruitment needs are the result of comparison between the planned number.102 Directorate: Ministry of European Integration Implementing Agency for Regional Development Ch 3 Recruitment and Selection Recruitment needs for year. .

Ch 3 Recruitment and Selection 103 . part time/full time) Days and Hours of Work Duration (if non permanent) Team New or Replacement post Directorate Proposed Job Grade Other requirements according to the job needs Recruitment Details Role Summary: Key Responsibilities: (Describe the main areas of the job. including people & project management responsibilities) Recruitment Pre-authorisation 1 2 This form is used both for annual recruitment planning as well as for unplanned vacancies during the year.g.RS 4 Recruitment Pre-authorisation1 Employee Data2 Job Title Specify terms of employment (e. permanent/fixed term.Human Resource EDIS (PHARE): Functions & Procedures Version: Final Date: 31/08/04 Annex HR.Section VII . Please see the guidance notes attached for how to complete this form.

managerial. etc. types of experience. overtime at short notice. Also specify abilities such as working under pressure and/or tight deadlines) Location/Mobility requirements (Driver`s licence.) Desirable Criteria All sections of this form must be completed to progress the authorisation. potential. facilitation skills. Form completed by (please print name) Date 104 Ch 3 Recruitment and Selection . appearance. enthusiasm.g. judgement. etc) Skills and Abilities (specify types of required skills e. attendance at evening and week-end events. presentation.: language. travel. flexibility. social abilities and conduct. leadership. team player. etc must be specified if a requirement of the post) Personal Qualities & Motivation (analytical thinking. Please contact your HR representative to discuss any aspect of this recruitment. communication.Ministry of European Integration Implementing Agency for Regional Development Recruitment Criteria (Specific Conditions) Essential Criteria Education and Qualifications (specify relevant levels and subject matter of any qualifications) Work Experience (specify minimum number of years work experience. relevant expertise.

Final approval Not approved Reasons for non-approval Approved Post on hold Approved with the following conditions Additional Comments if appropriate CHIEF EXECUTIVE`S Signature Date This approved form should be returned to the HRD within MEI for action.Human Resource EDIS (PHARE): Functions & Procedures Version: Final Date: 31/08/04 Recruitment Pre — authorisation Rationale for recruitment: Approvals This section is used for approval by all teams. Please tick whether this post is approved for recruitment or not and make any appropriate comments.Section VII . HR Actions Date Received Follow-up notes : Signature Ch 3 Recruitment and Selection 105 .

You should also give consideration to whether you can reorganise the work or use overtime to fulfil a short. Rationale for Recruitment You need to state your reasons for requiring this post either as a new post or a replacement post. Role Summary This is a synopsis of the job description. Focus on being brief and concise. assessment sheets and to identify (and justify) the best person for the post.term need. Days and Hours of Work . Approvals You should send the form to your Chief Executive for approval.what will make a person successful in that job. Desirable criteria is what can be learned on the job that is not essential. All sections of this form box must be completed and the form fully authorised prior to commencing recruitment. Recruitment Criteria This is the most essential part of the recruitment process and is sometimes called the person specification. You need to refer to the pay descriptor for the grade to assist you in identifying the minimum criteria required in relation to work experience and education. please refer to the generic job descriptors for any advice. Your Chief Executive is only required to complete the final page of the form. Essential criteria is what a person will need when they join us in order to do the job.please be as specific as you can and where you can consider flexible working or reduced/compressed hours. Identify the key skills required by referring to the responsibilities and tasks of the job . Try to be as specific as possible when identifying criteria. Focus on the key areas of the job including managerial and people management responsibilities.Ministry of European Integration Implementing Agency for Regional Development Recruitment Pre-authorisation Guidance Notes for filling out this form This form needs to be completed for all recruitment of new staff and replacement staff. These are also useful for identifying minimum criteria for the post. Employee Data Box When grading a job. 106 Ch 3 Recruitment and Selection . You need to then list the key tasks the post holder will fulfil related to these responsibilities. For example “grade qualified” is not specific enough. The criteria you specify now will be used to complete the job advert. You should make sure that your Director is aware of your request for additional staff. project management requirements internal and external interactions. please state on the form. however “grade qualified in an engineering discipline” or “grade qualified in marketing” is more relevant. All sections of the form are relevant for your recruitment exercise and full completion of the form will greatly assist the HRD in identifying the quickest and best way to secure you new staff. etc.

you should liaise with the HRD to define the methods of sourcing and selecting candidates.Section VII . Once a job file is opened. You should make contact with the HRD to find out if the post has been approved or not if your Director does not advise you.Human Resource EDIS (PHARE): Functions & Procedures Version: Final Date: 31/08/04 What happens to this form? This form is logged as received by the HRD team and a job file is opened. Ch 3 Recruitment and Selection 107 .

2 years for head of office. class III . The candidates who do not comply with the above criteria may only apply for debutant civil servant positions. with the view to carrying out their specific competencies.short term high level education graduated. • executive. • min.high school education graduated with diploma. except head of office. 8 months or 6 months. management and executive). common to all public authorities and institutions. • • 108 Ch 3 Recruitment and Selection .long term high level education graduated. according to the education level.RS 5 Specific Conditions for Contests for Civil Servants Positions in IARD Introduction: There are two types of civil services: • general . • specific . head of department and equivalent. with the view to carrying out their general competencies. • management. 7 years for high level civil servants. class II . • min. with diploma equivalent.totality of general tasks and responsibilities. Years of work experience in the qualifications required by the job description of the vacancy: • min. 3 years for executive civil servants of “principal” professional grade. for executive civil servants of “assistant” professional grade. 5 years for executive civil servants of “senior” professional grade. there are 3 categories of civil services: • high level. with diploma or equivalent. Specific conditions: Level of education according to the vacancy class: • class I . According to the level of competencies. • min. Civil servants in class I are eligible for vacancies in all three categories of civil services (high level. Civil servants in class II and III are eligible only for executive vacancies. • min.totality of tasks and responsibilities specific to particular authorities and institutions. 5 years for management positions.Ministry of European Integration Implementing Agency for Regional Development Annex HR. head of department and equivalent. • min. 1 year.

3 – (1) If the contest is organised by the National Agency for Civil Servants. date for submitting the application files.RS 6 Regulations Regarding the Organisation and Holding of Contests1 Section 1 Activities preceding the contest Art. the vacant civil servants positions for which the contest is organised.(1) In view of organising and holding contests. selection criteria.Section VII . (2) If the contest is organised for recruiting high level civil servants. time and place of organising each stage of the contest. the public institution or authority has the following obligations: a) to set up the Assessment Board and the Board for Appeals.On the basis of the notification of the National Agency for Civil servants. depending on the case. established by the manager of the public institution or authority organising the contest. other specific conditions mentioned in the job description. the public institution or authority where the files are submitted. as well as the date. at least 30 days prior to the date of the contest. Ch 3 Recruitment and Selection 109 . on the Internet website of the public institution or authority organising the contest. c) to display at the headquarters of the public institution or authority and to publish. regarding organizing and development of civil servants’ carrier. Art. the selection criteria are approved by a decision of the president of the National Agency for Civil Servants. the conditions stipulated by law for filling these positions. within 10 working days from the date of the receipt of the request. (3) The provisions of article 2 are applied for the contest organised by the National Agency for Civil Servants and for the contest organised for recruiting high level civil servants. b) to publish the contest criteria in the Official Government Gazette.2003.Human Resource EDIS (PHARE): Functions & Procedures Version: Final Date: 31/08/04 Annex HR. the public institutions and authorities that can organise a contest according to current legislation. (1) and to send the name. 1.1209/October 14th. (2) The request must contain the following: a) the criteria for holding the examination. on the basis of the proposals from the special departments. the conditions for necessary education background to fill these vacant positions. d) other details regarding the organisation of the contest and the eligibility criteria in the contest. Art. bibliography and documents requested from the candidates for the application file. the contest conditions. Part 3. following the proposal of the public institutions and authorities where the vacant positions are available. (3) The National Agency for Civil Servants has the obligation to issue the notification stipulated in par. and position held by the Agency’s representative in the Assessment Board. have the obligation to request the notification from the National Agency for Civil Servants with at least 45 days before the date of the contest. b) the criteria for participating in the contest. c) the bibliography. 1 Extract from Government Decision no. 2. the selection criteria are approved by a decision of the president of the National Agency for Civil servants.

edits and signs together with the Assessment Board all the documentation specific to this board. 4 – The Assessment Boards have the following main responsibilities: a) they select the application files of the candidates. of the Board for Appeals and of the secretariat Art. b) they write up the subjects for the written examination. d) they mark each candidate for each stage of the contest. Art. the results of the contest. letters b) and c). so that they can be forwarded to the candidates.Ministry of European Integration Implementing Agency for Regional Development Section 2 The roles and responsibilities of the Assessment Board. e) It fulfils any specific tasks necessary for the contest. 110 Ch 3 Recruitment and Selection . c) it writes up. Art. e) they send the HRD. via the secretariat of the commission. d) It sends the results of the contest to the HR Departments. 6. so that they can be forwarded to the candidates. 7 – The secretariat of the Board for Appeals fulfils the responsibilities stipulated in art. 6 – The secretariat of the Assessment Board has the following main responsibilities: b) it makes sure that the contest procedures are observed. c) they establish the plan and of the interview and carry out the interview. the results of the appeal so that they can be forwarded to the candidates. 5 – The Board for Appeals has the following main responsibilities: a) they solve the appeal cases submitted by the candidates regarding the marking for each stage of the contest. via the secretariat of the commission. Art. b) they send the HRD.

the candidates submit at the secretariat of the Assessment Board the application file that will have to contain the following: a) photocopy of the ID Card. Art. the subjects will be identical within the same contest. b) application form (annex 2).Section VII . (4) Provided that. 8. or a certificate acknowledging the years of service in that line of activity. 2 hours prior to the start of the examination. the changes regarding the contest. the Assessment Board has the obligation to select the application files that meet the eligibility criteria. d) photocopy of the work permit. f) medical certificate that acknowledges their good health. (3) If the written examination is a multiple choice question test. g) photocopy of the evaluation sheet of individual professional performances. c) photocopies of diplomas and other documents that acknowledge other courses that they attended. the public institution or authority has the obligation to notify by the same information means mentioned in art. 9 – (1) Within max. so that it reflects the analysis and synthesis capacity of the candidates. The questions for each test are agreed 2 hours prior to the start of the written examination.Human Resource EDIS (PHARE): Functions & Procedures Version: Final Date: 31/08/04 Section 3 Procedures for holding the contest Art. or in certified photocopies. within 20 days from the date of publishing the ad. that are certified for conformity with the original by the secretariat of the Assessment Board. due to a large number of candidates. or references from their last workplace. Ch 3 Recruitment and Selection 111 . (4) If. (2) Photocopies of the documents mentioned in paragraph (1) are submitted together with the original documents. paragraph (1). according to the level and specifics of public positions for which the contest is organised. the date and time of the contest cannot be observed. e) criminal record. 10 – (1) The subjects for the written examination are established on the basis of the contest bibliography. for objective reasons. (2) The Assessment Board will establish the subjects and will put together the set of subjects for the written examination. h) statement that acknowledges the fact that they have not taken part in activities involving political police. at the headquarters of the public institution or authority organising the contest. with the mention “pass” or “failed”. provided that the number of questions is 3 times larger than the number of questions established for each multiple choice question test. 5 working days from the date of the deadline mentioned in art. (2) The results of the application files selection are displayed. the question can be written up within a maximum of 5 days before the written examination. 8 – (1) In view of participating in the contest. except for the situation when they are organised simultaneously. according to the deadline mentioned in par. Art. 2. (3) The application form is provided to the candidates by the secretariat of the Assessment Board within the public institution or authority organising the contest. (1). the written examination is organised in several contest series. the subjects will change for each series. For filling the same public position.

the sets of paper will have the stamp of the National Agency for Civil Servants. religion. but cannot be extended to over 3 hours. 112 Ch 3 Recruitment and Selection . In this case. not later than 5 working days from the date of sitting the written examination. par. with the stamp of the public institution or authority organising the contest. and the supervision of the examination. both the final score of minimum 100 points mentioned in art. for each of the contest phases mentioned in art. will be sealed so that the data written there would not be identifiable and the stamp of the public institution will be placed over it.(1) The interview is held. when the time for the examination is up. Art. that is posted at the end of each examination. throughout the duration of the examination. Checking the identity of candidates is done solely on the basis of the ID card. only on the sets of paper provided by the public institution or authority organising the contest. are modified proportionally. (5) At the time set for the beginning of the written examination. trade union activity. ethnicity. after writing down the name and surname in the top right hand corner. 12. (7) In the examination room. (2) The managers of the public institutions or authorities organising the contest. (8) Not respecting the provisions of paragraph (7) will bring along the elimination of the candidate from the contest. (10) The candidate has the obligation to hand in the Assessment Board the written paper and the multiple choice question paper. having a stamp on each sheet. financial situation or social origins cannot be asked. Questions regarding the political leanings. as well as the minimum scores of 50 pointes necessary for passing each stage as mentioned in art. 13.Ministry of European Integration Implementing Agency for Regional Development (5) The subject sets are signed by all the members of the Assessment Board and are placed in sealed envelops. the Assessment Board presents the candidates with the sets of subjects and invite each candidate to pick an envelope with the subjects. (2) Each member of the Assessment Board can address questions to the candidate. letters b) and c) in the decision. 10 par. (9) The papers will be written.(1) The Assessment Board establishes the way of marking the written examination. as well as the persons providing the commission secretariat. will be posted at least 3 hours prior to the start of the written examination. (1) in the decision. For the selection of high civil servants. 11 – (1) The list with the places of candidates in different examination rooms. except the members of the Assessment Board. In this case the candidate is eliminated from the contest. (1). can establish. the candidates are forbidden to have any source of communication or mobile phones or any other means of distance communication. except for emergency cases in which the candidates will be accompanied by a member of the Assessment Board or by persons providing supervision. (4) The time limit of the written examination is established by the contest commission depending on the degree of difficulty and complexity of subjects. under the sanction of cancellation. by signing the special table written up for this purpose. (3) After checking the identity of the candidates. (6) After the subjects have been given out. at the place of the contest. The first page. in view of fulfilling formalities. depending on the degree of interest that is shown to these. in the top left hand corner. 10 par. the access of candidates that are late as well as of any other persons is strictly forbidden. (1) letter b) and c) in the decision. Art. and will “cancel” the paper and make a note of what happened by writing up an official report. usually. a certain percentage. (2) Calling out the names of the candidates will be done 30 minutes prior to the start of the written examination. sex. their exit from the examination room will eliminate them from the contest. Art. respectively checking the identity. The Assessment Board will ask the candidate to leave the room. 11.

(3) The seal of the written papers will be opened after the papers are marked by each member of the commission. 15 paragraph (1). They will be classified as “cancelled”. for each candidate.At the end of each contest phase an official report is written up.Section VII . after dealing with potential appeals. usually. with the mention “pass” or “failed”.(1) When getting marked. signed by the commission members. but they will have to stay there for at least 24 hours prior to the next stage of the examination. 14. the score obtained for each of the contest stages. in view of potential appeals. are communicated to the candidates by posting them at the HQ of the public institution or authority organising the contest. and if the equality is maintained. 18. Art. respecting the deadline mentioned in art. is done. Section 4 Scoring the examinations and communicating the results Art. in decreasing order. (4) Knowledge of foreign languages can be tested in the written examination and possibly in the interview as well. Art. but not later than 3 days after the date of the examination. will be included in a nominal central report that will mention. Art. Section 5 Solving the appeals Art. with the condition that they obtained the minimum score necessary for passing. 15. 17 – (1) The scores obtained. The nominal central report is signed on each page by each of the members of the Assessment Board. (4) The communication of scores and final results of the score will be done by posting within 3 maximum days from the date of the last contest stage. the candidate that has a higher score in the written examination has priority. the written papers have to be sealed. 16. (2) The candidates that pass the examination are the ones that got the highest score of the candidates that applied for the same position. At the end of the contest an official report is written up that contains the conditions for holding the examination and the results obtained by the candidates. (3) For equal scores.The final scores of the contest. 19 – After posting the results obtained in the contest.(1) Marking the written examination or the interview. signed by the members of the commission and by the candidate. (2) The score for each stage of the contest is calculated on the basis of the arithmetical mean of the scores given by each member of the Assessment Board.Human Resource EDIS (PHARE): Functions & Procedures Version: Final Date: 31/08/04 (3) Questions and answers for the interview are added in the annex of the official report written up by the secretariat of the Assessment Board. within 24 hours from the posting of the results for each stage of the Ch 3 Recruitment and Selection 113 . and this will be mentioned in the official report as well. (2) The written papers that have special signs so that the candidates can be identified are cancelled and will not be marked. within 48 hours. the one that is better trained in public sector will have priority. Art. the candidates that are not content with the score they obtained. can submit an appeal.

will give out scores for each of the two contest stages and will approve the appeal by changing the final score granted by the Assessment Board.The Board for Appeals will analyse the annex of the official report written up following the criteria mentioned in art. c) if the score given by the Board for Appeals is smaller than the score given by the Board for Appeals. if: a) they find that the scores have not been given properly according to the marking scheme and answers in the written examination. as well as the official reports written up following the criteria mentioned in art. Art. paragraph (3). Art. 20. at the headquarters of the public institution or authority organising the contest.14. 114 Ch 3 Recruitment and Selection . 13. immediately after solving the appeals. Art.Ministry of European Integration Implementing Agency for Regional Development contest. 23 – If the appeal is declined then the candidate can address the Disputed Claims Office. b) there is not a difference larger than 10 points/ contest stage between the score given by the Assessment Board and the score given by the Board for Appeals. according to the provisions of current legislation. 22 – The communication of results for the appeals submitted is done by posting them at the headquarters of the public institution or authority organising the contest. otherwise they will lose this right.

All Tracking Forms forms should be sent back to HRD in order that a full record of the recuitment process and decisions is maintained. This is to protect the organisation against claims of bias unfair or discriminatory selection and to improve the recruitment decision making process. Once you have shortlisted you should send back the full to HRD. Interviews Once you have advised us of an interview shortlist and date we will arrange the interviews for you. Application files A full set of application files are enclosed with your tracking form . Shortlisting shall be done by all Appraisal Board. Ch 3 Recruitment and Selection Section VII . It is essential to do this in due time in order that we can advise candidates of their progress.please keep them carefully. Annex HR. You will be issued with a full set of CVs plus interviews schedule. It contains confidential material and should be stored accordingly. and returned to the HRD only once a candidate has been selected. eg.Human Resource EDIS (PHARE): Functions & Procedures Version: Final Date: 31/08/04 Please contact the HRD to discuss the design of your interview / assessment session or if you need further assistance. job advert and interview assessment form at least 3 days prior to the interview date. Reasons for Rejection Reasons for rejection shall be specific and related to the criteria on the job advertisement. It is important that you complete the form fully for each candidate ie there should be a reason for rejection for each candidate except the successful one.RS 7 115 . making clear which candidates are to be rejected and which are for the contest. Forms not returned will be requested in order to comply with legal and audit requirements.APPLICANT (CANDIDATE) TRACKING FORM Guidance Notes for the Appraisal Board Completing this form This Tracking Form should be kept by the HRD for the duration of the recruitment process. does not meet essential requirement relating to project management experience.

50 points) Selected for next stage 5 Y 6 N 7 Y 8 N 9 Y 10 N 11 Y 12 N 13 Candidate Name Total score for the written If No give reason for rejection Eligible No (Full Name) Final score3 Reason for rejection If No give reason for rejection Selected for next stage 3 Y5 4 N 0 1 Y 2 N 1 2 3 4 1 2 A different score can be established if weighting factor is applied Arithmetical mean of the scores of the written tests ( language and knowledge).116 APPLICANT TRACKING FORM a minute All stages of the applicant Tracking Form must be completed by the Assessment Board and returned to the HRD after each stage together with signed by all the board members and the secretary. 45 points obtained for the language test will be filled in column 4 . Please indicate Yes or No at each stage and supply reason for rejection (if applicable). The average of 50 points is the minimum score for selection to the interview. 501 points) (min. Only candidates with minimum 100 points as total score can be selected 5 Under columns Yes/ No the corresponding score obtained will be filled in ( e. The minimum accepted score shall be 100 points and maximum score 200 points. 3 The final score is of the sum of the written test and the interview. Please note that candidates have the right to access information relating to their application. This information is essential for equal opportunities monitoring and to provide candidate feedback.g. Directorate Recruiting Director/Manager Ministry of European Integration Implementing Agency for Regional Development Ch 3 Recruitment and Selection Post Appointed candidate_______________________________ Language KnowInterview ledge test examinati 2 on Selected 4 1 Crt and/or other specific test ( min. 4 Only candidate with the highest score will be selected.

117 .. Signatures1: President of the board Members Secretary Name: Name Name Name Signature Signature Signature Signature Name Signature Name Signature Ch 3 Recruitment and Selection Section VII ...5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 .Human Resource EDIS (PHARE): Functions & Procedures Version: Final Date: 31/08/04 1 This form will be signed together with the minute by all board members and the secretary at the end of the last stage.

Education and Qualifications Relevant levels Subject matter of qualifications etc………………… 1 2.118 Interviewer Questionnaire/Assessment Sheet1 Candidate name: Post: Interviewer name: Core Questions Score Desirable 2 3 4 5 7 7 2 Ministry of European Integration Implementing Agency for Regional Development Ch 3 Recruitment and Selection Date: Answers Max.RS 8. . 1 Annex HR. Scores will be given for fulfilling the selection criteria according to their importance.1 2 This format shall be filled in for each candidate by each member of the Appraisal Board. The maximum score will be 100 points. Work Experience Minimum number of years work experience Types of experience Relevant expertise etc……………………. 3 Justify here the scores given for each criterion. Given Score Comments3 Selection criteria Essential 0 1.

3. Skills and Abilities

Language

Managerial Presentation, communication, facilitation, Team player

Social abilities and conduct

Working under pressure and/or tight deadlines

etc…………………

4. Location/Mobility requirements

Driver` s license

Travel

Overtime at short notice

Attendance at evening and week-end events

etc…………………

5. Personal Qualities & Motivation Analytical thinking Enthusiasm Flexibility Leadership Potential Appearance etc…………………

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Interviewer signature __________________________

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Examples of Questions for Selection Interviews1
Questions
What do you consider to be the most-important attribute of a person functioning in a leadership role? Why? In your opinion, under what circumstances should a supervisor be able to ask a staff member to do something without giving an explanation? Why? Describe a situation in which you believed the violation of the chain of command was necessary and would be condoned? How do you quantify your effectiveness as a manager? Tell me about a time when you had to introduce an unpopular change to your staff. What steps did you take so that negative reactions would be minimized? What has happened to those staff members who left your supervision? Describe the circumstances under which you have supervised most effectively. How would you characterize your management style? In the past how have you recognized your staff for their contributions? What kinds of things de-motivate employees? Tell me about a time when you were supervising a mediocre performer. What strategies did you use to motivate that person to increase his or her effectiveness? In the past how have you ensured that your people trust and respect you? …………………………………………………………………… Give me an example of how you traditionally plan your day (or week). What do you think is the most-significant piece of information regarding time management that a person ought to understand? What has been your basic strategy for approaching a huge workload that is to be accomplished within an inadequate time frame? How should an effective person (manager, supervisor) determine his or her priorities? Tell me about a time when you were faced with a crisis while you were involved in something that was extremely important. How did you apportion your time? Interruptions are a fact of life at work. What strategies have you used in the past for dealing with them? What was the toughest time-management problem you ever faced? Why did you find it so difficult? How

Criteria

Comments

Skills and abilities

Ministry of European Integration Implementing Agency for Regional Development

Ch 3 Recruitment and Selection

Management competence

Many people find their way into leadership roles without either and consequently cause much strife and the loss of talented staff. If you are looking for a candidate who will hold a leadership role (e.g., supervisor, team leader, lead person), understand that experience as a supervisor does not automatically qualify a candidate as a good leader.

Time management awareness

In effect, time management is about managing oneself. Effective use of time separates the adequate employee or manager from the superior one. In the interview situation you want to look for the candidate who has formulated some overall strategy for time use.

Annex HR.RS 8.2

1

This is an indicative list only. You can add and /or adapt questions according to your own needs.

did you attempt to deal with it? Tell me about a time when you worked for a superior who assigned work at the last possible minute. How did you deal with the difficulties that this created? Tell me about a time when your superior volunteered you for a task in another area that was unrelated to your current responsibilities and which would put you behind in terms of you own assignment. How did you manage that situation? ……………………………………………………………… Describe a time when you encouraged and rewarded employees for taking initiative. How did you encourage them? How did you reward them? What has been one of the most-difficult pieces of performance-related feedback you had to give an employee? What strategies have you used to encourage your people to develop their capabilities? How would you determine which tasks get delegated to whom? What techniques have you used to monitor the progress (or lack thereof) of tasks you have delegated? How would you assess the development needs of one of your employees? Describe a situation where an employee was having a performance problem. What kind of assistance did you provide to him or her? How have you ensured objectivity when evaluating the performance of your staff? Tell me about a time when you had to motivate an employee who was afraid to make decisions. What did you do? ………………………………………………………. How have you handled the frustration of working closely with an annoying person? Tell me about a time when you had to influence someone higher up in the organization who had a reputation for being hardheaded? What type of person do you like to work with? Why? In previous jobs what type of person have you found is most difficult to work with? What did you do in order to work productively with such a person? What are some of the things previous supervisors did that you particularly disliked? Consider all the superiors you have ever had. What were their most-common weaknesses? What were their most-common strengths? How do you feel you have been treated by your co-workers over the years? Tell me some of the things about which you and your manager disagreed. How did you handle those disagreements? Working closely with others on a team can be difficult. Describe for me the major challenges you have experienced as a team member. Suppose your manager asked you to tell one of your peers that he or she had better “shape up or ship

Ability to develop people

If an organization is to survive and grow, leadership positions must be staffed with people willing and able to develop their staff members into the organization` s future leaders. This means making room for the maximum contribution possible from each staff member. It requires an ability to inspire and coach one` s people to fulfill and then exceed their individual potential.

Interpersonal skills

The quality of a candidate `s interpersonal skills plays an important role in determining his or her eventual job success. The mostsignificant reason employees are terminated is their inability to get along with co-workers. It is important to look at two areas: (1) their basic attitude toward other people and (2) their ability to establish and maintain productive relationships with others whose deficiencies and irritating behaviour they acknowledge.

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out.” How would you handle that situation? …………………………………………………….. Describe a time when you succeeded in getting someone to go along with something he or she was strongly opposed to doing. Tell me about an occasion when you captured the involvement, participation, and support of others to work on and achieve a particular goal. Let us say you discovered that a co-worker was doing something that you considered to be unethical. What would you do to influence the co-worker to change his or her actions? Suppose management was going to make a procedural change that would have a detrimental effect on your job. What steps would you take to influence management that the change should not be made? Tell me about a time when you worked for a management who assigned work at the last possible minute. What attempts did you make to influence a change in that manager` s modus operandi? I would like to hear how you influenced a staff member to assume more responsibility or to take on a task that you knew would be difficult for him her to do. Tell me about a time when you came up with an idea that would solve a departmental problem. How did you go about selling your idea to your superior? Tell me about a time when you had to introduce an unpopular change to your staff. What steps did you take so that negative reactions would be minimized? Describe a situation in which you were supervising a mediocre performer. What strategies did you use to motivate that person to increase his or her effectiveness? ………………………………………………………… What strategies have you used to maintain a strong relation-ship between yourself and each one of your individual staff members? What techniques have you used to encourage your people to give you the bad news when they make mistakes ? Tell me about a time when changes that are likely to be unpopular with your staff were imminent. What means did you use to inform your staff of those changes? How far in advance did you inform them? Why? What have you done to encourage the full sharing of information among individual staff members? How would you go about building and maintaining an atmosphere of trust in your department? How often and under what circumstances should a supervisor involve the staff in his or her decisionmaking and problem-solving efforts? What role have you played in managing conflicts that arise between staff members? Please share with me some specific examples of when your intervention was necessary and when it was not. Under what circumstances have you accepted assistance from your staff members in matters that are distinctly your personal responsibility? On previous jobs, how did you go about establishing your leadership role with an inherited staff?

Ministry of European Integration Implementing Agency for Regional Development

Ch 3 Recruitment and Selection

Ability to influence others

Such an ability requires a talent for building relationships with people by appealing to common goals and values. It requires a knowledge of the currencies of influence that are typically valued in organizations, such as information, contacts, visibility, support, and so on. Candidates who possess the ability to influence others are able to induce coworkers and clients to support their ideas and objectives.

Ability to build collaborative relationships

If you are looking for a candidate who will hold a leadership role in your organization, you will need someone with the ability to build and maintain collaborative working relationships. The new hire must be able to generate confidence in his or her brand of leadership and must provide each staff member with a sense of stability and consistency. At the same time, this person must sustain that sense of mutual accountability and individual responsibility that you have established among the staff.

how would you determine if changes needed to be made? Please describe the creative-management strategies you have implemented with your people.if anything. Ch 3 Recruitment and Selection Section VII . when faced with such a situation. It also depends upon management personnel that know how to develop and maintain a working environment that encourages and nurtures change and risk-taking. How did you work things out? What circumstances or situations make your work difficult? Please give me an example of how. I would be interested to learn how you have rewarded risk takers whose results were dubious versus those risk takers whose results were successful.would you do? Why? What experience have you had with conflict-resolution techniques that would enable you to do well in a management role? Tell me about a time when you and your superior did not agree on how a situation should be handled. It may become extremely difficult to keep relationships smooth. What you need to ascertain during the interview is whether the candidate can manage conflict effectively. How did you resolve the problem? Tell me about a time when you needed critical information from another department in order to complete your work. Ability to encourage creativity and innovation Innovation depends on hiring people with creative capabilities.. For what specific purposes did you use these strategies? ……………………………………………………………. How would you determine whether a person is creative? How would you encourage an employee to be more imaginative? What kinds of things tend to kill a person `s creative energy? In your previous jobs how did you typically introduce significant changes to your staff? I would be interested in hearing some specific examples. and three of the members could not get along with one another. What is the biggest problem you are wrestling with at work right now? How do you plan to resolve it? What strategies does a person have for dealing with conflict? ……………………………………………………………. did not think the gathering of your data was a priority. Suppose this situation was destroying the group `s effectiveness. you resolved it. The other department. however.…………………………………………………………… Tell me about a situation when you and a peer from somewhere else in the organization were in conflict over some interdepartmental work situation. human relations can become strained. Tell me about the changes made in your area in the past three months. What. People with imagination and ingenuity need leadership that understands the needs of the inventive mind and how to inspire it.Human Resource EDIS (PHARE): Functions & Procedures Version: Final Date: 31/08/04 Team player You want a person who can help motivate 123 . How did you resolve your differences? Describe a situation when your work priorities were in conflict with those of your superior. Tell me what you like most/least about working in a team setting. If you took this job. Please describe the techniques or strategies you have found most helpful in encouraging the creativity of your staff. How was the problem resolved? What role did you play in its resolution? Suppose you were a member of a seven-person work team. Why? Conflict – management skills Under the pressure of work. I would be interested to learn what created the focus on those particular areas and how you made those changes work.

. How were you able to respond effectively? What do you think are the characteristics of an effective communicator? Describe yourself as you are seen by other people. Effective communication skills You have the chance here to evaluate the candidate’s ability to express his/her ideas persuasively. what steps would you take to prepare yourself? I would like to hear about the most challenging communication situation you have ever come against. absent or does not carry his/her own weight? How were those issues dealt with? As a member of that team. what kind of problems is a team likely to experience when one member is excessively late. Describe a time when you were working closely with a peer who had a very annoying habit. organize his/her thoughts sequentially. one who listens well to others and is able to communicate clearly. who knows how to collaborate and who consistently demonstrates enthusiasm about the organization. concisely and directly with people at all levels of the organization. How would you go about doing that? ………………… Ministry of European Integration Implementing Agency for Regional Development Ch 3 Recruitment and Selection awareness individuals to achieve shared objectives. use appropriate vocabulary and diction. What kind of communication situations are most difficult for you? What do you think are the keys to a good communication? Suppose two of your peers were locked in a conflict that impact the entire group. hold the listener’s interest.124 Tell me about the most difficult situation you faced as a team member. What is your idea of a team player? What are the major differences between being an effective employee and being an effective team member? In your experience. How did you influence that person to moderate his/her behaviour? If you were assigned the task of making a presentation to the top management. and you were asked to mediate and help the combatants resolve their problem. Tell me what made it challenging and how you handled it. How was the situation resolved? What role did you play in the resolution process? Describe for me the circumstances under which you have worked most effectively on a team. describe concepts clearly. what did you try to do to ameliorate the situation? ……………………… Describe an occasion when you really had to listen to someone who was not communicating clearly.

Questions to determine the candidate `s goals The candidate assures you that he or she is not being forced out by the present employer due to poor performance or economic belt tightening. Describe a situation in which you had to be analytical and thorough in making a decision. The astute candidate knows that decisions cannot be made in a vacuum. you must find out what his or her goals are and then decide if your position will satisfy those goals. What made it significant? How did you go about making it? When you are deciding whether to try something totally new. attention must be given to how each decision may impact others in the organization. How will you decide whether to accept? How is that you are pursuing this line of work rather than some other? Describe for me the most significant decision you have made in your life. Suppose it turns out that we offer you the position. Ch 3 Recruitment and Selection Section VII . Please describe what you learned and how you put that knowledge to work on succeeding jobs. what weight do you give to the probability of success? On previous jobs what was the basis on which you determined to take on tasks.Human Resource EDIS (PHARE): Functions & Procedures Version: Final Date: 31/08/04 125 . the process of making a conscious choice of one alternative from a group of alternatives. What two or three things do you feel you learned about yourself from your last position? What did you particularly like (or dislike) about your last position? …………………………………………………………………… Decision – making and analytical skill Decision making.Personal Qualities & Motivation Would you describe yourself as a logical or intuitive problem solver? Please give me an example from your previous job that illustrates your choice. The assumption then is that the present job is somehow no longer meeting this person `s needs or goals. In order to properly assess the candidate `s suitability for your job. How would you choose one over the other? ……………………………………………………………… Why are you interested in working for us? What are some of the reasons you are considering leaving your present job? What do you hope to find here that you have not found at your present job? Please describe what constitutes a conducive work atmosphere for you? Under what circumstances would you remain at your present (previous) job? What are some things you would want to avoid in future jobs? Why? What would you say was the most promising job you ever had? Why? Tell me about the specific events or incidents that contributed the most to your development. or responsibilities that were not assigned to you or even expected of you? What influenced you to seek a new employment opportunity at this point in your career? Suppose you were in the process of hiring yourself an assistant and you had two equally qualified and acceptable candidates. it is the candidate who has made the decision to leave. Walk me through the process you followed. is one of the measures of a superior candidate. projects.

Please describe a situation that demonstrates your flexibility. how would you determine if changes needed to be made? How do you get support for the things you want to do that are outside of your normal job responsibilities? ……………………… Some work situation require that we work with people we dislike. what would you do? Tell me about a time when your integrity was challenged. Ministry of European Integration Implementing Agency for Regional Development Ch 3 Recruitment and Selection Ability to take initiative People with initiative have an entrepreneurial spirit that is always searching for better ways of doing things. If you took this job. Integrity The organization should be very careful to select candidates who conduct themselves with honesty and integrity in both their professional and personal activities. everyday working situation. In addition they are open. Such people adjust quickly and positively to change. Tell me about an occasion in which you overcame a personality conflict to achieve results.do you believe you have toward people in other areas of the organization? How should those responsibilities be carried out? Describe a situation in which you dealt successfully with unwanted changes that organization had thrust upon you. What motivated you to make that extra effort? What specific activities were you involved with in your last job that drew on creative skills? Describe a time when you responded to rejection by trying an alternative approach. . Adaptability and flexibility You need candidates who understand that change is a part of everyday life of an organization that believes in continuous improvement.. ………………………………. In a normal. despite opposition from others.126 Tell me about a time when you went above and beyond the call of duty. Would you do anything about it. what actions or behaviours show others that a person has integrity? Suppose you knew that others in your area were pilfering minor office supplies. What do you do when what you are doing is not working out? Tell me about a time when your superior presented you with a task that was unrelated to your job and which put you behind in terms of your own work. Describe a situation for which there was a good deal to learn before you were up to speed and you were facing a tight time frame. Describe a situation in which you had to challenge someone who was not acting in the best interests of the organization and its guiding principles.minded when presented with perspectives different from their own. Tell me about a time when you resolved to pursue a course of action you believed in. What did you do? Tell me about the circumstances under which you accepted assistance from someone outside your area on something that was strictly your personal responsibility/ What responsibility-if any. Such enterprising people contribute to an organization’s long term success. It should also look for candidates who can be relied on to act in the best interest of the organization. On previous jobs what organizational problems did you try to solve that were not specifically related to your job responsibilities? What have you done recently to become more effective at your present position? What typically gives you the most satisfaction on a job? Tell me about some of the changes that occurred on your last job because of something you did. and if so.

What did you do? Please give me a good illustration of unethical behaviour on the part of an employee. Why do you believe that behaviour is unethical? …………………………………………………. What would you do? Describe a situation when you made a reasonable request for time off . Tell me about a time when your superior volunteered you for a task in another area that was unrelated to your current responsibilities and that would put you behind in terms of you own assignments.Suppose a co-worker told you something critical and swore you to secrecy. Such candidates recognize that people are different and that to gain cooperation they must often vary their customary approach. and responsibility to take on an unfamiliar task? Why? How did things work out? …………………………………………………………… Tell me about a time when you modified your style so that you could respond more effectively to a difficult situation. How did you manage that situation? What type of person have you found is most difficult to work with? What have you done to work successfully with such a person? Describe an occasion when you had to juggle multiple priorities. How did you resolve the problem? Tell me about a decision you made where things did not turn out as well as you had anticipated they would.Human Resource EDIS (PHARE): Functions & Procedures Version: Final Date: 31/08/04 127 . How did you meet those challenges? What experience have you had with conflict-resolution techniques that would enable you to do well in a supervisory role? Tell me about a time when you and your superior did not agree on how a situation should be dealt with. Ch 3 Recruitment and Selection Section VII . How did you resolve your differences? Describe a situation when your work priorities were in conflict with those of your superior. Versatility A candidate who is versatile has superior communication abilities and knows how to alter his or her style while at the same time maintaining personal and organizational goals. You thought it was important that your superior have the information. What did you do so that everything was accomplished? How do you plan your day (or week)? What is your strategy for approaching a huge workload that is to be accomplished within an inadequate time frame? How do you determine your priorities? Tell me about a time when a short-term crisis clashed with long-term and important responsibilities. how many times have you stepped outside the normal bounds of your knowledge. What have you learned about yourself in the past three years? During the past six months. How did you determine which took priority? Confidence Confident people are people who demonstrate conviction in their ideas and judgments and evidence a strong belief in themselves and their capabilities. In addition. able to balance multiple priorities. authority. they look at conflict as an opportunity for growth.maybe for a doctor’s appointment and the superior refused your request. They accept responsibility for the outcomes of their decisions and the results of their actions. Versatile people are also effective at managing their time. Tell me about one of the most-challenging assignments you have undertaken during the last year. How did you rescue the situation? I would be interested to learn what kinds of circumstances or events at work have influenced you the most.

What would you do? …………………………………………………………. What qualities made you a valuable employee on your last job? How would you describe yourself? What skills and personal resources do you feel have been the major contributors to your success up to now? When people describe you.or herself. When candidates blame others or the organization for what went wrong. It is done because the individual is motivated by a desire to improve. these questions can yield some insight into the candidate` s self-image. they show you they cannot learn from their experiences. Selfdevelopment is something a person does for him. . not because the superior or the organization requires it. knowledge.or herself. Over the past 12 months. Suppose you felt that the superior `s suggestions were not relevant to your situation. Self-appraisal questions Questions of this type ask candidates to analyze their behaviour. In addition. ……………………………………………………. and skills from their point of view. level of self-esteem.128 Interruptions are a fact of life at work. how much of your own time and/or money have you invested in your own personal development and for what specific purposes? Tell me how you have purposefully attempted to strengthen your skills. In the interview. What strategies did you use? I would be interested to learn what kinds of circumstances or events have influenced you to learn something totally new. what qualities do they usually mention first? How do you evaluate your effectiveness? What are the basic factors that motivate you? What would you say are your most-important contributions to a job? If hired. What strategies have you used in the past for dealing with them? Please tell me about the kinds of activities you were involved with on previous jobs that were not a part of your regular work responsibilities. also listen for situations for which learning was possible if the candidate accepted responsibility for errors in judgment or actions. and capabilities on the job.. In what ways have you shared your desire for additional growth (or challenge) with your present (previous) superior? What self-development goals have you set for yourself in the past three years? Why those particular goals? What educational experiences have you had recently that will help you on this job? What have you done to prepare yourself for a job of this type? Let us say your superior gave you some feedback regarding skills or knowledge he or she felt you did not have but should have. It provides an opportunity to discover what the candidate thinks of him. Describe a situation that turned out badly for you but from which you learned a great deal. Share with me an experience of learning something new about yourself in the course of a project or assignment.. experiences. I would be interested to learn how you happened to become involved with those particular tasks. self-awareness. what would you contribute to this job that other candidates could not? What do you consider your greatest strengths to be? What are the special characteristics that make you unique? Why do you feel you would be good for this position? ………………………………………………………………… Ministry of European Integration Implementing Agency for Regional Development Ch 3 Recruitment and Selection Continuous learning A good candidate for any job is one who makes an effort to keep his or her knowledge and skills current. and selfknowledge.

Self.. What happened to the first project? Suppose you were working on something where you had a good deal of knowledge about the issues involved but were stuck on some portion of the problem. skills. How did you start? Do you want greater responsibility? Why? Describe a situation when more responsibility was thrust upon you unexpectedly. guidelines. Tell me about a time when you were in the middle of one project and the organization required your expertise on another assignment. What do you consider to be a risky situation at work? Why? Describe a situation when you found it necessary to go above and beyond the call of duty in order to get something done.Human Resource EDIS (PHARE): Functions & Procedures Version: Final Date: 31/08/04 Subordinate competence If you are hiring an employee who will become a part of your staff. You need someone who functions independently but who also knows when to seek assistance from others. How did you handle that situation? How do you know when you have done a good job? What have you found to be the most-difficult challenge in dealing with people? What techniques have you used to help yourself in situations when these challenges threatened to get in the way of what you had to do? Describe a situation in which you were participating in a team project. I would be interested to learn about the problems you encountered and how they were resolved. Although it is 129 . you want an employee who is more comfortable working alone than as part of a team. that person will have to answer to you concerning his or her actions at work.starter and independent thinker Suppose you were pressured to make a decision that was outside the normal limits of your authority and your superior was unavailable. technical education. In previous jobs what organizational problems have you tried to solve that were not specifically related to your job responsibilities? What typically gives you the most satisfaction in a job? Tell me about some of the changes that occurred in your last job because of you. Such candidates are distinguished by their intensity and drive. Why? What kind of management style or supervisory techniques do you find are the most motivational for you? Why? ………………………………………………………. Tell me about a time when you had an idea that would solve a serious departmental or organizational problem but you knew your superior was not interested in putting any new ideas to work. Ability to work independently There is a category of jobs that requires specific knowledge. These people are called selfstarters. ………………………………………………………………. and selfsupervision. How do you like to be supervised? Describe a situation in which you and your superior disagreed on some issue. Ch 3 Recruitment and Selection Section VII . What techniques did you use to turn your superior around? Sometimes you find yourself looking for people who can function with a minimum of supervision – people who can be relied upon to see what needs to be done and. will move ahead and get it done.. They like an environment that values achievement. How would you make the judgment as to when someone else` s input is necessary? What do you do when something you are working on is not working out? Please describe the physical work setting in which you have been the most productive. For this type of job. or structure other than a due date. What would you do? Tell me about a situation when you were presented with a project that had no history. without depending on someone or something else to provide structure.

What system do you typically use for setting your work priorities? Why? Describe a situation when you had to complete an important project for a very senior executive. What would you do? I would be interested to learn how you and your previous superiors typically exchanged information. How did you sort that out? Please explain how you typically organize your day. At some point on the project. all of whom thought their work was the most important and should be done first. How did you determine what to do? What kind of people do you find are the most trying in terms of your patience? Please describe the best superior you ever had. I would be interested in hearing about the qualities and techniques that made him or her so effective. I would be interested in learning what made the situation so uncomfortable and how you attempted to deal with it. Suppose that change would have a detrimental effect on your ability to meet job expectations.without first discussing that change with you. What element about being managed bothers you the most? Why? What do you think are the most-important factors in establishing and maintaining a good relationship with your immediate superior? Tell me about a situation when you believed your superior was about to make a very serious error in judgment. What made him or her so terrible? What techniques did you use to make your relationship function effectively? Please tell me about the kind of activities you were involved with in previous jobs that were not a part of your regular work responsibilities. What do you think are the major challenges in functioning as a subordinate? ……………………………………………………………… How would you go about establishing a relationship with a new superior? Tell me about a time when you had to juggle multiple priorities for a number of superiors. Clerical support skills Competent clerical-support persons are among the most-important assets an organization has. What did you do? It has been said that managing others is a skill but that functioning as a subordinate is an art.130 Tell me about the worst manager you ever had. What have you done to get support for the things you want to do? Tell me about the best manager you ever had. they free their superiors to concentrate on the morecritical issues of the business. How did you manage your superior `s expectations without sacrificing your plans? ………………………………………………………………………………… Ministry of European Integration Implementing Agency for Regional Development Ch 3 Recruitment and Selection important that the candidate be able to work comfortably and cooperatively within the immediate environment. Tell me about a time when a superior asked you to work overtime and your personal plans required that you leave work at the regular time. I would be interested to hear about the tools and strategies you like to use. I would be interested to learn how you happened to become involved with those particular tasks. . By assuming the bulk of the administrative trivia and bureaucratic paperwork. Let us say your manager made a change in your job. What made him or her so special? Please describe the worst superior you ever had. you needed your superior` s input but he or she was unavailable. it is essential that he or she be able to get on well with you. they are the key to managerial effectiveness.

perseverance (time plus effort equal results). etc. How did you happen to choose those particular areas of involvement? What did you learn about yourself from engaging in those activities? …………………………………………………………… What do you hope to find here that you have not found at your previous organization? Why is it important to you to have that in a job? How would you know that this organization could provide those opportunities for you? What would it look like to you if this organization had the potential of giving you that kind of challenge (responsibility.e. with little or no work experience). that if your organization cannot provide those things to the candidate and you manipulate the candidate into accepting the position anyway. Remember. Questions for selling the job Unless you find out what is important to the candidate. Ch 3 Recruitment and Selection Section VII .Human Resource EDIS (PHARE): Functions & Procedures Version: Final Date: 31/08/04 131 . however. and some level of insight about people. you hope to find a person with the ability to learn quickly and / or someone with leadership (management) potential. did you do to strengthen your proficiency with those subjects? What was it about the subjects in your major that made them especially appealing to you? I would be interested to learn about the most-challenging situation you faced during your school (or college) years. What made it challenging? Tell me about your extracurricular activities. if anything. which one(s) did you find most interesting? Why? What was your favourite course? Why? What was your least-favourite course? Why? What do you think will be the most-valuable contribution your education will make to your life? How do you feel about the importance of grades in school? Of what value are grading systems? What do they show? What subject did you do best in? Why? What subject did you not handle as well as you would have liked? Why? What. you have guaranteed a turnover statistic. there is no way you will be able to sell the candidate on joining your organization.Other What led you to choose IARD? If you had any part-time jobs while in school or college. You want a candidate who exhibits decision-making ability. freedom.) you want? What would you need to know in order to be confident that this job would give you those things? What has gotten in the way of other jobs being able to give you these things? What kind of effort did you make to initiate those opportunities for yourself at other jobs? What were the typical obstacles that prevented other organizations from offering those kinds of opportunities to you? If you could construct this job exactly the way you would want it.. what would it look like? What would convince you that we have the ideal job for you? ………………………… Questions for the recent graduate When looking at recent graduates (i.

The total score for each candidate will be then filled in the “Applicant’s Tracking Form”. 2 The score for each criteria will be the arithmetical mean of scores given by all the Selection Committee members 3 The total score for each candidate will be the arithmetical mean of the scores for all criteria. which will be returned to the HRD. Signature of the president of the Evaluation Committee Date: This form will be completed at the end of the interview for all interviewed candidates.RS 9 Overall Interview Assessment Sheet1 Crt no Candidate’s name Education and Qualifications2 Work Experience Skills and Abilities Location/ Mobility requirements Personal Qualities & Motivation 6 Total Score3 0 1 2 3 4 5 7 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 ….Ministry of European Integration Implementing Agency for Regional Development Annex HR. 1 132 Ch 3 Recruitment and Selection .

direct manager) Candidate job title Length of service Sickness absence record (i. number of days) Performance record (i.e. areas of improvement etc. promotional prospects. provide info.RS 10 2 Please complete the following information for the candidate and his previous employer and give detail where possible Fill in here issues to be considered during the interview 3 This column will be filled in with the information collected during the interview and the board comments.e.Reference Checklist Position Applied for Referee Job Title Candidate Name Referee Name Referee Organisation Name Information collected1 by HRD Issues2 Findings during interview3 Current or previous employer Ministry of European Integration Implementing Agency for Regional Development Relationship of referee to candidate (i. 133 .) Ability to work autonomously Ability to work as part of a team Technically able 1 Ch 3 Recruitment and Selection Section VII .Human Resource EDIS (PHARE): Functions & Procedures Version: Final Date: 31/08/04 Annex HR.e. on level of ratings.

Taken by Date Date HRD Executive . according to areas of interest.134 Areas of responsibility Number of direct reports Would referee re-hire Ministry of European Integration Implementing Agency for Regional Development Ch 3 Recruitment and Selection Reason for candidate leaving (if applicable) Others.

as an advisor.2003. (2). 2. 5 – The provisions of art. the evaluator is the civil servant with the highest management civil service position. by the head of department in which the servant carries out his/her activity. (1) is forwarded to the head of department where the debutant civil servant works. or within which there is no management civil servant to coordinate the department.1209/October 14th. letters b)-e) in law no. Ch 3 Recruitment and Selection 135 . (2) In the situation mentioned in par. b) the debutant period report drawn up by the debutant civil servant (according to template 2).RS 11 Evaluation Procedure for Debutant Civil Servants1 Art.Section VII . par. usually. Art. 3 – (1) The report mentioned in art. (2) The report will be filled in according to the template presented under point 2 in the current annex and will be forwarded to the head of department where the debutant civil servant works.Human Resource EDIS (PHARE): Functions & Procedures Version: Final Date: 31/08/04 Annex HR. (1) the manager of the public institution or authority appoints. (3) The report drawn up according to the criteria in par. Art. b) the abilities that the debutant civil servant has proven during carrying out work responsibilities. 188/1999 regarding the Status of civil servants. at the proposal of the head of department where the debutant civil servant works. Art. 1 Extract from Government Decision no. 2 – (1) The debutant civil servant’s evaluation consists of evaluating the way of gaining the theoretical and practical knowledge necessary for fulfilling the responsibilities specific to a civil service position. 4 are applied in the situations of disciplinary sanction of the advisor with one of the sanctions mentioned in art. (3). for the remainder of the probation period. and is taken into account when s/he is evaluated at the end of the probation period. (2) The debutant civil servant’s evaluation is done on the basis of: a) a report drawn up by the advisor ( according to template 1 ). another definitive civil servant. the knowledge of the institution or authority’s specific activity and the requirements of public administration. letter a) is drawn up 5 working days prior to the end of the debutant period and contains the following elements: a) description of the activity carried out by the debutant civil servant. par. (2) cannot be an advisor as well. (3) The evaluator appointed following the criteria of par. 1 – (1) The debutant civil servant’s evaluation is done within 5 working days from the end of the debutant period. 70. known from now on as “evaluator”. c) the conduct of the debutant civil servant during work hours. d) conclusions regarding the debutant period and recommendations. with the ulterior modifications and amendments. appointed by the head of the public institution or authority. 4 – (1) In case of replacement or dismissal of the advisor. regarding organizing and development of civil servants’ carrier. in the case of the public institutions or authorities not organised with departments . c) an evaluation report drawn up by the evaluator ( according to template 3). s/he will draw up a report for the probation period that the debutant civil servant has gone through up to that particular moment. Art. (2) In exceptional situations.

(2) In order to fill in the evaluation report of the debutant’s probation period. d) adaptability and flexibility in carrying out responsibilities. c) capacity for fulfilling work responsibilities. whose model can be found under point 4 in the current annex.The Evaluation Criteria of the debutant civil servants are the following: a) good knowledge of the regulations specific to the field of activity. whose template is presented under point 3 in the current annex. the evaluator draws up the evaluation report of the probation period. (3) The probation period report is forwarded by the debutant civil servant to the advisor. (2) The significance of the evaluation ratings is the following: 136 Ch 3 Recruitment and Selection . ways of fulfilling these. i) other qualities that make him/ her suitable for the position. as follows: between 1. the debutant civil servant fills in a probation period report. f) communication. (2) The probation period report contains the description of the activity carried out by the debutant civil servant during the probation period. the evaluator: a) analyses the report written up by the advisor and the debutant probation period report written up by the debutant civil servant. between 3. both in writing and verbally.(1) In order to evaluate the debutant civil servant. b) writes down the evaluation criteria depending on the degree of carrying out work responsibilities.01 – 5. c) establishes the evaluation classification. 1 being the lowest. d) makes proposal regarding the appointment of the debutant civil servant on a definitive position or dismissal from his/ her position. e) the ability to correctly distinguish between the different options in carrying out work responsibilities. 8. b) the arithmetical mean of the scores for each evaluation criteria is calculated and the final score is obtained.00 – satisfactory. Art. 7. 6. including the capacity to write in a clear and concise manner. to support the activity of the team in achieving the set objectives. b) knowledge of the main principles of public administration and of the administrative relations within the public institution or authority. g) the capacity to work in a team. 9 – (1) The scoring of the evaluation criteria and establishing the evaluation classification are done as follows: a) the evaluation criteria are scored from 1 to 5.00 – not satisfactory. h) conduct during work hours. Art. respectively the capacity to integrate in a team. to bring his/her own contribution through effective participation. fluency in writing.00 – 3. and 5 being the highest. respectively ease in transmitting ideas. by detailing the work responsibilities.(1) At the end of the probation period. The score expresses the evaluation of meeting each evaluation criteria in carrying out work responsibilities.Ministry of European Integration Implementing Agency for Regional Development Art. Art. c) the evaluation classification is obtained by translating the final score. as well as other potential difficulties encountered.

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a) not satisfactory – the debutant civil servant has not proved good grasp of theoretical and practical knowledge necessary for the position; b) satisfactory - the debutant civil servant has proved good grasp of theoretical and practical knowledge necessary for the position; Art. 10 – The evaluator mentions the following in the probation period evaluation report: a) the proposal regarding the appointment of a debutant civil servant in a definitive position in the situation in which the debutant civil servant obtained the rating “satisfactory”. b) The proposal for dismissal, according to the law, in the situation in which the debutant civil servant obtained the classification “not satisfactory”. Art. 11- (1) The evaluation report of the probation period is sent to the debutant civil servant within 3 work days from completion. (2) If the debutant civil servant is not content with the result of the evaluation, s/he can appeal, within 3 working days from the date of receipt, the evaluation rating to the civil servant that is hierarchically superior to the evaluator. Art. 12 – (1) The civil servant hierarchically superior to the evaluator, or the manager of the public institution or authority analyses the evaluation report, the report drawn up by the advisor and the probation period report drawn up by the debutant civil servant. (2) The evaluation report of the probation period can be modified according to the decision of the civil servant that is hierarchically superior, or the manager of the public institution or authority, in the situation when s/he finds that the observations do not match with reality. (3) The evaluation report of the probation period, modified according to the conditions of par. (2), is forwarded to the debutant civil servant within 3 working days from the date of submitting the appeal. Art. 13- The debutant civil servant that is not content with the result of the appeal can address the Disputed Claims Office, according to current legislation.

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Template 1

Advisor’s report

Authority/ public institution:……………………….

Name and surname of the debutant civil servant:………………………………….. Civil service position:…………………………………………………………………….. Department:………………………………………………………………………… Probation period: from ……………. To……………………………………….. Date of completion:……………………………………………………………….

Description of the activity undertaken by the debutant civil servant:

Abilities shown by the debutant civil servant in fulfilling work tasks and responsibilities:

Conduct of the debutant civil servant at work:

Conclusions:……………………………………

Recommendations:……………………………..

Name and surname of the advisor:…………….. Civil service position:………………………………… Signature:……………………………………….

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Template 2

Debutant Civil Servant Report

Name and surname of the debutant civil servant:………………………………….. Civil servant position:…………………………………………………………………….. Probation period: from ……………. To………………………………………..

Work responsibilities* * Those responsibilities listed in the job description

Other responsibilities* *As set out by the hierarchical superior or other persons with management positions will be listed.

Training courses* * Only the training courses that were attended during the probation period will be listed

Activities outside the institution in which the debutant civil servant was involved:

Other activities*: * If it is the case: Published articles and papers, scientific presentations;

Description of the activity undertaken during the probation period:

Difficulties encountered during the probation period:

Date of issue:……………………….. Signature:……………………………

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Ministry of European Integration Implementing Agency for Regional Development

Template 3

Evaluation Report of the Debutant Civil Servant
Name and surname of the debutant civil servant:………………………………….. Civil service position:…………………………………………………………………….. Department:………………………………………………………………………… Probation period: from ……………. To……………………………………….. Date of completion:……………………………………………………………….

Evaluation Criteria:

Knowledge of regulations specific to their activity Knowledge of specifics of public administration Capacity to carry out work tasks Adaptability and flexibility in carrying out work tasks Judgement Communication Capacity for teamwork Conduct at work

Evaluation rating:………………

Proposals:……………………………..

Recommendations:……………………

Name and surname of evaluator: Civil service position: Date of issue: Signature:

140

Ch 3 Recruitment and Selection

RS 12 Trial Period Reporting Form Employee Name: Hire Date: Title: Directorate/ Department: Employee has successfully completed his/her trial period. Attached is documentation defining the performance deficiencies. Please briefly list those areas in which the employee has excelled: Please list those areas in which the employee can improve: Supervisor's Signature Director's Signature Employee’s Signature Date: Date: Date: Employee has not successfully completed his/her trial period and employment is thereby terminated.Human Resource EDIS (PHARE): Functions & Procedures Version: Final Date: 31/08/04 Annex HR. Supervisor's Signature Human Resources Representative Director's Signature Employee’s Signature Date: Date: Date: Date: Ch 3 Recruitment and Selection 141 .Section VII .

RS 13 Checklist for the Recruitment and Selection Process 1) The IARD established and communicated in writing to the HRD. 2) The recruitment and selection schedule has been established at the beginning of the year. the “Overall Assessment Sheet” and the minute signed by all members of the Assessment board and by the secretary. the recruitment needs for the following year. before 1st. upon the basis of the Staff Plan provisions.Ministry of European Integration Implementing Agency for Regional Development Annex HR. 3) All new employees have been hired through contest or examination 4) The selection and award criteria have been established 60 days before the contest for civil servants and 45 days for contractual staff 5) Request for approval have been submitted to NACS 45 days before the contest. 6) MEI and NACS approvals have been obtained for the contests organized for IARD. 19) Communication of results has been organized according to the procedure 20) Enough time has been left between tests to allow for dissatisfied candidates to appeal 142 Ch 3 Recruitment and Selection . of March. 7) IARD prepared and submitted HRD proposals for the Assessment Board and the Board for Appeals within 5 days from HRD notification. 8) The Assessment Board and the Board for Appeals have been established according to the procedure and to the principle of avoidance of conflict of interes 9) Announcements have been placed 30 days before the contest for civil servants and 15 days for the contractual staff 10) Administrative Compliance has been undertaken according to the procedure 11) Eligibility Check has been undertaken according to the eligibility criteria and in 5 days after submission of applications 12) The written examination has been organized according to the procedure 13) The references have been checked to allow for cross checking during interviews 14) The interview preparation has covered all the elements in the procedure 15) All the Assessment Board members have been present at the interviews 16) The interview has been conducted according to the procedure and all the members filled in the Interviewer Questionnaire/Assessment Sheet 17) The scoring system for all tests was observed 18) At the end of the interviews “Applicant tracking form” has been filled in and returned to the HRD together with the “Interviewer Assessment Sheets”.

enthusiasm and new ideas that starting a new job will bring. as one programme cannot realistically be all things to all people. An induction coach shall be assigned to the newcomer to help support the “settling in period” There will also be specialists who shall provide specific information on aspects such as finance. providing copies of the contract and sending out instructions for the first day. • the opportunity to contribute as quickly as possible. Once the successful candidate is informed and accepts then the first stage of the process begins. Although the newcomer’s Director and SDU Co-ordinator are normally responsible for the induction. Ch 4 Induction 143 . administration. • Orientation (organisational) . Induction is the process whereby newcomers are formally introduced to their colleagues. 4.1. The induction process begins as soon as the selection decision is made. Induction Process Induction should not be seen as a one off event that starts on the first day of employment or in a new department.Section VII . HRD within the MEI shall deal with a lot of the pre-employment tasks such as taking bank and personal details. INDUCTION 4. The Line Manager shall normally explain the departmental organisation.Human Resource EDIS (PHARE): Functions & Procedures Version: Final Date: 31/08/04 4. It is therefore important that an induction programme is prepared for each newcomer. • the opportunity to establish contacts. The roles and responsibilities for Induction with IARD are presented in the “Policy” chapter of the manual.2. As the pressure of workload increase this opportunity then diminishes. • a clear understanding of what the expectations are for the performance of the job. interpretation of policies. their duties and to the facilities available at IARD and which brings a number of important benefits to both newcomers and the team: • the removal of apprehension and uncertainty so they feel part of the work group and the IARD.showing how the employee fits into the IARD or Directorate/ office/unit. The length & nature of the Induction process shall be dependant on factors such as the complexity of the job and the background and previous experience of the inductee. An effective Induction process usually contains the following elements: • Orientation (physical) . Likewise the process should continue for a significant period after commencing employment.describing where the facilities are. Work colleagues shall normally undertake any on the job training and day to day guidance on local procedures. In the majority of cases local induction shall need to be tailored. local working practices and discuss training needs. their working environment. core activity related matters and quality. A local induction shall also be provided for staff who change departments or who have been away from work for a significant period of time. In most case all of these individuals shall play an important part in the induction process. • effective management of the administrative requirements. it is often unrealistic to expect them to personally cover all of the elements. job requirements. Introduction When new staff first join the IARD they will offer their Directorate a valuable and perhaps unique opportunity to utilise all of the motivation. • Introduction to colleagues and other key staff and their role.

is very straightforward. The Job The job itself is central to the induction process. 4. The objectives shall be reviewed regularly and progressively revised to more long-term objectives. Clear insight into the job role and its requirements. However. Levels To this end an induction programme1 shall be prepared before the first day on the job of the newcomer. Explanation of terms and conditions. He/she will work together with the newcomer in order to provide on. the induction coach role may usefully be extended over a longer period and is likely to be a more senior employee who can offer professional/ technical support as well as the more routine advice appropriate for a newcomer.Ministry of European Integration Implementing Agency for Regional Development • • • • Essential Health & Safety information.2. • The ministry. The manager to whom the newcomer is going to report shall be actively involved in the induction programme and shall ensure that newcomers receive appropriate guidance throughout the induction process. Where appropriate. The Department Newcomers need to become familiar with the infrastructure of the department in which they are going to work. For the most part. Managers shall give the newcomer a copy of the job description and explain how the job fits into the structure of the department. The employee shall be provided with organization charts and key contacts which are relevant to the role.1.the.1.1.job training and speed up the know .2. In the initial period the induction coach shall act as the first contact for advice and information for the newcomer. The induction coach role shall not normally need to last for more than one month. Managers shall agree personal objectives with the newcomer. culture and values. in the case of a trainee position. During the pre-start period managers shall nominate a induction coach for the newcomer. Much of this information.2. There may be training and development needs that were identified in the selection process. He/she can be a colleague who is knowledgeable in the work area of the newcomer. training and development activities will be arranged. 4.2. Training specific to the job is an important part of induction. 4. Insight into the organization’s history. profile. • The Directorate. which shall take into consideration the following levels: • The job. these initial objectives shall be short-term and related to induction. • The department/office/unit. 1 For the debutant civil servants. such as the telephone system or the provision of secretarial support. Managers shall ensure that the employee understands how performance will be appraised and how it links to pay.1.how transfer. Ch 4 Induction 144 . as every employee wants to know how to start making a contribution as quickly as possible. the induction programme will be included in the probation programme and the induction coach role will be performed by the advisor.

• Insurance and Associated Benefits. detailed programme.1. Identify a induction coach . Both these sections of the pack encourage staff members to add relevant information over time. • Safety Regulations (as appropriate). programmes and activities. This pack. organization and activity information shall be provided as well as relevant promotional and communication information. This is enhanced by knowledge of the IARD’s structure. It is important that every employee understands and identifies with the IARD. The newcomer shall need to know the key contacts for the job. 4. The newcomer’s manager shall: 3.1.Checklist”. The Ministry All newcomers shall be given an induction pack which shall include details of their terms and conditions of employment.It is recognized that there shall always be training and development needs for newcomers and also for existing staff members. 5. Stages Please see Annex HR.2. 145 . • Sickness Benefits.3.2. The Personal Development Pack In addition to the induction pack newcomers shall be given a personal development pack. policies. The personal development of the staff member over his/ her lifetime at the IARD is also very important. beyond the immediate department. • Information for Staff. Some of this information can be obtained from existing publications and reports. • Equal Opportunities. 4. 4.The IARD is also committed to the provision of regular personal reviews for all staff members.2. • Pensions Schemes. Make sure all staff involved are clear what their responsibilities shall be. Before they arrive. Training and Development . Pick someone with the habits and behaviors you want to see developing in the newcomer. • Dealing with Harassment. It shall contain sections specific to: 1.I 1 “Actions for the Newcomers .3.1. as the name suggests.2. is not intended to just cover induction.Director /head of office/ unit.2. 4. Prepare the Personal Development Pack together with the SDU within the IARD.someone who will look out for the newcomer for the first few days/ week and act as their friend and guide. Personal Review .Section VII . and 2.3. values and processes. Ch 4 Induction 6. and managers shall arrange for appropriate meetings at the earliest opportunity.4.2. Decide who will be involved with each part of the induction .Human Resource EDIS (PHARE): Functions & Procedures Version: Final Date: 31/08/04 4. 4. other staff in the section/unit. The Directorate At this level.

I 1) which managers shall use to ensure the main elements of the induction programme are covered during the induction implementation.3.2. It is also important to introduce these staff on their return. As appropriate 1. to aid both line manager and newcomers as an aide-memoire to 146 Ch 4 Induction . computer.4.don’t assume that things are fine . IT access. Go through the check list.2. When they arrive 1. 4. 2. During Induction 1. Introduce staff.. The checklist is provided. passwords. 10. etc. Keep in contact .3. If there are any other significant people who will be in contact with the Directorate/office/unit. 4. Talk them through the various sections. Keep the check list updated . Make sure that a work place is available . It is important to introduce staff who are present as soon as is appropriate. policies. etc.4. when and by whom. 3. If there are any other staff who are absent at the time. 8. along with their roles explained and contact details.2. The newcomer shall be provided with a list of all staff including their location and contact numbers. it is important that they are mentioned at this point and introduced formally when the opportunity arises. Thank all the staff involved in delivering the induction. Decide what local induction materials need to be added to the Personal Development Pack . 2.I 2 for recommended content.2.work areas. Start introducing them to the work environment and their new colleagues. Explain the check list .how it is used to make sure all their key needs are met . Ask that they complete and forward the Induction Feedback forms at the end of one and three months. Explain the “Induction Feedback” forms and times. 2. 6. 4. 3. it is important that they are mentioned. A model checklist (“Actions for Newcomers”) is attached (Annex HR. Organize any early training that is needed 4.ask them.desk.ask them to sign off areas as appropriate. Organize email accounts. building layouts. Have a plan for what needs to be covered. 7. Agree a time to discuss any training needs they might have as a new member of staff. Present them with the Personal Development Pack. Monitor and Review The monitor and review task lies with the SDU within the IARD and the line manager. Insert any standard “Welcome letter”..3. procedures. Their role within the Directorate/office/unit shall be explained and how to contact them if required. within the pack. 9.2.3.and use this to outline their own personal induction. 4. 5. from the Head of Office/Director.Ministry of European Integration Implementing Agency for Regional Development 7. Please see Annex HR.

This information can then be used to help refine the process either locally or across the IARD. These shall be completed after one and three months and forwarded to the SDU in the IARD.Human Resource EDIS (PHARE): Functions & Procedures Version: Final Date: 31/08/04 ensure that all relevant core issues are covered at induction. This checklist shall be filled in by both the newcomer and manager.I 3). Copies shall be sent to the SDU for monitoring purposes. the SDU shall monitor progress on a monthly basis and shall contact the newcomer’s manager for decision making/actions in case of gaps. The list is not comprehensive nor is the completion of every section compulsory as there may be sections not relevant to particular types of staff. On the basis of the checklist. the SDU shall be monitoring the effectiveness of the induction process against the following criteria: • Did it go well? • Are there improvements that could be made? • Were the right people involved? • What would you do differently next time? Ch 4 Induction 147 . feedback forms have been designed to provide newcomers with an opportunity of commenting on the process (please see Annex HR.Section VII . Its use is however considered to be an integral part of the induction process. Following a review of induction provision. To ensure that the highest possible standards are being maintained.

Ministry of European Integration Implementing Agency for Regional Development

List of Annexes
Induction

Annex HR. I 1:

Actions for Newcomers - Checklist

Annex HR.I 2:

Note to the new Comer

Annex HR.I 3:

Induction Programme Feedback Form

148

Ch 4 Induction

Section VII - Human Resource
EDIS (PHARE): Functions & Procedures Version: Final Date: 31/08/04

Annex HR.I 1

Guidance Notes
on “Actions for Newcomers – Checklist”
Action
The actions have been ordered by pre and post start. Pre start actions are crucial in helping the newcomer feel welcome into their new environment. Notification of arrangements shall be either done by letter or by telephone call. Likewise, arrangements made for the first day of arrival shall ensure that the newcomer feels both valued and able to make an early contribution. The lack of a desk, e-mail account, someone to meet the newcomer, have lunch with, an introduction programme looks both unwelcoming and unprofessional. Post start actions have been identified as those most requested by newcomers. The list is not exhaustive and there may be other, local actions that are appropriate to include. The further on the introduction programme that the actions are scheduled, the easier it is to forget to cancel them. There is no reason, therefore, to be bound by the timescales in the template and any action can be pulled forward, it felt to be appropriate.

Overall Responsibility
The “Overall Responsibility” refers to the person ultimately responsible for the action-taking place. The person most appropriate, however, shall carry out actions. It is likely, therefore, that the head of department/Director where the newcomer will work, shall delegate some of the actions to his/her staff, although this should be done sparingly if the impression of disinterest not to be given. It is also likely that HRD shall carry out a number of actions. For example, the actions on health & safety and security are the responsibility of HRD but shall probably be delivered by other local staff. Although their names does not appear in the “Overall Responsibility” column, the newcomer has a strong responsibility in ensuring the induction programme is delivered, both by insisting that actions take place by making themselves available for arranged activities.

Status
The intention is that the newcomer completes the status template. The introduction template shall be sent to the newcomer prior to joining, with the introduction that, whilst the actions are clearly allocated, it is the newcomer’s responsibility to indicate status. By issuing before joining, this will also indicate the importance that the IARD attaches to personal development and that it is planning for the newcomer’s arrival. The document is meant to be running log of progress, with the responsibility for completion lying both with the newcomer and the manager. It also means that the newcomers only sign off when they are actually satisfied with the induction they have received. Progress against the induction template shall form part of the newcomer’s development discussion until such times is fully complete.

Ch 4 Induction

149

Pre-Start

First Day

150

Actions for Newcomers - Checklist
Action
General Director/ SDU Head of department/ Director

Ministry of European Integration Implementing Agency for Regional Development

Ch 4 Induction

Overall Responsibility

Status

Head of department/ Director

Head of department/ Director Head of department/ Director Head of department/ Director Head of department/ Director

Head of department/ Director

1. Overall co-ordination of Induction Programme 2. Notifying newcomer of arrangements for arrival on first day Where to report What time to report Who will meet you 3. Arrangements of working facilities for the newcomer: Workplace and storage facilities PC Telephone and number in address book E-mail account and other related IT links as necessary Identify project/work for the newcomer in the first week(s) Issue of a security pass Work shadowing (if appropriate) Induction coach End of week reviewing meeting with Head of department/ Director 1. Meet newcomer 2. Introduction to head of department, colleagues and induction coach 3. Tour of facility and appropriate introductions 4. Departmental administration - sign off; notification for absence; stationery 5. Explanation of local and departmental organization structure Outline of the IARD function Outline of the department & where it fits into the IARD function Roles and responsibilities within the department and where the newcomers fits in 6. Discussion of the newcomer’s role and responsibilities Key Result Areas and goals (initial discussion) Initial project work Head of department/ Director Head of department/ Director / IT Dept.

7. Initial access to the IT system (logon etc.)

Human Resources Department in the MEI/ SDU

First week

Human Resources / Health & Safety Representative

Human Resources / Security representative

Head of department/ Director/ SDU Head of department/ Director

1. Explanation of conditions of the service and related processes Hours at work / breaks / office hours Sickness absence Annual leave Pay framework and expenses Communications - use of e-mail, telephones etc (appropriate & inappropriate use) Training and development - where to source information; responsibilities etc Pension 2. Health & Safety awareness Policies and procedures Tour of the building - hazards, exits etc 3. Security awareness Confidentiality Data protection act Office hours and access & safety procedures related to this Disposal of confidential material 4. Training and development discussion Initial needs identification Set up relevant IT training (if it is the case) 1. Performance goals & measures 2. Discussion on performance requirements and behavioural standards Working relationship between the manager and individual - how the manager likes to manage. Relevance and impact of IARD Values IARD’s approach to performance management and expect levels of performance Head of department/ Director Head of department/ Director SDU

First month

3. An agreed and written learning & development plan for the newcomer

4. Explanation of Company Policies and procedures Disciplines Grievance Recruitment Equal Opportunities Harassment Code of Conduct Pension Home working / flexible working Special leave / parental leave

Human Resources

Section VII - Human Resource

EDIS (PHARE): Functions & Procedures Version: Final Date: 31/08/04

Ch 4 Induction

151

152 Head of department/ Director Head of department/ Director Head of department/ Director/ SDU Ministry of European Integration Implementing Agency for Regional Development Ch 4 Induction 5. Final evaluation meeting . Meeting with General Director Initial impressions Progress to date Support and advice 7. Agree an internal and external network for the newcomer to contact 6.

During Your Induction Period Participate fully in your induction programme. and take part in setting. Your involvement shall help to make sure that your induction programme is as appropriate and effective as possible. • Participate in planned development activities • Review your practice and your progress towards the “Action to Newcomers” . In particular. and the aspects of your practice that you wanted to develop further with your induction coach and with your manager towards the end of your initial training programme. When You Start Your New Job Discuss your aspirations with your manager and/or induction coach. which shall be provided to you by the Ch 4 Induction 153 . Towards the end of induction. At the beginning of the induction period you shall discuss with your induction coach your priorities for induction and how these relate to. Start to think about what you hope to achieve during your induction period. in the context of your new post to begin working together to set your objectives for your professional development. reflect on your progress and think about your aspirations for your continuing professional development. you shall look back on your induction period and. You will have discussed your strengths. support and assessment along with your induction coach. This means that you should: • Plan and develop a programme of monitoring.I 2 Note to the Newcomer (Recommended Content) Your Role and Responsibilities The high standards of professionalism that are expected of you as an employee within IARD place specific responsibilities on you during induction.Human Resource EDIS (PHARE): Functions & Procedures Version: Final Date: 31/08/04 Annex HR. reviewing and revising objectives that will help you to meet them • Gather evidence towards your own assessment. and you shall also be aware of your own strengths and achievements. build on or differ from the priorities identified at the end of the induction programme. During the induction period you shall be required to keep a permanent record of your induction programme status (as per “Actions for Newcomers checklist) and your induction coach shall support you to consider these priorities when planning and regularly reviewing your induction support programme. Draw on these discussions and any information you have about your new post. You will be required to fill in an ”Induction Programme Feedback Form”. • Take increasing responsibility for your own professional development • Raise any concerns about the content and/or delivery of your induction programme as soon as you identify them. You have an important perspective on your development needs.Section VII . with your induction coach. Before You Take up Your Post Make yourself familiar with the “Actions for Newcomers” so that you know what shall be expected of you by the end of your induction programme. you are expected to play an active role in all aspects of your programme.

You shall submit copies of the two documents to both your line manager and to the SDU.Ministry of European Integration Implementing Agency for Regional Development SDU within the IARD. 154 Ch 4 Induction .

Which were the most useful aspects of your induction programme and why? 2. It will also help us to ensure that future induction programmes for newcomers are enhanced.I 3 Induction Programme Feedback Form In order. by (insert date). Were you provided with sufficient support and guidance to enable you to undertake your new role? If not. 6. 4. Are there any people that you did not meet during your induction whom you feel it would have been beneficial to meet? 5. to continuously improve your induction process. Were there any elements that were not useful? Please indicate why. was not provided and would have been beneficial to include in you induction pack? Please identify. it would be useful to receive some feedback on the success and appropriateness of your induction.Section VII . please identify what was not provided 7. 3. Were you provided with the appropriate equipment required for you to undertake your job? If not. Name: Position: Start Date: 1. Were your training and development needs discussed and agreed as part of your induction? Ch 4 Induction 155 .Human Resource EDIS (PHARE): Functions & Procedures Version: Final Date: 31/08/04 Annex HR. Was there any other information which. Please could you complete this form and return it to (insert name) in the SDU. This will help to ensure that any gaps can be quickly addressed. please identify what additional support is required.

Ministry of European Integration Implementing Agency for Regional Development Yes No 8. Signed …………………………………… Date …………………. Has any of this development since been arranged or taken place? Yes No 9. Please add any additional comments. Have any meetings taken place to review your progress as part of the Induction process? Yes No 10. 156 Ch 4 Induction ..

PM 1 of this Manual. 5.2. The outcomes are: • An assessment of the performance of each staff member for the past year in relation to their Individual Objectives and overall Civil Servant Performance Criteria.PM 1. These Action Plans.Human Resource EDIS (PHARE): Functions & Procedures Version: Final Date: 31/08/04 5. This is termed staff appraisal. Appraisal and Personal Development Planning Process The Overall Objective of staff appraisal is to ensure the performance objectives of the IARD are met through an effective management of staff performance. This assessment of performance is scored according to the formula set out in Annex HR.2. These. when aggregated across all staff.PM 1 procedures. However it is recommended that more informal reviews take place on a quarterly basis. when aggregated across all staff and combined with assessments of organisational and team needs. • Agreement to the Individual Objectives for the forthcoming year. The performance management procedures described in this Section will also apply to non-civil servants and contracted staff employed for more than 12 months within IARD. 5. Introduction These procedures describe the processes followed by IARD to undertake the management of staff performance. The procedures below provide a summary of the appraisal process to be followed in IARD and should be implemented in conjunction with the detailed Annex HR. The appraisal interview will occur during the month of December with a review at six months covering both Individual Objectives and the Personal Development Plan.1.1. • An Action Plan for individual staff development arising from the preparation/review of the PDP. will allow the preparation of the IARD Training and Development Plan for the forthcoming year (see Chapter 6). This framework applies to civil servants within IARD and provides clear and detailed procedures for appraising staff. These are further supplemented by guidelines on how to: • Undertake an Appraisal Interview and PDP from the viewpoint of both supervisor and staff member • Assess the overall performance of a member of staff. Ch 5 Performance Management 157 .Section VII . The appraisal process comprises an annual interview with each member of staff. These procedures are in Annex HR. The legal framework for staff appraisal of civil servants is set out in Law (Government Decision 1209/2003). There is no direct link to salary review arising from the Appraisal process. Appraisal period The appraisal period runs between December 1st of the year previous to the appraisal and December 1st of the current year. particularly relating to individual objectives. PERFORMANCE MANAGEMENT 5. will lead to the achievement of the objectives of the Annual Strategic Plan for IARD.

2. as stipulated in the Order of the Public Administration Minister no.2. the development issues are then discussed. the General Director The General Director shall be appraised by a commission of 5 members appointed through the Prime Minister’s Decision in accordance with Article 12.2.PM 1. • It is a discussion aimed at reaching mutual agreement.PM 2. the Director For Directors. The Appraisal Interview Guidelines on holding an Appraisal Interview are set out in Annex HR. 5. Guidance on the overall assessment is provided in Annex HR. In the absence of a satisfactory resolution to the difficulty. measurable. • It is confidential to the member of staff and supervisor. Part 1 of the Appraisal Form (Annex HR. Appraisers The Appraiser will be a supervisor and the immediate superior of the member of staff. Consequently it directly relates to the outcome of the performance appraisal process and should follow the appraisal as part of the Appraisal Interview. Individual Objectives and Performance Criteria The Individual Objectives set should be “SMART” . 158 Ch 5 Performance Management . this could be the Director or Head of Office. Annex 3 of the Government Decision 1209/2003.PM 4.5. with the staff member present. The only other personnel having access to the results shall be the supervisor’s superior. the General Director. For Executive staff.specific.PM 3. are listed in Annex HR. 5.3. the Ministry HRD and SDU within IARD. • It should be held in private within a comfortable environment. The current Performance Criteria. the staff member can pursue formal appeal procedures (see below).PM 6). An outcome of the appraisal process could be recognition of the suitability of an individual for promotion (see Annex HR. Personal Development Plans Following the performance appraisal.2. The main principles that should be adopted are: • Both parties should prepare for the Interview beforehand. 8/2002.2.4.Ministry of European Integration Implementing Agency for Regional Development 5. If there is no agreement. to whom the staff member reports as indicated in the job description.PM 5) shall be completed during the Interview. Each Objective is appraised and scored using the scoring system in Annex HR. • The Interview should be arranged in advance and at least one hour allocated. then resolution of the dispute is discussed in the first instance with the immediate superior of the supervisor and then the General Director (if not the immediate superior). 5. relevant and timebased. If there is agreement on the appraisal outcome. • There should be no interruptions (mobile telephones should be turned off) reflecting its priority. For Head of Office. achievable. the PDP is reviewed or developed so as to help remedy any performance problems that have arisen in the previous 12 months and/or aid the achievement of the Objectives for the next 12 months.

other than for new staff.2. • The supervisor sends a copy of both documents to the staff member and to the SDU. It is not necessary for the PDP to be countersigned.Section VII .7. Ch 5 Performance Management 159 . for appropriate resolution.6. are included in Annex HR. the supervisor and staff member signs it • The key action points from the PDP Action Plan are then transferred to the Appraisal Form • The Appraisal Form is sent to the immediate superior of the supervisor for countersignature along with the PDP.Human Resource EDIS (PHARE): Functions & Procedures Version: Final Date: 31/08/04 The PDP is completed using Form provided in Annex HR. Any queries over the appraisal and PDP outcomes from the individual countersigning are raised at that time with the supervisor. However. it will be a review of the previously agreed PDP. These responsibilities cover: • • • Ensuring an annual appraisal and PDP system is in place and occurs according to the agreed procedures Delegating and supporting the co-ordinating role through the SDU. and any other supervisors within their Directorates. the General Director of the RDD. in practice. 5. IARD staff are responsible for • Ensuring they are informed on the process and procedures. Appraisal Appeals In cases where there is a dispute between the supervisor and staff member on the proposed performance scoring. are informed on the process and procedures. Ensuring they. the staff member can appeal to their Manager’s immediate superior through setting out the reasons for the dispute on the Appraisal Form.PM 7) are also transferred to the Appraisal Form. The countersigned form and PDP are returned to the supervisor. has overall responsibility for the operation of the performance management process. Ensuring that their staff are aware of the process.2. Following signature by the supervisor and staff member. unless dispute gives rise to a formal appeal process • For the review of Individual Objectives Part 2 of the Appraisal Form (Annex HR.PM 4. Process Management Within IARD. Ensuring the staff development needs identified are actioned.PM 8. the supervisor sends a copy of both documents to the staff member and to the SDU.PM 7. Agreeing the date and time of the Interview with staff members and ensuring it takes place as arranged and within an acceptable environment. in the capacity of Deputy PAO.PM 5) is used. The procedures are as follows: • On completion and agreement of the PDP. 5. The key points from the 6month PDP review (Annex HR. Guidelines on how to undertake a new PDP and a review of an existing PDP. • All Appraisal Forms and PDPs will be countersigned by 31st December. in the first instance. If there is still no resolution to the dispute following consideration and discussion. The SDU will also send a copy to the Ministry HRD Directorate. Ensuring that supervisors are fully aware of their appraisal responsibilities and trained accordingly IARD Directors are responsible for • • • • • Ensuring an annual appraisal and PDP system occurs according to the agreed procedures. the staff member can appeal to the Disputed Claims Office. Guidelines on defining individual objectives are given in Annex HR. • Implementing those parts of their PDP Action Plan identified as their responsibility.

• Action Plans for individual staff development prepared for all IARD staff The main sources of information to be used for the evaluation shall include: • Appraisal forms 160 Ch 5 Performance Management .8. fill in the aggregated information at the IARD level and analyse progress of the implementation. On this basis he/she prepares a report. • Number and nature of actions undertaken from PDP Action Plans • Changes in the perception of staff of their capability to perform The overall responsibility for the performance management monitoring lies with the Staff Development Unit. Monitoring and Evaluation In addition to the provisions of para. 5. A checklist is provided in Annex HR. which shall be submitted. 1. 5.P 4 (Chapter 1 “Policy”).2. in Chapter 1 “Policy”.” Specific objectives: • Performance appraisals undertaken of all IARD staff for the previous year.8.2. the following shall be considered for the monitoring and evaluation of the performance management process.2.1. The SDU Co-ordinator shall collect the formats on a quarterly basis. • Liaison with the HRD on the Plan implementation and obtaining and providing approved Appraisal Forms to the HRD.Ministry of European Integration Implementing Agency for Regional Development The process is co-ordinated by the SDU. progress and recommendations. to the SMT.5.PM 9 for this purpose.2. Monitoring The monitoring and evaluation of the performance management process shall look at the following elements: • All documentation issued according to agreed programme • Completion of Interviews/PDPs according to agreed programme • Proportion of interviews held on the first arranged date • Average performance score given in appraisal broken down by Directorate. 5. Evaluation The main performance indicators which shall be used to evaluate the achievement of the Performance Management Plan. The SMT analyses and decides on corrections to the plan (if it is the case) and provide feedback to all levels of the organization.8. All the persons responsible with carrying out the activities in the Performance Management Plan shall fill in columns 4 and 5 of the format in Annex HR. • Performance appraisals undertaken according to established criteria and Individual Objectives.8. The SDU Co-ordinator shall present the report on findings. shall be identified in relation to the following objectives: Overall objective: “To ensure the performance objectives of IARD are met through the effective management of staff performance. The Co-ordinator of the Unit is responsible for • Preparation of an annual Performance Management Action Plan for approval by the SMT and ensuring all necessary forms and procedures are available. • Appraisals performed according to procedures. • Individual Objectives for the forthcoming year agreed for all IARD staff. The SMT shall meet quarterly and discuss progress and phases of implementation.

Human Resource EDIS (PHARE): Functions & Procedures Version: Final Date: 31/08/04 • • • PDPs .Section VII .as a source of the impact of people development policies on staff confidence and perceptions of improvement in their capability. The monitoring reports and the information included in the monitoring system. Ch 5 Performance Management 161 . Other sources proposed by the evaluators.

Ministry of European Integration Implementing Agency for Regional Development List of Annexes Performance Management Annex HR.PM 8: Annex HR.PM 2: Annex HR.PM 9: Appraisal Methodology Guidance on Overall Performance Management Performance Criteria for Appraisal Appraisal interview Guidelines Appraisal Form Promotion PDP Form Guidance on Defining Individual Objectives Checklist 162 Ch 5 Performance Management .PM 7: Annex HR.PM 5: Annex HR.PM 4: Annex HR.PM 6: Annex HR.PM 1: Annex HR.PM 3: Annex HR.

Section VII . Part 1. b) they have to be quantifiable – to have an actual form of achievement. c) they have to have deadlines. in relation with the achievement of individual objectives set on the basis of the responsibilities mentioned in the job description. (2) The main elements that need to be considered when drawing up the job description are contained in the template that can be found under point 2 in the current annex2. d) they have to be realistic –they have to be fulfilled by the deadlines mentioned and with the available resources. 1 2 Extract from Government Decision 1209/2003 In this manual.1 (1) The appraisal procedure of individual professional performance is applied to each civil servant.P2 of the “Policy” chapter Ch 5 Performance Management 163 . for approving the Performance criteria on the basis of which the individual performance of civil servants is done for the year 2002. (4) The performance criteria on the basis of which the appraisal of civil servants’ individual professional performance is done. 8/2002. The decision is published in the Romanian Official Government Gazette.PM 1 Appraisal Methodology of the Civil Servants’ Individual Professional Performance1 Section 1 Appraisal of individual professional performance of executive and management civil servants Art. The document will be attached to the appraisal report. 2 (1) The appraisal of civil servants’ individual professional performance is done by relating the performance criteria to the degree of fulfilment of individual objectives set for the appraised period. e) they have to be flexible – they can be reviewed depending on the modifications that have come up in the priorities of the public institution or authority. (2) The individual objectives have to meet the following criteria: a) they have to be specific to the activities that involve yielding public power. are those stipulated in the Order of the Public Administration Minister no. are approved by a decision of the president of the National Agency for Civil Servants. Art.Human Resource EDIS (PHARE): Functions & Procedures Version: Final Date: 31/08/04 Annex HR. the job description template can be found in AnnexHR. (5) The performance criteria on the basis of which the individual performance appraisal is done for 2003. (3) Reviewing of the individual objectives is done on a quarterly basis. The modifications are written down in a document signed and dated by the appraiser and by the civil servant that is to be appraised.

respectively the dignitary. during the appraised period. to a position that corresponds to the level of their academic degree. prior to the termination. the rating obtained before the employment of civil servant ended or changed. for the secretary of a commune. when they carry out their activity within some departments that not coordinated by a management civil servant. senior civil servants have the obligation to perform the individual professional performance appraisal for the subordinated civil servants. or within 15 calendar days after the termination or change of employment. In this case. during the appraised period. the appraisal of individual professional performances can also be performed during the appraised period. (5) The appraisal of civil servants’ individual professional performance is done by following the legal regime of conflict of interest regarding civil servants. or a public position corresponding to senior civil servants. or who coordinates the activity of this civil servant. will be also taken into consideration. the employment of the civil servants that have a public management position. with the exception of the cases in par. ends.Ministry of European Integration Implementing Agency for Regional Development Art. d) A mayor. within legal conditions. according to the specific of the tasks in the job description. following the proposal of the local council. c) A superior civil servant. for civil servants that are directly subordinated to him/ her. b) A management civil servant hierarchically superior according to the organisational structure of the public institution or authority. the appraiser can be: a) A management civil servant who coordinates the department in which the executive civil servant carries out his/ her activity. Art. according to the law. (2) The appraisal period is between December 1st and December 31st of the year for which the professional performance is appraised. the civil servant will be appraised for the period until the employment of civil servant ends. (3) In exceptional situations. civil servants obtain a graduate degree diploma and are going to be promoted. Art. The granted rating will be considered for their annual individual professional performance appraisal. for the management civil servant. is suspended or changed. suspension or change of employment. town or an administrative-territorial subdivision of the municipality. c) countersigning the appraisal report. (4) In order for the annual individual appraisal to be carried out. 5 The appraisal procedure is carried out following these 3 steps: a) filling in the appraisal report by the appraiser. in the following cases: a) when. 164 Ch 5 Performance Management . (3). is suspended or changed. the civil servant must have carried out an activity of at least 6 months in civil service positions. the employment of civil servant ends. In this case. 4 (1) The appraisal of civil servants’ individual professional performance is carried out by the appraiser. When granting the annual ratings. 3 (1) The appraised period runs between December 1st of the year previous to the appraisal and December 1st of the current year. b) interview. b) when during the appraised period. is suspended or changed. (2) In the sense of the current methodology. for subordinated management civil servants or for executive civil servants. c) when.

50 – satisfactory c) between 2. Art 8.51 – 2.51. d) in order to obtain the score for meeting the performance criteria. c) each performance criterion is scored from 1 to 5. c) the appraisal report is signed and dated by the appraiser and the appraised civil servant. c) establishes the final appraisal classification of individual professional performance. and any other observations that s/he deems relevant.51 – 4. represents the exchange of information that occurs between the appraiser and the civil servant. the arithmetical mean of the scores for each criterion is calculated.3. During the interview the following actions are carried out: a) the appraised civil servant is informed about the observations made by the appraiser in the appraisal report.50 – very good e) between 4. (2) The standard template of the appraisal report is under point 3 in the current annex. The final appraisal rating is established on the basis of the final score.50 – good d) between 3. the scores expressing the degree of achieving that particular objective from a quantitative. as a stage in the appraisal process.00 – 1.Section VII . score 5 – maximum level. as follows: a) between 1. the appraiser: a) analyses the achievement of set individual objectives. the comments of the civil servants are included in the appraisal report. Ch 5 Performance Management 165 . quality and meeting the deadline viewpoint. letters a) and c) is the following: Score 1 – minimum level.50 – not satisfactory b) between 1. d) makes a note of special results achieved by the civil servant. the arithmetical mean of the scores obtained for each objectives is calculated. the score expressing the evaluation of the achievement of the performance criterion in achieving the set individual objectives. (1).5. The appraiser can modify the appraisal report if a common viewpoint has been agreed. (2) The significance of the scores mentioned in par. Art. difficulties encountered by the civil servants in the appraised period. 6 (1) In view of filling in the appraisal report.00 – exceptional Art. 9 The interview.51. b) in order to obtain the score for achieving the objectives.Human Resource EDIS (PHARE): Functions & Procedures Version: Final Date: 31/08/04 Art. 7 (1) Scoring the objectives and performance criteria is done following these steps: a) each objective is marked with scores from 1 to 5. b) rates the performance criteria depending on their importance. b) if there is a disagreement between the appraiser and the civil servant regarding the observations.

the person countersigning the report will be the deputy of the manager of the authority or public institution. Art. 11 (1) The civil servants who are not content with the result of the appraisal can appeal it at the manager of the public institution or authority. appointed by a decision of the prime minister. a president and 4 members. 12 The high level civil servants’ appraisal of individual professional performance is done by a commission made up of 5 personalities. b) the way of achieving the objectives and performances obtained by the managed structures. according to the law. (1) can address the Disputed Claims Office. (2) In the sense of the current methodology. 166 Ch 5 Performance Management . (3) is forwarded to the civil servant. In exceptional situations. on the basis of the activity report of the superior civil servant. the person countersigning can be: a) a civil servant hierarchically superior to the appraiser.Ministry of European Integration Implementing Agency for Regional Development Art. 13 (1) The high level civil servants’ appraisal of individual professional performance consists of the appraisal. Art. Section 2 Specific regulations regarding the superior civil servants’ appraisal of individual professional performance Art. (3) The result of the appeal is communicated to the civil servants within 5 days from the date of solving the appeal. in the following cases: a) the appraisal does not correspond to reality. (2) The appeal is done within 5 days from the date of the receiving the report by the appraised civil servant. town or the administrative-territorial subdivision of the municipality. (3) The appraisal report can be modified according to the decision of the person countersigning it. When this is not possible. 10 (1) The appraisal report is forwarded to the person that countersigns the document. (4) The civil servant who is not content with the way of solving the appeal in par. of the following: a) the way and degree of achievement of objectives set by the manager of the public institution or authority. and is solved within 15 days from the date of receipt. a civil servant that holds the highest position within the public institution or authority will be appointed for countersigning. according to the organisational structure of the public institution or authority. when according to the organisational structure of the public institution or authority there is not any civil servant hierarchically superior to the appraiser. for the secretary of the commune. b) if there is a disagreement between the appraiser and the appraised civil servant that cannot be solved. at the proposal of the Minister of Administration and Internal Affairs. (4) The appraisal report modified according to the criteria mentioned in par. b) the prefect.

the score expressing the evaluation from a quantitative. mentioned in par. the arithmetical mean of the scores for achieving the activities mentioned in art. Art. 13 is calculated. b) in order to obtain the score for the activity appraisal. (2) The managers of the public institution or authority where the superior civil servants work. according to the law. by following the following stages: a) each component of the activity report mentioned in art. 13 is marked with scores from 1 to 5. and ways of eliminating these shortcomings. Artt. (1). will write up a report.. and the report of the manager of the public institution or authority. regarding the components of the activity reports. Ch 5 Performance Management 167 . 15 Ar 15 High-level civil servants who are not satisfied with the rating obtained following the appraisal can submit a claim to the Disputed Claims Office. (1). 8 are applied accordingly to the scores given following the criteria mentioned in par.Human Resource EDIS (PHARE): Functions & Procedures Version: Final Date: 31/08/04 c) the proposals regarding the way in which the activity of the managed structure is made effective. (2) The provisions of art. 14 (1) The appraisal is carried out on the basis of the activity report drawn up by the high level civil servant. quality and meeting the deadline viewpoint. by identifying the shortcomings in their activities.Section VII .

50 Meets most targets and satisfactorily completes most tasks. The criteria should not be used as a checklist. Responds effectively to external requests. Exceptional would be limited to a very few. Complaints are common. Lets others down. Needs more assistance and guidance than peers. Does not make a sufficient contribution to teams. Delivers to agreed or acceptable quality standards. Targets set are easy compared to most peers and/or normal expectations. Consistently does not deliver work to agreed or acceptable standards. Does not respond adequately to customer requests.2. Does not show consideration of others. The problem lies with the individual rather than external influences. Complaints are not uncommon. Good (Effective): 2. Not Satisfactory (Not Effective): 1. Requires a substantial amount of management time. Recognises when progress against tasks is slipping and does something about it. Responds poorly to customer requests. the issue would still be obvious. Has difficulty in prioritising workload.50 • • • • • • • Consistently neither meets agreed targets nor satisfactorily complete tasks. Too easily sidetracked. Good (Effective). Has to refer back more than peers. damaging the reputation of the organisation.50 • • • • • • • • • • • • • • New to the job and requires to learn core aspects or disciplines. The numbers against each category relate to the Civil Service appraisal assessment levels. Is not supportive to others and inter-personal skills are under-developed. A trainee on a planned development programme.PM 2 Guidance on Overall Performance Assessment There are five main categories within the criteria given below – Not Satisfactory (Not Effective). 168 Ch 5 Performance Management . seriously damaging the reputation of the organisation. Focuses on agreed priorities. Does not focus on agreed priorities. but rather as a guide to overall performance. Misjudges what the main issues are. Needs considerable and frequent assistance and guidance. or does not satisfactorily complete tasks. Prioritises work. Satisfactory (Not Yet Effective). Lacks initiative.51. Satisfactory (Not Yet Effective): 1. Targets set are relatively easy compared to most peers and/or normal expectations. Establishes good working external relationships. Cannot be relied upon to get the job done. Requires a lot of management time. Very Good (Very Effective) and Exceptional.3. Often does not deliver work to agreed or acceptable standards. Is disruptive in teams. Often does not meet agreed targets. Does not prioritise workload. The problem lies with the individual rather than external influences. maintaining the reputation of IARD.51.00-1. Needs more time before being able to perform effectively in all aspects of the job. Does not focus sufficiently on agreed priorities. Where quality standards are not well defined. Usually demonstrates effective skills/knowledge/behaviour when the opportunity arises. Typically an organisation might expect the majority of staff being assessed as good with 80%+ of staff falling within the good /very good categories. Unreliable.Ministry of European Integration Implementing Agency for Regional Development Annex HR. manages own time and keeps on top of the job. Misjudges what the main issues are.

Ch 5 Performance Management 169 . especially when it really matters. Almost always demonstrates effective skills/knowledge/behaviour or demonstrates a higher level of skills/knowledge/behaviour than would normally be expected compared to peers. Looks to create opportunities for colleagues in other teams. Does not require an undue amount of management time. Can always be relied on to deliver. Regularly exceeds high quality standards. Where failures occur these are often more due to external influences than from their own performance.Section VII . Can be relied on get the job done. Always demonstrates effective skills/knowledge/behaviour or demonstrates a much higher level of skills/knowledge/behaviour than would normally be expected compared to peers. Targets set are more challenging than for most peers or compared to normal expectations. Can be empowered to a much grater extent than almost all peers. Regularly exceeds expectations of those external to IARD thereby significantly enhancing IARD’s reputation.51. In addition to own contribution to teams.00 • • • • • • • Always meets or exceeds the most challenging targets. Consequently enhances the reputation of IARD. Always thinks about delivering to the highest quality with a focus on the outputs and anticipating issues. Is able to perform effectively with the minimum of supervision. Where failures occur it is due to external influences.50 • • • • • • • • Consistently meets challenging targets and occasionally exceeds them. Consistently achieves and maintains high quality standards. enhancing their contribution.51-4. As a result is often given more difficult /important tasks than peers. Exceptional: 4. Targets are set at the most challenging levels. Significantly enhances the work of teams. Very Good ( Very Effective): 3. Motivates others to perform. The loss of such an employee would have a severe impact. Engenders team spirit. Seeks to benefit colleagues in other teams wherever appropriate opportunities arise. Requires little management time. setting an example for others. supports and encourages others. Targets set are no more or less than for most peers or compared to normal expectations. Always anticipates problems and takes appropriate action. Establishes and maintains effective working relationships and considers impact of own actions on others.5. Training for current job would focus on updates/refresher programmes.Human Resource EDIS (PHARE): Functions & Procedures Version: Final Date: 31/08/04 • • • Contributes effectively to teams.

by identifying adequate solutions and taking risks. to take responsibility for them. Involves engagement in achieving the objectives. Capacity to efficiently put into practice one’s own solutions and the ones that are available for carrying out the activity. Involves engagement in achieving the objectives. Executive Civil Servants. capacity to carry out activities in a regulated context Represents the capacity to accept one’s errors. Capacity to carry out activities that are meant for achieving the objectives. Involves engagement in achieving the objectives. Ability to put into practice their knowledge. or the shortcomings of one’s own activity. Represents the capacity to overcome obstacles or difficulties encountered in current activity. Represents the capacity to accept one’s errors. capacity to learn from mistakes and not to repeat them.Ministry of European Integration Implementing Agency for Regional Development Annex HR. Permanent desire to improve one’s professional performance. to improve the current activity. Ability to put into practice their knowledge. 170 Ch 5 Performance Management . by proposing adequate solutions and taking risks. Ability to put into practice their knowledge. to take responsibility for them. as well as activities and assignments that are not planned. by proposing adequate solutions and taking risks. Capacity to carry out activities that are meant for achieving the objectives. Defining the criterion for executive civil servants class C Is characterised by establishing the degree of achievement of individual objectives set for the appraised period.PM 3 Performance Criteria for Appraisal 1. in view of achieving the objectives. Capacity to carry out activities that are meant for achieving the objectives. to improve the current activity. Adaptability Taking responsibility Problem solving capacity Implementing capacity Capacity to self improve and to make use of gained experience. Represents the capacity to accept one’s errors. Permanent desire to improve one’s professional performance. Permanent desire to improve one’s professional performance. capacity to learn from mistakes and not to repeat them. to improve the current activity. in view of achieving the objectives. Represents the capacity to overcome obstacles or difficulties encountered in current activity. in view of achieving the objectives. delegated responsibilities. Defining the criterion for executive civil servants class A Is characterised by establishing the degree of achievement of individual objectives set for the appraised period. Performance Criteria Achieving the objectives Defining the criterion for executive civil servants class B Is characterised by establishing the degree of achievement of individual objectives set for the appraised period. Capacity to efficiently put into practice one’s own solutions and the ones that are available for carrying out the activity. capacity to learn from mistakes and not to repeat them. Represents the capacity to overcome obstacles or difficulties encountered in current activity. delegated responsibilities. capacity to carry out activities in a regulated context. to take responsibility for them. or the shortcomings of one’s own activity. delegated responsibilities. Capacity to efficiently put into practice one’s own solutions and the ones that are available for carrying out the activity. or the shortcomings of one’s own activity.

Ability to easily send and receive information. Capacity to express oneself in writing in a fluent.Human Resource EDIS (PHARE): Functions & Procedures Version: Final Date: 31/08/04 Capacity of analysis and synthesis Capacity to interpret a large amount of information. to participate effectively. in order to effectively carry out all the responsibilities. Is characterised by a proactive attitude in solving problems and achieving objectives by creating alternative ways of solving current problems. positive attitudes towards new ideas. to send and influence ideas. Capacity to integrate in a team. in order to achieve the team’s objectives. to correctly use the vocabulary and to use the language that is suitable for those particular documents. in order to achieve the team’s objectives. capacity to anticipate solutions and to organise one’s own schedule or other people’s schedules. inventiveness. to correctly use the vocabulary and to use the language that is suitable for those particular documents. to select the essential features of the analysed area. inventiveness in finding new ways of optimising the activity.Section VII . inventiveness in finding new ways of optimising the activity. Capacity to carry out activities without seeking coordination. Ability to easily send and receive information. to send and influence ideas. both in writing and verbally. opportunities and constraints and their consequences. with the exception of the cases in which the activities involve decision making that go beyond their limits of responsibilities. Ability to easily send and receive information. Capacity to organise one’s own schedule in order to effectively carry out all the responsibilities. to participate effectively. Capacity to provide informational support. in order to achieve the team’s objectives. Capacity to express oneself in writing in a fluent. to select the essential features of the analysed area. positive attitudes towards new ideas. clear and concise manner. Capacity to integrate in a team. Capacity to predict future requirements. Creativity and initiative Capacity to plan and act strategically Capacity to communicate Capacity to work independently Capacity to interpret a large amount of information. Capacity of counselling Ch 5 Performance Management 171 . with solid argumentation. Capacity to express oneself in writing in a fluent. to participate effectively. adequately justified and presented whenever required. both in writing and verbally Capacity to work in a team Competence in writing Capacity to integrate in a team. clear and concise manner. clear and concise manner. both in writing and verbally Is characterised by a proactive attitude in solving problems and achieving objectives by creating alternative ways of solving current problems. opportunities and constraints and their consequences. positive attitudes towards new ideas. to identify and make use of new and constant elements. capacity to anticipate solutions and to organise one’s own schedule in order to effectively carry out all the responsibilities. to correctly use the vocabulary and to use the language that is suitable for those particular documents. Capacity to predict future requirements. to identify and make use of new and constant elements. to send and influence ideas. Is characterised by a pro-active attitude in solving problems and achieving objectives by creating alternative ways of solving current problems.

Respect towards the law and loyalty to the institution’s interests Work conduct Capacity to offer adequate information for a particular activity and to offer support in putting this information into practice. Implies compliance with discipline and ethical norms in carrying out responsibilities and achieving objectives. with the citizens. as well as supporting the institution and its objectives by promoting its strategies. fax. Implies compliance with discipline and ethical norms in carrying out responsibilities and achieving objectives. by using standard processing techniques. overhead projectors. in the relationship with civil servants. Ability to use computers. as well as with the other beneficiaries of services provided by civil servants. as well as supporting the institution and its objectives by promoting its strategies. fax. ability to use other types of office equipment: photocopiers. overhead projectors. Ability to use computers. as well as with the other beneficiaries of services provided by civil servants. 172 Ch 5 Performance Management . Implies the knowledge and consistence application of regulations that are specific to their current activity.Ministry of European Integration Implementing Agency for Regional Development Capacity of guidance Abilities in using computers and other IT equipment. overhead projectors. Implies the knowledge and consistence application of regulations that are specific to their current activity. policies and a favourable image. policies and a favourable image. by using standard processing techniques. ability to use other types of office equipment: photocopiers. with the citizens. ability to use other types of office equipment: photocopiers. Implies the knowledge and consistence application of regulations that are specific to their current activity. with the citizens. Implies compliance with discipline and ethical norms in carrying out responsibilities and achieving objectives. capacity to use systems that are specific to the position. as well as with the other beneficiaries of services provided by civil servants. in the relationship with civil servants. by using standard processing techniques. Ability to use computers. as well as supporting the institution and its objectives. fax. in the relationship with civil servants. Capacity to offer adequate information for a particular activity and to offer support in putting this information into practice. capacity to use systems that are specific to the position. capacity to use systems that are specific to the position.

to implement and maintain efficient staff policies. Represents the capacity to supervise the way in which the decisions are translated into realistic solutions. Represents the capacity to transfer responsibilities to subordinated staff that corresponds to legal requirements in terms of limits of responsibility.Section VII . The responsibilities and objectives will be set according to the level. Capacity to manage Capacity to coordinate Capacity to control Capacity to obtain the best results from the managed structure Decision making capacity Capacity to delegate Abilities in managing human resources Capacity to develop the staff’s abilities Competence in managing resources Abilities in training Abilities to negotiate Objectivity in evaluation Ch 5 Performance Management 173 . Capacity to effectively use material and financial resources Represents the capacity to identify training needs of the subordinated staff and to forward proposals regarding the topics and ways of organising training sessions Represents the ability to organise and lead a meeting. ability to plan and manage the activity of a team made up of different personalities. regarding the activity of the managed structure. Represents the capacity to make quick decisions. ability to listen to and take into account different opinions. identifying the shortcomings and taking necessary measures to tackle them in due time. in view of achieving the department’s objectives.Human Resource EDIS (PHARE): Functions & Procedures Version: Final Date: 31/08/04 2. Is characterised by knowledge of the subordinated staff’s abilities. Is characterised by harmonising decisions and actions of the staff. to acknowledge the merits and to improve performance. Capacity to motivate and encourage the development of the staff performance by: knowledge of the staff’s aspiration. Implies correctitude in decision making. as well as the activities within a department. impartiality in appraising subordinated staff and in the way of granting rewards for special results in their activity. in view of achieving the set objectives of the managed structure. category. defining their responsibilities. in view of motivating them. class and rank of the civil servant. by providing the adequate support and motivation. and setting out their objectives in a balanced and equitable manner. as well as to act for managing and solving conflicts. to put it into practice and to maintain it. capacity to adapt the management style to different situations. Represents the capacity to plan and effectively manage the activity of the subordinated staff. capacity to plan and conduct interviews. Represents the ability to create a realistic vision. providing a development perspective and a confident attitude. with a different level of capacity to collaborate for fulfilling a responsibility. with a sense of responsibility and according to legal competence. as well as to have a solution oriented perspective. including the capacity to create. as well as to offer support for obtaining positive results for the team. given the different positions of the parties. Management Civil Servants Performance Criteria Capacity to organise Defining the criterion Represents the capacity to identify the activities that must be carried out by the managed structure.

if necessary. If there has been a significant change in duties then it is appropriate to ensure that the job description represents these changes accurately. If interrupted. Monitor non-verbal communication. Be specific 174 Ch 5 Performance Management . In the case of new employees it is crucial to provide regular feedback on performance and to address any concerns as early as possible. Elicit information. what approach do you plan to use? Environment The room should be conducive to private and relaxed conversation and free from interruptions. with recommended more informal quarterly reviews. Appraisal Interviews Notes for Supervisors The Appraisal Interview is to be conducted at least annually and the Individual Objectives reviewed at six months. Encourage the staff member to talk. It is wise not to schedule something important following the discussion so that. Time Allocate plenty of time (1 hour) to the discussion. Preparation for the Discussion Consider the staff member. attempt to terminate the interruption immediately. Active listening Give your whole attention to the discussion.PM2 and HR. In preparation for the review discussion. the supervisor and staff member are encouraged to consider the assessment guide and performance criteria in Annexes HR. Think back over the last year! What went well? What could have been done differently? What plans do you have in which this staff member may feature? What training may be required? What issues might be raised? Can you deal with these? If not. It is crucial that the staff member feels that the investment of time is given willingly and that for this period they are the most important part of the supervisor's day.PM 4 Guidelines for Supervisors and Staff Members How to undertake an Appraisal Interview and Personal Development Plan 1.Ministry of European Integration Implementing Agency for Regional Development Annex HR. Interruptions Allow no interruptions and divert the phone. greater time can be spent without having to terminate the discussion at a crucial point. and give feedback to make sure you are understood.PM3 respectively. This shows respect to the staff member and that you view the review as an important task requiring your fullest attention. Clarify the message. These provide a framework for establishing and reviewing Individual Objectives and the Personal Development Plan during the discussion.

Be careful not to use generalisations. • clear up any misunderstandings. and • remove any barriers in the way of your performance. The solution may not be accepted. Praise Use praise in a specific and accurate way. During the meeting the following points might assist you: Open Sharing of Views Try to be as relaxed and prepared as possible. To get the most out of your review meeting it is important to prepare for and actively participate in the discussion. As part of this process. • talk about what went well and what could be improved. seek genuine agreement to solutions and listen to contributions with an open mind. Try to raise issues by offering solutions. Ch 5 Performance Management 175 .Human Resource EDIS (PHARE): Functions & Procedures Version: Final Date: 31/08/04 Focus on one thing at a time. Praise provides reinforcement and increases the likelihood that good performance will be repeated in the future. the objectives and standards agreed for the next year and training or developmental needs of the staff member to help achieve agreed goals. it is an opportunity for you to: • clarify your job description and job goals. The employee should be allowed to take direct responsibility for personal performance. Work together to set objectives Ensure that the staff member has input during the process. summarise agreed action/s and arrange follow-up dates. The appraisal meeting between your supervisor and yourself is a joint discussion of your past performance and your feelings about the position.Section VII . The accompanying Appraisal Form is designed to assist you to prepare for your forthcoming meeting. and to enable you to improve performance through reviewing and setting goals and objectives with your supervisor. but by offering a suggested solution the foundation for constructive conversation is laid. Mutually agree on the nature of the job itself. Notes for Staff Members A performance appraisal is to help you to improve your understanding of the duties and skills required to do your job effectively. Key dates should be put in diaries and plans drawn up for ongoing discussions at clearly defined dates and times. Think about how you will raise sensitive topics. Ask the employee for ideas and suggestions. not just raising problems. Before the end of the review. Specifically. you and your supervisor will hold appraisal interviews annually and review meetings at six months for your individual objectives (quarterly informal reviews also possible). This is followed by agreeing together your objectives for the forthcoming year. Be willing to put your point of view across in a frank. If used when commenting negatively on performance. you may find the employee reacting in a defensive and possibly aggressive manner. you may sound unprepared and insincere. positive way. the level of performance over the last period. It is also a time to receive praise for positive achievements and explore performance barriers in a collaborative way. Keep an open mind Suspend judgement and don't impose solutions. If used when commenting positively on performance.

They are designed to help you analyse your own work situation and get the most out of a review discussion. In preparation for the discussion. to make everyone better. The ultimate purpose of performance appraisal is to allow employees and managers to improve continuously and to remove barriers to job success. often managers and HR treat it as such). it is suggested that you identify the major areas of responsibility of your position from your job description. and to examine his or her performance in a more objective way (see defensiveness below). Employees can prepare by reviewing their work beforehand. many employees walk into the appraisal meeting not having thought about the review period. Please read the completed Appraisal Form and discuss any adjustment with your supervisor before signing the document. ask questions to clarify.Ministry of European Integration Implementing Agency for Regional Development Active Listening Listen openly to what your supervisor has to say. For both Supervisors and Staff Members What to AVOID in carrying out Appraisal Interviews Focusing on the appraisal forms Performance appraisal isn't about the forms (although. identifying any barriers they faced in doing their jobs. work with your supervisor in a constructive way to establish a solution. We do not look back to record or punish past failings.PM3 respectively. This will provide a framework for establishing and reviewing developmental objectives during the discussion. the whole process becomes a waste of time. This form will indicate the objectives that you and your supervisor have agreed are applicable for the next twelve months. If you recognise that a problem exists. Make sure that you keep your copy of the Form and any notes so that you have a complete set of documents generated during the discussion. The agreed outcomes of your discussion with your supervisor will be recorded on the Appraisal Form (Annex HR.PM6). or being a passive participant.PM2 and HR. Once you understand your supervisor's point of view you will be in a better position to correct errors of perception or fact and present your view in a rational way. Reflect on your past and current performance and feelings about your job. If the focus is getting the forms "done". Being unprepared means being a reactive participant. If you feel your supervisor is incorrect. Not preparing beforehand Preparing for performance appraisal helps the employee focus on the key issue . Neither is going to help supervisor or employee. In other words. and so are unprepared to present their points of view. and refamiliarising themselves with their job descriptions. Reviews are most effective when seen as forward looking. 176 Ch 5 Performance Management . and are simply a way or recording basic information for later reference. During your review meeting. We look back to give us a picture of where we have been so we can set new goals for the future. Forms do not make people better. Unfortunately. it is suggested that you and your supervisor discuss the assessment guide and performance criteria in Annexes HR. job responsibilities.performance improvement. Then prepare proposed objectives and plans for their achievement and any training and development needs. Take the time to think about these guidelines and criteria before this discussion. and any job performance expectations set with the supervisor. without thought and effort.

making it more difficult to hear others' comments about our work. emotional way. Some employees are uncomfortable doing that. Not clarifying enough Life would be much easier if supervisors were perfect. Performance appraisal is about positive open communication between employee and supervisor. unless employees clarify when they are not sure about the reasoning or explanations. Some are aggravating and some not. but they are not. Even if managers aren't creating that communication. Remember also that managers can't read minds. and while supervisors should be creating a climate where employees are comfortable.Human Resource EDIS (PHARE): Functions & Procedures Version: Final Date: 31/08/04 Defensiveness We tend to take our jobs seriously and personally. factual information. even if the supervisor does not initiate it. rather than a defensive. not just at appraisal time. However. At times employees will not be clear about their supervisor’s reasoning or comments. Generally it is primarily management's responsibility to ensure that there are no surprises at appraisal time. Even constructive criticism is often hard to hear. and ways to increase productivity. It is in the employee’s interest to open up discussion about performance during the year. The constant key is for employees to participate actively and assertively. not a universal practice. In fact many problems can be prevented if they are caught early enough. The better supervisors will work with employees to help them do their jobs more effectively. factual manner. It is a shared responsibility. but they can't know how they can help unless employees provide them with good. Performance appraisal time is an excellent time for employees to make suggestions about things that could be changed to improve performance. Of course. Conclusion The major responsibilities for setting performance appraisal tone and climate rest with supervisors. about how to remove barriers to job success. That doesn't mean employees can't present their own opinions and perceptions. Not communicating during the year Employees need to know how they are doing all year round. If employees enter into the discussion with an attitude of "defending". even better. but this is unfortunately.Section VII . Some do not. employees can and should. then it's almost impossible to create the dialogue necessary for performance improvement. it makes it very difficult to avoid this defensiveness. but it does mean that they should be presented in a calm. particularly when they are critical. That could be because the supervisor is not clear him/herself. the sooner problems can be fixed. and what they need to change (or keep doing). and keep focused on how things can be improved in the future. if supervisors are inept in the appraisal process. concrete ideas. employees who come at the process with a negative or defensive approach are not likely to gain from the process or to prosper over the long term. or simply is not good at explaining. but to keep a problem-solving mind-set. It is important to leave the appraisal meeting having a good understanding of what has been said. or what a supervisor is suggesting. Ch 5 Performance Management 177 . However. The sooner employees know where they are at. Allowing one-sidedness Performance appraisals work best when both participants are active. Some communicate and explain well. or. even when supervisors do their jobs well. and expressing their positions and ideas. they will not know what they need to do to improve their future job performance. Often supervisors discuss both positives and negatives of employee performance throughout the year. some supervisors are not good at it.

to distinguish between purely personal as distinct from work related needs. The Form then has 4 questions. particularly those of openness. often requiring some imaginative thinking. The PDP Form (Annex HR. the process also is valuable in aiding team building. It provides the opportunity to reaffirm the support offered by the supervisor during that period. identifying the Strengths and Areas of Improvement of the staff member and. further build the relationship and gain valuable feedback on developmental progress. The same principles apply. 178 Ch 5 Performance Management . The PDP discussion is key event that allows both supervisor and staff member to take stock on what should be a continual process of development over the year.Ministry of European Integration Implementing Agency for Regional Development 2. It is also about encouraging staff to take responsibility for their own development. over time. However. Skills development is usually a gradual process over time and progress will often go unnoticed or will only become apparent by a particular event. clarity.PM7) follows a simple process that involves: For new PDPS. Personal Development Planning The PDP process directly follows the Appraisal Interview. a charting of progress and confidence building. 4. although building on the strengths is not precluded. If the action is likely to be part of the Training and Development Plan. PDPs are not likely to generate defensive behaviour – the process can be more positive from the outset. preparing beforehand and all those areas indicated as to be ‘avoided’. What ways could you develop these areas of knowledge and skills? This question is aimed at seeking ways other than just training courses to meet needs. Why do you need to develop these areas of knowledge and skills? This is aimed at ensuring the relevance of the needs to job . 3. It is important that who is to take the action and the target dates of the actions are entered in the specified columns. How would you measure the outcome? This is an important question. reviewing those identified previously. These are designed to assist the supervisor and staff member to think more deeply about training & development needs: 1. 2. The Action Plan brings all these responses together. problem solving. The PDP is not just about an annual review of staff development. Identifying such an event or prescribing it as a target allows staff members to chart progress and build confidence. These relate directly to the performance appraisal and allow a development of self-awareness and. for existing PDPs. What knowledge and skills do you need to develop? This usually follows from the identification/review of the areas of improvement. then this column is also ticked. which may be simpler and more effective. Consequently there can be a mix of methods involving both the individual taking certain actions as well as the Directorate. Collectively.

Training courses*…………………………. Public position:…………………………… Remuneration rank:………………………..to………. Special results: Objective difficulties encountered during the appraised period: Ch 5 Performance Management 179 .PM 5 Part 1 Appraisal Form Appraisal Report Template APPRAISAL REPORT OF THE INDIVIDUAL PROFESSIONAL PERFORMANCES OF THE CIVIL SERVANTS Name and surname:……………………….. Date of last promotion:…………………….Section VII . Performance criteria*: Grade / Comments: Grade for meeting the performance criteria: Final appraisal grade:…………………… Final appraisal classification: Report*: * To be written up by the appraiser. *Courses attended during the appraised period..Human Resource EDIS (PHARE): Functions & Procedures Version: Final Date: 31/08/04 Annex HR. Objectives % of time Deadline Achieved (percentage) % Grade Grade for achieving the objectives:…………………………. Educational background:…………………. No.. Appraised period: from………….

Objectives % of time Deadline Recommended training courses: Comments of the appraised civil servants: Signature of the appraised civil servant: Date: Signature of the appraiser: Name and surname: Public position: Date: Comments of the person countersigning the report: Signature: Name and surname: Public position: Date: 180 Ch 5 Performance Management .Ministry of European Integration Implementing Agency for Regional Development Other observations: Objectives for the next appraisal period: No.

Objectives % of time Deadline Amended Yes/No Reason for any Amendment: Reason for any Amendment: Reason for any Amendment: Reason for any Amendment: Manager Staff Member Date: Date: Second Quarterly Review No.Section VII .Human Resource EDIS (PHARE): Functions & Procedures Version: Final Date: 31/08/04 Part 2 Performance Review First Quarterly Review (if appropriate) No. Objectives % of time Deadline Amended Yes/No Reason for any Amendment: Reason for any Amendment: Reason for any Amendment: Reason for any Amendment: Ch 5 Performance Management 181 .

Ministry of European Integration Implementing Agency for Regional Development Personal Development Plan Review Key Points inserted from PDP Review Form (Annex HRPM 7) Manager Staff Member Date: Date: Third Quarterly Review (if Appropriate) No. Objectives % of time Deadline Amended Yes/No Reason for any Amendment: Reason for any Amendment: Reason for any Amendment: Reason for any Amendment: Manager Staff Member Date: Date: 182 Ch 5 Performance Management .

in compliance with the relevant salary legislation. For executive civil servants positions: For “principal” executive civil servant grade: • minimum 2 years length of service in “ assistant” executive civil servant grade.2. in the class corresponding to the education level. The promotion to a higher position can be: • definitive. • complies with the specific requirements on the job description. head of department and equivalent. Promotion in Higher Civil Servant Positions Promotion is a means for career development through acceding to a vacant higher position. • • • 2. min. appointed in a civil servant position in class I. when the management public position is held on a temporary basis. following a promotion contest and is open to civil servant staff in the MEI. The candidates participating in the contests for promotion to higher civil servant positions shall comply with the following eligibility criteria: 1. 1. head of department and equivalent. • marked at least “ very well” in the last 2 years’ individual performance appraisals. 2 years for head of office. For “superior” executive civil servant grade: • minimum 2 years length of service in “ principal” or 4 years in “ assistant” executive civil servant grade. regional training centres for local public administration as well as of other specialized institutions in the country or abroad. provided in the recruitment plan or for those positions becoming vacant during the year. minimum length of service in the qualifications necessary for civil servants positions. • complies with the specific requirements on the job description. as follows: min. • marked at least “ very well” in the last 2 years’ individual performance appraisals. Promotion in Salary Grades The civil servant is promoted in the salary grids (within the same civil servant position) according to his/ her own public position. 1 See “ Recruitment and Selection” procedures in this manual Ch 5 Performance Management 183 .PM 6 Promotion 1. following the same procedures as those provided for recruitment and selection of staff1.Human Resource EDIS (PHARE): Functions & Procedures Version: Final Date: 31/08/04 Annex HR. • temporary. comply with the specific requirements on the job description. except head of office. The contest will be organized for those vacancies made available for promotion.in this case the position can be acceded to through a contest or examination ( in case of a single candidate).Section VII .1. For management civil servant positions: • graduates of specialized training programmes in public administration organized by the National Institute for Administration. in the class corresponding to the education level. 5 years for management positions.

184 Confidential MEI: Implementing Agency for Regional Development Ministry of European Integration Implementing Agency for Regional Development Ch 5 Performance Management Personal Development Plan ( year ……) Staff Member Copy Manager Copy SDU Copy Name Position/Directorate Manager Analysis of Strengths and Areas for Improvement from Performance Appraisal Strengths December June Areas for Improvement December June Annex HR.PM 7 .

Human Resource EDIS (PHARE): Functions & Procedures Version: Final Date: 31/08/04 185 .Needs Analysis What knowledge and skills do you need to develop? Why do you need to develop these areas of knowledge and skills? What ways could you develop these areas of knowledge and skills? How would you measure the outcome? Ch 5 Performance Management Section VII .

186 Development Plan Action (where appropriate) Send to TU for Training Plan input By Whom Target Date Ministry of European Integration Implementing Agency for Regional Development Ch 5 Performance Management Manager Staff Member Date: Date: .

Section VII .Human Resource EDIS (PHARE): Functions & Procedures Version: Final Date: 31/08/04 : Target Date 6 Month Progress Review/Actions By Whom Staff Member Manager Ch 5 Performance Management Date: Date: 187 .

Ministry of European Integration Implementing Agency for Regional Development Annex HR. Question: Is there a finish and/or a start date clearly stated or defined. in project or financial management. Question: Is there a reliable system in place to measure progress towards the achievement of the Objective? Achievable means the Objectives can be reached – that there is a likelihood of success. Against each Key Responsibility within the Job Description there could be more than one Objective. percentage or frequency? If not. method or procedure that allows the tracking and recording of the behaviour or action related to the subject of the Objective. although activities can be part of the Objective. It is vital that performance objectives are clear and transparent measures for Performance Appraisal. number. Question: Has the Objective a precise or specific outcome that is linked to a rate. a simple set of rules is in them being “SMART”: Specific means detailed. 188 Ch 5 Performance Management . that the Objective being set is something the appraisee can actually impact upon or change and. but that does not mean easy or simple. Targets should be challenging for the skills and abilities of the individual but care should be taken to avoid setting targets that are too difficult. They should. reflect desired outputs rather than just activities. Question: Can the people with whom the objective is set make an impact on the situation? Do they have the necessary knowledge. number. Specific means spelling out the details such as linking it to a rate. or focused. it is also important to the organisation. An Objective is specific if everyone knows exactly what is to be achieved. authority and skill? Timebased means the Objective has to have a date (Day/Month/Year) somewhere for when the task has to be started (if it's ongoing) and/or completed (if within the next year). not just the number of projects to be handled. as far as possible. If this cannot be done the appraisee will need to know the criteria that will apply to assess performance. this requires some measure of quality. PM 8 Guidance on Defining Individual Objectives Setting objectives with employees establishes clear expectations. secondly. Question: With a reasonable amount of effort and application can the Objective be achieved? Relevant means two things. are the criteria for assessing performance clearly understood? Measurable means that there is a system. In defining Objectives. particular. Therefore. as this will not motivate people. percentage or frequency. Effective objective setting can help foster a spirit of greater co-operation as well as contribute to higher productivity and morale. for instance.

based on established and transparent performance criteria related to both competencies and individual performance objectives for the previous year. Adequate time was set aside for the interview and it was undertaken in private 5. Ch 5 Performance Management 189 . Interview dates and times were agreed well in advance 4. 2.Section VII . Performance was assessed and the level agreed. The staff appraisal interview occurred during the month of December for the previous year Reviews were undertaken on at 6 months and a quarterly basis (by case).MP 9 Checklist for Performance Management 1. 8.Human Resource EDIS (PHARE): Functions & Procedures Version: Final Date: 31/08/04 Annex HR. Each Objective was appraised and scored using the scoring system provided in the procedure Individual SMART Objectives. were discussed and agreed for the forthcoming year and directly related to job description. Following the performance appraisal. 3. 6. the Personal Development Plans were reviewed or developed Development outcomes were recorded in the form of an action plan with responsibilities and timeframes. 7. 9.

Detailed programming issues are dealt with under 6. • Objectives The overall objective shall be: “To support the development of IARD staff in acquiring the necessary skills to meet the performance objectives of IARD in relation to the management of Phare programmes”. TRAINING AND DEVELOPMENT 6. • Training & Development Activities Outlining the proposals for the range of activities and who would participate. 6. Training and Development Plan Each year the SDU Co-ordinator will produce an IARD Training and Development Plan for the forthcoming year. • Training Needs Summarising the findings on the training needs analysis. Introduction These procedures describe the processes followed by IARD that enable staff to access training programmes organised through the SDU. including the RDAs.2.TD 1). Directors have the required delegation to approve an employee’s participation in a programme of training and development activity. amendment and approval of the IARD Senior Management Team.3 below. which shall provide the basis for prioritising the training and development activities. The general annual programme for the preparation of the Plan is set out in Diagram 1 (Annex HR. The Plan shall initially be produced in Draft form for discussion. It shall include considering the scope for horizontal co-operation across other Implementing Agencies and Authorities. • Management Detailing the management arrangements for the implementation of the Plan. but generally will cover the sections given below. although may vary in detail from year to year. • Approach & Methodology Setting out the approach adopted in the preparation of the Plan and in particular the identification of training needs. • Training & Development Programme 190 Ch 6 Training and Development .1.3. The structure of the Plan may also vary from year to year.Ministry of European Integration Implementing Agency for Regional Development 6. There shall be specific sub-objectives for the year derived from the Annual Staff Plan (see Chapter 2).

1. This programme shall be submitted to a meeting of the SMT for approval. team and individual training needs and develop a matrix of aggregated needs at both Directorate and IARD levels (Annex HR.TD 3). In this event. The SDU Co-ordinator drawing upon the needs contained in the Annual Staff Plan and Personal Development Plans.Human Resource EDIS (PHARE): Functions & Procedures Version: Final Date: 31/08/04 Detailing the proposed programme of activities. which may arise in the future.7 below).3. Individual needs being analysed and aggregated using the table in Annex HR. Team needs being identified by individual Directorates and the SMT through team meetings. The framework for this input is set out in the Team Needs Form 1 (Annex HR. reporting arrangements and the evaluation of the quality of provision. Individual training needs identified through the preparation of PDP as part of the Performance Management Process (see Chapter 5). in conjunction with the PDP.TD 2).3. 6. The SDU Co-ordinator shall be available to advise on identifying needs. • Programme Resources & Costs Setting out the sources of training provision and proposed costs. A comprehensive questionnaire approach could also be used. Preparation of the Training and Development Plan The SDU Co-ordinator shall prepare a programme for the preparation of the Training Plan including provision of training needs. as appropriate.TD 4 and prioritised using the table in Annex HR. Training Needs The SDU Co-ordinator shall co-ordinate the collection of data on organisation. including attending the meetings to establish team needs. This will be based on needs derived from a combination of: • • • Needs identified in the Annual Staff Plan including those at the organisational level (see Chapter 2) Team needs identified for individual Directorates and the SMT. A questionnaire is set out in Annex HR. Alternatively a more specialised questionnaire could be developed focusing on key needs. It will be completed by the Directors for the individual Directorates and the RDD General Director (or a nominated member of staff) for the Senior Management Team and sent to the SDU Co-ordinator according to the agreed programme.Section VII .TD 5. as an option. The training needs data to complete the matrix of aggregated needs shall be provided from: • • • During the training plan implementation an additional significant need may emerge that requires implementation within the current Plan period. Ch 6 Training and Development 191 . • Monitoring & Evaluation Setting out the proposals for monitoring the activities through the training and training supplier database. where appropriate. This matrix shall provide the basis for preparing the proposed training activities within the Draft Training & Development Plan. 6. following approval of the SMT (also see para.TD 6. this need will be incorporated in the Plan at an appropriate part of the Plan cycle. 6.

Plan Activities The Plan shall identify development as well as traditional training course activities. Consequently this means that the Training and Development Plan preparation and implementation presents difficulties in synchronising with the normal planning and budgetary process. The proposed activities will be prioritised in relation to the objectives of the Plan.3. There are 3 options available to meet this issue: 1. The Training and Development Plan is flexible rolling programme of activities. 192 Ch 6 Training and Development . By Law performance appraisal has to be undertaken in December. leading to the formulation of the IARD budget during the summer. 6.Ministry of European Integration Implementing Agency for Regional Development The prioritising of the needs identified draws upon the current objectives and future direction of IARD from the findings of the Staff Plan. 6. the planning of activities for any year will commence early in the previous year. To identify individual needs in January and not to address these until the next January is clearly not acceptable in terms of the organisational need to develop staff to meet EDIS requirements and to maintain staff morale. the proposals for MEI training and development activities shall be presented to the MEI-RDA HR Group by the SDU Co-ordinator as part of an exchange of information on proposed activities throughout the Ministry/RDA network.3.4 below) or existing expertise within the Directorate transferring their skills and/or knowledge to new or more inexperienced staff. but with a specific time period given over to review. This has the advantage of flexibility in being able to meet the issue described above. 6.3. This timing is dictated by the individual needs identified through the Performance Appraisal/Development Planning process.2. The Training and Development Plan is an exception to this as it is necessary to act on the individual needs identified within a reasonable timeframe.3.improving knowledge and understanding through presentations from external organisations Individual actions as appropriate. which does not have a specific start and finish date. Recommendations on priorities from the SDU Coordinator are summarised (Annex HR. The Plan Activities shall also detail the target groups in the training and development activities drawn from the training needs analysis data. These development activities could include: • On-the-job training through using Technical Assistance and Twinning Covenant resources (see para.TD 1) shows that the Plan preparation commences in January of any year with the training needs analysis. Any conclusions on the scope for co-operation and joint working shall be incorporated in the Draft Plan. With regard to horizontal activities. but has the disadvantage of greater management complexity and the current year’s activities could be limited by the allocation of resources from the previous year.TD 7) and discussed and approved by the SMT. • On-line study • Coaching and/or mentoring from senior staff • Specific internal workshops or through team meetings/actions relating to: • intra-directorate communication measures to address particular issues implementing an induction programme (see Chapter 4) . Plan Programme The Diagram 1 (Annex HR. For most of IARD functions.

The Draft Plan will present a detailed programme of activity for the first 3 months. 6. A Draft Plan will still require to be produced.Internal Development (staff and time resources) • External Resources .EU Delegation . Plan Resources The resources available to meet the training needs identified will comprise: • Internal Resources . The SDU Co-ordinator shall use this matrix as a basis for negotiations with NIA and the Twinning Unit and to identify the role of Technical Assistance. or variations within these. related to the priorities within the Plan. In compiling the Plan Programme the SDU Co-ordinator shall consult with the Directors on the periods of the year that are unsuitable for training & development activities and to be avoided. as demonstrated in Diagram 1 (Annex HR. Assumptions are made on the resources required for the following year on the basis of the previous year. The 6-month review of individual needs in June is the main source of identifying the individual needs for the Training and Development Plan for the following year. in consultation with the Technical Assistance Directorate on feasibility. This could be an acceptable gap in acting on the needs identified.P 1) shows how this approach links with the other HR activities. but divorces the performance appraisal from individual needs identification in terms of Plan preparation. it may well be that practice over time will lead to the other options being considered. Ch 6 Training and Development 193 .Human Resource EDIS (PHARE): Functions & Procedures Version: Final Date: 31/08/04 2. Diagram 1 in the Policy Chapter (Annex HR. or a combination. The RDD General Director will send a formal training budget request to the General Secretary. The Plan activities shall require to be adjusted accordingly. 3.Technical Assistance targeted at specific needs . an options matrix shall be prepared by the SDU Co-ordinator. The remaining 9 months will comprise an indicative programme.4.Section VII . the first option is being used with the review period being from January to April.IARD Training Budget including provision from the National Institute of Public Administration . For the purposes of these procedures. This adjustment shall need to take account of the total costs of training and development including accommodation requirements. with implementation starting in January. subject to development into a detailed programme over a rolling 3month cycle.Other sources that may arise To allocate resources to needs.Joint provision through Horizontal Activities . this option is only feasible when there has been sufficient experience to be able to justify a reasonable level of allocation. but this will build on or be an amendment of the previous Plan.3. other than those activities resourced through internal activity. The SDU Co-ordinator shall consult the HRD Directorate on the Training Budget that can be allocated to IARD.TD 1).MEI Twinning Project . However. However. including Terms of Reference where appropriate for Technical Assistance or for external tendering. Resources for the remaining needs shall be allocated through the Training Budget.

Identifying and Organising Venues The venues will vary according to the supply. When approved the SDU Co-ordinator shall consult with the HRD Department for comment. 6.5. The SDU Co-ordinator shall submit the Draft Development & Training Plan to the SMT for comment and outline approval. 6. The Approved Plan shall be submitted to the Budgetary and Financial Accounting Department for approval of the budget for the Plan. the evaluation of outcomes from the training and development activities and reviewing progress.5. • The detailed programme for Months 7-9 shall be finalised by end Month 5. Implementation of Approved Training Plan Implementation Planning The planning of implementation shall cover a 3-month cycle: • Implementation commences within 8 weeks of Plan approval. 6.4. Approval of the Plan will be through a 4 stage process. 3. The Plan shall be sent to the MEI General Secretary for signature. • The detailed Programme for Months 4-6 shall be finalised by end Month 2.3.5. 2.2. The detailed programme for months 13 of the Plan shall be finalised within this 8-week period. Approval of Draft Training Plan 1.Ministry of European Integration Implementing Agency for Regional Development 6. • The detailed programme for months 10–12 shall be finalised by end Month 8. 6.5. which shall be undertaken over 1 month: The Approved Plan shall be circulated to all Directors to inform staff. as required: • Applying for Technical Assistance • Tendering for external suppliers following Romanian procurement or PRAG rules. The options will be within: • The Directorate • The Ministry 194 Ch 6 Training and Development . Monitoring. Identifying and Organising Supply The options available shall cover.1. 4. The Final Draft will be then submitted back to the SMT for final approval.3. Evaluating and Reviewing the Plan The Draft Plan shall set out the approach and systems to be applied to monitoring implementation including attendance. as appropriate • Confirming arrangements with NIA • Consulting with the Twinning Unit • Consulting with Directors on any internal activities • Consulting with partners in the RDAs 6.5.

The training supplier shall send the invoice for the training provided to the SDU Co-ordinator for checking.1. The training provider will be responsible for the return of the form to the SDU Co-ordinator. such as hotels 6. 6. the recommendation for the supplier selected shall be submitted to the RDD General Director and Secretary of State for approval and subsequently the General Secretary of the Ministry. Identifying and Confirming Participants Directors shall be consulted on final participant numbers using Form 2 (Annex HR.TD 10).5. • • • The systematic monitoring of attendance on training courses and maintaining the records in the employee database. which will be supplied to the training provider prior to the course.TD 8) and participants will be informed at least 1 month prior to the event and attendance confirmed within 1 week.6. Monitoring and Evaluation Monitoring 6. Staff completing the necessary forms on course and annual evaluations to provide the data for monitoring purposes.Human Resource EDIS (PHARE): Functions & Procedures Version: Final Date: 31/08/04 • • Other public service accommodation Private venues. who will be responsible for its return. Evaluation For each of the development and training activities an individual feedback form shall be completed.TD 9).5.6. This will be undertaken through the completion of Form 3 (Annex HR. detailing the nature of the activity. where appropriate.Section VII . This shall be on Form 4 (Annex HR.4. If a venue is selected outside Bucharest. 6. Payment for Services Provided Staff shall send receipts covering payment for accommodation and transport direct to the Financial Department.TD 11). This shall be undertaken by the SDU Co-ordinator and shall involve: • The monitoring of Training and Development Plan preparation and implementation through completing Annex HRP 4 in the Policy Chapter and utilising the Checklist of Training and Development (Annex HR.2. 6.6. Ch 6 Training and Development 195 . Attendance will be compared to the planned and agreed participation of staff. approval shall also be sought from the General Secretary for accommodation and transport costs for participants.6. The costs. of the development and training activities on a monthly basis.5. 6.5. who shall then send this to the Financial Department for payment. the participants attending and the venue. although the form shall be customised to each activity by the SDU Co-ordinator and sent to the appropriate provider. Approval of Activity If tendering is involved.

The detailed programme for the forthcoming 3 months. 6. 6. or were to participate. It shall include: .The findings on the attendance record of confirmed participants . • Reports shall be prepared for submission to the meetings of the SMT at the end of Months 2. in the activity using Form 5 (Annex HR. the learning outcomes and how these will be utilised within the workplace. Monitoring and Evaluation shall be undertaken according to Section 6.7. and 8. Other Training Activities During the year opportunities may arise for staff to participate in training activities. which are not part of the approved Training and Development Plan.5.TD 13) seeking views on the activities undertaken over the year.3. 196 Ch 6 Training and Development . as appropriate. Significant outcomes and agreed actions from the individual interviews by the Directors shall be sent to the SDU Co-ordinator. covering the activities undertaken over the previous 2 or 3 months. to the RDD General Director. This shall be returned to the SDU Co-ordinator and sent for comment and action. It must be approved and countersigned by the appropriate Director.TD 12).6 above. All applications from staff to attend a course shall use Form 7 (Annex HR.TD 12). (Form 5. as appropriate . 5. to the Directors whose staff participated. • A questionnaire shall be circulated to all staff in Month 11 using Form 6 (Annex HR. using Part 2 of Form 5. These opportunities may come to the notice of any staff member or the SDU Co-ordinator. Part 2 Annex HR.TD 14) and sent to the SDU Co-ordinator.5 and will depend on the availability of resources. the reasons for non-attendance shall be entered by the Director using Part 3 of Form 5. A Final Report shall be subsequently prepared at the end of Month 12 drawing upon the responses and making recommendations for improvements for the Plan for the forthcoming year. The completed form shall be filed in the staff member’s personnel record.6. Reporting The SDU Co-ordinator will be responsible for compiling Monitoring and Evaluation Reports: • Reports on attendance at the specific activities shall be sent.Ministry of European Integration Implementing Agency for Regional Development Directors shall interview each participant who attended an activity to establish their view of the quality of the activity. within one week of event completion.A review of progress. 6. If there was non-attendance at all or part of a course. The approval process shall follow that under para.

TD 3: Annex HR.TD 11: Form 4 Course Evaluation Annex HR.TD 14: Form 7 Request for Training Course Attendance Ch 6 Training and Development 197 .TD 8: Annex HR.TD 10: Form 3 Attendance Annex HR.TD 7: Annex HR.TD 9: Training and Development Cycle Training Needs Matrix Form 1 Team Needs Table for Aggregating Individual Needs Table for Prioritising Individual Needs Training and Development Needs Survey 2004 Summary of Priority Training Needs Form 2 Proposal for Training Course Attendance Checklist Annex HR.TD 1: Annex HR.Human Resource EDIS (PHARE): Functions & Procedures Version: Final Date: 31/08/04 List of Annexes Training and Development Annex HR.Section VII .TD 4: Annex HR.TD 2: Annex HR.TD 6: Annex HR.TD 12: Form 5 Attendance & Outcomes Form Annex HR.TD 13: Form 6 Evaluation Questionnaire Annex HR.TD 5: Annex HR.

TD 1 198 Ch 6 Training and Development .Ministry of European Integration Implementing Agency for Regional Development Annex HR.

TD 2 199 .Human Resource EDIS (PHARE): Functions & Procedures Version: Final Date: 31/08/04 Annex HR.Implementing Agency for Regional Development Training Needs: (Month/Year) Training Needs Analysis Level Organisational I M T C P Team Personal Observations Training Needs Ch 6 Training and Development Section VII .

TD 3 Form 1: Team Level Needs Attendees: Directorate: Date: Issues • List the current problems you now see facing your Directorate. Rank them in order of importance and urgency. • What are the key problem areas you anticipate your Directorate will face in the future? 200 Ch 6 Training and Development .Ministry of European Integration Implementing Agency for Regional Development Annex HR.

if any. changes can you foresee in the work of any jobs in your team? What skills and knowledge would you like your team to possess over the next 12 months that they will need then more than they do now? • What training should be planned for new employees in your team at this time? • What regulations or laws do you expect to change in the next two years that may affect your team? What learning needs will these changes create? Ch 6 Training and Development 201 .Human Resource EDIS (PHARE): Functions & Procedures Version: Final Date: 31/08/04 Training Needs • What.Section VII .

T: Technical Assistance. P: Payments. C: Cross-Border Co-operation. IA: Internal Audit: IT: Information Technology . M: Monitoring.202 Implementing Agency for Regional Development Overall Findings from Personal Development Plans Training Needs Analysis Method/Activity On-thejob Internal Coaching Individual I M T C P IA IT Directorate1 Resource/Provider Development/Training Need Ministry of European Integration Implementing Agency for Regional Development Ch 6 Training and Development Training Annex HR.TD 4 1 I: implementation.

TD 5 203 . T: Technical Assistance. IA: Internal Audit: IT: Information Technology t Ch 6 Training and Development Section VII . M: Monitoring. P: Payments.Implementing Agency for Regional Development Initial Priorities from Personal Development Plans Training Needs Analysis Method/Activity On-the-job Internal Coaching Individual I M T C P IA IT Directorate1 Total Development/ Training Need Training 1 I: implementation.Human Resource EDIS (PHARE): Functions & Procedures Version: Final Date: 31/08/04 Annex HR. C: Cross-Border Co-operation.

mie.Mateiu@dr.TD 6 . How to complete the survey Staff will be asked to complete a self-assessment of how important each skill/experience area is in order to do their job. A report on the combined training needs of the IARD will be made available to all staff for comment. preferred training delivery styles and training timing as well as career development needs. All staff are asked to complete the survey so that a complete picture can be developed and used to design an appropriate IARD training programme. professional development needs. whether training is needed to reach that level and the priority and urgency of the training need. preferences for training mode & time and career development. What to do when completed Please email the completed survey to Cornelia. The information will be placed in a secure database.204 Iard Staff Training And Development Needs Survey DATE: Ministry of European Integration Implementing Agency for Regional Development Ch 6 Training and Development ABOUT THIS SURVEY The purpose of this survey is to determine two areas of need: What training staff need to do their current job What staff need for career development This is done in four parts – current job training needs. It will not be released in any format that can be identified to an individual. what level of skill/experience is required to do the job effectively. Questions will be asked about professional development. accessed only by the SDU.ro Annex HR. The information provided will be confidential to the individual and his/her line manager.

Section VII .Human Resource EDIS (PHARE): Functions & Procedures Version: Final Date: 31/08/04 PART A: PERSONAL DETAILS Division & Position: Second Name: Line Manager: Time in Post: First Name: Key Roles: Ch 6 Training and Development t 205 .

Experience/Skill area Basic information of Structure funds Accounting skill Financial skill Tax issue English language EU procedures and rules regarding the Structure funds Comments: . Please attach further pages if necessary. what level of skill/experience is required to do your job effectively.g. e. whether you need training at that level and the priority and urgency of your training need. Technical Knowledge and Experience Ministry of European Integration Implementing Agency for Regional Development Ch 6 Training and Development Please specify what technical skills or experience you need to do your job effectively.206 Importance to ability to do the job Skill level required (What level of skill/experience is required to do your job efficiently?) Basic YES/NO mediate InterAdvanced High (How important is this skill/experience to do to the job efficiently?) Very Important Important Not Important Do you need training in this area? How does this need rate in terms of importance? Medium Low PART B: CURRENT JOB TRAINING NEEDS 1. Please indicate how important each is to your ability to do your job. specialised subject knowledge.

guidelines. etc Systems – guidelines or procedure development. compile. correspondence. etc Research and Analysis – undertake research.2. implementation Organisation – workflows.Human Resource EDIS (PHARE): Functions & Procedures Version: Final Date: 31/08/04 207 . procedures. minute taking Finance – compile budgets. Attach further pages if necessary. process accounts. Meetings – chairing. Administrative skills and experience Please specify what administrative skills or experience you need to do your job efficiently. etc. interpret statistics. Importance to ability to do the job Skill level required (What level of skill/experience is required to do your job efficiently?) Basic High mediate InterAdvanced YES/NO Do you need training in this area? Medium How does this need rate in terms of importance? Experience/Skill area Very Important Important Not Important (How important is this skill/experience to do to the job efficiently?) Low Documentation – Preparation of reports. delivery/receipt of materials Other: Comments: Ch 6 Training and Development Section VII . rosters. interpretation. Please add other skills and experience needed to do your job efficiently if not listed.

Attach further pages if necessary. Ministry of European Integration Implementing Agency for Regional Development Ch 6 Training and Development Experience/Skill area Supervision Leadership Planning Project Management Financial Management Performance management Delegation Staff Development Other Comments: . Management skills and experience Please specify what management skills or experience you need to do your job efficiently. Please add other skills and experience to do you job efficiently if not listed.208 Importance to ability to do the job Skill level required (What level of skill/experience is required to do your job efficiently?) Basic High mediate InterAdvanced YES/NO (How important is this skill/experience to do to the job efficiently?) Very Important Important Not Important Do you need training in this area? Medium How does this need rate in terms of importance? Low 3.

Please add other skills and experience needed to do your job efficiently if not listed.Human Resource EDIS (PHARE): Functions & Procedures Version: Final Date: 31/08/04 209 . handling difficult people Stress management Other Comments: Ch 6 Training and Development Section VII . Attach further pages if necessary. Personal development Please specify what personal development you need to do your job efficiently.4. Importance to ability to do the job Skill level required (What level of skill/experience is required to do your job efficiently?) Basic High mediate InterAdvanced YES/NO Mediu m (How important is this skill/experience to do to the job efficiently?) Very Important Important Not Important Do you need training in this area? How does this need rate in terms of importance? Experience/Skill area Low Formal training delivery Telephone skills English language Time management Problem-solving Assertiveness Conflict resolution.

210 Importance to ability to do the job Skill level required (What level of skill/experience is required to do your job efficiently?) Basic High mediate InterAdvanced YES/NO Medium (How important is this skill/experience to do to the job efficiently?) Very Important Important Not Important Do you need training in this area? How does this need rate in terms of importance? Low 5. Please add other skills and knowledge needed to do your job efficiently if not listed. health & safety First-aid procedures (accidents etc) Other Other Comments: . Ministry of European Integration Implementing Agency for Regional Development Ch 6 Training and Development Experience/Skill area IARD organisation and functions Project Management procedures Financial Management procedures Accounting procedures Quality Assurance and Control procedures Document Management procedures Human Resource manual and procedures IT systems and communication procedures Irregularities reporting procedures Internal Audit procedures Personnel selection techniques Records management Emergency procedures (fire etc) Occupational health inc. Attach further pages if necessary. IARD Procedures Please specify what IARD procedures knowledge/skills you need to do your job efficiently.

Information Technology Please specify what technology skills or experience you need to do your job efficiently. Importance to ability to do the job Skill level required (What level of skill/experience is required to do your job efficiently?) Basic High mediate InterAdvanced YES/NO Medium (How important is this skill/experience to do to the job efficiently?) Very Important Important Not Important Do you need training in this area? How does this need rate in terms of importance? Experience/Skill area Low Microsoft Word Microsoft Excel Microsoft Access Microsoft PowerPoint Microsoft Outlook Microsoft Outlook Express Windows XP Internet HTML Web design Searching the internet Application of systems development/maintenance Perseus database Hansa Financials Other Other Comments: Section VII . Please add other skills and knowledge needed to do your job efficiently if not listed. Attach further pages if necessary.6.Human Resource EDIS (PHARE): Functions & Procedures Version: Final Date: 31/08/04 Ch 6 Training and Development 211 .

Other training needs Please use the space below to indicate other skills or experience you need to do your job efficiently that have not been indicated in earlier sections. Ministry of European Integration Implementing Agency for Regional Development Ch 6 Training and Development Experience/Skill area Comments: .212 Importance to ability to do the job Skill level required (What level of skill/experience is required to do your job efficiently?) Basic High mediate InterAdvanced YES/NO (How important is this skill/experience to do to the job efficiently?) Very Important Important Not Important Do you need training in this area? Medium How does this need rate in terms of importance? Low 7.

PART C: PROFESSIONAL DEVELOPMENT 1. 3. Ch 6 Training and Development Section VII . 4.Human Resource EDIS (PHARE): Functions & Procedures Version: Final Date: 31/08/04 213 . Other professional development activities Please indicate other professional development activities that would assist you in your job. 2. Visits to other institutions Please specify visits to other institutions that would assist you in your job and indicate how these visits would assist. Conference and courses Please list any job-related conference or courses you are aware of that you would like to attend. Please provide details of timing if available. Seminars and forums Please list any job-related seminar or forum topics that you would like to be addressed for your professional development.

.214 PART D: PREFERENCES FOR TRAINING MODE AND TIMING 1. your next most preferred style with 2 etc. Ministry of European Integration Implementing Agency for Regional Development Ch 6 Training and Development Face to face training On-the job training Online training Other self-directed training (books. videos etc) Coaching / mentoring Other. which areas/aspects would you like to see available? 3. Timing Please specify your preference for the timing of training (best times of the year/month/week/day). Indicate your most preferred style with 1. Delivery mode Please specify your preferences for training delivery style. please specify: 2. Online training If more online learning were offered in the near future.

Human Resource EDIS (PHARE): Functions & Procedures Version: Final Date: 31/08/04 215 .ro Section VII . Please comment on courses. What knowledge/skills/experience do you anticipate you will need in order to prepare your for your future job opportunities? 3. What areas of personal growth interest you most? In what ways are they job related? THANK YOU FOR COMPLETING THIS SURVEY! NOW PLEASE EMAIL IT TO Ch 6 Training and Development Cornelia.PART E: CAREER DEVELOPMENT 1. training or services that you require in order to improve your career prospects within the RDD. 2.Mateiu@dr.mie.

216 Implementing Agency for Regional Development Priority Training Needs: (Month/Year) Level Identified Target Group Specific Areas Activity Priority Training Needs Ministry of European Integration Implementing Agency for Regional Development Ch 6 Training and Development Priority 1 (year/s) Priority 2 (year/s) Priority 3 (year/s) Other Needs .

Human Resource EDIS (PHARE): Functions & Procedures Version: Final Date: 31/08/04 Signature Ch 6 Training and Development 217 .Directorate: Form 2: Participants to Attend Training Courses Dates Participants Training Course 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 Director: Name Date Section VII .

8.TD 9 Checklist for Training and Development 1. 4. 6.Ministry of European Integration Implementing Agency for Regional Development Annex HR. 7. 11. 9. needs identified for individual Directorates and SMT and individual needs from 2. The training and development plan covers the following sections: • Objectives • Management • Approach & Methodology • Training Needs • Training & Development Activities • Training & Development Programme • Programme Resources & Costs c) Monitoring & Evaluation The training needs have been collected and included in the training needs matrix The training and development activities are based on the training needs matrix The training needs are a combination of the needs identified in the Staff Plan. 3. The proposed activities are in relation with the plan objectives The plan contains detailed activities for the first 3 months and an indicative programme for the following 9 months The plan identifies available resources for the proposed activities Option matrix has been prepared for the allocation of resources The approval process has covered the 4 stages in the procedure The planning of the implementation covers a 3 month cycle The implementation has been done according to the plan and procedures The monitoring and evaluation have been undertaken according with and using the formats provided in the procedure 218 Ch 6 Training and Development . 12. 10. the PDPs 5.

TD 10 Sheet No.Section VII .Human Resource EDIS (PHARE): Functions & Procedures Version: Final Date: 31/08/04 Annex HR. Signature Form 3: Training Course Attendance Period Date Directorate Training Course Name Training Provider Ch 6 Training and Development 219 Signature: Position Date .

Ch 6 Training and Development 220 . role plays. VG (Very Good). tests. S (Satisfactory). 1. BA (Below Average) or P (Poor). How do you appreciate the training content? Please write E (Excellent). Usefulness of content Quality of materials provided Relevance to your work Appropriatenes s of exercises1 Overall assessment Topics 3.Ministry of European Integration Implementing Agency for Regional Development Annex HR. Compared to your knowledge of the subject matter of the training. How do you appreciate the quality of the delivery? Please write E (Excellent). Excellent Very Good Satisfactory Below Average Poor 2. How do you assess the opportunity offered by the training to interact with colleagues from other departments or organisations? Please tick (√) the evaluation grid to answer the following questions in accordance with how you feel about the questions asked. How do you assess the overall structure of the training? Please tick (√) the evaluation grid to answer the following questions in accordance with how you feel about the questions asked.TD 11 Form 4: Course Evaluation Please be honest. Presentation style Delivery of exercises Communication skills and responsiveness Knowledge of the field Overall assessment Trainer 4. S (Satisfactory). case studies. BA (Below Average) or P (Poor). Do you feel that sufficient time was allowed to ask questions of the trainers? Please tick (√) the evaluation grid to answer the following questions in accordance with how you feel about the questions asked. YES NO 6. Excellent Very Good Satisfactory Below Average Poor 5. how do you feel that your knowledge has improved? Significantly More than before A little more than before Not at all Very significantly 1 Sufficient number and relevance of exercises. etc. VG (Very Good).

Very Confident Confident Not very confident Not confident at all Extremely confident 8. How do you feel now about your ability to use information received within your organisation? Please tick (√) the evaluation grid to answer the following questions in accordance with how you feel about the questions asked.Section VII . What do you feel about the choice of training venue? Please tick (√) the evaluation grid to answer the following questions in accordance with how you feel about the questions asked. Excellent Very Good Satisfactory Below Average Poor 9. How do you assess the course overall? Please tick (√) the evaluation grid to answer the following questions in accordance with how you feel about the questions asked. meals. Excellent Very Good Satisfactory Below Average Poor 10. Excellent Very Good Satisfactory Below Average Poor Would you recommend this course to be provided again? Please tick (√) the evaluation grid to answer the following questions in accordance with how you feel about the questions asked. What do you feel about the other amenities (accommodation.Human Resource Policy & Procedures EDIS (PHARE): Functions & Procedures Version: Final Date: 31/08/04 7. Please include anything that you consider relevant or helpful. Include both positive and negative comments on the course. Comments: The time you have spent completing this course evaluation is greatly appreciated. YES NO This space is provided for you to write any feedback that you feel could improve this course the next time that it is run. etc as the case may be)? Please tick (√) the evaluation grid to answer the following questions in accordance with how you feel about the questions asked. THANK YOU Ch 6 Training and Development 221 .

TD 12 .222 Form 5: Part 1: Attendance Record Staff Member: Directorate: Ministry of European Integration Implementing Agency for Regional Development Ch 6 Training and Development Date of approval to attend by Director: Training Course Date(s) Attendance Record (yes/no) SDU Co-ordinator: Name: Date Signature Annex HR.

Human Resource Policy & Procedures EDIS (PHARE): Functions & Procedures Version: Final Date: 31/08/04 Ch 6 Training and Development 223 Signature Signature Date .Form 5: Part 2: Learning Outcomes What were the Key Learning Benefits from Course? How could these be applied in the workplace? Agreed Actions Director Name: Staff Member Name: Date Section VII .

224 Ministry of European Integration Implementing Agency for Regional Development Ch 6 Training and Development Form 5: Part 3: Reasons for Non-Attendance Director: Name: Date Signature Comments by General Director Signature Date .

Section VII . with 5 the highest Did they meet your development needs? If so how. if not why? Ch 6 Training and Development 225 . were they to a satisfactory quality? Rate the quality from 1-5.Human Resource EDIS (PHARE): Functions & Procedures Version: Final Date: 31/08/04 Year: Annex HR. including self-development With regard to the Training courses in which you participated.TD 13 Form 6: Training and Development Annual Evaluation Questionnaire Name: Directorate: Training and Development Undertaken What training and development activity have you undertaken over the past year? Please include all activities.

Ministry of European Integration Implementing Agency for Regional Development Did you give feedback to your Director/Supervisor on your return? If so what form did it take? If not why not? How relevant was the training to your job? How have you used what you have learned from this training in your job? Have you met any constraints in using what you learned? Do you have any comments on how the training and Development activities within IARD could be improved in future? Signed Date 226 Ch 6 Training and Development .

TD 14 Ch 6 Training and Development 227 .Directorate: Form 7: Request for Training Course Attendance Certifiated? Proposed Participants Cost (‘000 Lei) Y/N Total Reasons for Request Training Course & Training Provider To Dates (inclusive) From Training Course Programme shall be attached Director: Name Section VII .Human Resource EDIS (PHARE): Functions & Procedures Version: Final Date: 31/08/04 Signature Date Annex HR.