Human Resources Manual

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 1

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
2 Ch 1 Human Resources Policy

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

Glossary
1. Action Plan: Sets of actions (usually written down) that help you to get results. A good action plan
covers who will do what, and when they will do it; what resources they will use; and how you will
judge their success.
2. Action Programmes: Well defined activities that emanate from broader glossary of strategy (at
organization and functional levels). They correspond to a pragmatic expression of strategy.
3. Applicant/Candidate: Any person that has stated, according to the procedure, the intention to
participate in a selection process.
4. Attrition: The reduction of staffing levels from an organizational level due to resignations,
reassignments, transfers to other agencies, deaths, etc., in a fiscal year.
5. Baseline: The total number of staffed, permanent positions identified at the beginning of the Staff
Planning process.
6. Bullying: The repeated less favourable treatment of a person by another or others in the workplace,
which may be considered unreasonable and inappropriate workplace practice (A formal definition
used by the European Agency of Occupational Health and Safety.
7. Competence: The knowledge and abilities necessary to undertake the activities specific to a
position.
8. Competency: Underlying characteristic of an employee (behaviours, skills, knowledge and

understanding).
9. 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, or preventing it, within a selection process.
10. Disciplinary action: The action or actions arising from a substantiated allegation or assessment for
which a penalty is deemed appropriate.
11. Disciplinary process: Process undertaken to investigate and manage allegations or assessments
about employee performance or allegations of unacceptable conduct or workplace behaviour.
12. Discrimination: Illegal practice in the recruitment, selection and promotion process of showing
prejudice individuals on basis of gender, sexual orientation, genetic characteristics, age, nationality,
race, ethnic origin, religion, political views, social origin, family status or responsibilities and
disabilities.
13. Effectiveness: Degree to which an activity or initiative is successful in achieving a specified goal
and bringing about desired change. Doing the right things.
14. Efficiency: Results being obtained using reasonable resources. Doing the things right.
15. Equal Opportunities Policy: This recognises that anyone can enter a career in the IARD who
complies with the legal conditions.
16. Ethical Code: Set of rules and procedures regarding the values system in an organization, having
the role to guide the individual or group behaviour, according to specific ethic norms.
17. Evaluation: A periodic assessment of the efficiency, effectiveness, and relevance of a plan/project
in the context of stated objectives. It is usually undertaken as an independent examination of the

background, objectives, results, activities and means deployed, with a view to drawing lessons that
may guide future decision making.
18. Extended Decentralized Implementation System (EDIS): An EU extended decentralized

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

34. Monitoring: The systematic and continuous collecting, analysing and using of information for the
purpose of management control and decision- making.
35. Objective: Description of the aim of a plan, project or programme. Objectives state the specific
outcomes that an organization expects to accomplish within a given or stated time frame. They are
expressed as specific and measurable targets for accomplishment during the state time frame.
Objectives reflect the key components of the intended strategy.
36. Organization Competencies: Capabilities that set the organization apart from others in the same
activity sector.
37. 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.
38. Organizational Level: The administrative subdivision to which an employee is assigned.
39. Organizational values: Values represent the core priorities in the organization’s culture, including
what drives members’ priorities and how they truly act in the organization. Values are increasingly
important in strategic planning. They often drive the intent and direction for “organic” planners.
40. Outcome: The results (change or effect) of the outputs of an activity.
41. Output: The deliverables arising from an activity which is undertaken using necessary inputs, and
from which the outcomes stem.
42. Paritary Committee: Committee comprising equal representation of each group participating in the
negotiation of disputes.
43. Performance Appraisal: The regular (usual annual) process of assessing the performance of an
employee, carried out through a structured interview between the employee and his/her manager. It
is part of the performance management approach.
44. Performance Management: Managing the performance of an organisation or an individual' or 'what

you do to improve and maintain good performance '. It involves understanding and acting on
performance issues at each level of the organisation, from individuals, teams and directorates,
through to the organisation itself.
45. Performance Measurement: Deciding what you want to measure and why; setting up the individual
performance measures with glossary and relating them to individuals or teams; collecting the
relevant data, including past current performance, forecasts and targets.
46. Performance Objectives: Statements of what an employee is supposed to achieve.
47. 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.
Often includes setting objectives and standards of performance.
48. Performance Review: Meeting to review and evaluate performance, involving supervisor and
employee.
49. Performance Standards: Minimum acceptable level of performance, or the level of performance
that is generally expected. Mutually agreed upon criteria used to describe how well an employee
must perform, written to reduce subjective judgement.
50. Performance: the act of performing; of doing something successfully; using knowledge as
distinguished from merely possessing it.

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

68. Staffing Assessment: The determination by the IARD of the ideal staff size and skill mix needed to
carry out its strategic objectives.
69. 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. 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.
70. Strategy: A general direction set for the organization and its various components to achieve a
desired state in the future. Strategy results from the detailed strategic planning process.
71. Substitutability: Exchangeability by virtue of being replaceable, as applied to all posts within IARD.
72. Supervisor: The person who is responsible for day-to day supervision of the staff member.
73. Surplus: The amount by which the supply exceeds needs.
74. Unsatisfactory Work Performance: Inefficiency or negligence in the performance of the

employee’s duties.
75. Vacancy: The position becoming vacant as a result of the termination of employment or contract, as
well as the newly created position.
76. Vision: High-level statement of the aspiration of an organization. It is a brief statement that
embraces the desired future that the organisation is working towards. It doesn't have to be
measurable.
77. Work Measurement: The use of labour-time standards to measure and control the time required to
perform a particular task or group of tasks.
78. Workload: The amount of work units assigned to a resource over a period of time.

1. HUMAN RESOURCES POLICY
1.1. Introduction
IARD places a high priority on Human Resources (HR) management and development. This is because:
• Staff are regarded as IARD’s most significant asset in meeting its performance objectives.
• A high level of staff skills and capabilities are essential to ensure that Phare is delivered efficiently
and effectively.
• IARD is working within a rapidly changing and challenging environment as Romania moves towards
EU Accession, requiring a robust programme of continuous staff development.
• Accordingly IARD has developed a policy approach to HR which comprises:
• An integrated and comprehensive Policy Framework, which conforms to both EDIS and Romanian
Law and is co-ordinated through a dedicated Staff Development Unit ( SDU).
• Within this Framework, a range of specific procedures that clearly set out the nature of activities,
when they should be carried out and who is responsible.
• The adoption of good practice in implementing the procedures, which demonstrates the value IARD
places on its staff and is designed to foster motivation, morale and continuous development.
1.2. The HR Policy Framework Objectives

The Overall Objectives of the Framework are:
1. 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.
2. 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.
1.3. HR Management
Management of HR within IARD is the primary responsibility of all those with a staff supervisory role. This
mainly covers the senior managers – the General Director of the Regional Development Directorate and
Directors within the Directorates comprising IARD.
Collectively these senior managers make up the Senior Management Team (SMT). This has a strategic role
in providing an oversight on the development of the Policy Framework and the implementation, monitoring
and evaluation of associated HR activity. The SDU provides support to the SMT in this role through:
1. 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. 1.5.1.4. below).
2. Co-ordinating periodic job descriptions review by the managers and informing responsible Directors
accordingly.
3. Planning and co-ordinating the recruitment process within IARD in liaison with the Human
Resources Department (HRD).
4. In conjunction with Directors, acting as the principal liaison with new staff before arrival, preparing
induction timetables and monitoring the implementation of individual programmes, including advising
new staff on administrative and personnel issues.

5. Informing the SMT of the programme for performance appraisal and personal development planning
and co-ordinating its implementation, including ensuring all materials are available and maintaining
confidential records on the outcomes.
6. In conjunction with the SMT, undertaking the preparation of the annual IARD Training &
Development Plan and the implementation of the approved Plan (see para. 1.5.7.4. below)
7. Developing and maintaining systems for recording and monitoring HR activities.
8. Establishing systems for the evaluation of the quality and impact of HR activities and preparing an
annual evaluation report for consideration by the SMT, providing recommendations on the
development of the HR Policy Framework and programming of HR activity.
9. Liasing with Directorates across IARD to ensure they are fully informed and understand HR
objectives, purposes and achievements.
10. Maintaining awareness and knowledge of contemporary HR management and good practice and
providing suitable interpretation to Directors and staff within IARD.
1.4. The HR Policy Framework

The HR Policy Framework comprises two main parts:
1. HR Activities and Tools
The HR Activities and Tools components within the Framework are illustrated in Diagram 1, which
demonstrates how they are linked within the HR annual cycle. 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.P1.
2. 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. These components comprise:
• Equal Opportunities Policy
• Guidelines for Conduct in the Workplace
• Ethical Code of Conduct

Diagram 1: The HR Policy Framework

IARD Staff Plan
Vision
Strategic Objectives
Staff Profile
Staff Action Plan
Financial Budget
Job Descriptions Competency

Purpose, Activities, Framework
Specification & Knowledge, Skills &
Substitutability 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 & Horizontal Development &

Development Plan Training Activities
Training Needs Analysis IARD/RDA Network
Activities, Resources, Other Ministries
Programme
Plan Implementation
Over the next 12 months

The policy approach being adopted for all these Policy Framework components is given below in this
Chapter (para.1.5 onward).
Detailed procedures have been prepared for the HR Activities. 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.
1.5. HR Activities and Tools
1.5.1. Staff Planning
1.5.1.1. Introduction
IARD considers Staff Planning (SP) as a fundamental planning process, 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. Consequently, SP is part of strategic planning
within IARD in defining future direction and preparing for the future.
1.5.1.2. Policy Approach

SP aims to create a sustainable and appropriate staffing profile for IARD, over a 3 year period with particular
regard to the forthcoming year. It provides the SMT with a framework for making human resource decisions
based on the organisation’s mission, strategic plan, budgetary resources, and a set of desired staff
competencies. It has 3 overall objectives:
1. To ensure “the right people with the right skills are in the right place at the right time.”
2. To ”have the right people prepared for the right positions at the needed time”.
3. To develop and maintain management information tools to facilitate the planning process.
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, systematic and well-documented process
1.5.1.3. 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. The main areas covered within the Staff Plan are:
• Summary of Key Strategic Elements
• Current and desired staff profiles
• Proposed changes
• Resources required

• 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;
• Providing an objective basis for planning training and development, particularly at the level of
organisational needs;
• Assisting in achieving an appropriate staffing mix;
• Financial resources required to deliver the Plan
• Providing the justification for ongoing decision-making with regard to such issues as the annual
budget process, organisational structure, work unit or position design/redesign, transfers/
secondments, flexible working arrangements, succession and recruitment needs
The Plan will be reviewed annually (or at any other time of major change).
1.5.1.4. Roles and Responsibilities

Within the Ministry of European Integration (MEI) , the HRD is responsible for the overall co-ordination and
organising of the staff planning process at the Ministry level, while IARD is responsible for assisting the HRD
by providing it with the Staff Plan at the IARD level.
To bring together all the information and expertise needed in the design and implementation of the IARD SP
process, two teams shall operate under the overall co-ordination and responsibility of the General Director.
The Strategic Team is led by the General Director of the Regional Development Directorate. It comprises
the SMT, the HRD Director and the SDU Co-ordinator.
The Strategic Team sets the vision, goals and objectives and provides direction and guidance to the
Operational Team. The Team has overall responsibility for accomplishment of the Staff Plan preparation and
implementation.
The Operational Team is co-ordinated by the SDU Co-ordinator. It comprises appropriate representation
from each IARD Directorate, HRD and IT technical support.
The Operational Team undertakes all the activities related to the preparation of the Staff Plan. The SDU Co-
ordinator reports to the Strategic Team on progress, which also approves the Plan, countersigned by the
Secretary of State.
1.5.1.5. Integration within the Framework

The Staff Planning integrates many other processes that support the management of human resources
within the HR Policy Framework. In particular it:
• Provides an overall direction for HR activities and a context for monitoring and evaluation HR
performance.
• Provides a basis for job analysis and/or redesign.
• Provides the basis for the recruitment plan.
• Feeds into the training needs analysis through identifying needs at the organisational level.
• Provides the basis for determining the HR financial budget
1.5.2. Job Descriptions
Job Descriptions are a fundamental HR tool within the Policy Framework. Through identifying the role and
responsibilities for a post they establish a clarity of expectations in the relationship between managers and
staff.


The Job Descriptions relate to the IARD organigram. The template (Annex HR.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.
1.5.2.3. Role and Responsibilities

Devising and reviewing Job Descriptions is the responsibility of those who supervise staff, in conjunction with
the individual staff member concerned, where appropriate. It is reviewed as part of the Staff Planning activity
within the annual HR cycle, although it can be reviewed at other times, such as in the event of organisational
restructuring.

Job Descriptions are used within the Framework for:
• Staff Planning: They provide a source of information for the workforce analysis and competency
analysis.
• Recruitment and Selection: They incorporate the knowledge and skill requirements for a post and
consequently are the primary source for the job specification.
• Competency Framework: The knowledge and skill requirements reflect the competencies identified
within the competency framework.
• Performance Management: They provide the basis for identifying performance objectives and their
appraisal.
1.5.3. Competency Framework
Competencies describe the desired knowledge, skills and behaviours that staff should have/exercise within
IARD to effectively meet its performance objectives. The nature and level of these will vary according to the
position held or the degree of seniority.
Consequently the resultant matrix, or the Competency Framework, sets out the competencies applicable to
different categories of post within IARD.
1.5.3.2. IARD Competencies

The IARD Competency Framework (Annex HR.P3) is also used as the Performance Criteria for Performance
Appraisal as set out in Law1 relating to the Civil Service. This lists 18 core competencies for all staff and a
further 14 core competencies relating to managerial staff. They are sub-divided into the broad classes of
Civil Servant – A, B & C.
1.5.3.3. Role and Responsibilities

The Competency Framework is established in Law for all civil servants in Romania. Consequently any
review of desired competencies is the responsibility of the National Agency for Civil Servants (NACS).
However, it is the responsibility of the IARD Strategic Team in how they are prioritised for IARD skill profiling
purposes within the staff planning process. These priorities will also be reflected in the associated job
specifications prepared by Directors recruiting new staff.
1
Law 188/1999 republished, Government Decision 1209/2003 and Order no.8/15.01.2002 of the Minister of
Public Administration

Competencies are a vital HR tool. They are used:
As a basis for skill profiling as part of the staff planning process.
In drawing up the job specification part of the Job Description and, in turn, in the recruitment process.
In Performance Appraisal alongside the assessment of performance against individual objectives.
In prescribing the desired ‘organisational culture’ of IARD.
1.5.4. Recruitment and Selection
IARD gives a high priority to the recruitment and selection process to ensure enhanced current and future
programme delivery. It is recognised that the consequences of poor recruitment practice can be serious, with
a severe impact on management time, team-working and performance.

The existing recruitment process for civil servants has been developed over recent years through a series of
Laws. These EDIS procedures conform to these Laws, but also give greater emphasis to the importance of
the interview in the selection process in representing good HR practice.
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.”
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.
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.
Equal Opportunities Policy: this recognises that anyone can enter a career in the civil service who complies
with the legal conditions. This Policy is set out in para.1.6.1 below.
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.1209/2003.
Transparency: the obligation to provide to all those interested the information regarding a recruitment and
selection process.
1.5.4.3. The Recruitment and Selection Process

IARD have two categories of staff for the implementation of its tasks:
Civil servants,
Contractual staff, including both Counsellors for European Integration and short-term experts for temporary
vacancies.
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, approved by Law
272/2003.

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”,
managed by NACS. This Plan is prepared by the NACS in consultation with national representative trade
unions and is approved through Government Decision, published in the Official Gazette.
IARD contributes to this Recruitment Plan through informing HRD of its recruitment needs for the following
year. These needs are derived from the staff planning process.
Exceptionally contests can be organised (with the approval of NACS) for those positions becoming vacant
during the year, which were not included in the Recruitment Plan.
The recruitment process is organised by HRD, in conjunction with the SDU, as a contest involving a written
test and interview.
Contractual Staff
The Counsellors for European Integration are employed according to the Government Urgency Ordinance
19/2003, approved by Law 272/2003. The number of Counsellors allocated to the IARD being established
through Minister’s Order.
IARD may request the employment (with the observance of legal provisions) of contractual short-term
experts. 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.
The same recruitment process for civil servants also applies to contractual staff.

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;
Middle management: Head of Departments.
The HRD within MEI is responsible for planning, overall co-ordination and organising of the recruitment and
selection process.
IARD is responsible for assisting the HRD in the recruitment process and for playing an active role in
selection, including the final selection decisions. The SDU liases with HRD on the co-ordination of the
recruitment and selection activities at the IARD level.
The Directors of each Directorate are responsible for the recruitment and selection of staff for the vacancies
in their Directorates. The Directors may delegate this responsibility to one person in their Directorate who will
collaborate with the SDU.
The job descriptions for the nominated positions will include the relevant tasks, responsibilities and job
specification for the recruitment and selection process.

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.

1.5.5. Induction
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.

IARD considers that an effective induction process is very important in view of the continuing significant
increase in numbers of new staff being appointed. While a robust induction programme requires an
investment of management time, there are substantial benefits from minimising the time newcomers become
effective members of staff.
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 following principles apply to the design and implementation of induction:
• Introductory and development programmes are tailored to individual needs.
• Informing new staff of IARD’s culture, values and policies as well as practical working arrangements.
• The initial and future anticipated role and responsibilities are developed and clearly communicated
within the context of the objectives, structure and work of their Directorate and IARD as a whole.
• Induction is a team activity, with more experienced members of staff being used to maximise the
learning process.
• Directors closely monitor individual progress, seeking regular feedback and adjusting the individual
programmes as required.
1.5.5.3. The Induction Process

The induction process involves designing and implementing a comprehensive and detailed programme for
each individual. This shall be sent to the newcomer prior to arrival.
The induction programme will address 4 different levels, with each incorporating key actions/information
requirements:
• The Job – job description, initial and longer-term objectives and on-the-job training.
• Directorate – organization chart, information on Directorate objectives and work programme, key
contacts, practical working arrangements, induction coach or working partner.
• IARD - organisation chart, information on IARD objectives and the role of other Directorates, key
contacts – internal/external.
• 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. For debutant civil servants the time periods for induction are
included in the probation period programme.
The probation period is the stage in the civil servant’s career between the date of appointment as debutant
civil servant, following the selection process, and the date of appointment as definitive 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,
• Undertake their practical training,

• Learn about the specifics of the activity of the public institution or authority where they carry out their
job, as well as the regulations of public administration.

HRD will see a newcomer on the first day of employment to carry out the necessary personal and
administrative arrangements.
Within IARD, induction is the responsibility of the Directorate that the new member of staff is joining. The
Director concerned will prepare the individual induction programmes and manage and monitor individual
progress.
The SDU is the co-ordinator for the induction process. The SDU is the initial point of contact for the
newcomer. Its broader responsibilities cover setting overall timescales and ensuring these are met, creating
and maintaining necessary records and evaluating the effectiveness of the process.

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.
• Developing initial objectives and longer-term objectives feeds into the staff appraisal process.
• The preparation of a training/development programme is part of induction and it can also involve on-
the-job training.
1.5.6. Performance Management
Performance Management is at the heart of the HR function, as HR activity within IARD is all ultimately
designed to maximise the performance of staff to meet the IARD purpose and objectives. The annual staff
appraisal is regarded by IARD as a critical point in this process. It offers the opportunity to assess
performance in looking back over the past year and plan how to improve performance for the forthcoming
year. It is the only HR activity that directly involves all staff at one point, in the HR Cycle .
The performance appraisal process is detailed in Law 1209/2003 for all Civil Servants. The IARD approach
and procedures fully conform to these requirements, 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.

The Overall Objective of staff appraisal is:
“To ensure the performance objectives of IARD are met through the effective management of staff
performance.”
To meet this objective, 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, the staff appraisal interview programme is planned well advance in terms of
the period set aside, 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

1.5.6.3. The Staff Appraisal Process

The staff appraisal interview occurs annually, with a review at six months covering both individual objectives
and the personal development plan. However it is recommended that more informal reviews take place on a
quarterly basis, particularly relating to individual objectives.
All staff are informed of the nature and importance of the process, are given advance notice of the period for
staff appraisal interviews and all relevant documentation is made available.
There is strict adherence to the staff appraisal interview programme period by Directors.
Interview dates and times are agreed well in advance. 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.
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.
Individual Objectives, as ‘SMART’ objectives, are discussed and agreed for the forthcoming year and directly
related to job description.
There is a focus on development throughout the interview and the Personal Development Plan (PDP) is
reviewed.
Development outcomes are recorded in the form of an action plan with responsibilities and timeframes.

The roles and responsibilities relating to staff appraisal is a shared responsibility across all staff.
The General Director of Regional Development Directorate (RDD) oversees the process and ensures the
appropriate systems are in place. In addition the General Director, in conjunction with the Directors, 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.
The Directors also monitor and/or action the development outcomes.
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.
The SDU has overall responsibility for time-tabling the process in conjunction with HRD, communicating with
the SMT on the programme, providing necessary materials and maintaining central confidential records on
the outcomes.

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 Competency Framework provides the other assessment tool as performance criteria.
1. 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.
1.5.7. Training and Development
Developing staff within IARD is the central theme of much of HR activity, with a view to realising the full
potential and maximising the performance of staff. It is a continuous process
throughout the year for those with subordinate staff, but also requires to be organised at the IARD
organisational level to ensure the best use of available resources. This takes the form

of analysing training and development needs and preparing and implementing an annual Training and
Development Plan.

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”.
To meet this objective, 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, team and the individual.
• Needs are prioritised related to the prevailing performance objectives identified through the strategic
and staff planning process.
• 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, 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.
1.5.7.3. 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; at the team
level from the Directorates and from individuals through the PDP process.
The prioritising of the needs identified draws upon the current objectives and future direction of IARD from
the findings of the Staff Plan.
The proposed activities will not only be training courses. They can also cover such development activities as
on-the-job training, coaching, internal workshops, team meetings/actions and individual self-development.
The target groups are also identified. These may include those from other institutions that may be co-
operating with IARD.
The Plan will present a rolling programme of detailed activities for the first 3 months and an indicative
programme thereafter.
Resources can be drawn from a variety of sources:
• Internal sources, including a training budget to employ external training suppliers.
• External sources, such as Technical Assistance and the Twinning Project.
Implementation will be the subject of monitoring and evaluating quality and learning outcomes and assessing
the impact in terms of performance.

The SMT oversees the preparation of the Plan and approves the Plan. The MEI General Secretary approves
and signs the Approved Plan.
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.
The SDU Co-ordinator is responsible for
• The preparation of the Plan

• 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

The performance management process links into other parts of the Framework in relation to:
• Staff Appraisal, which is the source of needs from PDPs
• Staff planning for organisational level needs and the objectives used for prioritising needs
• Horizontal activities, involving co-operative training and development ventures with other institutions
1.5.8. Monitoring and Evaluation
Regular monitoring, evaluation and reporting are important to track progress and to determine whether the
identified staff issues are being successfully addressed. They are essentially learning processes for IARD to
adjust and change direction and improve HR performance. Consequently, they are best used as
developmental processes where they are at their most effective, as distinct from reinforcing a ‘blame culture’.
They apply at all levels of HR activity – strategic and operational.
Monitoring progress, 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. This is exercising the learning
behaviours of ‘learning from success’ and ‘learning from mistakes’. It is about highlighting what works well
and what needs improving. 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.

The Overall Objective for Monitoring and Evaluation is:
“To monitor progress in HR activities being undertaken towards their objective, evaluate the outcomes
against the objective and establish the changes required to improve IARD performance”.
To meet this objective, the following principles apply to the effective implementation of monitoring and
evaluation in IARD:
• To adopt a learning approach of understanding, analysis, questioning, critical thinking and trying to
explain why things have worked or not worked.
• To have a clarity of objectives for the direction, process or activity being monitored and evaluated.
• 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, as far as is practicable, 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.
1.5.8.3. The Monitoring and Evaluation Process

The HR management process is a continuous process of forecasting, clarifying, and identifying
organisational staff needs, assessing competencies, and implementing appropriate interventions. 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.

Monitoring continuously checks progress and achievement of HR activities. Evaluation involves performing a
periodic and systematic review of the implementation process and the outputs, outcomes and impact of the
activities, set against their goals and objectives (overall objective and specific objectives).
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. Evaluation
provides a valuable contribution to making future adjustments to the objectives, approach and
implementation of activities and plans.
Critical to both monitoring and evaluation is the setting of clear objectives for the activity and plan. These will
dictate the indicators by which performance is measured.
There are 4 broad categories of indicators:
• Input: Relate to financial and other resources (staff, materials and premises) that contribute to
project or programme delivery, e.g the cost of a training course.
• Output: Relate to the deliverables or results of the activity. Can be represented as ‘milestones’ in
any activity programme and monitored using Annex HR.P 4, e.g. whether the training course was
completed and according to the planned programme.
• Outcome: Advantage (or disadvantage) obtained from the outputs, e.g. whether the training course
was of sufficient quality in relation to its objectives.
• Impact: Medium or long term benefits arising from the outcomes, e.g. the performance benefits to
the individual/team/organization arising from the training course.
Monitoring primarily covers Inputs and Outputs. Examples of these are given in each Chapter of the Manual.
The evaluation process will also look at the results from all these indicators, but focuses on Outcomes and
Impact
The topics and programme for monitoring and evaluation is established for each specific HR activity (e.g.
Staff Planning, Recruitment and Selection, Induction, Performance Management and Training &
Development) at the beginning of each year as a Monitoring and Evaluation Plan.
1.5.8.4. Monitoring
To effectively monitor a HR activity the first step is to identify the objectives, which should provide a clear
definition of what is expected from the plan or activity. The next steps are as follows:
1. Identify the key monitoring questions for the plan or activity and identify the indicators
required to answer the question.
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, reasons and implications of any delays.
• What are the target outputs from this activity?

This relates to the proposed deliverables within the activity (milestones) and whether they have been
achieved.
• What preparation and resources are required for the information to be collected, collated and analysed?
The sources for collecting of information for the monitoring could include:
– the action plans;
– check lists;
– interviews;
– meetings with the implementing staff
• What baseline information is required for comparison?
This could be from previous monitoring/evaluations for the same activity.
Information on monitoring will be recorded in a standardised form. Annex HR.P 4 provides a format to
be used by all staff responsible for carrying out the activities in the action plans.

2. 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.P 4 and send it to the SDU.
3. Report on the findings of the monitoring on a regular basis.
The SMT is a key recipient in this regard by the SDU.
1.5.8.5. Evaluation
Overall development of the HR management function should be the subject of an annual evaluation and a
mid-term internal review. Other specific areas will be evaluated, but these will vary from year to year. 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. A key question it asks is ‘were things
done right ?’ and, thereby, also addresses value-for-money, that is, whether similar results could have been
achieved more by other means at lower cost in the same time.
Effectiveness: The effectiveness criterion concerns how far the HR plans and activities achieved the goals
and objectives. 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.
Analysis of efficiency, effectiveness and relevance are performed on the basis of indicators identified in the
Action Plans based on the objectives of the activity. Efficiency relates mainly to input and output indicators,
effectiveness mainly to outputs and outcomes and relevance mainly to outcomes and impact. This analysis
overall involves checking the achieved objectives, appraisal of results and analysis of the effects of the
measures. The specific indicators are established in each particular plan and relate to the critical success
factors (e.g. Staff Plan, Recruitment and Selection, Performance Management and Training & Development).
The status of the indicators will be collected in the format provided in Annex HR.P 5. Examples of indicators
can be found in Annex HR.P 8. The list of indicators in this annex is indicative only. All plans shall identify
appropriate indicators to measure the achievement of the set objectives.
The plans will also include sources of information for the verification of objectives.
The main sources for collecting of information for the evaluation include:
• The plans;
• The monitoring reports and the information included in the monitoring system;
• The information collected during interviews with those undertaking the activities
• Other sources proposed by the evaluators.
Regardless of the method of information collection, 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, 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.
Questions to be answered in order to identify learning points include:
• What was expected from this process?

• 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, 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?

The SDU is responsible for preparing the Monitoring and Evaluation Plan, gaining the approval of the SMT to
the Plan and reporting to the SMT on progress.
For monitoring the SDU is responsible for collating and analysing the data provided by those responsible for
the HR activities concerned. The SDU also provides monthly Monitoring Reports to the SMT setting out
findings on progress and recommendations.
For evaluation, the evaluation studies require to be carried out by independent experts/teams, or with a
strong involvement of independent personnel, to ensure objectivity and transparency. Accordingly it is
recommended that external consultants should be used every 3 years and the intervening annual evaluation
should involve Internal Audit.
If external consultants are used, the responsibility for managing the evaluation process rests with the IARD
and contracts tendered and implemented using the procurement rules. In case the funding is made available
from EU external aids funds, the PRAG procurement rules are applicable.
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. The SMT will also be responsible for
approving and implementing, as appropriate, dissemination of findings within IARD.

The Monitoring and Evaluation process is applied to all components of the Policy Framework.
1.6. 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. These are
described below under Equal Opportunities Policy, Procedures and Guidance on Behaviour in the Workplace
and Code of Conduct.
1.6.1. Equal Opportunities Policy

IARD adheres to the MEI Equal Opportunities Policy of not discriminating on the basis of gender, sexual
orientation, genetic characteristics, age, nationality, race, ethnic origin religion, political views, social origin,
family status or responsibilities, disability or trade union membership.
This applies to all HR Activities, including the management of existing staff and in the recruitment of new
staff.

1.6.2. 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. Annex HR.P 6 sets out Guidelines for
Conduct in the Workplace and Procedures for Managing Unsatisfactory Performance and Misconduct.
1.6.3. Code of Conduct

A Code of Conduct for Civil Servants has been approved under Law Nr 7/2004. This is attached in Annex
HR.P 7.

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

Annex HR.P 1

Annex HR.P 2
Public Institution Ministry of European Approved,

Integration
General Directorate
Regional Development
Directorate Minister of European
Direct.
Integration
Service
Office/ Department
JOB DESCRIPTION
No. …………..
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).
Identification of the public position:

Name:
Class:
Professional grade
Years of service in the necessary field (is established according to legal provisions).
Specific requirements for filling the position:

Special studies:
Training Courses:
Computer Operating/ Programming Knowledge (necessity and level)
Foreign Language (necessity and level)
Abilities, qualities, necessary capacities:
Specific requirements (e.g.: frequent travels, etc.)
Management competence (management knowledge, management qualities and abilities)
Roles and Responsibilities: (are set out on the basis of the activities for which they are accountable,
according to the specific of the public position. The degree of complexity and difficulty will gradually grow
depending on the professional rank, for executive public positions, or on the level of management
competence, for the management public positions and for public positions corresponding to the category of
superior civil servants).
Limits of Responsibility: (represents the decision making freedom that the job holder has for fulfilling his/
her responsibilities).
Delegation of responsibilities:

Relationship sphere:
Internal:
a) Hierarchical relations: Subordinated to:…..
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:

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

Creativity and Is characterised by a pro- Is characterised by a pro- Is characterised by a pro-

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

Respect towards Implies the knowledge and Implies the knowledge and Implies the knowledge and
the law and loyalty consistence application of consistence application of consistence application of
to the institution’s regulations that are specific to regulations that are specific to regulations that are specific
interests their current activity, as well as their current activity, as well as to their current activity, as
supporting the institution and supporting the institution and well as supporting the
its objectives by promoting its its objectives by promoting its institution and its
strategies, policies and a strategies, policies and a objectives.
favourable image. favourable image.
Work conduct Implies compliance with Implies compliance with Implies compliance with
discipline and ethical norms in discipline and ethical norms in discipline and ethical norms
carrying out responsibilities carrying out responsibilities in carrying out
and achieving objectives, in and achieving objectives, in responsibilities and
the relationship with civil the relationship with civil achieving objectives, in the
servants, with the citizens, as servants, with the citizens, as relationship with civil
well as with the other well as with the other servants, with the citizens,
beneficiaries of services beneficiaries of services as well as with the other
provided by civil servants. provided by civil servants. beneficiaries of services
provided by civil servants.

2. Management Civil Servants
Performance Criteria Defining the criterion

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

34
Monitoring of Action Plan Implementation
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Ch 1 Human Resources Policy

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Insert as many rows as necessary.
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All dates will be those established in the Action Plan.
3
The list of tasks and corresponding activities are as specified in the Action Plan.
4
Remarks will refer to implementation difficulties /outstanding issues and proposals/recommendations for corrections.
Annex HR.P4
Annex HR.P5
Comments
Status
Framework for evaluation
Outcomes
Achievement
Indicators of
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Annex HR.P 6
1
Behaviour in the Workplace
A 6.1 Guidelines for Conduct in the Workplace
A6.1.1 A Supportive Work Environment

People work best in a setting marked by mutual respect, personal dignity and support, which utilises one's
skills and abilities, and encourages further learning. All members of staff, therefore, may reasonably expect
to pursue their work and studies in a safe and civil environment, free from discrimination, harassment, sexual
harassment, threatening or violent conduct, or offences against property.
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. It identifies
processes for staff to follow in attempting to resolve such difficulties.
The guidelines DO NOT apply to unsatisfactory performance2 or misconduct3 on the part of staff. There are
legal provisions to cater for these circumstances. Additionally, procedures commenced under these
guidelines cannot be converted to disciplinary action for unsatisfactory performance or misconduct.
However, neither shall anything in this policy prevent the employer from taking disciplinary action for
unsatisfactory performance or misconduct should the need arise.
What is Intimidating or Inappropriate Behaviour?

Conflict between staff members may occasionally be manifested in behaviour best described as intimidating
or inappropriate. 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. Indeed, often a formal supervisory relationship.
While bullying* may best describe most intimidating or inappropriate behaviour these guidelines are also
intended to reinforce the general principle of respecting colleagues.
* 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, which may be
considered unreasonable and inappropriate workplace practice".
The following list of behaviours, while incomplete, could be considered as intimidating and inappropriate.
They have been categorised in five groups.
Threat to professional status
Persistent attempt to belittle and undermine work
Persistent criticism and lack of respect for judgements, 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.g. threat of dismissal, although an employer may legitimately use
disciplinary action); threat of complaints when people stand up for themselves; use of private information
inappropriately)
1
This procedure is completing the legal provisions established by Law 188/1999 republished and Government Decision 1210/2003
2
‘Unsatisfactory work performance’ means inefficiency or negligence in the performance of the employee’s duties.
3
Misconduct’ means wilful conduct by a staff member, which is unsatisfactory.
4
‘Supervisor’ means the person who is responsible for day-to-day supervision of the staff member.

Inappropriate or overly forceful language (including jokes, sarcasm insults and crude language)
Initimidatory behaviour (shouting, invasion of personal space such as entering someone's office without
knocking, physically standing over another person, rifling through personal files and drawers; reading
information on someone's desk without permission; blocking someone's exit, banging a desk.)
Physical violence
Violence to property
Isolation
Withholding necessary information or passive non-co-operation
Freezing out, ignoring, excluding or cutting off in conversation

Denied opportunities for interesting work
Unreasonable refusal of applications for leave, 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, increased negativism and
cynicism, irritability and increased staff turnover. The individual effects of bullying are both psychological
(increased stress levels, insecurity and loss of trust) and physical (tiredness, headaches and lost work time
from illness).
These impacts are not confined to the target of the behaviour but can also affect others in the workplace.
Together they can reduce organisational productivity. Indeed, the combination of the need for sometimes
complex grievance resolution processes, and, occasionally, litigation, can escalate the costs of bullying
behaviour. It is therefore preferable to minimise the likelihood of inappropriate behaviours. Accountability for
this falls to staff with management responsibilities.
A6.1.2 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. In most circumstances this responsibility can be effectively
undertaken through successful delegation and regular reporting. 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. Developing a set of protocols in this way
can bring attention to the problem, create a shared understanding of what is acceptable and what is not, and
empower individuals to speak out when those protocols have been breached.
Directors and/or other managers are encouraged to include consideration of appropriate behaviour as part of
their accountability framework for staff. A staff member who is perceived to have difficulties in this area
should be encouraged to participate in development programmes.
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. It is important

to note that while the General Director of IARD has the ultimate responsibility, generally disputes are best
sorted out at the lowest and most informal level where possible. A suggested process for managing these
problems is outlined in para. 6.2.
A6.1.3 Responsibilities of Staff Members
Each staff member is responsible for carrying out the duties identified in his/her conditions of employment.
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 that individual's responsibility to
identify these behaviours. 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.
In general, it is appropriate that the individual who is affected by the behaviour of another person approach
the other party directly to seek resolution, if possible. Where the problem has arisen from a genuine
misunderstanding this is usually the most effective approach.
If speaking directly to the other party proves difficult or inappropriate, and the staff member wishes to raises
the concern with management, he/she should meet with his/her supervisor, (or the supervisor's supervisor as
necessary) to set out the facts as he/she sees them. In some instances this will be the General Director of
IARD. In this meeting a complainant is entitled to be accompanied by a neutral third person to provide
support (e.g. a colleague or co-worker who has agreed to keep confidentiality) if he or she wishes.
Generally, it is inappropriate to discuss the issue with others in the work environment. This is unlikely to be
effective and, indeed, such discussion may be construed as gossip and result in divisive consequences in
IARD. Only staff in supervisory positions have the authority to institute the appropriate resolution processes
required.
A6.1.4 Managing the Complaint at the Local Level
The staff member wishing to raise the concern meets with the Director or to discuss it. The Director or
supervisor informs the complainant that he/she will meet with the other party to discuss the substance of the
concern. Listening to both sides of a complaint is an essential element of natural justice.
The Director or supervisor then speaks with the person alleged to be causing the difficulty. If he/she
acknowledges his/her behaviour and the distress it has caused, and undertakes that this behaviour shall not
occur again, such promises should be recorded in a brief note to be held confidentially, with copies to both
parties. The Director is then responsible for monitoring the situation to ensure there is no recurrence of the
behaviour. If the behaviour does recur then formal disciplinary procedures are advised.
It is important that the Director’s or supervisor’s action results in a clearly understood outcome which is
accepted by all those involved.
A 6.2 Procedures for Managing Unsatisfactory Performance and

Misconduct
A6.2.1. Overview
These procedures apply in the management of all IARD staff. IARD is committed to ensuring that fair and
effective systems exist for managing unsatisfactory work performance and allegations of unacceptable
conduct or workplace behaviour.

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.
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.
A6.2.2. Unsatisfactory Performance and Conduct
In general terms, each staff member is expected to show competence, care, good faith and compliance with
instructions, 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.
Where a staff member’s work performance does not meet a satisfactory standard or where a staff member
commits an act of misconduct, an appropriate process of investigation and corrective action must be taken.
A6.2.3. Managing Unsatisfactory Performance/Conduct, Misconduct and Serious

Misconduct1
These procedures do not replace the normal responsibility of a supervisor to discuss work or conduct issues
with staff members, 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. The emphasis should always
be on early intervention and informal resolution of a problem, as opposed to a more formal intervention at a
later time. In any event, 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.
In managing instances of unsatisfactory performance, misconduct or serious misconduct, it is essential that
the principles of natural justice underpin all actions undertaken by supervisors.
To this end:
• All parties will have the right to be heard and judged without bias;
• All issues are investigated thoroughly and justly;
• The standards of conduct or job performance required will be made clear to the staff member by
documentation or during interviews;
• The staff member will be made aware of the likely next steps in the event that satisfactory
performance or conduct is not maintained;
• 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, the substance of the complaint will be verified before any action is taken on the matter;
A6.2.4. Unsatisfactory Performance/Conduct

This section must be read in full before proceeding to address unsatisfactory performance/conduct.
Supervisors are encouraged seek advice from the nominated HRD representative of IARD.
1. Check to ensure that the staff member has been made aware of the required standards of performance.
This may have occurred either formally or informally or be an implied aspect of the staff member’s
employment.
2. Prior to addressing a case where a staff member is not performing to the required standard, 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.

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

8. If there is not satisfactory improvement, repeat the process outlined above. Depending on the issue and
the history, it may be necessary to hold a number of counselling sessions and give a number of written
warnings. What is important, is that the staff member understands the consequences of not sustaining
satisfactory performance. When the staff member has been given a reasonable number of opportunities to
improve their performance, and they have not done so, have a final counselling session and issue a final
warning. 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. If after issuing a final warning sufficient
improvement has not occurred, conduct another meeting with the staff member.
9. If the staff member’s response at the meeting is unsatisfactory as to why their performance has not
achieved the required standard, inform them that you are contemplating recommending disciplinary action to
the Disciplinary Commission.
10. 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, such as the
length of service and past record of the employee.
11. If the decision is to recommend disciplinary action1 prepare a report within three days to the Director for
consideration of the appropriate action. 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, to submit a written response to the Director.
The nominated Director will consider the report and any response in accordance with point A6.2.7. below.
12. If you are unsure about any aspect of the above procedure, you may seek further advice from the
nominated HRD representative.
A6.2.5. Misconduct and Serious Misconduct

This section must be read in full before proceeding to address misconduct or serious misconduct.
Supervisors may seek advice from the nominated HRD representative, on legal aspects.
The term "misconduct" is a broad term that covers a variety of acts or omissions by an employee. The types
of conduct, which constitute misconduct or serious misconduct, depend on the facts and circumstances in
each case. Some examples2 are:
• systematic delays in performing work;
• repeated negligence in solving work tasks;
• absenteeism without reasonable cause;
• repeated non-observance of the labour hours;
• interventions or persistence for solving requests outside the law;
• non-observance of the professional secrecy or of confidentiality of classified paperworks;
• behaviour impacting on the IARD prestige;
• undertaking political activities during working hours;
• refuse to fulfil professional tasks;
• breaking the legal provisions regarding professional tasks, conflict of interests and
• interdictions established by law;
• establishing of direct relations by the IARD staff with applicants for solving their requests;
Serious Misconduct
1
‘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.
2
As provided by Law 188/1999, republished.

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

A6.2.6. Summary Action

Where the decision of the Disciplinary Commission is to terminate the employment or to summarily dismiss
the member staff, 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.
The Administrative Order for termination of employment or summary dismissal for civil servants is
communicated to NACS within 10 working days from its issuing.

Annex HR.P7
The Parliament of Romania
LAW Nr. 7
February 18, 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. 1 – Application Field

(1) The code of conduct for civil servants, called henceforth knows as the code of conduct, regulates the
norms of professional conduct of civil servants.
(2) Norms of professional conduct laid down by the present code of conduct are obligatory for all civil
servants, as well as for those persons who occupy temporarily a civil servant position, within a public
authority or institution.
Art. 2 – Objectives
The objectives of the current code of conduct ensure an increase of the quality of civil service, a better
administration of the public interest, 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;
b) informing the public with regard to the professional conduct they are entitled to expect from civil
servants that hold a public position;
c) establishing a trustful and respectful climate between the citizens and the civil servants,
on the one hand, and between citizens and public administration authorities, on the
other hand.
Art. 3 – General Principles

The principles that govern the conduct of the civil servants are:
a) the supremacy of the Constitution and the law, principle according to which civil servants have the
duty to follow the Constitution and the laws of the country.
b) priority of public interest, principle according to which civil servants have the duty to consider the
public interest above their own interest, when practising a public function.
c) ensuring equal treatment of the citizens before authorities and public institutions, principle according
to which civil servants have the duty to apply the same juridical treatment in similar or identical
situations;
d) professionalism, principle according to which civil servants have the responsibility to carry out their
duties with responsibility, competence, efficiency, correctness and scrupulousness.
e) impartiality and independence, principle according to which civil servants must have an objective
attitude, neutral to any political, economical, religious or of any other interest when practising a public
position.
f) moral integrity, principle according to which civil servants are prohibited to demand, accept, directly or
indirectly, for the personal purpose or for others, any advantage or benefits when considering the
public position or to abuse the position in any way.

g) freedom of thought and expression, principle according to which civil servants may express thoughts
and opinions, respecting the right order and good manners;
h) honesty and transparency, principle according to which activities of the civil servants when pursuing
their job responsibilities civil servants should act in good faith;
i) openness and transparency, principle according to which activities of the public officials are public and
may be monitored by citizens.
Art. 4 –Terms
In the sense of this law, the following terms are defined as follow:
a) civil servants- the person appointed to a public position under the Law no. 188/1999 regarding the
Status of Civil servants;
b) Public position – the ensemble of the roles and the responsibilities established by the authority or the
public institution, on the grounds of the law, in the end of establishing the achievement for the
competences;
c) public interest – the interest which implies the granting and the compliance of the institutions and
authorities with the respect of the rights, liberties and legitimate interest of the citizens, recognised by
the Constitution, internal regulation and international treaties to which Romania adhered.
d) Personal interest – any material advantage or of any other nature, pursued and obtained , directly or
indirectly, for himself/ herself or others, by civil servants by using reputation, influence, facilitations,
connections, information to which they have access as civil servants.
e) conflict of interest – the situation or circumstance when personal interest, direct or indirect of the civil
servant contravenes to the public interest, 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.
f) public interest information – any information regarding activities or resulting from the activities of the
public authority or public institutions, no matter the support;
g) Information on personal data – any information regarding an identified or unidentified person.
Chapter II
General Norms of Conduct for Civil servants
Art. 5 - Ensuring a qualitative public service

(1) Civil servants have the obligation to ensure a qualitative public service for the benefit of citizens, by
actively participating in the decision making of the authorities and public institutions.
(2) Civil Servants have the obligation to have a professional conduct, as well to ensure, according to the
law, administrative transparency in order to gain and maintain the trust of the public in the integrity,
impartiality and effectiveness of the authorities and public institutions.
Art. 6 - Loyalty to the Constitution and the law

(1) Civil servants have the obligation that through their acts and behaviour, to follow the Constitution, the
laws of the country and to take action in order to apply the legal disposition, in accordance to their
responsibilities, in accordance to their professional ethics.
(2) Civil servants have to follow the legal provisions regarding the restriction of exerting some rights,
given the nature of their public position.
Art. 7 - 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, 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.
(2) Civil servants are forbidden to:
a) express in public false appreciations about the activity of the public institution or authority where they
work, about its politics and the strategies or the acts having a normative or a individual character;
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.

c) reveal information that do not have a public character, in other conditions than those provided by the
law;
d) reveal information that they posses, taking into consideration their position, 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.
(3) The provisions of para. (2) letter a) – d) applies after the end of the work service, for a period of 2
years, if the provisions of special laws do not mention other terms.
(4) Revealing information that does not have a public character or the delivery of documents that contain
this sort of information, 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.
(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, under the
previsions of the law.
Art. 8 - Freedom of Opinion

(1) Civil servants have the obligation to respect the dignity of the public position, 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.
(2) When carrying on responsibilities, civil servants have the obligation to respect the freedom of opinions
and not to be influenced by personal or popularity reasons. When expressing opinions, civil servants
must have a conciliating attitude and must avoid the spreading of conflicts due to the exchange of
opinions.
Art. 9 - 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, according to the provisions of the law.
(2) Civil servants who are appointed to take part in public activities or debates, in official quality, must
respect the limits of the representative mandate given by the Director of the public authority or
institution where he caries on his activity.
(3) If they are not appointed in this sense, civil servants may take part in public activities and debates, 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.
Art. 10 - Public Activity

When holding a public position, civil servants are forbidden:
a) To take part in the collection of funds for the activity of any political parties;
b) To provide logistic support to the candidates to public positions;
c) To collaborate, outside the working relations with natural and juridical persons who make donations or
sponsor political parties;
d) To display inside the public authorities and institutions, signs or objects marked with the single or the
name of political parties or of their candidates.
Art. 11 - Use of own image

When considering the public function, civil servants are forbidden to allow the utilisation of their own name
and image to promote commercial activities, as well as for election purposes.
Art. 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, as well as with natural or legal persons, civil servants have the obligation to show a
respectful, good-faith, correct and kind behaviour.
(2) Civil servants have the duty to not harm the honour, reputation and personal dignity of the staff of the
authority and the public institution where he carries on hic activity, as well as the persons that interact
during the exercitation of the public position:

a) using offensive language;

b) revealing aspects of the private life;
c) formulating defamatory notifications or complaints.
(3) Civil servants have to adopt an impartial and justified attitude for the clear and efficient solving of the
citizens’ problems. Civil servants have the duty to respect the principle of equality in front of the law of
citizens and public authorities, by:
a) Promoting similar or identical solutions for the same categories of situation;
b) Eliminating any form of discrimination regarding nationality, religious and political believes,
material conditions, health, age, sex and other aspects.
(4). In order to have social and professional relations that may ensure the dignity of persons, efficiency of
the activity, as well as the increase in quality of the public service, it is recommended that all other parties
involved respect the conduct rules stipulated in para. (1) – (3).
Art. 13 - Conduct in international relations

(1) Civil servants who represents the public authority or institution within the framework of
international organisations, educational institutes, conferences, seminars and other international
activities have the obligation to promote a favourable image for the country or the public institution or
authority they represent.
(2) When conducting a relation with representatives of other states, the civil servants are forbidden to
express personal opinions regarding national aspects or international disputes.
(3) When travelling abroad, 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.
Art. 14 - Interdiction on the receiving of gifts, services and advantages

Civil servants must not request or accept gifts, services, favours, invitations or any other advantage, for their
own person, their family, parents, friends or other persons that they have had any sort of business or politics,
which may influence their impartiality when hording public positions.
Art. 15 - Decision making process

(1) For the decision making process, 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.
(2) Civil servants are forbidden to promise that a decision shall be made by the public authority or public
institution, by other civil servants, as well as carrying out their duties in a privileged manner.
Art. 16 - Objectivity in evaluation

(1) When carrying out the roles specific to the management position, 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.
(1) Civil servants who have a leading position must examine and apply objectively the appraisal criteria
for professional competence for the subordinated staff, when they propose or approve promotions,
transfers, assignments or when granting moral and material support.
(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, on criteria based on kindred, affinity or other
criteria that were not mentioned in Art.3.
Art. 17 - Usage of the prerogatives of public power.

(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.
(3) While making decisions, counselling, elaborating projects for normative acts, or during evaluation or
when taking part in inquiries and control actions, civil servants are forbidden to pursue any personal
interest or to produce material and moral damage to other persons.
(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, in order to influence the internal or external inquiries
or to determine the making of a certain decision.

(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;

(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.

(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

Indicators1
(Examples)
Staff Planning Recruitment and Selection Performance Management Training & Development
Relevance: Relevance: Relevance: Relevance :

Degree of achievement of IARD Percentage of vacancies in total number of Staff performance changes Trainee or unit work performance changes
objectives for the planned period staff needed for the period. (qualitative indicator) (qualitative indicator)
(qualitative indicator)
Effectiveness of the process Extent to which the individual Effectiveness of the process
Effectiveness of the process performance objectives are in line with
Percentage of employment requests IARD objectives Percentage of staff planned for training:
Personnel turnover rate: filled on schedule: (qualitative indicator) No. of staff planned to have training x 100
No. of staff leaving IARD x 100 No.of vacancies filled in Number of staff needing training
No.of staff at the beginning of the period No. of vacancies planned for the period Effectiveness of the process
Percentage of trained staff of total planned:
or: Percentage of vacancies longer than one Percentage of staff appraised: No. of staff who have received training
month: No. of staff appraised x 100 No. of staff planned to be trained
No. of staff leaving IARD x 100 No.of vacancies over 1 month in length Total staff to be appraised x 100
Average no. of staff for the period Total vacancies in 1 month
x 100 = % Ratio of promotions to total positions: Percentage of staff training in…..skill(s):
Percentage of staff with required skills: No. of promotions No. staff trained in …skill(s) x100 = %
No. staff with required skills x100 Number of application files received for an No. of positions Total staff
No. staff needed with required skills advertised position ( Job posting
or: effectiveness) Average number of years or months Percentage of completion:
Skilled staff x 100 Correctness/ transparency of the selection between promotions No.of staff completing training x 100
Total staff process: No.of staff who entered training
No. of appeals x 100 = % No. Distribution of performance appraisal
Ratio of existing positions to total of of applications ratings Percentage of employees with development
positions needed: plans:
No.of existing positions Correctness/ transparency of the No.of staff with PDPs x 100
No of needed positions Quality of applicants: process: No.of total staff
ratio of short-listed applicants (of the total
Percentage of needed positions filled in: number of applicants); or:
Total vacancies x 100 Total ratio of applicants selected for the interview No. of complaints by staff x 100 = % No.staff involved in staff development
budgeted positions ( of short-listed applicants) No. of staff Total staff
x100
Percentage of staff with updated job Efficiency of the process No. of complaints by staff x 100 = % Percentage of training days implemented:
1
This list of indicators is indicative only. All plans shall identify appropriate indicators to measure the achievement of the set objectives.

51
Annex HR.P 8
52
descriptions: Number of days to fill an employment No. of suggestions staff Total internal training days for IARD x 100
request Total of training days planned for IARD
No. staff with updated job description Efficiency of the process
x100 = % The number of recruitment's processed Quality of courses or programmes
Total no. staff within 3 months. Average appraisal time/employee: Percentage of satisfaction ratings
Total appraisal time (days) Percentage of training classes evaluated as
Percentage of contractual staff Time to process an applicant No.of staff excellent
No. contractual staff x 100 = %
Total staff Cost per external hire Efficiency of the process

Current ( and/or future) supervisor/ Cost per internal hire Percentage of participation/ attendance:
employee ratio: No.of staff attending training x 100
No. of supervisors Induction No.off staff enrolled in training
No. of total staff
Orientation and training costs per hire Average training length per year:
Efficiency of the process No. of training days per year

Average length of induction period No. of people trained per year
Average length of time to prepare the
staff plan Time to start Percentage of work time spent on training:
Time spent training x 100 = %
No. of staff planning team members Total available work time
Cost per trainee per planned period:
Time to evaluate jobs Total training costs per period
Total staff trained during the period
Total external training expenditures:

- similar as above-
Total internal training expenditures

-similar as above-
percentage of SDU department employees to

total employees:
No. of SDU staff x 100
Total IARD staff
2. STAFF PLANNING
2.1. Introduction
Staff Planning (SP) is not a separate planning process, but part of an integrated approach to defining and
preparing for the future. It integrates many other processes that support the management of human
resources. 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.
The staff planning process shall be carried out on the basis of the following three approaches:
• Workforce approach - 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.
• Workload approach - focuses on the amount and type of work the organisation anticipates handling
at a specific point in the future, and uses this information to project the number of resources (people
and skills) needed to perform that work.
• Competency approach - identifies sets of competencies aligned with the Organisation’s mission,
vision and strategic goals. This approach assumes the Organisation has already considered
workforce and workload and can focus not only on the number of people, but the competencies
employees must master for Organisational success.
2.2. Staff Planning Process

The SP is a several steps process going through a continuous cycle:
• Analyse Current Situation (Supply);
• Assess Future Needs (Demand);
• Determine Gap and Develop Strategies;
• Select Strategies and Prepare Master Action Plan;
• Implement and Monitor;
• Evaluate and Identify Learnings;
• Restart Process
When going through the process steps, please see the checklist in Annex HR.SP 1, which contains key
questions guiding the staff planning exercise.
The roles and responsibilities of the two teams for the whole process can be found in Annex HR.SP 2, while
the timeframe for the activities under each step is presented in Annex HR.SP 3.
2.2.1. Analyse Current Situation (Supply)

Supply analysis shall focus on identifying current Organisational competencies, analysing staff size and
demographics, and identifying employment trends with the view to develop a "profile" of the current staff.
Assessing the current staff requires, above all, good data. The capabilities of all employees must be known
at all times so that their knowledge, skills, abilities, and talents can be matched to the needs of the IARD in
dynamic fashion.
Much of the labour for future work shall be provided by those currently employed within IARD. Therefore, it
is useful to ascertain what current strengths and weaknesses exist within the workforce. This information
shall be used during the forecasting phase of staff planning to identify skill gaps and/or potential areas of
concern.
Ch 2 Staff Planning 53
Two types of workforce data shall be used for in the process: census and trend.
2.2.1.1. Census Data

Census data provides a snapshot of the current workforce at or over a particular point in time. Staff
demographic data shall include:
• Number of staff (by category, class and grade);
• Position;
• Age and sex;
• Length of service;
• Education, skills and competencies;
This information shall be delivered by the HRD and provides the necessary baselines from which planning
can begin.
2.2.1.2. Trend Data

Trend analysis provides both descriptive and forecasting models describing how turnover shall affect the
workforce in the absence of management action. Trend analysis is essential to effective solution analysis.
Trend or transaction data provides a historical picture of what has gone before. It involves examining the
staff internal records and looks at:
• Workload;
• Attrition1 statistics;
• Turnover rate, retirement rate, retirement projections;
• Promotion and award rates;
• Vacancies created by internal movement;
• Managerial / employee ratio.
Trend information combined with census data provides essential building blocks for forecasting supply. It is
always important to remember, however, that although past behaviour can beuseful in predicting future
behaviour, it does have limitations. The accuracy of this form of prediction relies upon the circumstances
surrounding the behaviour remaining constant.
Therefore, it is essential to always consider environmental factors and organisational direction when
developing a forecasting model or building a specific workforce.
2.2.1.3. Methodology
The collecting and processing of data shall be undertaken by the operational team, under the coordination of
the SDU Co-ordinator in the IARD.
Data collecting shall cover all staff in the IARD and shall refer to:
• Number of staff by category, class and grade;
• Time in position;
• Education, skills and competencies;
• Turnover rate, retirement rate, retirement projections;
• Promotion and award rates;
• Vacancies created by internal movement;
• Managerial/ employment ratio;
1
The reduction of staffing levels from an organizational level due to retirements, resignations, reassignments, transfers to other
agencies, involuntary terminations, deaths, etc., in a fiscal year. Retirements are normally included in attrition; however, it will be
projected separately in the SP process.
54 Ch 2 Staff Planning
The database created for this purpose shall be permanently up-dated. To this end links shall be established
between existing databases in the HRD and SDU, so that all up-dated information is automatically
transferred into the SP database. CVs in the database shall be input in the EU format.
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.
The information collected shall be aggregated at the IARD level by using formats provided in Annex HR.SP 4
( columns 0- 5 and 8) and Annex HR.SP 5 ( columns 0- 2 and 6).
2.2.2. Assess Future Needs (Demand)
2.2.2.1. Demand Analysis

Demand analysis deals with developing measures of future activities and workload, and describing the
competency sets needed by the workforce of the future. 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.
The purpose of demand analysis is to forecast the competencies required by the future staff for the
organisation to be successful. In order to do this, first it is necessary to try and predict how the nature of the
work will change. Both internal and external influences must be considered.
Predictions must be based on past experience and expected future market conditions. These shall be
different for different groups of employees such as senior executives, other leaders and managers,
supervisors, technical specialists in critical fields, generalists/programme managers, administrative and
support employees, and other developmental positions. They shall also vary for the diverse groups of
employees making up the candidate pools for future vacancies.
Initially future staff composition shall be looked at in terms of class, category and degrees.
The most critical parameter in defining the staff of the future is its size. Changing the overall size of the IARD
staff requires action by the Ministry and shall require extensive budget justification. Thus, it is critical that
whatever size staff is assumed for staff planning purposes, it must be fully endorsed by the Minister and/or
Secretary General.
Once numbers and functions have been defined, a "profile" of the desired future staff shall be developed.
The profile is a quantitative description of the staff in terms of important characteristics or attributes such as
job classification, discipline, or functional specialty, experience in that specialty, skill levels, stage in one's
career, and demographic factors that might be relevant to achieving staff goals.
The Strategic Team shall:
• Establish and communicate IARD mission, base functions, strategic goals; objectives, operational
goals;
• Analyse potential impacts of internal and external environment (legislative changes; departmental
initiatives, future access to structural funds of the EU, etc);
• Provide information on:
− goals and objectives for the planned year;
− forecasted budget for the period;
− future changes related to new technologies for the IARD (e.g. computerised MIS at the Ministry
level, including HR Management, direct links to Government and/or EU networks) that would
affect staff planning;
− changes in the IARD structures (including reorganising/restructuring);
− number, size and duration of projects and programmes to be tendered, contracted, implemented
and monitored;
− 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, broken down
at each Directorate level;
• Carry out the workload analysis and the competencies/skills analysis, according to models in
Annexes HR.SP 6 and 7, in order to establish the future needs (number and competencies).
• Fill in Annexes HR.SP 4 (column 6) and 5 (column 3) the aggregated figures, at the IARD level.
2.2.3. Determine Gap and Develop Strategies
2.2.3.1. Determine Gap

Gap analysis is the process of comparing information from the supply analysis and demand analysis
collected during Steps 1 and 2, in order to identify the differences - the gaps-- between the current IARD
competencies and the competency set needed in the future workforce.
The result is the determination of gaps and/or surpluses:
• A gap (when projected supply is less than forecasted demand), which indicates a future shortage of
needed staff or skills. 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.
The second is the most critical for staff planning.
• A surplus (when projected supply is greater than forecasted demand), which indicates a future
excess in some categories of staff and may require action. 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.
Avoid the trap of seeking to match actual staff to what is to be done now - without thinking enough about the
workforce needs in the future.
The staff and the gaps are constantly changing. Attrition changes the individuals in the staff. Employees
with one skill set leave, and new employees with different skills take their place.
Training and professional development change the skill mix of those remaining and time changes their
experience levels and brings them closer to retirement.
2.2.3.2. Develop Strategies

Strategies include the programs, policies, and practices that shall assist IARD in recruiting, developing, and
retaining the critical staff needed to achieve IARD goals. 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.
This involves looking at the strategic plan of IARD, including mission, strategies, and goals, future
programmes and projects, as well as at legislation, economic conditions and technological advances.
"Scenario planning" is an effective way to systematically evaluate the interplay of multiple variables.
A scenario presents a particular picture of the future with comments on the probability of certain events
occurring, accompanied with supporting documents. Depending upon the size and complexity of the
scenario, they can be used to propose possible intervention strategies such as policy changes or
increases/decreases in staffing levels and finances.
Such identification provide a guide for solution analysis, as to where strategic HR intervention and
investment can be best targeted for closing gaps in competencies and reducing surplus competencies. To
this end answers to the following questions shall be sought:
• 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, training/retraining, developing and placing of employees,
competency-based assessments, leadership development, succession planning, technological
enhancements and use of contractors. Implementation strategies shall include actions that are clear,
concise, and measurable, including achievable milestones.
2.2.3.3. Methodology:
• The operational team shall establish the gaps for both staff size and competencies/skills, on the
basis of the information collected during steps 1 and 2 and shall fill in the outputs in formats provided
in Annexes HR.SP 4 ( column 7 and 8) and 5 ( column 5 and 6);
• On this basis the strategic team shall then analyse the identified gaps and shall develop strategy
options based on scenarios of future potential changes.
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.SP 8 for Guidelines to strategy options.
2.2.4. Select Strategies and Prepare Master Action Plan
2.2.4.1. Select Strategies

Several factors influence which strategy or, more likely, which combination of strategies shall be used.
Some of these factors include, but are not limited to, the following:
Time:
Is there enough time to develop staff internally for anticipated vacancies or new skill needs, or is special,
fast-paced recruitment the best approach?
Resources :
What resources (for example, technology, Web sites, structured templates, and sample plans) are currently
available to provide assistance, or must resources be developed?
Internal depth - does existing staff demonstrate the potential or interest to develop new skills and assume
new or modified positions, 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, career management or better-focused learning and
development strategies? Will external consultants or contractors be available?
Job classification:
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; 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.
Some combination of the above may be necessary to address immediate, medium and long-term
requirements reflecting the practical difficulties of getting quick results in many situations, for example,
because the required skills are not available.
During the planning phase, areas that may need to be addressed can be identified. The development of a
new program may require additional staff, retraining of existing staff, more highly skilled employees, the
introduction of new technology or a combination of these changes. Implementing these changes shall
require decisions to be made at the strategic, process and operational levels.
2.2.4.2. Prepare Master Action Plan

The planning phase requires the development of a coherent approach to future people management. Staff
planning provides focus to the individual components and provides links between workforce, financial and
logistical issues. Therefore, depending upon the circumstances, the action plan shall contain those
elements to bridge the gap between the current and desired staff profiles:
Human Resource - structure of proposed posts, job redesign (if it is the case), number of employees
needed at different moments in the future, by functions, categories, Directorates, offices - including internal
staff movement, solutions for staff deficit and/or excess (e.g. recruitment, deployment, retirement
programmes), working conditions, leave management, flexible work arrangements;
Staff Development - creation of training and development programs, promotion and transfer policies,
succession and career planning.
Financial - the work to be undertaken and the staff to undertake that work shall affect budgets,
remuneration, workplace agreements, incentives and allowances.
Logistical - 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.
Starting from the master action plan, a separate action plan might be needed to address the implementation
of each strategy in the staff plan (e.g. for recruitment and selection, training and development, succession
planning, career planning).
Training and/or retraining shall be considered in the first instance as a means of achieving the necessary
skills, knowledge and expertise.
Succession planning involves identifying critical positions, functions, skills, 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.
Where it is identified that the necessary skills, knowledge and expertise are not available or achievable
through such means as training or retraining, any future vacant positions shall be looked at with a view to
filling the gaps in skills or knowledge.
One product of staff planning at the Directorate level shall be a document outlining the steps to be taken
shall any position be vacated. When an anticipated vacancy becomes clear, the strategies outlined in the
plan shall be enacted so that the vacancy can be filled in the shortest possible time.
A reduction in staff shall generally involve more complex issues and effective change management
procedures and advice shall be sought from HRD.
Every Director is responsible for staff and succession planning for his or her respective Directorate, and to
ensure that the Directorate plan contributes to the accomplishment of the IARD plan. 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. Some
activities, such as updating the human resources database shall be done as changes occur so the latest
data shall always be available. 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.
Most other activities shall be done on an annual basis and be coordinated with the activities planning and
budgeting cycles for maximum effectiveness.
At the Directorate level, staff and succession planning systems are also tools for management of the
Directorate's staff on a day-to-day basis, not just an activity that is conducted on a cyclical basis. Ideally,
updating shall occur as personnel join or leave the Directorate's staff, so that the systems are current at all
times.
The strategic team shall perform the analysis and shall select the most appropriate strategy to address the
gaps and surpluses. In doing this it shall consider the following elements:
• Ensure that there is executive support for the Plan;

• Assess budgetary impacts;
• Allocate necessary resources to carry out the strategy, including resources for monitoring and
evaluation activities;
• Clarify roles and responsibilities in implementing strategies. This includes identifying who is involved
in implementing what and identifying the need for coordination among different parts of the IARD or
with HRD;
• Establish time lines;
• Define performance measures/indicators/milestones and expected deliverables.
• Communicate the plan.
On the basis of the strategy selected by the strategic team, the operational team shall develop the master
action plan. The plan shall contain specific measures for each objective in the strategy and each measure
shall be accompanied by detailed concrete activities, with clear timing (start/end, participants and
responsibilities).
The detailed plan shall be filled in the format presented in Annex HR.SP 9.
The Secretary of State shall sign the completed Plan and a copy forwarded to the HRD within MEI.
The HRD is responsible for making the Staff Plans available to the Secretary General for all major planning
exercises, such as the annual budgeting.
For recruitment and selection, additional approval shall be obtained by HRD from NACS (see Chapter 3
Recruitment and Selection, para. 3.2.1.1.) for the civil servants to be hired during the planned year.
2.2.5. Implement and Monitor

The Staff Plan shall be implemented in connection with the requirements of the IARD’s strategic plan. The
implementation of the actions in the SP shall be continuously monitored. If the strategic plan changes due to
unanticipated client, leadership, or legislative changes, adjustments to staff plan strategies may be
necessary.
In addition to the provisions of para. 1.5.8. in Chapter 1 Policy, the following shall be considered for the
monitoring and evaluation of the Staff Planning process.
The overall responsibility for the Staff Plan monitoring lies with the SDU.
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.P 4 (Chapter 1 Policy).
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.
The strategic team shall meet once a month to discuss progress and phases of implementation of the master
action plan. The SDU Co-ordinator shall present a report on findings, progress and recommendations. 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.
2.2.6. 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;
• Appropriate skill mix;
• Appropriate personnel deployment by Directorate/Unit.
Measurements - progress made toward:
• Closing skills gaps
• Reducing skills surpluses
• Achieving hiring and retention objectives
• Meeting diversity of objectives, etc.
The main sources for collecting of information that shall be used for the evaluation shall include:
• The Staff Plan;
• The information collected during interviews with staff planning teams;
2.2.7. Restart Process

The staff planning cycle shall restart following the same steps. 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.
Please also see the checklist in Annex HR.SP 10 for the Staff Planning process.
List of Annexes
Staff Planning
Annex HR.SP 1: Checklist Key Questions
Annex HR.SP 2: Staff Planning Matrix
Annex HR.SP 3: Timeframe for Yearly Planning
Annex HR.SP 4: Staff Demographics/Size Analysis
Annex HR.SP 5: Competency/Skills Analysis
Annex HR.SP 6: Procedure for Workload Analysis
Annex HR.SP 7: Competency/Skills Assessment
Annex HR.SP 8: Strategies to Address Critical Needs
Annex HR.SP 9: Action Plan
Annex HR.SP 10: Checklist for Staff Planning process
62
Checklist
Key Questions
Ch 2 Staff Planning
Crt. Stage Key questions Seek Tips
no
1. Analyze Does the IARD have a comprehensive staff-planning • Key components of staff • Review HR Data Warehouse to analyse staffing,
current program that is linked to the IARD’s strategic plan? planning in the IARD’s projected attrition and replacement needs. It should
situation • Does the IARD gather and analyze demographic staff overall strategic plan. consider the scarcity or abundance of the skill sets
indicators; for example, critical information such as • Direct correlations of required.
turnover years of service, educational levels, age, and employee performance and • Maintain an employee skills inventory and monitor
sex? IARD outputs and systematically to support developmental initiatives and
• Does the current staff have the adequate skills and deliverables. match against internal skill and competency requirements.
competencies to efficiently accomplish objectives? • Excessive IARD or unit • Review recruiting efforts and identify hard to fill
• Has the IARD been able to recruit and retain talent turnover that could indicate positions.
competitively? workload problems or other • Review employee exit interview data for trends or other
• Does the IARD maintain a formal succession plan that organizational issues. possible interventions.
identifies key IARD positions and potential successors? • Interview IARD executives and key managers to get
• Are IARD structure and HR practices appropriately feedback on the effectiveness of organizational structure.
aligned for achieving goals and objectives?
2. Assess • Has the IARD been affected by or it anticipated any • National, EU, and Local • Establish staffing benchmarks and determine best
Future new legislation that will impact the staff or IARD trends that may indicate practice approaches to plan for costs and return on
Needs operations? possible legislative action investment.
• Does the IARD anticipate any expansion of current and movements. • Ensure IARD succession planning efforts are accurate
programs and activities that impact the staff? • Increases in competition for the future.
• Is the IARD planning for any de-emphasis or for employees that may • Plan new program implementation to maximize and
discontinuance of IARD activity that would impact the affect recruiting efforts. project necessary resources.
staff? • Planned attrition and the • Target and constantly scan the environment for
• What new skills or core competencies will the staff impact it will have on indicators of change and alignment with IARD mission.
need by occupational category and what is the maintaining an experienced • Benchmark similar organizations for organizational
availability of those skills and competencies? and skilled structure and the use of employee assets.
• What is your IARD IT strategy and how will your staff staff.
be prepared for newly planned innovations? • Possible skill deficiencies
• What specific training and development requirements and the impact on services.
will be needed and what are the projected costs?
• How will the staff of the future impact the IARD
financial plans?
3. Determine • How will the anticipated demand for the IARD services • Deviation from normal • Identify and plan for short and long-term competencies
Gaps impact the size, skills and operating procedures and that are necessary to meet future objectives and
Annex HR.SP 1
competencies of the current staff? the impact on IARD service distinguish unique gaps.
• Does the current or future labour market indicate the delivery. • Determine and create workplace culture plans that value
appropriate availability of talent for which the IARD is • Changing morale and individual and group contributions.
competitive? work-life issues that may • Plan and anticipate “current status” transitions to meet
• Is the IARD currently or projected to experience losses impact organizational multiple and changing “to be status” environments.
due to retirement, normal attrition or contraction? performance. • Examine total compensation in today’s environment
• How will the IARD compensate for address projected • Structural barriers, versus total compensation in the future.
skill and competency deficiencies? systems, policies and • Examine factors that impact the ability to compete for
• How does the IARD staff plan the impact the IARD procedures that inhibit necessary resources and develop a plan to address them.
activity, technology, plans? efficiency and change • Communicate with the group developing the technology
adaptability. plan.
• Insufficient budget and
resource allocations.
• Changing skill
requirements and the impact
on current and future staff.
4. Develop • What strategies should the IARD develop and • Efforts by the IARD’s • Involve all levels of IARD employees in the action
Action Plan implement to eliminate the gaps in the senior leaders to build planning process.
staff- planning program? teamwork and reinforce a • Define performance criteria and appropriate measures
• Are key stakeholders and IARD leadership apprised of shared vision for eliminating for evaluation
the concrete need for change and action? the staff gap. • Coordinate with the groups formulating the financial
• Have the necessary resources or implementers of • IARD alignment of plans.
change been given the opportunity to provide input in the performance management
action planning process? with goals in action plan.
• What is the appropriate timeline to implement the IARD
staff plan?
5. Implement • Has the IARD allocated the necessary resources to • Indications that the IARD is • Develop a project plan that establishes responsibilities
Action Plan ensure an appropriate response? making flexible use of its with major milestones.
• Has the IARD assigned responsibilities and provided staff, putting the right • Conduct periodic meetings with key staff to discuss
role clarity in carrying out the plan? employees in the right roles progress and phases of implementation.
• Does the IARD have a plan to conduct periodic across organizational • Provide feedback to all levels of the organization.
monitoring to measure progress? boundaries
• Has the IARD designed and planned a comprehensive • Understanding of action
communications program to augment implementation plan by all levels of
efforts? employees.
Ch 2 Staff Planning
63
64
6. Evaluate Have all major milestones in the IARD plan been • An explicit link between • Get feedback from managers and staff on the
Results completed? skill improvement and IARD effectiveness of the performance management system
• Did the IARD make the appropriate investments in performance. and its return on investment.
education and training to help its employees build the • An increase in the quality • Analyze and review performance appraisals and
competencies needed to achieve the IARD’s shared of hires and their associated progress in employee development.
Ch 2 Staff Planning
vision? performance. • Review IARD’s operating budget spent on training and
• Has the IARD recruiting and hiring strategy supported • Testimonial evidence from compare benchmarks.
short and long-term goals? employees and • Review recruiting efforts and look for reduced cycle
• Does a review of the IARD skills inventory indicate the management that necessary times (from requisition to hire).
elimination of gaps previously identified? training and development is • Review succession-planning efforts and determine
• Has the IARD deployed its staff appropriately to relevant and encouraged. effectiveness.
maximize effectiveness and efficiency? • Indications of integrated
work unit coordination and
communication.
7. Identify • What did the IARD learn from the staff planning • Strategies that worked well • Ensure that staff-planning efforts are adjusted based on
Learnings process? in this planning cycle as well learnings and are again integrated into the IARD strategic
• What changes need to be made? as those strategies that did plan.
• How will the IARD implement what was learned. not work as well as • Review IARD performance measurements and adjust to
intended. accommodate greater organizational efficiency.
• Key staff that played major
roles in those areas.
• Process and structural
improvements that enhance
the IARD’s ability to
accomplish goals and
objectives.
Staff Planning Matrix
1
Activity Input Output Participants
Workforce levels, demographic information, Current staff profile:

hiring, and turnover trends
Information about number of staff, skill assessment, classification,
Operational team
management positions ratio, and diversity)
Workforce skills/experience data collection
Current Situation
Staff skills inventory; workload measurement data
(Supply) Analysis Optional:
Workload measurement inputs
contract support; internal
Trends/predictors (turnover, retirement rates, and replacement
consultant
patterns)
The Strategic Team is led by the General Director of the Regional Development Directorate. It comprises the SMT, the HRD Director and the SDU Co-ordinator.
The Strategic Team sets the vision, goals and objectives and provides direction and guidance to the Operational Team. The Team is held accountable for accomplishment of the Staff Plan
preparation and implementation.
The Operational Team is coordinated by the SDU Coordinator. It comprises appropriate representation from each IARD Directorate, HRD and IT technical support.
The Operational Team undertakes all the activities related to the preparation of the Staff Plan. The SDU Co-ordinator reports to the Strategic Team on progress, which also approves the Plan,
countersigned by the Secretary of State.
Ch 2 Staff Planning
Annex HR.SP 2
65
66
Future staff profile:
Expected staff changes driven by factors such as changing
Management assessment of RDD program missions, goals, strategies, technology, work, workloads, and/or
direction and budget plans work processes Strategic team +
Ch 2 Staff Planning
Future staff skills needed Operational team
Assess Future RDD Objectives Anticipated increase or decrease in the number of staff needed to
Needs Strategic Plans do the work
(Demand) Budget Plans Critical functions that must be performed to achieve the strategic Optional:
plan contract support; internal
consultant
Analysis of difference between present staff and future needs;

Supply Analysis data: demographics, establish priorities for addressing change:
employment trends; skills inventory Anticipated surplus or shortage in staffing levels
Operational team +
Demand Analysis data: Future skills needs; Anticipated surplus or shortage of skills
Strategic team
staffing levels Analysis of solutions/ interventions needed for transition
Determine Gap and
Develop Strategies
Output from Gap Analysis: Identified "gaps" Develop strategies: recommend solutions to reduce shortages and
Optional:
between present staff and staff needed for surpluses in the number of staff and needed skills
the future.
consultant
Analysis of strategies developed; Strategic team+

Select strategy to bridge gap
Operational team
Select Strategy
and Prepare Action Analysis of activities needed for
implementation Optional:
Plan Action plan developed for strategy implementation
consultant
Request for approvals Amendments needed
Strategic team+
Obtaining approvals Amendments proposed Approvals obtained
Operational team
Communicate action plan

Implement Action Implement strategies to reduce gaps and
Action plan implemented RDD directorates and HRD
Plan surpluses
Operational team
Strategic team
Monitor and Evaluate
Implementation Monitor and evaluation activities Corrections proposed according to progress
Optional:
consultant
Strategic team
Operational team
Corrective Actions Corrections made to action plan Action plan implemented according to corrections
Optional:
consultant
Strategic team
Operational team
Restart Process for
Restart staff planning cycle New staff plan prepared
the Following Year Optional:
consultant
Ch 2 Staff Planning
67
Annex HR.SP 3
Staff Demographics/ Size Analysis
Directorate/Unit/ Existing staff Existing Expected Future need Gap Comments2
changes
Position no. supply (projected ( 6-5)
(projected need)
Class Category Grade 1
supply)
0 1 2 3 4 5 6 7 8
1.Technical Assistance
Directorate:
1.1. TA Unit:
- expert…..
- counselor…….
- advisor…….
…………………..
1.2 SD Unit:
- expert…..
- counselor…….
- advisor…….
…………………..
2. Regional Policies
and Programming
Directorate:
2.1. Programming Unit
- expert…..
- counselor…….
- advisor…….
…………………..
2.2. Regional Policies
Unit
- expert…..
- counselor…….
- advisor…….
………………….
2.3. Twinning Unit:
- expert…..
- counselor…….
1
The expected changes is calculated by weighting the existing staff with the turnover rate, retirement rate and projections, promotion and award rates, vacancies created by internal movement, as
well as introduction of new technology.
2
Comments will include causes of expected changes and actions proposed
Ch 2 Staff Planning
69
Annex HR.SP 4
70
- advisor…….
…………………..
3. Implementing
Directorate
3.1. Romanian Projects
Unit:
Ch 2 Staff Planning
- expert…..
- counselor…….
- advisor…….
……………………
3.2. Phare Projects Unit
- expert…..
- counselor…….
- advisor…….
……………………
4. Monitoring
Directorate:
4.1. Grants Unit
- expert…..
- counselor…….
- advisor…….
4.2. Infrastructure Unit
- expert…..
- counselor…….
- advisor…….
5. CBC Directorate
5.1. Programme Unit
- expert…..
- counselor…….
- advisor…….
………………
5.2. Implementing and
Monitoring Unit
- expert…..
- counselor…….
- advisor…….
…………………….
Annex HR.SP 5
Competency/ Skills Analysis
2
Directorate/Unit/ Existing Expected Future Gap Comments
1
competencies changes competencies
Position
needs
0 1 2 3 5 6
1.Technical Assistance
Directorate:
1.1. TA Unit:
- expert…..
- counselor…….
- advisor…….
…………………..
1.2 Staff Development
Unit:
- expert…..
- counselor…….
- advisor…….
…………………..
2. Regional Policies
and Programming
Directorate:
2.1. Programming Unit
- expert…..
- counselor…….
- advisor…….
…………………..
2.2. Regional Policies
Unit
- expert…..
- counselor…….
- advisor…….
………..
2.3. Twinning Unit:
- expert…..
- counselor…….
- advisor…….
…………………
1
The expected changes will consider changes in the staff competencies/skills further to personal development (training, work experience, promotion, etc).
2
Comments will include causes of expected changes and actions proposed.
Ch 2 Staff Planning
71
Annex HR.SP 5
72
3. Implementation
Directorate
3.1. Romanian Projects
Unit:
- expert…..
- counselor…….
Ch 2 Staff Planning
- advisor…….
……………………….
3.2. Phare Projects Unit

- expert…..
- counselor…….
- advisor…….
……………………
4. Monitoring
Directorate:
4.1. Grants Unit
- expert…..
- counselor…….
- advisor…….
4.2. Infrastructure Unit
- expert…..
- counselor…….
- advisor…….
5. CBC Directorate
5.1. Programme Unit
- expert…..
- counselor…….
- advisor…….
……………………
5.2. Implementing and
Monitoring Unit
- expert…..
- counselor…….
- advisor…….
……………………
Annex HR.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. It provides leaders with a process to assist with allocating resources, communicating priorities, and
identifying skills and training needed by employees to accomplish the workload.
Once an organization completes an accurate assessment of the work and the staff required to complete the
work, then management can discuss longer-range resource priorities and staffing needs based on realistic
resource improvement goals and staffing requirements. Plans can be developed to allocate funding to filling
gaps, improve operating efficiencies, and improve technical skills and competency.
Uses for WLA:
− Management decision making tool

− Analyze workload by activity, discipline needs, current location of specialists, and where staff is
needed to address emerging issues.
− Analyzing current work processes and discuss potential ways to improve efficiency and effectiveness.
− Facilitate discussion and review of priorities associated with work products.
− Project impacts of new or additional programs and mandates on current and future workload and
workforce.
− Provide data to tie workload and personnel needs to more comprehensive resource assessments.
− Help managers determine how to reduce excessive or uneven workload.
− Assist in the development of training needs for employees.
− Provide human resource data when organizational changes are being considered.
− Project what disciplines will be needed for the future workforce
− Assist in the development and evaluation of performance measurements.
− Provide supporting data in resource allocation decisions.
− Produce database of work process for future reference.
− Provide data for budget justifications
− Provide data for strategic planning decisions
How should it be conducted?
Workload analysis should be conducted in two parts. 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, a measurement unit (number), the source of the data to use (if applicable), and any
additional considerations for clarity, consistency, and accuracy.
The second major activity is to determine the amount of time required to complete the work activities by
discipline. For each work product, a time analysis should be conducted. The time analysis consists of
documenting the time required by different disciplines to carry out tasks needed to accomplish the 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.
Verification of data:
To check the reasonableness of the time study data, estimate the progress of each activity for last year, then
multiply the time study data. The result should be the approximate workforce that existed last year.
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.
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. If the time study data
is reasonable, then the staff required to complete last year’s progress on each activity should approximate
last year’s workforce. 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.
Identification of time by discipline:
Record the discipline skills/competencies necessary to accomplish the work activity. The
working title of the individual currently in the position is not relevant to this process, but the
skills/competencies needed to complete the activity should be captured. For example, an economist may be
a grants expert by training. If the economist acts as a grants expert accomplishing a work activity, then
record that time in the grants expert column of the spreadsheet.
Use the same methodology for all disciplines used in the organization.
In completing the worksheet, it may be necessary to consider the various employee titles of the organization,
however, place the employees in the most applicable category, depending upon the skills/competencies
needed to accomplish the work activity.
It is recognized that there may be variations in the amount of time required for each work
1
FTE = Full Time (Equivalent) Employment
activity. A typical unit (type and/or size) must be determined and all time identified as it relates to this typical
unit.
Please pay attention to those tasks, steps, or components that should be counted in other work activities.
This will avoid duplication of time between activities. Care should be exercised to prevent double counting.
In order to get a comprehensive accounting of total time required to complete a work activity, it is important
that all time, including that of other employees, non-FTEs, TA experts are included.
Limitations of WLA
− It is only an estimate of the workload

− Estimates are only as good as the “estimators”
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) ______
Annex HR.SP 7
Competency/ Skills Assessment
COMPETENCY ANALYSIS
What are competencies?
Competencies are a set of behaviors that encompass skills, knowledge, abilities, and personal attributes
that, taken together, are critical to successful work accomplishment.
Competencies may be defined organizationally or on an individual basis. Identifying competencies on an
organizational basis provides a means for pinpointing the most critical competencies for organizational
success. These are an organization’s core competencies.
Individual competencies are those that each employee brings to his/ her function. Individual and team
competencies are critical components of organizational competencies. If the individual competencies in the
workforce are not in accord with those needed by the organization, workforce planning will point out these
gaps.
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, vision, and strategic goals. The competency model is future-oriented, describing an ideal workforce.
The competencies that make up the model serve as a basis for employee management, since they play a
key role in decisions on recruiting, employee development, personal development, and performance
management.
A competency model helps bridge the gap between where an organization is now and where they want to
be in the future. This occurs in two ways. First, the competency model serves as a guide for management in
making decisions, since it is based on the competencies that support the mission, vision, and goals of the
organization. Second, the competency model serves as a map to guide employees toward achieving the
mission of their organization and their functional area.
This provides management and staff with a common understanding of the set of competencies and
behaviors that are important to the organization. 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.
How are competencies identified?
Competencies are developed based on information collected by studying what top performers do in the
defined job context. Competencies focus on the attributes that separate the high performers from the rest of
the workforce. Information can be gathered in a variety of ways, including employee questionnaires, focus
groups, and interviews with managers and employees.
Two key elements in identifying competencies are:

• Workforce skill analysis is a process that describes the skills required for today’s work.
Conducting workforce skill analysis requires the leaders of an organization to anticipate how the
nature of the organization’s work will change, and then to identify future human resource
requirements. (This process spans the supply and demand analysis aspects of workforce planning.)
• Job Analysis, which collects information describing successful job performance. Job analysis
focuses on tasks, responsibilities, knowledge and skill requirements as well as other criteria that
contribute to successful job performance. Information obtained from employees in this process is
used to identify competencies.
Workforce planners can use competency analysis as a method of analyzing workforce gaps. Competency
analysis is a process that identifies the current competency levels of the workforce, as well as the
competencies required by the jobs of the future. As a part of competency analysis, planners can distribute a
questionnaire (individually, by groups, 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.
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. Timing and presentation
of such a questionnaire is critical.
Steps for Conducting Competency Analysis:
1. Identify the job competencies that will be required for future positions in the organization. A
competency matrix can be used as a tool for identifying the competencies that are or will be required
for specific positions. This step will probably have been conducted during the strategic planning and
preliminary data gathering step in the workforce planning processes.
2. Determine whether current employees possess the competencies that will be required by the
identified positions. This is the data that will probably be or based on assumptions related to
current series and grade. A skill assessment tool can be used to measure individual employee
competencies.
3. Analyze the difference between current employee competencies and future organizational
needs.
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.
Employees may also want to know the results of the analysis for their own career development purposes.
This may be helpful for retention if well-qualified current staff believe there are growth and learning
opportunities for them within the organization.
If the organization determines that current employees will not have the ability to attain the competencies that
will be required in the future, workforce planners will then need to identify the most appropriate recruitment
strategies for filling the skill gap.
Competency matrix1
Competency2 Job A Job B Job C Job D Job E
Good Communicator:
-Listening
-Presentation-Formal B A A B I
-Oral
-Written
Self Management:
-Time Management
A B I A B
-Stress Management
-Assertiveness
Interpersonal Skills
-Conflict Management
A I B I I
-Teamwork
-Negotiating
Leadership
- Team building
B B I A A
- Coaching
- Change Management
Management
-Financial
-Human Resources
B I A B A
-Technology
-Info. Management
1
Note: This competency matrix is intended to be a generic model. Planners should adapt or adjust competency models and matrices to
correspond to organizational needs and characteristics
2
B = Basic; I =Intermediate; A = Accomplished
SKILLS ASSESSMENT TOOL1:

The following is an example of an assessment tool that measures skills in each competency. In order to
develop a well-rounded analysis, 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.
Once all individual assessments are completed, 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.
Directions:
In the table below, indicate the appropriate measure assessing the skill exhibited for each area.
1 - Basic level of Skill; has knowledge of general terms, concepts, processes and objectives relative to
competency
3 - Intermediate level of Skill; has ability to apply competency to perform common tasks
5 - Accomplished level of Skill; Uses competency to perform common tasks.
0 - Indicates need for basic skill development
Leave Blank - A skill cannot be assessed
Self Peer or Supervisor Level Area to

Competency assessment employee assessment required for improve
(0 to 5) Assessment (0 to 5) Position
(0 to 5) (B, I, or A)
Good Communicator:
-Listening
-Presentation-Formal
-Oral
-Written
Self Management:
-Time Management
-Stress Management
-Assertiveness
Interpersonal Skills
-Conflict Management
-Teamwork
-Negotiating
Leadership
- Team building
- Coaching
- Change Management
Management
-Financial
-Human Resources
-Technology
- Info. Management
1
This skills assessment tool is intended to be a generic model. Organizations should adapt the tool to
correspond to their needs.
Analysis of Information
In the column marked “Level Required for Position”, an employee should indicate the appropriate level for
his/her position (basic, intermediate or full performance level) by referring to the proficiency level grid in the
framework. Remember: Full Performance Level (A) = 5, Intermediate (I) =3, and Basic (B) =1.
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. For example, if your role requires an intermediate level of skill (3) in
Technical Knowledge and you rated yourself a 2, your supervisor a 3, and your peer a 1, you should mark
that row with a ‘x”. This identifies a need for development in that competency. This information should then
be used, with your supervisor to develop an improvement plan.
Annex HR.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.
• Develop individual training plans
• Consider re-deployment
• Arrange for transfer of knowledge
• Develop a recruiting pool
Targeted recruiting
Identify, attract, and / or develop diverse, qualified applicants.
• 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.
• 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.
• 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.
• Communicate to employees the “critical skills” needed
• Help employees understand lateral moves and by the IARD cross- functional skills as career
development
• Use special assignments, challenging projects
• Use career growth plans
• Provide career path information
Organization Development
Assure healthy inter/intra unit relationships; help initiate and manage organizational change.
• Identify organizational systems needing attention
• Consider leadership and management development
• Consider organizational culture or climate surveys programs
• Restructure; re-deploy
• Revisit the strategic plan
STRATEGIES FOR:
Skills Gaps Skills Surpluses Retention and Productivity
• Retraining • Employee Surveys

• Succession Planning • Reassignment • Organizational development
• Targeted recruitment • Voluntary initiatives
and selection downshifting • Pay Options
• Customized Training • Voluntary • Challenging assignments
• Career Development Separation • Reward and Recognition
• Salary Flexibility • Reduction in programs
Force • Alternative work arrangements
• Voluntary downshifting
THREE TARGET GROUPS TO CONSIDER:
Future Employees Those who will stay Those who will be leaving
• Retaining
• Recruiting • Transfer of knowledge/
• Developing
• Selecting skills
• Succession preparation
• Becoming Productive • Replacing
• Adding Value
• Leaving a legacy
Annex HR.SP 9
Responsibilities
Participants
date
End
Action Plan
Start
date
Activities
Tasks
Objectives
Crt.
No.
10
1
Annex HR.SP 10
Checklist
for the Staff Planning Process
1. The staff plan is based on the IARD’s strategic plan, and considers the mission,
vision for the future, core values, and goals. Top management supports it.
Data analysis has been conducted which analyzes demographic and

environmental impacts on the staff plan. Information has been extracted from
2. IARD and HRD human resource information systems and includes indicators
such as distribution of employees by category, class, professional grade,
attrition rates, retirement rates, projected eligibility by pay level, and ratios of
managers to employees.
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 number
3. and types of competencies have been defined for employees in each
occupational group. Skill levels for each competency are determined and listed.
There are clear indications that the IARD has identified the roles and core
competencies needed to support its goals and service delivery strategies.
An analysis has been performed which assesses the gap between current
4. competencies and those needed for the future. The analysis also addresses
staff size, demographics, and occupations.
Strategies are developed to address the gaps between the projected supply and
demand. Action plans to execute the strategies are clearly laid out, including
5. responsible parties, due dates, and resources needed. As needed, specific
strategies may address executive succession planning, compensation,
performance management, an employee-friendly workplace, recruitment &
hiring, training & professional development.
The plan has been communicated to employees and stakeholders. The trust of
the staff is earned by involving employees in the strategic planning process.
Integrated staff planning support is provided by staffs in civil rights, human
6.
resources, budget, strategic planning, and information management, as well as
line managers.
The staff plan and strategies are continually monitored and refined to ensure
7. their ongoing effectiveness and continuous improvement, taking into account
resource changes, and other conditions impacting the IARD.
3. 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.RS 1 of this section.
3.1. Recruitment
3.1.1. Recruitment Planning (Permanent Recruitment)
3.1.1.1. Recruitment of Civil Servants

According to Law 188/1999 republished, NACS prepares the Annual Recruitment Plan for Civil Service
Positions, on the basis of the proposals submitted by the authorities and public institutions.
To this end the IARD establishes and communicates in writing to the HRD, the recruitment needs for the
following year, including proposals for recruiting from internal sources and using the format provided in
Annex HR.RS 22. The number of vacancies for the following year shall be established during the staff
planning process, as an outcome of the strategy selected to fill in the gaps (see para. 2.2.4 in Chapter 2,
Staff Planning).
Deadline: 15th. 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;
• 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;
• Sends the final bid to NACS for the annual recruitment plan;
• Informs IARD in writing, when plan is approved and organizes the recruitment process for the
approved civil servants positions.
Deadline: 1st. March of current year for the following year
3.1.1.2. Recruitment of Contractual Staff

IARD may request the hiring of the following categories of contractual staff:
• Counsellors for European Integration;
• Short term experts for temporary vacancies.
The number of counsellors allocated to the IARD is established upon the proposals submitted by IARD and
HRD, within the total number allocated to the MEI through Government Decision.
Contractual short term experts may be employed (with the observance of legal provisions) only for those civil
servant temporary vacant positions within IARD, provided that there are no available civil servants in the
NACS contingency pool able to comply with the specific requirements of the job.
1
These procedures may be subject to amendments in order to comply with relevant changes in the
legislation on civil servants status.
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.
3 st
Except for 2005 when the deadline is 1 .of September 2004 according to Order no. 2753/2004 of the President
of the National Agency for Civil Servants
Ch 3 Recruitment and Selection 87

The contractual staff for the short-term vacant positions shall be selected through contest or examination (in
case of a single candidate).
The labour contracts of the contractual short-term experts may not be extended over the initial duration.
IARD establishes and communicates HRD the number of counsellors and/or contractual short term experts
at the IARD level, after collecting the bids and justifications from all Directorates, and using formats provided
in Annexes HR.RS 2 and 3.
Deadline: 45 days before contest.
3.1.2. Sourcing
HRD can consider two main sources of potential candidates in the recruitment process: internal and external.
3.1.2.1. Internal Sources
• IARD staff through promotion, transfer, reallocation.

• Contractual short term experts, who may apply for participation in the contests, organised for civil
servants positions either during or at the end of their labour contract.
3.1.2.2. External Sources

• Announcements for contests organized for the vacancies:
− in the Official Gazette;
− MEI web site;
− posted at the MEI headquarters
• MEI database organised by the HRD, according to the letters of intent received.
• Students (in Law, Economics, European Studies, Sociology, a.o), in their terminal years doing work
practice in MEI.
• Protocols concluded by MEI with state and private faculties around the country and the National
School of Political and Administrative Studies.
• Graduates of the National Institute for Administration. The graduates of the National Institute for
Administration do not need to go through the contest procedures. They shall be appointed to the
vacant positions reserved by the plan for filling public positions,according to their grades, by an
Order of Minister, at the proposal of the National Agency for Civil Servants, following the request of
the MEI.
3.2. Selection
3.2.1. Preparation
3.2.1.1. Obtaining Approvals

The HRD and IARD organize, on a quarterly basis, selections for the vacancies provided in the annual
Recruitment Plan of NACS, as well as for the unplanned vacancies announced by the IARD and for the
counsellors for European Integration.
The selections are made through contests organized on the basis of the NACS approval.
88 Ch 3 Recruitment and Selection

The contests schedule is agreed between the HRD and IARD, until 31st. of January for the whole current
year. The schedule shall contain:
• Number and dates of vacancies and their characteristics;
• Dates of contests;
Every quarter IARD submits the HRD the written requests for selection of the candidates for the vacancies
provided in the quarterly schedule, as well as for the unplanned civil servants vacancies (if it is the case).
These written requests, in format provided in Annex HR.RS 4, must be approved by the general Director and
the Secretary of State and must contain the following minimum information:
• Job and job specification;
• Specific conditions and selection criteria;
• Topics and bibliography
The specific conditions eligibility criteria are the conditions for selection, according to the category, class and
professional grade.
For the civil servants, the specific conditions provided in Annex HR.RS 5, comply with the provisions of art.
50 of Law no.188/1999 republished. In addition other conditions may be established, according to the
vacancy specific.
The selection and award criteria are established according to:
• The tasks and responsibilities of the job;
• The essential qualifications, skills, knowledge and experience, related to the category, class and
professional grade, according to the job specification.
• Desirable skills, knowledge and experience
Deadlines:
• At least 60 days before the contests dates for civil servants,
a) At least 45 days for contractual staff (if it is the case).
At the receipt of the written request from IARD, the HRD applies for the approval of the Secretary General
and then of the NACS in compliance with the legal requirements for civil servants.
Deadline: at least 45 days before the contests.
3.2.1.2. Contest Preparation Activities

Upon receipts of the approvals, the HRD notifies IARD in writing (memo), 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.
Deadline: 5 days from receipt of approvals.
In 5 days from HRD notification, IARD prepares and submits HRD proposals for the Assessment Board and
the Board for Appeals.
Assessment Board and Board for Appeals

Membership - 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. 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. In case the contest is organised for vacancies of more Directorates, the General
Director of the RDD shall nominate the president.
The president of the Board for Appeals shall be the General Director DDR or another person appointed by
the General Director. The president of the Assessment Board as well as the president of the Board for
Appeals shall be members of their boards.

Membership in the Assessment Board is incompatible with the membership in the Board for Appeals. The
appointment of members in the two boards is made by respecting the conflict of interest rules applied to civil
servants.
Members of the two boards must not be:
• Dignitaries;
• Spouses or relatives up to 4th. degree with any of the candidates;
A situation of incompatibility can be pointed out by the actual person, by any of the candidates, by the
Directors of the IARD or by any other person that is interested. In this case, the person responsible for
appointing the members in the selection commission, according to the provisions of the current procedure,
shall take note of the incompatibility and take measures for replacing that particular member within 2 days
from the date of notification.
The members of the two boards must have:
• Necessary knowledge for the tests evaluation;
• Experience in evaluation of candidates’ knowledge and skills, specific to the contest.
For civil servants contests

Both boards shall consist of 5 members each, complying with the following conditions:
− 3 civil servants, of which at least one holds a position equivalent with the positions for which the
contest is organised;
− one representative of the NACS;
− one independent expert with expertise in the specialist area of positions in the contest.
The civil servants in the boards must posses the Administrative Record from NACS. In this respect HRD
shall request these records from NACS after receipt from IARD of the proposals for boards memberships.
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.
For contractual staff contests:

• The Assessment Board shall consist of 5 members:
− 3 representatives of IARD, 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, one expert shall be
replaced by a personal counsellor of the Prime Minister.
• The Board for Appeals shall consist of 3 members:

− 2 representatives of IARD, of which one shall be the General Director of the General
Directorate for Regional Development or another person nominated by the General Director.
− one independent expert with expertise in the specialist area of positions in the contest.
Responsibilities of the Boards

The detailed responsibilities of the Assessment Boards and of the Boards for Appeals are provided in Annex
HR.RS 6.
3.2.1.3. Advertising

On the basis of the approvals for the contests, the HRD shall publish the announcements, at least 30 days
before the contest for civil servants positions and at least 15 days for the contractual staff.
The contest announcements for the vacancies, shall be published:
• In the Official Gazette of Romania, part. III - for the civil servant positions;
• In a newspaper with national circulation- for contractual staff
• On the MEI web site and at the Ministry headquarters for all categories of staff.
The content of announcement shall include the following information:
• Vacancies;
• Time and place of the contest,
• The specific conditions and the selection criteria,
• Types of examinations (written examination, interview, practical tests);
• Place and deadline for submission of application files.
• Content of the application file: application form, supporting documents
• Contact address and telephone numbers of the Ministry
3.2.2. Contest
The selection contests consists of 3 phases:

• Administrative compliance and eligibility check;
• Written examination (language, knowledge, other relevant tests by case);
• Interview.
3.2.2.1. 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, nominated by the HRD.
This check shall verify if:
• All requested documents are submitted;
• Conformity of copies against the originals which shall be brought by the applicants together with the
application file.
The eligibility check consists in the selection of candidates by the Assessment Board, according to the
specific conditions. The Assessment Board shall check compliance with all the eligibility criteria. To this end
the Assessment Board shall fill in the “Applicant tracking form”, as provided in Annex HR.RS 7, which shall
be returned to the HRD together with a minute signed by all board members and the secretary.
The HRD shall display the list with the eligible candidates the same day, at the MEI headquarters.
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.
3.2.2.2. Written Examination

The written examination is compulsory for civil servants and optional for the contractual staff. Foe the
second case, the option for the written tests shall be made by the IARD and communicated to the HRD
before the contest, after the approval notification.
The written examination shall include tests for both a foreign language and knowledge, on the basis of the
bibliography, so that they reflect the analysis and synthesis capacity of the candidates, in line with the level
and specific of the vacancies for which the contest is organised.
The detailed procedure for organising the written examination, is provided in Annex HR.RS 6 and is similar
for both civil servants and contractual staff. The scoring is established by the Appraisal Board according to

the specific needs of the vacancies, and with the observance of the minimum scores for each test as
provided in Annex HR.RS 6.
The scoring system for the contractual staff may be different than the one for civil servants.
Language Test
The language test may consist of a translation of an official text (e.g. an extract from the European Union
Official Journal) and a retranslation, or a written paper in the foreign language. The decision on the content
of the written language test will be made by the Appraisal Board, according to the level and specifics of the
vacancies.
Knowledge Test
The knowledge test may be either a written paper or a multi- choice test. The type of test shall be
established by the Appraisal Board according to the specifics of the vacancies.
The Assessment Board shall evaluate and score every test according to the scoring system established,
normally within 48 hours but not more than 3 days from the date of test.
The total score for each written test shall be the arithmetic average of the scores given by each evaluator.
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). An average of 50 points is the minimum score for selection to
the interview.
After each written test, the Assessment Board shall fill in the “Applicant tracking form” received from the
HRD before the contest, with the results and shall return it to the HRD ( together with a minute
signed by all board members and by the secretary), mentioning for each candidate if he/she is accepted or
rejected for the following stage.
The HRD shall display the results at the place of the contest after each test.
3.2.2.3. Interview
Objectives of the selection interview:
• Find the best person for the job;
• Obtain information regarding motivation and behaviour of the candidate with the view to evaluating
his/her personality;
• Check the information provided by the candidate in the application documents,
• Examine the value and relevance of the candidate’s experience and expertise;
• Assess whether the candidate is likely to fit in the team;
• Assess the likely potential of the candidate;
• Give the candidate information about the post and the organization (the selection
• process is a two-way process).
Preparation of interview by the Assessment Board shall cover the following elements:
• Establish time and place of the interviews;
• Establish the time allocated to each candidate;
• Prepare a list of the information to be gathered during the interview;
• Prepare the list of core questions for all candidates;
• Establish how the candidates will be compared, including the scoring system;
• Read the CVs of all candidates to be interviewed and the results of their written tests.
• Decide what information shall be given to the candidates about the vacancy, the institution and the
offer made;
• Decide who shall lead the interview and what roles the board members shall have;
With this view, the Assessment Board shall meet after the written examination together with the HRD
representative, to agree on the above mentioned elements.
At this meeting, the Chairperson shall:
• Allow time to discuss, and decide the order in which the questions shall be asked and allocate
specific areas of questioning to each member. 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.RS 8.1) and copies are prepared for all the members of the board;
• Identify any member of the Assessment Board who has prior knowledge of any of the applicants
(conflict of interest);
• Advise Assessment Board members of the procedures for documenting the assessment of each
candidate and final decision.
The time, place and order of the interviews shall be communicated to the candidates by the HRD, together
with the results for the written tests.
The place selected for the interviews shall be comfortable, without possibilities for interruptions, well lit and
ventilated. In case of several candidates for interviews, a waiting room shall be made available for them,
close to the interview room.
Conduct of the Interview

At the start of each interview, the Chairperson shall introduce each candidate to the Assessment Board,
explain the purpose and structure of the interview to the candidate, and indicate that the members of the
board may take notes.
The applicant shall be put at ease so that he/she can answer questions to the best of their ability. This may
involve asking an early 'ice-breaking' question. The relevant details of the application may be reviewed to
give the applicant an opportunity to add information.
The Assessment Board shall question all candidates against the same selection criteria.
Only questions relevant to evaluating a candidate's ability to fulfill the requirements of the job shall be asked.
The Assessment Board shall ask all applicants the same core questions to ensure a consistent and fair
approach. To this end the Assessment Board shall use the same questionnaire (as per Annex HR.RS 8.1)
prepared during the preparatory meeting. This questionnaire shall be provided with adequate spaces left for
filling in the answers during the interview. Annex HR.RS 8.2 contains some examples of interview questions
that could be used as a guide when preparing the questionnaire.
Supplementary questions can be asked, if required to clarify issues, to obtain further information or to
explore areas that arise in the interview.
Members of the Assessment Board shall obtain sufficient information from candidates to make accurate
decisions. Assumptions shall not be made about a candidate's capabilities to perform various aspects of the
position under consideration.
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

All Assessment Board members must be present for all interviews. If, in exceptional circumstances, a board
member cannot be present for all interviews he/she shall withdraw from the board. In exceptional
circumstances where a board member has to withdraw, a substitute may be invited to participate on the
board in order to cover a particular area of expertise. This substitution shall be clearly documented. 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.
During the interview, each member of the Assessment Board shall fill in the “Interviewer Questionnaire/
Assessment Sheet” as provided in Annex HR.RS 8.1. This document shall contain all the selection criteria
and other relevant information collected during the interview, as well as personal notes and
recommendation.
At the end of the interviews, the secretary of the board shall fill in the “Overall Interview Assessment Sheet”
according to format provided in Annex HR.RS 9, with the scores given to each candidate for all criteria.
The scores of the candidates for each criterion, shall be calculated as an arithmetic mean of the scores of all
interviewers for the same criterion. The total score for each candidate shall be the arithmetical mean of the
scores for all the criteria.
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”, the “Overall Assessment
Sheet” and the minute signed by all members of the board and by the secretary.
3.2.2.4. Other Relevant Tests

According to the vacancy specific, other relevant tests may be introduced in the contest (e.g. practical tests
such as computer operation, psychological tests, creativity tests) on the basis of the IARD proposals. In
such a case, the relevant tests shall be introduced in the written examination and/or in the interview
3.2.2.5. Final Scoring and Communication of Results
For the civil servants, each examination in the contest must score minimum 50 points out of a total of 100.
Only candidates who score minimum 50 points as the average score for the written examination shall be
selected for the interview. 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.
According to the specific interest for some of the tests in the contest, the Assessment Board may establish a
weighting factor can be established. In this case the final score, as well as the minimum score for each test,
shall be amended consequently.
The scoring system for the contractual staff may be different than the one for civil servants.
The candidate with the highest score shall be selected for the vacancy. In case of equal scores, the
candidate with the highest score for the written examination shall be selected for the civil service position.
For the contractual staff the Assessment Board may establish other scoring systems (e.g. the score for the
interview, specific expertise areas, etc.
At the end of the final test, the “Applicant tracking form” filled in and signed by all the members of the
Assessment Board, shall be returned to the HRD together with the minute containing the recommendation
for the selected candidate.
The HRD shall display the final results at MEI headquarters.

3.2.3. Appeals
Dissatisfied candidates may appeal in 24 hours after the display of results for each test. Settlement of
appeals shall be performed according to section 5 in Annex HR.RS 6, for both civil servants and contractual
staff.
3.2.4. Reference Checking

Referee reports provide another source of information about the candidate(s).
Candidates shall be asked to provide a list of references with their application file.
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.
The reference checking shall be done on the basis of a uniform set of questions that shall be asked each
referee, according to checklist in Annex HR.RS 10. This shall help to compare the candidates and shall
ensure that each is treated the same.
According to specific interests, references may consider information such as:
• Training periods;
• School or university;
• Previous jobs;
• Relationships with direct manager;
• Candidate job titles;
• Length of service;
• Sickness record in the last period ( e.g. 2 years);
• Performance records;
• Ability to work autonomously and/or as part of a team;
• Technical abilities;
• Areas of responsibilities;
• 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. 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.
The filled in format shall be returned to the HRD together with the interview documentation.
3.3. Appointment/ Labour Contract

Assessment Board members are not to commit the IARD/MEI to an appointment or to a specific salary.
Assessment Board members other than the Chairperson shall not contact the successful candidate until after
a formal offer has been made by the HRD.
It is the sole role of the HRD to contact the successful candidate. After the display of results at MEI
headquarters and the expiry of the appeal period, the HRD shall inform the successful candidates in writing
and shall invite them for the hiring procedures.
The successful candidates are appointed to the vacancies through an Order of the Minister.
The debutant civil servants shall be appointed as definitive civil servants only after the probation period
(according to section 2.4.6 below)

The contractual staff is hired on the basis of a labour contract prepared by the HRD according to the
provisions of the Labour Code.
3.4. Probation and Trial Periods
3.4.1. Probation Period for the Debutant Civil Servants.

The probation period is the stage in the civil servant’s career between the date of appointment as debutant
civil servant, following the selection process, and the date of appointment as definitive 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, their practical training, learning the specifics of the activity of
the public institution or authority where they carry out their job, as well as the regulations of public
administration.
The probation period for the debutant civil servants is mandatory and effective.
The probation period is 12 months for civil servants of class I, 8 months long for class II, 6 months long for
class III, calculated from the date of their appointment as debutant civil servants.
The probation period can be interrupted in case the civil servant’s employment is suspended, according to
current legislation.
The probation period is carried out on the basis of a programme approved by the Minister, at the proposal of
the head of department or Directorate where the debutant civil servant is to undertake his/ her activity, and
the HR Department and shall include:
• 2 hours out of the daily work programme shall be dedicated to individual study. It shall be the direct
manager’s decision, after consultation with the mentor and the probation civil servant whether the
individual study shall taken place on a daily basis, or on time packs.
• Planning the activities that are to be undertaken, depending on the level of theoretical and practical
knowledge gained during the probationary period;
• Training courses that the debutant civil servant needs to attend.
In order to get to know the specific activities of the IARD, the debutant civil servant shall be given the
possibility to assist in fulfilling work responsibilities by the definitive civil servants within other departments.
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.
The debutant civil servant must organise his/ her own professional training scheme that s/he undertakes1.
During the probation period, the activity of the debutant civil servant is undertaken under the guidance of a
definitive civil servant (advisor), usually from the same department. The advisor is appointed by the Minister,
at the proposal of the head of department/Directorate where the debutant civil servant works.
The advisor shall have the following responsibilities:
• Co-ordinates the activity of the debutant civil servant during the probation period;
• Proposes ways of solving the tasks assigned to the debutant civil servant;
• Supervises the way of fulfilling work responsibilities by the debutant civil servant;
• Proposes to the head of department/Director training courses that the debutant civil servant shall
attend;
• Writes up a report regarding the evaluation of the debutant civil servant, 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, activities and trainings undertaken.
At the end of the probation period, the activity of the debutant civil servants is evaluated according to the
“Evaluation Procedure for Debutant Civil Servants” (provided in Annex HR.RS 11).
Debutant civil servants that obtain the rating “satisfactory” in this evaluation, 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”, within 5 working days from the date of completing the period of 6
months, 8 months, 12 months respectively from the date of appointment as debutant civil servants, by an
administrative act issued by the Minister.
The appointment of debutant civil servants is done by an Order of Minister issued at the proposal of the
HRD, after the receipt of the evaluator’s report, provided in Annex HR.RS 11.
If the civil servants obtains the rating “not satisfactory”, Secretary General of MEI shall proceed to dismiss
the person, according to current legislation.
3.4.2. Trial Period1

Unless otherwise stated in the offer letter, all new employees, including those who are former employees,
are subject to a 30 days trial period. 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.
Trial periods do not apply to term employees with appointments of six months or less, or employees
transferring into new positions or receiving reclassifications.
During trial periods, the manager shall have regular discussions regarding performance with the employee.
Problems shall be addressed in clear and precise terms, documented, and the consequences of unimproved
performance shall be spelled out.
At the end of the trial period, the decision regarding the continuation of the contract shall be made by the
Director, at the recommendation of the manager.
A “Trial Period Reporting Form”, as provided in Annex HR.RS 12, must be submitted to HRD prior to the
date marking the end of the 30 days of service. This form shall be included in the employee’s official
employment record.
If at any time during, this period a manager determines that work performance is unsatisfactory, the manager
discusses the deficiencies with the employee and, where possible, the measures that shall be taken to
correct them. If the deficiencies are of sufficient magnitude, the Director, after consultation with HRD, may
issue a termination warning or implement an involuntary termination.
Trial-period employees are subject to all IARD policies and procedures and, with the exception of
educational assistance, are eligible for all IARD benefits applicable to their appointments.
Only one extension trial period may be granted to any employee.
3.5. Monitoring and Evaluation

In addition to the provisions of para. 1.5.8. in Chapter 1 Policy, the following shall be considered for the
monitoring and evaluation of the recruitment and selection process.
3.5.1. Monitoring
The monitoring of recruitment and selection process shall look at the following elements:
• meeting deadlines established in the recruitment plan and schedules;
1
The trial period does not apply to debutant civil servants, who will undergo a probation period programme
according to the above procedure.
• observance of the recruitment and selection procedure;

• observance of recruitment and selection principles ( transparency of the process; competency, equal
opportunities, competition, avoidance of conflict of interests)
The overall responsibility for recruitment plan monitoring lies with the SDU. A checklist is provided in Annex
HR.RS 13 for this purpose.
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.
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.P 4 (Chapter 1 Policy).
The SDU Co-ordinator shall collect the formats on a quarterly basis, fill in the aggregated information at the
IARD level and analyse progress of the implementation. On this basis he/she prepares a report which shall
be submitted to the SMT.
The SMT shall meet quarterly and discuss progress and phases of implementation. The SDU Co-ordinator
shall present the report on findings, progress and recommendations. The SMT analyses and decides on
corrections to the plan (if it is the case) and provide feedback to all levels of the organisation.
3.5.2. 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, having the right skills,
at the right time.
• Specific objectives:
− All the vacancies, for the planned period, filled in;
− The selections made according to the selection criteria;
− The recruitment and selection procedures observed.
The main sources of information to be used for the evaluation shall include:
• The Recruitment Plan;
• “Applicant Tracking Form” and “Overall Interview Assessment Sheet”
• The information collected during interviews with staff planning teams;

List of Annexes
Recruitment and Selection
Annex HR.RS 1: Timeframe for yearly planning
Annex HR.RS 2: Recruitment needs- IARD
Annex HR.RS 3: Recruitment needs- Directorate
Annex HR.RS 4: Recruitment Pre-authorisation
Annex HR.RS 5: Specific Conditions for Civil Servants Positions in IARD
Annex HR.RS 6: Regulations Regarding the Organisation and Holding of Contests
Annex HR.RS 7: Applicant’s Tracking Form
Annex HR.RS 8.1: Interviewer Assessment Sheet
Annex HR.RS 8.2: Questions for selection interviews (examples)
Annex HR.RS 9: Overall Interview Assessment Sheet
Annex HR.RS 10: Reference Checklist
Annex HR.RS 11: Evaluation Procedure for Debutant Civil Servants
Annex HR.RS 12: Trial Period Reporting Form
Annex HR.RS 13: Checklist for the Recruitment and Selection Process

Annex HR.RS 3

Recruitment needs for year………
1
Crt. Directorate Direct Recruitment Internal Posts with Indirect Needs Total needs Recruitment
resources needs
no. Needs available staff
0 1 2 3 4 5 6 7
General Director,
Name
Signature Date
Secretary of State,
Name
Signature Date
1
The indirect needs are created in that directorate from where staff are transferred to another directorate.
Ch 3 Recruitment and Selection

Annex HR.RS 2
101
102
Directorate:
Recruitment needs for year.........


Crt. Department Organizational Chart Leaves Direct
Forecast Recruitment
no.
1
Existing posts New posts Total posts Existing Staff Needs
0 1 2 3 4 5 6 7
Director,
Name
Signature Date
1
The direct recruitment needs are the result of comparison between the planned number, according to the organizational chart, and the existing staff and taking into account the leaves forecast.
Annex HR.RS 3
Annex HR.RS 4
Recruitment Pre-authorisation1
Employee Data2
Job Title Proposed Job Grade
Specify terms of employment Other requirements according to the job needs

(e.g. permanent/fixed term; part
time/full time)
Days and Hours of Work
Duration (if non permanent) New or Replacement post
Team Directorate
Recruitment Details
Role Summary:
Key Responsibilities:
(Describe the main areas of the job, including people & project management responsibilities)
Recruitment Pre-authorisation
1
This form is used both for annual recruitment planning as well as for unplanned vacancies during the
year.
2
Please see the guidance notes attached for how to complete this form.

Recruitment Criteria
(Specific Conditions)
Essential Criteria Desirable Criteria
Education and Qualifications

(specify relevant levels and
subject matter of any
qualifications)
Work Experience
(specify minimum number of years
work experience, types of
experience, relevant expertise,
etc)
Skills and Abilities

(specify types of required skills
e.g.: language, managerial,
presentation, communication,
facilitation skills, team player,
social abilities and conduct. Also
specify abilities such as working
under pressure and/or tight
deadlines)
Location/Mobility requirements
(Driver`s licence, travel, overtime
at short notice, attendance at
evening and week-end events, etc
must be specified if a requirement
of the post)
Personal Qualities & Motivation

(analytical thinking, judgement,
enthusiasm, flexibility, leadership,
potential, appearance, etc.)
All sections of this form must be completed to progress the authorisation. Please contact your HR
representative to discuss any aspect of this recruitment.
Form completed by (please print name) Date

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.
Final approval
Not approved Approved Post on hold
Reasons for non-approval
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.
HR Actions
Date Received Signature
Follow-up notes :

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.
All sections of this form box must be completed and the form fully authorised prior to commencing
recruitment. 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.
Employee Data Box

When grading a job, please refer to the generic job descriptors for any advice. These are also useful for
identifying minimum criteria for the post.
Days and Hours of Work - please be as specific as you can and where you can consider flexible working or
reduced/compressed hours, please state on the form.
Role Summary
This is a synopsis of the job description. Focus on the key areas of the job including managerial and people
management responsibilities, project management requirements internal and external interactions, etc. You
need to then list the key tasks the post holder will fulfil related to these responsibilities. Focus on being brief
and concise.
Rationale for Recruitment

You need to state your reasons for requiring this post either as a new post or a replacement post. You
should also give consideration to whether you can reorganise the work or use overtime to fulfil a short- term
need.
Recruitment Criteria
This is the most essential part of the recruitment process and is sometimes called the person specification.
The criteria you specify now will be used to complete the job advert, assessment sheets and to identify (and
justify) the best person for the post. 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.
Essential criteria is what a person will need when they join us in order to do the job. Desirable criteria is what
can be learned on the job that is not essential.
Try to be as specific as possible when identifying criteria. For example “grade qualified” is not specific
enough, however “grade qualified in an engineering discipline” or “grade qualified in marketing” is more
relevant. Identify the key skills required by referring to the responsibilities and tasks of the job - what will
make a person successful in that job.
Approvals
You should send the form to your Chief Executive for approval. Your Chief Executive is only required to
complete the final page of the form. You should make sure that your Director is aware of your request for
additional staff.

What happens to this form?

This form is logged as received by the HRD team and 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.
Once a job file is opened, you should liaise with the HRD to define the methods of sourcing and selecting
candidates.

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

Annex HR.RS 6
Regulations
Regarding the Organisation and Holding of Contests1
Section 1
Activities preceding the contest

Art. 1- (1) In view of organising and holding contests, the public institutions and authorities that can organise
a contest according to current legislation, 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.
(2) The request must contain the following:
a) the criteria for holding the examination, date for submitting the application files, the public institution or
authority where the files are submitted, as well as the date, time and place of organising each stage of
the contest.
b) the criteria for participating in the contest, the vacant civil servants positions for which the contest is
organised, the conditions stipulated by law for filling these positions, the conditions for necessary
education background to fill these vacant positions, other specific conditions mentioned in the job
description.
c) the bibliography, established by the manager of the public institution or authority organising the
contest, on the basis of the proposals from the special departments.
d) other details regarding the organisation of the contest and the eligibility criteria in the contest.
(3) The National Agency for Civil Servants has the obligation to issue the notification stipulated in par. (1)
and to send the name, and position held by the Agency’s representative in the Assessment Board, within 10
working days from the date of the receipt of the request.
Art. 2- On the basis of the notification of the National Agency for Civil servants, at least 30 days prior to the
date of the contest, the public institution or authority has the following obligations:
a) to set up the Assessment Board and the Board for Appeals.
b) to publish the contest criteria in the Official Government Gazette, Part 3.
c) to display at the headquarters of the public institution or authority and to publish, depending on the
case, on the Internet website of the public institution or authority organising the contest, the contest
conditions, selection criteria, bibliography and documents requested from the candidates for the
application file.
Art. 3 – (1) If the contest is organised by the National Agency for Civil Servants, the selection criteria are
approved by a decision of the president of the National Agency for Civil servants, following the proposal of
the public institutions and authorities where the vacant positions are available.
(2) If the contest is organised for recruiting high level civil servants, the selection criteria are approved by a
decision of the president of the National Agency for Civil Servants.
(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.
1
Extract from Government Decision no.1209/October 14th.2003, regarding organizing and development of
civil servants’ carrier.

Section 2
The roles and responsibilities of the Assessment Board, of the Board for Appeals
and of the secretariat
Art. 4 – The Assessment Boards have the following main responsibilities:

a) they select the application files of the candidates;
b) they write up the subjects for the written examination;
c) they establish the plan and of the interview and carry out the interview;
d) they mark each candidate for each stage of the contest;
e) they send the HRD, via the secretariat of the commission, the results of the contest, so that they can
be forwarded to the candidates.
Art. 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;
b) they send the HRD, via the secretariat of the commission, the results of the appeal so that they can
be forwarded to the candidates.
Art. 6 – The secretariat of the Assessment Board has the following main responsibilities:
b) it makes sure that the contest procedures are observed;
c) it writes up, edits and signs together with the Assessment Board all the documentation specific to this
board.
d) It sends the results of the contest to the HR Departments, so that they can be forwarded to the
candidates;
e) It fulfils any specific tasks necessary for the contest.
Art. 7 – The secretariat of the Board for Appeals fulfils the responsibilities stipulated in art. 6, letters b) and
c).

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

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

(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, signed by the members of the commission and by the candidate.
(4) Knowledge of foreign languages can be tested in the written examination and possibly in the interview as
well.
Art. 14- At the end of each contest phase an official report is written up. 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, signed by the commission members.
Section 4
Scoring the examinations and communicating the results

Art. 15- (1) Marking the written examination or the interview, is done, usually, within 48 hours, but not later
than 3 days after the date of the examination.
(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.
Art. 16- (1) When getting marked, the written papers have to be sealed.
(2) The written papers that have special signs so that the candidates can be identified are cancelled and will
not be marked. They will be classified as “cancelled”, and this will be mentioned in the official report as well.
(3) The seal of the written papers will be opened after the papers are marked by each member of the
commission.
Art. 17 – (1) The scores obtained, with the mention “pass” or “failed”, are communicated to the candidates
by posting them at the HQ of the public institution or authority organising the contest, respecting the deadline
mentioned in art. 15 paragraph (1), but they will have to stay there for at least 24 hours prior to the next
stage of the examination, after dealing with potential appeals.
(2) The candidates that pass the examination are the ones that got the highest score of the candidates that
applied for the same position, with the condition that they obtained the minimum score necessary for
passing.
(3) For equal scores, the candidate that has a higher score in the written examination has priority, and if the
equality is maintained, the one that is better trained in public sector will have priority.
(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.
Art. 18- The final scores of the contest, in decreasing order, will be included in a nominal central report that
will mention, for each candidate, the score obtained for each of the contest stages, in view of potential
appeals. The nominal central report is signed on each page by each of the members of the Assessment
Board.
Section 5
Solving the appeals

Art. 19 – After posting the results obtained in the contest, the candidates that are not content with the score
they obtained, can submit an appeal, within 24 hours from the posting of the results for each stage of the

contest, at the headquarters of the public institution or authority organising the contest, otherwise they will
lose this right.
Art. 20- The Board for Appeals will analyse the annex of the official report written up following the criteria
mentioned in art. 13, paragraph (3), as well as the official reports written up following the criteria mentioned
in art.14, 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, if:
a) they find that the scores have not been given properly according to the marking scheme and answers
in the written examination.
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.
c) if the score given by the Board for Appeals is smaller than the score given by the Board for Appeals.
Art. 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, immediately after solving the
appeals.
Art. 23 – If the appeal is declined then the candidate can address the Disputed Claims Office, according to
the provisions of current legislation.

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, and returned to the HRD only once a candidate has been selected.
It contains confidential material and should be stored accordingly.
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. All
Tracking Forms forms should be sent back to HRD in order that a full record of the recuitment process and decisions is maintained. Forms not returned will be
requested in order to comply with legal and audit requirements.
Application files
A full set of application files are enclosed with your tracking form - please keep them carefully. Once you have shortlisted you should send back the full to HRD,
making clear which candidates are to be rejected and which are for the contest. It is essential to do this in due time in order that we can advise candidates of their
progress.
Shortlisting shall be done by all Appraisal Board. This is to protect the organisation against claims of bias unfair or discriminatory selection and to improve the
recruitment decision making process.
Reasons for Rejection

Reasons for rejection shall be specific and related to the criteria on the job advertisement, eg. does not meet essential requirement relating to project
management experience.
Interviews
Once you have advised us of an interview shortlist and date we will arrange the interviews for you. You will be issued with a full set of CVs plus interviews
schedule, job advert and interview assessment form at least 3 days prior to the interview date.
Please contact the HRD to discuss the design of your interview / assessment session or if you need further assistance.

115
Annex HR.RS 7
116
APPLICANT TRACKING FORM
All stages of the applicant Tracking Form must be completed by the Assessment Board and returned to the HRD after each stage together with a minute
signed by all the board members and the secretary.
Please indicate Yes or No at each stage and supply reason for rejection (if applicable). This information is essential for equal opportunities monitoring and to
provide candidate feedback. Please note that candidates have the right to access information relating to their application.
Post Directorate Recruiting Director/Manager

Appointed candidate_______________________________
Crt Candidate Name Eligible Language Know- Total Interview Final Reason for rejection
score for score3
No (Full Name) and/or ledge
the written
other
If No give test If No give
specific examinati 4
reason for 2 reason for Selected
test on
rejection rejection
1
( min. 501 (min. 50
points) points)
Selected Selected
for next
for next
stage
stage
0 1 2 3 4 5 6 7 8 9 10 11 12 13
Y N Y5 N Y N Y N Y N Y N
1
2
3
4
1
A different score can be established if weighting factor is applied
2
Arithmetical mean of the scores of the written tests ( language and knowledge). The average of 50 points is the minimum score for selection to the
interview.
3
The final score is of the sum of the written test and the interview. The minimum accepted score shall be 100 points and maximum score 200 points.
4
Only candidate with the highest score will be selected. 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.g. 45 points obtained for the language test will be filled in column 4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
....
Signatures1:
President of the board Members Secretary
Name: Signature Name Signature Name Signature

Name Signature
Name Signature
Name Signature
1
This form will be signed together with the minute by all board members and the secretary at the end of the last stage.

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Interviewer Questionnaire/Assessment Sheet1
Candidate name:
Post:
Interviewer name:
Date:

Selection criteria Core Questions Answers Max. Given Comments3
2 Score
Score
Essential Desirable
0 1 2 3 4 5 7 7
1. Education and
Qualifications
Relevant levels
Subject matter of
qualifications
etc…………………
2. Work Experience
Minimum number of years
work experience
Types of experience
Relevant expertise
etc…………………….
1
This format shall be filled in for each candidate by each member of the Appraisal Board.
2
Scores will be given for fulfilling the selection criteria according to their importance. The maximum score will be 100 points.
3
Justify here the scores given for each criterion.
Annex HR.RS 8.1
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…………………
Interviewer signature __________________________

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Examples of Questions for Selection Interviews1
Criteria Comments Questions
Skills and abilities
Management Many people find their way into leadership x What do you consider to be the most-important attribute of a person functioning in a leadership role?
competence roles without either and consequently cause Why?
much strife and the loss of talented staff. If

x In your opinion, under what circumstances should a supervisor be able to ask a staff member to do
you are looking for a candidate who will hold
something without giving an explanation? Why?
a leadership role (e.g., supervisor, team

leader, lead person), understand that x Describe a situation in which you believed the violation of the chain of command was necessary and
experience as a supervisor does not would be condoned?
automatically qualify a candidate as a good x How do you quantify your effectiveness as a manager?
leader. Tell me about a time when you had to introduce an unpopular change to your staff. What steps did you
x
take so that negative reactions would be minimized?
x What has happened to those staff members who left your supervision?
x Describe the circumstances under which you have supervised most effectively.
x How would you characterize your management style?
x In the past how have you recognized your staff for their contributions?
x What kinds of things de-motivate employees?
x 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?
x In the past how have you ensured that your people trust and respect you?
x ……………………………………………………………………
Time - In effect, time management is about x Give me an example of how you traditionally plan your day (or week).
management managing oneself. Effective use of time
x What do you think is the most-significant piece of information regarding time management that a person
awareness separates the adequate employee or
ought to understand?
manager from the superior one. In the
interview situation you want to look for the x What has been your basic strategy for approaching a huge workload that is to be accomplished within
candidate who has formulated some overall an inadequate time frame?
strategy for time use. x How should an effective person (manager, supervisor) determine his or her priorities?
x 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?
x Interruptions are a fact of life at work. What strategies have you used in the past for dealing with them?
x What was the toughest time-management problem you ever faced? Why did you find it so difficult? How
1
This is an indicative list only. You can add and /or adapt questions according to your own needs.
Annex HR.RS 8.2
did you attempt to deal with it?
x 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?
x 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?
x ………………………………………………………………
Ability to If an organization is to survive and grow, x Describe a time when you encouraged and rewarded employees for taking initiative. How did you
develop people leadership positions must be staffed with encourage them? How did you reward them?
people willing and able to develop their staff
x What has been one of the most-difficult pieces of performance-related feedback you had to give an
members into the organization` s future
employee?
leaders. This means making room for the
maximum contribution possible from each x What strategies have you used to encourage your people to develop their capabilities?
staff member. It requires an ability to inspire x How would you determine which tasks get delegated to whom?
and coach one` s people to fulfill and x What techniques have you used to monitor the progress (or lack thereof) of tasks you have delegated?
then exceed their individual potential.
x How would you assess the development needs of one of your employees?
x Describe a situation where an employee was having a performance problem. What kind of assistance
did you provide to him or her?
x How have you ensured objectivity when evaluating the performance of your staff?
x Tell me about a time when you had to motivate an employee who was afraid to make decisions. What
did you do?
x ……………………………………………………….
Interpersonal The quality of a candidate `s interpersonal x How have you handled the frustration of working closely with an annoying person?
skills skills plays an important role in determining
x Tell me about a time when you had to influence someone higher up in the organization who had a
his or her eventual job success. The most-
reputation for being hardheaded?
significant reason employees are terminated
is their inability to get along with co-workers. x What type of person do you like to work with? Why?
It is important to look at two areas: (1) their x In previous jobs what type of person have you found is most difficult to work with? What did you do in
basic attitude toward other people and (2) order to work productively with such a person?
their ability to establish and maintain x What are some of the things previous supervisors did that you particularly disliked?
productive relationships with others whose
x Consider all the superiors you have ever had. What were their most-common weaknesses? What were
deficiencies and irritating behaviour they
their most-common strengths?
acknowledge.
x How do you feel you have been treated by your co-workers over the years?
x Tell me some of the things about which you and your manager disagreed. How did you handle those
disagreements?
x Working closely with others on a team can be difficult. Describe for me the major challenges you have
experienced as a team member.
x Suppose your manager asked you to tell one of your peers that he or she had better “shape up or ship

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out.” How would you handle that situation?
x ……………………………………………………..
Ability to Such an ability requires a talent for building x Describe a time when you succeeded in getting someone to go along with something he or she was
influence relationships with people by appealing to strongly opposed to doing.
others common goals and values. It requires a
x Tell me about an occasion when you captured the involvement, participation, and support of others to
knowledge of the currencies of influence that
work on and achieve a particular goal.
are typically valued in organizations, such as
information, contacts, visibility, support, and x 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?
so on. Candidates who possess the ability to

influence others are able to induce co- x Suppose management was going to make a procedural change that would have a detrimental effect on
workers and clients to support their ideas your job. What steps would you take to influence management that the change should not be made?

and objectives. x 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?
x 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.
x 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?
x 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?
x 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?
x …………………………………………………………
Ability to build If you are looking for a candidate who will x What strategies have you used to maintain a strong relation-ship between yourself and each one of your
collaborative hold a leadership role in your organization, individual staff members?
relationships you will need someone with the ability to
x What techniques have you used to encourage your people to give you the bad news when they make
build and maintain collaborative working
mistakes ?
relationships. The new hire must be able to
generate confidence in his or her brand of x Tell me about a time when changes that are likely to be unpopular with your staff were imminent. What
leadership and must provide each staff means did you use to inform your staff of those changes? How far in advance did you inform them?
member with a sense of stability and Why?
consistency. At the same time, this person x What have you done to encourage the full sharing of information among individual staff members?
must sustain that sense of mutual x How would you go about building and maintaining an atmosphere of trust in your department?
accountability and individual responsibility
x How often and under what circumstances should a supervisor involve the staff in his or her decision-
that you have established among the staff.
making and problem-solving efforts?
x 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.
x Under what circumstances have you accepted assistance from your staff members in matters that are
distinctly your personal responsibility?
x On previous jobs, how did you go about establishing your leadership role with an inherited staff?
x ……………………………………………………………
Conflict – Under the pressure of work, human relations x Tell me about a situation when you and a peer from somewhere else in the organization were in conflict
management can become strained. It may become over some interdepartmental work situation. How was the problem resolved? What role did you play in
skills extremely difficult to keep relationships its resolution?
smooth. What you need to ascertain during
x Suppose you were a member of a seven-person work team, and three of the members could not get
the interview is whether the candidate can
along with one another. Suppose this situation was destroying the group `s effectiveness. What- if
manage conflict effectively.
anything- would you do? Why?
x What experience have you had with conflict-resolution techniques that would enable you to do well in a
management role?
x Tell me about a time when you and your superior did not agree on how a situation should be handled.
How did you resolve your differences?
x Describe a situation when your work priorities were in conflict with those of your superior. How did you
resolve the problem?
x Tell me about a time when you needed critical information from another department in order to complete
your work. The other department, however, did not think the gathering of your data was a priority. How
did you work things out?
x What circumstances or situations make your work difficult? Please give me an example of how, when
faced with such a situation, you resolved it.
x What is the biggest problem you are wrestling with at work right now? How do you plan to resolve it?
x What strategies does a person have for dealing with conflict?
x …………………………………………………………….
Ability to Innovation depends on hiring people with x I would be interested to learn how you have rewarded risk takers whose results were dubious versus
encourage creative capabilities. It also depends upon those risk takers whose results were successful.
creativity and management personnel that know how to
x How would you determine whether a person is creative?
innovation develop and maintain a working
environment that encourages and nurtures x How would you encourage an employee to be more imaginative?
change and risk-taking. People with x What kinds of things tend to kill a person `s creative energy?
imagination and ingenuity need leadership x In your previous jobs how did you typically introduce significant changes to your staff? I would
that understands the needs of the inventive be interested in hearing some specific examples.
mind and how to inspire it.
x Please describe the techniques or strategies you have found most helpful in encouraging the creativity
of your staff.
x Tell me about the changes made in your area in the past three months. I would be interested to learn
what created the focus on those particular areas and how you made those changes work.
x If you took this job, how would you determine if changes needed to be made?
x Please describe the creative-management strategies you have implemented with your people. For what
specific purposes did you use these strategies?
x ……………………………………………………………..
Team player You want a person who can help motivate x Tell me what you like most/least about working in a team setting. Why?

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awareness individuals to achieve shared objectives, x Tell me about the most difficult situation you faced as a team member. How was the situation resolved?
who knows how to collaborate and who What role did you play in the resolution process?
consistently demonstrates enthusiasm about
x Describe for me the circumstances under which you have worked most effectively on a team.
the organization.
x What is your idea of a team player?
x What are the major differences between being an effective employee and being an effective team
member?
x In your experience, what kind of problems is a team likely to experience when one member is
excessively late, absent or does not carry his/her own weight? How were those issues dealt with? As a
member of that team, what did you try to do to ameliorate the situation?
x ………………………

Effective You have the chance here to evaluate the x Describe an occasion when you really had to listen to someone who was not communicating clearly.
communication candidate’s ability to express his/her ideas How were you able to respond effectively?
skills persuasively, describe concepts clearly,
x What do you think are the characteristics of an effective communicator?
organize his/her thoughts sequentially, use

appropriate vocabulary and diction, hold the x Describe yourself as you are seen by other people.
listener’s interest, one who listens well to x Describe a time when you were working closely with a peer who had a very annoying habit. How did you
others and is able to communicate clearly, influence that person to moderate his/her behaviour?
concisely and directly with people at all x If you were assigned the task of making a presentation to the top management, what steps would you
levels of the organization. take to prepare yourself?
x I would like to hear about the most challenging communication situation you have ever come against.
Tell me what made it challenging and how you handled it.
x What kind of communication situations are most difficult for you?
x What do you think are the keys to a good communication?
x Suppose two of your peers were locked in a conflict that impact the entire group, and you were asked to
mediate and help the combatants resolve their problem. How would you go about doing that?
x …………………
Personal Qualities & Motivation
Decision – Decision making, the process of making a x Would you describe yourself as a logical or intuitive problem solver? Please give me an example from
making and conscious choice of one alternative from a your previous job that illustrates your choice.
analytical skill group of alternatives, is one of the measures
x Describe a situation in which you had to be analytical and thorough in making a decision. Walk me
of a superior candidate. The astute
through the process you followed.
candidate knows that decisions cannot be
made in a vacuum; attention must be given x Suppose it turns out that we offer you the position. How will you decide whether to accept?
to how each decision may impact others in x How is that you are pursuing this line of work rather than some other?
the organization. x Describe for me the most significant decision you have made in your life. What made it significant? How
did you go about making it?
x When you are deciding whether to try something totally new, what weight do you give to the probability
of success?
x On previous jobs what was the basis on which you determined to take on tasks, projects, or
responsibilities that were not assigned to you or even expected of you?
x What influenced you to seek a new employment opportunity at this point in your career?
x Suppose you were in the process of hiring yourself an assistant and you had two equally qualified and
acceptable candidates. How would you choose one over the other?
x ………………………………………………………………
Questions to The candidate assures you that he or she is x Why are you interested in working for us?
determine the not being forced out by the present
x What are some of the reasons you are considering leaving your present job?
candidate `s employer due to poor performance or
goals economic belt tightening; it is the candidate x What do you hope to find here that you have not found at your present job?
who has made the decision to leave. The x Please describe what constitutes a conducive work atmosphere for you?
assumption then is that the present job is x Under what circumstances would you remain at your present (previous) job?
somehow no longer meeting this person `s
x What are some things you would want to avoid in future jobs? Why?
needs or goals. In order to properly assess
the candidate `s suitability for your job, you x What would you say was the most promising job you ever had? Why?
must find out what his or her goals are and x Tell me about the specific events or incidents that contributed the most to your development. Please
then decide if your position will satisfy those describe what you learned and how you put that knowledge to work on succeeding jobs.
goals. x What two or three things do you feel you learned about yourself from your last position?
x What did you particularly like (or dislike) about your last position?
x ……………………………………………………………………

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Ability to take People with initiative have an x Tell me about a time when you went above and beyond the call of duty. What motivated you to make that
initiative entrepreneurial spirit that is always extra effort?
searching for better ways of doing
x What specific activities were you involved with in your last job that drew on creative skills?
things. Such enterprising people
contribute to an organization’s long x Describe a time when you responded to rejection by trying an alternative approach.
term success. x On previous jobs what organizational problems did you try to solve that were not specifically related to your
job responsibilities?
x What have you done recently to become more effective at your present position?
x What typically gives you the most satisfaction on a job?

x Tell me about some of the changes that occurred on your last job because of something you did.

x If you took this job, how would you determine if changes needed to be made?
x How do you get support for the things you want to do that are outside of your normal job responsibilities?
x ………………………
Adaptability and You need candidates who understand x Some work situation require that we work with people we dislike. Tell me about an occasion in which you
flexibility that change is a part of everyday life of overcame a personality conflict to achieve results.
an organization that believes in
x Please describe a situation that demonstrates your flexibility.
continuous improvement. Such people
adjust quickly and positively to change. x What do you do when what you are doing is not working out?
In addition they are open- minded when x Tell me about a time when your superior presented you with a task that was unrelated to your job and which
presented with perspectives different put you behind in terms of your own work. What did you do?
from their own. x Tell me about the circumstances under which you accepted assistance from someone outside your area on
something that was strictly your personal responsibility/
x What responsibility-if any- do you believe you have toward people in other areas of the organization? How
should those responsibilities be carried out?
x Describe a situation in which you dealt successfully with unwanted changes that organization had thrust
upon you.
x 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.
x ………………………………..
Integrity The organization should be very careful x Describe a situation in which you had to challenge someone who was not acting in the best interests of the
to select candidates who conduct organization and its guiding principles.
themselves with honesty and integrity
x Tell me about a time when you resolved to pursue a course of action you believed in, despite opposition
in both their professional and personal
from others.
activities. It should also look for
candidates who can be relied on to act x In a normal, everyday working situation, what actions or behaviours show others that a person has
in the best interest of the organization. integrity?
x Suppose you knew that others in your area were pilfering minor office supplies. Would you do anything
about it, and if so, what would you do?
x Tell me about a time when your integrity was challenged.
x Suppose a co-worker told you something critical and swore you to secrecy. You thought it was important
that your superior have the information. What would you do?
x Describe a situation when you made a reasonable request for time off - maybe for a doctor’s appointment -
and the superior refused your request. What did you do?
x Please give me a good illustration of unethical behaviour on the part of an employee. Why do you believe
that behaviour is unethical?
x ………………………………………………….
Confidence Confident people are people who x Tell me about one of the most-challenging assignments you have undertaken during the last year. How did
demonstrate conviction in their ideas you meet those challenges?
and judgments and evidence a strong
x What experience have you had with conflict-resolution techniques that would enable you to do well in a
belief in themselves and their
supervisory role?
capabilities. They accept responsibility
for the outcomes of their decisions and x Tell me about a time when you and your superior did not agree on how a situation should be dealt with.
the results of their actions. In addition, How did you resolve your differences?
they look at conflict as an opportunity x Describe a situation when your work priorities were in conflict with those of your superior. How did you
for growth. resolve the problem?
x Tell me about a decision you made where things did not turn out as well as you had anticipated they would.
How did you rescue the situation?
x I would be interested to learn what kinds of circumstances or events at work have influenced you the most.
x What have you learned about yourself in the past three years?
x During the past six months, how many times have you stepped outside the normal bounds of your
knowledge, authority, and responsibility to take on an unfamiliar task? Why? How did things work out?
x ……………………………………………………………
Versatility A candidate who is versatile has x Tell me about a time when you modified your style so that you could respond more effectively to a difficult
superior communication abilities and situation.
knows how to alter his or her style
x Tell me about a time when your superior volunteered you for a task in another area that was unrelated to
while at the same time maintaining
your current responsibilities and that would put you behind in terms of you own assignments. How did you
personal and organizational goals.
manage that situation?
Such candidates recognize that people
are different and that to gain x What type of person have you found is most difficult to work with? What have you done to work successfully
cooperation they must often vary their with such a person?
customary approach. Versatile people x Describe an occasion when you had to juggle multiple priorities. What did you do so that everything was
are also effective at managing their accomplished?
time, able to balance multiple priorities. x How do you plan your day (or week)?
x What is your strategy for approaching a huge workload that is to be accomplished within an inadequate time
frame?
x How do you determine your priorities?
x Tell me about a time when a short-term crisis clashed with long-term and important responsibilities. How did
you determine which took priority?

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x Interruptions are a fact of life at work. What strategies have you used in the past for dealing with them?
x 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. I would be interested to learn how you happened to become involved with
those particular tasks.
x ……………………………………………………..
Continuous A good candidate for any job is one x Share with me an experience of learning something new about yourself in the course of a project or
learning who makes an effort to keep his or her assignment.
knowledge and skills current. Self-
x Describe a situation that turned out badly for you but from which you learned a great deal.
development is something a person
does for him- or herself, not because x Over the past 12 months, how much of your own time and/or money have you invested in your own
personal development and for what specific purposes?

the superior or the organization
requires it. It is done because the x Tell me how you have purposefully attempted to strengthen your skills, knowledge, and capabilities on the
individual is motivated by a desire to job. What strategies did you use?
improve. In the interview, also listen for x I would be interested to learn what kinds of circumstances or events have influenced you to learn something
situations for which learning was totally new.

possible if the candidate accepted
x In what ways have you shared your desire for additional growth (or challenge) with your present (previous)
responsibility for errors in judgment or
superior?
actions. When candidates blame others
or the organization for what went x What self-development goals have you set for yourself in the past three years? Why those particular goals?
wrong, they show you they cannot x What educational experiences have you had recently that will help you on this job?
learn from their experiences. x What have you done to prepare yourself for a job of this type?
x Let us say your superior gave you some feedback regarding skills or knowledge he or she felt you did not
have but should have. Suppose you felt that the superior `s suggestions were not relevant to your situation.
What would you do?
x …………………………………………………………..
Self-appraisal Questions of this type ask candidates x What qualities made you a valuable employee on your last job?
questions to analyze their behaviour,
x How would you describe yourself?
experiences, and skills from their point
of view. It provides an opportunity to x What skills and personal resources do you feel have been the major contributors to your success up to
discover what the candidate thinks of now?
him- or herself. In addition, these x When people describe you, what qualities do they usually mention first?
questions can yield some insight into x How do you evaluate your effectiveness?
the candidate` s self-image, level of
x What are the basic factors that motivate you?
self-esteem, self-awareness, and self-
knowledge. x What would you say are your most-important contributions to a job?
x If hired, what would you contribute to this job that other candidates could not?
x What do you consider your greatest strengths to be?
x What are the special characteristics that make you unique?
x Why do you feel you would be good for this position?
x …………………………………………………………………
Self- starter and Sometimes you find yourself looking for x Suppose you were pressured to make a decision that was outside the normal limits of your authority and
independent people who can function with a your superior was unavailable. What would you do?
thinker minimum of supervision – people who
x Tell me about a situation when you were presented with a project that had no history, guidelines, or
can be relied upon to see what needs
structure other than a due date. How did you start?
to be done and, without depending on
someone or something else to provide x Do you want greater responsibility? Why?
structure, will move ahead and get it x Describe a situation when more responsibility was thrust upon you unexpectedly.
done. These people are called self- x In previous jobs what organizational problems have you tried to solve that were not specifically related to
starters. your job responsibilities?
x What typically gives you the most satisfaction in a job?
x Tell me about some of the changes that occurred in your last job because of you.
x What do you consider to be a risky situation at work? Why?
x Describe a situation when you found it necessary to go above and beyond the call of duty in order to get
something done.
x ………………………………………………………………..
Ability to work There is a category of jobs that x Tell me about a time when you had an idea that would solve a serious departmental or organizational
independently requires specific knowledge, skills, problem but you knew your superior was not interested in putting any new ideas to work. How did you
technical education, and self- handle that situation?
supervision. For this type of job, you
x How do you know when you have done a good job?
want an employee who is more
comfortable working alone than as part x What have you found to be the most-difficult challenge in dealing with people? What techniques have you
of a team. You need someone who used to help yourself in situations when these challenges threatened to get in the way of what you had to
functions independently but who also do?
knows when to seek assistance from x Describe a situation in which you were participating in a team project. I would be interested to learn about
others. Such candidates are the problems you encountered and how they were resolved.
distinguished by their intensity and x Tell me about a time when you were in the middle of one project and the organization required your
drive. They like an environment that expertise on another assignment. What happened to the first project?
values achievement.
x 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. How would you make the judgment as to when
someone else` s input is necessary?
x What do you do when something you are working on is not working out?
x Please describe the physical work setting in which you have been the most productive. Why?
x What kind of management style or supervisory techniques do you find are the most motivational for you?
Why?
x ………………………………………………………..
Subordinate If you are hiring an employee who will x How do you like to be supervised?
competence become a part of your staff, that person
x Describe a situation in which you and your superior disagreed on some issue. What techniques did you use
will have to answer to you concerning
to turn your superior around?
his or her actions at work. Although it is

129
130
important that the candidate be able to x Tell me about the worst manager you ever had. I would be interested in learning what made the situation so
work comfortably and cooperatively uncomfortable and how you attempted to deal with it.
within the immediate environment, it is
x What have you done to get support for the things you want to do?
essential that he or she be able to get
on well with you. x Tell me about the best manager you ever had. I would be interested in hearing about the qualities and
techniques that made him or her so effective.
x Let us say your manager made a change in your job- without first discussing that change with you. Suppose
that change would have a detrimental effect on your ability to meet job expectations. What would you do?
x I would be interested to learn how you and your previous superiors typically exchanged information.
x What element about being managed bothers you the most? Why?

x What do you think are the most-important factors in establishing and maintaining a good relationship with
your immediate superior?
x Tell me about a situation when you believed your superior was about to make a very serious error in
judgment. What did you do?
x It has been said that managing others is a skill but that functioning as a subordinate is an art. What do you
think are the major challenges in functioning as a subordinate?
x ………………………………………………………………
Clerical support Competent clerical-support persons are x How would you go about establishing a relationship with a new superior?
skills among the most-important assets an
x Tell me about a time when you had to juggle multiple priorities for a number of superiors, all of whom
organization has; they are the key to
thought their work was the most important and should be done first. How did you sort that out?
managerial effectiveness. By assuming
the bulk of the administrative trivia and x Please explain how you typically organize your day. I would be interested to hear about the tools and
bureaucratic paperwork, they free their strategies you like to use.
superiors to concentrate on the more- x What system do you typically use for setting your work priorities? Why?
critical issues of the business. x Describe a situation when you had to complete an important project for a very senior executive. At some
point on the project, you needed your superior` s input but he or she was unavailable. How did you
determine what to do?
x What kind of people do you find are the most trying in terms of your patience?
x Please describe the best superior you ever had. What made him or her so special?
x Please describe the worst superior you ever had. What made him or her so terrible? What techniques did
you use to make your relationship function effectively?
x 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. I would be interested to learn how you happened to become involved with
those particular tasks.
x 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. How did you manage your superior `s expectations without sacrificing your
plans?
x …………………………………………………………………………………
Other x
Questions for When looking at recent graduates (i.e., x What led you to choose IARD?
the recent with little or no work experience), you
x If you had any part-time jobs while in school or college, which one(s) did you find most interesting? Why?
graduate hope to find a person with the ability to
learn quickly and / or someone with x What was your favourite course? Why? What was your least-favourite course? Why?
leadership (management) potential. x What do you think will be the most-valuable contribution your education will make to your life?
You want a candidate who exhibits x How do you feel about the importance of grades in school? Of what value are grading systems? What do
decision-making ability, perseverance they show?
(time plus effort equal results), and
x What subject did you do best in? Why?
some level of insight about people.
x What subject did you not handle as well as you would have liked? Why? What, if anything, did you do to
strengthen your proficiency with those subjects?
x What was it about the subjects in your major that made them especially appealing to you?
x I would be interested to learn about the most-challenging situation you faced during your school (or
college) years. What made it challenging?
x Tell me about your extracurricular activities. How did you happen to choose those particular areas of
involvement? What did you learn about yourself from engaging in those activities?
x ……………………………………………………………
Questions for Unless you find out what is important to x What do you hope to find here that you have not found at your previous organization?
selling the job the candidate, there is no way you will
x Why is it important to you to have that in a job?
be able to sell the candidate on joining
your organization. Remember, x How would you know that this organization could provide those opportunities for you?
however, that if your organization x What would it look like to you if this organization had the potential of giving you that kind of challenge
cannot provide those things to the (responsibility, freedom, etc.) you want?
candidate and you manipulate the x What would you need to know in order to be confident that this job would give you those things?
candidate into accepting the position
x What has gotten in the way of other jobs being able to give you these things?
anyway, you have guaranteed a
turnover statistic. x What kind of effort did you make to initiate those opportunities for yourself at other jobs?
x What were the typical obstacles that prevented other organizations from offering those kinds of
opportunities to you?
x If you could construct this job exactly the way you would want it, what would it look like?
x What would convince you that we have the ideal job for you? …………………………

131
Annex HR.RS 9
Overall Interview Assessment Sheet1
Crt Candidate’s Education and Work Skills Location/ Personal Total

Qualifications2 Experience and Qualities
no name Mobility Score3
Abilities &
requirements
Motivation
0 1 2 3 4 5 6 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
….
Signature of the president

of the Evaluation Committee Date:
1
This form will be completed at the end of the interview for all interviewed candidates. The total score for each candidate will be then
filled in the “Applicant’s Tracking Form”, which will be returned to the HRD.
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.

Reference Checklist
Candidate Name Position Applied for
Referee Name Referee Job Title
Referee Organisation Name
Information collected1 by HRD Issues2 Findings during interview3

Current or previous employer
Relationship of referee to candidate

(i.e.direct manager)
Candidate job title
Length of service
Sickness absence record (i.e. number

of days)
Performance record (i.e. provide info.

on level of ratings, promotional
prospects, areas of improvement etc.)
Ability to work autonomously
Ability to work as part of a team
Technically able
1
Please complete the following information for the candidate and his previous employer and give detail where possible
2
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.

Annex HR.RS 10
133
134
Areas of responsibility
Number of direct reports
Would referee re-hire

Reason for candidate leaving (if

applicable)

Others, according to areas of interest.
Taken by Date
HRD Executive Date
Annex HR.RS 11
Evaluation Procedure
for Debutant Civil Servants1

Art. 1 – (1) The debutant civil servant’s evaluation is done within 5 working days from the end of the
debutant period, usually, by the head of department in which the servant carries out his/her activity, known
from now on as “evaluator”.
(2) In exceptional situations, in the case of the public institutions or authorities not organised with
departments , or within which there is no management civil servant to coordinate the department, the
evaluator is the civil servant with the highest management civil service position, appointed by the head of the
public institution or authority.
(3) The evaluator appointed following the criteria of par. (2) cannot be an advisor as well.
Art. 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, the
knowledge of the institution or authority’s specific activity and the requirements of public administration.
(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 );
b) the debutant period report drawn up by the debutant civil servant (according to template 2);
c) an evaluation report drawn up by the evaluator ( according to template 3).
Art. 3 – (1) The report mentioned in art. 2, par. (2), 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;
b) the abilities that the debutant civil servant has proven during carrying out work responsibilities;
c) the conduct of the debutant civil servant during work hours;
d) conclusions regarding the debutant period and recommendations.
(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.
Art. 4 – (1) In case of replacement or dismissal of the advisor, s/he will draw up a report for the probation
period that the debutant civil servant has gone through up to that particular moment.
(2) In the situation mentioned in par. (1) the manager of the public institution or authority appoints, at the
proposal of the head of department where the debutant civil servant works, another definitive civil servant, as
an advisor, for the remainder of the probation period.
(3) The report drawn up according to the criteria in par. (1) is forwarded to the head of department where the
debutant civil servant works, and is taken into account when s/he is evaluated at the end of the probation
period.
Art. 5 – The provisions of art. 4 are applied in the situations of disciplinary sanction of the advisor with one of
the sanctions mentioned in art. 70, par. (3), letters b)-e) in law no. 188/1999 regarding the Status of civil
servants, with the ulterior modifications and amendments.
1
Extract from Government Decision no.1209/October 14th.2003, regarding organizing and development of civil servants’ carrier.

Art. 6- (1) At the end of the probation period, the debutant civil servant fills in a probation period report,
whose template is presented under point 3 in the current annex.
(2) The probation period report contains the description of the activity carried out by the debutant civil
servant during the probation period, by detailing the work responsibilities, ways of fulfilling these, as well as
other potential difficulties encountered.
(3) The probation period report is forwarded by the debutant civil servant to the advisor.
Art. 7- (1) In order to evaluate the debutant civil servant, the evaluator draws up the evaluation report of the
probation period, whose model can be found under point 4 in the current annex.
(2) In order to fill in the evaluation report of the debutant’s 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.
b) writes down the evaluation criteria depending on the degree of carrying out work responsibilities.
c) establishes the evaluation classification;
d) makes proposal regarding the appointment of the debutant civil servant on a definitive position or
dismissal from his/ her position.
Art. 8- The Evaluation Criteria of the debutant civil servants are the following:
a) good knowledge of the regulations specific to the field of activity;
b) knowledge of the main principles of public administration and of the administrative relations within the
c) capacity for fulfilling work responsibilities.
d) adaptability and flexibility in carrying out responsibilities.
e) the ability to correctly distinguish between the different options in carrying out work responsibilities.
f) communication, respectively ease in transmitting ideas, both in writing and verbally, fluency in writing,
including the capacity to write in a clear and concise manner;
g) the capacity to work in a team, respectively the capacity to integrate in a team, to bring his/her own
contribution through effective participation, to support the activity of the team in achieving the set
objectives;
h) conduct during work hours;
i) other qualities that make him/ her suitable for the position.
Art. 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, 1 being the lowest, and 5 being the highest. The score
expresses the evaluation of meeting each evaluation criteria in carrying out work responsibilities;
b) the arithmetical mean of the scores for each evaluation criteria is calculated and the final score is
obtained;
c) the evaluation classification is obtained by translating the final score, as follows: between 1.00 – 3.00
– not satisfactory; between 3.01 – 5.00 – satisfactory;
(2) The significance of the evaluation ratings is the following:

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.

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:……………………………………….

Template 2
Debutant Civil Servant Report

Civil servant position:……………………………………………………………………..
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:……………………………

Template 3
Evaluation Report of the Debutant Civil Servant

Civil service position:……………………………………………………………………..
Department:…………………………………………………………………………
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:

Annex HR.RS 12
Trial Period Reporting Form

Employee Name: Hire Date:
Title: Directorate/ Department:

Employee has successfully completed his/her trial period.
Please briefly list those areas in which the employee has excelled:
Please list those areas in which the employee can improve:
Supervisor's Signature Date:

Director's Signature Date:
Employee’s Signature Date:
Employee has not successfully completed his/her trial period and employment is thereby terminated.
Attached is documentation defining the performance deficiencies.
Supervisor's Signature Date:

Human Resources Representative Date:
Director's Signature Date:
Employee’s Signature Date:

Annex HR.RS 13
Checklist
for the Recruitment and Selection Process
1) The IARD established and communicated in writing to the HRD, before 1st. of March, the
recruitment needs for the following year, upon the basis of the Staff Plan provisions;
2) The recruitment and selection schedule has been established at the beginning of the
year;
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;
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”, the “Overall Assessment
Sheet” and the minute signed by all members of the Assessment board and by the
secretary.
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

4. INDUCTION
4.1. 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, enthusiasm and new ideas that starting a new job will bring. As the pressure of
workload increase this opportunity then diminishes. It is therefore important that an induction programme is
prepared for each newcomer.
Induction is the process whereby newcomers are formally introduced to their colleagues, their working
environment, 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;
• a clear understanding of what the expectations are for the performance of the job;
• the opportunity to establish contacts;
• the opportunity to contribute as quickly as possible;
• effective management of the administrative requirements.
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.
The roles and responsibilities for Induction with IARD are presented in the “Policy” chapter of the manual.
Although the newcomer’s Director and SDU Co-ordinator are normally responsible for the induction, it is
often unrealistic to expect them to personally cover all of the elements.
The Line Manager shall normally explain the departmental organisation, job requirements, interpretation of
policies, local working practices and discuss training needs.
Work colleagues shall normally undertake any on the job training and day to day guidance on local
procedures.
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,
administration, core activity related matters and quality.
HRD within the MEI shall deal with a lot of the pre-employment tasks such as taking bank and personal
details, providing copies of the contract and sending out instructions for the first day.
In most case all of these individuals shall play an important part in the induction process.
4.2. 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. The induction process begins as soon as the selection decision is made. Once the successful
candidate is informed and accepts then the first stage of the process begins. Likewise the process should
continue for a significant period after commencing employment.
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. In the majority of cases local induction shall
need to be tailored, as one programme cannot realistically be all things to all people.
An effective Induction process usually contains the following elements:
• Orientation (physical) - describing where the facilities are;
• Orientation (organisational) - showing how the employee fits into the IARD or Directorate/ office/unit;
• Introduction to colleagues and other key staff and their role;
Ch 4 Induction 143
• Essential Health & Safety information;

• Explanation of terms and conditions;
• Clear insight into the job role and its requirements;
• Insight into the organization’s history, profile, culture and values.
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.
4.2.1. Levels
To this end an induction programme1 shall be prepared before the first day on the job of the newcomer,
which shall take into consideration the following levels:
• The job;
• The department/office/unit;
• The Directorate;
• The ministry.
4.2.1.1. The Job

The job itself is central to the induction process, as every employee wants to know how to start making a
contribution as quickly as possible. Managers shall give the newcomer a copy of the job description and
explain how the job fits into the structure of the department.
Managers shall agree personal objectives with the newcomer. For the most part, these initial objectives shall
be short-term and related to induction. The objectives shall be reviewed regularly and progressively revised
to more long-term objectives.
Managers shall ensure that the employee understands how performance will be appraised and how it links to
pay.
Training specific to the job is an important part of induction. There may be training and development needs
that were identified in the selection process. Where appropriate, training and development activities will be
arranged.
4.2.1.2. The Department

Newcomers need to become familiar with the infrastructure of the department in which they are going to
work. Much of this information, such as the telephone system or the provision of secretarial support, is very
straightforward.
The employee shall be provided with organization charts and key contacts which are relevant to the role.
During the pre-start period managers shall nominate a induction coach for the newcomer. In the initial period
the induction coach shall act as the first contact for advice and information for the newcomer. He/she can be
a colleague who is knowledgeable in the work area of the newcomer.
The induction coach role shall not normally need to last for more than one month. However, in the case of a
trainee position, 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. He/she will work together with the newcomer in order to provide on- the- job
training and speed up the know - how transfer.
1
For the debutant civil servants, the induction programme will be included in the probation programme and
the induction coach role will be performed by the advisor.
144 Ch 4 Induction
4.2.1.3. The Directorate

At this level, detailed programme, organization and activity information shall be provided as well as relevant
promotional and communication information.
The newcomer shall need to know the key contacts for the job, beyond the immediate department, and
managers shall arrange for appropriate meetings at the earliest opportunity.
4.2.1.4. The Ministry

All newcomers shall be given an induction pack which shall include details of their terms and conditions of
employment.
• Information for Staff;
• Sickness Benefits;
• Pensions Schemes;
• Equal Opportunities;
• Dealing with Harassment;
• Insurance and Associated Benefits;
• Safety Regulations (as appropriate);
It is important that every employee understands and identifies with the IARD. This is enhanced by knowledge
of the IARD’s structure, programmes and activities, policies, values and processes. Some of this information
can be obtained from existing publications and reports.
4.2.2. The Personal Development Pack

In addition to the induction pack newcomers shall be given a personal development pack. This pack, as the
name suggests, is not intended to just cover induction. The personal development of the staff member over
his/ her lifetime at the IARD is also very important.
It shall contain sections specific to:
1. Training and Development - It is recognized that there shall always be training and development
needs for newcomers and also for existing staff members; and
2. Personal Review - The IARD is also committed to the provision of regular personal reviews for all
staff members.
Both these sections of the pack encourage staff members to add relevant information over time.
4.2.3. Stages
Please see Annex HR.I 1 “Actions for the Newcomers - Checklist”.
4.2.3.1. Before they arrive.

The newcomer’s manager shall:
3. Prepare the Personal Development Pack together with the SDU within the IARD;
4. Decide who will be involved with each part of the induction - Director /head of office/ unit, other staff
in the section/unit;
5. Identify a induction coach - someone who will look out for the newcomer for the first few days/ week
and act as their friend and guide. Pick someone with the habits and behaviors you want to see
developing in the newcomer;
6. Make sure all staff involved are clear what their responsibilities shall be;
Ch 4 Induction 145
7. Make sure that a work place is available - desk, computer, IT access. Organize email accounts,
passwords, etc.;
8. Decide what local induction materials need to be added to the Personal Development Pack - work
areas, building layouts, procedures, policies, etc.;
9. Go through the check list. Have a plan for what needs to be covered, when and by whom.
10. Insert any standard “Welcome letter”, from the Head of Office/Director.
Please see Annex HR.I 2 for recommended content.
4.2.3.2. When they arrive

1. Introduce staff.
It is important to introduce staff who are present as soon as is appropriate. Their role within the
Directorate/office/unit shall be explained and how to contact them if required.
If there are any other staff who are absent at the time, it is important that they are mentioned, along with their
roles explained and contact details. It is also important to introduce these staff on their return.
If there are any other significant people who will be in contact with the Directorate/office/unit, it is important
that they are mentioned at this point and introduced formally when the opportunity arises.
The newcomer shall be provided with a list of all staff including their location and contact numbers.
2. Present them with the Personal Development Pack.
3. Talk them through the various sections.
4. Explain the check list - how it is used to make sure all their key needs are met - and use this to
outline their own personal induction.
5. Explain the “Induction Feedback” forms and times.
6. Agree a time to discuss any training needs they might have as a new member of staff.
7. Start introducing them to the work environment and their new colleagues.
4.2.3.3. During Induction

1. Keep in contact - don’t assume that things are fine - ask them.
2. Keep the check list updated - ask them to sign off areas as appropriate.
3. Organize any early training that is needed
4.2.3.4. As appropriate
1. Ask that they complete and forward the Induction Feedback forms at the end of one and three
months.
2. Thank all the staff involved in delivering the induction.
4.2.4. Monitor and Review

The monitor and review task lies with the SDU within the IARD and the line manager.
A model checklist (“Actions for Newcomers”) is attached (Annex HR.I 1) which managers shall use to ensure
the main elements of the induction programme are covered during the induction implementation. The
checklist is provided, within the pack, to aid both line manager and newcomers as an aide-memoire to
146 Ch 4 Induction
ensure that all relevant core issues are covered at induction. 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. Its
use is however considered to be an integral part of the induction process.
This checklist shall be filled in by both the newcomer and manager. Copies shall be sent to the SDU for
monitoring purposes. On the basis of the checklist, the SDU shall monitor progress on a monthly basis and
shall contact the newcomer’s manager for decision making/actions in case of gaps.
To ensure that the highest possible standards are being maintained, feedback forms have been designed to
provide newcomers with an opportunity of commenting on the process (please see Annex HR.I 3). These
shall be completed after one and three months and forwarded to the SDU in the IARD. This information can
then be used to help refine the process either locally or across the IARD.
Following a review of induction provision, 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
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
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
150
Actions for Newcomers - Checklist
Action Overall Responsibility Status
Ch 4 Induction
1. Overall co-ordination of Induction Programme General Director/ SDU
2. Notifying newcomer of arrangements for arrival on first day
x Where to report
Head of department/ Director
x What time to report
x Who will meet you

3. Arrangements of working facilities for the newcomer:
x Workplace and storage facilities
x PC
x Telephone and number in address book
Pre-Start
x E-mail account and other related IT links as necessary

x Identify project/work for the newcomer in the first week(s)
x Issue of a security pass
x Work shadowing (if appropriate)
x Induction coach
x End of week reviewing meeting with Head of department/ Director
1. Meet newcomer Head of department/ Director
2. Introduction to head of department, colleagues and induction coach Head of department/ Director
3. Tour of facility and appropriate introductions Head of department/ Director
First
Day
4. Departmental administration - sign off; notification for absence; stationery Head of department/ Director
5. Explanation of local and departmental organization structure
x Outline of the IARD function
x Outline of the department & where it fits into the IARD function
x 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) Head of department/ Director
Initial project work
Head of department/ Director / IT
7. Initial access to the IT system (logon etc.)
Dept.
1. Explanation of conditions of the service and related processes
x Hours at work / breaks / office hours
x Sickness absence
x Annual leave Human Resources
Department in the MEI/
x Pay framework and expenses SDU
x Communications - use of e-mail, telephones etc (appropriate & inappropriate use)
x Training and development - where to source information; responsibilities etc
x Pension
2. Health & Safety awareness
Human Resources /
x Policies and procedures
Health & Safety Representative
x Tour of the building - hazards, exits etc
First week
3. Security awareness
x Confidentiality
Human Resources / Security
x Data protection act
representative
x Office hours and access & safety procedures related to this
x Disposal of confidential material
4. Training and development discussion
Head of department/ Director/
x Initial needs identification
SDU
x Set up relevant IT training (if it is the case)
1. Performance goals & measures Head of department/ Director
2. Discussion on performance requirements and behavioural standards
x Working relationship between the manager and individual - how the manager likes to
manage. Head of department/ Director
x Relevance and impact of IARD Values
x IARD’s approach to performance management and expect levels of performance
3. An agreed and written learning & development plan for the newcomer
SDU
4. Explanation of Company Policies and procedures
x Disciplines
x Grievance
First month
x Recruitment
x Equal Opportunities
Human Resources
x Harassment
x Code of Conduct
x Pension
x Home working / flexible working
x Special leave / parental leave
Ch 4 Induction
151
152
Head of department/
5. Agree an internal and external network for the newcomer to contact
Director
6. Meeting with General Director
x Initial impressions
Ch 4 Induction
x Progress to date
x Support and advice
Head of department/ Director/
7. Final evaluation meeting
SDU
Annex HR.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. In particular, you are expected to play an active role in all aspects of
your programme.
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.
Start to think about what you hope to achieve during your induction period. You will have discussed your
strengths, 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. Draw on these discussions and any
information you have about your new post.
When You Start Your New Job

Discuss your aspirations with your manager and/or induction coach, in the context of your new post to begin
working together to set your objectives for your professional development.
During Your Induction Period

Participate fully in your induction programme. This means that you should:
• Plan and develop a programme of monitoring, support and assessment along with your induction
coach.
• Participate in planned development activities
• Review your practice and your progress towards the “Action to Newcomers” , and take part in
setting, reviewing and revising objectives that will help you to meet them
• Gather evidence towards your own assessment.
• 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, and you shall also be aware of your own
strengths and achievements. Your involvement shall help to make sure that your induction programme is as
appropriate and effective as possible.
At the beginning of the induction period you shall discuss with your induction coach your priorities for
induction and how these relate to, 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.
Towards the end of induction, you shall look back on your induction period and, with your induction coach,
reflect on your progress and think about your aspirations for your continuing professional development. You
will be required to fill in an ”Induction Programme Feedback Form”, which shall be provided to you by the
Ch 4 Induction 153
SDU within the IARD. You shall submit copies of the two documents to both your line manager and to the
SDU.
154 Ch 4 Induction
Annex HR.I 3
Induction Programme Feedback Form
In order, to continuously improve your induction process, it would be useful to receive some feedback on the
success and appropriateness of your induction. This will help to ensure that any gaps can be quickly
addressed. It will also help us to ensure that future induction programmes for newcomers are enhanced.
Please could you complete this form and return it to (insert name) in the SDU, by (insert date).
Name: Start Date:
Position:
1. Which were the most useful aspects of your induction programme and why?
2. Were there any elements that were not useful? Please indicate why.
3. Were you provided with sufficient support and guidance to enable you to undertake your new role? If not,
please identify what additional support is required.
4. Are there any people that you did not meet during your induction whom you feel it would have been
beneficial to meet?
5. Was there any other information which, was not provided and would have been beneficial to include in you
induction pack? Please identify.
6. Were you provided with the appropriate equipment required for you to undertake your job? If not, please
identify what was not provided
7. Were your training and development needs discussed and agreed as part of your induction?
Ch 4 Induction 155
Yes No
8. Has any of this development since been arranged or taken place?
Yes No
9. Have any meetings taken place to review your progress as part of the Induction process?
Yes No
10. Please add any additional comments.
Signed …………………………………… Date …………………..
156 Ch 4 Induction
5. PERFORMANCE MANAGEMENT
5.1. Introduction
These procedures describe the processes followed by IARD to undertake the management of staff
performance. This is termed staff appraisal.
The legal framework for staff appraisal of civil servants is set out in Law (Government Decision 1209/2003).
This framework applies to civil servants within IARD and provides clear and detailed procedures for
appraising staff. These procedures are in Annex HR.PM 1 of this Manual.
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.
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.PM 1 procedures. 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.
5.2. 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. The appraisal process comprises an annual interview with
each member of staff. 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. This assessment of
performance is scored according to the formula set out in Annex HR.PM 1.
• Agreement to the Individual Objectives for the forthcoming year. These, when aggregated across all
staff, will lead to the achievement of the objectives of the Annual Strategic Plan for IARD.
• An Action Plan for individual staff development arising from the preparation/review of the PDP.
These Action Plans, when aggregated across all staff and combined with assessments of
organisational and team needs, will allow the preparation of the IARD Training and Development
Plan for the forthcoming year (see Chapter 6).
There is no direct link to salary review arising from the Appraisal process.
5.2.1. Appraisal period

The appraisal period runs between December 1st of the year previous to the appraisal and December 1st of
the current year. 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. However it is
recommended that more informal reviews take place on a quarterly basis, particularly relating to individual
objectives.
Ch 5 Performance Management 157

5.2.2. Appraisers
The Appraiser will be a supervisor and the immediate superior of the member of staff, to whom the staff
member reports as indicated in the job description.
For Executive staff, this could be the Director or Head of Office.
For Head of Office, the Director
For Directors, 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, Annex 3 of the Government Decision 1209/2003.
5.2.3. Individual Objectives and Performance Criteria

The Individual Objectives set should be “SMART” - specific, measurable, achievable, relevant and time-
based.
Each Objective is appraised and scored using the scoring system in Annex HR.PM 1. Guidance on the
overall assessment is provided in Annex HR.PM 2.
The current Performance Criteria, as stipulated in the Order of the Public Administration Minister no. 8/2002,
are listed in Annex HR.PM 3.
5.2.4. The Appraisal Interview

Guidelines on holding an Appraisal Interview are set out in Annex HR.PM 4. The main principles that should
be adopted are:
• Both parties should prepare for the Interview beforehand.
• The Interview should be arranged in advance and at least one hour allocated.
• It should be held in private within a comfortable environment.
• There should be no interruptions (mobile telephones should be turned off) reflecting its priority.
• It is a discussion aimed at reaching mutual agreement.
• It is confidential to the member of staff and supervisor. The only other personnel having access to
the results shall be the supervisor’s superior, the General Director, the Ministry HRD and SDU within
IARD.
Part 1 of the Appraisal Form (Annex HR.PM 5) shall be completed during the Interview. If there is agreement
on the appraisal outcome, the development issues are then discussed.
If there is no agreement, 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), with the staff
member present. In the absence of a satisfactory resolution to the difficulty, the staff member can pursue
formal appeal procedures (see below).
An outcome of the appraisal process could be recognition of the suitability of an individual for promotion (see
Annex HR.PM 6).
5.2.5. Personal Development Plans

Following the performance appraisal, 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. Consequently it directly relates to the outcome of the performance
appraisal process and should follow the appraisal as part of the Appraisal Interview.
158 Ch 5 Performance Management

The PDP is completed using Form provided in Annex HR.PM 7. However, in practice, it will be a review of
the previously agreed PDP, other than for new staff. Guidelines on how to undertake a new PDP and a
review of an existing PDP, are included in Annex HR.PM 4.
The procedures are as follows:
• On completion and agreement of the PDP, 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. It is not necessary for the PDP to be countersigned. The countersigned form and PDP
are returned to the supervisor. Any queries over the appraisal and PDP outcomes from the individual
countersigning are raised at that time with the supervisor, in the first instance, for appropriate
resolution.
• The supervisor sends a copy of both documents to the staff member and to the SDU. The SDU will
also send a copy to the Ministry HRD Directorate.
• All Appraisal Forms and PDPs will be countersigned by 31st December, unless dispute gives rise to
a formal appeal process
• For the review of Individual Objectives Part 2 of the Appraisal Form (Annex HR.PM 5) is used.
Guidelines on defining individual objectives are given in Annex HR.PM 8. The key points from the 6-
month PDP review (Annex HR.PM 7) are also transferred to the Appraisal Form. Following
signature by the supervisor and staff member, the supervisor sends a copy of both documents to the
staff member and to the SDU.
5.2.6. Appraisal Appeals

In cases where there is a dispute between the supervisor and staff member on the proposed performance
scoring, the staff member can appeal to their Manager’s immediate superior through setting out the reasons
for the dispute on the Appraisal Form.
If there is still no resolution to the dispute following consideration and discussion, the staff member can
appeal to the Disputed Claims Office.
5.2.7. Process Management

Within IARD, the General Director of the RDD, in the capacity of Deputy PAO, has overall responsibility for
the operation of the performance management process. 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.
• 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.
• Ensuring they, and any other supervisors within their Directorates, are informed on the process and
procedures.
• Ensuring that their staff are aware of the process.
• Agreeing the date and time of the Interview with staff members and ensuring it takes place as
arranged and within an acceptable environment.
• Ensuring the staff development needs identified are actioned.
IARD staff are responsible for
• Ensuring they are informed on the process and procedures.
• Implementing those parts of their PDP Action Plan identified as their responsibility.

The process is co-ordinated by the SDU. 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.
• Liaison with the HRD on the Plan implementation and obtaining and providing approved Appraisal
Forms to the HRD.
5.2.8. Monitoring and Evaluation

In addition to the provisions of para. 1.5.8. in Chapter 1 “Policy”, the following shall be considered for the
monitoring and evaluation of the performance management process.
5.2.8.1. 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.
• 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.
A checklist is provided in Annex HR.PM 9 for this purpose.
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.P 4 (Chapter 1 “Policy”).
The SDU Co-ordinator shall collect the formats on a quarterly basis, fill in the aggregated information at the
IARD level and analyse progress of the implementation. On this basis he/she prepares a report, which shall
be submitted, to the SMT.
The SMT shall meet quarterly and discuss progress and phases of implementation. The SDU Co-ordinator
shall present the report on findings, progress and recommendations. The SMT analyses and decides on
corrections to the plan (if it is the case) and provide feedback to all levels of the organization.
5.2.8.2. Evaluation
The main performance indicators which shall be used to evaluate the achievement of the Performance
Management Plan, 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.”
Specific objectives:
• Performance appraisals undertaken of all IARD staff for the previous year.
• Performance appraisals undertaken according to established criteria and Individual Objectives.
• Appraisals performed according to procedures.
• Individual Objectives for the forthcoming year agreed for all IARD staff.
• 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

• PDPs - as a source of the impact of people development policies on staff confidence and
perceptions of improvement in their capability.

List of Annexes
Performance Management
Annex HR.PM 1: Appraisal Methodology
Annex HR.PM 2: Guidance on Overall Performance Management
Annex HR.PM 3: Performance Criteria for Appraisal
Annex HR.PM 4: Appraisal interview Guidelines
Annex HR.PM 5: Appraisal Form
Annex HR.PM 6: Promotion
Annex HR.PM 7: PDP Form
Annex HR.PM 8: Guidance on Defining Individual Objectives
Annex HR.PM 9: Checklist

Annex HR.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.1
(1) The appraisal procedure of individual professional performance is applied to each civil servant, 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.
Art. 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.
(2) The individual objectives have to meet the following criteria:
a) they have to be specific to the activities that involve yielding public power;
b) they have to be quantifiable – to have an actual form of achievement;
c) they have to have deadlines;
d) they have to be realistic –they have to be fulfilled by the deadlines mentioned and with the available
resources;
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.
(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. The document
will be attached to the appraisal report.
(4) The performance criteria on the basis of which the appraisal of civil servants’ individual professional
performance is done, are approved by a decision of the president of the National Agency for Civil Servants.
The decision is published in the Romanian Official Government Gazette, Part 1.
(5) The performance criteria on the basis of which the individual performance appraisal is done for 2003, are
those stipulated in the Order of the Public Administration Minister no. 8/2002, for approving the Performance
criteria on the basis of which the individual performance of civil servants is done for the year 2002.
1
Extract from Government Decision 1209/2003
2
In this manual, the job description template can be found in AnnexHR.P2 of the “Policy” chapter

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

Art. 6
(1) In view of filling in the appraisal report, the appraiser:
a) analyses the achievement of set individual objectives;
b) rates the performance criteria depending on their importance;
c) establishes the final appraisal classification of individual professional performance.
d) makes a note of special results achieved by the civil servant, difficulties encountered by the civil
servants in the appraised period, and any other observations that s/he deems relevant.
(2) The standard template of the appraisal report is under point 3 in the current annex.
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, the scores expressing the degree of achieving that
particular objective from a quantitative, quality and meeting the deadline viewpoint;
b) in order to obtain the score for achieving the objectives, the arithmetical mean of the scores obtained
for each objectives is calculated.
c) each performance criterion is scored from 1 to 5, the score expressing the evaluation of the
achievement of the performance criterion in achieving the set individual objectives;
d) in order to obtain the score for meeting the performance criteria, the arithmetical mean of the scores
for each criterion is calculated.
(2) The significance of the scores mentioned in par. (1), letters a) and c) is the following:
Score 1 – minimum level, score 5 – maximum level;
Art 8.
The final appraisal rating is established on the basis of the final score, as follows:
a) between 1.00 – 1.50 – not satisfactory
b) between 1.51 – 2.50 – satisfactory
c) between 2.51- 3.50 – good
d) between 3.51 – 4.50 – very good
e) between 4.51- 5.00 – exceptional
Art. 9
The interview, as a stage in the appraisal process, represents the exchange of information that occurs
between the appraiser and the civil servant. 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.
b) if there is a disagreement between the appraiser and the civil servant regarding the observations, the
comments of the civil servants are included in the appraisal report. The appraiser can modify the
appraisal report if a common viewpoint has been agreed.
c) the appraisal report is signed and dated by the appraiser and the appraised civil servant.

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

c) the proposals regarding the way in which the activity of the managed structure is made
effective, by identifying the shortcomings in their activities, and ways of eliminating these
shortcomings.
(2) The managers of the public institution or authority where the superior civil servants work, will
write up a report, regarding the components of the activity reports, mentioned in par. (1).
Art. 14
(1) The appraisal is carried out on the basis of the activity report drawn up by the high level civil servant, and
the report of the manager of the public institution or authority, by following the following stages:
a) each component of the activity report mentioned in art. 13 is marked with scores from 1 to 5,
the score expressing the evaluation from a quantitative, quality and meeting the deadline
viewpoint.
b) in order to obtain the score for the activity appraisal, the arithmetical mean of the scores for
achieving the activities mentioned in art. 13 is calculated.
(2) The provisions of art. 8 are applied accordingly to the scores given following the criteria
mentioned in par. (1).
Arrtt.. 1155
A
High-level civil servants who are not satisfied with the rating obtained following the appraisal can submit a
claim to the Disputed Claims Office, according to the law.

Annex HR.PM 2
Guidance on Overall Performance Assessment
There are five main categories within the criteria given below – Not Satisfactory (Not Effective), Satisfactory
(Not Yet Effective), Good (Effective), Very Good (Very Effective) and Exceptional.
The criteria should not be used as a checklist, but rather as a guide to overall performance.
Typically an organisation might expect the majority of staff being assessed as good with 80%+ of staff falling
within the good /very good categories. Exceptional would be limited to a very few.
The numbers against each category relate to the Civil Service appraisal assessment levels.
Not Satisfactory (Not Effective): 1.00-1.50

• Consistently neither meets agreed targets nor satisfactorily complete tasks. The problem lies with
the individual rather than external influences.
• Consistently does not deliver work to agreed or acceptable standards.
• Responds poorly to customer requests, seriously damaging the reputation of the organisation.
Complaints are common.
• Does not focus on agreed priorities. Misjudges what the main issues are. Does not prioritise
workload.
• Is disruptive in teams. Is not supportive to others and inter-personal skills are under-developed.
• Requires a substantial amount of management time. Needs considerable and frequent assistance
and guidance. Lacks initiative. Unreliable.
• Targets set are easy compared to most peers and/or normal expectations.
Satisfactory (Not Yet Effective): 1.51- 2.50

• New to the job and requires to learn core aspects or disciplines. A trainee on a planned development
programme. Needs more time before being able to perform effectively in all aspects of the job.
• Often does not meet agreed targets, or does not satisfactorily complete tasks. The problem lies with
the individual rather than external influences.
• Often does not deliver work to agreed or acceptable standards. Where quality standards are not well
defined, the issue would still be obvious.
• Does not respond adequately to customer requests, damaging the reputation of the organisation.
Complaints are not uncommon.
• Does not focus sufficiently on agreed priorities. Too easily sidetracked. Misjudges what the main
issues are. Has difficulty in prioritising workload.
• Does not make a sufficient contribution to teams. Does not show consideration of others. Lets
others down.
• Requires a lot of management time. Needs more assistance and guidance than peers. Has to refer
back more than peers. Cannot be relied upon to get the job done.
• Targets set are relatively easy compared to most peers and/or normal expectations.
• Good (Effective): 2.51- 3.50
• Meets most targets and satisfactorily completes most tasks. Recognises when progress against
tasks is slipping and does something about it.
• Delivers to agreed or acceptable quality standards.
• Responds effectively to external requests. Establishes good working external relationships,
maintaining the reputation of IARD.
• Usually demonstrates effective skills/knowledge/behaviour when the opportunity arises.
• Focuses on agreed priorities. Prioritises work, manages own time and keeps on top of the job.

• Contributes effectively to teams. Establishes and maintains effective working relationships and
considers impact of own actions on others.
• Does not require an undue amount of management time. Is able to perform effectively with the
minimum of supervision. Can be relied on get the job done.
• Targets set are no more or less than for most peers or compared to normal expectations.
Very Good ( Very Effective): 3.51-4.50

• Consistently meets challenging targets and occasionally exceeds them. Where failures occur these
are often more due to external influences than from their own performance.
• Consistently achieves and maintains high quality standards.
• Always thinks about delivering to the highest quality with a focus on the outputs and anticipating
issues. Consequently enhances the reputation of IARD.
• Almost always demonstrates effective skills/knowledge/behaviour or demonstrates a higher level of
skills/knowledge/behaviour than would normally be expected compared to peers.
• In addition to own contribution to teams, supports and encourages others, enhancing their
contribution. Seeks to benefit colleagues in other teams wherever appropriate opportunities arise.
• Requires little management time. Can always be relied on to deliver, especially when it really
matters. As a result is often given more difficult /important tasks than peers.
• Training for current job would focus on updates/refresher programmes.
• Targets set are more challenging than for most peers or compared to normal expectations.
Exceptional: 4.51- 5.00

• Always meets or exceeds the most challenging targets. Where failures occur it is due to external
influences.
• Regularly exceeds high quality standards, setting an example for others.
• Regularly exceeds expectations of those external to IARD thereby significantly enhancing IARD’s
reputation.
• Always demonstrates effective skills/knowledge/behaviour or demonstrates a much higher level of
skills/knowledge/behaviour than would normally be expected compared to peers.
• Significantly enhances the work of teams. Motivates others to perform. Engenders team spirit.
Looks to create opportunities for colleagues in other teams.
• Always anticipates problems and takes appropriate action. The loss of such an employee would
have a severe impact. Can be empowered to a much grater extent than almost all peers.
• Targets are set at the most challenging levels.

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

Capacity to interpret a large

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

Capacity to offer adequate Capacity to offer adequate

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

2. Management Civil Servants
Performance Criteria Defining the criterion

Represents the capacity to identify the activities that must be carried out by the
managed structure, defining their responsibilities, and setting out their objectives in
Capacity to organise
a balanced and equitable manner; The responsibilities and objectives will be set
according to the level, category, class and rank of the civil servant.
Represents the ability to create a realistic vision, to put it into practice and to
maintain it; ability to plan and manage the activity of a team made up of different
Capacity to manage personalities, with a different level of capacity to collaborate for fulfilling a
responsibility; capacity to adapt the management style to different situations, as
well as to act for managing and solving conflicts.
Is characterised by harmonising decisions and actions of the staff, as well as the

Capacity to coordinate
activities within a department, in view of achieving the department’s objectives.
Represents the capacity to supervise the way in which the decisions are translated
Capacity to control into realistic solutions; identifying the shortcomings and taking necessary
measures to tackle them in due time.
Capacity to motivate and encourage the development of the staff performance by:
Capacity to obtain the best knowledge of the staff’s aspiration, providing a development perspective and a
results from the managed confident attitude; ability to listen to and take into account different opinions, as
structure well as to offer support for obtaining positive results for the team; to acknowledge
the merits and to improve performance.
Represents the capacity to make quick decisions, with a sense of responsibility
Decision making capacity and according to legal competence, regarding the activity of the managed
structure.
Represents the capacity to transfer responsibilities to subordinated staff that
Capacity to delegate corresponds to legal requirements in terms of limits of responsibility, in view of
achieving the set objectives of the managed structure.
Abilities in managing Represents the capacity to plan and effectively manage the activity of the
human resources subordinated staff, by providing the adequate support and motivation.
Is characterised by knowledge of the subordinated staff’s abilities, including the
Capacity to develop the
capacity to create, to implement and maintain efficient staff policies, in view of
staff’s abilities
motivating them.
Competence in managing
Capacity to effectively use material and financial resources
resources
Represents the capacity to identify training needs of the subordinated staff and to
Abilities in training
forward proposals regarding the topics and ways of organising training sessions
Represents the ability to organise and lead a meeting, as well as to have a solution
Abilities to negotiate oriented perspective, given the different positions of the parties; capacity to plan
and conduct interviews.
Implies correctitude in decision making; impartiality in appraising subordinated staff
Objectivity in evaluation
and in the way of granting rewards for special results in their activity.

Annex HR.PM 4
Guidelines for Supervisors and Staff Members
How to undertake an Appraisal Interview and Personal Development Plan
1. Appraisal Interviews
Notes for Supervisors

The Appraisal Interview is to be conducted at least annually and the Individual Objectives reviewed at six
months, with recommended more informal quarterly reviews.
In the case of new employees it is crucial to provide regular feedback on performance and to address any
concerns as early as possible.
In preparation for the review discussion, the supervisor and staff member are encouraged to consider the
assessment guide and performance criteria in Annexes HR.PM2 and HR.PM3 respectively. These provide a
framework for establishing and reviewing Individual Objectives and the Personal Development Plan during
the discussion. If there has been a significant change in duties then it is appropriate to ensure that the job
description represents these changes accurately.
Preparation for the Discussion

Consider the staff member. 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, what approach do you plan to use?
Environment
The room should be conducive to private and relaxed conversation and free from interruptions.
Time
Allocate plenty of time (1 hour) to the discussion. 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. It is
wise not to schedule something important following the discussion so that, if necessary, greater time can be
spent without having to terminate the discussion at a crucial point.
Interruptions
Allow no interruptions and divert the phone. If interrupted, attempt to terminate the interruption immediately.
This shows respect to the staff member and that you view the review as an important task requiring your
fullest attention.
Active listening
Give your whole attention to the discussion. Monitor non-verbal communication. Encourage the staff
member to talk. Elicit information. Clarify the message, and give feedback to make sure you are
understood.
Be specific

Focus on one thing at a time. Be careful not to use generalisations. If used when commenting positively on
performance, you may sound unprepared and insincere. If used when commenting negatively on
performance, you may find the employee reacting in a defensive and possibly aggressive manner.
Praise
Use praise in a specific and accurate way. Praise provides reinforcement and increases the likelihood that
good performance will be repeated in the future.
Keep an open mind

Suspend judgement and don't impose solutions. Ask the employee for ideas and suggestions; seek genuine
agreement to solutions and listen to contributions with an open mind.
Work together to set objectives

Ensure that the staff member has input during the process. The employee should be allowed to take direct
responsibility for personal performance. Mutually agree on the nature of the job itself, the level of
performance over the last period, the objectives and standards agreed for the next year and training or
developmental needs of the staff member to help achieve agreed goals.
Before the end of the review, summarise agreed action/s and arrange follow-up dates. Key dates should be
put in diaries and plans drawn up for ongoing discussions at clearly defined dates and times.
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, and to enable you to improve performance through reviewing and setting goals and
objectives with your supervisor.
The appraisal meeting between your supervisor and yourself is a joint discussion of your past performance
and your feelings about the position. This is followed by agreeing together your objectives for the
forthcoming year. It is also a time to receive praise for positive achievements and explore performance
barriers in a collaborative way.
Specifically, it is an opportunity for you to:
• clarify your job description and job goals;
• talk about what went well and what could be improved;
• clear up any misunderstandings; and
• remove any barriers in the way of your performance.
As part of this process, you and your supervisor will hold appraisal interviews annually and review meetings
at six months for your individual objectives (quarterly informal reviews also possible). The accompanying
Appraisal Form is designed to assist you to prepare for your forthcoming meeting.
To get the most out of your review meeting it is important to prepare for and actively participate in the
discussion.
During the meeting the following points might assist you:
Open Sharing of Views

Try to be as relaxed and prepared as possible. Be willing to put your point of view across in a frank, positive
way. Think about how you will raise sensitive topics. Try to raise issues by offering solutions, not just raising
problems. The solution may not be accepted, but by offering a suggested solution the foundation for
constructive conversation is laid.

Active Listening
Listen openly to what your supervisor has to say. If you recognise that a problem exists, work with your
supervisor in a constructive way to establish a solution. If you feel your supervisor is incorrect, ask questions
to clarify.
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.
Reviews are most effective when seen as forward looking. We look back to give us a picture of where we
have been so we can set new goals for the future. We do not look back to record or punish past failings.
During your review meeting, it is suggested that you and your supervisor discuss the assessment guide and
performance criteria in Annexes HR.PM2 and HR.PM3 respectively.
Take the time to think about these guidelines and criteria before this discussion. 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, it is suggested that you identify the major areas of responsibility of your position from your job
description. This will provide a framework for establishing and reviewing developmental objectives during
the discussion. Reflect on your past and current performance and feelings about your job. Then prepare
proposed objectives and plans for their achievement and any training and development needs.
The agreed outcomes of your discussion with your supervisor will be recorded on the Appraisal Form (Annex
HR.PM6). This form will indicate the objectives that you and your supervisor have agreed are applicable for
the next twelve months. Please read the completed Appraisal Form and discuss any adjustment with your
supervisor before signing the document. 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.
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, often managers and HR treat it as such). The
ultimate purpose of performance appraisal is to allow employees and managers to improve continuously and
to remove barriers to job success. In other words, to make everyone better. Forms do not make people
better, and are simply a way or recording basic information for later reference. If the focus is getting the
forms "done", without thought and effort, the whole process becomes a waste of time.
Not preparing beforehand

Preparing for performance appraisal helps the employee focus on the key issue - performance improvement,
and to examine his or her performance in a more objective way (see defensiveness below).
Unfortunately, many employees walk into the appraisal meeting not having thought about the review period,
and so are unprepared to present their points of view. Being unprepared means being a reactive participant,
or being a passive participant. Neither is going to help supervisor or employee. Employees can prepare by
reviewing their work beforehand, identifying any barriers they faced in doing their jobs, and refamiliarising
themselves with their job descriptions, job responsibilities, and any job performance expectations set with the
supervisor.

Defensiveness
We tend to take our jobs seriously and personally, making it more difficult to hear others' comments about
our work, particularly when they are critical. Even constructive criticism is often hard to hear. If employees
enter into the discussion with an attitude of "defending", then it's almost impossible to create the dialogue
necessary for performance improvement.
That doesn't mean employees can't present their own opinions and perceptions, but it does mean that they
should be presented in a calm, factual manner, rather than a defensive, emotional way. Of course, if
supervisors are inept in the appraisal process, it makes it very difficult to avoid this defensiveness.
Not communicating during the year

Employees need to know how they are doing all year round, not just at appraisal time. Generally it is
primarily management's responsibility to ensure that there are no surprises at appraisal time. Often
supervisors discuss both positives and negatives of employee performance throughout the year, but this is
unfortunately, not a universal practice.
It is in the employee’s interest to open up discussion about performance during the year, even if the
supervisor does not initiate it. The sooner employees know where they are at, and what they need to
change (or keep doing), the sooner problems can be fixed. In fact many problems can be prevented if they
are caught early enough. Even if managers aren't creating that communication, employees can and should.
It is a shared responsibility.
Not clarifying enough

Life would be much easier if supervisors were perfect, but they are not. Some communicate and explain
well. Some do not. Some are aggravating and some not. At times employees will not be clear about their
supervisor’s reasoning or comments, or what a supervisor is suggesting. That could be because the
supervisor is not clear him/herself, or simply is not good at explaining. However, unless employees clarify
when they are not sure about the reasoning or explanations, they will not know what they need to do to
improve their future job performance. It is important to leave the appraisal meeting having a good
understanding of what has been said.
Allowing one-sidedness
Performance appraisals work best when both participants are active, and expressing their positions and
ideas. Some employees are uncomfortable doing that, and while supervisors should be creating a climate
where employees are comfortable, some supervisors are not good at it.
Performance appraisal time is an excellent time for employees to make suggestions about things that could
be changed to improve performance, about how to remove barriers to job success, and ways to increase
productivity. Remember also that managers can't read minds. The better supervisors will work with
employees to help them do their jobs more effectively, but they can't know how they can help unless
employees provide them with good, factual information, or, even better, concrete ideas.
Conclusion
The major responsibilities for setting performance appraisal tone and climate rest with supervisors.
However, even when supervisors do their jobs well, 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.
The constant key is for employees to participate actively and assertively, but to keep a problem-solving
mind-set, and keep focused on how things can be improved in the future. Performance appraisal is about
positive open communication between employee and supervisor.

2. Personal Development Planning

The PDP process directly follows the Appraisal Interview. The same principles apply; particularly those of
openness, clarity, problem solving, preparing beforehand and all those areas indicated as to be ‘avoided’.
However, PDPs are not likely to generate defensive behaviour – the process can be more positive from the
outset.
The PDP is not just about an annual review of staff development. 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. It provides the opportunity to reaffirm the support offered by the supervisor
during that period, further build the relationship and gain valuable feedback on developmental progress.
Collectively, the process also is valuable in aiding team building.
The PDP Form (Annex HR.PM7) follows a simple process that involves:
For new PDPS, identifying the Strengths and Areas of Improvement of the staff member and, for existing
PDPs, reviewing those identified previously. These relate directly to the performance appraisal and allow a
development of self-awareness and, over time, a charting of progress and confidence building.
The Form then has 4 questions. These are designed to assist the supervisor and staff member to think more
deeply about training & development needs:
1. What knowledge and skills do you need to develop?

This usually follows from the identification/review of the areas of improvement, although building on the
strengths is not precluded.
2. Why do you need to develop these areas of knowledge and skills?

This is aimed at ensuring the relevance of the needs to job - to distinguish between purely personal as
distinct from work related needs.
3. 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, which may be simpler
and more effective. It is also about encouraging staff to take responsibility for their own development.
Consequently there can be a mix of methods involving both the individual taking certain actions as well as
the Directorate.
4. How would you measure the outcome?

This is an important question, often requiring some imaginative thinking. Skills development is usually a
gradual process over time and progress will often go unnoticed or will only become apparent by a particular
event. Identifying such an event or prescribing it as a target allows staff members to chart progress and
build confidence.
The Action Plan brings all these responses together. It is important that who is to take the action and the
target dates of the actions are entered in the specified columns. If the action is likely to be part of the
Training and Development Plan, then this column is also ticked.

Annex HR.PM 5
Part 1
Appraisal Form
Appraisal Report Template

APPRAISAL REPORT OF THE INDIVIDUAL PROFESSIONAL PERFORMANCES
OF THE CIVIL SERVANTS
Name and surname:……………………….

Public position:……………………………
Remuneration rank:……………………….
Date of last promotion:…………………….
Appraised period: from…………..to……….
Educational background:…………………..
Training courses*…………………………..
*Courses attended during the appraised period.
No. Objectives % of time Deadline Achieved Grade

(percentage)
%
Grade for achieving the objectives:…………………………..
Performance criteria*: Grade / Comments:
Grade for meeting the performance criteria:
Final appraisal grade:……………………

Final appraisal classification:
Report*:
* To be written up by the appraiser.
Special results:
Objective difficulties encountered during the appraised period:

Other observations:
Objectives for the next appraisal period:
No. 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:

Part 2
Performance Review
First Quarterly Review (if appropriate)
No. Objectives % of Deadline Amended
time
Yes/No
Reason for any Amendment:
Manager Staff Member
Date: Date:
Second Quarterly Review

time
Yes/No

Personal Development Plan Review
Key Points inserted from PDP Review Form (Annex HRPM 7)
Date: Date:
Third Quarterly Review (if Appropriate)

time
Yes/No
Date: Date:

Annex HR.PM 6
Promotion
1. Promotion in Higher Civil Servant Positions

Promotion is a means for career development through acceding to a vacant higher position, following a
promotion contest and is open to civil servant staff in the MEI.
The promotion to a higher position can be:
• definitive- in this case the position can be acceded to through a contest or examination ( in case of a
single candidate);
• temporary, when the management public position is held on a temporary basis.
The contest will be organized for those vacancies made available for promotion, provided in the recruitment
plan or for those positions becoming vacant during the year, following the same procedures as those
provided for recruitment and selection of staff1.
The candidates participating in the contests for promotion to higher civil servant positions shall comply with
the following eligibility criteria:
1.1. For executive civil servants positions:

For “principal” executive civil servant grade:
• minimum 2 years length of service in “ assistant” executive civil servant grade, in the class
corresponding to the education level;
• marked at least “ very well” in the last 2 years’ individual performance appraisals;
• complies with the specific requirements on the job description.
For “superior” executive civil servant grade:
• minimum 2 years length of service in “ principal” or 4 years in “ assistant” executive civil servant
grade, in the class corresponding to the education level;
• marked at least “ very well” in the last 2 years’ individual performance appraisals;
• complies with the specific requirements on the job description.
1.2. For management civil servant positions:

• graduates of specialized training programmes in public administration organized by the National
Institute for Administration, regional training centres for local public administration as well as of other
specialized institutions in the country or abroad.
• appointed in a civil servant position in class I;
• comply with the specific requirements on the job description;
• minimum length of service in the qualifications necessary for civil servants positions, as follows:
- min. 2 years for head of office, head of department and equivalent;
- min. 5 years for management positions, except head of office, head of department and
equivalent.
2. 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, in compliance with the relevant salary legislation.
1
See “ Recruitment and Selection” procedures in this manual

184
Confidential
MEI: Implementing Agency for Regional Development
Personal Development Plan ( year ……)

Name Staff Member Copy

Position/Directorate Manager Copy
Ch 5 Performance Management
Manager SDU Copy
Analysis of Strengths and Areas for Improvement from Performance Appraisal
Strengths Areas for Improvement

December June December June
Annex HR.PM 7
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?
185
186
Development Plan
Action Send to TU for By Whom Target Date

Training Plan input
(where appropriate)
Date: Date:
: Target Date
By Whom
6 Month Progress Review/Actions
Staff Member
Date:
Manager
Date:

Annex HR. PM 8
Guidance on Defining Individual Objectives
Setting objectives with employees establishes clear expectations. Effective objective setting can help foster
a spirit of greater co-operation as well as contribute to higher productivity and morale.
It is vital that performance objectives are clear and transparent measures for Performance Appraisal. They
should, as far as possible, reflect desired outputs rather than just activities, although activities can be part of
the Objective. Therefore, in project or financial management, for instance, this requires some measure of
quality, not just the number of projects to be handled.
Against each Key Responsibility within the Job Description there could be more than one Objective.
In defining Objectives, a simple set of rules is in them being “SMART”:
Specific means detailed, particular, or focused. An Objective is specific if everyone knows exactly what is to
be achieved. Specific means spelling out the details such as linking it to a rate, number, percentage or
frequency. If this cannot be done the appraisee will need to know the criteria that will apply to assess
performance.
Question: Has the Objective a precise or specific outcome that is linked to a rate, number, percentage or
frequency? If not, are the criteria for assessing performance clearly understood?
Measurable means that there is a system, method or procedure that allows the tracking and recording of the
behaviour or action related to the subject of the Objective.
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, 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, as this will not motivate people.
Question: With a reasonable amount of effort and application can the Objective be achieved?
Relevant means two things; that the Objective being set is something the appraisee can actually impact
upon or change and, secondly, it is also important to the organisation.
Question: Can the people with whom the objective is set make an impact on the situation? Do they have the
necessary knowledge, 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).
Question: Is there a finish and/or a start date clearly stated or defined.

Annex HR.MP 9
Checklist
for Performance Management
1. The staff appraisal interview occurred during the month of December for the
previous year
2. Reviews were undertaken on at 6 months and a quarterly basis (by case).
3. Interview dates and times were agreed well in advance
4. Adequate time was set aside for the interview and it was undertaken in private
5. Performance was assessed and the level agreed, based on established and
transparent performance criteria related to both competencies and individual
performance objectives for the previous year.
6. Each Objective was appraised and scored using the scoring system provided in
the procedure
7. Individual SMART Objectives, were discussed and agreed for the forthcoming
year and directly related to job description.
8. Following the performance appraisal, the Personal Development Plans were

reviewed or developed
9. Development outcomes were recorded in the form of an action plan with

responsibilities and timeframes.

6. TRAINING AND DEVELOPMENT
6.1. Introduction
These procedures describe the processes followed by IARD that enable staff to access training programmes
organised through the SDU.
Directors have the required delegation to approve an employee’s participation in a programme of training
and development activity.
6.2. Training and Development Plan

Each year the SDU Co-ordinator will produce an IARD Training and Development Plan for the forthcoming
year. The general annual programme for the preparation of the Plan is set out in Diagram 1 (Annex HR.TD
1), although may vary in detail from year to year. Detailed programming issues are dealt with under 6.3.3
below.
The Plan shall initially be produced in Draft form for discussion, amendment and approval of the
IARD Senior Management Team.
The structure of the Plan may also vary from year to year, but generally will cover the sections
given below.
• 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”.
There shall be specific sub-objectives for the year derived from the Annual Staff Plan (see Chapter 2), which
shall provide the basis for prioritising the training and development activities.
• Management
Detailing the management arrangements for the implementation of the Plan.
• Approach & Methodology

Setting out the approach adopted in the preparation of the Plan and in particular the identification of training
needs.
• Training Needs
Summarising the findings on the training needs analysis.
• Training & Development Activities

Outlining the proposals for the range of activities and who would participate. It shall include considering the
scope for horizontal co-operation across other Implementing Agencies and Authorities, including the RDAs.
• Training & Development Programme
190 Ch 6 Training and Development

Detailing the proposed programme of activities.
• Programme Resources & Costs

Setting out the sources of training provision and proposed costs, where appropriate.
• Monitoring & Evaluation

Setting out the proposals for monitoring the activities through the training and training supplier database,
reporting arrangements and the evaluation of the quality of provision.
6.3. 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. This programme shall be submitted to a meeting of the SMT for approval.
6.3.1. Training Needs
The SDU Co-ordinator shall co-ordinate the collection of data on organisation, team and individual training
needs and develop a matrix of aggregated needs at both Directorate and IARD levels (Annex HR.TD 2).
This matrix shall provide the basis for preparing the proposed training activities within the Draft Training &
Development Plan.
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.
• Individual training needs identified through the preparation of PDP as part of the Performance
Management Process (see Chapter 5).
The training needs data to complete the matrix of aggregated needs shall be provided from:
• The SDU Co-ordinator drawing upon the needs contained in the Annual Staff Plan and Personal
Development Plans.
• 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.TD 3). 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.
• Individual needs being analysed and aggregated using the table in Annex HR.TD 4 and prioritised
using the table in Annex HR.TD 5.
During the training plan implementation an additional significant need may emerge that requires
implementation within the current Plan period. In this event, this need will be incorporated in the
Plan at an appropriate part of the Plan cycle, following approval of the SMT (also see para. 6.7
below).
The SDU Co-ordinator shall be available to advise on identifying needs, including attending the
meetings to establish team needs, as appropriate.
A comprehensive questionnaire approach could also be used, as an option, in conjunction with the
PDP. A questionnaire is set out in Annex HR.TD 6. Alternatively a more specialised questionnaire
could be developed focusing on key needs, which may arise in the future.
Ch 6 Training and Development 191

The prioritising of the needs identified draws upon the current objectives and future direction of
IARD from the findings of the Staff Plan. Recommendations on priorities from the SDU Co-
ordinator are summarised (Annex HR.TD 7) and discussed and approved by the SMT.
6.3.2. Plan Activities

The Plan shall identify development as well as traditional training course activities.
These development activities could include:
• On-the-job training through using Technical Assistance and Twinning Covenant resources (see
para. 6.3.4 below) or existing expertise within the Directorate transferring their skills and/or
knowledge to new or more inexperienced staff.
• 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)
- improving knowledge and understanding through presentations from external organisations
• Individual actions as appropriate.
The Plan Activities shall also detail the target groups in the training and development activities drawn from
the training needs analysis data.
With regard to horizontal activities, 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. Any conclusions on the scope for co-operation
and joint working shall be incorporated in the Draft Plan.
The proposed activities will be prioritised in relation to the objectives of the Plan.
6.3.3. Plan Programme

The Diagram 1 (Annex HR.TD 1) shows that the Plan preparation commences in January of any year with
the training needs analysis. This timing is dictated by the individual needs identified through the Performance
Appraisal/Development Planning process. By Law performance appraisal has to be undertaken in
December.
For most of IARD functions, the planning of activities for any year will commence early in the previous year,
leading to the formulation of the IARD budget during the summer. 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. 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.
Consequently this means that the Training and Development Plan preparation and implementation presents
difficulties in synchronising with the normal planning and budgetary process.
There are 3 options available to meet this issue:
1. The Training and Development Plan is flexible rolling programme of activities, which does not have
a specific start and finish date, 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, 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.

2. Assumptions are made on the resources required for the following year on the basis of the
previous year. However, this option is only feasible when there has been sufficient experience to
be able to justify a reasonable level of allocation.
3. 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, with implementation starting in
January. This could be an acceptable gap in acting on the needs identified, but divorces the
performance appraisal from individual needs identification in terms of Plan preparation.
For the purposes of these procedures, the first option is being used with the review period being from
January to April, as demonstrated in Diagram 1 (Annex HR.TD 1). Diagram 1 in the Policy Chapter (Annex
HR.P 1) shows how this approach links with the other HR activities. A Draft Plan will still require to be
produced, but this will build on or be an amendment of the previous Plan.
However, it may well be that practice over time will lead to the other options being considered, or a
combination, or variations within these.
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.
The Draft Plan will present a detailed programme of activity for the first 3 months, including Terms of
Reference where appropriate for Technical Assistance or for external tendering. The remaining 9 months
will comprise an indicative programme, subject to development into a detailed programme over a rolling 3-
month cycle.
6.3.4. Plan Resources

The resources available to meet the training needs identified will comprise:
• Internal Resources
- IARD Training Budget including provision from the National Institute of Public Administration
- Internal Development (staff and time resources)
• External Resources
- MEI Twinning Project
- EU Delegation
- Technical Assistance targeted at specific needs
- Joint provision through Horizontal Activities
- Other sources that may arise
To allocate resources to needs, an options matrix shall be prepared by the SDU Co-ordinator.
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, in consultation with the Technical Assistance Directorate on
feasibility.
Resources for the remaining needs shall be allocated through the Training Budget, 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. The Plan activities shall require to be adjusted accordingly, related to
the priorities within the Plan. This adjustment shall need to take account of the total costs of training and
development including accommodation requirements.
The RDD General Director will send a formal training budget request to the General Secretary.

6.3.5. Monitoring, Evaluating and Reviewing the Plan

The Draft Plan shall set out the approach and systems to be applied to monitoring implementation including
attendance, the evaluation of outcomes from the training and development activities and reviewing progress.
6.4. Approval of Draft Training Plan

Approval of the Plan will be through a 4 stage process, which shall be undertaken over 1 month:
1. The SDU Co-ordinator shall submit the Draft Development & Training Plan to the SMT for
comment and outline approval.
2. When approved the SDU Co-ordinator shall consult with the HRD Department for comment. The
Final Draft will be then submitted back to the SMT for final approval.
3. The Approved Plan shall be submitted to the Budgetary and Financial Accounting Department for
approval of the budget for the Plan.
4. The Plan shall be sent to the MEI General Secretary for signature.
The Approved Plan shall be circulated to all Directors to inform staff.
6.5. Implementation of Approved Training Plan
6.5.1. Implementation Planning

The planning of implementation shall cover a 3-month cycle:
• Implementation commences within 8 weeks of Plan approval. The detailed programme for months 1-
3 of the Plan shall be finalised within this 8-week period.
• The detailed Programme for Months 4-6 shall be finalised by end Month 2.
• The detailed programme for Months 7-9 shall be finalised by end Month 5.
• The detailed programme for months 10–12 shall be finalised by end Month 8.
6.5.2. Identifying and Organising Supply

The options available shall cover, as required:
• Applying for Technical Assistance
• Tendering for external suppliers following Romanian procurement or PRAG rules, as appropriate
• Confirming arrangements with NIA
• Consulting with the Twinning Unit
• Consulting with Directors on any internal activities
• Consulting with partners in the RDAs
6.5.3. Identifying and Organising Venues

The venues will vary according to the supply. The options will be within:
• The Directorate
• The Ministry

• Other public service accommodation

• Private venues, such as hotels
6.5.4. Identifying and Confirming Participants

Directors shall be consulted on final participant numbers using Form 2 (Annex HR.TD 8) and participants will
be informed at least 1 month prior to the event and attendance confirmed within 1 week.
6.5.5. Approval of Activity

If tendering is involved, 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,
detailing the nature of the activity, the participants attending and the venue. If a venue is selected outside
Bucharest, approval shall also be sought from the General Secretary for accommodation and transport costs
for participants.
6.5.6. Payment for Services Provided

Staff shall send receipts covering payment for accommodation and transport direct to the Financial
Department. The training supplier shall send the invoice for the training provided to the SDU Co-ordinator
for checking, who shall then send this to the Financial Department for payment.
6.6. Monitoring and Evaluation
6.6.1. Monitoring
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.TD 9).
• The systematic monitoring of attendance on training courses and maintaining the records in
the employee database. Attendance will be compared to the planned and agreed
participation of staff. This will be undertaken through the completion of Form 3 (Annex
HR.TD 10), which will be supplied to the training provider prior to the course. The training
provider will be responsible for the return of the form to the SDU Co-ordinator.
• The costs, where appropriate, of the development and training activities on a monthly
basis.
• Staff completing the necessary forms on course and annual evaluations to provide the data
for monitoring purposes.
6.6.2. Evaluation
For each of the development and training activities an individual feedback form shall be completed. This
shall be on Form 4 (Annex HR.TD 11), although the form shall be customised to each activity by the SDU
Co-ordinator and sent to the appropriate provider, who will be responsible for its return.

Directors shall interview each participant who attended an activity to establish their view of the quality of the
activity, the learning outcomes and how these will be utilised within the workplace. (Form 5, Part 2 Annex
HR.TD 12).
6.6.3. Reporting
The SDU Co-ordinator will be responsible for compiling Monitoring and Evaluation Reports:
• Reports on attendance at the specific activities shall be sent, within one week of event completion,
to the Directors whose staff participated, or were to participate, in the activity using Form 5 (Annex
HR.TD 12). Significant outcomes and agreed actions from the individual interviews by the Directors
shall be sent to the SDU Co-ordinator, using Part 2 of Form 5. If there was non-attendance at all or
part of a course, the reasons for non-attendance shall be entered by the Director using Part 3 of
Form 5. This shall be returned to the SDU Co-ordinator and sent for comment and action, as
appropriate, to the RDD General Director. The completed form shall be filed in the staff member’s
personnel record.
• Reports shall be prepared for submission to the meetings of the SMT at the end of Months 2, 5, and
8. It shall include:
- A review of progress, covering the activities undertaken over the previous 2 or 3 months, as
appropriate
- The findings on the attendance record of confirmed participants
- The detailed programme for the forthcoming 3 months.
• A questionnaire shall be circulated to all staff in Month 11 using Form 6 (Annex HR.TD 13) seeking
views on the activities undertaken over the year. 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.
6.7. 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. These opportunities may come to the notice of any staff member
or the SDU Co-ordinator. All applications from staff to attend a course shall use Form 7 (Annex HR.TD 14)
and sent to the SDU Co-ordinator. It must be approved and countersigned by the appropriate Director. The
approval process shall follow that under para. 6.5.5 and will depend on the availability of resources.
Monitoring and Evaluation shall be undertaken according to Section 6.6 above.

List of Annexes
Training and Development
Annex HR.TD 1: Training and Development Cycle
Annex HR.TD 2: Training Needs Matrix
Annex HR.TD 3: Form 1 Team Needs
Annex HR.TD 4: Table for Aggregating Individual Needs
Annex HR.TD 5: Table for Prioritising Individual Needs
Annex HR.TD 6: Training and Development Needs Survey 2004
Annex HR.TD 7: Summary of Priority Training Needs
Annex HR.TD 8: Form 2 Proposal for Training Course Attendance
Annex HR.TD 9: Checklist
Annex HR.TD 10: Form 3 Attendance
Annex HR.TD 11: Form 4 Course Evaluation
Annex HR.TD 12: Form 5 Attendance & Outcomes Form
Annex HR.TD 13: Form 6 Evaluation Questionnaire
Annex HR.TD 14: Form 7 Request for Training Course Attendance

Annex HR.TD 1

Training Needs: (Month/Year)
Training Needs Analysis

Training Needs Level Observations
Organisational Team Personal
I M T C P
Ch 6 Training and Development

Annex HR.TD 2
199
Annex HR.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?

Training Needs
• What, 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?

202
Overall Findings from Personal Development Plans

Development/Training Need Method/Activity Directorate1 Resource/Provider
Training On-the- Internal Coaching Individual I M T C P IA IT

job
1
I: implementation; M: Monitoring; T: Technical Assistance; C: Cross-Border Co-operation; P: Payments; IA: Internal Audit: IT: Information Technology
Annex HR.TD 4
Initial Priorities from Personal Development Plans

Development/ Method/Activity Directorate1 Total
Training Need Training On-the-job Internal Coaching Individual I M T C P IA IT
1 I: implementation; M: Monitoring; T: Technical Assistance; C: Cross-Border Co-operation; P: Payments; IA: Internal Audit: IT: Information Technology
t

Annex HR.TD 5
203
204
Iard Staff Training And Development Needs Survey
DATE:
ABOUT THIS SURVEY

The purpose of this survey is to determine two areas of need:

x What training staff need to do their current job
x What staff need for career development
This is done in four parts – current job training needs, professional development needs, preferences for training mode & time and career development. 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.
The information provided will be confidential to the individual and his/her line manager. It will not be released in any format that can be identified to an
individual. The information will be placed in a secure database, accessed only by the SDU. A report on the combined training needs of the IARD will be
made available to all staff for comment.
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, what level of skill/experience is
required to do the job effectively, whether training is needed to reach that level and the priority and urgency of the training need. Questions will be asked
about professional development, preferred training delivery styles and training timing as well as career development needs.
What to do when completed

Please email the completed survey to Cornelia.Mateiu@dr.mie.ro
Annex HR.TD 6
t
PART A: PERSONAL DETAILS
Division & Position:

Second Name:
Line Manager:
Time in Post:
First Name:
Key Roles:

206
PART B: CURRENT JOB TRAINING NEEDS
1. Technical Knowledge and Experience

Please specify what technical skills or experience you need to do your job effectively, e.g. specialised subject knowledge. Please indicate how
important each is to your ability to do your job, what level of skill/experience is required to do your job effectively, whether you need training at
that level and the priority and urgency of your training need. Please attach further pages if necessary.

Importance to ability to do the job Skill level required Do you How does this need rate in
need terms of importance?
(How important is this skill/experience (What level of skill/experience is training in
Experience/Skill area to do to the job efficiently?) required to do your job efficiently?) this area?
Very Important Not Basic Inter- Advanced YES/NO High Medium Low
Important Important
mediate
Basic information of Structure funds
Accounting skill
Financial skill
Tax issue
English language
EU procedures and rules regarding
the Structure funds
Comments:
2. Administrative skills and experience
Please specify what administrative skills or experience you need to do your job efficiently. Please add other skills and experience needed to do your job
efficiently if not listed. Attach further pages if necessary.
Importance to ability to do the job Skill level required Do you How does this need rate in
(How important is this (What level of skill/experience is training in
skill/experience to do to the job required to do your job efficiently?) this area?
Experience/Skill area efficiently?)
YES/NO
Very Important Not Basic Inter- Advanced High Medium Low
Important Important
mediate
Documentation – Preparation of reports,
procedures, guidelines, correspondence,
etc.
Meetings – chairing, minute taking
Finance – compile budgets, process
accounts, etc
Research and Analysis – undertake

research, compile, interpret statistics, etc
Systems – guidelines or procedure
development, interpretation,
implementation
Organisation – workflows, rosters,
delivery/receipt of materials
Other:
Comments:

207
208
3. 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. Attach further pages if necessary.
Experience/Skill area Importance to ability to do the job Skill level required Do you How does this need rate in

efficiently?)

YES/NO
Important Important
mediate
Supervision
Leadership
Planning
Project Management
Financial Management
Performance management
Delegation
Staff Development
Other
Comments:
4. Personal development
Please specify what personal development you need to do your job efficiently. Please add other skills and experience needed to do your job efficiently if not
listed. Attach further pages if necessary.
efficiently?)
YES/NO
Very Important Not Basic Inter- Advanced High Mediu Low
Important Important m
mediate
Formal training delivery
Telephone skills
English language
Time management
Problem-solving
Assertiveness
Conflict resolution, handling difficult
people
Stress management
Other
Comments:

209
210
5. IARD Procedures
Please specify what IARD procedures knowledge/skills you need to do your job efficiently. Please add other skills and knowledge needed to do your job
efficiently if not listed. Attach further pages if necessary.
(How important is this (What level of skill/experience is
training in
efficiently?)

YES/NO
Important Important
mediate
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. health & safety
First-aid procedures (accidents etc)
Other
Other
Comments:
6. Information Technology
Please specify what technology skills or experience you need to do your job efficiently. Please add other skills and knowledge needed to do your job efficiently
if not listed. Attach further pages if necessary.
efficiently?)
YES/NO
Important Important
mediate
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:

211
212
7. 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.
(How important is this (What level of skill/experience is
training in
efficiently?)

YES/NO
Important Important
mediate
Comments:
PART C: PROFESSIONAL DEVELOPMENT
1. 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.
2. Seminars and forums

Please list any job-related seminar or forum topics that you would like to be addressed for your professional development.
3. Visits to other institutions

Please specify visits to other institutions that would assist you in your job and indicate how these visits would assist.
4. Other professional development activities

Please indicate other professional development activities that would assist you in your job.

213
214
PART D: PREFERENCES FOR TRAINING MODE AND TIMING
1. Delivery mode
Please specify your preferences for training delivery style. Indicate your most preferred style with 1, your next most preferred style with 2 etc.
Face to face training

On-the job training
Online training
Other self-directed training (books, videos etc)
Coaching / mentoring
Other, please specify:
2. Online training
If more online learning were offered in the near future, 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).
PART E: CAREER DEVELOPMENT
1. Please comment on courses, training or services that you require in order to improve your career prospects within the RDD.
2. 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
Cornelia.Mateiu@dr.mie.ro

215
216
Priority Training Needs: (Month/Year)
Priority Training Needs Level Target Group Specific Areas Activity

Identified
Priority 1 (year/s)

Priority 2 (year/s)
Priority 3 (year/s)
Other Needs
Directorate:
Form 2: Participants to Attend Training Courses

Training Course Dates Participants
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
Director:
Name
Signature Date

217
Annex HR.TD 9
Checklist
for Training and Development
1. 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
2. The training needs have been collected and included in the training needs matrix
3. The training and development activities are based on the training needs matrix
4. The training needs are a combination of the needs identified in the Staff Plan,
needs identified for individual Directorates and SMT and individual needs from
the PDPs
5. The proposed activities are in relation with the plan objectives
6. The plan contains detailed activities for the first 3 months and an indicative
programme for the following 9 months
7. The plan identifies available resources for the proposed activities
8. Option matrix has been prepared for the allocation of resources
9. The approval process has covered the 4 stages in the procedure
10. The planning of the implementation covers a 3 month cycle
11. The implementation has been done according to the plan and procedures
12. The monitoring and evaluation have been undertaken according with and using
the formats provided in the procedure

Annex HR.TD 10
Sheet No.
Signature
Date
Date
Form 3: Training Course Attendance
Period
Directorate
Position
Training Course
Name
Training Provider
Signature:

Annex HR.TD 11
Form 4: Course Evaluation
Please be honest.
1. 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.
Excellent Very Good Satisfactory Below Average Poor
2. How do you appreciate the training content? Please write E (Excellent), VG (Very Good), S
(Satisfactory), BA (Below Average) or P (Poor).
Topics Usefulness of Quality of Relevance to Appropriatenes Overall

content materials your work s of exercises1 assessment
provided
3. How do you appreciate the quality of the delivery? Please write E (Excellent), VG (Very Good), S
(Satisfactory), BA (Below Average) or P (Poor).
Trainer Presentation Delivery of Communication Knowledge of Overall

style skills and the field assessment
exercises responsiveness
4. 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.
5. 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. Compared to your knowledge of the subject matter of the training, how do you feel that your
knowledge has improved?
Very significantly Significantly More than before A little more than Not at all
before
1
Sufficient number and relevance of exercises, tests, case studies, role plays, etc.

Section VII - Human Resource Policy & Procedures
7. 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.
Extremely confident Very Confident Confident Not very confident Not confident at
all
8. 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.
9. What do you feel about the other amenities (accommodation, meals, 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.
10. 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.
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.
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. 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.
THANK YOU

222
Form 5: Part 1: Attendance Record
Staff Member:
Directorate:
Date of approval to attend by Director:

Training Course Date(s) Attendance Record (yes/no)
SDU Co-ordinator:
Name:
Signature Date
Annex HR.TD 12
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 Staff Member
Name: Name:
Signature Date Signature Date

Section VII - Human Resource Policy & Procedures

224
Form 5: Part 3: Reasons for Non-Attendance

Director:
Name:
Signature Date
Comments by General Director
Signature Date
Year:
Annex HR.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, including self-development
With regard to the Training courses in which you participated, were they to a satisfactory quality?
Rate the quality from 1-5, with 5 the highest
Did they meet your development needs? If so how, if not why?

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

Directorate:
Form 7: Request for Training Course Attendance

Training Course & Training Dates Certifi- Total Proposed Participants Reasons for Request
Provider (inclusive) ated?
Cost
From To Y/N
(‘000 Lei)
Training Course Programme shall be attached

Director:
Name
Signature Date
Annex HR.TD 14

Human Resources Manual

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Ministry of European Integration

Implementing Agency for Regional Development (IARD)

Ch 1 Human Resources Policy 1

4.1. INTRODUCTION .................................................................................................................................. 143

2 Ch 1 Human Resources Policy

EDIS - Extended Decentralized Implementation System

Ch 1 Human Resources Policy 3

8. Competency: Underlying characteristic of an employee (behaviours, skills, knowledge and

4 Ch 1 Human Resources Policy

18. Extended Decentralized Implementation System (EDIS): An EU extended decentralized

32. Misconduct: Wilful conduct by a staff member, which is unsatisfactory.

Ch 1 Human Resources Policy 5

38. Organizational Level: The administrative subdivision to which an employee is assigned.

40. Outcome: The results (change or effect) of the outputs of an activity.

44. Performance Management: Managing the performance of an organisation or an individual' or 'what

46. Performance Objectives: Statements of what an employee is supposed to achieve.

6 Ch 1 Human Resources Policy

64. Skill: An observable and measurable expertise needed to perform a task.

Ch 1 Human Resources Policy 7

73. Surplus: The amount by which the supply exceeds needs.

74. Unsatisfactory Work Performance: Inefficiency or negligence in the performance of the

8 Ch 1 Human Resources Policy

1. HUMAN RESOURCES POLICY

1.2. The HR Policy Framework Objectives

Ch 1 Human Resources Policy 9

1.4. The HR Policy Framework

1. HR Activities and Tools

2. Expected Norms in Attitudes and Behaviours from IARD staff

10 Ch 1 Human Resources Policy

Diagram 1: The HR Policy Framework

Job Descriptions Competency

Personal Development Plans

IARD Training & Horizontal Development &

Ch 1 Human Resources Policy 11

1.5. HR Activities and Tools

1.5.1. Staff Planning

1.5.1.2. Policy Approach

1.5.1.3. The Planning Process

12 Ch 1 Human Resources Policy

1.5.1.4. Roles and Responsibilities

1.5.1.5. Integration within the Framework

1.5.2. Job Descriptions

Ch 1 Human Resources Policy 13

1.5.2.2. Policy Approach

1.5.2.3. Role and Responsibilities

1.5.2.4. Integration within the Framework

1.5.3. Competency Framework

1.5.3.2. IARD Competencies

1.5.3.3. Role and Responsibilities

1.5.3.4. Integration within the Framework

1.5.4. Recruitment and Selection

1.5.4.2. Policy Approach

1.5.4.3. The Recruitment and Selection Process

Ch 1 Human Resources Policy 15

1.5.4.4. Roles and Responsibilities

1.5.4.5. Integration within the Framework

16 Ch 1 Human Resources Policy

1.5.5.2. Policy Approach

1.5.5.3. The Induction Process

Ch 1 Human Resources Policy 17

1.5.5.4. Roles and Responsibilities

1.5.5.5. Integration within the Framework

1.5.6. Performance Management