HR Manual

HR Templates
for HR Managers
Table of Content:
1 COMPETENCY FRAMEWORK.......................................................................................................3 1.1 COMPETENCY ASSESSMENT SHEET.....................................................................................1 1.2 COMPETENCY FRAMEWORK...................................................................................................4 1.3 COMPETENCY OVERVIEW.......................................................................................................1 1.4 JOB DESCRIPTION.......................................................................................................................6 1.5 MASTER DATA SHEET: MANAGEMENT & SPECIALIST.................................................10 1.6 EMPLOYEE MASTER DATA SHEET......................................................................................14 2 RESOURCE AND COMPETENCY PLANNING..........................................................................16 2.1 AGGREGATE PRESENT COMPETENCY ASSESSMENT.....................................................17 2.2 PROJECTED AND AGGREGATED RESOURCE AND COMPETENCY REQUIREMENTS .............................................................................................................................................................19 2.3 STRATEGIC RESOURCE & COMPETENCY PLANNING.....................................................21 3 RECRUITMENT................................................................................................................................23 3.1 SUMMARY OF INTERVIEW.....................................................................................................24 3.2 CHECK LIST FOR REFERENCE TAKING...............................................................................26 3.3 INTERVIEW GUIDELINE FOR ASSESSING BUSINESS COMPETENCIES........................28 3.4 INTERVIEWING - SOME GUIDANCE AND ADVICE...........................................................32 4 SUCCESSION PLANNING...............................................................................................................40 4.1 SUCCESSION LADDER.............................................................................................................41 5 CAREER PLANNING.......................................................................................................................43 6 TRAINING AND DEVELOPMENT................................................................................................44 6.1 TRAINING CATALOGUE..........................................................................................................45 6.2 EVALUATION OF TRAINING COURSES...............................................................................48 7 APPRAISAL PROCESS....................................................................................................................50 7.1 GUIDELINE AND CHECKLIST FOR PREPARATION (APPRAISER)..................................51 7.2 GUIDELINE AND CHECKLIST FOR PREPARATION (THE APPRAISE)............................53 7.3 APPRAISAL FORM, PRESENT YEAR 200X (= YEAR N).....................................................55 7.4 APPRAISAL FORM, COMING YEAR 200X (= YEAR N+1)..................................................63 7.5 GUIDELINE TO FILLING OUT THE APPRAISAL FORM.....................................................71 7.6 SCALES OF RATING (APPRAISAL PROCESS)......................................................................73 7.7 PERFORMANCE CRITERIA (APPRAISAL PROCESS)..........................................................74 8 PAY & BENEFITS.............................................................................................................................75 9 MANAGEMENT REPORTING.......................................................................................................76
1 COMPETENCY FRAMEWORK
1.1 Competency Assessment Sheet

Name: Present position: Signature, employee: BA/Dep: HAY Grading: Date: Signature, immediate superior: Date: Filled out by: Date:
Refer to scale definitions and description of generic and management capabilities in the Competency Framework. ASSESSMENT OF TECHNICAL/ACADEMIC COMPETENCIES Assessment Tool: Employee/Management Data Sheet 1 2 3 4 Competency Description Generic competencies: Continued professional development Environmental care Managerial competencies: Supporting continued professional and personal development Job specific competencies:
Little or none Fair Good Exceptional
Qualitative assessment/comments:
ASSESSMENT OF BUSINESS COMPETENCIES Assessment Tool: Interview Guideline (on recruitment) or Appraisal Process (management & self assessment) Competency Description Generic competencies: Achieving results Decision making Planning and organising Company business knowledge Financial awareness and understanding Managerial competencies: Business leadership Job specific competencies:
Little or none
Fair
Good
Exceptional
ASSESSMENT OF PEOPLE SKILLS Assessment Tool: Self assessment tools and Appraisal System (management + self assessment Competency Description Generic competencies:
Little or none
Fair
Good
Exceptional
Continued improvement Team orientation Interpersonal skills Communication Management competencies: People management and development Change management Job specific competencies:
1.2 Competency Framework

COMPETENCY FRAMEWORK Scale definition and description of generic competencies
SCALE 1 - Little or none
Displays only little or no understanding, knowledge or skill within this particular competency Requires instruction and close supervision
2 - Fair
Displays a basic understanding, knowledge or skill Is still in the process of developing skills and/or knowledge Requires supervision
3 - Good
Displays a good understanding, knowledge or skill Ability to leverage knowledge and skills in connection with other competencies Works without supervision within agreed frames
4 - Exceptional
Is recognised as subject matter expert or role model on the particular competency Works independently and is capable of instructing or leading others
COMPETENCY DIMENSION
TECHNICAL/ACADEMIC DIMENSION
Generic Capabilities 1. Continued professional development - assuming responsibility for ones own continued professional and personal development excelling in field of expertise maintaining required skill level 2. Environmental care Managerial Capabilities 3. Supporting continued professional and personal development Basic Individual Job Specific Capabilities X Y Z X Y Z X Y Z X Y Z X Y Z Team training Cross organisational development Basic education Maintaining educational level Higher education Specialist education
1 - Little or none
2 - Fair
3 - Good
4 - Exceptional
BUSINESS DIMENSION
Generic Capabilities 4. Achieving results adding value having impact creative problem solving external networking 5. Decision making assume responsibility information selection 6. Planning and organising Exceptional diplomatic approach Good entrepreneur and analyst skills Little result orientated Exceptionally result orientated Good administrative and entrepreneur skills Little diplomatic skills
Exceptional diplomatic skills Good entrepreneur Fair analyst Little result orientated Exceptional entrepreneur Fair diplomatic skills Good result orientation Little analyst skills Exceptional analyst skills Good result orientation Fair diplomatic skills Little analyst skills Exceptional diplomatic and entrepreneur skills Little result orientated and analytic
Exceptionally result oriented Good analyst Fair entrepreneur Little diplomatic skills Exceptional analyst skills Good diplomatic skills Fairly result orientated Little entrepreneur skills Exceptional entrepreneur skills Good diplomatic skills Fairly result oriented Little analyst skills Exceptionally result oriented and analytic Little diplomatic and entrepreneur skills
7. Company Business Knowledge market understanding process understanding 8. Financial awareness and understanding - use money efficiently
1 - Little or none
2 - Fair
3 - Good
4 - Exceptional
Managerial Capabilities 9. Business Leadership strategic approach implementing the dimension effective use of information resource optimisation - applying a performance oriented management style X Y Z Good diplomatic and analyst skills Fair entrepreneur skills and result orientation Good entrepreneur and result oriented Fair diplomatic and analyst skills
Job Specific Capabilities X Y Z X Y Z X Y Z X Y Z
PEOPLE DIMENSION
Generic Capabilities 10. Continuous improvement critical analysis of change open minded towards the future 11. Team orientation cross-organisational co-operation respect and caring showing a forthcoming and open attitude service-minded 12. Interpersonal skills social competence human understanding - conveying your own and your teams position in a compelling way Exceptional diplomatic approach and administration skills Little entrepreneur skills and result orientation Exceptional result orientation Fair administration skills Fair entrepreneur skills Little diplomatic approach Good diplomatic approach and administration skills Fair entrepreneur skills and result orientation Good result orientation Fair administrative, entrepreneur and diplomatic skills Good entrepreneur skills and result orientation Fair diplomatic approach and administration skills Good diplomatic approach Fair administrative and entrepreneur skills Fair result orientation Exceptional entrepreneur skills and result orientated Little diplomatic and administrative skills Exceptional diplomatic approach Fair administration and entrepreneur skills Little result orientation
Exceptionally result oriented Exceptional administrative skills Little diplomatic orientation and entrepreneur skills
Good result orientation and administrative skills Fair diplomatic orientation and administrative skills
Good diplomatic approach and entrepreneur skills Fair result orientation and administrative skills
Exceptional diplomatic approach and entrepreneur skills Little result oriented and administrative skills
1 - Little or none
2 - Fair
3 - Good
Displays a good understanding, knowledge or skill Ability to leverage knowledge and skills in connection with other competencies Works without supervision within agreed frames Good diplomatic skills Fair entrepreneur and administrative skills Little result oriented
4 - Exceptional
13. Communication being responsive checking for understanding engaging in dialogue demonstrating inter-personal skills - being open and honest in communication
Exceptionally result oriented Good entrepreneur and administrative skills Little diplomatic skills
Good result orientation Fair entrepreneur and administrative skills Little diplomatic skills
Exceptional diplomatic skills Good entrepreneur and administrative skills Little result orientation
Management Capabilities 14. People Management and Development motivating others coaching staff creating development opportunities - delegating responsibility and assigning authority show ability to enthuse obtain commitment from the team identify and close competency gaps on team-level - creating an environment which fosters open and honest communication 15. Change management act as a role model for the shared values leading by being a good example encouraging and supporting new behaviour - open to assessment and changing own behaviour if necessary X Y Z Good result orientation and good analytic skills Good entrepreneur and diplomatic skills Fair result orientation and analyst skills
Exceptional analyst skills Good result orientation Fair diplomatic approach Little entrepreneur skills
Exceptional entrepreneur skills Good diplomatic approach Fair result orientation Little analyst skills
Job Specific Capabilities X Y Z X Y Z X Y Z X Y Z
1.3 Competency Overview

Name: Position: Filled out by: Date: SCALE 1 2 3 4
TECHNICAL/ACADEMIC BUSINESS COMPETENCIES PEOPLE COMPETENCIES
Mark job requirements in the appropriate scale with dots in one colour and competency assessment with another colour. Connect the dots. Generic competencies Continued professional development Environmental care Managerial competencies Supporting cont. professional and personal development Job specific competencies
Generic competencies Achieving results Decision making Planning and organising Company business knowledge Financial awareness and understanding Managerial competencies Business leadership Job specific competencies
Generic competencies Continuous improvement Team orientation Interpersonal skills Communication Managerial competencies People management and development Change management Job specific competencies
1.4 Job Description

Job title: Name of job owner: Company Job Group (HAY): Filled put by: Approved by: MAIN PURPOSE AND RESPONSIBILITY OF JOB: Date: Date: Company: Location:
JOB SUMMARY (Main activities, processes, tasks):
ACCOUNTABILITIES:
ORGANISATIONAL POSITION: Reporting to (title/name): Reports from (number and level of staff): External contacts: International scope:
PERFORMANCE MEASUREMENTS (where relevant): Key performance measures (not targets): Other performance measures (not targets): Sales: Revenues: Budgets: Costs: Other: COMPETENCY REQUIREMENTS 1 2 3 4
Little or none
TECHNICAL/ACADEMIC SKILLS DIMENSION

Generic competencies: Continued professional development Environmental care Managerial competencies: Supporting continued professional and personal development Job specific capabilities:
Fair
Go od
Competency description
Exceptional
BUSINESS DIMENSION
Generic competencies: Achieving results Decision making Planning and organising Company business knowledge Financial awareness and understanding
COMPETENCY REQUIREMENTS 1 2 3 4
Little or none
Fair
Go od
Exceptional
BUSINESS DIMENSION
1
Little or none
Fair
Go od
4
Exceptional
Job specific capabilities:
PEOPLE SKILLS DIMENSION

Generic competencies: Continued improvement Team orientation Interpersonal skills Communication Management competencies: People management and development Change management Job specific capabilities:
COMPETENCY REQUIREMENTS 1 2 3 4
Little or none
Fair
Good
Exceptional
EDUCATIONAL/PROFESSIONAL BACKGROUND
Job specific capabilities:
Authorisation: Job Owner: Superior: Date: Date:
Guide to filling out the job description

This job description, when filled out correctly, satisfies the HAY requirements for proper evaluation. The superior to the job should fill out the job description (not by the job owner him- or herself). The following should be kept in mind: Describe the job, not the job holder Describe the job as it is now, not as it will be or has been Main purpose and responsibility of job: Brief statement, which should include: Why the job exists The main purpose of the job The broad contribution of the job to the company Job summary: Description of the main activities, processes and tasks involved in the job, including: Resources managed; e.g. people, expenses, capital budgets. Type of problems to be solved Accountabilities: Accountability is the answerability for action and for the consequences of that action. It is the measured effect of the job on end results. List the dimensions for which the jobholder is responsible and indicate (in annual figures) the size and impact of that particular dimension. Dimensions include: sales volume, production costs, value added, expenditures, project budget, capital investments etc. as well as product range, markets, area of research and development etc. Organisational position and scope: List level, title and numbers of sub-ordinates (if any) List person (title and name) to whom the incumbent is reporting Describe level/extent of external and/or internal contacts Performance measures: Describe the performance measures (if relevant) that may be critical to the job. This can be key performance indicators if any have been identified for the particular job and/or other performance measures (typically finical). Do not include targets for the performance measures (this should go into the Appraisal Process templates). Competency Requirements Refer to the Competency Framework. Examples of verbs commonly used for describing jobs
Defining policy/setting targets Approve Formulate Define Decide Develop Lead Establish Plan Work out The following verbs are too general and should be avoided where not absolutely necessary: Take charge of Administer Assist Supervise Specific/single activities Control Procure Distribute Collect Produce Provide with Deliver Submit Achieve/attain Specialist and back-up positions Analyse Interpret Verify Propose Recommend Support Performing (applying policies) activities. Operative positions Achieve/attain Evaluate See to it that Ensure Evaluate Identify Apply Implement Improve Increase/install Assess Limit Maintain Follow up Specify Standardise Provide
1.5
Name:
Master Data Sheet: Management & Specialist

Birthdate: Nationality: Female: Employee no.: Marital status: No. of children: Optional Optional
Present Position: Company: Contact phone number:
Educational Background since primary school (highest first) Year of completion Degree/training/school etc
Work History (latest first) From Year To Company Title of position held
Management Training Year Course Title GRID: Managerial GRID: Team Building GRID: Works GRID: Team Works Comments/assessment of the training
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Management & Specialist Data sheet (2)

Language Skills Language Excellent Level of accomplishment Good Basic Limited
What is your GRID orientation (if you concluded one or more training programs)? What, in your opinion, is the most efficient way of management training (on-the-job training, courses, interaction with senior colleagues, reading etc)? Of the management training programs you have attended, which one(s) did you find most satisfying, and why? State the top three areas within your professional competencies, youd like to develop further: 1) 2) 3) State the top three areas of personal development, youd like to develop further: 1) 2) 3) Have you taken a psychological assessment in the last 2 years? Yes No
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Guideline for filling out The Management & Specialist Master Data sheet
The first section includes questions on personal data, all of which are self-explanatory. Educational background since primary school By educational background is meant formal education or training, leading to a recognised degree or title. List the title of the degree or training, school and year of completion, starting with the most comprehensive; that is your final education. Work History List your employment history starting with the present one and work your way through your major jobs (do not include projects or short term jobs). Include start and end year, as well as company name and title of position held. Management Training By management training is meant shorter-term training programs, not leading to recognise degrees or titles. If you participated in any GRID training, start by indicating which year you completed the GRID training and which programs you attended. Then go on to list other management training programs you have attended. Finally briefly write down your assessment of the individual training programs (were they in line with your expectations, were your development needs met, was the training methods (lectures, case stories, practical training) beneficial, etc? Language Skills List the languages you are familiar with and indicate your level of accomplishment, where: Excellent Good pertise Basic Limited Complete command of written and spoken language Able to carry a conversation and/or write material within ones own field Able to conduct a basic conversation and/or write e.g. personal letters Tourist level, able to get by of ex -
What is your GRID orientation (if you concluded one or more training programs)? Indicate your GRID orientation (e.g. 6,5 - 7,2) or make a note, if you did complete a training program, but dont know your score. What, in your opinion, is the most efficient way of management training (on-the-job training, courses, interaction with senior colleagues, reading etc)? This is a highly personal question, since all of us have different preferred learning styles. Think about which learning style you preferred and describe briefly the content and style of the training. Of the management training programs you have attended, which one(s) did you find most satisfying, and why? Think about the management training programs, which were particularly relevant and beneficial to you and figure out why that was. What exactly was it that made this particular training program valuable?
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State the top three areas within your professional competencies, youd like to develop further: Think about the competencies required in your present job and the ones you envision will be required for the job you want to move on to after this, compared to your present competency level. Describe professional competencies youd like to develop in terms of knowledge and skills, e.g. having a better business and market understanding, mastering the XX activities within the process of YY. State the top three areas of personal development, youd like to develop further: Think about the personal qualifications required in your present job and the ones you envision will be required for the job you want to move on to after this, compared to your present personal characteristics and qualifications. Describe the areas of personal development youd like to focus on, in terms of behaviour, e.g. being able to communicate efficiently on all organisational levels, or being able to delegate in a manner appropriate to the particular employee etc. Have you taken a psychological assessment in the last 2 years? The reason why we only ask about the last two years, is that common good practice within psychological assessment professionals states that any psychological assessment older than 2 years should no longer be considered valid.
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1.6 Employee Master Data Sheet

Name: Present Position: Company: Contact phone number: Employee no.: Female: Male: Birthdate: Nationality: Marital status: No. of children: Optional Optional
Educational Background since primary school (highest first) Year of completion Degree/training/etc.
Work History (latest first) From Year To Company Title of position held
Training courses (latest first) Year Course Title Comments/assessment of the training
Language Skills Level of accomplishment Basic
Language
Excellent
Good
Limited
Guideline for filling out the employee master data sheet

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The first section includes questions on personal data, all of which are self-explanatory. Educational Background since primary school By educational background is meant formal education or training, leading to a recognised degree or title. List the title of the degree or training and year of completion, starting with the most comprehensive; that is your final education. Work History List your employment history starting with the present one and work your way through your major jobs (do not include projects or short term jobs). Include start and end year, as well as company name and title of position held. Training Courses By training courses is meant shorter-term training programs, not leading to recognised degrees or titles. Briefly state your assessment of the individual training programs (were they in line with your expectations, were your development needs met, was the training methods (lectures, case stories, practical training) beneficial, etc? Language Skills List the languages you are familiar with and indicate your level of accomplishment, where: Excellent Good Basic Limited Complete command of written and spoken language Able to carry a conversation and/or write material within ones own field of expertise Able to conduct a basic conversation and/or write e.g. personal letters Tourist level, able to get by
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2 RESOURCE AND COMPETENCY PLANNING
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2.1 Aggregate Present Competency Assessment

Department: BA/Corp. Function: Filled out by:
JOB CATEGORY KEY COMPETENCY REQUIREMENTS FOR EACH JOB CATEGORY TECHNICAL/ACADEMIC COMPETENCIES Continued professional development Environmental care Management competencies Supporting continued and personal development Jobs specific competencies Planning Operation Development Marketing & Sales IT Adm. (Finance, HR etc) Mean for Technical/Academic Achieving results Decision making Planning and organising Company business knowledge Financial awareness and understanding Management competencies Business Leadership Mean for Business Continuous improvement Team orientation Interpersonal skills Communication Management competencies People management and development Change management Mean for People
Job holder 1 Job holder 2 Job category mean
Date:
Refer to scale definitions and description of generic and management capabilities in the Competency Framework
PEOPLE COMPETENCIES
BUSINESS COMPETENCIES
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Guideline to filling out the Aggregated Present Competency Assessment

For each job category, fill out the initials of the individual job holders for categories with few occupants or indicate the number of present job holders for each category. Proceed to list the staff members competency level as it has been assessed in the Competency Assessment form during appraisal processor recruitment (if recent joiner) When the competency levels for all staff members from the organisational unit in question have been entered, calculate the mean (do not use average figures as this will obscure the picture) competency level for each competency dimension (Technical/Academic, Business and People) in the appropriate columns. These figures are then transferred to Aggregated Resource and Competency Requirements form The result is a page for each job category, indicating the mean competency level pr. job category and pr. defined competency. Based on this, an aggregation may be completed using the same template, but instead of jobholders, list job categories.
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2.2 Projected and Aggregated Resource and Competency Requirements

Department: BA/Corporate Function: Filled out by: Refer to scale definitions and description of generic and management capabilities in the Competency Assessment.
A Current numbers in job category Current mean competency levels (1-4) Mean from 'Aggregated Competency Assessment'
Technical/ academic Business People
Date:
Resource gap (B+C-A)
Technical/ academic
Job categories Existing job categories
B Future numbers in job category
Future mean competency requirements(1-4)

Technical/ academic Business People
C Migration
(existing job holders expected to leave)
Competency Gap (mean values)

Business People
Anticipated new job categories
AGGREGATED NUMBERS MEAN COMP LEVELS
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Guideline to filling out the Aggregate Resource and Competency Requirements

For each existing job category, fill out the total number of present job holders in column A. Then transfer the mean competency levels from the template Aggregated Competency Assessment to the following three columns for each of the job categories and competency dimensions. Then proceed to list the job categories which you anticipate will be required in the period of the next 2 years (be as specific as possible). Consider an existing job category, which you reckon will change significantly, as a new job category. In column B is estimated the future required number of resources for each existing job category and for the anticipated new job categories. Continue to estimate future competency levels for each existing and new job category (use mean values) and list the number of job holders expected to be leaving for one reason or another (this could be leaving for another job outside the company, termination, retirement, re-location to other organisational unit etc) The resource gap for each job category is then calculated as: future numbers in job category minus current numbers in job category plus migration. Competency gap for each job category is computed as: future mean competency requirements minus current mean competency level The resource gaps and the competency gaps are then transferred to the Strategic Competency and Resource Planning form.
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2.3 Strategic Resource & Competency Planning

Department: Resource Gap BA/Corporate Function: Competency Gap
Business
Filled out by: Competency Leveraging Recruiting Training & Development
Date:
Job categories Existing job categories
(from Aggregated Res. & Comp Requirements)
(mean value from Aggregated Res & Comp Requirements)
Tech/ academic
People
Succession Planning
Other migration
Anticipated new job categories
AGGREGATE NUMBERS AGGREGATE COMPETENCY GAB Refer to scale definitions and description of generic and management capabilities in Competency Framework
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Guideline for filling out Strategic Resource and Competency Planning

Transfer the resource gaps and competency gaps for each job category from the Aggregated Competency and Resource Requirement form as a basis for anticipating how to leverage these resource and competency requirements. Use the last 4 columns to identify appropriate ways of obtaining the necessary resources and competencies over a period of the next 2 years. For planning purposes you are asked to be a specific a possible (e.g. in a case a succession planning, state the name of the person you have in mind)
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3 RECRUITMENT
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3.1 Summary of Interview

Position: Applicants name: Date: Interviewed by: Attitude to work: . .. . .
Social relationships:
Interests:
Expectations of position applied for:
Personal qualities:
Own views:
Question marks:
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Required salary:
Earliest starting date:
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3.2 Check list for reference taking

Position: Applicants name: Date: Name of referee: Referees position, company: Description of the position the applicant held at the company: Referees relationship to the applicant: . . . .. .
The applicants key tasks in the former position: The applicants future prospects:
Results achieved:
Ability to co-operate:
Personal characteristics:
Way of dealing with and solving problems:
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Ability to cope with stress/stressful working situations: Social competence/contact with fellow workers, superiors, subordinates: What was the applicant good at / strengths:
What was the applicant less good at / weaknesses: Absence from work:
Would the applicant be considered for re-employment: Further information the referee considers important:
Summary, own views
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3.3 Interview Guideline for assessing Business Competencies

The following questions may be used individually or collectively and in any sequence to establish a persons Business Competencies. The questions may be used for recruiting purposes or assessment of existing employees. In the case of recuriting purposes, some of the wording needs to be changed slightly. The generic Business Competencies are defined as follows:

Achieving results Decision making Planning and organising The Company Group business knowledge Financial awareness and understanding Business leadership
Achieving results 1. 2. 3. 4. 5. In your current job/the job in question, how do you see your performance adding value for the Company Group? Which - if any - of the tasks you undertake in your job of minor or no importance with respect to adding value for the Company Group? Which - if any - of the tasks you undertake in your job especially important with respect to adding value? What general and specific measures do you take in order to optimise you contribution to adding value for the Company Group? What do you do to ensure that your efforts contribute to realise overall business results for the Company Group, and not just sub-optimisation ? pany Group?
6. What do you do to ensure that you have a positive impact on the overall performance of the Com7. Which general and specific actions do you undertake to have a strong impact on business achievements?
8. Describe you general approach towards problem-solving? Rational, intuitive, experience-based,

analytical, democratic, fast, incremental, bold . ? 9. To what extent are you able to apply different forms of problem-solving approaches to different problems?
10. What features of a problem-situation do emphasise when choosing a problem-solving approach?

11. What kinds of problems might call for a creative solution? 12. Would you characterise yourself as a creative problem-solver, when creativity is called for? Why or why not? 13. How do you find inspiration to come up with creative solutions? 14. What is your perception on risk taking - and what is you own approach to risk taking? 15. Have you taken a risk and had to realise it was the wrong decision? Explain the incident and the consequences.
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16. Have you ever failed to take a risk which - in hindsight - you should have taken?
17. What is your opinion on the importance of having a network in order to get things done and secure performance?
18. How do you go about building and maintaining personal and professional networks?
19. Describe your current networks and indicate how your current networking activities contribute to your overall performance?
Decision-making
20. Describe your preferences with respect to making decisions? Fast, intuitive, directive, thorough,
analytical, participative ?
21. Do you prefer making up-front explicit decisions and communicating these widely, or do you
prefer making informal, pragmatic decisions when these are called for?
22. How do you feel about uncertainty or ambiguity in connection with making decisions?
23. How do you feel about making tough, unpopular decisions?
24. Do you prefer clarity and definition with respect to responsibilities and duties or do you prefer a
more relaxed attitude that allows for situations to change? 25. Do you prefer to be in charge, to be responsible? Explain why or why not?
26. Do you assume responsibilities voluntarily? Explain why or why not? 27. How do you go about fulfilling you responsibilities? 28. How do you go about collecting information before making decisions? 29. How do you go about selecting and prioritising information on which to base decisions?
30. What is your preferred way on communicating decisions? Explain the pros and cons of that way.
31. How do you feel about changing decisions already made (by yourself or others)?
Planning and organising.
32. Do you generally work in accordance with a pre-developed plan or are the activities you undertake more determined by the immediate demands you face? 33. How much of your time do you spend planning? Is this sufficient/insufficient?
34. How would you describe your approach towards planning? Formal, informal, regular, occasional,
brief, comprehensive, solitary, involving ? 35. Do you focus on the long-term, strategic consequences of your current work/activities? How? 36. Do you consider plans to be working documents or do you prefer to stick to a plan once it is made? Explain why.
37. Which factors can make planning complicated for you? 29
38. How do you go about organising your work? 39. Do you consider yourself successful with respect to organising your work? Explain why or why not.
40. How do you prioritise your work duties?

41. How do you go about finding time for tasks that are developmental in nature, as opposed to more operational tasks? 42. Which factors can make organising your work difficult?
Company Business Knowledge. 43. What do you consider to be the main competitive advantages of the Company Group?
44. How would you evaluate the competitiveness of the Company Group with respect to people, management, technology, products, markets, alliance etc?
45. What are the main challenges the Company Group face on these dimensions + competitors, substitutes etc?
46. How would you go about improving the Company Group competitiveness on these dimensions?
47. Are there additional opportunities for improving the competitiveness of the Company Group?
48. What, in your opinion, at present, should be the top priorities for the Company Group with respect to improving its short-term and long-term competitiveness, respectively?
Financial awareness and understanding.
49. How and to what extent do you focus on the economic/financial consequences of your actions? 50. How do you go about determining the economic/financial consequences of your decisions and actions?
51. How do you focus on reducing costs in both a short-term and long-term perspective?
52. If you have budget responsibility - explain how you approach budgeting. How well do you meet your budgets?
53. Explain your views on the financial delegation in the Company Group. Do you find you are allowed to make the appropriate monetary decisions?
54. Describe your view on your own and your colleagues approach to spending company money.
Business Leadership. 55. What does strategy mean to you? 56. Explain the strategic element of your job (if any) 57. How do you go about acting in accordance with you conception of strategy?
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58. To what extent are your decisions and actions consciously determined by the strategy? 59. What are the main challenges related to implementing strategic decisions?
60. How do you go about overcoming these obstacles? 61. Explain the Company Group strategy in you won words.
62. How do you go about using information effectively? 63. To what extent is your management style focused on securing and improving performance?
64. Are you focused on optimising the use of resources? How? And how do you relate this to strategy? 65. What general and specific steps do you take in order to improve performance? 66. What are the challenges of applying a performance-oriented? 67. How do you relate a strong focus on performance with a conscious and sustained concern with strategy?
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3.4 Interviewing - some guidance and advice

1. The right person in the right place When you have a vacancy to fill, finding the right person is not easy, as anyone who has ever taken part in the process of hiring a new employee can tell you. It is a matter of finding the right person regardless of whether you have a whole host of applications or just a few. It is never a good solution to choose someone who could just turn out OK, which can be a temptation when the working situation is virtually unbearable and the need of immediate reinforcement is acute. You realise the error the day you discover the employee is not doing the work input required. The end result is that you have on the one hand the same workload as before you took someone on and on the other you now have an employee in the company who in some way or other either has to be got rid of or needs considerably more training than you bargained with from the outset. In other words, the workload has become more demanding than before you took on a new employee. If in spite of all you find you have to employ a person who you think only might be suitable, for example because of the labour market situation, it is important to remember that it is always easier to give a person knowledge than to change their behaviour. The following pages contain suggestions about how you can approach the process of hiring new staff and the material is intended as an aid for anyone involved in the interview process who would like to check the way it is done and get some tips and ideas. 2. The purpose of the interview The purpose of an interview is to find the right person for the right place. The interview furnishes one of several bases for assessment when a vacant position is to be filled. It is the interview that provides the best opportunity to gather information about the applicant. When you are sitting there with the person who wrote the application in front of you, you have an excellent opportunity to ask questions and find out as much as possible so you can better judge whether the person is suitable for the position or not. The better prepared you are, the more information you can glean. Being part of the hiring procedure confers responsibility. The two-person interview contra the group assault Conducting an interview is always simplest if you work alone. If there are two people carrying out the interview together it is essential that both are very well prepared so that the interplay between them works successfully. It is also important that both people take an active part in the interview, it is highly unnerving to be interviewed in front of a person who does not say anything. More than two people conducting the interview is absolutely not to be recommended. Bear in mind that in the interview situation it is always the applicant who is in the weaker position. Treat all applicants with respect. Stating the obvious perhaps, but vitally important none the less. 3. Before the Interview Preparation Selection is not about finding the best, but finding the one who is sufficiently good. As always it is in connection with preparation that a lot of time and effort can be saved. To be sure of finding the right person for the vacant position, there must be a thorough inventory of both the tasks involved in the work and the personal qualities needed by the new employee to handle the job. Such
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an inventory results in a requirements profile. The more work that is put into drawing up this profile, the greater the chance that the recruitment will be successful. A requirements profile should include descriptions of the organisation, the work tasks, educational requirements and work experience as well as a description of the personal qualities necessary for the new employee to handle the task successfully. Avoid being too general when you draw up the requirements profile. Instead, consider very carefully why just that skill or characteristic is important for the person to fill the advertised post. It is easy to write that you want an outgoing, positive, honest, flexible, energetic, businesslike person who is full of initiative and has a good ability to co-operate, but is all that really necessary for this particular job? Take as a starting point the person who previously held the position and think about what is really essential. Read through the applications very carefully. When you make your choice consider that both the layout and the contents of a letter give a picture of the person who has written it. Further, it is important to keep in mind that school grades are an unreliable source of information, the interesting thing about school results is how much time the applicant devoted to his/her studies, did he/she manage to achieve other things too, etc. . Remember that a low mark from an employer does not necessarily imply a negative opinion. On the other hand, what you should watch out for when you read a work reference is the absence of positive opinions. When you have picked out the people who both fit the requirements profile you have drawn up and give a general impression of being suitable candidates for the advertised position, note down any gaps and particulars in the application you have queries about that should be covered during the interview. Plan the interview. Be so well prepared so that you do not need to think about how to proceed during the actual interview. If you are not well prepared there is a great risk that you will miss most of the information the applicant gives you. You will probably be so busy thinking about the next question that you will miss the answer to the one before. Work out a time schedule and inform the applicant how long the interview will take. Be particular about keeping to time as it can cause consternation for the candidate if the interview ends a lot earlier or later than he/she had been told it would. Plan in time for evaluation preferably directly after the interview when everything is fresh in your memory. The setting At the outset you can improve the chances of a good interview by being particular about the choice of room you intend to use. Avoid sitting where there is a table between you and the applicant, but dont sit too close. It is also important to bear in mind that it is good if the applicant can sit where there is a natural opportunity to look elsewhere, not just at you. When listening to someone, people tend to look directly at the person who is speaking, but when thinking or talking, all of us need to be able to let the direction of our gaze wander without having to feel impolite. Make sure you are not disturbed during the interview - disconnect the telephone! If you are interrupted, there is a risk that the confidence you have managed to build up during the interview will be destroyed and you will lose the thread of the conversation. It is also important that the signals you give the applicant are not unclear. What kind of signal are you giving if you break off the discussion to deal with something else? Respect is important. 4. During the Interview The lead-in All people fill a space if you leave space Try to create a positive and open climate. Be relaxed and friendly even if you feel right from the outset that the person in front of you is not very suitable for the position. Be aware of how fast you, like
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everyone else, more or less unconsciously form a first impression of people you meet. Give each person who has come to be interviewed, and who in most cases also hopes to get the job, an honest chance to present themselves. Even if this is not your future colleague you have in front of you, it could be a future prospective customer. Describe the process of selection. Tell the interviewee how many people have been called for interview and when the applicants can expect a decision about the appointment. Inform them about what you plan to cover during the interview and how long the interview will last. If you want to make notes during the interview tell them this and why. To make sure you have covered everything on your list, as you leave one area summarise the information you have gleaned together with the applicant. Have I understood you correctly that.? Be careful not to talk too much yourself. You should not dominate more than about one fifth of the time (excluding time needed for information about the company and the position). Dont be tempted to talk more yourself even if the person you have in front of you is reticent, proceed instead with questions and follow-up questions. Remember that all people fill a space if you leave space, but not everyone makes that space for themselves. Your own views and opinions have no place in the interview phase. Remember that the more the applicant knows about you, the more difficult it will be to interpret the information you gather during the interview. Bear in mind: a common mistake make during the recruitment procedure is to choose someone who reminds you of yourself. Always start with simple questions, i.e. impersonal, non-evaluating descriptive questions that you know the applicant can answer simply e.g. Where is your present place of work?, How many employees are there? etc. . At the start of an interview you should avoid questions that risk prompting a No answer. In addition, silence at the start of an interview can be devastating since it creates an unnecessary feeling of uncertainty. The purpose of the introduction is to create a good atmosphere and climate for a discussion that is as open as possible. Never ask a question that you couldnt answer yourself. The information phase People are not their age. People are their history and their relationships. When you notice that the person in front of you has begun to feel a bit more secure in the interview situation, it is time to proceed from the broad and safe introduction to the phase where you can get the information you think is important for the person to fill the vacant position. In this phase of the interview bear in mind that:
3
3 3 3 3 3
A good question is a question that produces more information. Avoid leading questions and double questions, use instead tell me questions and descriptive questions. Dont make things too complicated. It is often enough just to intimate what you want to find out. Delve deeper into the dialogue with the help of follow-on questions in interesting areas. Ask, dont suggest alternatives. Avoid extremes (best/worst etc.).
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3 3 3
If you are not satisfied with an answer, ask again Never ask a person to evaluate something before you have described the area/event. Never change the topic with an evaluation questions, always change with a tell question.
In contrast to the introductory phase, silence can be a good aid during this part of the interview. Keeping quiet and waiting for the applicant to take the initiative in the conversation often gives more than breaking the silence yourself. As soon as the applicant states an opinion about something, be quick to follow up. If you realise at a later stage that you forgot to follow up a question, ask the question later, but make sure you point out your line of association. E.g. When you said it made me think of that we were talking about before, now I wonder ? Areas to be covered We are making an inventory of circumstances, not people. Below are listed some areas that should be covered during the interview. Its a good idea to stick to a chronological order, starting with the present and talking about the current situation and then moving backwards in the applicants life.

Education and work experience Present job Attitude to work Family and leisure time Social relationships, co-operation Why this job, this company Expectations of the job Future plans
During the interview be attentive to what the applicant is telling you by his/her way of conducting and expressing him/her self. What do you think about the persons:

Self confidence Courtesy Dominance Realism Energy Ambitions Stress tolerance Social skills Other aspects important for the position
Pitfalls Maturity is not what someone thinks but rather how they have arrived at that conclusion. Dont jump to conclusions! Dont generalise! Just because the applicant has an exterior or a disposition that reminds you of yourself, that doesnt make him/her the most suitable candidate. It can very often be that the strength of a work group consists partly in the fact that the members complement each other.
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Dont talk too much yourself! Use the time to find out as much as possible about the applicants likelihood of successfully coping with the vacant position. Make sure you are the one to steer the conversation! Change the subject of conversation in a smooth way if you notice you have strayed into an area that you do not think is important or has been exhausted. Ask questions to lead in the direction you are interested in. Remember You are eliminating pre-requisites, not people. The interview is as much a social as a verbal process. It is important to bear in mind that it is never the person you are rejecting, but the persons chances of making a success of the job. Use simple language. If you use a word that has various connotations, make sure you define the word. 3 3 3 3 3 3 3 3 3 The initiative is yours. Use constructive, broad questions. Ask one question at a time. Ask neutral questions. Dare to ask! Keep your own opinions to yourself. Follow up interesting answers. Try to see things from the applicants angle, understand dont feel! Pay attention to the applicants way of expressing him/herself. Summarise during the course of the interview so that you are sure that you have properly understood the applicant. Dont get impatient. Let the applicant think and answer at his/her own pace. Try not to interrupt or fill in the answers. Listen to the important things be sensitive to relevant personal qualities. The more relaxed the interview is the more you will get out of it. The interview is a discussion, not an assault. The result i.e. the final decision is totally dependent on your evaluations, attitudes and feelings.
3
3
3 3
3
The interview is a way of creating goodwill for the company. Avoid trying to shine yourself and remember not to be over-enthusiastic about either the position advertised or the company. 5. The conclusion
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When you have worked through the interview and feel satisfied with the information you have gathered make sure to finish off the interview as you started it. Towards the end go back to broad and non-threatening questions. It is important that the applicant leaves you and the company without a feeling of having totally exposed him/herself. To ensure the applicant doesnt go away with unanswered thoughts, tick off the following two questions:

Was there anything you think I missed asking you about during the interview? Was there anything in the interview that you thought was strange, too personal or which seemed odd?
Remember that the interview should give the applicant the opportunity to present a picture of him/herself that he/she thinks is correct. The applicant should never need to leave an interview feeling that certain things were left out or were tricky. (What did he/she actually mean? Why did he/she put it like that?) Before parting ask the applicant which referees you can contact. Make sure you have got referees who represent different types of working relationships with the applicant a boss, a colleague and if appropriate and possible a subordinate too. Never make any promises or indicate any decisions about the position at the interview. Avoid information that could be misinterpreted or seen as an indication of how the applicant stands in relation to the others who have been interviewed. As was mentioned by way of introduction, remember that even if you are convinced that the applicant will never be considered for employment at the company, they might be a future prospective customer. It is also your responsibility to treat everyone you call to interview with respect and courtesy. 7. After the Interview Evaluation Evaluate, dont pass judgement. Make an evaluation of the interview as soon after the meeting with the applicant as possible. Be critical, analyse realistically and not emotionally. Make a written summary of your impressions. Even if you are equipped with an unusually good memory, after a number of interviews it gets hard to separate the candidates. Some hints that might help you when summing up the interview: Communication / social How did the candidate express him/herself? Were answers short and clear? Were the answers structured? Were problems described in an analytical way? Did (s)he co-operate naturally during the interview? How did (s)he talk about other people during the interview? Was (s)he anxious to have control over the interview? When relaxing, is it with or away from other people? What kind of personalities do you think (s)he prefers to work with?
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Self-esteem In which terms did (s)he talk about her/himself? Did her/his reactions indicate openness and self-esteem? Did (s)he have an appealing behaviour? Was (s)he anxious to please? Was (s)he to dependent on the views of the interviewer? Result orientation Does (s)he seems to be a person characterised by energy and drive? How has (s)he handled responsibility in earlier positions and studies? How did the person act during the interview:

Was (s)he attentive, off-hand? Was (s)he punctual for the interview? Did (s)he contribute to the development of the interview?
Is this the right person when it comes to:

Education Work experience Age Personal qualities Attitude to work Future plans, etc. In template 3.1 you will find a suggestion to a Summary of interview
Did you get answers to the questions you had? Did anything emerge during the interview that you would like to ask more about? If these question marks are important to your decision concerning the filling of the position then you should decide a time for a second interview. If the person was of interest for the appointment then he/she should be called to another meeting to meet possible future co-workers. People who have been involved in the recruitment process look for confirmation that the right decision was made. But if you havent been involved it is easier to look for things that are wrong. It is not until you have finished the evaluation that you can say you have completed the interview. 8. References Ringing up a former employer is important, a certificate of employment does not give a comprehensive picture of the applicant. To get as much as possible out of the conversation with a former employer you should think through what it is you want to know about the applicant before you call. Below are a few tips as to how you can handle the call:
Ask if the referee has time to talk. You cannot count on getting a fully considered answer from someone who is in a rush. Check if he/she can talk without being disturbed. Ask about the referees relations with the applicant. Ask him/her to describe the work the applicant had.
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Ask if he/she thought the applicant was suitable for the work tasks, why or why not. How did the applicant get on with others: Superiors, work mates, subordinates if applicable? If at the interview the applicant told you about something particular that happened at the former workplace you can, if it is suitable, ask how the referee experienced this and the way the applicant acted. Did the applicant represent the company externally and if so how did he/she manage it? Find out how the referee experienced the applicant under pressure and in stressful situations. Ask if the applicant would be considered for re-employment. Always conclude the conversation with positive words about the applicant.
In template number 3.2, you find a suggestion s a Reference checklist which could be useful while calling for references.
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4 SUCCESSION PLANNING
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4.1 Succession Ladder

Department: Position up for succession Job title Job group Person to be succeeded Age How long in job Reason for leaving position BA/Corporate Function: Filled out by: Date:
Name of replacement candidate
Reason for putting forward as candidate
Educational Background
Present position + other prominent positions
Experience Total/ relevant
Age
Job Group
Last appraisal
State (*)
State (*) R: Ready, AR: Almost ready (1-2 years), MR: Mid term ready (3-5 years), LT: Long term ready (+5 years)
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Guideline for filling out the Succession Ladder

Ideally this should be filled out for all positions, in conjunction with the Resource & Competency Planning process, that is, two years in advance. But the nature of the tasks makes it difficult to predict anything but normal retirement with accuracy. The manager responsible for a particular organisational unit, supported by the local HR Manager should fill out the form. The first column Position up for succession should contain information about the position in question, such as job title, job group, name of incumbent, his/her age, seniority and reason for leaving the position (retirement, other job in the company, promotion, relocation, leaving the company etc) Go on to describe the replacement candidates by name, reasons for your suggesting them, their educational background, present position and any other prominent positions of interest in this case, their experience in year and age. In the column Last appraisal should be listed the overall performance score according to the scale of the appraisal system (please indicate at the bottom of the form, if you use any other scale than the Company Group Appraisal scale) The final column State is for your assessment of the candidates readiness to take on the position. The scale to use is: R AR MR LT Ready Almost ready (1-2 years) Mid term ready (3-5 years) Long term ready (+5 years)
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5 CAREER PLANNING
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6 TRAINING AND DEVELOPMENT
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6.1 Training Catalogue To Be Completed by Continental and Naphthenics

COURSE ACTIVITY Top Management Middle Management Junior Management Career Development Leadership Supervisory UK GRID Runge Leadership Finance Report writing Presentation skills Runge leadership Action centered leadership Team leadership Supervisory skills Interpersonal skills Team working Assertiveness Multi-skill (engineers) ADR (drivers) MS office Lotus Notes Process plant operation Customer service CONTINENTAL NAPHTHENICS GRID London Business School IFL - Institute for Business Development London Business School IFL - Institute for Business Development M-Gruppen NORDIC
Technical (including IT)
ALMEGA
General
SIFU
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TO BE COMPLETED! Training and Development Training Provision Course Catalogue Business Area:___________
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Course Titel:
Course Provider: Name Adress Telephone No Contact name Objective of Course:
Assessment of Course Provider:
Target Group:
Course Details:
Training Method:
Location of Course:
Duration of Course:
Dates of Course:
Cost:
Additional Information:
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6.2 Evaluation of training courses

In order to assess the effectiveness of training courses it would be helpful to receive your comments. Please complete this form and return it to the Human Resources Department within one week of attending the course. Name: Department: Training Agency: Duration of Course: Please tick boxes as appropriate. Do you think the level of the course was Too advanced Too basic How good was the organisation of the course? Poor Reasonable How good were the trainers communication skills? Difficult to understand Fair Use of visual aids: None Good About right Excellent Easy to Understand Too many Not applicable Job Title: Title of Course: If you have a programme or outline of the course please attach a copy to this form.
Were you given the opportunity to practise the theory? Yes No What did you hope to gain from the course?
How well did the course meet your objectives? Not at all Acceptable
Objectives fully met
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What is your general opinion of the course? Indicate strengths and weaknesses.
What, if any, topics were missing from the course which you feel should have been included?
What specific things will you be able to do in your job as a result of attending this course?
What aspects of your work do you expect to improve as a result of attending this course?
Signature
Date
Note to Managers In order to fully assess the effectiveness of training courses it would be useful to receive comments about the longer-term benefits of courses. The Human Resources Department will contact department Managers three months after courses have been completed, to allow them the opportunity to discuss longer-term observations. Follow-up comments due: (date)
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7 APPRAISAL PROCESS
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7.1 Guideline and Checklist for Preparation (Appraiser)

Preparations Decide together with your employee in good time when you are to have the talk. Avoid changing the time since that can be interpreted as lack of interest and involvement on your part. Particularly if it happens on repeated occasions. Set aside plenty of time for the talk, at a least a couple of hours. It is better for you to have time to spare than to have to cut the discussion short. Bear in mind that the environment you choose to have the discussion in can affect the result of the discussion. Make sure therefore that you can sit undisturbed; it is easy to loose the thread if people constantly poke their heads round the door with a quick question. Avoid sitting behind your desk. Choose instead neutral ground and make sure you sit where you can main tain natural eye contact with the person you are talking to. Remember it is better not to have any discussion at all than on which lacks involvement and poorly prepared. The talk Start by checking that you and your employee have the same goals and expectations concerning the talk. Then go through your intended plan for the discussion, the sequence of events. Dont talk too much yourself, listen actively, confirm and check that you have understood correctly. Ask follow-up questions and be on the lookout for side-tracks that might furnish important information. Remember not to set your sights too high. It is better to go through thoroughly those points you consider important than to get through as much as possible. The points you choose you delve into in greater depth will of course vary depending on who it is you are talking with. Emphasise the strong sides of the employee. It is important to lead in and conclude with positive judgements. There is otherwise a great risk that the employee will only remember the negative criticism and experience the discussion as destructive instead of constructive. Dont just criticise in general, but instead be honest and concrete through exemplifying what you mean. Be honest and frank. Dont beat about the bush when you have a message that is negative. There is a great risk that you wrap the criticism up to such a degree that the recipient does not even realise that a criticism is being expressed. Dont arouse any hopes or make promises that cannot be fulfilled. Avoid preconceived opinions. Dont start by assuming you know what attitude the employee has e.g. to his/her work tasks, take the opportunity to ask. Conclusion Check that the employee does not have any further questions before you conclude the conversation. Summarise the discussion together and make sure that there are no misunderstandings. Agree also on what can be passed on to e.g. the line manager or the personnel department. The talk should result in a plan of action that you and the employee draw up together, as part of the Appraisal Form.
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Follow-up It is important to follow up the conversation and the plan of action. If the follow up is half-hearted or neglected, you forfeit to a large extent the possibility of open and rewarding discussions in the future. Remember that the development talk has no intrinsic value of its own, but rather it is the consequences of the discussion that have significance. Preparations before the development talk Review the subordinates performance and areas of responsibility. Review the subordinates objectives. What in his/her behaviour has given positive and constructive results for the company? What in his/her behaviour has been less positive to the company? How has he expressed his/her competence in terms of: Knowledge Experience Judgement Ability to motivate/influence What are his/her characteristics regarding:

Analytical capability Imaginativeness/creativity Realism Ability to take an overview Leadership
Consider for a while how you have performed your job as her/his superior. What changes would you like to make regarding your subordinates way of playing his/her role and your own way of acting as his/her manager?
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7.2 Guideline and Checklist for Preparation (the Appraise)

As preparation, you should think about the following questions: 1. 2. 3. 4. 5. 6. 7. To what extent have you achieved the objectives and results agreed upon during the last development talk? How do you find your work? What do you think about your workload? Do you feel that you are working under pressure? Which of your tasks do you find most interesting? Would you be interested in other tasks too. If so, which ones? In which area do you think that you perform best?
8. In which area do you think that you need to improve in order to achieve better performance?
9. Do you think that you need further training in order to do a better job? If the answer is yes, in which areas do you need training?
10. Do you have knowledge or abilities, which are not being taken advantage of in your present work?
11. What do you think about the responsibility and authority that you have? Do they match the job you have to do? 12. Are there any organisational or other factors, which prevent you from performing in the way you want to? 13. Are there anything in your relationship with your manager, subordinates, or colleagues that you would like to change? 14. What do you think of the way your immediate superior leads the work that is to be done? 15. Have you any thoughts e.g. about your family situation, hobbies, future plans etc. which you think that your manager ought to know about?
16. What are your aims for the coming period:

To change tasks? To develop existing tasks?
17. Your aims for the coming period of work, your own development, education etc.?
18. What is your opinion of the year that has passed, what has worked well/not so well, contacts with others etc.? 19. What do you know about the aims of the: Company? Business area? Your own unit? Is it sufficient?
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20.
What do you know about Company/Company Naphthenics products? What would you like to learn more about?
21. What do you know about the short and long term goals of: The company? The Business area? Your own unit? 22. How can you participate in helping to achieve those goals?
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7.3 Appraisal Form, present year 200x (= year N)

1. NOMINATIVE DATA Employee: Dept: Hiring Date: Job Title: Appraiser: In this job since: Date of birth:
2. OVERALL APPRAISAL Appraiser: How do you evaluate this employees overall job performance during last year?
3. RESULT-ORIENTED OBJECTIVES How do you evaluate this employee on the following result oriented objectives year N Objective 1
Rating
Appraisal comments
Objective 2: Appraisal comments Objective 3: Appraisal comments
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4. PERFORMANCE CRITERIA 4.1 How do you evaluate this employee on the following generic performance criteria?
Rating
1.
Knowledge of the work & application of knowledge: The degree to which the person has the knowledge needed to perform his/her job up to expectations and to the degree he/she can apply that knowledge in real work situations. Comments/examples:
2.
Ability to plan & organise ones work: The ability to plan and organise his/her work in an effective way in order to meet the required quality output with respect of the agreed deadlines. Comments/examples:
3. Effective/open communication: The ability to transfer ones owns ideas in a clear and understandable way for others (both verbally and written) and to have the reflex to share or provide others with all information that is required or useful in their job. Comments/examples:
4. Quality of work: The degree to which the output that the person delivers is in line with the requirements and standards (for example, time scales and costs) that have been agreed upon. Comments/examples:
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5. Drive for results: The concern for working well, for reaching a standard of excellence (set by oneself or by others), for setting self challenging goals or delivering an exceptional accomplishment. Comments/examples:
6. Pro-activity: The ability to identify problems, obstacles or opportunities and to action in order to address current or future problems or opportunities. Comments/examples:
take
7.
Customer/service orientation: Customer/service orientation implies the desire to help or serve customers (be it internal or external customers) to meet their needs. It means focusing ones efforts on discovering and meeting the customers needs. Comments/examples:
8. Team commitment: This implies the intention to work co-operatively with ers, to be part of a team as opposed to working separately or competitively. Comments/examples:
oth-
9. Organisation commitment: The ability and willingness to align ones own viour and priorities with the needs, priorities and goals of the organisation. Comments/examples:
beha-
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If this employee has people management responsibilities, how do you evaluate this employee on the following people management performance criteria? 1. Team leadership: The ability to take a role as leader of a team or other group. It implies a desire to lead others. Team Leadership is generally, but certainly not always, shown from a position of formal authority. The team here should be understood broadly as any group in which the person takes on a leadership role. Comments/examples:
Rating
2.
Directives: Implies the intent to make others comply with ones wishes where personal power or the power of ones position is used appropriately and effectively, with the longterm good of the organisation in mind. It includes a theme or tone of telling people what to do. The tone ranges from firm and directive to demanding or even to threatening. Comments/examples:
3.
Developing others: Involves a genuine intent to foster the long-term learning or development of others with an appropriate level of need analysis and other thought or effort. Its focus is on the developmental intent and effect rather than on a formal role of training. Comments/examples:
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5. DEVELOPMENT OBJECTIVES How do you evaluate this employee on the following personal development oriented objectives? Objective 1:
Rating
Appraisal comments
Objective 2:
Appraisal comments
Objective 3:
Appraisal comments
6. OVERALL PERFORMANCE RATING Overall, how do you rate this employee on? Global output of the function (RO objectives, achievements, and accountabilities): Global input for the function (DO objectives, performance criteria): Overall performance assessment:
7. APPRAISERS COMMENTS Appraisers comments after the appraisal interview:
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8. APPRAISEES COMMENTS Appraisees comments after the appraisal interview:
9. AMENDMENTS TO JOB DESCRIPTION Are there any significant changes in the function and/or in the key performance indicators? no: yes: if yes, please specify briefly:
Revised Job Description - Target Date:
10. CAREER ASPIRATIONS ACCORDING TO THE EMPLOYEE
CONCLUSION:
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11. DESIRED CAREER DEVELOPMENT ACCORDING TO THE APPRAISER
CONCLUSION:
12. DEVELOPMENT AND TRAINING PLAN
13. SIGNATURES Staff member for reception/ for acceptance1 Supervisor/Manager Manager of the Supervisor/Manager
Date:
Date:
Date:
14. COMMENTS FROM THE MANAGER OF THE SUPERVISOR/MANAGER
CONCLUSION:
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15. INTERMEDIATE FOLLOW-UP (optional) Mid-year follow-up meeting Date: etc.)
1. New commitments for the staff member (e.g. adjustment of objectives, new objectives,
2. New commitments from the manager
3. Comments
16. SIGNATURES INTERMEDIATE FOLLOW-UP Employee Appraiser Manager of Appraiser
Date
Date
Date
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7.4 Appraisal Form, coming year 200x (= year N+1)

1. NOMINATIVE DATA Employee: Dept: Hiring Date: Job Title: Appraiser: In this job since: Date of birth:
2. OVERALL APPRAISAL Appraiser: How do you evaluate this employees overall job performance during last year? General comments on overall job performance:
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3. RESULT ORIENTED OBJECTIVES How do you evaluate this employee on the following result oriented objectives year N+1 Objective 1 Appraisal comments
Rating
Objective 2:
Appraisal comments
Objective 3:
Appraisal comments
4. PERFORMANCE CRITERIA 4.1 How do you evaluate this employee on the following generic performance criteria? Rating
1.
Knowledge of the work & application of knowledge: The degree to which the person has the knowledge needed to perform his/her job up to expectations and to the degree to which he/she can apply that knowledge in real work situations. Comments/examples:
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2.
Ability to plan & organise ones work: The ability to plan and organise his/her work in an effective way in order to meet the required quality output with respect of the agreed deadlines. Comments/examples:
Rating
3.
Effective/open communication: The ability to transfer ones owns ideas in a clear and understandable way for others (both verbally and written) and to have the reflex to share or provide others with all information that is required or useful in their job. Comments/examples:
4.
Quality of work: The degree to which the output that the person delivers is in line with the requirements and standards (for example, time scales and costs) that have been agreed upon. Comments/examples:
5.
Drive for results: The concern for working well, for reaching a standard of excellence (set by oneself or by others), for setting self challenging goals or delivering an exceptional accomplishment. Comments/examples:
6.
Pro-activity: The ability to identify problems, obstacles or opportunities and to take action in order to address current or future problems or opportunities. Comments/examples:
7.
Customer - service orientation: Customer - service orientation implies the desire to help or serve customers (be it internal or external customers) to meet their needs. It means focusing ones efforts on discovering and meeting the customers needs. Comments/examples:
8. Team commitment: This implies the intention to work co-operatively with others, to be part of a team as opposed to working separately or competitively. Comments/examples:
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9.
Organisation commitment: The ability and willingness to align ones own behaviour and priorities with the needs, priorities and goals of the organisation. Comments/examples:
4.2 If this employee has people management responsibilities, how do you evaluate this employee on the following people management performance criteria? 1. Team leadership: The ability to take a role as leader of a team or other group. It implies a desire to lead others. Team Leadership is generally, but certainly not always, shown from a position of formal authority. The team here should be understood broadly as any group in which the person takes on a leadership role. Comments/examples:
Rating
2. Directiveness: Implies the intent to make others comply with ones wishes where personal power or the power of ones position is used appropriately and effectively, with the long-term good of the organisation in mind. It includes a theme or tone of telling people what to do. The tone ranges from firm and directive to demanding or even to threatening. Comments/examples:
3. Developing others: Involves a genuine intent to foster the long-term learning or development of others with an appropriate level of need analysis and other thought or effort. Its focus is on the developmental intent and effect rather than on a formal role of training. Comments/examples:
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5. DEVELOPMENT OBJECTIVES Rating How do you evaluate this employee on the following personal development oriented objectives? Objective 1: Appraisal comments Objective 2: Appraisal comments Objective 3: Appraisal comments
6. OVERALL PERFORMANCE RATING Overall, how do you rate this employee on? Global output of the function (RO objectives, achievements, and accountabilities): Global input for the function (DO objectives, performance criteria): Overall performance assessment: Rating
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7. APPRAISEES COMMENTS Appraisees comments after the appraisal interview:
8. APPRAISERS COMMENTS Appraisers comments after the appraisal interview:
9. AMENDMENTS TO JOB DESCRIPTION Are there any significant changes in the function and/or in the key performance indicators? No: Yes: if yes, please specify briefly:
Revised Job Description - Target Date:
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10. CAREER ASPIRATIONS ACCORDING TO THE EMPLOYEE
CONCLUSION: 11. DESIRED CAREER DEVELOPMENT ACCORDING TO THE APPRAISER
CONCLUSION:
12. DEVELOPMENT AND TRAINING PLAN
CONCLUSION:
13. SIGNATURES Staff member for reception/ for acceptance1 Supervisor/Manager Manager of the Supervisor/Manager
Date:
Date:
Date:
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14. COMMENTS FROM THE MANAGER OF THE SUPERVISOR/MANAGER
CONCLUSION:
15. INTERMEDIATE FOLLOW-UP (optional) Mid-year follow-up meeting Date:
1. New commitments for the staff member (e.g. adjustment of objectives, new objectives, etc.)
2. New commitments from the manager
3. Comments
14. SIGNATURES INTERMEDIATE FOLLOW-UP (optional) Staff member for reception/ for acceptance1 Supervisor/Manager Manager of the Supervisor/Manager
Date:
Date:
Date:
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7.5 Guideline to filling out the Appraisal Form

1. Nominative data 2. Overall appraisal Appraiser, in this box, please fill in your own name and the requested nominative data on the appraisee. Significant achievements In this box, please fills in the most significant achievements of this appraise during last year. General comments Please comment in narrative terms on your perception of this appraisers overall job performance during year. As a result of <year N-1>s appraisal of this appraise, a number of result oriented objectives (R.O.) were formulated, which have been written down in this box. Please fill in your rating for appraising the degree of realisation of the objectives and some narrative comments on the achievement of these objectives by this appraise As a result of <year N-1>s appraisal of this appraise, some developmental objectives (D.O.s) have been formulated for this appraise and been written down in this box. Please fill in your rating for appraising the degree of realisation of the development objectives and sustain your rating by some narrative comments. Besides the comments and ratings, a necessary outcome of the appraisal interview are the result-oriented objectives and developmental objectives for next year. These objectives will be written down on the appraisal form of this appraise for year N+1, at the end of the appraisal interview. In this box, you fill in your rating (see page ...) for appraising the performance criteria mentioned in the boxes. The definitions and some behavioural examples of these performance criteria are outlined on page .... In this box, please indicate your rating for: the global output of the function (WHAT) the global input for the function (HOW) overall performance assessment Using the rating scale on page .... (excellent unsatisfactory) 7. Appraisees comments After the appraisal interview, the appraisee may want to add some personal comments that may have to be considered. Please, give the opportunity to write down eventual comments in this box. After the appraisal interview, you may have some thoughts or comments on the interview, or elements that have to be considered/deserve special attention for this appraise. Please write these comments, thoughts or remarks in this box. If, during or after the appraisal interview, it becomes apparent that the function and/or key performance indicators of this appraisee have significantly changed, or need to be changed, please indicate these changes n this box. In this box, the staff member can give his comments on his (or desired) career aspirations. In this box, the appraiser can give his comments on the possible (or desired) career aspirations of the staff member.
3. Result oriented objectives
4. Development objectives
5. Performance criteria
6. Overall performance rating
8. Appraisers comments 9. Amendments to job description 10. Career aspirations according to the employee 11. Desired career development according to the appraiser
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12. Developments & training plan 13. Signatures
14. Comments from the Manager of the supervisor/Manager 15. Intermediate follow-up (optional) 16. Signatures (intermediate follow-up)
Taking into account the achievement of objectives, the appraisal of performance criteria and the career aspirations of this appraisee, please indicate the actions to be taken to develop and train this appraisee. Once all the previous boxes have been completed, the appraisee may sign the form for reception or acceptance. Even so, the appraiser signs the appraisal form and hands it over to the one-overone manager, for signature. The role of the one-over-one manager (the grandfather) is to monitor and coach the appraisal process. In this box, the grandfather can loose the overall comments related to the appraisal. It may be necessary, and it is recommended to have a formal intermediate followup on this appraisees performance during the year, as circumstances or objectives may change. This box allows you to structure and document this intermediate follow-up. Once all the previous boxes have been completed, the appraisee may sign the form for reception or acceptance. Even so, the appraiser signs the appraisal form and hands it over to the one-overone manager, for signature. The role of the one-over-one manager (the grandfather) is to monitor and coach the appraisal process.
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7.6 Scales of Rating (Appraisal Process)

Ratings for the degree of realisation of objectives 5. Largely exceeded The degree of realisation of the objective largely exceeded what was agreed; it represents an exceptional achievement of the staff member and/or a direct and significant contribution to the realisation of the departmental or organisational objectives. Ratings for the appraisal of the performance criteria 5. A major strength This staff member indicates a competency level that exceeds by far the requirements for the function. This skill/competency represents one of his/her major strengths and contributes highly to the overall good performance in the function. 4. A strength The staff member has shown the performance level that consistently meets or sometimes exceeds the required level for this function. This competency is one of his/her strengths and contributes to the overall good performance in the function. 3. At the right level This staff member demonstrates in different situations- the performance level that is required for this function. 3. 4. Ratings for the overall performance assessment 5. Excellent The overall performance permanently exceeds the function requirements. Develops his/her function, increases the dimensions and gives it more content. This staff member obviously has more potential than actually demonstrated. He/she may certainly be considered for further career development at the short term. Very good The performance regularly exceeds the function requirements. Compared to the average staff member, this performance level clearly exceeds the required contribution. Good The performance is fully in line with the function requirements Compared to the agreed expectations, the staff members performance is fully satisfactory. This does not rule out that some improvements in one or the other job areas are always possible. 2. Needs improvement The performance shows weaknesses. Improvements are needed. These staff members are below the average performance level and do not meet all the aspects of the job requirements (or only with the help of other people where it would normally not be necessary). It is thus essential that agreements are made in view of successful completion. Adequate training and follow-up should be planned at the short term. 1. Unsatisfactory The performance is far below standards. Immediate action is required. Most of the job requirements are not satisfied. This level is only acceptable for people who are willing to improve and do have the capacities to do so. Development objectives have to be set.
4.
Overachieved The degree of realisation of the objective was well overachieved. It is significantly better than what has been agreed upon.
3.
Realised The objective has fully been realised.
2.
Partly been realised The objective has only partly been realised.
2.
Need for improvement & development This staff member does not consistently demonstrate the required competency level at a frequency, which is required for a good performance in this function. This skill/competency is a weakness that needs to be addressed and an objective for improvement needs to be established.
1.
Not realised The results stated in the objective have not been obtained at all without any valid reason or excuse
1.
A major weakness This staff member in general does not reach the minimal competency level needed for this function. Immediate remedial action is required if the person is maintained in this job.
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7.7 Performance Criteria (Appraisal Process)
We dont have a digital version of this You may obtain photocopy from Nordic
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8 PAY & BENEFITS
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9 MANAGEMENT REPORTING
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HR Templates

1.1 Competency Assessment Sheet

1.2 Competency Framework

Job Specific Capabilities X Y Z X Y Z X Y Z X Y Z

Job Specific Capabilities X Y Z X Y Z X Y Z X Y Z

1.3 Competency Overview

TECHNICAL/ACADEMIC BUSINESS COMPETENCIES PEOPLE COMPETENCIES

1.4 Job Description

JOB SUMMARY (Main activities, processes, tasks):

TECHNICAL/ACADEMIC SKILLS DIMENSION

Job specific capabilities:

PEOPLE SKILLS DIMENSION

Authorisation: Job Owner: Superior: Date: Date:

Guide to filling out the job description

Master Data Sheet: Management & Specialist

Present Position: Company: Contact phone number:

Management & Specialist Data sheet (2)

1.6 Employee Master Data Sheet

Language Skills Level of accomplishment Basic

Guideline for filling out the employee master data sheet

2 RESOURCE AND COMPETENCY PLANNING

2.1 Aggregate Present Competency Assessment

Guideline to filling out the Aggregated Present Competency Assessment

2.2 Projected and Aggregated Resource and Competency Requirements

Job categories Existing job categories

B Future numbers in job category

Future mean competency requirements(1-4)

Competency Gap (mean values)

Anticipated new job categories

AGGREGATED NUMBERS MEAN COMP LEVELS

Guideline to filling out the Aggregate Resource and Competency Requirements

2.3 Strategic Resource & Competency Planning

Filled out by: Competency Leveraging Recruiting Training & Development

Job categories Existing job categories

(from Aggregated Res. & Comp Requirements)

(mean value from Aggregated Res & Comp Requirements)

Anticipated new job categories

Guideline for filling out Strategic Resource and Competency Planning

3.1 Summary of Interview

Expectations of position applied for:

Earliest starting date:

3.2 Check list for reference taking

Way of dealing with and solving problems:

Summary, own views

3.3 Interview Guideline for assessing Business Competencies

8. Describe you general approach towards problem-solving? Rational, intuitive, experience-based,

10. What features of a problem-situation do emphasise when choosing a problem-solving approach?

Planning and organising.

37. Which factors can make planning complicated for you? 29

40. How do you prioritise your work duties?

Financial awareness and understanding.

3.4 Interviewing - some guidance and advice

Is this the right person when it comes to:

4.1 Succession Ladder

Name of replacement candidate

Reason for putting forward as candidate

Present position + other prominent positions

Experience Total/ relevant

Guideline for filling out the Succession Ladder

6 TRAINING AND DEVELOPMENT

6.1 Training Catalogue To Be Completed by Continental and Naphthenics

Technical (including IT)

Course Provider: Name Adress Telephone No Contact name Objective of Course:

Assessment of Course Provider: