INTRODUCTION | 01

PERFORMANCE
MANAGEMENT
MANUAL

NRC’S WAY TO LEADERSHIP – ACHIEVING RESULTS THROUGH OTHERS

D E C E M B E R 2 0 16 E D ITI O N

01
CONTENTS
Introduction 04
Why do we need Performance Management? 04
What is Performance Management? 05
The NRC Performance Management Cycle 05
Performance Management: standardisation versus adaptation 06
What Performance Management is not used for 07
Under-performance 08
Definitions 09

Planning 11
Tools and Method 11
Setting and Agreeing Individual Performance Objectives 11
Identify Professional Development Needs 12
Staff Induction and Trial Period 14
Roles and Responsibilities 16

Regular Feedback 17 JAN EGELAND

Secretary General
Tools and Method 17
Formal Regular Feedback 17
Informal Regular Feedback 18 Dear colleague!
Roles and Responsibilities 19 We ask a lot of our managers. There are many manuals – lots of demands and expectations.
The reason I do ask that you execute your part in making our Performance Management
Mid-term/Trial Period Performance Review 21 system a reality is because it is a precondition for effective assistance for refugees and displaced.
Tools and Method 21 The NRC staff survey shows that we have not given the feedback to our staff that they need to
Roles and Responsibilities 22 perform at their best. The agreed system described herein will rectify that.

End-term Performance Review 24 So do take the 10-15 minutes to plan, encourage and modify staff behaviour at each mile-
stone described in the cycle. This should help line managers to identify future career paths for
Tools and Method 24
national staff within NRC and all national and international staff to rise to their potential.
Roles and Responsibilities 25
So listen to, encourage and give frank feedback and instructions to staff – because the alternat-
References 26
ive is time and resources lost in bad assistance and protection for refugees and displaced. Or, as
Tools 28 they say in the oil industry: “if you think safety steals time and resources – try an accident”.
Jan

INTRODUCTION
NRC’S HUMAN RESOURCE POLICY INDICATES THAT:
“Line managers are expected to build working relationships that best develop and
utilise individual and team capabilities. Honest feedback is expected between line
managers and employees. Line managers will use NRC’s Performance Manage-
ment system to establish performance objectives and support staff to perform
at their best. Poor performance will be dealt with sensitively and confidently.
Unprofessional behaviour and corrupt practice will lead to disciplinary action.
Everyone can be assured that the same standards of professional and accounta-
ble behaviour apply to all NRC staff, regardless of their position or role, and that
NRC will assertively manage all cases requiring disciplinary action.”
Performance management is a process to improve individual and organisational per-
formance. Development of staff is an important component for continuous professional
development and is critical for performance improvement. Performance management is
mandatory for all NRC staff, regardless of their position, location or contract period.
Managing staff performance and development is a leadership responsibility undertaken
by the line management, not by HR: thus every line manager is responsible for per-
formance management. Every employee has a clear responsibility to contribute actively to
the performance management process. Adherence and compliance to the process will be
monitored through internal control mechanisms, NRC’s internal audit procedures and the
annual staff survey.
Performance management – as outlined and explained in this document – is a process
strongly emphasising regular feedback and follow-up on staff performance and develop-
ment. It is how many NRC line managers currently understand and execute their respon-
sibilities. This Performance Management Manual aims at giving a better structure and
direction to all NRC line managers in order to optimally manage staff performance.
INTRODUCTION | 05
WHY DO WE NEED PERFORMANCE MANAGEMENT?
Performance management in NRC serves two important aims – both at the individual
and organisational level:
1. to ensure that staff are supported and motivated to perform at their best through
open and regular feedback with their line managers
2. to align the efforts of the individual employee with NRC’s overall objectives in order
to strengthen the performance and delivery of services by NRC for the benefit of its
target groups.
WHAT IS PERFORMANCE MANAGEMENT?
In NRC, performance management is a process to ensure that line managers and
employees communicate openly and regularly about job performance, objectives and
timelines in a structured manner. It further seeks to enable employees to develop the
competencies required to achieve individual and organisational performance objective.
More specifically, performance management entails:
1. clarifying job descriptions and key responsibilities
2. agreeing on key priority areas
3. setting individual performance objectives
4. identifying professional development needs
5. receiving and giving regular feedback on individual performance and development needs
6. assessing and summarising progress against set objectives during mid-term and
end-term performance reviews.
THE NRC PERFORMANCE MANAGEMENT CYCLE
The NRC performance management cycle provides structure and can give confidence
to staff that they will have conversations about expectations and performance on a
regular basis throughout the year/contract period. The cycle consists of three main
stages, in addition to regular feedback which is the core element critical to the success
of performance management:
1. planning
2. mid-term performance review
3. end-term performance review.
06 | INTRODUCTION | 07

FIGURE 1 THE NRC PERFORMANCE MANAGEMENT CYCLE Practical issues related to the performance management cycle
In order to align the employee’s performance objectives with the overall objectives
of the unit the performance management cycle is 12 months.
For employees who are on fixed or long-term contracts of 12 months or more the
Stage one:
performance management cycle should preferably be January-December.
PLANNING For employees with fixed or long-term contracts of 12 months or more the end-term
January OR performance review and the planning stages can be conducted simultaneously.
Contract start
For employees who are on short-term contracts of less than 12 months the perform-
ance management cycle has the same duration as the contract period.
For all employees efforts should be made – whenever possible – to try and adjust to the
annual performance management cycle, starting in January and ending in December.
REGULAR The forms used for the purpose of performance management are shared and used
FEEDBACK by the line manager and the employee only. The forms will be passed on to the next
Continuously line manager if s/he should be replaced during the year/contract period.
throughout the Stage two:
Stage three: The employee’s work and development plan, will be included in the employee’s person-
cycle
MID-TERM nel file. HR is responsible for filing the employee’s updated versions in the electronic
END-TERM PERFORMANCE archive system. HR and the relevant line manager will have access to these documents
PERFORMANCE REVIEW if/when required.
REVIEW June-July OR
December OR Half way through
End of contract contract and end of
trial period
WHAT PERFORMANCE MANAGEMENT IS NOT USED FOR
All the three stages, in addition to regular feedback, are presented in this Performance
Documentation from the planning, mid-term performance and the end-term performance
Management Manual. The manual provides:
reviews shall not be used for such administrative purposes and decisions as:
• a description of the specific stage
• information about tools and method used Recruitment: A reference interview with current and/or previous line managers is the
• an outline of roles and responsibilities. method used to gain information about an individual’s work performance and com-
petency level. In addition, the employee can make reference to previous performance
management reviews in a recruitment process.
PERFORMANCE MANAGEMENT: Salary increases: Discussions and decisions about salary increments should be made
STANDARDISATION VERSUS ADAPTATION in accordance with NRC regulations for international staff and with country-specific
regulations for national staff.
The Performance Management Manual presents a standardised system for performance
management in NRC. However, adaptations may be made, if necessary, to address local Summary dismissal: Procedures for dismissal shall follow instructions outlined in:
needs when these may contribute to higher performance and reduced turnover. To make • NRC Explanatory Notes to the Code of Conduct
sure the system is still appropriate, and to enable transparency, adaptations (if made) • Employee guidelines and handbooks and/or Terms of Employment
should be submitted to HR at the Head Office. Relevant applicable local needs may be
decided by country/area management teams with insight into what motivates people in
specific countries or regions.
08 |
UNDER-PERFORMANCE
Under performance can be defined as ‘when
an employee’s behaviour or perform¬ance
falls below the required standard’. In order
to comply, the employee needs to know
what constitutes an acceptable level of
perform¬ance in their role. This is commu-
nicated through the job description, role
mandate, induction process and as part of
the performance management process.
Under performance should be dealt with
promptly and appropriately by the line
manager. Issues that are not addressed
quickly have potential to fester and become
more serious over time. Minor issues can be
communicated informally when the context
allows it. Matters that are more serious or
persist over time should be communicated
in a more formal way and be documented.
A consistent approach to performance
management provides opportunities to
address problems and generate effective
solutions. The main thing is to give the
employee feedback on what is working and
not working, and develop a plan for how to
help the employee reach the necessary level
of performance. The plan should be meas-
urable and specific and include follow-up
meetings.
Step-by-step guide to managing
under-performance
1. Identify and analyse the problem
There are many reasons why an employee
may perform poorly. Examples:
• The employee has a different
understanding of priorities than
the line manager
• The employee has not received the
appropriate training and follow up
• The employee is not qualified (an
unsuccessful recruitment)
• The employee has been under more
stress than usual and/or has not had
any leave for a long time
The line managers should ask themselves
the following questions:
• Have you made your expectations
clear?
• Has the employee had sufficient train-
ing to carry out the work requirement?
• Is the workload too high?
• Have you hired the wrong person for
the job?
• Personal outside influences restricting
the person from performing the role?
• Ineffective or lack of communication
between the person and staff struc-
ture/team/partners?
2. Meet with the employee to present
your understanding of the employee’s
performance
• Define strengths and areas of improve-
ment related to the job description and
the Work and Development Plan
• Give feedback to the employee on
your expectations and NRC’s stand-
ards. Few and concrete areas of
improvement are often the best way
to initiate change. Focus on the most
serious ones first. Give examples of
what the expected level of perfor-
mance means
• Ask questions. Examples: What may
the reasons be for the under perfor-
mance? How can you (the line manag-
er) support in order for the employee
INTRODUCTION | 09
to reach the expected standards, for the employee was informed and got a
example through mentoring, coaching, chance to improve. Breaches of the Code
training and/or redefining roles and of conduct have a different approach
expectations? and the procedures are described in
• Identify concrete activities and the Explanatory Notes to the Code of
deadlines Conduct.
3. Jointly come up with a solution and adjust
Minimum requirements
the Work and Development Plan
• Make a plan that includes action Although local adaptations can be
points, support and follow-up meetings made to the performance management
process and templates, the following
minimum requirements must be
4. Monitor performance adhered to by all line managers:
• Ensure closer regular feedback for a
• Work and Development Plan for
period of time
all staff
• Hold meeting to review and discuss
• Monthly feedback meetings during
the employee’s performance to en-
the trial period, at a minimum
able both the employee and the line
• Quarterly feedback meetings,
man¬ager to evaluate progress. A
at a minimum
short summary should be shared with
• Trial period performance review
the employee by e-mail after the meet-
ing in order to document the agenda
and follow-up issues
• If necessary improvement has
happened, you revert to the normal
performance management cycle. If not,
several follow-up meetings should take
place the next weeks and months
If the employee’s performance does not
improve over the next 1-2 months, the
line manager should seek advice from the
overview manager and HR. The further
process and eventual disciplinary ac-
tions must be handled in line with NRC
procedures descried in the HR Handbook,
part 1. Keep in mind that no contract can
be terminated due to under performance
if the line manager cannot document that
10 | PLANNING | 11

DEFINITIONS
For the purpose of this Performance Management Manual the following definitions are
PLANNING
The line manager and employee will review the employee’s responsibilities, set perfor-
used:
mance objectives and identify professional development needs required to achieve
• Regular feedback: The extent to which employees frequently receive informal the individual’s performance objectives. The employee’s Work and Development Plan
and formal feedback from their line managers. For more information, read the will be developed. Performance objectives and development needs can be modified
Regular Feedback section. during the review period as long as they are communicated, discussed and agreed
• Professional development: The employee takes responsibility for his/her to by both the line manager and the employee. Any changes to the initial Work and
own development and actively seeks opportunities for learning and development. Development Plan have to be made in writing in order to avoid any misunderstanding.
The Competency Framework clarifies how to develop relevant professional and In order to ensure that all NRC staff are working towards the same goal the individual
behavioural competencies. performance objectives must be linked to the strategy and Plan of Action of the unit and
• Performance objective: A specific end result an employee is expected to organisation (figure 2), when relevant.
accomplish or produce which will contribute to the success of the team or the
organisation.
The line manager and employee will meet to:
• Overview manager: The line manager’s supervisor. E.g. an Education Project
• review the expected outcome of the job
Manager in an area will be the overview manager for all staff reporting to Education
• set performance objectives
Project Coordinators in the same area.
• identify professional development areas
• Unit: A team, field office, area office, country office, regional office, section • discuss resources needed to meet performance objectives and development needs
or department. • identify supports and barriers to achievement of objectives.
• The GROW model: is a coaching method. Coaching is helping a person to unlock
their potential to maximise their own performance. It helps her/him to learn, rather than
to be taught. Coaching – and the GROW Model – is an integral part of NRC’s leader- TOOLS AND METHOD
ship approach and the method recommended for managing performance in NRC.
• Work and Development Plan template
• Job Description of the employee
• Strategy and Plan of Action of the unit
• NRC’s Values
• Competency Framework
• The GROW Model

SETTING AND AGREEING INDIVIDUAL PERFORMANCE OBJECTIVES

Individual performance objectives are the key results the employee must accomplish in
their role within the financial year or contract period.

Guidance for setting and agreeing objectives

• Every employee has to set and agree between three and five objectives.
• All line managers must include at least one objective related to behavioural compe-
tencies for line managers and one related to NRC’s values (see NRC’s Values and
Competency Framework).
12 | PLANNING | 13

• Objectives are to be closely related
to the responsibilities and behavioural
competencies outlined in the employ-
ee’s job description.
FIGURE 2 FIGURE 3 THE NRC COMPETENCY FRAMEWORK
ALIGNING INDIVIDUAL PERFORMANCE OBJECTIVES
NRC’s competencies are divided into two main sets – professional and behavioural.
WITH THE OVERALL OBJECTIVES OF NRC

• Use the employee’s strengths in order to

achieve individual performance objec- NRC’s Vision
tives: a focus on strengths will enhance Skills, knowledge
the organisation’s performance. NRC’s Mission
and experiences that Professional Job specific and
• Objectives should as far as possible
are important for competencies specified in the job
description.
NRC’s Values effective performance.
be SMART, describing what will be
done, by when and how you’ll know if NRC’s Global Objectives
you have succeeded.
Specific: be clear about the outcome to Objectives of the unit
be achieved and your contribution to it handling planning
Individual performance objectives insecure and delivering
Measurable: know the criteria on which environments results
you’ll judge whether you’ve achieved your
objectives What do I do next week?
Achievable: make sure you have the re-
Behavioural
sources, skills, knowledge and available time coping with competencies working with
Relevant: your objectives must relate to your • be more effective in certain aspects of change - all staff people

job and your team’s/department’s plan your job ’personal qualities and
characteristics’
Time-related: set realistic dates to deliver • achieve better results on time, more
your objectives – whether in full or in part. frequently and in the best way possible communicating
with impact analysing
• develop the competencies required and respect
for day-to-day work, not simply ticking
IDENTIFY PROFESSIONAL boxes by going on courses
DEVELOPMENT NEEDS • develop future career opportunities
Most staff want to grow and develop. with vertical as well as horizontal op- managing
strategic resources
Professional development applies to all portunities within NRC thinking to optimise
employees. In NRC, professional develop- • support the strategic direction of the results
ment is defined as ‘taking responsibility for organisation by developing the skills and
own development, actively seeking oppor- competencies needed for the future.
Behavioural
tunities for learning and development’. competencies empowering
If individual performance objectives are influencing - line managers and building
NRC sees professional development as what we must achieve in order to conduct trust
‘personal qualities and
beneficial – both for staff as individuals and our work effectively, the competencies are characteristics’
for NRC as an organisation – in order to: how we do it; they describe the behavioural
aspects of our work. Competencies are managing
performance initiating action
important in order for the employee and the and development and change
organisation to deliver desired results.
14 | PLANNING | 15

Guidance for identifying professional development needs FIGURE 4

• Aim for no more than four professional development areas to focus on per annum.
RECRUITMENT CYCLE
• Focus on developing the essential and relevant professional and behavioural com-
JOB
petencies highlighted in the employee’s job description – those which are required ANALYSIS
to accomplish individual and organisational objectives. REQUEST
STAFF & PLAN FOR
• We all have some aspects of how we work that we still need to improve. At least INDUCTION RECRUITMENT
two of the professional development activities must focus on developing one of the
essential behavioural competencies and one of NRC’s values.
• Focus on developing strengths. There are two reasons to do so: to get better at
what you’re already good at and to develop new strengths. By prioritising develop- DECISION/ ATTRACTING
ment of your strengths you are likely to be better prepared to handle challenges, JOB OFFER CANDIDATES
your strengths will be further developed and reinforced and overall organisational
performance will be optimised.
• Use findings from the end-term performance review to identify required development
areas for the coming year or contract period.
SHORT-
• The planning stage is the first step of a new staff member’s induction in NRC.
TESTING LISTING
Information on competency strengths and weaknesses, identified and documented
in the recruitment process, should be dealt with by the line manager and employee
INTERVIEWING
during the orientation phase which is part of the final phase of the recruitment cycle
(see figure 4). This information will be used to start developing the employee’s com-
petencies from the outset. Early discussion between the line manager and employee
about their competencies will help enable a transparent relationship.

PERFORMANCE
STAFF INDUCTION AND TRIAL PERIOD MANAGEMENT CYCLE Stage one:
The probation period gives the employee an opportunity to demonstrate their suitability PLANNING
for employment. The employer (NRC) uses the period to assess the employee’s po- January OR
Contract start
tential, competencies and qualifications, and decides whether the employee is suitable
for continued employment. During the period, the employee will be introduced to the
organisation and the job according to internal procedures. A good induction process
increases retention, employee engagement, performance and loyalty to the organisation.
The line manager and employee must review the employee’s responsibilities, set per- REGULAR
formance objectives and identify professional development. Regular feedback between FEEDBACK
the line manager and the employee is particularly important at this stage. By the end of Continously
Stage two:
Stage three: throughout the
the probation period, the line manager must evaluate the employee’s performance so cycle MID-TERM
that a decision to continue or discontinue the working relationship can be made. When END-TERM PERFORMANCE
an employee does not meet the standards set for the job, the line manager must follow PERFORMANCE REVIEW
procedures for handling under performance described on page 8 and the HR Handbook REVIEW June-July OR
December OR Half way through
part 1. If the employment is not continued after the probation period, this should never End of contract contract and end of
come as a surprise for the employee as the line manager should have given regular trial period

feedback in the process leading to a potential termination.

16 |
ROLES AND RESPONSIBILITIES
Role Responsibilities
• Responsible for own professional development in cooperation with their line
manager
Employee • Provide a draft Work and Development Plan, to the extent possible, with:
- key objectives for the coming year (or contract period)
- your main professional development needs required to accomplish your objectives.
• Prepare for the planning meeting, contribute actively to the discussion during the
meeting and perform in accordance with the agreed plans for this phase.
• Build a trusting relationship with the employee
• Provide support, resources (if possible), encouragement and an environment for
appropriate learning and development activities
• Set a date and time for the planning meeting to discuss the employee’s Work and
Development Plan and prepare for the meeting
Line Manager • Review, discuss, provide input and finally agree to the employee’s plan
• File the Work and Development Plan in the electronic archive system
• Ensure that the employee’s proposed activities for professional development are
appropriate and in line with NRC’s policies, strategies, objectives and financial
situation
• Share or discuss the Work and Development Plan with the overview manager,
if required.
• Provide support to line managers on performance management when required
• Ensure that line managers conduct planning meetings with those whom they
Line Manager’s manage to discuss, develop and agree on individual performance objectives and
professional development needs
Supervisor
• Ensure that the Work and Development Plan is developed by the employee and
the line manager and that there is alignment of objectives, when relevant and to
the extent possible.
• Provide line managers and employees with the procedures and effective tools
and method(s) for developing Work and Development Plans
• Develop and update training modules on performance management
Human • Establish procedures and routines to ensure that all staff are informed about the
Resources Performance Management Manual
• Ensure all line managers are trained on performance management
• Encourage line managers to establish and build relationships of trust with their
employees.
• File the WDP in the personnel file.
REGULAR FEEDBACK | 17
REGULAR FEEDBACK
Regular feedback is defined as ‘the extent to which employees frequently receive
informal and formal feedback from their line managers’.
In order to provide and receive regular feedback on work performance and pro-
fessional development the line manager and employee should meet formally on a
regular basis throughout the year/contract period. Informal feedback, taking place
aside from the structured and planned feedback sessions, is equally important for
the employee’s performance.
In addition, the employee is also expected to provide ‘upwards’ feedback to their
line manager throughout the year or contract period. Honest ‘upwards’ feedback
can be challenging, but it is important in order for line managers to know how
they can adjust their behaviour, support or follow-up to ensure that the person for
whom they are responsible is succeeding in his/her job.
The line manager and employee will meet to:
• discuss progress and status to date
• review and refine performance objectives and development needs.
TOOLS AND METHOD
• Work and Development Plan of the employee
• The GROW Model
FORMAL REGULAR FEEDBACK
• During the trial period, the line manager and employee will meet for formal feedback
sessions at least once a month. Regular feedback is particularly important during the
employee’s trial period so as to clarify, adjust and assess work performance.
• Apart from the trial period, the line manager and employee will meet for quarterly
formal feedback sessions (at a minimum).
• Formal regular feedback sessions are normally called ‘feedback meetings’.
• Regular feedback sessions can be conducted either in-person in the office or via
Skype/phone calls.
18 |
• Focus your feedback on the employee’s strengths, rather than weaknesses. In order
to enhance the employee’s motivation and work performance focus on how the
employee can use and intensify their strengths to produce good results.
• Corrective or negative feedback by the line manager will be linked to the employee’s
knowledge, skills and attitude, not their abilities. This kind of feedback has to be
followed-up with specific means or advice in order to enhance knowledge, skills or
attitudinal change.
• Documentation of any critical issues discussed and agreed upon must be formalised
by the line manager by e-mail or in a document after the feedback session. It must
contain the following information:
- name of employee and date of feedback session
- issue(s) discussed
- summary of discussion, including any feedback shared
- actions agreed and timescale.
INFORMAL REGULAR FEEDBACK
• Informal regular feedback is the day-to-day feedback taking place outside scheduled
and structured meetings.
• Informal feedback must be given soon after any positive action or behaviour in order
to maximise the possibility for learning and performance development.
REGULAR FEEDBACK | 19
ROLES AND RESPONSIBILITIES
Role Responsibilities
• Talk with your line manager about progress in regular feedback sessions
• Discuss the way you get your job done and whether you are meeting agreed standards
• Review your performance objectives and priorities
Employee
• Seek and receive feedback on good and not-so-good work in order to learn for the future
• Act on feedback received
• Provide a brief update on ‘status/results achieved’ in the Work and Development
Plan after each feedback meeting and share it with the line manager for approval
• Provide upward feedback to your line manager.
• Set a date and time for regular one-to-one meetings with the employee to discuss
progress and prepare for the meetings
• Support the employee, e.g. through coaching, to develop a particular area or to help
fulfil a set objective
• Give feedback on good and not-so-good work, focusing on learning and on-going
development
• Recognise and reinforce strong performance by an employee and identify and
Line Manager encourage any improvement required
• Follow-up on your own commitment to support the employee to perform well
• Write a brief summary of any critical issues raised during the regular feedback
session and share it with the employee
• Seek and receive feedback from your employees
• File the updated Work and Development Plan after the meeting in the electronic
archive system.
• Provide support to line managers on performance management when required
Line Manager’s
Supervisor • Ensure that line managers provide regular feedback – both formal and informal
– to their employees.
• Provide line managers and employees with effective tools and method(s)
for regular feedback
Human • Develop and update training modules on performance management
Resources
• Establish procedures and routines to ensure that all staff are informed about the
Performance Management Manual
• Ensure that all line managers are trained in performance management.
20 | MID-TERM/TRIAL PERIOD PERFORMANCE REVIEW | 21

MID-TERM/TRIAL
PERIOD PERFORMANCE
REVIEW
The employee’s performance and development will be reviewed both by the line
manager and the employee. This performance review applies both to new employ-
ees at the end of their trial period and to all other employees mid-term during the
year – with the same procedures and templates being used. Together they will ad-
just the performance objectives and professional development needs as outlined
in the employee’s Work and Development Plan for the coming period,
if necessary.
The mid-term performance review meeting between the line manager and the
employee should not be seen as an ‘add-on’ by either party. Rather, it is part of
the performance management process and can easily replace one of the regular
monthly or quarterly feedback meetings.

The line manager and employee will meet to:

OSCAR RODRIGUEZ • discuss mid-term performance or performance during the trial period by reviewing
Education Project Manager, Country Office Colombia progress made to date against all performance objectives and required competencies

Performance management is very important but challenging. It is time-consuming, so you • adjust performance objectives and professional development needs for the coming
have to prioritise and allocate time for it. I prefer to travel in order to meet and discuss six months or remaining contract period.
face-to face with the staff that I manage in five different locations in Colombia. Otherwise,
follow-up via skype and phone calls is a good secondary alternative. Good performance
management is rewarding for line managers as staff become more committed to their work
TOOLS AND METHOD
and they provide valuable “upward” feedback. • Work and Development Plan of the employee
• Trial Period Performance Review template
• Job Description of the employee
• The GROW Model
22 | MID-TERM/TRIAL PERIOD PERFORMANCE REVIEW | 23

ROLES AND RESPONSIBILITIES

Role Responsibilities

• Prepare for the mid-term/trial period performance review by assessing the work
accomplished to date, reviewing notes from your regular feedback sessions
• Consider what you have learnt and the progress made against your identified
Employee development needs to date
• Share your views and evidence during the review conversation with your line manager
• Adjust the Work and Development Plan according to discussions and agreement
with the line manager and share it with him/her for approval
• Fill in the performance review template, based on the conversation and notes
taken from the review meeting, and submit it to the line manager for approval.

• Set a date, time and venue for the mid-term/trial period performance review
meeting
• Prepare for the review meeting by objectively assessing the employee’s work
during the period in light of the regular feedback sessions

Line Manager • Facilitate the mid-term/trial period performance review meeting and encourage
the employee to first fully share their view
• Review, approve and file the updated Work and Development Plan and the
mid-term/trial period performance review form.

• Provide support to line managers on performance management when required

Line Manager’s • Ensure that line managers conduct mid-term and trial period performance reviews
Supervisor with their employees.

• Provide line managers and employees with the procedures, effective tools and
methods for the mid-term performance or trial period review
Human • Develop and update training modules on performance management
Resources
• Establish procedures and routines to ensure that all staff are informed about the
Performance Management Manual
• Ensure that all line managers are trained in performance management
• File the updated WDP in the personnel file.
ODETTE ASHA K.
Communication and Information Officer, Country Office DRC
Performance management is about creating a good work environment where employees
are motivated and work well together in order to achieve the goals of NRC. Good com-
munication and regular feedback througout the year is very important as there should be
no surprises at the yearly performance review meeting. I really appreciate the monthly, or
sometimes weekly meetings I have with my line manager to discuss progress and challenges
in my work.
24 |
END-TERM PERFORMANCE
REVIEW
The end-term performance review is the final stage of NRC’s performance man-
agement cycle. This involves assessing the employee’s performance in the current
position – based on the indicators and timelines that were established during the
planning stage – and then making plans for the employee’s future development. There
should be no surprises at the end-term performance review for it should be a recap of
feedback, documentation and progress from the previous year/contract period.
The line manager and employee will meet to:
• discuss the employee’s work performance and professional development during
the previous year/contract period
• set groundwork for the following year/contract period by:
- identifying potential performance objectives
- suggesting professional development opportunities.
TOOLS AND METHOD
• Work and Development Plan of the employee
• Competency Framework
• Job Description of the employee
• The GROW Model
END-TERM PERFORMANCE REVIEW | 25
ROLES AND RESPONSIBILITIES
Role Responsibilities
• Prepare for the review by assessing the work accomplished during the year and
reviewing the notes from your regular feedback sessions and the mid-term perform-
ance review
Employee
• Consider what you have done and learnt and the progress made against your
identified development needs
• Share your views and evidence during the review conversation with your line manager
• Fill in the performance review template, based on the conversation and notes taken
from the review meeting and submit it to the line manager for approval.
• Set a date, time and venue for the end-term performance review meeting
• Prepare for the review meeting by objectively assessing the employee’s work over
the year/contract period in light of the mid-term performance conversation and the
regular feedback sessions
Line Manager
• Ensure that any decisions are free from bias – e.g. ensure that you can evidence
your judgements
• Facilitate the performance review meeting, encouraging the employee to first fully
share their views
• Review, approve and file the updated Work and Development Plan.
Line Manager’s • Provide support and advice to line managers (when required) on performance
Supervisor management, assessing performance and development.
Human • Provide line managers and employees with the procedures, effective tools and
Resources methods needed for the end-term performance review stage
• Develop and update training modules on performance management
• Establish procedures and routines to ensure that all staff are informed about
the Performance Management Manual
• Ensure that all line managers are trained in performance management
• Remind line managers about end-term performance reviews.
• File the updated WDP in the emplyee personnel file.
26 | INTRODUCTION | 27

REFERENCES
• A study into performance management of International NGOs. Commissioned by
People in Aid and RedR-IHE. MDF Training & Consultancy BV. www.peopleinaid.
org/pool/files/pubs/performance-management.pdf
• Core Humanitarian Competencies Guide, Humanitarian Capacity Building
Throughout the Employee Life Cycle. Consortium of British Humanitarian
Agencies. http://pool.fruitycms.com/cbhaguide/CBHA-Core-
Humanitarian-Competencies-Guide.pdf
• Performance Management Toolkit. University of California, Berkeley.
http://hrweb.berkeley.edu/files/attachments/Performance-Management-Toolkit.pdf
• Performance Management. Oxfam
• Performance Management Tools, drawn from the UK’s National Health Service
• Managing Performance. Human Resources in an International Context.
Rosemary Lucas, Ben Lupton, Hamish Mathieson, Carol Atkinson and Sue Shaw.
Published by the Chartered Institute of Personnel and Development (CIPD).
• Performance Management Reference Guide. Georgia Tech.
http://www.ohr.gatech.edu/performance

RANIA SIBAI
Regional Finance Manager, Regional Office Middle East

Over the last seven years I have been able to develop and progress within NRC.
I started working for NRC in Lebanon as Finance Assistant and I am now the Regional
Finance Manager at the Regional Office. Throughout these years, I have had different line
managers who have supported me, recognised my competencies and given me opportunities
to grow. Trust and involvement have been two key factors in this process.
28 |
TOOLS
NRC’S VALUES
NRC’s core values – Dedication, Innovation, Inclusivity and Accountability – guide how
all employees are expected to work. Whether recently in post or long-serving, all staff
are expected to take responsibility for ensuring these values are at the heart of their own
and NRC’s approach.
Dedicated
Being dedicated means identifying with, and being wholly committed to, NRC’s vision,
mission, strategies and values. It means being willing to put the target group first. By
being dedicated, all staff collectively carry an obligation to develop NRC as a strong and
successful organisation.
Innovative
Being innovative means staying open to new directions and being proactive in balanc-
ing opportunities and risks. NRC and its staff have to be alert and ready to respond to
changing contexts whilst remaining accountable for their actions. We expect staff to
stretch themselves and to take measured risks in order to increase the impact of our
work. This requires staff to be open to new challenges and to advocate for effective
solutions for the people we support.
Inclusive
Being inclusive means genuinely involving relevant actors and staff who may be affected
by our decisions. It is the responsibility of line managers to engage staff so that plans
are appropriately shared before important decisions are made. NRC is open in its
processes and clear that expectations of staff must be based on the principle of mutual
respect. As staff, we have a shared responsibility to get involved and work collaborative-
ly, helping one another to do a good job.
Accountable
Being accountable means adhering to what we have committed to do and being able
to account for our actions. NRC’s policies, strategies, guidelines and procedures are
designed to assure the quality of our work through consistent and efficient working prac-
tices. Accountability requires staff to respect decisions and agreements for the benefit
of the organisation as a whole and the development of a constructive working environ-
ment. All staff are expected to act with integrity in exercising their respective responsibil-
ities and be ready to explain and justify their actions when held to account.
TOOLS | 29
NRC’s Values and Performance Management
NRC’s values guide us in our work. How we as individuals take responsibility for these
values in our daily work should thus be an integral part of discussions on individual
performance and development. In the Planning meeting a discussion on how the
employee practice each of the values and potential areas for improvement should
be included. Any improvement related to practicing the four values should be included
as objectives/improvement areas in the Development Plan and followed up in the
Review and regular feedback meetings.
NRC COMPETENCY FRAMEWORK
What are competencies? Competencies are a signal from the organisation to the
individual of the expected areas and levels of performance. They provide employees with
an indication of the behaviours and actions that will be valued and recognised. Competen-
cies represent, in some ways, the language of performance. They are important in order
for the employee and the organisation to deliver desired results.
NRC’s competencies are based on the recognised competency frameworks developed
by SHL and by People in Aid. For each NRC position, some competencies are prioritised
as essential in the job description. The employee will be accountable for these as a part of
the Performance Management system. The competencies are divided into two main sets:
• Professional competencies: Skills, knowledge and experiences that are important
for effective performance. These competencies are job specific and specified in the
job description.
• Behavioural competencies: Personal qualities or characteristics that influence
how successful people are in their job. NRC has six behavioural competencies for
all staff and six additional ones for managers and leaders. For each position,
between four and six behavioural competencies are prioritised as essential.
Values are desired attitudes and beliefs that influence the way we conduct ourselves.
They represent our priorities and driving forces. NRC’s four values: dedication,
innovation, inclusivity and accountability shall guide our actions and relationships.
30 |
Behavioural competencies for all staff
• Complying with security guidelines, plans and standard operation procedures
• Identifying, reporting and avoiding behaviour that can introduce greater risk
Handling
insecure to staff, the organisation or beneficiaries
• Understanding and keeping oneself informed of the local context and nature
environments
of threats
• Taking care of personal health.
• Being able to break down a project/activity into achievable tasks
• Ensuring that activities are relevant, well planned and implemented according
Planning and to strategies, procedures and donor requirements
delivering • Completing assigned tasks according to deadlines
results • Monitoring processes and adjusting plans if necessary
• Making decisions by analysing relevant information, developing appropriate
solutions, providing reasons for decisions and taking action.
• Setting a positive example for others by being accountable for own behaviour
and actions
• Addressing problems by focusing on solutions, not obstacles
Working with • Displaying a high level of cultural awareness
people
• Willing to carry out tasks that are important for colleagues’ work achievement
• Demonstrating gender sensitivity.
• Assessing needs quickly and accurately and examining consequences of different
options by using NRC policies and relevant field experience
Analysing
• Having a strong capacity for absorbing large amounts of information, verifying
critical elements and communicating conclusions rationally.
• Communicating in a professional way; speaking and writing clearly, efficiently
and with respect
Communicating • Adapting communication styles to the situation and different people (e.g. with
sensitivity towards their ethnicity, religion, culture and/or gender)
with impact
and respect • Presenting the actual situation by keeping superiors and teams informed about
both positive and negative information, but always respecting confidentiality of
sensitive information.
• Accepting new ideas and necessary change
Coping with • Adapting well to a range of working situations, changing environments and
change different people
• Handling criticism well and learning from it
• Coping with stress and pressure.
TOOLS | 31
Behavioural competencies for line managers – ‘Achieving results through others’
• Assessing and analysing humanitarian needs and identifying relevant actions
for beneficiaries
Strategic
thinking • Developing appropriate strategies based on contextual and political
understanding, assessments and NRC’s governing documents
• Seeing beyond the status quo, always identifying new opportunities.
Managing • Setting clear objectives and monitoring processes to meet deadlines
resources to • Securing and using resources in a cost efficient way and in line with financial
optimise guidelines
results • Ensuring high standards and quality during all stages of the project cycle.
• Creating an atmosphere of trust and confidence
Empowering
• Delegating and authorising responsibilities appropriately
and building
trust • Being a role model by being accountable for decisions
• Showing awareness of own strengths and limitations.
• Making decisions by analysing relevant information, developing appropriate
Initiating action solutions, providing reasons for decisions and taking action
and change • Demonstrating flexibility by assessing and initiating necessary changes and
improvements
• Performing and prioritising well under pressure.
• Holding teams accountable for job performance and adherence to NRC policies
Managing • Giving honest and constructive feedback to peers, supervisors and subordinates
performance • Developing the professional competencies of subordinates and others
and • Dealing with poor performance and unprofessional behaviour
development
• Promoting diversity by hiring people of different background, age, nationality,
ethnicity and gender.
• Representing NRC in formal and informal networks
Influencing • Promoting ideas and seeking consensus
• Balancing conflicting interests through careful consideration and discussion.
1 SHL is an international company that produces psychometric assessment tests for employers to use to evaluate
and compare various abilities in job candidates. See: http://www.assessmentanalytics.com/wp-content/
uploads/2013/08/White-Paper-SHL-Universal-Competency-Framework.pdf. People in Aid (www.peopleinaid.org)
is an organisation working to improve organisational effectiveness in the humanitarian and development sector.
2 Learn more about the values in the HR Policy
32 | TOOLS | 33

Useful tips for applying the GROW model for performance management:
THE GROW MODEL • reflect on activities in preparation for meetings
• provide feedback to the employee by focusing on three things s/he has done well
A Method for Managing Performance and three things s/he could have done differently
“Coaching is helping a person to unlock their potential to maximise their own perform- • ensure feedback is timely, specific, descriptive, balanced and always focused on
ance. It is helping them to learn rather than teaching them.” performance
John Whitemore – Coaching for Performance • act on feedback in order to save time and make working life more enjoyable.

The GROW Model is the main method for line managers and employees to use through- The line manager should offer support, be available to the employee and ask him/he
out the performance management cycle. what the line manager can provide in order to help them perform well.

It is based around the theory that using questions rather than instructions will more rap-
idly foster organisational change. It provides a relatively simple framework for structuring HOW TO USE THE GROW MODEL?
a session/meeting between the employee and the line manager to discuss performance. The meeting/session with the employee should be structured around the four stages of
The Model is a powerful tool for problem solving and goal setting, helping to maximise the GROW Model – as illustrated below.
and maintain personal achievement and productivity.
GROW is an acronym standing for Goal – Reality – Options – Way forward/Will.

GOAL REALITY
Way forward
Options

Goal

WAY
FORWARD OPTIONS

R e a li t y

By working through these four stages, the GROW Model:

Use some of the proposed questions for each of the stages. The list of questions is
• raises the employee’s awareness of their own aspirations (GOAL)
not exhaustive. The questions that line managers will ask should be determined by the
• permits a greater understanding of their current situation (REALITY)
dialogue they will have with the person he/she is managing at any one point in time.
• indicates the possibilities open to them (OPTIONS)
• sets out the actions they could take to achieve their professional goals
(WAY FORWARD/WILL). 1. Establish the GOAL: What do you want?

By setting specific, measurable and achievable goals, together with a realistic timeframe First, you should define and agree with the employee a specific, measurable, achievable,
for their achievement, the GROW model promotes confidence and self-motivation, lead- realistic and time-relevant goal – i.e. one that is SMART. After discussion, a target to be
ing to increased productivity and personal satisfaction for the employee. reached in the session should be developed.
34 | TOOLS | 35

Questions: • Do you want suggestions from me?

• Describe the desired future situation in detail • If anything were possible what would you do?
• How can this be formulated in two or three goals (for the coming X month/year)? • What else?
• Are the goals sufficiently challenging? Are they achievable and measurable?
• How will you know that you have achieved the goals? 4. Establish the WAY FORWARD/WILL: What will you do?
• What will be the best sign/indicator of goal achievement? The final part of the process involves the employee making decisions and having
willpower to commit to them. Future steps to be taken should be confirmed and the
line manager should agree with the employee how s/he will be supported through the
2. Examine the REALITY: Frankly ask: What is the current situation?
ongoing development process.
It is important that this session is grounded in reality. The employee should be able to
Questions:
assess their present situation and give concrete examples of her/his performance to
date. Feedback should be provided at this point. • Which options work best for you?
• What one small step are you going to take now?
This is a very important stage. Very often, people try to solve a problem without fully consid- • What actions will you take?
ering their starting point. Often they are missing some of the information required to solve the • When are you going to start?
problem effectively. By describing the current reality, the solution may start to emerge. • What kind of support do you need?
Questions: • Who will help you?
• Will this help you reach your goals?
• Where are you now in relation to your goals (on a scale from 1-10)?
• What are the best signs of progress on your goals?
• What has contributed to your success so far?
• How will you overcome any obstacles?
• What progress have you made so far?
• On a scale from 1-10 how committed/motivated are you to do this?
• What is working well right now?
• What are the obstacles you’re facing right now?
• What is required of you?

3. Explore the OPTIONS: What could you do?

This stage offers the opportunity for the employee to suggest possible courses of ac-
tion. These suggestions, together with any that the line manager puts forward, should be
evaluated and a choice arrived at.
You should support your employee to try to identify as many good options as possible
and discuss them. You can offer your suggestions, but let the employee first propose
her/his suggestions. Ensure that the employee does most of the talking.
Questions:
• How have you tackled this/a similar situation before?
• What could you do differently?
• Who do you know who has encountered a similar situation?
• What would s/he have done?
• What are your alternatives?
• What are the pros and cons of these alternatives?
• Give me between three and five options.
36 | TOOLS | 37

WORK PLAN TEMPLATE DEVELOPMENT PLAN TEMPLATE

Employee:
Guidance: c) enhancing any competency required for
improved performance in your job
Job title: 1. Read the Performance Management
Manual before you start using this template. d) strengthening your capacity for future job
Department/Country Office:
opportunities (one objective), if relevant.
Line Manager: 2. Use your Workplan, assessment from the
Date Work Plan Agreed: recruitment process and/or assessment from
your end-term performance review to identify
Work Plan Period:
a maximum of four development areas.
3. Your professional development must aim at:
Guidance:
contract period. Link relevant professional a) practising the NRC values Accountable,
1. Read the Performance Management Inclusive, Dedicated and Innovative.
and behavioural competencies from the
Manual before you start using this template. Praticing/improving on at least one
JD to each of the objectives.
2. Use your Job Description (JD) to ensure NRC value should be incorporated into the
4. The objectives should be linked to the Development Plan.
you are clear about your responsibilities
goals and objectives of the unit and
and the required competencies for your job.
organisation, when relevant. b) addressing any competency gaps for
3. Based on the JD, set between three your current job and developing professional
5. Adjustments can be made to this
and eight SMART (specific, measurable, or behavioural competencies (see your JD).
template in order to meet context-
achievable, relevant and time-related) At least two behavioural competencies
or individual-specific needs.
objectives for the year ahead or your should be incorporated

Performance Activities Target dates Indicators Status/Results Development Activities Deadlines Indicators Status/Results
Objectives achieved needs achieved

What do I plan to What actions do By when? How will I know To be completed at What are my main What actions do By when? How will I know To be completed at
achieve? Which I plan to take that I have every regular feedback development areas? I plan to take that I have every regular feedback
competencies from the to achieve the achieved the meeting and the mid- Which competencies to develop the improved? meeting, the mid- and
JD are required and will objective? objectives? and end-term reviews should I improve? competency? end-term reviews
be used to achieve each
objective?

1. 1.

2. 2.

3. 3.

4. 4.

5. Overall summary of results and development achieved for the year/relevant period,
including comments from the employee
38 | | 39

TRIAL PERIOD REVIEW NOTES:

Satisfactory (S): Performance consistently met expectations in all essential areas of responsibility,
at times possibly exceeding expectations, and the quality of work overall was very good.
Unsatisfactory (U): Performance was consistently below expectations in most essential areas of
responsibility and/or reasonable progress toward critical goals was not made.

Performance Objective S U Development Need S U

1. 1.
2. 2.
3. 3.
4. 4.
5.

Overall assessment and rating by line manager:

Write a summary of the employee’s performance in their current position and provide
an overall rating based on the above.

Employee, date Line Manager, date

40