TO STUDY HUMAN RESOURCE MANAGEMENT IN CONVERGYS by Sanjay Gupta

TO STUDY HUMAN RESOURCE MANAGEMENT IN CONVERGYS

Table of Contents

1. 2. 3.

Executive Summary Company Profile Introduction To Competency

Pg 7 – 10 11 – 17 18 – 24

What are Competencies? The competency Iceberg 4. 5.

The Competency Model Methodology 25 – 25 Phase I: Developing a Competency Based 26 – 44 Interviewing Guide Background Competency Based Interviewing (CBI)

Competency Based Interviewing Model Phase II: Designing Competency Based

45 – 56

Performance Management System Introduction Competency Based Performance 7.

Assessment Phase III: Developing Career Progression 57 – 70 Path for Support Function Introduction 2

Career Progression Program Support Staff Career Progression Program 8.

Recommendations Bibliography

71 – 71

Competency Based Interview Guide

72- 102

10.

Performance Appraisal Form & Competence and Appraisal Guide

103-115

11. 12.

Appraisal Process Growth Chart

116-150 151-155

Executive Summary A Competency is an underlying characteristic of an individual that is causally related to criterion-referenced effective and/or superior performance in a job or situation. The word competency is widely used in business and personnel psychology. A competency is also something you can measure, and lists of competencies form a common language for describing how people perform in different situations. Every job can be described in terms of key competencies. This means that they can be used for all forms of assessment, including appraisals, training needs analysis and of course, selection. At Convergys India, a Competency Framework consisting of 15 Competencies was developed and each role in the organization was mapped to the same. The project on HR Management has been carried out on behalf of Convergys India. It has been carried out in three phases, focusing on three areas of Competency-based applications:

 Recruitment

Selection:

Competency

Based

Interviewing guide  Performance

Management

System:

Performance

appraisal Process  Career Planning: Career Progression Program for Support staff The first phase of the project involved developing a Competency Based Interview guide, wherein questions were framed based on each competency, that would focus on interviewee’s past demonstrated behavior and would hence provide a sound basis for his/her future performance on the job. In the second phase of the project, a competency based Performance appraisal form and Guide to the appraisal process were developed. The appraisal form emphasized not only on the employees behavioral performance based on the competencies identified, but also on the employee performance based on accomplishment of objectives set for the appraisal period. It also focuses on identification of Training & Development needs of the employee based on the gaps

identified during the appraisal process, and mutually setting of goals/objectives for the next appraisal cycle. The appraisal guide elaborated on the purpose of the appraisal process and the use of the appraisal form. During the same process, a ‘Competency Guide’ was also developed which provides a platform to carry out any activity in the organization based on identification of competencies. The guide explains how different competencies are identified at Convergys, how various roles in the organization are mapped to each competency and how these competencies will be further used in different organizational processes. The Performance Appraisal Form and Competency Guidelines so designed have been approved and consequently rolled out in the organization. The Final phase required developing a Career Progression Program for the Support function in Convergys India. This was in addition to the existing Career Progression Program (CPP) for the Operations department. The Support Staff Career Progression Program is designed to provide career growth

opportunities to staff members within their current jobs, to identify potential promotional opportunities, as well as to link pay opportunity to what individuals actually do on the job. The foundation of this program is the Skill and Competency Model. A systematic mapping exercise would be carried out to show how existing qualifications fit with the proposed career progression framework In addition to the suggested “Growth Chart”

for

the

Support

function;

some

useful

recommendations were given to the company with respect to Career Progression Plan for all employees at Convergys India.

I. Company Profile

Convergys is an international business process outsourcer with particular expertise in customer management. It develops and implements a range of outsourcing solutions for many leading organizations in the commercial, financial services, utility

and

public

transformational

outsourcing,

sectors.

These

combining

our

include skills

consulting, technology and outsourced service provision to stimulate and facilitate business change and flexibility. Convergys is part of United Utilities plc, a FTSE 100 company. In 2001, the company launched a strategic alliance with Cap Gemini Ernst & Young. The agreement provides a powerful combination of outsourcing and IT skills and experience that is unique in the UK.

In December 2002, we acquired UK contact center operator, 7C and the shareholding of 7C India, in which GE Capital has a strategic investment.

Services Outsourced services include: • Customer management outsourcing • Business services outsourcing • Transformation and technology

The Convergys Mission “To work in partnership with our customers to transform public service delivery, and continually improve services to the citizen on the basis of best value.”

Values Convergys is trusted by many leading organizations to manage millions of customer interactions every year. It differentiates through the following brand values, but to support their 9

clients' cultures they embed and communicate their brand values to their customers. They are the sum total of everything they want their clients to feel and think about them. • Passionate about service • Efficient and effective • Proactive innovators • Results focused • Experts plus Their core values shape the way they run Convergys and interact as a team. They have five core values - all of which reflect the company's founding belief that their people are as critical to their success as are clients and their customers. • Our customers are our business • We will respect every individual in our company • We will adopt a performance focused approach • We will be flexible and decisive • Quality as a way of life

Locations Convergy’s head office is in Manchester and their 9,000 employees are based in 30 UK locations covering the North West, Midlands, East Anglia, London, Wales and Scotland. They also have offshore operations in India and Canada. Services and Markets As an international business process outsourcer, with particular expertise in customer management, Convergys develops and implements a range of outsourcing solutions for many leading organizations in the commercial sector, financial services, utility and public sectors. These range from contact center operations, for example, through to complete transformational outsourcing - combining their skills in consulting, technology and outsourced service provision to stimulate and facilitate business change and deliver a step change in performance. They work in partnership with their clients to deliver enhanced business performance, whilst reducing costs and improving the service and realizing the potential of customer relationships. 11

Services at a glance: • Contact centres • Customer relationship management • Telemarketing • Billing • Document handling • Payment processing • Debt management • Print & fulfillment • Finance & accounting • Human resources • Change management Careers Career development is fundamental to their success as a business. It promotes a culture of continuous self-development; provides a stimulus for personal and business growth; complements their appraisal process; and, importantly, supports an individual's ongoing development plans.

Convergys is a rapidly growing company delivering business process outsourcing services for blue-chip clients in the UK and overseas. They continually develop leading edge IT, telephony and processing systems that ensure they can not only win new clients, but also deliver world-class service on behalf of their customers. They are therefore continually seeking to recruit motivated and committed individuals to join their team and develop their careers in line with their growth. Opportunities are always available

Customer

Services,

Transformation

and

Technology and Business Change. In addition, they have occasional openings in our Sales, Marketing, Finance and HR operations.

Key Facts Convergys is an international business process outsourcer with particular expertise in customer management. • £300 million turnover •

Manages over 34 million client customer accounts

•

9,000 employees

Economies through scale •

204 million UK customer transactions

•

65 million bills and documents printed and sent out

•

95 million payments processed

• £6 billion collected in payments Independent accreditations • Investors in People • ISO 9001 The Convergys Promise • A flexible, scalable, multi-channel service delivered from our Centres of Excellence • Reduced cost per employee served • Guaranteed levels of service • Improved accuracy and timeliness of critical transactions • Access

experienced

Shared

Service

Center

practitioners who will leverage your existing Enterprise Resource Planning (ERP) solution (HR Systems) *****

II.

Introduction to Competency

At the heart of any successful activity lies a competence or a skill. In today’s competitive world it is becoming particularly important to build on the competitive activities of business. There has been much thinking about business strategy over the last three decades; particularly regarding what competencies a business needs to have in order to compete in a specific environment. Top management is identifying corporate core competencies and working to establish them throughput the organization.

Human

Resource

Development

builds

competency-based models that drive business results. All organizations are talking about competencies. Some have truly worked the concept into several of their processes. A few have a fully implemented competency modeling and reporting system in place. These address the development of people from process design through succession. The process is completely customizable. The decisions of competency design are driven by a number of organizational factors,

including

management

philosophy,

customer 15

requirements, business needs, and in-place processes. These factors vary from one organization to another, requiring a customized approach to competencies in the workplace. What are competencies? Competencies are clusters of knowledge, skills/abilities and underlying personal characteristics that drive resultant behavior leading to success/superior performance on job. The stress and due bias is towards the behavioral dimension. The word capability is also inter-changeably used to connote this meaning.

Competency = Ability + Willingness The word competency is widely used in business and personnel psychology. A competency is also something you can measure, and lists of competencies form a common language for describing how people perform in different situations. Every job can be described in terms of key competencies. This means that they can be used for all forms of assessment, including appraisals, training needs analysis and of course, selection.

The Competency Iceberg It can be helpful to think of competencies in terms of an iceberg. Technical competencies are at the tip - the portion above the waterline that is clearly visible (and therefore easier to assess). Behavioral competencies are below the waterline - they are more difficult to assess, and often harder to develop. Behavioral competencies can be understood as manifestations of how a person views him or herself (self-image), how he or she typically behaves (traits), or motives him or her (motives).

Skill: A person's ability to do something well. Knowledge: Information that a person uses in a particular area. Self-Image: A person's view of him or herself, identity, personality and worth. Trait: A typical aspect of a person's behavior. Motive: What drives someone's behavior in a particular area? (An underlying need for achievement, affiliation or power) Competencies are not "add-on" responsibilities or skills. Instead, they are a way of clarifying existing job requirements and expectations about performance.

A competency model describes the combination of knowledge; skills and characteristics needed to effectively perform a role in an organization and is used as a human resource tool for selection, training and development appraisal and succession planning. Identifying and mapping these competencies is rather complex. A competency model consists of a set of competencies that have been selected through some research process that demonstrates their importance for success on the job. The competencies identified for Convergys India have been listed in the Competency model below: Succession Planning Training

Promotions Competency Model

Career Planning

• • • • • • • • • • • • • •

Business & Commercial focus Client & Customer Focus Working with others Developing others Confidence & Communication Performance Focus Working proactively Leading others Expert Knowledge Planning & Reviewing Solving problems Creativity & Innovation Change focus Influencing others

Pay Decisions

Recruitment

Work Assignments Performance Management Competency model for Convergys India

A competency model ensures the HRM systems: Selection Systems

All interviews are looking for the same

set

abilities

and

characteristics. Training and Development It provides a list of behaviors and skills that must be developed to maintain

satisfactory

levels

performance. Succession Planning

It focuses on the same set of attributes and skills relevant to success on the positions under consideration.

Performance Management It clarifies what is expected from the individuals. Appraisal System

focuses

specific

behavior,

offering a roadmap for recognition, reward and possible advancement.

This project focuses on three areas of Competency-based applications:  Recruitment & Selection: Competency Based Interviewing guide  Performance Management System: Performance appraisal Process  Career Planning: Career Progression Program for Support staff

*****

III. Methodology The project on Competency Mapping was carried out in Three phases. The methodology adopted under each of The three phases has been explained as follows:

PHASE I: Developing Competency Based Interviewing Guide This part of the project required initial identification of the competencies applicable to Convergys India. The competencies identified apply to all colleagues, at every grade/level, and the competencies have been harmonized from the various sets that were being used across the business.

The competency framework The framework is made up of 15 competencies that cover people skills, process skills, personal skills and business knowledge. They are: 1. Business & Commercial Focus

9. Leading Others

2. Client & Customer Focus

10. Expert Knowledge

3. Respecting Others

11. Planning & Reviewing

4. Working with Others

12. Solving Problems

5. Developing Others

13. Creativity & Innovation

6.Confidence & Communication

14. Change Focus

7. Performance Focus

15. Influencing Others

8. Working Proactively 23

Questions based on the above competencies were framed based on an extensive search carried out through Internet and other reference material made available by the project guide.

PHASE II: Designing Performance Appraisal System As part of the competency mapping exercise, we identified the Core competencies, popularly known as the ‘Pinkies’, which are relevant to all employees across a particular level in the organization. For e.g., all managers of Convergys India are required to have ‘Performance Focus’ as their core competency. However, the target levels under a particular competency could vary across levels. The exercised was further carried out to identify the role/function specific competencies, called the Professional competencies or ‘Yellows’, which very across employees in a particular job position. Thus, there is no fixed number of competencies applicable to a particular job profile. It may vary across

different

levels/job

positions

existing

the

organization. The outcome of the above exercise was then incorporated into our new performance management process & form.

PHASE III: Developing Career Progression Path for Support Function The third phase of the project required suggestions to be given to the company with respect to developing a Career Progression Program for support function. An extensive study was carried out on the Internet and various texts were referred for the same. The recommended Growth Chart was also based on the existing Career Progression Program for Operations department in the organization. The suggested Growth Chart was then discussed with the Training team in order to identify the training and development needs of the employees and incorporate the Training programs to develop a comprehensive Career Progression Program for support function.

*****

Phase I Developing a Competency Based Interview Guide

1.0 Background Like most properties of nature, effectiveness and competency in workers is distributed along a continuum that takes the form of a bell-shaped curve. By definition, the vast majority of the work force falls in the average, or perhaps more realistically, the "mediocre" range. Only about one-sixth of the population on any measure of competency and effectiveness will be found above the average range. These facts are essential in developing realistic expectations of an organization’s hiring process. It is vitally important to a successful hiring or recruitment campaign that a clear profile of the necessary skills exists. Research into recruitment and selection methodology suggests that structured, competency based interviews can be one of the most reliable and accurate forms of assessment. A good recruitment and selection interview should assess candidates against each essential criteria or competency, asking questions about: 28

• Past behaviors and performance • Learning from past behaviors • Future adaptability to new post • Knowledge and understanding of issues in relation to the post It is ironic that while most hiring is done around technical skills, most staff retention issues arise based on softer skills such as attitude. A technical question would never reveal such a

potential

behavioral

flaw.

When

competency-based

behavioral interviewing forms the framework for the entire recruitment process, interviewers are able to make much more effective hiring decisions. What will the interview be like? The interview, will in general, will be conducted as follows: • Introductions • Brief discussion of job • Competency based interviewing • Validation of technical/functional skills where necessary • Interviewee’s opportunity to ask questions

• Close out/ next steps Note: While a competency-based interview seems very different in certain perspectives, remember normal interview etiquette is applicable and appropriate. Most interviews will focus on the key areas. These will mostly be competencies that are most important for the particular job, but may also include other knowledge-based essential criteria. Competencies are about finding the best "fit" between the job and the person. Competencies are individual abilities or characteristics that are key to effectiveness in work. Competencies are not a way of providing a complete inventory of a person’s skills and abilities (which would be impossible as well as undesirable). Instead, the starting point in using competencies is always what the job requires. Once the job requirements have been clarified (and competencies provide a framework for doing this), then 30

competency interviewing helps interviewers look for evidence of those requirements in each candidate. The interviewer determines the knowledge, skills, and behaviors (often referred to as competencies) that are essential for success in a position. Competencies may include: Business & Commercial focus, Client & customer focus, Working with others, Developing others, Confidence & Communication, Performance focus, Working proactively, Leading others, Expert Knowledge, Planning & Reviewing, Solving problems, Creativity & Innovation, Change focus, and Influencing others. Each competency contains various questions that are designed to determine to what extent the candidate has performed successfully in previous situations similar to those they will encounter in the position for which they are interviewing. Why use competencies? • It is critical that organizations assess how selections are made. With limited promotional opportunities, and

planned attrition, getting the right people into the right jobs becomes more critical to our success as an organization. • The cost of an unsuccessful selection is an expense that organizations can’t afford • Competencies can be developed; the emphasis of a competency-based interview is the learning agility of applicants, and how that learning agility can be used to assess success in a position. • Gives our organization a tool to evaluate known quantities and see them in a different light, and evaluate their ability to make effective contributions to the organization. Why Hire for Competencies? Matching people with jobs based on both behavioral and technical competencies results in a better job-person "fit". This leads to greater satisfaction on the part of both the employer and the employee.

Objectivity Advocates of competency interviewing say the technique in both its versions aims to eliminate subjectivity. The intent is to delete from selection the personal chemistry between interviewer and candidate, as well as to minimize the candidate's freedom to give hot-air answers. All candidates for a position are asked the same questions. 2.0 Competency Based Interviewing (CBI)

Competency Based Interviewing is part of an overall management system designed to identify, evaluate, train, develop and retain competent employees. In order to succeed, grow and flourish, all organizations must strive to attract “best fit” candidates. They will need to train and develop these people to their fullest potential and induce a personal commitment to excellence.

CBI is a Hiring System CBI provides a consistent process and the tools to evaluate, compare

and

accurately

measure

the

technical

and

personal/interpersonal (or performance) capabilities of a candidate for any position within the organization–big or small. As part of a highly effective management system, CBI can be combined with an aggressive recruitment campaign and some form of "testing" or objective appraisal of an individual's abilities. Behavioral interviewing is a technique that uses a structured set of behavior provoking questions designed to determine truth or deception. It provides a unique competitive advantage in the search for qualified people in today's tight job market. It enables the interviewer to quickly identify the pattern of skills and behavior needed for success in a specific job and then select the candidate who best fits that profile. Prior to interview, each position is assessed for the skills/competencies and characteristics that relate to job success. Interview questions are then developed to probe into 34

these areas. All candidates are asked the same questions and notes are taken in order to evaluate candidates. A Competency based interviewing guide has been developed for the same (Refer Annexure A). Note that for each competency, different questions are provided that tap into different levels of the competencies. The basic principle of interviewing for competencies is this: Past behavior is the best predictor of future behavior

In competency-based interviewing, we ask the candidate to tell you about specific, actual past events in which he or she played an active role. We listen for evidence that the person demonstrated behaviors in those situations that are identical to or similar to the competencies we are looking for. For example, if we hear about a candidate trying to persuade a

supervisor to change a decision, that would constitute evidence of the Influencing others competency. Probing for behaviors that demonstrate the competencies should be used to get a full picture of the candidates’ past behaviors. Probing typically includes asking what the candidate did, said, felt, & thought and what were the outcomes of the event. The behaviors that they recount should be compared to the behaviors listed in the competency profile and used to determine at which level of those critical competencies a candidate is operating Getting this type of information can greatly increase the power and precision of the interview process. Specifically, this approach is more reliable and effective than asking people to say what they would do in a hypothetical situation.

What are the benefits of competency-based interviewing? Competency Based Interviewing is a custom-tailored system of interviewing and evaluation. It enables the interviewers to select the best possible candidate for their firm and as such is 36

an invaluable tool for any recruitment partner. It enhances the reliability and validity of the process used to screen candidates. The process is straightforward in its application, easy to learn, simple to use and legally defensible. Based on solid scientific research, anyone can easily apply CBI after just one day of interviewing training.

CBI is based on two fundamental principles: First, successful candidates have in common a cluster of skills and abilities that can be identified and measured. These are referred to as competencies. Competencies can be Core competencies and/or Professional competencies. Second, the single best predictor of future behavior is past behavior. The candidate's work behavior historically will predict his/her capacity for achievement in the future. The benefits of finding a good worker are profound. You enjoy high productivity, less turnover, great morale and a much lower failure rate. When you hire "hard," you enjoy the genuine pleasure of managing "easy."

Competency Based Interviewing provides the following benefits: • Focus ones questions. The structure of competency interviewing helps one to be clear about what qualities he/she is looking for in a candidate. • Tap an additional source of data. Listening to and assessing the stories that candidates tell in response to competency questions provides rich information one probably would not get otherwise. • Begin thinking in terms of competency requirements for the positions one hires for. Using the technique of competency

interviewing

can

help

deepen

ones

understanding of what will lead to successful performance in the job for which they are being hired, and how to look for it when interviewing.

To sum up, Behavioral interviewing •

Enhances the quality and success of the interview process

•

More closely matches a candidate's qualifications with job dimensions

•

Improves employee performance and productivity

•

Is highly legally defensible and prevents post-hiring challenges

•

Benefits everyone involved in the interviewing and selection process:

•

The line manager, the human resources specialist, and the applicant

•

Improves the management of job performance

•

Is accurate, efficient and highly cost-effective

•

Is far superior to traditional interviewing techniques

3.0 Competency Based Interviewing Model Following steps provides a framework to develop Competency based Interviewing Model Step 1: Assemble job information. o

Ask yourself: what does this person do?

List duties and responsibilities.

Step 2: Link skills to tasks. o

Derive the skills needed to perform duties.

Skills can be duplicated.

Make a master list, eliminating duplicates.

Step 3: Pick the skills to interview for. o

Cross out skills that should be assessed elsewhere.

Eliminate skills that do not distinguish superior performance.

Highlight questions you want to probe.

Step 4: Develop interview questions from competencies. o

Identify target behaviors for each competency.

Write 2-3 interview questions per competency.

Step 5: Listen for complete responses. o

Stay in control: Dealing with difficult candidates Situation, Behavior, Outcome.

Use probes to obtain missing information.

Step 6: Assess o

Use structured rating materials.

Document

Turn downs (declines)

Assess yourself. *****

Phase II Designing Competency based Performance Management System

1.0 Introduction World-class employees make global corporations. And worldclass employees need global targets to strive for. To enable our employees to set ambitious targets, appraise them on achievement of such targets and reward them accordingly, a fair and objective performance management system is an imperative. The performance system at Convergys India integrates the organization’s vision into its strategy, goals and achievements. It is an all-pervading system, which facilitates linkages to sub processes like culture, values, the way we work and the core HR processes, which moves an appraisal system from “evaluation” to “building”. The processes are so articulated as to ensure individual, team and organizational goals are synergised and consistent at large. Other than assessment of the performance of an individual, Performance Management System helps develop the individual by giving feedback

his/her

performance,

identify

Training

Development needs, obtain information on potential of the individual and map his / her career chart.

What is a Performance Appraisal? The performance appraisal is a communication tool designed to support each individual's contribution to the organization. The appraisal provides a way to measure skills and accomplishments with reasonable accuracy and uniformity. It provides a way to help identify obstacles to top performance. It should help identify areas for professional growth. Each employee is entitled to a thoughtful and careful appraisal. Its success depends on the supervisor's willingness to complete a constructive and objective assessment, and on the employee's willingness to respond to constructive criticism and to work with the supervisor to overcome performance barriers. A performance appraisal is a review and discussion of an employee's performance of assigned duties and responsibilities. The appraisal is based on results obtained by the employee in their job, not on the employee's personality characteristics. 44

Personality should be considered only when it relates to performance of assigned duties and responsibilities. Why Appraise Performance? Periodic review helps supervisors gain a better understanding of each employee's abilities with the goal to help train and develop skills and strengths. It provides a chance to evaluate job progress, stimulate interest and improve job performance by recognizing productive work and by pointing out areas of growth and development. It provides a feedback mechanism that might otherwise be overlooked. Performance appraisal provides information for other personnel functions:  Compensation: Determining fixed or performance based pay  Succession planning: Identifying candidates to replace incumbents in other-usually higher jobs  Discipline: Probation or dismissal action  Development: Training, job assignments, or mentoring relationships that increase employee competencies

 Career Pathing: Planning future job assignments designed to

give

employees

specific

experiences

and/or

competencies

Performance appraisal is very much about the management of expectations. At Convergys India, these are defined and agreed under two main headings:  As Competence requirements.  As performance requirements expressed as objectives, the achievement of which is monitored by the use of agreed performance measures. A performance management system that combines planning, management, and appraisal of both performance results and competency behaviors is called a “Mixed model” of performance management or a “Total PM” approach. Mixed models assess and reward both performance and competence, both what employees actually “delivered to the bottom line” in the appraisal period and how they did it: the characteristics

they

showed

that

predict

superior

performance in their present job, or in future jobs. 46

2.0 Competency based Performance Assessment Competency-Based Performance Assessment is an employee driven evaluation and development process that complements the Competency-Based Interviewing process. It begins with the same skills and competencies that were originally identified. The essential job competencies that were used to select the candidate

are

performance

continually

appraisal

reviewed

process.

The

the

employee

Competency-Based

Performance Assessment is a logical, progressive procedure used to obtain a fair, objective evaluation of an employee's performance. The real strength of such a system is not in comparing people with each other in a competitive way, but analyzing the progress of an employee in their own sense. This then directs attention to those areas where they are excelling or where skills may be improved. The competence definitions are specific, observable, and therefore measurable, terms that clearly define the behaviors and performance expected of employees. By structuring 47

competences into increasingly complex 'levels of work' to reflect the role holders responsibility and expected higher levels of performance, performance appraisal rating scales can be used to provide both expected and actual performance improvement profiles. The same portfolio is also used to identify development needs and plan their activities. This process is initiated by the employee, rather than the manager or supervisor. Thus, it produces a greater sense of responsibility and empowerment in the employee. The employee rates himself or herself on skill dimensions, based on specific behavioral examples. The employee and employer examine both the positive and negative behaviors relating to each job competency. A key feature of the new approach to performance appraisal as part of the Performance Management System is that it is concerned with inputs (competence) as well as outputs and outcomes (results and contribution). A distinguishing feature of the new approach to performance appraisal when compared with merit rating is that the assessment of levels of input is job

or task related rather than concentrating on personality traits. Performance assessment is based on an understanding of the knowledge, skills, expertise and behavior Required to do a job well and on an analysis of the extent to which the attributes and behavior of individuals meet define criteria in each of these areas. The following is a list of 15 Competencies used by Convergys India in their performance appraisal scheme: • Business & commercial focus • Client & customer focus • Working with others • Developing others • Confidence & Communication • Performance focus • Working proactively • Leading others • Expert Knowledge • Planning & reviewing • Solving problems 49

• Creativity & Innovation • Change focus • Influencing others Objective of the new program To promote a comprehensive performance appraisal system that takes into account both objectives and behavioral competencies, to encourage the development of competencies, to link individual goals to organizational values and objectives and to computerize the appraisal process. Thus, the objectives of the new system may be summarized as under: • Clear link to our strategic plan and core values • Fair, honest, accurate and non-discriminatory assessment of performance based on standards that are valid, properly applied, and transparent to employees • A sound basis for enhancing the performance capacity of all employees, rewarding high-performing people, and dealing with “below expected” performers.

Benefits of a Competency based Performance Appraisal System A competency model can address many of the issues related to performance appraisal. This ensures agreement on performance criteria, what is accomplished and what is not accomplished, collecting relevant and sufficient data. It also ensures opportunity to supervisors to observe behavior, specificity and concreteness in discussions about performance deficiencies and handling of large amounts of data in a structured manner.  Provides a shred understanding of what will be monitored and measured-A Competency model integrated with performance appraisal ensures a balance between what gets done and how it gets done. The concern is not only with results but also with behavior and manner in which those results are attained. It provides a shared picture of what is considered relevant and important to effective performance. Models aligned with the business objectives specifically outlines the performance criteria that will be used to measure effectiveness and success in that position.

 Focuses

and

facilitates

the

performance

appraisal

discussions - Organizations face the challenge of discussing a person’s behavior in a manner that is focused and useful and does not put the individual on the defensive. The skills, knowledge and characteristics that are important to success are clearly described. It provides a roadmap of where to begin the discussion and what areas to focus on.  Provides focus for gaining information about behavior – An appraisal process includes a simple accurate method for a boss to assess job performance. By identifying the specific behaviors crucial for effective performance, competency models offer bosses a starting point. .

The new Performance Appraisal form has been attached in the Annexure B. Also attached herewith is the Competency Guidelines & Performance appraisal guide, which gives the details of the appraisal process followed in Convergys India. The guide also provides answers to some common queries relating to new Competency framework and Appraisal process. *****

Phase III Developing Career Progression Path for Support Staff

1.0 Introduction: One of the more hidden issues, which are evident throughout the call centre industry, is the lack of career progression available to most staff. Call centres have severe problems with staff turnover and one of the reasons often cited is the lack of opportunity to progress in the organization. The hierarchical structure of call centres is traditionally very flat and promotion opportunities are rare. Other problems exist in the management grades of call centers where some employees find that the flexibility that they thrived on at a junior grade is no longer evident at management grades, making it difficult for some to take promotion even when it is available. Employees do not want to leave an organization if they feel they are continuously growing and learning, what Herzberg describes as the providing true job content (motivators). Mentoring hierarchies and better inter-personal relationships can ensure this environment. The following are the four main categories of policy utilized by companies to reduce staff

turnover. (From a research done on Best Practices at Call Centers in UK) 1. Pay & Conditions • Increasing basic pay • Increased number of pay reviews • Higher performance bonuses (usually combined with lower starting salary) • Length of service payments • Permanent contracts for all staff • Improvements in annual leave and sick pay provision 2. Training & Development • Increased availability of training • Introduction of career development plans • Introduction of multi-skilling • Recognition of best performance

3. Better Management • More participatory style, improved communication • Introduction of employee forums • Increased one-to-one feedback 4. Working Conditions • Introduction of better facilities at the call center • Adjustment of shift hours so workers could work four longer days or fixing shift patterns to enable staff to plan ahead • Flexible working These have been stated to be universal in nature and applicability.

2.0 Career Progression Program Career progression is no longer necessarily linear and "up the ladder." It can take a variety of forms and can involve: • Increasing the breadth or depth of responsibilities • Using more advanced knowledge or skills, • Taking on bigger or more challenging projects, and/or • Supporting or interacting with higher-level administrators. Career planning is viewed from two angles: Linear plan - This is for employees who are driven by motives such as power and achievement, which will help them move in an

upward

direction

within

the

organization.

Expert plan - For individuals who are keen on advancing their expertise in one's chosen field on the assumption that they are motivated by expertise, technical competence and security; the important distinction being between the linear progression and expert progression being that there is no specific time limit for

a person to move and also the financial implications are different. Career planning is a shared responsibility between an employee and a manager/supervisor. The role of a manager/supervisor is ongoing, and continues throughout the employment relationship. It is an expectation and responsibility of a manager/supervisor in a broad banded environment to provide leadership in facilitating an employee's career development and progression, salary progression, performance, and skill development. Employees are responsible for identifying their career goals and areas in which they would like to expand their knowledge and skills, then discussing with managers/supervisors how these goals can support the mission of the employing unit.

It is the role of managers/supervisors to create an environment of learning and professional growth for staff. A learning environment reflects the values of Convergys India, which encourages continuous learning and opportunities to develop professional growth. Providing career development opportunities assists in creating a motivating environment, which can lead to increased job satisfaction. The organization, as well as the employee, is the beneficiary when already knowledgeable staff is provided with opportunities to enhance their skills and abilities. Providing opportunities for growth can also be an effective retention strategy. The

company

focuses

developing

career

growth

opportunities for its employees. Over and above the training program, the most important aspect of the company’s HR policy is the career progression program for every individual in the company. CPP for the Operations Department, that was finalized by Aug 03 and operational By 15th Jan04 is a distinctive feature that Convergys India has. This is not looked as a retention tool but to tap & promote the top performers of

the workforce and to attract the people from the industry who are looking at a well defined career progression plan. In the existing career progression plan, "the pyramid has been worked out is such a way that it makes for continuous progress upwards." At Convergys the hierarchy is well charted - from Business Associate to Senior Business Associate to Team Manager to Duty Manager to Operations Manager to Service Delivery Leader to Vice President.

2.1 Support Staff Career Progression Program:

The “Accelerated Career Development” (ACD) programs are for highly driven and motivated individuals who are constantly looking for new challenges and need opportunities to utilize their energies. Then there is the “team innovation” (TI) program for star performers who get involved at the “pilot” or “proof-of-concept” stages of new programs. It is the realm of these that we try to explore for implementation at Convergys for the Support Function.

The Support Staff Career Progression Program is designed to provide career growth opportunities to staff members within their

current

jobs,

identify

potential

promotional

opportunities, as well as to link pay opportunity to what individuals actually do on the job. The foundation of this program is the Skill and Competency Model. A systematic mapping exercise would be carried out to show how existing qualifications fit with the proposed career progression framework. The aims of the mapping exercise would be: to fill significant gaps in knowledge relating to the levels, types and general availability of qualifications for support staff of all types; and to map how existing qualifications fit with the proposed career progression framework. The Model establishes an individual's pay opportunity through an assessment of skills and competencies demonstrated on the job. This ensures that the attributes and behaviors of the staff member link with the requirements of the job. Each Support Staff position has a Skill Band and a corresponding salary range based on an assessment of the position. This will be reviewed

bi-annually,

but

will

probably

not

change

significantly

unless

dramatically

different

the

staff

levels

member types

demonstrates of

skills

and

competencies.

3.0

Recommendations

• A revised career progression criteria (Growth Chart) for the support function has been designed to give a clear career path to employees across all levels in the support function. (Refer Annexure C for the same) • The Career Path to be communicated to the new employees at the time of recruitment, along with the job description, competencies required and the target levels corresponding to each competency. The existing employees also to be apprised of the same. • A comprehensive Talent Review and Succession Planning Process at the leadership level to identify high performing and high potential talent available for growth requirements. 63

• Convergys to be promoter of talent from within the organization. To promote meritocracy, we must ensure that atleast 50% of leadership requirements are met from within the company (IJPs and laterals). • Convergys to have a dedicated resource (career counselor) to deal with the career related worries of all employees. • To establish an Assessment & Development center, to constantly look for diverse skills within the organization. Under this, personnel with high potential are routed via an assessment center, which scientifically identifies the talent of an individual, which finally culminates into a career progression after qualifying certain parameters of written test, group discussion followed by a detailed interview. Individuals who do not qualify the assessment center process, are also taken through a tutorial session as a road map towards their needs for improvement in order to overcome their weaknesses / short comings. This will ensure employees get to do different roles in various departments 64

rather than concentrating on vertical growth. These options are—growth content specialists, trainers, quality experts or even help in operational and business development of the organization.

• A training program: The 2-3 year program will consist of three 8-12 month rotational assignments. For eg. For an HR employee, two rotations would be in HR and one in a crossfunctional position, which could include finance, audit staff, marketing, EHS, quality/Six Sigma or other functional areas. The Program structure would be same for every member, but with a variety of rotations, assignments and educational opportunities. • A compulsory 9-12 month training program for all MTs who join the organization, to enhance their leadership skilss & strengthening front line people management skills.

• Internal Training programs to be held so that team members can share with their colleagues their enhanced knowledge base and expertise. For eg. Soft skill trainings pertaining to time management, art of living, development of communication skills and personality development, to be held from time to time. • Mentoring is done to integrate employees into the business. A "buddy mentor" is allocated in the first month to help one settle in. • Employees to be put on six month long internal projects with various departments, if these projects are found useful; the reward is promotion to a higher level. • The company to follow “pay for performance”, thus individuals at the same level may be drawing widely different salary packages • Introduction of eHR in the organization, wherein all employees in all parts of the company are aware 66

happening/factual across the organization available at fingertips, the whole system is paperless and the culture is employee driven. All new positions to be posted on Intranet, employees can apply on-line in total confidentiality (without even their managers’ knowledge) and the selected candidate can move to a new job, maybe even in another function.

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IV. Bibliography  Books  The handbook of ‘Competency Mapping’ by Seema Sanghi  ‘Competence At Work’ by Spencer & Spencer  ‘Performance Appraisals’ by Martin Fisher  Understanding Performance Appraisal by Kevin R. Murphy and J.N. Cleveland  Documents Following documents of Convergys India:  Existing Performance Appraisal form  Guide to Appraisal Process  Competency guidelines  Career Progression Program for Operations department  Structured Interview Guide & Interview questions provided by project guide  Internet

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ANNEXURE A (Competency Based Interviewing Guide)

Questions based on Competencies Business & Commercial Focus The motivation and ability to apply good financial and commercial practice at all times, identify and exploit opportunities to increase margin or profitability, to understand

the

competitive

marketplace

and

plan

strategically for the business. 1. Describe a challenge or opportunity you identified based on your industry knowledge and How you developed a strategy to respond to it. 69

2. Describe a time you created a strategy to achieve a long-term business objective. 3. Describe a time when you used your business knowledge to understand a specific business situation. 4. Tell me about a time when you identified roadblocks to the company’s success. What did you do? 5. Describe a situation where you have added value to the business through a cost saving approach. What did you do? What was the result? 6. Describe a situation when you have improved the service provided through a commercial approach or idea. What did you do? What was the outcome? What was the financial impact? 7. How do you measure how well your department is doing?

8. How do you stay up to date/informed about industry trends/competition? 9. Share an experience where you had to organize an event with a limited budget. 10. Describe a situation where you used innovative ideas to cut costs in your department. 11. Describe how you created a budget plan for your department. 12. Tell me about a time when you had to recruit an employee for a critical position with limited recruitment budget. Client & Customer Focus The motivation and ability to add value to clients, both internal and external; to understand, meet and exceed their needs, to be perceptive to clients’ customers; give excellent service and operate as a true business partner.

1. How is dealing with your internal customers different than your external customers? 2. Give an example of how you provided service to a client/stakeholder beyond their expectations. How did you identify the need? How did you respond? 3. Tell me about a time when you had to deal with a client/stakeholder service issue. 4. Describe a situation in which you acted as an advocate within your organization for stakeholders’ needs, where there was some organizational resistance to be overcome. 5. Think about your most successful relationship with a customer. What did you do to develop and maintain that relationship? 6. Describe the process you use to stay in touch with clients’ short & long term needs.

7. Describe an effective customer relationship you have. What is good about it? What actions have you specifically taken to ensure it remains positive? How have you measured its ongoing success? 8. What has been the most difficult customer request or problem you have experienced? Why was it so difficult? How did you handle it? What happened as a result of your actions? 9. Can you give me an example of proactive action taken in response to anticipating client & customer needs. What were the clients’ needs? How did this impact the long-term profitable business partnership? 10. Can you give me an example of how you have not been able to deliver something that you promised the customer you would. What did you do to minimize the impact? What was the result?

11. Describe how you keep your existing client base despite threats from competition. 12. Tell me about a time when you had to deal with an irate customer. (What was the situation & how did you respond to it? What was the result?) 13. Tell me about a time when you or the company lost a customer. (What did you do about it? What did you learn from it?)

Working with Others The desire and ability to work co-operatively with others at all times and in all situations for the good of the business; to build a network of good relationships and develop an understanding of the organization. 1. Tell me about a time when you worked successfully as a member of a team.

2. Describe a situation where you were successful in getting people to work together effectively. 3. Describe a situation in which you were a member (not a leader) of a team, and a conflict arose within the team. What did you do? 4. What skills and personal qualities have you contributed to the teams you have been part of? 5. Have you ever been involved in conflicts or disagreements with other groups? What was the problem? What did you do? What was the outcome? 6. Give me an example of sharing resources or information? How did you make it work? 7. Tell me about how you dealt with your most “difficult” colleague, client or customer.

8. What has been your toughest challenge in working with others? 9. What experience have you had working on a team? 10. Describe an incident in which you had to work with a colleague who had very different ideas about the goals or processes involved than you did. 11. When have you worked on a busy team and you were somehow expected to perform tasks that might have been considered below you? 12. Have you ever faced disconnects between you and your co-workers at work? (If yes, describe the situation. How did you handle it? What was the outcome?) 13. Tell me about a time when you used your interpersonal skills to build a network of contacts.

14. Tell me about a time when you solicited the help of another department or team to create a better result.

Developing Others The desire and ability to encourage, coach, support and manage the effective performance of people and to develop them to meet business requirements. 1. What part do you play in the development of others? 2. Tell me about a time when you coached someone to help them improve their skills or job performance. What did you do? 3. Describe a situation where you helped identify a team member’s Performance Development Plan. 4. Describe a time when you provided feedback to someone about his or her performance.

5. How do you ensure you deliver negative feedback in the most positive way? Cite an example. 6. Give me an example of a time when you recognized that a member

your

team

had

performance

difficulty/deficiency. What did you do?

7. How did you handle a situation where someone wanted to develop in a different direction to that of an organization? 8. Tell me about a time when you had identified somebody to be promoted to the next level. What specific competencies did you identify for his promotion? 9. Tell me about a time when you selected individuals to work on a particular project. How did you make those decisions? 10. Tell me about a time when one of your team members was not accepting his/her full responsibility. How did you deal with the situation?

11. Describe an incident where you assisted a team member with his/her tasks to enable the team reach its goal.

Confidence & Communication The confidence, self-awareness and ability to make a positive impression on others; to communicate verbally and in writing so as to be clearly understood and make an impact. 1. What do you think are the three most important things about communication? 2. Describe a situation you were involved in that required a multi-dimensional communication strategy. 3. Describe a situation in which you had to use your communication skills in presenting complex information. How did you determine whether your message was received?

4. Give an example of a difficult or sensitive situation that required extensive communication? 5. Tell me about a time when you really had to pay attention to what someone else was saying, actively seeking to understand their message. 6. Tell me about a time when you were successful in getting crucial information from another person. 7. Tell me about a time when someone misunderstood what you were attempting to communicate to them. 8. How do you keep your clients informed about difficult issues that directly affect their bottom line? 9. Give an example of a difficult or sensitive situation that required you to use excellent communication skills.

10. Give

example

how

you

have

developed

communication skills in others. 11. Have you ever had to "sell" an idea to a group? How did you do it? Did they buy it?

Performance Focus The ability to focus on performance, demonstrate energy, enthusiasm and stamina and to be dynamic and accountable in order to deliver results, close off issues, meet expectations and improve personal performance. 1. Tell me about a time when you set and achieved a goal. 2. Describe the most challenging work goal you have set for yourself. 3. Tell me about a time you were disappointed with the lack of results that occurred after working on an issue.

4. Tell me about a time when you improved the way things were typically done on the job. 5. Tell me about your last key job assignment. How was success measured? How could you have been more successful? 6. Describe something you have done to improve the performance of your work unit. 7. Describe something you have done to maximize or improve the use of resources beyond your own work unit to achieve improved results. 8. What initiatives have you developed to drive the business forward & enhance the business plan? What was the impact? 9. How do you ensure you deliver even when times are tough? 10. Tell me about a time you had to work on several projects at once. How did you handle this?

11. Tell me about a time when you dealt with unexpected stress or uncertainty when trying to accomplish a goal. 12. Tell me about the time when you achieved your greatest /best results.

Working Proactively The desire and ability to demonstrate initiative, to think ahead and take prompt action to solve problems, complete tasks, overcome obstacles and seize opportunities. 1. Tell me about a time when you anticipated a trend/change which altered the vision or goals of the company.

2. Describe a time when you recommended technological, staffing or philosophy change at work. Were they adopted? Why or why not? 3. Tell me about a time when you had to act on something important before you had time to come up with a good answer or solution. 4. Tell me about a time when you had to go above and beyond to get results.

Leading Others The ability to define and communicate goals and to motivate others to achieve them; to lead by example, to inspire confidence and respect and take action to achieve

success; at the highest level to lead Convergys strategic thinking and the communication of the Convergys way. 1. Tell me about a time when you had to lead a group to achieve an objective. 2. Describe a situation where you had to ensure that your “actions spoke louder than your words” to a team. 3. Describe a situation where you inspired others to meet a common goal. 4. Describe a situation where you had to terminate a nonperforming employee. 5. Describe a time when you have used situational leadership styles to handle a particularly difficult team member. 6. What steps have you put in place to manage your team’s day-to-day activities & performance? How did you measure them?

7. How do you delegate responsibility, but ensure results? Provide an example. 8. Give me an example of a time when you had to motivate others to work hard. How did you accomplish this? 9. Describe a situation where your example served as a model for others. 10. Describe how you drive your team’s performance and motivate delivery. 11. Give an example of handling a problem within your team. How did you spot it, and what did you do? What was the outcome? 12. Give me an example of using a different style or approach with different employees. How did you determine which approach? How did you ensure it was appropriate?

13. Describe a situation where you had to take charge either with a demanding client or with your own team. 14. What has been the most obstructive group you have had to get cooperation from? 15. Have you ever been a member of a group where two members did not work well together? How did you handle this?

Expert Knowledge The ability to develop appropriate job/ professional/ specialist knowledge and skills and consistently apply them to deliver quality, to freely share one’s knowledge in order that others succeed; at the highest level to achieve credibility as an expert, and contribute to leading edge professional standards.

1. Give me an example of a time when your business or technical skills helped you solve a complex problem. 2. Tell me about a task you took on but didn’t have all the requirements or technical skills to accomplish the same. 3. Compare what you know about the job you are interviewing for and your own knowledge and skill. What areas of development do you feel you will need to meet the job expectations?

Planning & Reviewing The ability to identify and plan out a course of action which effectively achieves goals and quality of delivery; to organise work efficiently so that priorities are met; to carry out systematic and timely reviews at the appropriate level of detail, and apply learning points to future plans and activities.

1. Describe a plan you created for one of your most complex projects. 2. Describe a situation in which you set a challenging goal and created a plan to attain it. 3. Describe a time when an unanticipated event affected your project plans. 4. Describe a project for which you organized the activities of others. 5. Give me an example of when you had multiple tasks on top of a pending deadline. How did you manage the tasks and deadline and what were the results? 6. What methods do you use to keep track of your activities and results? 7. Tell me about a time when you redesigned a work process.

8. What do you do when your schedule is suddenly interrupted? Give a specific example. 9. Have you been in a situation where you knew there were more tasks than you had time to perform and everyday was a challenge just in coping with workloads?

Solving Problems The ability to define problems, systematically gather and analyse information, identify cause and effect, develop solutions and make decisions based on a judgement of the best solution 1. Tell me about a time when you had to identify the underlying causes to a problem. 2. Describe a time when you had to analyze a problem and generate a solution.

3. Tell me about a situation where you had to solve a problem or make a decision that required careful thought. What did you do? 4. Tell me about a situation where you achieved a satisfactory outcome to a problem that others thought couldn’t be solved. What did you do and what was the outcome? 5. Tell me about a time when you had conflicting priorities and what you did to resolve them. 6. What kind of problems do you handle best? (Or) Describe the most complex issue or problem you have dealt with. 7. Tell me about a time when you had to make a decision on the basis of incomplete data. 8. Describe a situation in which you had to draw a conclusion quickly and take action without manager authorization.

9. Give me an example of a time when your analytical skills resulted in a successful solution of a problem. 10. We have all tried to solve a problem on our own only to discover that others needed to be aware of the situation. Give me an example of when you took full responsibility for solving a problem but later found out that you really should have included others in the process. 11. Tell me about a time when it was really difficult to collect or find the information you needed. (What steps did you take to find the necessary information? Were you successful in finding the information?) 12. We all make decisions that turn out to be mistakes. Describe a work decision you have made that you wish you could do over. 13. Describe one of the best recommendations you have made to your manager/supervisor/team leader or peers.

14. Describe an occasion when you decided to involve others in making a decision. (Why did you do so? To what extent did you use their inputs?)

Creativity & Innovation The ability to focus on a business issue and apply creative and lateral thinking to introduce new ideas, methods or processes to improve the business; to challenge the status quo. 1. Describe something you have done that was new and different

for

your

organization,

which

improved

performance and/or productivity. 2. Tell me about a time when you identified a new, unusual or different approach for addressing a problem or task. 3. Tell me about a recent problem in which old solutions wouldn’t work. How did you solve the problem?

4. Have you done anything innovative that would be of direct interest to your clients or enhanced awareness of your firm? 5. Cite some recent examples that demonstrate how you have fostered creativity in your group. 6. Give me an example of a time when you were inventive and offered fresh insights about a situation. What was the situation? 7. Give examples to illustrate how you have generated ideas that represent thinking “outside the box.” How did others receive your ideas? What became of the ideas? 8. Tell two suggestions you have made to your supervisor in the past year. How did you come up with the ideas? What happened? How do you feel about the way things went?

Change Focus The ability and willingness to respond quickly and positively to change; to maintain effectiveness and resilience in a changing or ambiguous environment and to identify and implement change in response to business needs. 1. Give me an example of where you have encouraged others to accept change. How did you help them to cope or adjust? What was the result? 2. Tell me about an incident where you initiated a change which helped improve the process you were working on? 3. Have you ever been involved in planning the implementation of change? What steps did you take to ensure effective management of change? What did you anticipate would be the reactions? What did you about that? What was the outcome?

4. Tell me about an important project/task/assignment you were working on for a client in which the specifications changed significantly but the deadline was not extended. (What did you do? How did it affect you? Were you able to meet the deadline?) 5. Tell me about a situation when you had to adjust quickly to a change in organizational, departmental, or team priorities. (How did the change affect you?) 6. Give me an example of a time when you have experienced a setback. (Describe the situation. How did you react to the problem? To what extent did others see how you were feeling?)

Influencing Others The ability to have a positive influence on others and persuade them to change their views, intentions or actions or to adopt a particular course of action; at the highest level to be influential even within a complex and challenging environment. 1. Describe how have you influenced someone to do something significant. What was important to the person? How did you know? How did you expect them to react? What did you do as a result? What was the outcome? 2. Tell me about a time when you were able to change someone’s viewpoint significantly. 3. Tell me about a time when you were asked to do something that you disagreed with. 4. Tell me about a person or event that has been influential in your personal development.

5. Describe a time when you went through a series of steps to influence an individual or a group on an important issue. 6. Tell me about one of your most satisfying attempts to persuade others to your point of view. (How did you do it?) 7. Describe a situation where you found it difficult to persuade others to your point of view. (Why was it so difficult?) 8. Describe a situation in which you needed to influence different stakeholders with differing perspectives. 9. Give me an example of using a different style to persuade different people. What were your options, did they match the other person’s; how did it work out? 10. Have you ever had to influence someone over a long period of time? Tell me how did you do it. How did you vary your approach?

11. Tell me about a time you most effectively “sold” one of your ideas. (What was your approach?) 12. What was one of the best ideas you tried but could not sell to a manager/supervisor/team leader/peer/customer? (What was your approach? Why did it fail?) 13. Describe your most satisfying experience in attempting to gain senior management’s support for an idea or proposal. (What was the situation? How did you go about it? What was the outcome?) 14. Describe a time you used information influence to accomplish a goal.

*****

ANNEXURE B (Performance Appraisal Form & Competency and Appraisal guide)

100

Performance Appraisal Form Section 1:

Employee Details:

Name:

E Code:

Dept:

Designation:

Appraiser Name:

Appraisal Period:

DOJ:

Today’s Date:

Appraisal summary: Rating based on competencies (A) (From page 2)

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Rating based on task objectives set at _________ 2004 (B) (From page 3) Total Score (From page 3)

(C)

Overall Rating (From page 3) Section 2: Performance evaluation based on Competencies: Rating S No. Competencies Target Weight Self Joint Total Level age 1. 2. 3. 4. 5. 6.

102

7. 8. 9. 10. 11. 12. 13. 14. 15. TOT AL

100

(A)

Instructions: 1. In the space provided above, please list the competencies and the respective target level, relevant as per your level / band from the Competency Booklet. 2. Please refer to the ‘Competency Grid’ for the weightages assigned to each competency. Each

103

Competency has been assigned an equal weight age, the sum total of which should equal to 100. 3. Use the rating scales mentioned in Section 7 for Self & joint ratings. 4. Multiply the assigned weightage with the Joint Rating & write in the total column. For example, if the weight age on a particular competency is 20 & the rating for the Same is 4, and then the total score will be 80 (20X4=80). 5. Finally, add all the scores in the total column & arrive at figure (A). 6. The figure (A) obtained above is to be entered on the first page of the appraisal form. Section 3: Performance Evaluation based on Objectives accomplished: Rating S No. 1.

Objectives

Weight age

Self

Joint

Total

2. 104

3. 4. 5. 6. 7. 8. 9. 10.

Instructions: 1. In the space provided above, please list your performance objectives & assign a weightage to each objective. 2. The weightage is on a scale of 1 – 100, 1 being the lowest, and 100 being the highest. The weightages for all objectives should total to 100.

105

3. Use the rating scales mentioned in Section 7 for Self & joint ratings. 4. Multiply the agreed weightage with the Joint Rating & write in the total column. 5. For example, if the weightage on a particular objective is 60 & the rating for the same is 4, then the total score will be 240 (60X4=240). 6. Finally, add all the scores in the total column & arrive at figure (B). 7. The figure (B) obtained above is to be entered on the first page of the appraisal form. Overall Rating: • To obtain the Total score of the Appraisee, add the values arrived at as (A) and (B). The figure arrived at (C) is to be entered on the first page of the Appraisal form. • The Overall rating of the Appraisee can be determined using the Rating Scale under Section 7. The rating thus obtained is to be entered on the first page of the Appraisal form.

106

Section 4: Objectives for the next six months (September 2004 – March 2005) Establish at least 3 objectives for this position for the next appraisal period. List them and describe what superior results would be for each. Please review these goals with the employee and secure agreement on the deliverables. SMART Objectives Date Due Objective # 1

Objective # 2

Objective # 3

107

Appraisee’s Signature: Signature:

Appraiser’s

108

Section 5: Performance Development Plan (for the next six months): Personal Development Plan for the next six months (September 2004 – March 2005) Name: E Code: Designation: Department: Appraiser Name:

Based on the competency gaps identified, please suggest a plan for Training & Development of the appraisee with his joint consultation. S Competencies Require Apprais Suggested Target No. d ee’s Approach* Date Target Target Level Level# 1.

109

2. 3. 4. 5. 6. 7. 8. 9. 10.

# Also specify the grades within the competency levels i.e., S-Strong, C-Competent, ND-Needs development *Suggested Approach: O-On the job; P – Project; T – Training course Appraisee’s Signature:

Appraiser’s Signature

110

Section 6:

Summary of Performance:

First reporting manager’s comments:

Name: Date:

Sign:

Second reporting manager’s comments:

Name: Date:

Sign:

111

Appraisee’s comments:

Name: Date:

Sign:

Section 7: Rating Scales

Competency & Objective Rating Scale: Rating Scale: 6

Brief Description:

Performance consistently exceeds expectations with no guidance

Performance consistently exceeds expectations with Minimal guidance / supervision 4

Performance consistently meets but sometimes Expectations

exceeds

112

Performance consistently meets expectations

Performance mostly falls short of expectations; requires Significant amount of guidance / supervision

Performance consistently fails to meet expectations

Overall Performance Rating Scale: Rating Scale:

Score interval:

1101 - 1200

951 - 1100

801 - 950

651 - 800

501 - 650

Below 500

113

Convergys India Competency Guidelines & Guide to the Appraisal Process

114

Table of Contents S No. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14.

Topic Competency Guidelines - Introduction What are competencies? The competency framework Competencies and levels of behavior Competency Level Descriptors FAQs Guide to Appraisal Process – Introduction Principles Purpose Preparing for the appraisal meeting Conducting the appraisal meeting Using the form Time table FAQs

Page no. 3 3 4 4-5 6-7 8 9 9 9 10 10-13 13 14

115

Introduction This guide gives an overview of the new competency framework for Convergys India and how and when it should be used. It applies to all colleagues, at every grade/level, and the competencies have been harmonized from the various sets that were being used across the business. All future “people” related activities will be based on, and progressed against these competencies in order that colleagues are measured, reviewed and developed against the same criteria. This guide is available to everyone but will be particularly useful to those with responsibility for managing people. What are Competencies? To meet our responsibilities at work, each of us needs to be effective in three areas: Knowledge – The things we need to know Skills – The things we are able to do Behavior – The way we choose to do things

116

Knowledge, skills and behavior can be compared to the three legs of a stool. Without all three legs the stool is not effective at fulfilling its purpose. Just like the stool, we need all three elements of a competence to be effective in our work.

Fully effective job performance

K n o w

S k i l l s

l e d g e

The things we need to know

B e h a v i

The things we are able to do

o r

The way we choose to do things

Whilst our values express the kind of company we want to be, having a common framework of competencies will enable each of us to deliver our commitments and be successful in the requirements of the job. The Competency Framework The framework is made up of 15 competencies that cover people skills, process skills, personal skills and business knowledge. They are:

117

1. Business & Commercial 9. Leading Others Focus 2.

Client

Customer 10. Expert Knowledge

Focus 3. Respecting Others

11. Planning & Reviewing

4. Working with Others

12. Solving Problems

5. Developing Others

13. Creativity & Innovation

Confidence

& 14. Change Focus

Communication 7. Performance Focus

15. Influencing Others

8. Working Proactively

The definition of each of these can be found later in this Guide.

118

Competencies and levels of behavior The competencies are split into 4 different target levels of behavior. Each target level is further split into 3 different categories - Strong, Competent & Needs Development. The organizational structure is made up of people working at 5 different levels across all functions. Each level is further categorized into 2 bands- Band A & B.

All roles within

Convergys India have been mapped to the new competencies and target levels. The full details can be found in the accompanying booklet to this Guide. • Target Level 1 indicates day-to-day behaviors, actions and tasks appropriate for colleagues - as and where required for each role. • Target Levels 2 to 4 show incrementally complex and demanding behaviors, leading up to far-reaching strategic decisions and actions, which would typically be achieved by senior management (at Level 5). Each level is a building block on the previous level, so someone, for example, achieving the behaviors at Level 3 in

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Client & Customer Focus, will also be displaying the behaviors described at Levels 1 & 2. Recording evidence of someone’s actions makes it possible to assess how consistently a competency is applied, and to what level. It then becomes possible to see what contribution and behavior looks like for any particular role and allows colleagues to see what a role looks like above and beyond their own profile. You will notice that some competencies have behaviors that may be similar or common to others, this degree of overlap is unavoidable. The measurement of human behavior is not an exact science; it will always require a degree of interpretation from the people involved, but the company’s harmonized competency frameworks will now ensure that there is a common method of interpretation. As part of the competency mapping exercise, we have identified the Core competencies, popularly known as the ‘Pinkies’, which are relevant to all employees across a particular level in the organization. For e.g., all managers of Convergys India are required to have

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‘Performance Focus’ as their core competency. However, the target levels under a particular competency could vary across levels. The exercised has been further carried out to identify the role/function specific competencies, called the Professional competencies or ‘Yellows’, which very across employees in a particular job position. Thus, there is no fixed number of competencies applicable to a particular job profile. It may vary across different levels/job positions existing in the organization.

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FAQs 1. When should the new competencies be used? The new competencies will be effective from the next Appraisal cycle for the period ending 30 th September 2004. This does not mean it will be necessary to re-write all job profiles immediately, rather, there will be a transition period. So, when a job profile is being drafted or when it is necessary to create an assessment center these set of competencies will be used. 2. How long will the transition to the new competencies take? We will use the new year (2004) to make the transition between the various competency models we have around the company to the new Convergys India competencies.

3. Are the competencies a type of grading structure? Absolutely not! Competencies focus on what a person does, and they can provide a sound basis for deciding and measuring improvements in performance. Our aim is that 122

they are used as a part of a colleague’s personal development; they are not a base for grading or salary structures. 4. Do these competencies apply to all colleagues? Yes, they do apply to all colleagues irrespective of their role in the company. These are general competencies for all colleagues in Convergys India. 5. Are all colleagues expected to be effective in all competencies? No.

Typically, there are 6-8 essential i.e., Core

competencies in each level that are required to deliver effective performance and inspirational service. These will vary from level to level.

In addition, Professional

Competencies have been identified across different job positions in the organization. Two roles may have the same core competencies but expect it to be delivered at different levels because of the nature of the work and the level of responsibility.

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6. Could the levels of competencies attained vary each year (e.g. one year you attain it and the next you don’t)? Yes, every year is a new process and the individual’s competency level could drop or increase, although it is unlikely that the quality of work would drastically decrease. The required level will, however remain the same. 7. What happens if a competency level is not reached? Within the competency target levels, there exists 3 grades/categories

Performance,

i.e.,

S-Strong,

C-

Competent and ND-Needs Development. An employs may be ‘Strong’ in one competency but may require development in other. As soon as there is evidence of a need to improve a competency, the supervisor must offer some coaching or training to the employee. It is to the employee’s advantage to strive toward improvement and be ‘Strong’ in all competencies. However, for promotion, an employs needs to be at least ‘Competent’ in core competencies.

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8. How is it decided what level a role should operate at? Whilst this is not a grading system it is expected that greater levels of competence will be required as breadth of responsibility and experience increase. As a general guide most colleagues below Team Manager will be expected to operate at level 1 in the competencies relevant to their role. However, this is not set in stone e.g. in a high profile customer service role, a colleague may be expected to operate at level 1 on all competencies except Client & Customer Focus where they may be expected to operate at level 2. The important thing to remember is to think carefully about the role and the level of performance you would expect for an individual to be successful in that role – use the definitions to guide you. Whatever target level you determine for a role in each competency it will include all elements of the lower levels. E.g. Client & Customer Focus - Level 3 will include; Level 3 and Level 2 and Level 1

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9. Does this mean that a minimum level should be set for each role? Yes, this is correct. A minimum level should be set for each role. This should be included in the job/role profile. Training and development can help a colleague reach or exceed the level required of them.

10. If my job description is altered; will I belong to a different job family or have different competency profile? If the duties of the position change significantly, for e.g. through an IJP, it could place the position in a different family or sub-group. However, the core competencies being the same for the same level, it could also happen that the competency profile would remain the same. Role specific competencies would however be different from those relevant to the existing job profile.

*****

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GUIDE TO APPRAISAL PROCESS Performance Appraisal: One of the most common purposes of appraisal is to enable some kind of assessment to be made of an employee. This may be against some pre-set objectives, or it may be in terms of ratings on job competencies. If performance appraisal is to be constructive and useful, there must be something in it for both the appraisers and the employees being appraised. Its success depends on the supervisor's willingness to complete a constructive and objective assessment, and on the employee's willingness to respond to constructive criticism and to work with the supervisor to overcome performance barriers. Performance Review is a bi-annual process that formally documents performance and identifies ways to help employees continue to contribute to achieving Convergy’s mission and to provide employees with personal and professional growth opportunities.

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The objectives of the Performance appraisal system are: •

Clear link to our strategic plan and core values

•

Fair, honest, accurate and non-discriminatory assessment of performance based on standards that are valid, properly applied, and transparent to employees

•

A sound basis for enhancing the performance capacity of all employees, rewarding high-performing people, and dealing with “below expected” performers.

There are essentially two components to this program: 

Look Back Reviewing the past year, discussing how the employee

performed and giving constructive Feedback.



Look Ahead Identifying specific ways in which the employee could improve performance, build skills and competencies, and/or take on additional responsibilities and setting goals and objectives for the next appraisal period. 128

1. INTRODUCTION TO GUIDE: Keeping in view the requirements of the new Appraisal System, specific changes have been made to the existing appraisal forms for the September 2004 appraisal. This Objective setting and Performance evaluation form has been designed to help managers set goals and communicate expectations at the beginning of the appraisal period, change plans as circumstances require, document accomplishments, evaluate results, provide feedback to employees regarding performance, and jointly formulate performance development plans. Appraisals will be done to review the past six months and to generate a ‘rating’ for any bonus and increment calculations. Ratings will also be used in the overall calculations as part of the forthcoming annual salary review. The form will also be used to identify any training and development needs and, where appropriate, to agree task objectives for the coming six months.

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The appraisal system will continue to evolve over time as we develop a company-wide integrated performance management system to support a customer service culture. Your local HR Representative is available to help with any queries about the process and to provide update briefings as required. 2. PRINCIPLES The appraisal is a two-way process. To make it effective, all feedback should be specific and constructive with the focus on acknowledging and encouraging strengths in addition to identifying areas for improvement. All actions arising from the appraisal should be agreed between both parties, to encourage personal responsibility and ownership on the part of the appraisee. The appraisal meeting is the formal framework for monitoring performance and development, however true development will only be achieved if performance is managed as an ongoing, daily process.

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While managers are accountable for conducting appraisals, Each employee is responsible for ensuring that their Manager completes the appraisal on time. Where necessary the individual should take the lead to ensure that the timescales for their review are met. The appraisal meeting should not be used as the only opportunity to give feedback on performance issues; such feedback should be given in the moment and not ‘stored up’ for the review. To help ensure consistency across the company, the appraising managers assessment of the appraisee will be subject to the endorsement by the next level manager.

Individuals are

encouraged to make full use of the comments box on the appraisal document to comment on the appraisal itself, the scores agreed and their personal development plan.

3. PURPOSE:

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The March 2004 appraisal will define and assess individual performance, where appropriate, in relation to: • Achievement of personal task objectives • Levels of behavioral competence In addition, for all employees, the appraisal will include the opportunity to develop a personal development plan tailored where appropriate to meet specific development activities. The appraisal forms are used to: • Review levels of competence over the past six months • Agree or update each personal development plan • Where appropriate, to agree task objectives for the next six months.

4. PREPARING FOR THE APPRAISAL MEETING Appraising manager • Identify any areas you

Appraisee • Consider the specific 132

• • • •

•

particularly want to address Ensure you understand the documentation and the process Have a copy of the last appraisal to hand Give a copy of the new appraisal document to the appraisee for self rating Ensure the appraisal meeting can take place in a private area, free from interruptions Check out with your manager and colleagues any relevant views on how the appraisee is seen to perform Allow sufficient time

• • • •

areas the appraisal will address Identify any areas you particularly want to address Fill out your self ratings Have a copy of your last appraisal to hand Check out with colleagues how they see you performing

5. CONDUCTING THE APPRAISAL MEETING

Appraising manager

Appraisee

• Work through the • Work hard to listen and documentation in a logical understand the feedback 133

•

• • • • •

sequence being given When giving feedback be • Seek specific examples specific and constructive about what you do well avoiding abstract and not so well comments • Examine your own Encourage the appraisee performance and appraise to examine and assess it honestly their own performance • Learn from your Listen, don’t argue – manager’s perception of discuss the reasons for you any differences of opinion Agree joint ratings Learn from the Appraisee’s perception of you as their manager Send the completed forms to HR and a copy to the appraisee

6. USING THE FORM: This form is for the review of the performance of an employee during the last appraisal period. The form is divided into 6 sections. It is necessary that all the 6 sections of the form are completed in all respects and then returned to the concerned department to enable them to gather maximum information from the same. 134

In order to get the most out of the appraisal process it is essential that it is not viewed as a simple 'tick the box' exercise. Prior to the appraisal meeting the person being appraised should have the opportunity to self-rate his or her own performance. For this reason the form must be handed to the appraisee in advance of the appraisal meeting. At the appraisal meeting the appraising manager should jointly review with the appraisee all of the self-ratings and agree joint ratings for every objective, core competence or job knowledge area as appropriate. 6.1 Front Page Enter the details on the first page as indicated. At the end of the appraisal meeting, transfer the ratings based on competencies and objectives accomplished onto the front page and add together to give the total score, maximum being 1200. This will then be used to determine the overall rating of the appraisee on a scale of 1 to 6, which needs to be entered on the first page of the form. Give a copy of the form to the appraisee and send the signed original to HR. 135

6.2 Performance evaluation based on Competencies A competency is an observable skill or ability to complete a task or job successfully. Once the company has established the key abilities or attributes that are necessary for effective employee performance, they may be incorporated into the appraisal system to make assessment more objective. The real strength of such a system is not in comparing people with each other in a competitive way, but analysing the progress of an employee in their own sense. This then directs attention to those areas where they are excelling or where skills may be improved. There are 15 competencies identified, which are applicable across all employees in the organization. The competence definitions are specific, observable, and therefore measurable, terms that clearly define the behaviors and performance expected of employees. However, not all competencies may be relevant to each and every employee in the organization. An exercise has been carried out to map the various levels and roles existing in the organization to these competencies. Since an employee is required to exhibit proficiency across all 136

competencies, equal weightages have been assigned to all competencies applicable to respective job positions in the organization. A guide to the same is available as ‘Competency Framework’ and ‘Competency Grid’. The former will be made available to all the employees in the organization to enable them to understand the parameters against which their performance would be evaluated. Convergys India now launches a Six-point rating scale, which will be used to evaluate the performance of the employee on both competencies and task objectives accomplished. The use of the same will lead to a more scientific performance evaluation process, thus giving away with the use of ratings/scores in decimal points. The 6-point rating scale is as follows: The 6-point rating scale is as follows:

Performance consistently exceeds expectations with no guidance

Performance consistently exceeds expectations with Minimal guidance / supervision

Performance consistently meets but sometimes exceeds Expectations

Performance consistently meets expectations

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Performance mostly falls short of expectations; requires significant amount of guidance / supervision

Performance consistently fails to meet expectations

The product of joint ratings and respective weightages should be added to obtain the total value (A) for the appraisee. This total should be entered on the front page.

By structuring competences into increasingly complex 'levels of work' to reflect the role holders responsibility and expected higher levels of performance, performance appraisal rating scales can be used to provide both expected and actual performance improvement profiles. The same portfolio is also used to identify development needs and plan their activities. 6.3 Performance evaluation based on achievement of objectives over the past six

months (where appropriate):

Evaluate each objective set during the last performance appraisal by assigning weightages to each of them and then rating them on a scale of 1 to 6. (Same rating scale to be used as under section 2).

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The product of joint ratings and respective weightages should be added to obtain the total value (B) for the appraisee. This total should be entered on the front page.

Using the above two figures (A) and (B), total score (C) of the appraisee can be obtained. This figure is used to determine the overall rating of the appraisee, based on the following rating scale: Rating Scale

Score interval

1101 - 1200

951 - 1100

801 - 950

651 - 800

501 - 650

Below 500

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6.4 Task objectives for the next six months An objective is simply a statement of what is to done and should be stated in terms of results. Personal task objectives, where appropriate, should be agreed and written down along with their measures and timescale. The timing must be specific; 'on-going' is not sufficient.

Objectives, which are not

completed in one review period, may be carried forward by agreement. A mnemonic aid to write objectives is SMARTING, i.e. • Specific - does the objective have only one possible interpretation • Measurable - how will it be clear that the objective has been achieved? • Achievable - can this individual actually deliver this objective? • Realistic - can this actually be done, knowing all the constraints that exist • Time bound - when must the objective be completed by?

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All task objectives must be agreed between the appraisee and appraiser before being set. It is understood that on occasions objectives that have been agreed cannot be delivered, or may become irrelevant, due to changing circumstances. In such cases, it is for the appraisee to go back to the reviewer as soon as the problem arises and agree revised objectives and timescales. It is not appropriate to wait until the next formal appraisal.

Performance Development Plan for the next six months

6.5

A Development Plan is important to help the employees learn new skills, knowledge, abilities and behaviors and to continue to remain current in their skills and/or improve their job performance. The development plan identifies specific activities, not just classroom training programs. While the Objective/Competencies selected for the performance plan are specific to the job, the development plan is an opportunity to focus on the individual. The appraising manager and the appraisee jointly create a development plan based on: •

Development for growth in the current job. 141

•

Future development/career interests.

•

Areas for improvement, where the employee is not meeting expectations.

The need for the same is based on identification of the gaps in the Appraisee’s target levels of competencies as against the required target levels. While doing so, the appraising manager is required to specify the grades within the target levels. The three grades are as follows: Strong (S): Significantly and consistently exceeds performance requirements/expectations. Competent (C): Proficient i.e., Fully satisfactory performance which meets position requirements/expectations. Needs Development (ND): Performance needs improvement. A performance improvement, role change, or other corrective action should be undertaken. However, in order to be promoted, an employee needs to be at least ‘Competent’ on the fixed/core competencies.

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If the individual needs to improve in some aspects of the position, and/or wants to grow in his or her current position, then development activities should be directly linked to Objectives and Competencies, if applicable. If the individual is meeting or exceeding expectations consistently and has career interests beyond his or her current role, there may be ways to incorporate skill building into the current position that will help the individual move in the desired direction. While you develop the plan together, think creatively about what activities will be best for the individual based on the skills,

knowledge,

development,

the

abilities

and

opportunities

behaviors available.

needing Personal

development need not always require a formal training course, instead consider other approaches such as recommending books to read, special projects, job shadowing etc.

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6.6 Summary of Performance This section is the overall summary of the performance of the concerned employee. On this page the appraising manager should write comments about the Appraisee’s performance over the past six months and sign. The former should provide comments with specific examples to support evaluation and to provide constructive feedback. The appraisee then has the opportunity to comment regarding his/her performance and indicate areas where he/she feels additional assistance is needed in order to become more effective. The appraisee should sign the document before it is passed on to the appraising manager’s boss for endorsement and comment.

6.7 Rating Scales Using the rating scale given in this section, select the rating of for each “indicator” that best reflects the employee’s performance or skill level. 144

TIMETABLE • Appraisal of previous six months performance. Advise score to HR. September 2007

• Where appropriate – agree objectives for the coming six months • Agree personal development plan

31st October 2007

• Last day for submission of completed documents to HR for any bonus calculation (payable with December payroll).

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FAQs

How will the competencies link to our Performance

Management Process? The competencies will be a part of our new performance management process & form. Weightages would be assigned to each of the competencies identified at the beginning of the appraisal cycle, and the performance evaluation of the appraisee would be based on the sum total of the product of the joint ratings on competencies and the respective weightages. Specific development needs should then appear on the Personal Development Plan and reviewed at the Bi-Annual Performance Appraisal.

2. What are the goals of the new program? The objectives of this new program are: To promote a comprehensive performance appraisal system that takes into account both objectives and behavioral competencies, to 146

encourage the development of competencies, to link individual goals to organizational values and objectives.

3. Since the manager completes the performance appraisal, how can one be certain of his/her objectivity? Open communication is encouraged between the manager and the employee. The manager does the appraisal, as it is his/her job, as well as a managerial right. However, this appraisal ought to be done with the cooperation and full participation of the employee as well as consultation with the next management level. There is also a section, which provides for the employee’s comments.

4. How do I evaluate an employee who is technically very productive, weak in certain competency areas, however doing work where the objectives (quality and quantity) are more important than the competencies? It is here that the need for Personal Development Plan is identified. A Development Plan is important to help the

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employees learn new skills, knowledge, abilities and behaviors and to continue to remain current in their skills and/or improve their job performance. Based on the competency gaps identified by the appraising manager, the training & development needs of the appraisee are addressed. Thus, we must recognize the areas of improvement, note the impact they are having, and help the employee to improve. We must also emphasize the benefits (for

co-workers

and

clients)

improving

his/her

competencies.

*****

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ANNEXURE C (Growth Chart)

GROWTH CHART Level/ External/I Fast Track/Time Band nternal scale 1A to External 1B Hire

IJP

Career Progressio

Min of 1 appraisal (9mth Rating of 4/5/6

Min of 6 mths or 1 comp appraisal cycle (6mths) Of 4/5/6

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1B to External 2A Hire

Fast Track

Min of 2 appraisals (12m Rating of 5/6 (consecut

Time Scale

Min of 4 appraisals (12m Rating of 4/5/6 (consec

Min of 9 mths or 1 comp appraisal cycle (6mths) Of 4/5/6

IJP

2A to External 2B Hire

Fast Track

Min of 2 appraisals (9m Rating of 5/6 (consecut

Time Scale

Min of 4 appraisals (9m Rating of 4/5/6 (consec

Min of 2 appraisals (6 m of 5/6 (consecutive)

IJP 2B to External 3A Hire

Fast Track Time Scale

IJP

Min of 2 appraisals (12m Rating of 5/6 (consecut

Min of 4 appraisals (12m Rating of 4/5/6 (consec Min of 2 appraisals (9 m of 5/6 (consecutive) 150

3A to External 3B Hire

Fast Track

Min of 2 appraisals (9m Rating of 5/6 (consecut

Time Scale

Min of 4 appraisals (9m Rating of 4/5/6 (consec

Min of 2 appraisals (6 m of 5/6 (consecutive)

IJP 3B to External 4A Hire

Fast Track

Min of 2 appraisals (12m Rating of 5/6 (consecut

Time Scale

Min of 4 appraisals (12m Rating of 4/5/6 (consec

Min of 2 appraisals (9 m of 5/6 (consecutive)

IJP 4A to External 4B Hire

Fast Track

Min of 2 appraisals (12m Rating of 5/6 (consecut

Time Scale

Min of 4 appraisals (12m Rating of 4/5/6 (consec

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IJP

Min of 2 appraisals (6 m of 5/6 (consecutive)

152