Performance Apprisal Hand Book

U.S. Department of the Interior

Performance Appraisal
Handbook
(370 DM 430)

A Guide for Managers/Supervisors and Employees

Performance Appraisal Handbook

Table of Contents
Timeline for the Performance Appraisal Process ...................................................................3
Introduction.............................................................................................................................4
Section 1- PLANNING .........................................................................................................5
Developing Employee Performance Appraisal Plans (EPAP) .........................................5
Elements ...........................................................................................................................5
Standards (Benchmark Performance Standards) ..............................................................6
Employee Participation.....................................................................................................9
Documenting Elements and Standards .............................................................................9
Section 2 – MONITORING ...............................................................................................10
Feedback during the Performance Year .........................................................................10
Progress Reviews............................................................................................................10
Section 3 – DEVELOPING EMPLOYEES ......................................................................12
Formal Development ......................................................................................................12
Informal Development....................................................................................................13
Section 4 – RATING ...........................................................................................................14
Eligibility ........................................................................................................................14
Interim Appraisals ..........................................................................................................14
Rating Critical Elements.................................................................................................14
Rating of Record.............................................................................................................15
Discussion with Employee .............................................................................................15
Reconsideration Process .................................................................................................16
Section 5 – ACTIONS BASED ON PERFORMANCE ...................................................18
Rewarding Performance .................................................................................................18
Links to Other Personnel Actions...................................................................................18
Dealing with Poor Performance .....................................................................................19

APPENDIX 1 – GPRA Examples for Individual Bureaus/Offices

APPENDIX 2 – Developing Performance Standards

APPENDIX 3 – A Supervisor’s Guide on How to get the Most of out of Performance Appraisals

APPENDIX 4 – An Employee Guide on How to get the Most out of Performance Appraisals

APPENDIX 5 – Supervisor’s Guide to Developing Individual Development Plans
• Sample Individual Development Plan

APPENDIX 6 – Checklists for Dealing with Poor Performance

APPENDIX 7 – Frequently Asked Questions

APPENDIX 8 – EPAP
• Sample Completed EPAP

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Replaces 11/1/95 FPM-418

Timeline for the Performance Appraisal System

5-Level Performance System

October 1 to
Or as otherwise approved by the DOI Office Appraisal Period – The appraisal period
of Human Resources September 30 coincides with the fiscal year, October 1 to
September 30.

Or 30 days after the end of the Performance October 1 to 31 Complete the performance appraisal for
Appraisal Period prior fiscal year that ended on September
30.

October 1 to
Or 60 calendars from beginning of appraisal Maximum time to finalize performance
November 30
cycle standards – Timeframe in which performance
standards are finalized and approved. The
maximum time a rating official has to put an
employee under elements and standards, i.e.,
establish an Employee Performance Appraisal
Plan (EPAP).

90 Calendar
Minimum Appraisal Period – The length of
Days time, 90 calendar days, that the employee must
be performing under an approved EPAP in a
given position in order to be eligible for an
interim or annual rating.

March through
Or approximately midway through May Progress Review – Discussion with the
Performance Appraisal period employee at least once during the appraisal
period to review the employee’s progress and
communicate performance as compared to the
established standards; to make any
recommended revisions to critical
elements/performance standards; and to
consider/identify any developmental needs or
performance improvement required.

As Required Interim Appraisal – Required when an
employee has worked under standards in the
position for 90 days and if one or more of the
following occurs: Employee changes position
(i.e., reassignment, promotion, change to lower
grade, transfer), completes a temporary
assignment of 120 days or more (i.e., detail,
temporary promotion, etc.), the rating official
leaves a supervisory position, or to document a
level of competence determination for within-
grade increase purposes when the employee’s
most recent rating of record is not consistent
with the level of competence determination.

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INTRODUCTION
This handbook is designed for Department of
the Interior rating officials and employees to
Managing employee performance is an integral assist with the management of employee
part of the work that all managers and rating performance that is aligned with and supports
officials perform throughout the year. It is as organizational goals. It is divided into five
important as managing financial resources and areas coinciding with OPM’s definition, with
program outcomes because employee the final section expanded to include taking
performance, or the lack thereof, has a profound other actions based on performance including
effect on both the financial and program dealing with poor performance.
components of any organization.

The Department of the Interior’s performance
management policy is designed to document
the expectations of individual and
organizational performance, provide a
meaningful process by which employees can
be rewarded for noteworthy contributions to
the organization, and provide a mechanism to
improve individual/organizational
performance as necessary.

To accomplish these objectives, managers
need to identify organizational goals to be
accomplished, communicate individual and
organizational goals to employees that support
the overall strategic mission and Government
Performance and Results Act (GPRA) goals of
the Department, monitor and evaluate
employee performance, and use performance
as a basis for appropriate personnel actions,
including rewarding noteworthy performance
and taking action to improve less than
successful performance.

The Office of Personnel Management defines
performance management as the systematic
process of:

• planning work and setting expectations
• continually monitoring performance
• developing the capacity to perform
• periodically rating performance in a summary
fashion; and
• rewarding good performance

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describe a group’s performance. However, a
SECTION 1 - PLANNING
supervisor or manager can and should be held
accountable for seeing that results measured at the
In an effective organization, work is planned in group or team level are achieved. Critical elements
advance. This includes setting performance assessing group performance may be appropriate to
expectations and goals for individuals in order to include in the EPAP of a supervisor, manager, or team
channel efforts toward achieving organizational leader who can reasonably
objectives. Involving Performance elements tell employees what be expected to command the
employees in the planning they have to do and standards tell them how production and resources
process is essential to their well they have to do it. necessary to achieve the
understanding of the goals of results (i.e., held individually
the organization, what needs to be done, why it needs accountable).
to be done, and expectations for accomplishing goals.
Supervisors and managers may use several
DEVELOPING EMPLOYEE PERFORMANCE documents and/or sources to assist them in
APPRAISAL PLANS (EPAP) The regulatory determining the appropriate critical elements for their
requirements for planning an employee’s performance employees. These include but are not limited to:
include establishing the elements and standards in • Goals and objectives as outlined in the
their EPAP (EPAP). An EPAP outlines the specific Department’s strategic plan
elements and standards that the employee is expected • Specific performance goals established for a
to accomplish during the rating cycle. Performance given program area as outlined in the
elements and standards should be measurable, Department’s annual performance plan
understandable, verifiable, equitable, and achievable. • Bureau/Office specific program goals and
objectives
In addition, EPAPs should be flexible so that they can
• Functional area/organizational goals and
be adjusted for changing program objectives and work objectives
requirements. When used effectively, these plans can • Other internal management policy/direction
be beneficial working documents that are discussed • Laws and/or regulatory requirements
often, and not merely paperwork that is filed in a • Customer/stakeholder feedback
drawer and seen only when ratings of record are • Employee input
required. • Employee position descriptions

ELEMENTS The Department’s policy outlines that Mandatory Elements: Department policy requires the
employees may have a minimum of one and no more following mandatory elements be included:
than five elements in their appraisal plans, all of
which will be considered critical. Through these • All supervisors/managers— EPAPs for all
elements, employees are held accountable as supervisors and managers shall include the
individuals for work assignments and responsibilities following critical element (one of the maximum of
of their position. A critical element is an assignment 5 elements):
or responsibility of such importance that
unsatisfactory performance in that element alone Supervisory/Managerial Element: Performance
would result in a determination that the employee’s of supervisory/managerial duties will be carried
overall performance is unsatisfactory. As defined by out in accordance with regulatory requirements
law, failure on one or more critical elements can result and other Bureau/Office policies governing the
in the employee’s reassignment, removal, or reduction following areas:
in grade. Consequently, critical elements must Diversity/EEO obligations;
describe work assignments and responsibilities that Internal management controls;
are significantly influenced by an employee’s work Merit Systems Principles;
effort and within the employee’s control. For most Safety and Occupational Health
employees this means that critical elements cannot obligations;
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Effective performance management; and • COST-EFFECTIVENESS addresses dollar
Effective management of ethics, conduct & savings or cost control. These should address
discipline issues. cost-effectiveness on specific resource levels
(See Benchmark Standards below for description (money, personnel, or time) that can generally be
of standards for supervisors at the various documented and measured. Cost-effectiveness
performance levels.) measures may include such aspects of
performance as maintaining or reducing unit
costs, reducing the time it takes to produce or
• All employees—EPAPs must have at least provide a product or service, or reducing waste.
one performance element that is linked to the
strategic mission and Government To develop specific measures, the rating official must
Performance Results Act (GPRA) goals of the determine which of the above general measure(s) are
Department, Bureau/Office, and/or work unit. important for a given element, and then determine
Rating officials should determine which how to measure it.
appropriate GPRA/mission strategic goal(s),
end outcome goal(s), end outcome When specific standards are developed in addition to,
performance measure(s), strategies, or strategy or in lieu of, the benchmark standards listed below,
performance measure(s) can best be utilized to regulation requires description at the Fully Successful
develop the critical element(s) and standards level, at a minimum. However, rating officials are
in each employee’s performance appraisal strongly encouraged to develop standards at additional
plan. This element(s) should be clearly levels so employees clearly understand their
labeled on the EPAP. (See Appendix 1 for performance expectations at various levels.
some specific Bureau/Office examples.)
In addition, if the benchmark standards below are not
STANDARDS The performance standards are used, standards developed by the rating official should
expressions of the performance threshold(s), require levels of performance that are essentially
requirement(s), or expectation(s) that must be met for equivalent to that described by the benchmark
each element at a particular level of performance. standard at each level. See Appendix 2 to assist you
They must be focused on results and include credible in developing your own standards.
measures such as:
The following benchmark standards are provided for
• QUALITY, addresses how well the employee or your use in describing expected performance at the
work unit is expected to perform the work and/or various levels of the plan. These benchmark standards
the accuracy or effectiveness of the final product. can be applied to every position, but should be
It refers to accuracy, appearance, usefulness, or
augmented with specific standards that describe the
effectiveness. Measures can include error rates
(such as the number or percentage of errors results expected at the various levels of performance
allowable per unit of work) and customer for each element.
satisfaction rates (determined through a customer
survey/feedback). While each and every criterion described in the
standards will not have to be met by the employee in
• QUANTITY addresses how much work the absolute terms to assign a particular rating level, the
employee or work unit is expected to produce. rating official MUST ensure the employee
Measures are expressed as a number of products understands the overall level of performance they are
or services expected, or as a general result to expected to meet in order to be assigned a given rating
achieve. level.
• TIMELINESS addresses how quickly, when, or by
what date the employee or work unit is expected
The standards are separated into Non-Supervisory and
to produce the work. Supervisory.

Benchmark Employee Performance Standards
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produces a high quantity of work, often ahead of
Exceptional: established schedules with less than normal
supervision.
Employee demonstrates particularly excellent
performance that is of such high quality that The employee writes and speaks clearly on difficult
organizational goals have been achieved that would subjects to a wide range of audiences and works
not have been otherwise. The employee demonstrates effectively with others to accomplish organizational
mastery of technical skills and a thorough objectives.
understanding of the mission of the organization and
has a fundamental impact on the completion of Fully Successful:
program objectives.
The employee demonstrates good, sound performance
The employee exerts a major positive influence on that meets organizational goals. All critical activities
management practices, operating procedures and/or are generally completed in a timely manner and
program implementation, which contributes supervisor is kept informed of work issues, alterations
substantially to organizational growth and recognition. and status. The employee effectively applies technical
The employee plans for the unexpected and uses skills and organizational knowledge to get the job
alternate ways of reaching goals. Difficult done. The employee successfully carries out regular
assignments are handled intelligently and effectively. duties while also handling any difficult special
The employee has produced an exceptional quantity of assignments. The employee plans and performs work
work, often ahead of established schedules and with according to organizational priorities and schedules.
little supervision. The employee communicates clearly and effectively.

The employee’s oral and written communications are Minimally Successful:
exceptionally clear and effective. He/she improves
cooperation among participants in the workplace and The employee’s performance shows serious
prevents misunderstandings. Complicated or deficiencies that requires correction. The employee’s
controversial subjects are presented or explained work frequently needs revision or adjustments to meet
effectively to a variety of audiences so that desired a minimally successful level. All assignments are
outcomes are achieved. completed, but often require assistance from
supervisor and/or peers. Organizational goals and
Superior: objectives are met only as a result of close
supervision. On one or more occasions, important
Employee demonstrates unusually good performance work requires unusually close supervision to meet
that exceeds expectations in critical areas and exhibits organizational goals or needs so much revision that
a sustained support of organizational goals. The deadlines were missed or imperiled.
employee shows a comprehensive understanding of
the objectives of the job and the procedures for Employee shows a lack of awareness of policy
meeting them. implications or assignments; inappropriate or
incomplete use of programs or services;
Effective planning by the employee improves the circumvention of established procedures, resulting in
quality of management practices, operating unnecessary expenditure of time or money; reluctance
procedures, task assignments and/or program to accept responsibility; disorganization in carrying
activities. The employee develops and/or implements out assignments; incomplete understanding of one or
workable and cost-effective approaches to meeting more important areas of the field of work; unreliable
organizational goals. methods for completing assignments; lack of clarity in
The employee demonstrates an ability to get the job writing and speaking; and/or failure to promote team
done well in more than one way while handling spirit.
difficult and unpredicted problems. The employee
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Unsatisfactory: relationships. The employee almost always handles
difficult situations with subordinates with
The employee’s performance is unsatisfactory. The professionalism and effectiveness. The employee
quality and quantity of the employee’s work are not shows good judgment in dealing with others and
adequate for the position. Work products do not meet considering their views. The employee has a strong
the minimum requirements expected. sense of mission and seeks out responsibility. The
employee demonstrates a commitment to fair
The employee demonstrates little or no contribution to treatment, equal opportunity and the affirmative action
organizational goals; failure to meet work objectives; objectives of the organization, and has a positive
inattention to organizational priorities and impact on achievement of goals in this area. In
administrative requirements; poor work habits addition, the employee promotes a safe working
resulting in missed deadlines and/or incomplete work environment and solutions to problems encountered in
products; strained work relationships; failure to meeting other management obligations including
respond to client needs; and/or lack of response to internal management controls, merit systems
supervisor’s corrective efforts. obligations, managing performance, and management
of ethics, conduct and discipline issues.
Benchmark Supervisory Performance Standards
Fully Successful:
Exceptional:
Supervisory: The employee is a capable leader who
Supervisory: The employee demonstrates excellent works successfully with others and listens to
leadership skills and with only rare exceptions suggestions. The employee generally handles difficult
develops effective working relationships with others. situations with subordinates with professionalism and
The employee immediately handles difficult situations effectiveness. The employee also works well as a
with subordinates with professionalism and team member, supporting the group’s efforts and
effectiveness, and demonstrates foresight in correcting showing an ability to handle a variety of interpersonal
situations that may cause future problems before they situations. The employee’s work with others shows
arise. The employee encourages independence and an understanding of the importance of fair treatment
risk-taking among subordinates, yet takes and equal opportunity and meets all management
responsibility for their actions. The employee is open commitments related to providing a safe working
to and solicits the views of others, and promotes environment, merit systems obligations, performance
cooperation among peers and subordinates, while management, and internal controls, and management
guiding, motivating and stimulating positive of ethics, conduct and discipline issues.
responses.
Minimally Successful:
The employee demonstrates a strong commitment to
fair treatment, equal opportunity and the affirmative Supervisory: The employee’s supervisory
action objectives of the organization, and has a performance shows serious deficiencies that require
significant positive impact on achievement of goals in correction. The employee sometimes fails to motivate
this area. In addition, the employee demonstrates subordinates and promote team spirit; provide clear
innovation and specific positive achievements in assignments and performance requirements or
meeting other management obligations such as safety, sufficient instructions to subordinates; provide
internal management controls, merit systems sufficient explanation of organizational goals to
principles, performance management, and subordinates; satisfy customer needs and/or meet
management of ethics, conduct and discipline issues. customer service objectives; and/or meet production
or mission goals in a timely and quality manner. The
Superior: employee’s work with others fails to show a
Supervisory: The employee demonstrates good consistent understanding of the importance of fair
leadership skills and establishes sound working treatment and equal opportunity. The employee does
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not meet all management obligations related to
internal controls, merit system obligations,
performance management, and/or management of
ethics, conduct and discipline issues. DOCUMENTING ELEMENTS AND
STANDARDS The critical elements and associated
descriptions of expected performance described at the
“fully successful” level, at a minimum, must be
documented on the EPAP (See Appendix 8) and
signed by the rating official and the employee.
Unsatisfactory: Reviewing officials may be required to
review/approve the EPAP as determined by their
Supervisory: The employee’s supervisory Bureau/Office.
performance is unsatisfactory. The employee usually
fails to motivate subordinates and promote team spirit; EPAPs should be developed and put in place within
often provides unclear assignments and performance 60 days of the beginning of the appraisal period, the
requirements or insufficient instructions to employee’s entrance on duty, the assignment of an
subordinates; frequently fails to provide sufficient employee to a detail or temporary promotion
explanation of organizational goals to subordinates; scheduled to exceed 120 days, the assignment of an
generally fails to satisfy customer needs and/or meet employee to a new position, or their assignment to a
customer service objectives; and/or frequently fails to new or different supervisory position. Rating officials
meet production or mission goals in a timely and who move out of their position more than 90 days
quality manner. The employee’s work with others before the end of the rating period should finalize
consistently fails to show an understanding of the progress reviews and where standards had been in
importance of fair treatment and equal opportunity. place for the minimum of 90 days, prepare an interim
Employee frequently fails to meet other management appraisal for the incoming rating official. If an
obligations related to internal controls, merit systems employee moves to a supervisory position in the new
obligations, performance management, and/or organization, a review of the previous EPAPs should
management of ethics, conduct and discipline issues. be accomplished and if accepted, both the new rating
official and the employee sign and date the EPAP. If
EMPLOYEE PARTICIPATION the new rating official makes changes to the plan, a
Supervisors/managers should encourage employees to new plan must be put in place, allowing the employee
participate in establishing the EPAP for their position. a minimum of 90 days under the new plan before a
By participating, employees get a clearer rating may be assigned.
understanding of what is required and what role their
position plays in the activity of the organization. The
final decision regarding critical elements and In order for the employee to
standards always rests with the management official, receive a rating of record
however. during the rating year,
elements and standards must
Employee participation may be accomplished as be in place a minimum of 90
follows: days before the end of the
(1) Employee and rating official jointly developing rating period.
the EPAP;
(2) Employee providing the rating official with a draft
plan;
(3) Rating official providing the employee with a
draft plan, or
(4) Employee writing one of the critical
elements that he/she performs in his/her
position.
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be sugar-coated, but present accurate,
SECTION 2 - MONITORING factual, and complete feedback; it is
more effective when it reinforces what
Effective and timely feedback during the performance the employee did well and then identifies
appraisal period addressing employee performance on what the employee needs to do in the
elements and standards is an essential component of a future to further improve his/her
successful performance management program. performance.
Employees need to know in a timely manner how well
they are performing. They need to be told what they Part of the monitoring process includes conducting at
are doing well and if there are areas needing least one formal progress review during each appraisal
improvement. period at approximately mid-way through the rating
cycle. The completion of this
Designing effective feedback into a
Feedback can come from many performance management program will progress review should be noted
different sources: observation by improve individual and team performance on the employee’s performance
managers and rating officials, and will make your organization more appraisal plan and signed and
effective. With effective feedback dated by both the rating official
measurement systems, feedback
processes, employees can see their
from peers, and input from and the employee. While only
progress and that motivates them to
customers, just to name a few. It reach their performance goals one progress review is required,
will be up to rating officials to successfully. rating officials are encouraged to
determine how best to gather the frequently discuss performance
information, and from which sources, to with subordinate employees during the appraisal
ensure an effective rating of the employees period. This is particularly critical in the case of an
under their supervision. employee who is not performing at the “fully
successful” level. In this case, it may be necessary to
provide additional written criteria on performance
When providing feedback, the following concepts expectations and/or set up regular feedback sessions
should be kept in mind: with the employee. It is important to contact your
• Feedback works best when it relates to a specific servicing human resources office for advice and
goal, such as those established in the assistance before taking any action.
employee’s performance appraisal plan. Basing
feedback on the employee’s performance
against his or her elements and standards is key
to providing tangible, objective, and powerful Some issues that may be discussed in a performance
feedback. Telling employees that they are doing review:
well because they exceeded their goal by 10
For both employees & supervisors
percent is more effective than simply saying,
“You're doing a good job.” • Communication
• Employees should receive information about • Training Needs (formal, on-the-job, etc.)
how they are doing in as timely a fashion as • Sufficiency of skills and knowledge level for
possible. If they need to improve their successful performance
performance, the sooner they find out about it, • Status of work (challenging, fulfilling)
the sooner they can correct the problem. If • Delegation of assignments
employees have reached or exceeded a goal, • Getting/giving regular feedback
the sooner they receive positive feedback, the For supervisors
more rewarding it is to them.
• Feedback should be given in a manner • What could I do to help make your job easier
that will best help improve performance. or help you in any way?
Since people respond better to • Is your staff responding to assignments
information presented in a positive way, appropriately and in a timely fashion?
express feedback in a positive manner.
This is not to say that information should
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Rating officials should document employee
performance, both good and when improvement is
needed, throughout the year. Doing this will allow the
rating official to provide specific examples to the
employee during progress reviews, during the rating
of record, or at other times throughout the year.

See Appendix 3 for additional supervisory guidance
on Performance Reviews.

See Appendix 4 for additional employee guidance on
Performance Reviews.

Rating officials should contact their
servicing Human Resources Office or
Employee Relations Specialist for
assistance as soon as problems with an
employee’s performance develop. Also
see Section 5 for more information on
dealing with poor performance.

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This could include a review of past applications for
SECTION 3 –DEVELOPING employment and past training records.
EMPLOYEES
The employee reviews the standards for work
The process of performance management provides an performance to determine core competencies necessary
excellent opportunity to identify developmental needs. for the job and past performance evaluations for
During planning and monitoring of work, deficiencies indications of areas needing improvement and identifies
in performance become Providing employees with training and
core skills specific to that need.
evident and can be developmental opportunities encourages good
addressed. Areas for performance, strengthens job-related skills and The employee assesses
improving good competencies, and helps employees keep up personal career goals and
performance also stand with changes in the workplace, such as the determines both short and long
out, and action can be introduction of new technology. term steps toward achieving
taken to help successful the goals.
employees improve even further.
The employee identifies specific opportunities for
Developing employees is more than just training developmental experiences and researches possible
employees. Developing employees covers all efforts sources for development. The employee may seek out
to foster learning, which happens on the job every career counseling from a variety of sources including
day. When organizations focus on developing their peers, current and past supervisors, and the human
employees' capacity to perform rather than just resources staff.
training them, employees will be able to adapt to a
variety of situations, which is vital for the survival, The supervisor is available for clarifying and
well-being, and goal achievement of individuals as counseling.
well as organizations.
2. Discussions and Collaboration. In order to obtain
Employee development can be either formal or mutual commitment between the supervisor and the
informal. Formal development may include: employee, open discussion and collaboration is
necessary.
• traditional training in structured courses,
classrooms, and formal development The employee and supervisor mutually agree to
programs; discuss the results of the self-assessment and draft
• self-study courses, including those using IDP prepared by the employee. The discussion
computer technology, such as distance includes both perspectives of organizational needs, job
learning over the Internet, CD-ROM courses, requirements, the employee’s strengths and
and Intranet courses provided to employees developmental needs, financial limitations, timing and
addressing agency-specific skills and learning opportunities that the supervisor will actively
competencies. support.

One effective means of identifying formal training for The supervisor coaches the employee by giving open
an employee is establishing an Individual and constructive feedback, identifying challenging
Development Plan (IDP), as follows: assignments, discussing career paths in the
organization and reasonable timeframes for meeting
The Individual Development Plan 1-2-3 Process the objectives of the IDP.

1. Self-Assessment. The employee reviews prior job The supervisor and employee sign a completed IDP
experience, training, education and other based on mutual agreement or final decisions of the
developmental experiences to provide concrete supervisor.
information regarding current strengths and skills.
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3. Implementation and Follow-up. The employee of improved individual and organizational
ensures that any necessary procurement or training performance.
request forms are prepared and monitors work that is
assigned to best accomplish the IDP’s developmental As part of a “performance improvement period,”
experiences. The employee reports on completion of training and/or development may also become a
items in the IDP. The supervisor and the employee critical component of demonstrating assistance to
meet periodically throughout the year to review and employees who are not meeting performance
update the IDP. requirements.

Bureaus/Offices may require the use of an IDP at their Rating officials should contact their servicing
discretion. Check with your Human Resources Office Human Resources Office or Employee Relations
for the IDP or other appropriate form to be used by Specialist for assistance as soon as problems with
your Bureau/Office for documenting employee an employee’s performance develop. Also see
development needs. Section 5 for more information on dealing with
poor performance.
While managers have a large influence over formal
training, they have even greater impact on creating a For additional information about the IDP, see
climate for informal employee development, which Appendix 5.
can take a wide variety of forms:

• Feedback is a natural part of the monitoring
process of performance management, but
specific and timely feedback to employees
about their performance against established
expectations also provides the foundation for
discussing developmental needs.
• Job rotations and special assignments can
stretch and challenge employees and broaden
their understanding of the organization.
• Coaching and counseling provides
individualized advice and instruction.
• Mentoring helps employees clarify career
goals, understand the organization, analyze
strengths and developmental needs, build
support networks, and deal with roadblocks.
• Using the manager as an informal teacher
acknowledges that managers consciously
teach employees through their own model,
habits, and system of values.
• Learning teams can form to meet regularly to
focus on improving performance.
• Self-development includes a broad collection
of techniques and approaches, demonstrations
at other organizations.

Although these informal developmental strategies cost
very little, they have potentially big payoffs in terms

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The weight given to interim ratings in deriving annual
SECTION 4 - RATING ratings of record shall be proportional to their share of
the appraisal period.
Within the context of formal performance
appraisal requirements, rating means RATING CRITICAL ELEMENTS Rating officials
evaluating employee performance against the should compile performance data from various
elements and standards in an employee's sources as a part of the rating process. It is often a
performance appraisal plan and assigning a good idea to ask employees to keep track of their own
rating of record. The rating of record is based progress using data identified during the planning
on work performed during the entire 12-month phase so they can provide a complete account of their
appraisal period, including temporary accomplishments during progress reviews and the
assignments over 120 days. final rating. As discussed above, rating officials, as
they deem appropriate, should also talk to customers
To be eligible for a rating of record an employee must: and peers, review documentation, and incorporate
• Be a permanent full-/part-time employee; and other feedback if available to ensure a complete
• Be under established standards for a minimum of picture of the employee’s performance.
90 days;
OR The rating assigned reflects the level of the
• Be a temporary employee who has worked more employee’s performance as compared to the standards
than 120 days during the annual appraisal period;
and
established. If an employee does not have an
• Be under established standards for at least the opportunity to perform a critical element during the
last 90 days. rating period, no rating will be assigned and the words
“Not Rated” should be written on the EPAP for that
INTERIM APPRAISALS Interim appraisals are element.
written ratings prepared when an employee has
worked under performance standards in the position When assigning a rating for each element, the rating
official should consider the following:
for 90 days and if one or more of the following
1. Read carefully each performance standard level
occurs:
beginning with the Fully Successful one. It is to be
considered the base level standard.
• The employee changes position (i.e., 2. Determine the level that best describes the
reassignment, promotion, change to lower grade, employee’s performance on the element. Each and
transfer); every criterion in the standard does not have to be
• The employee completes a temporary assignment met by the employee in absolute terms to assign a
of more than120 days (i.e., detail, temporary particular rating level. The sum of the employee’s
promotion, etc.); performance of the element must, in the rater’s
• The rating official leaves the supervisory position judgment, meet the assigned level’s criteria.
more than 90 days before the end of the rating
cycle;
• To document a level of competence determination
for within-grade increase purposes when the
employee’s most recent rating of record is not
consistent with the level of competence
determination. A rating for this purpose becomes
the rating of record.

A copy of the interim appraisal will be provided to the
new rating official and to the employee. Any interim
appraisals should be considered by the new rating
official in assigning an official annual rating of record.

10/4/04 #370DM430HB-1 14

Each performance element should be assigned one of
the following ratings based on the employee’s The rating official should be prepared to have a
performance for the appraisal period and documented thorough performance rating discussion. In
on the preparation for the discussion, the rating official
Plan: should ensure the following:
• All necessary approvals of the rating of record
Rating Level Points Assigned have been completed.
• Employee performance on each critical element
Exceptional 5 points during the rating period has been reviewed and
noted, including tasks that were completed well
Superior 4 points
and any areas needing improvement. Specific
Fully Successful 3 points examples should be noted when possible.
Minimally Successful 2 points • A private location and adequate time has been
Unsatisfactory 0 point put aside to meet with the employee, including
time for employee input (As a general rule, 30
RATING OF RECORD Within 30 days following minutes to one hour per employee).
completion of the appraisal period (including any • Future expectations and goals of the organization
extensions, if applicable), the rating official shall have been considered.
review the performance of each employee based on
previously communicated elements and standards and During the meeting, the rating official should do the
prepare the annual rating of record. following:
• Be professional, calm and focused on
Rating officials shall not assign employee ratings performance issues.
under an arbitrary distribution system (such as a bell • Begin with positive feedback on tasks the
curve). This is contrary to the intent of the appraisal employee has done well regardless of what the
system and would interfere with assigning ratings final rating is.
based on actual performance. • Go through each element and discuss items of
note, both positive and negative as appropriate
and assign a rating.
A narrative summary must be written for each critical
• Provide specific examples when possible.
element assigned a rating of Exceptional, Minimally
• Describe any changes in performance required
Successful, or Unsatisfactory. This narrative should and ensure the employee understands.
contain examples of the employee's performance that • Allow for employee questions and input
substantiate and explain how the employee's throughout.
performance falls within the levels assigned. The • Summarize the performance and assign the rating
narrative summaries are recorded on the EPAP. A of record.
narrative summary is encouraged, but not required, for • Have the employee sign and date the “Employee”
ratings of Superior and Fully Successful. block on the EPAP.
• Sign and date the “Rating Official” block on the
All ratings of record of Exceptional, Minimally EPAP.
Successful, and Unsatisfactory must be reviewed and
approved by the reviewing official prior to discussion Rating Officials should keep a copy of the completed
with the employee. A review of the summary rating is EPAP for their files, provide a copy of the completed
not required for ratings of Superior and Fully and signed form to the employee, and send the
Successful, unless established by internal original to the servicing Human Resources Office
Bureau/Office guidance. See Appendix 8 for a sample within 60 days of the end of the rating period to be
completed EPAP. filed in the Employee Performance Folder (EPF).

DISCUSSION WITH EMPLOYEE The rating EMPLOYEE SUPPLEMENTAL COMMENTS
official will discuss the completed EPAP with the An employee may submit written comments to the
employee after all required approvals are obtained. overall rating of record, the element ratings and/or the
10/4/04 #370DM430HB-1 15

narrative comments if they desire. This may occur if An employee must discuss their dissatisfaction with
an employee wishes to provide specific information the rating official before requesting a formal
on noteworthy accomplishments that the rating reconsideration unless the employee requests in
official did not include, or if they have other writing to move directly to the formal stage and this is
comments that they wish to include as part of the allowed by the Bureau/Office reconsideration process.
performance appraisal plan. NOTE: THIS This informal discussion should take place within 7
PROCESS MAY BE UTILIZED ONLY WHEN calendar days of the employee’s receipt of the
THE EMPLOYEE IS NOT CONTESTING THE Employee Performance Appraisal Form, and the
RATING HE/SHE RECEIVED ON A GIVEN rating official’s decision must be communicated to the
ELEMENT, WHICH, IF CHANGED, WOULD employee, either verbally or in writing, within 7
AFFECT THE OUTCOME OF THE OVERALL calendar days of the informal reconsideration
RATING OF RECORD. discussion.

These comments must be submitted to the rating If agreement cannot be reached informally, the
official within 30 days of the date the employee employee may request a formal reconsideration of the
receives/signs the rating of record on the EPAP. The rating through their servicing Human Resources
rating official should forward these comments to their Office.
Servicing Human Resources Office to be filed with
the completed EPAP in the EPF. These written Requesting a Formal Reconsideration - To request
comments will not change the rating of record as a formal reconsideration, the employee should send a
determined by the rating official. written request to their servicing Human Resources
Office within 7 calendar days of receipt of decision of
RECONSIDERATION PROCESS When an the informal meeting. This request should include the
employee has a concern about the rating given on a following:
particular element, which, if changed, will affect the
outcome of the rating of record, he/she may request a • Employee organization and duty station;
reconsideration of this rating through their • Copy of the annual appraisal for which a
Bureau/Office reconsideration process. reconsideration is being requested;
• Specific area(s) or details of the annual appraisal
Each Bureau/Office may determine the process that for which the reconsideration is being requested;
will be utilized when an employee requests • The identity of the employee’s designated
reconsideration of a rating, and whether to use the representative (name, title, address, and
reviewing official in the reconsideration process, or telephone number), if applicable;
choose a reconsideration official, reconsideration • Why the employee believes the rating is in error,
with supporting facts and documents;
committee, or other designee to review the
• The action the employee requests of the
reconsideration request. Bureaus/Offices have reconsideration official or the reconsideration
discretion to change the process and/or timeframes committee; and
outlined below, but must ensure the process includes • A copy of the written decision of the informal
an informal and formal stage and that timeframes are reconsideration by the rating official, a statement
reasonable. In addition, the authority to make a final confirming that the informal process was followed,
decision on a request for reconsideration must remain or a written request to move directly to the formal
within a given Bureau/Office. Each Bureau/Office stage.
must formally notify all employees of its
reconsideration process. The Servicing Human Resources Office will review
the formal request for reconsideration to determine if
Informal Reconsideration Procedure - When it is appropriate for acceptance under these
possible, the employee and rating official should procedures. If it is not accepted, the request will be
informally attempt to resolve any disagreement about returned to the employee with an explanation of the
the performance appraisal and/or rating. reason(s) for non-acceptance. If accepted, the request
10/4/04 #370DM430HB-1 16

for reconsideration is referred within 14 calendar days official, the reviewing official, and staff
of receipt to the reconsideration official, experts as necessary and appropriate;
reconsideration committee, or other designee (3) Increasing the summary rating or an element
established by the Bureau/Office. rating; removing or modifying narrative
comments, or leaving the summary rating,
The formal reconsideration process shall be carried element ratings, or narrative comments
out by a person or person(s) as determined by the unchanged; and
Bureau/Office, who have not been involved in the (4) Issuing a final written decision within 20
reconsideration request and, when practical, who do calendar days of receipt of the request for
not occupy a position subordinate to any official who reconsideration that includes documentation of
recommended, advised, or made a decision in the basis for the decision. This document
connection with the appraisal involved. The servicing must be given to the employee and filed in the
Human Resources Office shall advise the Employee Performance File (EPF).
reconsideration official or committee members of
their responsibilities during this formal process. The decision rendered by the reconsideration official
or reconsideration committee (or other designee as
An employee may be represented during the formal determined by the Bureau/Office) is final and
reconsideration process. The Bureau/Office may becomes the official rating of record.
disallow the employee's choice of representative for
reason of conflict of interest or position or Timeframes outlined above (or in the established
unreasonable cost to the Government. Bureau/Office reconsideration process) may be
extended on a case-by-case basis upon mutual consent
The authority of the reconsideration official or of the parties and with concurrence of the servicing
reconsideration committee is limited to an impartial Human Resources Office.
reconsideration of the employee's dissatisfaction with
the rating given on a particular element that he/she Employees covered by a Collective Bargaining
believes may adversely affect the annual rating of Agreement that includes a reconsideration procedure
record. The employee may not dispute (1) the number will be governed by that procedure as the exclusive
or type of performance elements identified for their method to request reconsideration.
position, or (2) the substance or contents of
performance standards, including the objective criteria
against which performance will be measured.

The reconsideration official or reconsideration
committee shall be provided all the resources
necessary to complete the impartial reconsideration
and render the Bureau/Office decision.

The reconsideration official or reconsideration
committee is responsible for the following actions in
considering an employee’s formal reconsideration
request:

(1) Reviewing any evidence or information
submitted by the employee, rating official,
and/or reviewing official;
(2) Consulting with the employee, the employee’s
representative (if applicable), the rating

10/4/04 #370DM430HB-1 17

Award, non-monetary award, or other
SECTION 5 - ACTIONS BASED ON appropriate equivalent recognition.
PERFORMANCE
• Fully Successful (Level 3): Eligible for
A basic principle of effective management is that all awards such as monetary, non-monetary,
behavior is controlled by its consequences. Those Time-off, or other appropriate equivalent
consequences can and should be both formal and recognition, given for reasons other than
informal and both positive and negative. Positive sustained performance tied to the rating of
consequences include rewards and recognition, record.
promotions, within-grade-increases, etc. Negative
consequences may include counseling, reassigning, • Minimally Successful (Level 2): Ineligible
removing, or downgrading the employee. for any performance recognition.

REWARDING PERFORMANCE Rewarding • Unsatisfactory (Level 1): Ineligible for any
performance means providing incentives to, and performance recognition.
recognition of, employees for their performance and
acknowledging their contributions to the agency's Supervisors/Managers should contact their servicing
mission. Recognition is an ongoing, natural part of Human Resources Office for further information and
day-to-day experience. Good performance should be assistance regarding appropriate delegations and
recognized without waiting for nominations for formal procedures that must be followed.
awards to be solicited.
LINKS TO OTHER PERSONNEL ACTIONS The
Awards may come in many forms, including cash, rating of record has a bearing on various other
time off, non-monetary items, honor awards, etc. personnel actions, such as granting within-grade pay
Many of the actions that reward good performance — increases, promotions, determining additional
like saying “You did a good job.” — don’t require retention service credit in a reduction in force, etc.
specific regulatory authority and are easy to give. The relationship of the rating of record to other
personnel actions includes the following:
Under Departmental policy 370 DM 430, an employee
must be rated at Level 4 (Superior) or Level 5 Within-Grade Increases: For General Schedule
(Exceptional) to be eligible for an award for sustained Employees: In order to justify granting a within-grade
superior performance. Employees rated at Level 5 increase, the employee must be performing at an
(Exceptional) must be considered for an award. "acceptable level of competence." An employee
whose current performance of a critical element fails
Supervisors/Managers have the flexibility to recognize to meet the standards or whose overall performance is
employees using any of the following forms of less than Fully Successful is not performing at an
recognition or combination thereof (i.e., individual acceptable level of competence and the within-grade
cash award and a Time-Off Award): increase must be withheld. An employee's rating of
record must be no lower than Level 3 (Fully
• Exceptional (Level 5): Eligible for an Successful) for an employee to receive a within-grade
individual cash award up to 5% of base pay; a increase. This may require a rating official to prepare
Quality Step Increase; Time-Off Award; or a new rating of record before the end of the waiting
other appropriate equivalent recognition. period for a within-grade increase in order to
Additionally, may be eligible for a salary document that an employee previously rated at Level
increase of up to 5% from the Human Capital 1 or 2 has improved performance to an acceptable
Performance Fund. level of competence. Conversely, for an employee
whose most recent summary rating is at Level 3 or
• Superior (Level 4): Eligible for an individual higher, but whose performance has deteriorated to the
cash award up to 3% of base pay; Time-Off degree that the rating official wishes to withhold a
10/4/04 #370DM430HB-1 18

within-grade increase, the rating official must prepare position. Proper use of progress reviews during this
a new rating of record to document that performance period can do much to ensure that the employee has
has fallen to a Level 1 or 2. Supervisors/Managers fully demonstrated the qualifications and skills
should contact their servicing human resources necessary for the supervisory or managerial position.
office for further information and assistance. (See
Section 4, “Interim Appraisals.”) Reductions-in-Force: An employee's performance
rating of record is used to determine the employee’s
For Federal Wage System Employees: An employee assignment rights during a Reduction-in-Force.
under a regular Federal Wage System (FWS) schedule Employees are given performance credit for RIF
with a current rating of record of Fully Successful or retention by adjusting the employee's service date for
better shall be advanced to the next higher step within RIF purposes. Generally the employee receives
the grade upon completion of the required waiting additional service credit based on the average of the
period. FWS employees with a current performance three most recent ratings of record received during the
appraisal of Minimally Successful or Unsatisfactory 4-year period prior to the issuance of the RIF notice.
shall have step increases withheld until their Service credit is provided as follows:
performance improves to the Fully Successful level.
The rating of record should reflect appropriate Level 5 (Exceptional) Rating - 20 years
performance at the time the step increase is given. Level 4 (Superior) Rating - 16 years
Level 3 (Fully Successful) Rating - 12 years
Promotion: In order to be noncompetitively Level 2 (Minimally Successful) Rating - 0 years
promoted to a higher grade in a career ladder, an Level 1 (Unsuccessful) Rating - 0 years
employee must have a current rating of record of Fully
Successful or better in addition to meeting other If an employee received a rating of record under other
prescribed requirements. In considering an employee than a 5-level system during the timeframe used to
for merit promotions under competitive procedures, determine the average years of service to be credited,
due weight will be given to supervisory appraisals of he/she will receive service credit for RIF purposes in
past and/or present performance. accordance with 5 CFR 351.504.

Probationary/Trial Periods: New employees must Performance credit is only one of many variables that
be carefully observed during the probationary/trial must be considered in a RIF. Supervisors and
period to determine whether they have the qualities employees should contact their servicing Human
needed to become satisfactory career employees. Resources Office for further information.
Proper use of periodic progress reviews to determine
progress during the probationary/trial period can do DEALING WITH POOR PERFORMANCE At
much to assure that these employees have adequately any time in the performance appraisal cycle that you
demonstrated their qualifications and fitness. find that the employee’s performance is not meeting
However, an employee may be removed at any time performance expectations outlined at the fully
during the probationary/trial period if his/her successful level, it is important that you take
performance is less than “Fully Successful.” appropriate action to deal with the poor performance.
This includes contacting your servicing Human
Probationary Period for Supervisors and Resources Office for advice and assistance. They are
Managers: Individuals serving a supervisory or available to provide support to rating officials in
managerial probationary period need to be observed to documenting performance, providing feedback to the
determine whether they perform supervisory or employee, and assessing courses of action.
managerial duties in a fully successful manner. New
supervisors and managers who do not successfully There is a difference between poor performance and
complete the probationary period are normally misconduct. Poor performance (can’t do) is failure of
returned to a position of the same grade and pay as the employee to do the job at an acceptable level that
that held prior to the supervisory or managerial is at least fully successful. Misconduct (won’t do) is
10/4/04 #370DM430HB-1 19

generally failure to follow a workplace rule (whether examples of the employee’s work. Your human
written or unwritten). Examples of misconduct are: resources staff can assist you in this review.
tardiness, absenteeism, unprofessional/discourteous
conduct; damaging/destroying government property;
falsification, etc. Also a conduct problem is when an
employee is capable of performing his/her duties at an In addition, the rating official should prepare to have a
acceptable level but chooses not to. Sometimes, thorough performance rating discussion, by ensuring
misconduct can result in poor performance. the following:
Sometimes performance and misconduct can be • Employee performance on the critical element(s)
interrelated; however, it is important to recognize the in question has been reviewed and documented,
difference between the two. Contact your servicing including specifics related to the areas of concern.
Human Resources Office for advice and guidance. Examples should be noted when possible.
• A private location and adequate time has been set
aside to meet with the employee, including time
There is a formal regulatory process outlined to deal
for employee input.
with employees who are not performing acceptably • Expectations for improved performance have
that includes the following steps: been outlined.

Step 1: Communicating Expectations and Counseling an Employee
Performance Problems
After preparations have been completed, you are
The first step in the process is to meet with the ready to counsel the employee. The counseling
employee to counsel or discuss the deficiencies of session should be in a private and uninterrupted
his/her performance. Counseling is a communication environment. During the counseling session you
process occurring between a rating official and an should do the following:
employee with the intent of resulting in some positive
change in the employee’s performance. Most
• Identify the critical element(s) where the
performance problems can be resolved through
employee is working at an unsatisfactory level
effective communication when done in the early stage
of performance.
of the process. The counseling session is an
• Provide specific examples of the poor
opportunity to discuss performance deficiencies and to
performance and suggest ways that
clarify expectations. The focus of the counseling
performance can be improved.
session should be to tell the employee exactly what
must be done to bring performance to an acceptable • Invite feedback from the employee and be a
level. good listener.
• Maintain a constructive tone, along with a
Preparing to Counsel the Employee calm and professional demeanor; do not argue
with the employee.
Prior to counseling the employee, the rating official • Plan some specific actions the employee will
should first determine if it is a performance or take to improve his or her performance, such
misconduct problem. It is critical that the rating as taking training or working closely with
official reviews, prior to the counseling session, the another employee for a period of time, etc. As
employee’s standards to ensure they clearly convey appropriate, give the employee the
what needs to be done in the job. The rating official responsibility of finding the course or
needs to ensure that standards are clear, reasonable providing ideas on how he/she can improve by
and are not “backwards” or impermissibly “absolute” a specific date and reporting back to you.
(See Appendix 2). You should be prepared to identify • At the end of the session, tell the employee
specifically the critical element(s) in which the your expectations and what the employee must
employee has exhibited deficiencies and provide do to bring his or her performance to an
acceptable level.
10/4/04 #370DM430HB-1 20

• Document the counseling session, schedule employee should be warned concerning the
the next session, and provide the employee a consequences of continued performance below the
copy of the documentation. Minimally Successful ("acceptable") level and given a
reasonable time to demonstrate at least Minimally
Use the checklist at Appendix 6 to make sure all Successful performance before a reduction in grade or
actions related to Step One have been completed. removal is considered. Additionally, rating officials
are encouraged to make efforts to help employees
Step Two: Providing an Opportunity to Improve with Minimally Successful performance raise their
performance to a Fully Successful level.
When dealing with unsatisfactory performance under
Part 432 of Title 5 of the Code of Federal Regulations, The performance elements and standards for the
an employee must be provided with information performance improvement period shall be based on
concerning his/her performance and how it can be the EPAP in effect at the determination of
improved, and then be given an opportunity to unsatisfactory performance. The notification to the
demonstrate minimally successful performance before employee of the improvement period may include
an agency proposes a reduction in grade or removal clarification and greater specificity regarding
based on unsatisfactory performance. Before any performance expectations. Care should be taken to
performance-based action is proposed, the following avoid the appearance that higher performance
must be considered: standards are required during the performance
improvement period than in the original EPAP. If the
Initial Determination of Unsatisfactory new requirements constitute a significant change, such
Performance as standards or performance requirements that exceed
the context of the current plan or which had not
For an initial determination of unsatisfactory previously been applied or communicated to the
performance to be valid, an employee must receive a employee, it may be necessary to treat them as a new
copy of the critical elements and performance EPAP requiring a period of 90 days before the
standards for his/her job and his/her performance must employee can be rated.
be measured against those performance standards.
The quality of the EPAP is, therefore, of key The amount of time necessary to give the employee a
importance for taking action based on unsatisfactory reasonable opportunity to demonstrate Minimally
performance. Unsatisfactory performance must be Successful performance is not dictated in regulation or
measured against the critical elements of the EPAP; departmental guidance. The reasonable time to
however, a formal performance rating denoting improve will be determined by management and can
unsatisfactory performance is not required preceding vary according to the requirements of individual
an opportunity to improve period. Unsatisfactory positions and EPAPs and the amount of time and
performance is the only basis for removal or reduction effort already devoted to correcting performance
in grade action under Part 432. Minimally Successful deficiencies. As a general rule, less time and effort
performance is not a basis for removal or reduction in are required in cases where rating officials have
grade, but will result in denial of a WGI. appropriately managed performance and documented
their efforts to resolve performance problems. (Note:
Reasonable Opportunity to Demonstrate For bargaining unit employees, the applicable
Minimally Successful Performance collective bargaining agreement should be checked for
additional requirements.)
The employee must be notified in writing of
unsatisfactory performance, what is needed to bring Assistance to the employee in any combination of
performance up to a Minimally Successful level and counseling, training, or changes in the level of
what assistance will be provided. This written supervision provided is required. Therefore, such
notification is in the form of a Performance assistance and communications to the employee
Improvement Plan, often referred to as a “PIP.” The should be fully documented in progress reviews, on
10/4/04 #370DM430HB-1 21

the performance appraisal form, and/or in other If after completing steps one and two above, the
documentation to the employee. employee’s performance does not improve to at least
the minimally successful level, an agency may
reassign the employee, reduce an employee in grade
or remove the employee.

If using Chapter 43 to deal with poor performance,
performance must be evaluated after the opportunity
This documentation must demonstrate that: period, and if still unsatisfactory in one or more
• The employee was informed that his/her critical elements, the employee must be provided 30
performance has been determined to be days advance written notice of the proposed action
unsatisfactory in one or more critical elements (demotion or removal), specifying instances of
and of specific needs for improvement. unsatisfactory performance occurring in the past year
• The rating official, or other designated staff which are related to the critical elements identified in
worked with the employee in an attempt to resolve the notice of unsatisfactory performance. The 30-day
work-related problems, provided any necessary
notice period may be extended for a period not to
formal training, on-the-job training, or counseling,
and met periodically with the employee to clarify exceed 30 days, or can be extended further in
assignments, explain what was needed to be accordance with the provisions in 5 CFR §
done, and answer questions about the EPAP. 432.105(a)(4)(i)(B).
• The employee was informed of the consequences
of failure to improve (e.g., removal, reassignment, The notice must provide:
or reduction in grade).
o A reasonable time to reply, orally and in
Use the checklist at Appendix 6 to make sure all writing;
actions related to Step Two have been completed. o Right to representation;
o Consideration of medical conditions when
Step Three: Taking Action raised by the employee.

Overview Final written decision by a higher-level official must
be issued within 30 days, or upon expiration of
A rating official has the authority to take action approved extensions and must be issued on or before
against an employee based on poor performance. This the effective date of the action to be taken. The
is usually accomplished in accordance with 5 CFR decision must consider any response to the proposal
Part 432, Performance Based Reduction in Grade and that the employee provided, and must be based only
Removal Actions. However, under some on instances of unsatisfactory performance occurring
circumstances, it is more advantageous to take action during the 1-year period ending on the date of the
under 5 CFR Part 752, Adverse Actions. The specific advance notice of proposed action. It must specify the
facts of your case, along with the weight of your instances of unsatisfactory performance and provide
evidence, will be determining factors in deciding the applicable appeal rights information.
under which authority to take your action. Seek
guidance from your servicing Human Resources
Office as soon as you determine that you have an
employee whose performance is less than fully
successful, and they will assist you in determining
how to proceed.

Taking Performance-Based Actions under 5 USC
Chapter 43:

10/4/04 #370DM430HB-1 22

Figure A. outlines the steps that must be followed in taking a demotion or removal action under 5 CFR Part 432.

Taking Performance Actions under 5 USC Chapter 75:

Under 5 USC Chapter 75, and 5 CFR Part 752, an agency may take action to suspend for more than 14 days, demote
or remove an employee for such cause as will promote the efficiency of the service, to include a performance-based
adverse action. The rating official will be required to show that informal steps such as discussions, counseling and
training were taken to assist the employee in improving performance deficiencies, but a formal performance
improvement opportunity period is not required. If using Chapter 75 to deal with poor performance, the following
procedures apply:

• Performance expectations must have been communicated to the employee;
• Informal steps must be taken to improve performance deficiencies, including discussion with employee,
counseling, training, etc.;
• A 30-day advance written notice of proposed action must be issued, giving specifics of the performance
deficiencies;
• The employee must be provided a reasonable period of time to reply orally and in writing (not less than 7
days); and
• The employee has the right to representation by an attorney or other representative.

10/4/04 #370DM430HB-1 23

A written decision must be issued at the earliest practicable date, giving the specific reasons for the action decided
upon. Only those reasons specified in the notice of proposed action and any information provided by the employee
in the reply to the notice may be considered. The decision must be provided to the employee on or before the
effective date of the action. The decision must provide the employee with appeal rights information.

10/4/04 #370DM430HB-1 24


While a performance-based action taken under Part 752 does not require providing the employee a formal
opportunity to improve performance to the minimally successful level, the arbitrator or judge will be interested in
the efforts taken by the rating official to provide assistance to help the employee improve his/her performance to the
minimally successful level. Therefore, providing an opportunity to improve performance will help the agency
present a stronger case before a third party hearing and we strongly recommend providing a performance
improvement period regardless of what authority is used to deal with performance deficiencies.

Part 752 also allows for taking adverse action based on ad hoc standards such as explicit instructions or work
assignments, or professional standards established for certain occupations. If an ad hoc standard is no more stringent
than the established performance standards, it may be appropriate to take a 752 performance-based action on failure
to meet that ad hoc standard.

10/4/04 #370DM430HB-1 25

Appeal Rights

Employees have the right to appeal a performance-based removal or demotion to the Merit Systems Protection
Board, and some employees covered by collective bargaining agreements may have the right to grieve the action
through their negotiated grievance procedure. An employee can choose between these two methods of appeal, but
cannot pursue both avenues.

In addition, allegations of discrimination, reprisal for whistleblowing, and other prohibited personnel practices can
be raised in an employee’s appeal of a performance-based removal or demotion. Such allegations can also be filed
directly with the Bureau/Office Equal Opportunity Office or the Office of Special Counsel.

Use the checklist at Appendix 6 to make sure all actions related to Step Three have been completed.

10/4/04 #370DM430HB-1 26

Performance Appraisal Handbook Appendix 1

GPRA Examples for Individual Bureaus/Offices

Example #1 Human Resources Specialist, GS-0201

President’s Management Agenda

Strategic Management of Human Capital

End Outcome: Workforce has knowledge and skills necessary to accomplish organizational goals. (Align
human capital policies, recruitment, training, leadership development, and diversity initiatives to effectively
support accomplishment of the bureau’s mission, goals, and strategies.)

Intermediate Outcome Goal: Human Capital Management

Individual Performance Measure: Develop an emerging leaders program: Complete a needs assessment
by August 31, 2004. Begin development of an emerging leaders program as a component of BLM’s
succession planning. The needs assessment will survey 25% of the target group; results will be compiled
and form the basis for course content, development, and delivery.

Example #2 Mining Engineer, GS-0880

Strategic Goal: Resource Use

End Outcome Goal: Manage or influence resource use to enhance public benefit, promote responsible
use, and ensure optimal value-energy.

Intermediate Outcome Goal: Enhance responsible use management practices.

Individual Performance Measure: The percent (enter the ___ %) of solid minerals inspection and
enforcement reviews completed.

Example #3 Monument Manager, GS-0340

Strategic Goal: Resource Protection

End Outcome Goal: Protect cultural and natural heritage resources.

Intermediate Outcome Goal: Manage special management areas for National Heritage Resource
objectives.

Individual Performance Measure: Complete priority projects to achieve the resource condition objectives
for __% of the national monuments and national conservation areas.

Example #4 Natural Resources Specialist, GS-0401


End Outcome Goal: End Outcome Goal: Manage or influence resource use to enhance public benefit,
promote responsible use, and ensure optimal value-energy.
Appendix 1 – GPRA Examples for Individual Bureaus/Offices 1
10/4/04 #370DM430HB-1


Intermediate Outcome Goal: Optimize value through effective lease and permit management.

Individual Performance Measure: Increase the percent (insert %) of pending cases of permits and lease
applications that are processed for energy minerals.

Example #5 Natural Resources Specialist, GS-0401



Intermediate Outcome Goal: Improve information base, information management and technical
assistance.

Individual Performance Measure: Improve customer satisfaction rating by __% with energy resources
permitting process.

Example #6 Outdoor Recreation Planner, GS-0023

Strategic Goal: Recreation

End Outcome Goal: Provide for a quality recreation experience, including access, and enjoyment of
natural and cultural resources on DOI managed and partnered lands and waters.

Intermediate Outcome Goal (Strategy): Provide effective interpretation and education programs.

Individual Performance Measure: “Tread Lightly” interpretive presentations developed and delivered by
June 30, 2004, to ___ % of Long-Term Visitor Area residents to promote appropriate off-highway vehicle
use.

Example #7 Outdoor Recreation Planner, GS-0023

Strategic Goal: Serving Communities

End Outcome Goal: Protect lives, resources, and property.

Intermediate Outcome Goal (Strategy): Improve public safety and security and protect public resources
from damage.

Individual Performance Measure: Inventories will be completed by August 31, 2004, in conformance with
Yuma Recreation Management Plan (RMP) to designate routes for Imperial Refuge Cooperative
Management Plan.

Example #8 Petroleum Engineer Technician, GS-0881


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End Outcome Goal: Manage or influence resource use to enhance public benefit, promote responsible
use, and ensure optimal value-energy.


Individual Performance Measure: Increase the percent of fluid energy resource compliance inspections
and enforcement reviews completed by __%.

Example #9 Petroleum Engineer Technician, GS-0881




Individual Performance Measure: Percent (__ %) of fluid minerals violations (incidents of non-
compliance) corrected by operators with first notice.

Example #10 Range Specialist, GS-0454

Strategic Goal: Resource Protection

End Outcome Goal: Protect cultural and natural heritage resources.

Individual Performance Measure: Percent (enter %) of number of herd management areas achieving
appropriate management levels of Wild Horse and Burro.

Example # 11 Natural Resources Specialist, GS-0401

End Outcome Goal: Provide technical or financial assistance to Tribes in the areas of environmental
management and endangered species preservation.

Individual Performance Measure: Provide technical or financial assistance to 9 tribes in the areas of
environmental management and endangered species preservation.

Example # 12 Indian Self-determination Specialist, GS-1101

Strategic Goal: Promote Indian Self-Determination

End Outcome Goal: Promote Indian Self-Determination by providing P.L. 93-638 training sessions and
technical assistance.

Individual Performance Measure: 90 training sessions will be held; 200 instances of technical assistance
will be provided.

Example # 13 Housing Specialist, GS-0301

Strategic Goal: Serving Communities
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End Outcome Goal: Provide repair or replacement work of eligible housing applicants.

Individual Performance Measure: Will sustain the 3 Tribes operating comprehensive welfare plans in the
region.

Example #14 Secretary

End Outcome Goal (Strategy): Effective Water Management to Optimize Supply.

Individual Performance Measure: Clerical and administrative functions are accomplished in a timely and
professional manner in order to facilitate effective water management, with no more than 2 instances per
quarter of untimely or unprofessional execution of functions.

Example #15 Water Treatment Equipment Operator

Strategic Goal: Manage resources to promote responsible use and sustain a dynamic economy.

Individual Performance Measure: Maintains water treatment equipment in good operational condition,
with no more than one malfunction per year that would result in a violation under environmental
requirements as defined by State and Federal law.

Example #16 Clerk

Strategic Goal: Manage resources to promote responsible use and sustain a dynamic economy.

Individual Performance Measure: Office files, including those related to river water flow levels and the
Endangered Species Act, are well organized and maintained so that information is complete and readily
accessible, with no more than 3 instances in which files are not properly maintained.

Example # 17 Field Office Director

Strategic Goal: GPRA – Servicing Communities

Individual Performance Measure: Field Office Director provides direction and input for AML program
grants application requests. Responses are made within 60 days of the application, to the extent funds
are available, and actively promotes timely obligation of AML project funds to protect lives, resources,
property, and reduce fatalities or serious injuries on DOI managed or influenced land.

Example # 18 Positions with significant Information Technology (IT) security responsibilities

Strategic Goal: Security of bureau IT systems and data.

Individual Performance Measure: Routinely applies established IT security requirements and procedures
(operational, technical, etc.) when utilizing IT systems or accessing electronic data in accordance with the
bureau’s IT security plan. No more than 2-3 substantive violations of applicable regulations/policy during
the appraisal period.

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DEVELOPING PERFORMANCE STANDARDS:

The benchmark standards provided in this handbook describe levels of performance for any
given position. However, rating officials are encouraged to augment those benchmark
standards with specific standards, using the following guidance.

The best standards are:
• Stated concretely and specifically
• Practical to measure
• Meaningful
• Exceed able
• Realistic and based on sound rationale

Some questions that might be asked to assist in developing the standards include the
following:

• Which general measures apply:
o Is quality important? Does the stakeholder or customer care how well the
work is done?
o Is quantity important? Does the stakeholder or customer care how many are
produced?
o Is it important to accomplish the element by a certain time or date?
o Is it important to accomplish the element within certain cost limits?
o What measures are already available?
• How could quality, quantity, timeliness, and/or cost-effectiveness be measured?
• Is there some number or percent that could be tracked?
• If the element does not lend itself to being measured with numbers and can only be
described, ask:
o Who could judge that the element was done well?
o What factors would they look for?

Rating officials should be careful that the “fully successful” standard is not impermissibly
“absolute,” i.e., allows no room for errors, nor that it is a “backwards” standard, i.e.,
described in terms of work that does not get done.

Some questions that might be asked to help determine whether you are writing an absolute
standard include:

• How many times may the employee fail this requirement and still be fully successful?
• Does the standard use words such as “all,” “never,” and “each”? (These words do
not automatically create an absolute standard, but they often alert you to problems.)
• If the standard allows for no errors is that because an error would result in risk of
death, injury, etc.?

Some questions that might be asked to help determine whether you are writing a backwards
standard include:

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• Does the standard express the level of work the rating official wants to see or does it
describe negative performance? (Example of describing negative performance:
Requires assistance more than 50 percent of the time. A Better Choice is: Works
independently more than 50 percent of the time.)
• If the employee did nothing, would he or she meet the standard, as written?
(Example: Completes fewer than four products per year. A Better Choice is: No
more than 3 products are completed after the established deadline.)

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A Supervisor’s Guide on How to get the Most out of Performance Appraisals
Why do we have performance appraisal meetings, and how can they benefit you and
your employees?

Giving and receiving feedback is one of the critical components of the performance
appraisal process. As a rating official, it is incumbent upon you to ensure that the feedback
provided is meaningful, that you take the time to prepare and that the employee has a
chance to ask questions and provide input.

Meeting with your employees to discuss how they’re doing can and should be very
beneficial for both of you. Following are a few of the benefits that can result from good
preparation and an open discussion:

* You get a chance to provide information directly to your employee about your expectations
and standards and to provide feedback on the work he/she did well along with any areas
needing improvement.

* You get to provide the employee information about the “big picture” and how what he/she
does contributes to mission/organizational goals.

* You get a chance to ask the employee about how he/she feels about his/her job--
Whether he/she enjoys the work, if he/she is ready for greater responsibilities, if he/she is
feeling too overwhelmed by the work already assigned, whether he/she needs more
assistance from you or coworkers, etc.

* You get a chance to get to know the employee a bit better, and he/she gets to know you a
bit better, too. The more you know one another, the greater the chances that you’ll be able
to communicate well on an ongoing basis, especially if a problem crops up.

* You get the opportunity to discuss your employee’s future with him/her. That can be as
simple as discussing training opportunities to better handle a specific project or something
as broad as the employee’s career aspirations and how he/she plans to get there.

What Should You Do to Prepare?

While you are encouraged to provide feedback to your employees on an on-going basis,
Department of the Interior policy requires that you meet formally with employees at least
twice a year—once approximately mid-way through the performance appraisal cycle (called
a Progress Review) and once at the end of the rating year. These meetings are a chance
for you to engage in an open exchange with your employees about their performance.

Before the progress review or before you prepare the employee’s appraisal:

--Request information from the employee on his/her key work accomplishments for the
period being discussed. Keep a “kudos” folder for each employee with key
accomplishments that you can refer to.

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--If you have specific issues that you want to discuss with the employee, ensure that you
have prepared to discuss these clearly and concisely.

--Think about (and document) what’s most important for you to tell the employee about how
he/she is doing.

--Write down what you feel the employee has done/accomplished/learned, what he/she did
particularly well, and any areas in which you may have been disappointed in how the
employee performed, including what they could have done better. You should include
examples of specific projects or assignments.

--Think about whether the employee has the skills that you think he/she needs to do his/her
job well, and write down any skills you think need to be gained or improved.

--Write down the key points and questions you want to discuss during the meeting.

If in preparing for the performance discussions and/or finalizing the rating you believe that
the employee is not performing at a fully successful level, you should immediately contact
your Servicing Human Resources Office to discuss what steps to take prior to meeting with
the employee.

The Performance Discussion

During the actual performance discussion, you should review the employee’s performance
during the period in question including a summary of key accomplishments, praise him/her
for work that he/she did particularly well, inform him/her of work that could have been
improved and/or areas where he/she may need to focus more effort, etc. You should offer
some examples, and give the employee the opportunity to ask questions for clarification or
to provide information. This should definitely be a two–way dialogue rather than a lecture.

In addition, you should:

+ Ask the employee how he/she feels the past six months or year went, and what he/she
liked and didn’t like (with the goal of finding out in what ways he/she felt supported, or might
have wanted feedback, or other information that you can use in working with the employee
better in the future).

+ Ask whether the employee has adequate training and resources to carry out his/her work.

+ Ask the employee about his/her short and/or long-term career goals and offer suggestions
or resources to assist him/her with these goals, as appropriate.

+ Clearly articulate your expectations for the next six months or during the coming year and
ask if the employee understands them. Be prepared to clarify any areas of confusion.

+ Refer to your notes, so that you don’t overlook any points that you feel are important.

+ Ensure that the employee has a chance to provide feedback and ask questions.

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Once you have finished your discussion with the employee provide him/her the appraisal
form to sign. At the end of the rating year, make sure that he/she receives a copy of the
completed appraisal form.

If the employee has concerns with the final rating, provide him/her with a copy of your
Bureau’s/Office’s reconsideration process or refer him/her to the appropriate individual who
can provide that information.

Don’t forget that you can and should continue to discuss the employee’s performance with
him/her throughout the year. While the setting might not be as formal as during progress
reviews or rating discussions, it’s still important to keep talking, day in and day out, with
your employees.

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An Employee Guide on How to get the Most out of Performance Appraisals
Why do we have performance appraisal meetings, and how can they benefit you?

Meeting with your supervisor to discuss how you’re doing is a pretty good thing. In case
you haven’t really given it much thought, here are a few reminders for you.

* You get a chance to obtain information, directly from your supervisor, about his/her
expectations and standards for you. That way, you know right up front what you need to do
a great job.

* You get feedback on how you’re doing. It’s wonderful to hear about the good work that
you’re doing. It’s also good to find out if you haven’t been meeting expectations – once you
know that there’s something you could do better, you can work on it (which is definitely
better than being in the dark and continuing to do something which doesn’t work).

* You get the “big picture” about how you’re doing on the job. Day-to-day feedback is great,
but it helps, too, to step back and hear about how you’re doing overall and how the work
you do helps accomplish important goals of the organization.

* You get to talk with your supervisor about how you feel about your job. Do you enjoy the
work you do? Are you ready for greater responsibilities? Are you feeling too overwhelmed
by the work you’ve already been assigned? Do you need more assistance from your boss
or your coworkers? This is your chance to have an open discussion with your supervisor’s
undivided attention about how you feel things are going.

* You get a chance to get to know your supervisor a bit better, and he/she gets to know you
a bit better, too. The more you know one another, the greater the chances that you’ll be
able to communicate well on an ongoing basis, especially if a problem crops up.

* You get the opportunity to discuss your future with your supervisor. That can be as simple
as discussing your interest in a training course to better handle a specific project, to
something as broad as your career aspirations and how you plan to get there.

What Should You Do to Prepare?

Even though your supervisor is the one calling the performance meeting, you have
considerable involvement in the discussion. In fact, you can and should give some thought
to what you want to get out of this meeting.

Perhaps you want suggestions for how you can provide better customer service, or maybe
you want specific feedback on what you do well and not so well when you give
presentations. Just as your supervisor will be preparing for his/her meeting with you, you
should do a bit of preparation of your own. Preparation for meeting with your supervisor
has two phases:

1) Before your supervisor prepares your appraisal:

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--Prepare a list of your key work accomplishments, and give that to your supervisor for
his/her consideration in preparing your rating. This way, you can help ensure that your
significant accomplishments are not overlooked. Keep a “kudos” folder with your
accomplishments in it to refer to for this.

--If you have specific issues, which you will want to discuss with your supervisor, give
him/her a “heads up”, so that he/she can be well prepared for your discussion. And come
prepared to discuss clearly and concisely.

2) In preparation for the meeting when your rating is communicated, think about the
following:

What’s most important for you to learn/find out about how you’re doing?

What have you done/accomplished/learned during the year? Make yourself a list of key
items, so that you can ask for your supervisor for feedback on specific projects or
assignments.

What did you do particularly well? What are the ways you may have been disappointed in
how you performed?

What kind of feedback would you like to give to your supervisor? (e.g., I really like it when
you review and edit my drafts before they’re put in final form, so that we don’t waste a lot of
time and paper revising documents at the last minute; thank you for letting me take so much
time off when my parents were visiting; I really need to hear from you about how I’m doing
when I’m working on a project, rather than assuming that your silence means I’m doing
okay; etc.).

Do you have the skills that you think you need to do your job well? What skills might you
want to work on polishing up?

Where do you see your career heading? How can your supervisor help you achieve your
career goals?

It may help to jot down your key points and questions. That way, you can use your notes
during your discussion and make sure that you don’t forget to bring up the important
thoughts and questions you have.

The Performance Discussion

The day has come for your performance discussion. You’ve put some thought into how
you’re doing, and you’re ready to have a good discussion with your supervisor. There’s one
more thing you may want to consider – take a look at your supervisor’s perspective on the
discussion you’re about to have.

Your supervisor will:

Review your performance over the past six months or year with a summary of key
accomplishments, work that you did particularly well, work that could have been improved,
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areas where you may need to focus more effort, etc. He/She will offer you some examples,
and will give you the opportunity to ask questions for clarification or to provide information.
This is definitely a two – way dialogue.

+ Ask you how you feel the past six months or year went, and what you liked and didn’t like
(with the goal of finding out in what ways you felt supported, or how you might have wanted
feedback, or other information that he/she can use in working with you in the coming year).

+ Look ahead to the coming six months or year and discuss with you his/her specific
expectation for you.

+ Ask you whether you feel that you have adequate training and resources to carry out your
work. This will likely lead to a discussion of what additional information or materials you
may need.

+ Ask you about your short and/or long-term career goals. Based on your response, he/she
may offer suggestions or resources to assist you.

During the meeting, don’t be shy about asking for clarification, particularly about your
supervisor’s expectations of you. Refer to your notes, so that you don’t overlook any points
that you feel are important. If your supervisor doesn’t bring up the topic yourself – if you
want specific information, then ask specific questions. You may be amazed at how
informative this discussion will be.

And yes, there is the paperwork that needs to get done. Your supervisor will ask you to
sign your appraisal form, and will make sure that you receive a copy of your rating.

That’s it. By the time you finish your discussion, you should have a good feel for how well
you’re doing, what your strengths and weaknesses are, and where you’re heading in the
coming year. Don’t forget, though, that you can and should continue to discuss your
performance with your supervisor throughout the year. While the setting might not be as
formal as during progress reviews or rating discussions, it’s still important to keep talking,
day in and day out, with your supervisor. If you’re ever in doubt about how you’re doing,
don’t forget that you have an amazing tool at your disposal - you can simply, but directly,
ask your supervisor for feedback, at any point during the year.

Still have questions about any of this, or about the performance appraisal process in
general? Stop to chat with your supervisor, who will be happy to address any questions you
have.

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Supervisor’s Guide to Developing Individual Development Plans
The Individual Development Plan (IDP) is a valuable performance enhancement tool for any
federal employee. The IDP can be of great assistance to those who want to enhance skills
and strengths and learn more about matters of interest that are relevant to the performance
of the agency. Bureaus/Offices may require the use of an IDP at their discretion. Check
with your Human Resources Office for the IDP or other appropriate form to be used by your
Bureau/Office for documenting employee development needs.

The following is a brief outline of the definition, steps and goals of an IDP.

Goals The employee and the rating official develop goals together. The IDP provides a
connection between the employee’s career interests and needs to the organizational
mission and priorities. The most common goals of an IDP are to:

• Learn new skills to improve current job performance
• Maximize current performance in support of organizational requirements
• Increase interest, challenge, and satisfaction in current position
• Obtain knowledge, skills and abilities necessary for career growth

Definition An IDP identifies a broad spectrum of developmental opportunities for the
employee, including on-the-job training, distance learning, formal classroom training,
details, shadow assignments and self-development. It addresses the needs of the
organization and of the employee beginning with a focus on maximizing employee
performance in the current job.

An IDP is a guide to help individuals reach career goals within the context of organizational
objectives. It is a developmental action plan to move employees from their current place to
where they want to go. It provides the systematic steps to improve and to build on
strengths as individuals improve job performance and pursue career goals.

An IDP is a partnership between the employee and the rating official in personal
development. Preparing an IDP involves open feedback, clarification and discussion about
developmental needs, goals, and plans. Periodic communication between the rating official
and the employee is the key to the currency and success of an IDP.

An IDP is not a:

• Performance appraisal. It is not used to determine pay, awards or other personnel
actions based on performance.

• Contract for training. Final approval of training opportunities is made based on
factors such as timing and budget availability.

• Position description. It is not used for clarifying discrepancies in the duties as
described.

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• Guarantee for promotion or for reassignment to another position. While the
developmental experiences identified in an IDP may have some training that might
qualify the employee for another position or grade, there is no guarantee of
advancement.

Responsibilities As in all aspects of the employee/supervisor relationship, direct and open
communication is the key to the success of an IDP. The following responsibilities address
the IDP process specifically.

The employee is responsible for:

• Assessing personal skills necessary for performing the current position
• Suggesting developmental experiences which would enhance the skills necessary
for performing the current position and for the desired career goals
• Identifying personal career goals
• Understanding what skills are necessary for meeting the career goals
• Participating in open discussions with the rating official concerning the elements of
the IDP
• Completing the developmental experiences in the IDP as approved by the rating
official
• Alerting the rating official when the IDP needs review and updating

The rating official is responsible for:

• Providing constructive feedback to the employee about skills necessary for
performing the current position
• Suggesting and reviewing employee suggestions for developmental experiences
which would enhance the skills necessary for performing the current position
• Counseling the employee about career goals
• Identifying developmental experiences which would enhance the skills necessary for
performing in the next type of position toward the employee’s career goal
• Participating in open discussions with the employee concerning the elements of the
IDP, in periodic updates and reviews of the IDP for currency
• Giving final approval to specific developmental experiences
• Monitoring the progress of the employee in completing the developmental
experiences agreed upon in the IDP

Appendix 5 – Supervisor’s Guide to Developing Individual Development Plans 2
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SAMPLE Individual Development Plan (Bureaus/Offices may require the use of an IDP at their
discretion. Check with your Human Resources Office for the IDP or other appropriate form to be used by your
Bureau/Office for the IDP or other appropriate form to be used by your Bureau/Office for documenting
employee developmental needs).

Individual Development Plan Plan Performance Year

Employee’s Name Position Title/Grade Office Phone Office Fax Email Address

Current Supervisor’s Name Supervisor’s Title Office Phone Office Fax Email Address

Goals for Successful Performance Short-term Career Goals (2- Long-term Goals (3+ years)
in Current Position 3 years)

Developmental Objectives: What Developmental Activities Proposed Dates Estimated Date
do you need to do this year to work (training, assignments, Costs Completed
towards your goals? projects, details, etc.)

Notes: Employee’s Signature/Date

Supervisor’s Signature/Date

1

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SAMPLE Individual Development Plan

Instructions for completing the Individual Development Plan

Employee Development and Career Goals – the employee and supervisor work
together to complete the goals for successful performance in the employee’s current
position and the employee’s short- and long-term career goals on the IDP.

Developmental Objectives – describe what the employee needs to do this year to work
toward his/her goals. Objectives describe what the employee needs to learn or achieve
in order to reach his/her goals.

Determine a method of training and a training time frame – determine what type of
training or activity is needed to accomplish the employee’s developmental goals. It
could be on-the-job training, a detail, or a formal training course or a combination of
methods. Identify the proposed dates for the training or activity in the “Proposed Dates”
column. Enter the actual or estimated cost of the activity in the “Estimated Costs”
column. This column can be used in preparing your office’s annual budget. Once the
training is completed, write the date in the “Date Completed” column.

Methods of Training:

On-the-job training – this can include coaching by a skilled individual or details into
positions that will give the employee the skills and knowledge needed.

Details – temporary assignments to another location and/or position to gain specific
knowledge and/or experience.

Courses – formal training courses, e.g., from your agency, local universities,
commercial vendors.

Satellite Broadcasts/Computer/Web Based Learning – a variety of topics available
through your agency via satellite broadcasts, software packages, and on-line training.

Discuss the Development Plan with your Employee – discuss the IDP with the
employee and make any necessary modifications. The supervisor and employee should
sign and date the plan. This plan should be completed within 60 days from the
beginning of the performance year.

Review and Modifications – the plan should be reviewed at each performance review
and modified as situations or needs change.

2

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Checklists for Dealing with Poor Performance
Step One Checklist – Communicating Expectations Yes No
1. Know the issue is primarily a performance problem (not
misconduct).
2. Be knowledgeable of the DOI regulations governing
performance.
3. Have previously and clearly communicated to the employee
what constitutes minimally successful performance.
4. Conduct the counseling session in a private and uninterrupted
environment.
5. Have documented examples of poor performance.
6. Communicate to employee the specific critical element(s) where
the employee’s performance is not minimally successful.
7. Listen to the employee and ask for employee’s input in working
toward a solution.
8. Focus on poor performance and not personalities or other
distractions.
9. Remember your goal is to improve performance, not win an
argument with the employee.
10. Seek cooperation and not confrontation.
11. State clearly performance expectations and ask employee if
he/she understands those expectations.
12. End session on a positive note by emphasizing your mutual
goal is improving the employee’s performance.
13. Document the session and provide the employee a copy.

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Step Two Checklist – Opportunity to Improve Yes No
In the Performance Improvement Plan (PIP) did you tell the
employee that his or her work was unsatisfactory in one or more
critical elements and how he/she is failing to meet them?
Did the PIP tell the employee specifically what he or she had to do
to improve performance in order to keep his or her job?
Was it clear in the PIP that continuing failure to meet performance
standards would result in demotion or removal?
Is there any reason to suspect a physical, mental or emotional
basis for the deficiencies?
If so, has the agency met its legal obligations?
• Employee Assistance Program (EAP) referral
• Provide an opportunity for the employee to submit medical
documentation
• Offer of assistance (documented in writing)
• Reasonable accommodation
Did you provide positive assistance to enable the employee to
improve to at least the minimally successful level?
• Documentation of assistance (shared with employee)
• Documentation of results
• Consider training needs
• Closer supervision or on-the-job coach
When the PIP period ended, was the employee still performing at
an unsatisfactory level?
When is the employee’s next within-grade-increase due? Were
steps taken to delay the within-grade-increase?
If the employee succeeds in raising his or her performance to
at least the minimally successful level, remind the employee of
his or her continuing obligation to maintain performance
above the unsatisfactory level.

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Employee Appraisal Handbook Appendix 7

FREQUENTLY ASKED QUESTIONS
ABOUT PERFORMANCE APPRAISAL
1. Who is covered under the performance appraisal requirement in Chapter 430 and who is
required to have a performance appraisal?

With the exceptions listed below, all permanent and temporary employees are covered and must
receive annual performance appraisal ratings.

• Positions filled by political appointees

• Expert and consultant positions filled under 5 U.S.C. 3109

• Volunteers serving without pay

• Employees whose appointments are not expected to exceed 120 days in a 12-month
period. (Note: In accordance with 5 U.S.C. 4301(2)(H), a temporary employee must agree
to serve without a performance appraisal in order to be excluded from the performance
appraisal system.)

• Senior Executive Service (SES), Senior Level (SL) and Scientific and Professional (ST)
employees. These employees are appraised under a different system established by the
Department

• Employees outside the United States who are paid in accordance with local prevailing wage
rates

• Administrative law judges appointed under 5 U.S.C. 3105

• Board of Contract Appeals judges appointed under 41 U.S.C. 607

All other employees, including employees undergoing long-term training or developmental
assignments, employees in Upward Mobility positions, employees serving on details for periods over
120 days and temporary employees whose appointments are expected to exceed 120 days in a 12-
month period, are covered. All such employees must have performance elements and performance
standards written for their positions and must receive performance appraisals. In the case of
employees on details or temporary assignments over 120 days and employees in long-term training,
the performance elements and standards must be written for their details or training assignment.

2. When must performance elements and performance standards be developed for an employee’s
position?

All employees covered under the system should have standards in place within 60 days of the
beginning of the performance appraisal cycle, their entrance on duty, their assignment to a new
position, or their assignment to a new or different supervisory position.

3. When is the performance appraisal cycle?

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The appraisal cycle runs from October 1 through September 30 of the following year, unless the
Department’s Human Resources Office approves a different schedule.
For temporary employees whose appointments are over 120 days but less than one year, the
appraisal cycle runs from date of appointment to termination of appointment.

For temporary employees whose appointments are greater than one year, the appraisal cycle is the
same as permanent employees.

4. When are performance appraisal ratings due?

Appraisal ratings are due within 30 days of the end of the appraisal period, i.e., by October 31 of each
year.

Appraisal ratings for temporary employees are due at the termination of the employee’s tour of duty.
(Not 30 days after.)

5. What are the eligibility requirements for receiving a performance appraisal?

An employee must have been working in the same position and under the supervision of the same
rating official or reviewing official for at least 90 consecutive calendar days. In addition, the employee
must have been working under a set of approved performance standards for at least 90 consecutive
days.

6. How are ratings handled when an employee has been under the supervision of more than one
rating official during the appraisal period?

The rating official for appraisal purposes is the individual supervising the employee at the end of the
performance appraisal period. The rating or reviewing official will assign the rating of record, providing
he or she has supervised the employee for at least 90 consecutive calendar days and providing the
employee has worked under the same set of performance standards for at least 90 days prior to the
end of the appraisal period.

If the employee has received a performance evaluation from another rating official during the current
rating period, the rating official shall consider that rating when assigning the summary rating of record.

If, at the end of the performance appraisal period, the rating official has not supervised the employee
for at least 90 consecutive calendar days, the reviewing official may serve as the rating official as
determined by the Bureau/Office.

The appraisal period may be extended up to 90 days past the normal end date for an employee if, on
the normal end date of the appraisal period, the employee has not been under standards for at least
90 days.

7. What is the role of the Reviewing Official?

The Reviewing Official is responsible for reviewing and approving ratings of “Exceptional,” “Minimally
Successful,” and “Unsatisfactory;” and carrying out any other responsibilities as outlined by the
Bureau/Office Head.

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8. How many performance elements can be written for a position?

Each employee covered should have at least one and not more than five critical elements as part of
their EPAP.
9. What is a critical element?

A critical element is a component of the position that is so important that failure to perform requires
remedial action, and may serve as the basis for adverse action against the employee if performance
does not improve.

10. How closely do performance elements have to match the employee’s position description?

There must be a reasonable relationship between the position description (P.D.) and the elements
used for appraisal. For example, if a P.D. states the individual is responsible for supervising
employees, a performance element addressing performance appraisal would be appropriate, since
appraisal is one aspect of a supervisor’s duties.

11. Are performance standards negotiable?

No. The development of performance standards is a retained management right that cannot be
negotiated or bargained. However, it is strongly encouraged that employees have input on
developing their elements and standards, but the final decision regarding critical elements and
standards always rests with the management official.

12. Are performance appraisals or other aspects of the performance appraisal process grievable
or appealable?

Performance appraisal rating and concerns are not grievable under the Agency grievance system. If
the employee is covered under a negotiated agreement that covers performance appraisal, the
negotiated process must be followed. If the employee is not covered under a negotiated agreement
which covers performance appraisal, the employee is entitled to file a request for reconsideration
when an employee has a concern about the rating given on a particular element that, if changed, will
affect the outcome of the rating of record.

13. Are performance reviews required during the appraisal cycle?

Supervisors are expected to establish effective and ongoing communication with employees
regarding performance and ways of improving it. An annual counseling session is required where
accomplishments against elements and standards are discussed and rating official and employee
formally sign the appraisal. One Progress Review at approximately mid-year is required, and the
results of that review are documented on the employee performance appraisal form. Additionally,
periodic counseling sessions throughout the year are recommended as a good personnel
management tool to assure that employees are kept up-to-date on management’s assessment of
their performance. For paperwork reduction purposes, however, no specific timetables are set for
these counseling sessions and no form or other documentation is required to be filled out on such
counseling sessions unless possible adverse action is anticipated in the future.

14. What are the requirements for granting or denying within-grade increases?

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A within-grade increase is earned on the basis of performance during the waiting period.
Regulations require the granting or denying of a within-grade increase to be based on the
employee’s most recent performance appraisal rating of record. To grant a within-grade increase,
the employee must have a rating of record of at least fully successful (Level 3). To deny a within-
grade increase, the employee must have a rating of record of less than fully successful.

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U.S. DEPARTMENT OF THE INTERIOR
EPAP
Employee Name: Title/Series/Grade:

Duty Station: Appraisal Period: From: To:

Part A: Notification of Standards: Signatures certify that critical elements and performance standards were
discussed. Critical elements and performance standards are contained in Part E.
Employee: Rating Official: Reviewing Official (if applicable*):

Date: Date: Date:

*If determined by Bureau/Office

Part B: Progress Review: Signatures certify that performance was discussed.
Employee: Date: Rating Official: Date:

Part C: Summary Rating Determination: To determine a summary rating, assign one of the numerical rating
levels that accurately reflects the employee’s performance for each of the critical elements (Use only whole
numbers: Exceptional = 5 points; Superior = 4 points, Fully Successful = 3 points, Minimally Successful = 2
points, and Unsatisfactory = 0 points.) See reverse for complete instructions for assigning a Summary Rating.

Element Number Numerical Rating
1
2
3
4
5
Total:

Total Numerical Rating ÷ Number of Elements = Numeric Summary Rating

Part D: Overall Summary Rating: Use conversion chart below to determine Summary Rating. Check the appropriate box:
Exceptional 4.6 – 5.00 AND No critical element rated lower than “Superior”.
Superior 3.6 – 4.59 AND No critical element rated lower than “Fully Successful”.
Fully Successful 3.0 – 3.59 AND No critical element rated lower than “Fully Successful”.
Minimally Successful 2.0 – 2.99 AND No critical element rated lower than “Minimally Successful”.
Unsatisfactory One or more critical elements rated “Unsatisfactory”.

Employee: Rating Official: Reviewing Official: (if applicable):

Date: Date: Date:

Check here if Interim Rating: ______

Employee’s Signature above certifies that the overall summary rating was discussed. Reviewing Official’s signature is required
for Exceptional, Minimally Successful and Unsatisfactory ratings, and otherwise if determined by Bureau/Office.

Appendix 8 – Employee Performance Appraisal Plan 1
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Instructions for Completing the EPAP
Establishing Critical Elements and Performance Standards

Critical elements (at least one, but no more than five) should be established for each employee at the start of the performance
year. Through these elements, employees are held accountable for work assignments and responsibilities of their position. A
critical element is an assignment or responsibility of such importance that Unsatisfactory performance in that element alone
would result in a determination that the employee’s overall performance is Unsatisfactory. Please see the Performance
Appraisal Handbook for more detailed information.

Performance standards are expressions of the performance threshold(s), requirement(s), or expectation(s) that must be met for
each element at a particular level of performance. They must be focused on results and include credible measures. You may
use the Benchmark Performance Standards from the Performance Appraisal Handbook (in conjunction with individually
established performance standards) to describe, for each element, credible measures such as quality, quantity, timeliness
and/or cost effectiveness, for at least the “Fully Successful” level. Rating officials are strongly encouraged to develop
performance standards at additional levels, to ensure that the employee has a clear understanding of the level of performance
expected.

Progress Reviews

A progress review should be conducted at approximately mid-way through the rating period. Part B should be completed after
the progress review. Any written feedback or recommended training can be noted on a separate sheet and attached to the
EPAP.

Assigning the Summary Rating

A specific rating is required for each critical element to reflect the level of performance demonstrated by the employee
throughout the rating period. Only one numerical rating level is assigned for each critical element. Before the rating official
assigns a summary rating, he/she should consider all interim summary ratings received for the employee during the annual
appraisal period. The summary rating is assigned as follows:

A. Review the EPAP and assess how the employee performed relative to the described performance standards.

B. Appropriately document the employee’s performance with a narrative summary that describes the employee’s
achievements for the critical elements as compared to the performance standards. A narrative must be written for
each critical element assigned a rating of Exceptional, Minimally Successful, or Unsatisfactory. This narrative
should contain examples of the employee’s performance that substantiate and explain how the employee’s
performance falls within the level assigned. There is a block provided for the narrative summary for each critical
element.

C. In Part C of this form, assign one of the numerical rating levels that accurately reflects the employee’s performance
for each of the critical elements (Use only whole numbers: Exceptional = 5 points, Superior= 4 points, Fully
Successful = 3 points, Minimally Successful = 2 points, and Unsatisfactory = 0 points).

D. Add up the numerical rating levels to get a total.

E. Divide the total by the number of critical elements to get an average. (Elements that are “not rated” because an
employee has not had a chance to perform them during the rating year are not assigned any points and should not
be used to determine the average rating.)

F. Assign the employee a summary rating based on the table in Part D of this form.

Note: Whenever an employee is rated “Unsatisfactory” on one or more critical elements, the overall rating must be
“Unsatisfactory” (regardless of total points). The rating official should immediately contact the servicing human
resources office.

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Part E: Critical Elements and Performance Standards: List below each of the employee’s critical elements (at least one, but
no more than 5) and their corresponding performance standards. If Benchmark Standards are used, indicate “Benchmark
Standards are attached” in the space below, and ensure they are attached to this form.
Critical Element 1:

Performance Standards
Exceptional

Superior

Fully Successful

Minimally Successful

Unsatisfactory

Narrative Summary
Describe the employee’s performance for each critical element. A narrative summary must be written for each
element assigned a rating of Exceptional, Minimally Successful, or Unsatisfactory.

Rating for Critical Element 1:

[ ] Exceptional-5 [ ] Superior-4 [ ] Fully Successful-3 [ ] Minimally Successful-2 [ ] Unsatisfactory-0

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Critical Element 2:

Exceptional

Superior

Fully Successful


Unsatisfactory

Narrative Summary



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Critical Element 3:

Exceptional

Superior

Fully Successful


Unsatisfactory

Narrative Summary



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Critical Element 4:

Exceptional

Superior

Fully Successful


Unsatisfactory

Narrative Summary



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Critical Element 5:

Exceptional

Superior

Fully Successful


Unsatisfactory

Narrative Summary


Revised 8/23/04

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U.S. DEPARTMENT OF THE INTERIOR
EPAP
Employee Name: Eleanor Raymond Title/Series/Grade: Supervisory Computer Specialist,
GS-2210-13
Duty Station: IT Services Division Appraisal Period: From: To:
Herndon, VA 10/1/04 9/30/05

Part A: Notification of Standards: Signatures certify that critical elements and performance standards were
discussed. Critical elements and performance standards are contained in Part E.
Employee: Rating Official: Reviewing Official (if applicable*):

Date: Date: Date:

*If determined by Bureau/Office

Part B: Progress Review: Signatures certify that performance was discussed.
Employee: Date: Rating Official: Date:

Part C: Summary Rating Determination: To determine a summary rating, assign one of the numerical rating
levels that accurately reflects the employee’s performance for each of the critical elements (Use only whole
numbers: Exceptional = 5 points; Superior = 4 points, Fully Successful = 3 points, Minimally Successful = 2
points, and Unsatisfactory = 0 points.) See reverse for complete instructions for assigning a Summary Rating.

Element Number Numerical Rating
1 5
2 4
3 3
4 NR
5 5
Total: 17

Total Numerical Rating 17 ÷ Number of Elements 4 = Numeric Summary Rating 4.25

Part D: Overall Summary Rating: Use conversion chart below to determine Summary Rating. Check the appropriate box:
Exceptional 4.6 – 5.00 AND No critical element rated lower than “Superior”.
X Superior 3.6 – 4.59 AND No critical element rated lower than “Fully Successful”.
Fully Successful 3.0 – 3.59 AND No critical element rated lower than “Fully Successful”.
Minimally Successful 2.0 – 2.99 AND No critical element rated lower than “Minimally Successful”.
Unsatisfactory One or more critical elements rated “Unsatisfactory”.

Employee: Rating Official: Reviewing Official: (if applicable):

Date: Date: Date:

Check here if Interim Rating: ______

Employee’s Signature above certifies that the overall summary rating was discussed. Reviewing Official’s signature is required
for Exceptional, Minimally Successful and Unsatisfactory ratings, and otherwise if determined by Bureau/Office.

Appendix 8 – Sample Completed Employee Performance Appraisal Plan 8
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Instructions for Completing the EPAP
Establishing Critical Elements and Performance Standards

Critical elements (at least one, but no more than five) should be established for each employee at the start of the performance
year. Through these elements, employees are held accountable for work assignments and responsibilities of their position. A
critical element is an assignment or responsibility of such importance that Unsatisfactory performance in that element alone
would result in a determination that the employee’s overall performance is Unsatisfactory. Please see the Performance
Appraisal Handbook for more detailed information.

Performance standards are expressions of the performance threshold(s), requirement(s), or expectation(s) that must be met for
each element at a particular level of performance. They must be focused on results and include credible measures. You may
use the Benchmark Performance Standards from the Performance Appraisal Handbook (in conjunction with individually
established performance standards) to describe, for each element, credible measures such as quality, quantity, timeliness
and/or cost effectiveness, for at least the “Fully Successful” level. Rating officials are strongly encouraged to develop
performance standards at additional levels, to ensure that the employee has a clear understanding of the level of performance
expected.

Progress Reviews

A progress review should be conducted at approximately mid-way through the rating period. Part B should be completed after
the progress review. Any written feedback or recommended training can be noted on a separate sheet and attached to the
EPAP.

Assigning the Summary Rating

A specific rating is required for each critical element to reflect the level of performance demonstrated by the employee
throughout the rating period. Only one numerical rating level is assigned for each critical element. Before the rating official
assigns a summary rating, he/she should consider all interim summary ratings received for the employee during the annual
appraisal period. The summary rating is assigned as follows:

G. Review the EPAP and assess how the employee performed relative to the described performance standards.

H. Appropriately document the employee’s performance with a narrative summary that describes the employee’s
achievements for the critical elements as compared to the performance standards. A narrative must be written for
each critical element assigned a rating of Exceptional, Minimally Successful, or Unsatisfactory. This narrative
should contain examples of the employee’s performance that substantiate and explain how the employee’s
performance falls within the level assigned. There is a block provided for the narrative summary for each critical
element.

I. In Part C of this form, assign one of the numerical rating levels that accurately reflects the employee’s performance
for each of the critical elements (Use only whole numbers: Exceptional = 5 points, Superior= 4 points, Fully
Successful = 3 points, Minimally Successful = 2 points, and Unsatisfactory = 0 points).

J. Add up the numerical rating levels to get a total.

K. Divide the total by the number of critical elements to get an average. (Elements that are “not rated” because an
employee has not had a chance to perform them during the rating year are not assigned any points and should not
be used to determine the average rating.)

L. Assign the employee a summary rating based on the table in Part D of this form.

Note: Whenever an employee is rated “Unsatisfactory” on one or more critical elements, the overall rating must be
“Unsatisfactory” (regardless of total points). The rating official should immediately contact the servicing human
resources office.

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Critical Element 1: Supervisory/Managerial Element: Performance of supervisory/managerial
duties will be carried out in accordance with regulatory requirements and
other Bureau/Office policies governing the following areas:
Diversity/EEO obligations;
Internal management controls;
Merit Systems Principles;
Safety and Occupational Health
obligations;
Effective performance management; and
Effective management of ethics, conduct & discipline issues.
Exceptional See attached benchmark standard

Superior See attached benchmark standard

Fully Successful See attached benchmark standard

Minimally Successful See attached benchmark standard

Unsatisfactory See attached benchmark standard

Narrative Summary
In addition to ensuring the day-to-day completion of work and normal supervisory duties within the IT Services Division,
Eleanor dealt with 2 significant employee issues during the past rating year. These employee issues had the potential for
major negative impact on the division and even the region, but because of Eleanor’s leadership and professionalism, the
problems were dealt with effectively, with minimal disruption and with a positive outcome for all concerned. In addition,
Eleanor hired 3 new employees, which has increased the region’s diversity percentage in underrepresented categories.
Eleanor has also provided an opportunity for her staff to get involved in new and unique processes within the region in
which the staff had significant input. Several individuals on Eleanor’s staff have told me that Eleanor has demonstrated
respect and care for them as individuals and acknowledges what they contribute to the workplace which has made a
considerable positive impact on them remaining with the Bureau. Eleanor and her staff have developed “Safety Days,”
which is a forum to increase safety awareness among the staff. Safety Days was adopted regional office-wide.


[X] Exceptional-5 [ ] Superior-4 [ ] Fully Successful-3 [ ] Minimally Successful-2 [ ] Unsatisfactory-0

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Critical Element 2: GPRA/Mission Element: Security of bureau Information Technology (IT)
systems and data including applying established IT security requirements
and procedures (operational, technical, etc.) when utilizing IT systems or
accessing electronic data in accordance with the bureau’s IT security plan.

Exceptional See attached benchmark standard—In addition, ensures 98% of IT systems are
Certified and Accredited in accordance with DOI regulations/policies.

Superior See attached benchmark standard-- In addition, ensures 90% of IT systems are

Fully Successful See attached benchmark standard-- In addition, ensures 85% of IT systems are

Minimally Successful See attached benchmark standard—In addition, only 80-84% of IT systems are

Unsatisfactory See attached benchmark standard--In addition, fewer than 80% of IT systems are

Narrative Summary

Eleanor’s performance met the requirements listed in the benchmark standard at the Superior level and she and
her staff ensured certification and accreditation of 90% of all Bureau IT systems which exceeded the DOI
standard by 5%. All additional work was accomplished within budget requirements.


[ ] Exceptional-5 [X] Superior-4 [ ] Fully Successful-3 [ ] Minimally Successful-2 [ ] Unsatisfactory-0

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Critical Element 3: Analyzes, operates and maintains all IT systems for the Denver Service Center.

Exceptional See attached benchmark standard-- In addition, completes operation and
maintenance activities using less resources (at least 20%) than originally
estimated.

Superior See attached benchmark standard-- In addition, completes operation and
maintenance activities using less resources (at least 10%) than originally
estimated.

Fully Successful See attached benchmark standard-- In addition, completes operation and
maintenance activities within planned budget estimates.

Minimally Successful See attached benchmark standard-- In addition, operation and maintenance
activities exceed budget estimates by 5-10%.

Unsatisfactory See attached benchmark standard-- In addition, operation and maintenance
activities exceed budget estimates by more than 10%.

Narrative Summary

Eleanor and her staff completed all of the scheduled operation and maintenance activities on IT systems in the
Denver Service Center. They met all timeframes and stayed within budget estimates.


[ ] Exceptional-5 [ ] Superior-4 [X] Fully Successful-3 [ ] Minimally Successful-2 [ ] Unsatisfactory-0

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Critical Element 4: Design and Development of New IT Systems.

Exceptional See attached benchmark standard-- In addition, completes design and
development activities using less resources (at least 20%) than originally
estimated.

Superior See attached benchmark standard-- In addition, completes design and
development activities using less resources (at least 10%) than originally
estimated.

Fully Successful See attached benchmark standard-- In addition, completes operation and
maintenance activities within planned budget estimates

Minimally Successful See attached benchmark standard-- In addition, design and development
activities exceed budget estimates by 5-10%.

Unsatisfactory See attached benchmark standard-- In addition, design and development
activities exceed budget estimates by more than 10%.

Narrative Summary

Due to shifting priorities within the Division, Eleanor and I agreed that she should focus resources elsewhere this
FY. Therefore, she was not able to perform any activities on this element.

Rating for Critical Element 4: Not Rated


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Critical Element 5: Monitor Contractor Progress

Exceptional See attached benchmark standard

Superior See attached benchmark standard

Fully Successful See attached benchmark standard

Minimally Successful See attached benchmark standard

Unsatisfactory See attached benchmark standard

Narrative Summary

In addition to the myriad contracts which Eleanor was assigned, because of her expertise, she implemented a
major change to the way the office traditionally does contract monitoring. This involved development of guidance
and performing training for all IT and management employees involved in contract monitoring. Eleanor sought
out the managers involved, worked with them to develop the process, devised new ways to do the work, trained
the individuals involved, and implemented the process. The managers were reluctant at first, because this
involved new and different ways of looking at performing the work, however, Eleanor convinced them that they
could gain significant savings, particularly in staff time. Eleanor partnered with 2 other organizational units within
the region to accomplish these changes.


[X] Exceptional-5 [ ] Superior-4 [ ] Fully Successful-3 [ ] Minimally Successful-2 [ ] Unsatisfactory-0
Revised 8/23/04

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Attachment to EPAP – Benchmark Standards

Benchmark Non-Supervisory Performance Standards

Exceptional:
Employee demonstrates particularly excellent performance that is of such high quality that organizational goals have
been achieved that would not have been otherwise. The employee demonstrates mastery of technical skills and a
thorough understanding of the mission of the organization and has a fundamental impact on the completion of
program objectives.

The employee exerts a major positive influence on management practices, operating procedures and/or program
implementation, which contributes substantially to organizational growth and recognition. The employee plans for
the unexpected and uses alternate ways of reaching goals. Difficult assignments are handled intelligently and
effectively. The employee has produced an exceptional quantity of work, often ahead of established schedules and
with little supervision.

The employee’s oral and written communications are exceptionally clear and effective. He/she improves
cooperation among participants in the work and prevents misunderstandings. Complicated or controversial subjects
are presented or explained effectively to a variety of audiences so that desired outcomes are achieved.

Superior:

Employee demonstrates unusually good performance that exceeds expectations in critical areas and exhibits a
sustained support of organizational goals. The employee shows a comprehensive understanding of the objectives of
the job and the procedures for meeting them.

Effective planning by the employee improves the quality of management practices, operating procedures, task
assignments and/or program activities. The employee develops and/or implements workable and cost-effective
approaches to meeting organizational goals.

The employee demonstrates an ability to get the job done well in more than one way while handling difficult and
unpredicted problems. The employee produces a high quantity of work, often ahead of established schedules with
less than normal supervision.

The employee writes and speaks clearly on difficult subjects to a wide range of audiences and works effectively with
others to accomplish organizational objectives.

Fully Successful:

The employee demonstrates good, sound performance that meets organizational goals. All critical activities are
generally completed in a timely manner and supervisor is kept informed of work issues, alterations and status. The
employee effectively applies technical skills and organizational knowledge to get the job done. The employee
successfully carries out regular duties while also handling any difficult special assignments. The employee plans
and performs work according to organizational priorities and schedules. The employee communicates clearly and
effectively.


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The employee’s performance shows serious deficiencies that require correction. The employee’s work frequently
needs revision or adjustments to meet a minimally successful level. All assignments are completed, but often require
assistance from supervisor and/or peers. Organizational goals and objectives are met only as a result of close
supervision. On one or more occasions, important work requires unusually close supervision to meet organizational
goals or needs so much revision that deadlines were missed or imperiled.

Employee shows a lack of awareness of policy implications or assignments; inappropriate or incomplete use of
programs or services; circumvention of established procedures, resulting in unnecessary expenditure of time or
money; reluctance to accept responsibility; disorganization in carrying out assignments; incomplete understanding of
one or more important areas of the field of work; unreliable methods for completing assignments; lack of clarity in
writing and speaking; and/or failure to promote team spirit.

Unsatisfactory:

The employee’s performance is unsatisfactory. The quality and quantity of the employee’s work are not adequate
for the position. Work products do not meet the minimum requirements expected.

The employee demonstrates little or no contribution to organizational goals; failure to meet work objectives;
inattention to organizational priorities and administrative requirements; poor work habits resulting in missed
deadlines and/or incomplete work products; strained work relationships; failure to respond to client needs; and/or
lack of response to supervisor’s corrective efforts.

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Benchmark Supervisory Performance Standards

Exceptional:

Supervisory: The employee demonstrates excellent leadership skills and with only rare exceptions develops
effective working relationships with others. The employee immediately handles difficult situations with
subordinates with professionalism and effectiveness, and demonstrates foresight in correcting situations that may
cause future problems before they arise. The employee encourages independence and risk-taking among
subordinates, yet takes responsibility for their actions. The employee is open to and solicits the views of others, and
promotes cooperation among peers and subordinates, while guiding, motivating and stimulating positive responses.

The employee demonstrates a strong commitment to fair treatment, equal opportunity and the affirmative action
objectives of the organization, and has a significant positive impact on achievement of goals in this area. In addition,
the employee demonstrates innovation and specific positive achievements in meeting other management obligations
such as safety, internal management controls, merit systems principles, performance management, and management
of ethics, conduct and discipline issues.

Superior:

Supervisory: The employee demonstrates good leadership skills and establishes sound working relationships. The
employee almost always handles difficult situations with subordinates with professionalism and effectiveness. The
employee shows good judgment in dealing with others and considering their views. The employee has a strong
sense of mission and seeks out responsibility. The employee demonstrates a commitment to fair treatment, equal
opportunity and the affirmative action objectives of the organization, and has a positive impact on achievement of
goals in this area. In addition, the employee promotes a safe working environment and solutions to problems
encountered in meeting other management obligations including internal management controls, merit systems
obligations, managing performance, and management of ethics, conduct and discipline issues.

Fully Successful:

Supervisory: The employee is a capable leader who works successfully with others and listens to suggestions. The
employee generally handles difficult situations with subordinates with professionalism and effectiveness. The
employee also works well as a team member, supporting the group’s efforts and showing an ability to handle a
variety of interpersonal situations. The employee’s work with others shows an understanding of the importance of
fair treatment and equal opportunity and meets all management commitments related to providing a safe working
environment, merit systems obligations, performance management, and internal controls, and management of ethics,
conduct and discipline issues.


Supervisory: The employee’s supervisory performance shows serious deficiencies that require correction. The
employee sometimes fails to motivate subordinates and promote team spirit; provide clear assignments and
performance requirements or sufficient instructions to subordinates; provide sufficient explanation of organizational
goals to subordinates; satisfy customer needs and/or meet customer service objectives; and/or meet production or
mission goals in a timely and quality manner. The employee’s work with others fails to show a consistent
understanding of the importance of fair treatment and equal opportunity. The employee does not meet all
management obligations related to internal controls, merit system obligations, performance management, and/or
management of ethics, conduct and discipline issues.

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Unsatisfactory:

Supervisory: The employee’s supervisory performance is unsatisfactory. The employee usually fails to motivate
subordinates and promote team spirit; often provides unclear assignments and performance requirements or
insufficient instructions to subordinates; frequently fails to provide sufficient explanation of organizational goals to
subordinates; generally fails to satisfy customer needs and/or meet customer service objectives; and/or frequently
fails to meet production or mission goals in a timely and quality manner. The employee’s work with others
consistently fails to show an understanding of the importance of fair treatment and equal opportunity. Employee
frequently fails to meet other management obligations related to internal controls, merit systems obligations,
performance management, and/or management of ethics, conduct and discipline issues.

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