Performance Review
Areas of competence: list of
examples
Practical examples of what competence in the
defined areas ‘looks like’.
Notes: This list of bullet-point examples for each
of the areas of competence is neither definitive
nor exhaustive, and should be added to and
individualised for each jobholder through
performance-review discussions over time. It is
provided to give people guidance, and as much
clarity as possible, as they discuss each area of
performance.
For ALL STAFF
Key responsibilities
(Refer to job description)
Agreed objectives
(Refer to planning meeting form)
Functional expertise: generic
‘Acts with understanding of role and its purpose’
• Shows an understanding of the purpose of the role
• Keeps focussed on purpose of role
• Prioritises workload in line with overall purpose
• Observes and learns from others in same role
• Shares information about role with others
• In progressing up the band, provides a resource to
others in role
‘Demonstrates mastery of key job skills’
• Understands what the key skills are for the role
• Works confidently with e.g. office machinery,
photocopiers, computers, relevant software,
printers, VISTA, email, internet etc.
• Performs key duties to appropriate standard
• Undertakes and applies training on the job
• Competence increases with each step along the
Band
• Level of supervision decreases with each step along
the Band
‘Works accurately/pays attention to detail’
• Understands the degree of accuracy and detail
required
• Completes work accurately and presents to a
required style
• Work is tidy and professional-looking
• Numbers add up, data are aligned, information is
consistent
• Grammar, spelling, punctuation are correct
• Errors are used to help improve standard of work
‘Uses appropriate resources effectively’
• Knows what resources are available, and how to
use them
• Uses VISTA, databases, email, internet, telephone,
Xerox etc. effectively
• Aware of relevant legal obligations in using
resources (i.e. copyright, data protection, software
licenses, financial regulations)
• Keeps up to date with e.g. design templates (on
intranet), IT policies
• Adheres to ‘sharing best practice’ guidelines (on
Staff Forum intranet pages)
• Observes recycling protocols
• Shares information on best use of resources
• Suggests ways of improving use of resources
Commercial context
‘Shows commercial awareness in achieving results;
industry/market awareness’
• Aware of the Press's commercial/competitive
environment
• Is ‘customer aware’ at all times and meets customer
standards
• Goes after results with determination
• Looks to maximise the return on investment
• Considers financial implications of decisions, for
the Group/Dept as well as for the Branch and the
Press as a whole
• Understands the concept of a not-for-profit
business
‘Strives for further excellence/continuous
improvement in working practices’
• Not satisfied with ‘just the minimum’
• Actions show commitment to improving on the
past
• Analyses previous mistakes and uses them to
improve in future
• Demonstrates keenness to raise standards of
quality
 Area of competence: list of examples
• Suggests ideas/supports projects that lead to
improvement in systems/procedures
• Aims to exceed customer expectations (e.g. turn-
round times)
‘Shows commitment to Press vision/mission/objectives
and culture’
• Has read and keeps up to date with published
statements of Press's vision/mission/objectives
• Knows where to find information on above
• Keeps self informed of business strategy,
structures, objectives
• Works in the context of the above, keeping eye on
the larger goal and the purpose of the
organisation
• Represents the Press positively
‘Considers impact on customers/authors/learned
societies/colleagues/University/community’
• Before acting, thinks about impact on above
• Knows customer requirements and strives to
exceed them
• Alters work strategies as required to maximise
positive impact on internal and external customers
• Serves internal and external customers with
equally high standards
• Suggests ideas/supports projects that 'make a
difference' in the wider context
Planning/problem-solving/innovating
‘Plans, organises, manages workload and self
effectively’
• Approaches work in an organised, planned way
• Arrives when expected, begins work promptly
• Respects colleagues’ personal space and doesn’t
interrupt
• Deals with interruptions effectively
• Keeps focussed on job in hand
• Multi-tasks where appropriate to get best use of
time
• Manages own time effectively
• Deals with paper/email/post/telephone input
promptly and calmly
• Learns from others who are efficient and use time
well
• Clear about first priorities and delivers them first
• Knows when to say yes and when to say no
• Consults manager for guidance if genuine clashes
arise
• Keeps accurate diary and plans ahead
• Plans meetings/presentations well in advance and
arrives on time and prepared
• Reads papers ahead of meetings and makes a
useful contribution to the discussion
• Recognises when stress is having a negative effect
and takes appropriate action
'Takes ownership for solving problems effectively'
• Uses ‘problems’ as ‘opportunities’
• Does not blame but works on solutions
• Demonstrates zeal to resolve problems
• Finds new ways of doing things if the old ones
don‘t work
• Overcomes obstacles by using imagination
• ‘Brainstorms’ with others in the team to find
solutions
• It’s not ‘somebody else’s problem’
• Says ‘I’ll look into this for you and get back to you',
not ‘Nobody tells me anything, but I’ll see if I can
find out for you.’
‘Shows flexibility/adaptability/takes advantages of
new ways of doing things/innovates’
• Responds positively to changes and challenges and
gives things a try
• Is ready to try new ways of doing things, with a
positive attitude
• Is not stuck in the past but focussed on the future,
not reliant on ‘the way things have always been
done’ unless they still work
• Is keen to work with new
people/equipment/environments
• Sees change as opportunity
• Is keen to explore new avenues/methods/projects
• Is ready to take risks for the good of the business
• Is prepared to undertake training to develop
further and acquire new skills
‘Uses good judgement and makes sound decisions’
• Understands level of authority and uses it
appropriately
• Uses ‘common sense’
• Uses knowledge, experience and evidence to take
decisions that benefit the business
• Combines objective and subjective factors in
making sound decisions
• Thinks things through before jumping to
conclusions
• Identifies any inappropriate/unethical procedures
or practices
Behaviour/relationships
‘Presents and manages self professionally’
• Looks the part of a Press professional
• Arrives for work looking clean and tidy, and
according to Dress Code (see Staff Handbook on
the intranet)
• Presents a professional image when on business
travel/exhibitions
• Keeps work area safe, clean and tidy
• Adheres to Housekeeping Policy (on intranet:
Groups & Depts/Policies & Info/General Press
Policies)
 Area of competence: list of examples
‘Develops/maintains professional internal/external
relationships’
• Understands the key relationships in role
• Uses relationships for the good of the business
• Demonstrates networking skills
• Creates an ever-increasing circle of contacts and
uses them effectively
• Balances external/internal demands for the good
of the business
• Keeps relationships on a professional level
‘Communicates effectively with internal/external
audiences’
• Understands audiences and tailors communications
accordingly
• Uses appropriate, professional language and tone
• Knows how to listen, and does it
• Uses appropriate channels of communication (e.g.
face to face vs. telephone/email etc.)
• Clarifies and confirms to avoid misunderstandings
• Controls emotions
• Is clear and concise
• Adheres to high standards of presentation
• Understands and uses Press style/logo/templates
• Actively seeks information and takes responsibility
to keep self informed
• Listens carefully to/reads information
communicated
• Seeks answers to own/colleagues’ questions
• Participates as giver/receiver of information in
monthly Communications Cascade
• Informs others e.g. following periods of
colleagues’ absence
‘Is a good team member and supports colleagues’
• Shows awareness of team members and acts
supportively
• Keeps aware of colleagues and their
workloads/successes
• Steps in when colleagues are ill or on leave
• Negotiates/influences others to gain cooperation
• Spends time with team members to build
relationships
• Willing to be a coach/mentor for others
• Proactively shares information with others
• Understands what the team enjoys about their
work and builds on it
• Keen to make own team a model of effective
working to achieve results
Accepts personal/team/corporate responsibility’
• Acknowledges errors of self and/or others and
moves on
• Refuses to engage in a culture of ‘blame’
• Faces mistakes straight on, with a determination to
improve
• Once a decision has been made, does not say e.g. ‘I
wanted to do something else, but they decided to
do x’ – instead says ‘We are now going to do x… so
let’s see how it will work’
• Cooperates with the Press to enable it to perform
any duty or requirement imposed by law
• Understands and works in accordance with the
‘Working at the Press: Expectations’ as set out on
the Staff Handbook (see intranet)
‘Shows civility and respect to all’
• Is courteous and pleasant, even when busy
• Uses appropriate language
• Shows respect for diversity
• Respects others’ privacy
• Doesn’t engage in malicious talk
• Includes others, especially newcomers and visitors
• Apologises immediately for any lapse
‘Has a can-do attitude and focuses on solutions’
• Supports colleagues through deadlines/difficulties
• Exhibits positive approach
• Overcomes minor setbacks
• Shows enjoyment at work
• Gains satisfaction from doing a job well
• Celebrates own and others’ successes
• Identifies potential areas of conflict and seeks to
resolve them in advance
• Puts self forward to participate outside role, e.g.
on working parties
• Offers to undertake projects/investigate
opportunities without being asked
• Challenges existing patterns of behaviour and
suggests changes
• Overcomes obstacles to smooth relationships
‘Fulfils general health and safety responsibilities’
• considers health and safety issues when carrying
out day-to-day work activities
• undertakes training as required and puts it into
practice
• follows health and safety arrangements as defined
in policies and guidelines
• reports hazardous conditions in the workplace or
personal medical issues to help prevent accidents
or ill health
• carries out any specifically allocated health and
safety responsibilities in a timely fashion
 Area of competence: list of examples
Plus, for SUPERVISORS AND LINE MANAGERS
‘Supports the team/group/department manager in
managing the team’
• Keeps up to date on short- and long-term
objectives of team
• Provides support to team to ensure achievement of
above
• Anticipates leader’s need for support and
assistance and provides it
• Keeps an ear to the ground to highlight need for
e.g. better internal communications
‘Sets objectives and manages performance of direct-
line reports’
• Makes it very clear to staff what ‘good
performance’ means
• Is explicit about standards of work and behaviour
• Sets ‘SMART’ objectives for the individuals
• Sets, implements and reviews business goals for
unit, according to agreed agenda, budget and
schedule
• Focuses on the end result
• Gives clear feedback on what is expected, and
takes appropriate action if performance is below
expectation
• Uses performance management techniques
confidently
• Takes responsibility to help every member of the
team to reach their full potential within their jobs
as soon as possible, i.e. to reach the ‘Accomplished’
(‘consistently competent’) step
• Understands policies and procedures and
implements them professionally (e.g. Disciplinary,
absence management, flexible working, Health
and Safety)
• Reviews past performance on an ongoing and
‘needs must’ basis
• Knows what individual team members are doing
and keeps it under review, supporting as necessary
• Re-prioritises workloads as necessary
• Ensures that staff use their work time effectively
and do not waste time
• Establishes a culture of efficiency and good time-
management
• Agrees sensible working patterns to meet business
needs as well as individual preferences
• Uses ‘people’ systems effectively (e.g. Performance
Review) to drive up individual and team
contributions
• Manages and monitors processes to deliver the
objectives
‘Inspires and develops people’
• Is available to staff
• Sets a welcoming climate for people when they
need help/seek advice
• Listens to others
• Creates a positive climate in which individuals
increase their awareness of their own strengths
and limitations
• Treats staff development as a business priority
• Allows self to take pleasure in developing others
• Makes sure that development priorities are actively
pursued
• Rewards and recognises success and achievements
• Understands what motivates the individuals
• Supports and empowers people
• Enables personal and professional development in
line with business needs
• Quietly monitors/guides people’s achievements
• Creatively responds when motivation needs
refreshing
• Offers support when needed, praise when
deserved, and constructive criticism when
necessary
• Allows people to express ideas and feelings
• Centres on ideas and methods, not personalities
• Is patient and supportive and also extremely firm
and clear with people when the need arises
• Is firm but fair to staff and behaves in a courteous
and reasonable way
• Treats mistakes as opportunities for people to learn
‘Manages changes and drives improvement’
• Encourages questioning of status quo and thinking
about betters ways of doing things
• Establishes effective two-way communication
channels
• Manages required change-processes positively and
effectively
• Assesses current needs and anticipates future
short- and long-term strategic goals
• Implements appropriate steps and plans
programme(s)/processes to ensure achievement of
established goals
• Is flexible and willing to grow, learn, consider ideas
and ways of thinking, and encourages team to do
same
• Is proactive, able to use knowledge and experience
to anticipate issues, and proposes/brainstorms new
approaches
• Champions analysis and review of practices
• Welcomes and undertakes training for self-
improvement
 Area of competence: list of examples
Or, for TEAM/GROUP/DEPARTMENT MANAGERS
AND DIRECTORS
‘Structures, recruits, builds and maintains the team’
• Plans and allocates staff resources effectively
• Gets most out of staffing budgets
• Builds the unit through recruitment of people who
add value and improve performance
• Assesses required skills accurately
• Shapes, builds and changes team structures as
appropriate
• Leads the team
• Generates to others a real sense of being part of a
team
• Demonstrates understanding of the need for
teams to be constituted of different personality
types in order to succeed
• Arrives at decisions following genuine consultation
when appropriate, and aims at consensus
• Establishes and maintains genuine esprit de corps
• Evidence clear that team members listen well and
participate
• Takes a group of people and turns them into a
high-performing team
‘Fulfils work area H&S arrangements’
• promotes a safety and well-being culture in their
area
• assesses and manages risks within their area
according to Press policies and guidelines
• attends H&S workshops when asked to do so
• maintains H&S arrangements and records for their
area
• knows when and where to seek in-house advice
• provides staff with the enablers to carry out their
own H&S duties
‘Sets staff and team objectives and manages their
performance’
• Makes it very clear to staff what ‘good
performance’ means
• Is explicit about standards of work and behaviour
• Sets ‘SMART’ objectives for the individuals
• Sets, implements and reviews business goals for
unit, according to agreed agenda, budget and
schedule
• Focuses on the end result
• Gives clear feedback on what is expected, and
takes appropriate action if performance is below
expectation
• Uses performance management techniques
confidently
• Takes responsibility to help every member of the
team to reach their full potential within their jobs
as soon as possible, i.e. to reach the ‘Accomplished’
(‘consistently competent’) step
• Understands policies and procedures and
implements them professionally (e.g. Disciplinary,
absence management, flexible working, Health
and Safety)
• Reviews past performance on an ongoing and
‘needs must’ basis
• Knows what individual team members are doing
and keeps it under review, supporting as necessary
• Re-prioritises workloads as necessary
• Ensures that staff use their work time effectively
and do not waste time
• Establishes a culture of efficiency and good time-
management
• Agrees sensible working patterns to meet business
needs as well as individual preferences
• Uses ‘people’ systems effectively (e.g. Performance
Review) to drive up individual and team
contributions
• Manages and monitors processes to deliver the
objectives
‘Delegates effectively’
• Is prepared to delegate and give responsibility to
staff
• Delegates appropriately
• Manages at arm’s length when appropriate
• Follows up and reviews tasks delegated
• Is clear in assigning delegated tasks
• Uses delegation to develop staff
• Understands difference between Directive and
Supportive behaviour, and uses both at
appropriate times
‘Inspires and develops people’
• Is available to staff
• Sets a welcoming climate for people when they
need help/seek advice
• Listens to others
• Creates a positive climate in which individuals
increase their awareness of their own strengths
and limitations
• Treats staff development as a business priority
• Allows self to take pleasure in developing others
• Makes sure that development priorities are actively
pursued
• Rewards and recognises success and achievements
• Understands what motivates the individuals
• Supports and empowers people
• Enables personal and professional development in
line with business needs
• Quietly monitors/guides people’s achievements
• Creatively responds when motivation needs
refreshing
• Offers support when needed, praise when
deserved, and constructive criticism when
necessary
• Allows people to express ideas and feelings
 Area of competence: list of examples

• Centres on ideas and methods, not personalities

• Is patient and supportive and also extremely firm
and clear with people when the need arises
• Is firm but fair to staff and behaves in a courteous
and reasonable way
• Treats mistakes as opportunities for people to learn

‘Manages changes and drives improvement’

• Encourages questioning of status quo and thinking
about betters ways of doing things
• Establishes effective two-way communication
channels
• Manages required change-processes positively and
effectively
• Assesses current needs and anticipates future
short- and long-term strategic goals
• Implements appropriate steps and plans
programme(s)/processes to ensure achievement of
established goals
• Is flexible and willing to grow, learn, consider ideas
and ways of thinking, and encourages team to do
same
• Is proactive, able to use knowledge and experience
to anticipate issues, and proposes/brainstorms new
approaches
• Champions analysis and review of practices
• Welcomes and undertakes training for self-
improvement