**Performance Management Desk Guide**

**FAS Supplement: Writing Elements and Standards**

**May 2006**

+---------------------+------------------------------------------------+
| **[Introduc         | This supplement to the FSA/RMA/FAS Performance |
| tion]{.smallcaps}** | Management Desk guide includes additional      |
|                     | material to help FAS supervisors and managers  |
|                     | in the writing of elements and standards as    |
|                     | they prepare performance plans for the new     |
|                     | rating year. The material consists primarily   |
|                     | of examples of results-oriented elements and   |
|                     | measurable standards and is intended to        |
|                     | supplement the online training and desk guide. |
+---------------------+------------------------------------------------+
| **[FAS Example -    | Let's follow an example of an International    |
| Background          | Program Specialist in the Professional         |
| Informa             | Development Program (PDP) of the Food          |
| tion]{.smallcaps}** | Industries Division (FD). This division is     |
|                     | part of International Cooperation and          |
|                     | Development (ICD).                             |
|                     |                                                |
|                     | In order to develop good elements and          |
|                     | standards for your employee, you should review |
|                     |                                                |
|                     | -   The FAS Strategic Plan                     |
|                     |                                                |
|                     | -   Your organization's mission statement      |
|                     |                                                |
|                     | ```{=html}                                     |
|                     | <!-- -->                                       |
|                     | ```                                            |
|                     | -   The incumbent's position description       |
+---------------------+------------------------------------------------+
|                     | The mission of the Foreign Agricultural        |
|                     | Service is to advance the interests of the     |
|                     | agricultural community and the general public  |
|                     | by working to develop and expand foreign       |
|                     | markets for U.S. food and agricultural         |
|                     | products.                                      |
+---------------------+------------------------------------------------+
|                     | The new FAS Strategic Goals include the        |
|                     | following:                                     |
|                     |                                                |
|                     | **Goal I:** Create a level playing field for   |
|                     | agricultural trade.                            |
|                     |                                                |
|                     | **Goal II:** Expand the global agricultural    |
|                     | trading system.                                |
|                     |                                                |
|                     | **Goal III:** Reduce technical trade barriers  |
|                     | and restrictive sanitary and phytosanitary     |
|                     | measures                                       |
+---------------------+------------------------------------------------+
|                     | **FAS' strategic goals can be found at:**      |
+---------------------+------------------------------------------------+
|                     | http://fas                                     |
|                     | tnet.usda.gov/OA/BudgetStaff/BudgetDefault.htm |
+---------------------+------------------------------------------------+
|                     |                                                |
+---------------------+------------------------------------------------+
|                     | **Mission Statements**                         |
|                     |                                                |
|                     | **ICD's mission** is to help the total U.S.    |
|                     | Department of Agriculture, other Federal       |
|                     | agencies, and associated institutions or       |
|                     | industries with global responsibilities, to    |
|                     | serve worldwide human needs by strengthening   |
|                     | food and agricultural systems in developing    |
|                     | countries (and at the same time strengthening  |
|                     | U.S. agriculture\'s international              |
|                     | competitiveness and leadership) through        |
|                     | collaborative programs.                        |
+---------------------+------------------------------------------------+
|                     | The **Food Industries Division (FID)** focuses |
|                     | on non-farm industries related to the food and |
|                     | fiber chain.                                   |
+---------------------+------------------------------------------------+
|                     | Finally, the **Professional Development        |
|                     | Program (PDP)** is responsible for the         |
|                     | development, design, implementation,           |
|                     | management and evaluation of both long-term    |
|                     | and short-term academic and non-academic       |
|                     | (Technical) training programs related to the   |
|                     | central thrust of the Division. These programs |
|                     | are funded by bilateral and multilateral       |
|                     | donors and are carried out in close            |
|                     | collaboration with other USDA and Federal      |
|                     | agencies, the university community, private    |
|                     | sector organizations and agribusinesses.       |
|                     |                                                |
|                     | The following page highlights the primary      |
|                     | duties and responsibilities of the             |
|                     | International Program Specialist in the PDP.   |
+---------------------+------------------------------------------------+
| # Position Duties   |                                                |
|  and Responsibiliti |                                                |
| es -- International |                                                |
|  Program Specialist |                                                |
|                     |                                                |
| Generally speaking, |                                                |
| the International   |                                                |
| Program Specialist  |                                                |
| is responsible for  |                                                |
| developing,         |                                                |
| coordinating,       |                                                |
| administering and   |                                                |
| evaluating          |                                                |
| technical           |                                                |
| assistance and      |                                                |
| training programs   |                                                |
| in agricultural     |                                                |
| disciplines related |                                                |
| to the objectives   |                                                |
| of the Professional |                                                |
| Development         |                                                |
| Program. Specific   |                                                |
| duties and          |                                                |
| responsibilities    |                                                |
| can include:        |                                                |
+---------------------+------------------------------------------------+
| -   Coordinate and  |                                                |
|     manage the      |                                                |
|     development,    |                                                |
|     implementation  |                                                |
|     and evaluation  |                                                |
|     of short-term   |                                                |
|     and long-term   |                                                |
|     professional    |                                                |
|     development     |                                                |
|     reimbursable    |                                                |
|     programs in     |                                                |
|     agriculture,    |                                                |
|     agribusiness,   |                                                |
|     rural           |                                                |
|     development and |                                                |
|     related areas.  |                                                |
|     Manage the      |                                                |
|     acquisition of  |                                                |
|     all necessary   |                                                |
|     resources for   |                                                |
|     the planning,   |                                                |
|     operation and   |                                                |
|     evaluation of   |                                                |
|     these programs  |                                                |
|     and monitor all |                                                |
|     programmatic    |                                                |
|     and fiscal      |                                                |
|     activities.     |                                                |
|     Review          |                                                |
|     financial       |                                                |
|     records for     |                                                |
|     accuracy and    |                                                |
|     monitor rates   |                                                |
|     of expenditures |                                                |
|     to ensure that  |                                                |
|     programs are    |                                                |
|     adequately      |                                                |
|     funded.         |                                                |
|                     |                                                |
| -   Use U.S. and    |                                                |
|     multinational   |                                                |
|     networks and    |                                                |
|     coordinating    |                                                |
|     mechanisms to   |                                                |
|     strengthen      |                                                |
|     USDA\'s ties to |                                                |
|                     |                                                |
|    USAID/Washington |                                                |
|     and Missions,   |                                                |
|     other bilateral |                                                |
|     and             |                                                |
|     multilateral    |                                                |
|     donor           |                                                |
|     organizations,  |                                                |
|     universities    |                                                |
|     and             |                                                |
|     agribusinesses  |                                                |
|     in the U.S. and |                                                |
|     overseas.       |                                                |
|                     |                                                |
| -   Recruit         |                                                |
|     personnel for   |                                                |
|     long and        |                                                |
|     short-term      |                                                |
|     assignments on  |                                                |
|     U.S. and        |                                                |
|     overseas        |                                                |
|     programs.       |                                                |
|     Recruitment     |                                                |
|     sources may     |                                                |
|     include USDA    |                                                |
|     agencies,       |                                                |
|     agricultural    |                                                |
|     colleges and    |                                                |
|     universities    |                                                |
|     and other       |                                                |
|     public and      |                                                |
|     private         |                                                |
|     organizations.  |                                                |
|     Manage and      |                                                |
|     conduct the     |                                                |
|     orientation of  |                                                |
|     new personnel   |                                                |
|     on program      |                                                |
|     objectives and  |                                                |
|     current         |                                                |
|     activities,     |                                                |
|     technical and   |                                                |
|     administrative  |                                                |
|     backstopping    |                                                |
|     and other       |                                                |
|     relevant        |                                                |
|     issues.         |                                                |
|                     |                                                |
| ```{=html}          |                                                |
| <!-- -->            |                                                |
| ```                 |                                                |
| -   Initiate new    |                                                |
|     activities with |                                                |
|     USAID and other |                                                |
|     donor           |                                                |
|     organizations,  |                                                |
|     develop         |                                                |
|     proposals,      |                                                |
|     scopes of work  |                                                |
|     and related     |                                                |
|     budgets and     |                                                |
|     follow through  |                                                |
|     to ensure       |                                                |
|     timely          |                                                |
|     implementation. |                                                |
|                     |                                                |
| -   Review and      |                                                |
|     evaluate the    |                                                |
|     economic,       |                                                |
|     agricultural,   |                                                |
|     social and      |                                                |
|     political       |                                                |
|     developments of |                                                |
|     countries       |                                                |
|     within area of  |                                                |
|     responsibility. |                                                |
|                     |                                                |
| ```{=html}          |                                                |
| <!-- -->            |                                                |
| ```                 |                                                |
| -   Design and      |                                                |
|     ensure the      |                                                |
|     proper conduct  |                                                |
|     of oral and     |                                                |
|     written         |                                                |
|     evaluations,    |                                                |
|     review and      |                                                |
|     analyze them;   |                                                |
|     and summarize   |                                                |
|     implications    |                                                |
|     and             |                                                |
|     recommendations |                                                |
|     for future      |                                                |
|     activities.     |                                                |
|                     |                                                |
| ```{=html}          |                                                |
| <!-- -->            |                                                |
| ```                 |                                                |
| -   Develop         |                                                |
|     proposals,      |                                                |
|     periodic and    |                                                |
|     special         |                                                |
|     reports,        |                                                |
|     program         |                                                |
|     descriptions    |                                                |
|     and other       |                                                |
|     documents which |                                                |
|     may be required |                                                |
|     of the program  |                                                |
|     area.           |                                                |
+---------------------+------------------------------------------------+
|                     |                                                |
+---------------------+------------------------------------------------+
|                     |                                                |
+---------------------+------------------------------------------------+
|                     |                                                |
+---------------------+------------------------------------------------+
|                     |                                                |
+---------------------+------------------------------------------------+
|                     |                                                |
+---------------------+------------------------------------------------+
| **[Writing          | Now it's time to create Elements and Standards |
| Results-oriented    | for Jane, the International Program Specialist |
| Elem                | who reports to you. You identify the following |
| ents]{.smallcaps}** | FAS Strategic Goals and Objectives as the      |
|                     | specific links to Jane's position.             |
|                     |                                                |
|                     | **Strategic Goal I, Objective 1.1:** Expand    |
|                     | foreign market access for U.S. exporters of    |
|                     | agricultural, fish, and forest products.       |
|                     |                                                |
|                     | **Strategic Goal II, Objective 2.1:** Organize |
|                     | and facilitate long-term market infrastructure |
|                     | development activities and projects that       |
|                     | support sustainable economic and rural         |
|                     | development and trade capacity building.       |
+---------------------+------------------------------------------------+
|                     | Using these two objectives to guide you,       |
|                     | review Jane's position duties and              |
|                     | responsibilities (see previous page) for       |
|                     | activities that support those two objectives.  |
|                     | Your first task is to identify the four or     |
|                     | five primary results-oriented                  |
|                     | responsibilities.                              |
+---------------------+------------------------------------------------+

**Tips for determining which responsibilities qualify as elements:**

-   The employee spends a significant portion of a day, week or month
    doing it.

-   The employee has primary control over the outcomes.

-   **The task has an impact on the organization's ability to accomplish
    its mission or meet its goals.**

+---------------------+------------------------------------------------+
|                     | You determine that the following are her       |
|                     | primary responsibilities:                      |
|                     |                                                |
|                     | 1.  Implementing and evaluating programs       |
|                     |                                                |
|                     | 2.  Recruiting technical experts for the       |
|                     |     programs                                   |
|                     |                                                |
|                     | 3.  Managing the budget of existing programs   |
|                     |                                                |
|                     | 4.  Reporting on programs to customers and     |
|                     |     government agencies                        |
+---------------------+------------------------------------------------+
|                     | Now you must word these responsibilities as    |
|                     | results-oriented elements. The elements should |
|                     |                                                |
|                     | -   Capture the scope of the responsibility.   |
|                     |                                                |
|                     | -   Begin with a verb and have an object.      |
|                     |                                                |
|                     | -   State the responsibilities in terms of     |
|                     |     outcomes or outputs to the extent          |
|                     |     possible.                                  |
+---------------------+------------------------------------------------+
|                     |                                                |
+---------------------+------------------------------------------------+
|                     | The following are examples of two elements     |
|                     | that relate to end results:                    |
|                     |                                                |
|                     | 1.  Develop and implement programs related to  |
|                     |     trade, applications of science and         |
|                     |     technology that raise agricultural         |
|                     |     productivity, improved natural resources   |
|                     |     management, and sustainable agriculture in |
|                     |     developing and transitional countries for  |
|                     |     the purpose of enhancing economic growth,  |
|                     |     rural development, and environmental       |
|                     |     protection in an effort to build trade     |
|                     |     capacity. (FAS Goal II, Objective 2.1)     |
|                     |                                                |
|                     | 2.  Recruit technical experts to advise on     |
|                     |     programs that teach best practices in food |
|                     |     safety and live bird management in order   |
|                     |     to increase market access and facilitate   |
|                     |     adoption of policies and regulatory        |
|                     |     frameworks consistent with international   |
|                     |     standard-setting bodies thus developing    |
|                     |     markets to expand agricultural trade for   |
|                     |     the US. (FAS Strategic Goal I, Objective   |
|                     |     2.1)                                       |
+---------------------+------------------------------------------------+
| **[Creating         | The purpose for having standards is to be as   |
| Measurable          | specific and objective as possible in          |
| Stand               | communicating to the employee what is expected |
| ards]{.smallcaps}** | as they execute their duties. The standard     |
|                     | should be                                      |
|                     |                                                |
|                     | -   Clearly written and unambiguous.           |
|                     |                                                |
|                     | -   Be free from bias, personal feelings, or   |
|                     |     opinions.                                  |
|                     |                                                |
|                     | -   Contain finite measures that specify the   |
|                     |     line between satisfactory work and         |
|                     |     less-than-satisfactory work.               |
+---------------------+------------------------------------------------+
|                     | The measure should directly link the required  |
|                     | performance of the job to the organization's   |
|                     | overall mission. It should also be             |
|                     | consistently applied to all personnel in the   |
|                     | same or similar position or grade with the     |
|                     | same authority.                                |
+---------------------+------------------------------------------------+
|                     | Key to an effective standard is that you must  |
|                     | realistically be able to observe and monitor   |
|                     | the performance to ascertain whether the       |
|                     | standard has been met. Finally, measurable     |
|                     | standards should reflect the required level of |
|                     | performance and                                |
+---------------------+------------------------------------------------+
|                     | expected results for the Fully Successful      |
|                     | level of the job. That is, a fully experienced |
|                     | and competent employee will consistently       |
|                     | achieve or meet the performance standards for  |
|                     | the job given circumstances within his or her  |
|                     | control. Keep in mind that the wording must    |
|                     | leave room for an employee to Exceed the       |
|                     | standard.                                      |
+---------------------+------------------------------------------------+
|                     | Example:                                       |
|                     |                                                |
|                     | -   Manages project budgets, including funding |
|                     |     from appropriations and outside funding    |
|                     |     sources (EMP, State, USAID, etc.). Keeps   |
|                     |     [within budget]{.underline} amounts, and   |
|                     |     provides [accurate]{.underline} ([within   |
|                     |     10%)]{.underline} status of funds          |
|                     |     estimates to the Program Manager [on       |
|                     |     time]{.underline}.                         |
+---------------------+------------------------------------------------+
|                     | In this example, the underlined words indicate |
|                     | how the standard will be measured. The program |
|                     | manager can review the budget to determine     |
|                     | whether or not Jane has kept within it. The    |
|                     | manager is also in a position to judge whether |
|                     | the status of funds estimates are accurate     |
|                     | within 10% and given on time. Notice also that |
|                     | 'within 10%' leaves room for exceeding the     |
|                     | fully successful level, and yet provides an    |
|                     | acceptable standard of excellence for keeping  |
|                     | a running account of budget expenditures.      |
+---------------------+------------------------------------------------+
| **Tips for writing  |                                                |
| measurable          |                                                |
| standards:**        |                                                |
|                     |                                                |
| -   Wording should  |                                                |
|     be              |                                                |
|     *[spe           |                                                |
| cific]{.underline}* |                                                |
|                     |                                                |
| -   The behavior    |                                                |
|     described       |                                                |
|     should be       |                                                |
|     *[obser         |                                                |
| vable]{.underline}* |                                                |
|                     |                                                |
| -   The standard    |                                                |
|     should be       |                                                |
|     written to the  |                                                |
|     "*[Fully        |                                                |
|     Successful"     |                                                |
|                     |                                                |
| level]{.underline}* |                                                |
|                     |                                                |
| ```{=html}          |                                                |
| <!-- -->            |                                                |
| ```                 |                                                |
| -   The Fully       |                                                |
|     Successful      |                                                |
|     level should be |                                                |
|     worded in such  |                                                |
|     a way that the  |                                                |
|     employee can    |                                                |
|     exceed the      |                                                |
|     standard.       |                                                |
+---------------------+------------------------------------------------+
|                     |                                                |
+---------------------+------------------------------------------------+
| **[Types of         | There are basically four types of measures for |
| Meas                | performance assessment: quantity, quality,     |
| ures]{.smallcaps}** | timeliness, and cost effectiveness. Different  |
|                     | job tasks lend themselves to one or another of |
|                     | these types of measures or even a combination  |
|                     | of two or three.                               |
+---------------------+------------------------------------------------+
| > **[Quan           | Quantity measures assess "how many" or "how    |
| tity]{.smallcaps}** | much" of something is required to meet Fully   |
|                     | Successful. Examples of ways to state quantity |
|                     | measures include:                              |
|                     |                                                |
|                     | -   At least "x" "phone calls" per day         |
|                     |                                                |
|                     | -   A minimum of "x" per week/month            |
|                     |                                                |
|                     | -   Increases (or decreases) number of         |
|                     |     \_\_\_\_ by 10%                            |
|                     |                                                |
|                     | -   Introduces at least one new program (or    |
|                     |     service) per quarter                       |
|                     |                                                |
|                     | -   Receives no more than 2 grievances per     |
|                     |     1000 employees                             |
+---------------------+------------------------------------------------+
|                     | For example, an International Training         |
|                     | Specialist, Bruce, may have to establish       |
|                     | contacts in each country of a region for which |
|                     | FAS is offering training. Perhaps history      |
|                     | tells you that you should have at least a      |
|                     | primary contact and a back-up contact. Maybe   |
|                     | in some countries it is important to have two  |
|                     | back-ups so that visas and other travel        |
|                     | documents are sure to be executed in time. A   |
|                     | quantity measure might then be relevant, such  |
|                     | as:                                            |
+---------------------+------------------------------------------------+
|                     | Establishes [at least two                      |
|                     | contacts]{.underline} in each country of       |
|                     | region X.                                      |
+---------------------+------------------------------------------------+
| > **[Qua            | For many if not most jobs in FAS, quality      |
| lity]{.smallcaps}** | measures will be applicable. Quality addresses |
|                     | "how well" the task was performed and refers   |
|                     | to the accuracy, appearance, or usefulness of  |
|                     | the work effort. Examples of ways to state     |
|                     | quality measures include:                      |
+---------------------+------------------------------------------------+
|                     | -   Adheres to standards established by        |
|                     |     \_\_\_\_                                   |
|                     |                                                |
|                     | -   In compliance with specifications          |
|                     |                                                |
|                     | -   As measured by customer feedback           |
|                     |     indicating satisfaction                    |
|                     |                                                |
|                     | -   Reduced error rate (or rework) by \_\_\_%  |
|                     |                                                |
|                     | ```{=html}                                     |
|                     | <!-- -->                                       |
|                     | ```                                            |
|                     | -   Completion rate of \_\_\_ per month        |
+---------------------+------------------------------------------------+
|                     | For example, an International Economist,       |
|                     | Laura, working in the Trade Policy area must   |
|                     | gather information available through news      |
|                     | media, web sites and other sources about an    |
|                     | assigned country in                            |
+---------------------+------------------------------------------------+
|                     | order to assess policy and technical issues.   |
|                     | Additionally, Laura puts this information into |
|                     | a form easily used by Congressional members or |
|                     | other government officials as they interact    |
|                     | with country representatives in negotiations.  |
|                     | In the example below, quality measures are     |
|                     | underlined.                                    |
+---------------------+------------------------------------------------+
|                     | -   Develops an [accurate]{.underline}         |
|                     |     information database of materials related  |
|                     |     to policy and technical issues in X        |
|                     |     country; trade data is                     |
|                     |     [up-to-date]{.underline} and               |
|                     |     [relevant]{.underline} to requests from    |
|                     |     inside the agency for material to be used  |
|                     |     in speeches, testimony or controlled       |
|                     |     correspondence, and also relevant to       |
|                     |     requests from outside the agency and       |
|                     |     department.                                |
+---------------------+------------------------------------------------+
|                     | In this example, the employee can exceed the   |
|                     | standard by not only having an 'accurate'      |
|                     | information database, but also having it be    |
|                     | very 'thorough'. She can also exceed the       |
|                     | 'up-to-date and relevant' measures by making   |
|                     | the information database 'easily retrievable   |
|                     | by group members and supervisors.'             |
+---------------------+------------------------------------------------+
|                     | -   Creates briefing books that include        |
|                     |     synthesized reports, scenarios, travel     |
|                     |     information and talking points that        |
|                     |     [adequately prepare]{.underline} US        |
|                     |     representatives traveling in X country for |
|                     |     their international visit and any trade    |
|                     |     discussions they may engage in.            |
|                     |     [Feedback]{.underline} from the customer   |
|                     |     [indicates satisfaction]{.underline}.      |
+---------------------+------------------------------------------------+
|                     | In this example, 'adequately prepare' could be |
|                     | exceeded if customers feel they were           |
|                     | 'thoroughly' prepared.                         |
+---------------------+------------------------------------------------+
| > **[Timeli         | Timeliness measures refer to completion times  |
| ness]{.smallcaps}** | and are usually expressed as how quickly,      |
|                     | when, or by what date an employee produces the |
|                     | work. These are probably the easiest to craft. |
+---------------------+------------------------------------------------+
|                     | Examples of ways to state timeliness measures  |
|                     | include:                                       |
|                     |                                                |
|                     | Submits reports on time at end of each quarter |
|                     |                                                |
|                     | -   Maintains cycle time of \_\_\_\_\_         |
|                     |                                                |
|                     | -   Consistently meets deadlines               |
|                     |                                                |
|                     | ```{=html}                                     |
|                     | <!-- -->                                       |
|                     | ```                                            |
|                     | -   Average call response time is \_\_\_\_     |
|                     |     seconds                                    |
+---------------------+------------------------------------------------+
|                     |                                                |
+---------------------+------------------------------------------------+
|                     | One often-used expression is "in a timely      |
|                     | manner." This expression is actually not       |
|                     | specific and is open to multiple definitions   |
|                     | of what constitutes a timely manner. The       |
|                     | manager must define what is meant by           |
|                     | timeliness, and it is better to write the      |
|                     | defined term into the standard. For example    |
+---------------------+------------------------------------------------+
|                     | -   Talking points are submitted [in           |
|                     |     time]{.underline} for \<\<agency           |
|                     |     representative\>\> to prepare for critical |
|                     |     meetings and policy discussion.            |
+---------------------+------------------------------------------------+
|                     | Again, exceeding this standard could be        |
|                     | accomplished by the employee consistently      |
|                     | submitting the talking points well in advance  |
|                     | of their need.                                 |
+---------------------+------------------------------------------------+
| > **[Cost           | Cost-effectiveness measures refer to dollar    |
| > Effective         | savings or cost control for the Government     |
| ness]{.smallcaps}** | that can be documented and measured in agency  |
|                     | annual fiscal year budgets. Examples of ways   |
|                     | to state cost-effectiveness measures include:  |
+---------------------+------------------------------------------------+
|                     | -   Maintains or reduces unit expenditures     |
|                     |                                                |
|                     | -   Stays within budgets                       |
|                     |                                                |
|                     | -   Reduces the time it takes to provide X     |
|                     |     service by \_\_%                           |
|                     |                                                |
|                     | -   Spends no more than \$xx per program       |
|                     |                                                |
|                     | -   Reduces waste by 10%                       |
+---------------------+------------------------------------------------+
|                     | An example for the International Training      |
|                     | Specialist, who does have budgetary            |
|                     | responsibility, might be:                      |
|                     |                                                |
|                     | -   Develops estimates of overall costs of     |
|                     |     proposed training projects and evaluates   |
|                     |     cost in relation to country budgets. Over  |
|                     |     expenditures [will not exceed              |
|                     |     10%]{.underline} and will be brought to    |
|                     |     the attention of the Senior Specialist and |
|                     |     Program Leader.                            |
+---------------------+------------------------------------------------+
| **[Putting it all   | Returning to our example, Jane, the            |
| toge                | International Program Specialist, who works in |
| ther]{.smallcaps}** | the Professional Development Program (PDP) of  |
|                     | the Food Industries Division (FD) within       |
|                     | International Cooperation and Development      |
|                     | (ICD), let's follow the process all the way    |
|                     | from the strategic plan to the measurable      |
|                     | standard.                                      |
+---------------------+------------------------------------------------+
| **[Elements and     | Jane's first **element** is below with the FAS |
| Accompanying        | Goal and Objective in parenthesis at the end   |
| Standards - Example | of it.                                         |
| 1]{.smallcaps}**    |                                                |
|                     | -   Develop and implement programs related to  |
|                     |     trade, applications of science and         |
|                     |     technology that raise agricultural         |
|                     |     productivity, improved natural resources   |
|                     |     management, and sustainable agriculture in |
|                     |     developing and transitional countries for  |
|                     |     the purpose of enhancing economic growth,  |
|                     |     rural development, and environmental       |
|                     |     protection in an effort to build trade     |
|                     |     capacity. (FAS Goal II, Objective 2.1)     |
+---------------------+------------------------------------------------+
|                     | The following are well written **measurable    |
|                     | standards** for that element. The measurable   |
|                     | component is underlined.                       |
+---------------------+------------------------------------------------+
|                     | -   Independently (or with Program Leader)     |
|                     |     initiates actions to acquire necessary     |
|                     |     professional and technical services and    |
|                     |     material resources [in time]{.underline}   |
|                     |     to offer an international training program |
|                     |     and [in accordance with established        |
|                     |     procedures]{.underline}. Actions include   |
|                     |     developing and submitting statements of    |
|                     |     work and other documentation necessary to  |
|                     |     initiate procurement actions, 672s for     |
|                     |     reimbursable work with other government    |
|                     |     agencies, and/or proposed cooperative      |
|                     |     agreements, administrative arrangements    |
|                     |     for the use of professional and technical  |
|                     |     resources.                                 |
+---------------------+------------------------------------------------+
|                     | -   Maintains [at least bi-weekly]{.underline} |
|                     |     contact with FAS Attaches, Embassy staff   |
|                     |     and other appropriate FAS/USDA staff to    |
|                     |     inform them of proposed project activities |
|                     |     and implementation plans; [maintains a log |
|                     |     of contact activity]{.underline}.          |
+---------------------+------------------------------------------------+
|                     | -   Provides [complete]{.underline}            |
|                     |     instructions and orientation to all        |
|                     |     project staff regarding their assignments  |
|                     |     and contract requirements [as measured by  |
|                     |     feedback]{.underline} from project staff.  |
+---------------------+------------------------------------------------+
|                     | -   Reviews, evaluates and/or assesses project |
|                     |     implementation and project results [within |
|                     |     three weeks of project                     |
|                     |     completion]{.underline}. Collects and      |
|                     |     [maintains a database]{.underline} of      |
|                     |     anecdotal impact results on projects for   |
|                     |     use in GPRA and other Agency               |
|                     |     accomplishments reporting.                 |
+---------------------+------------------------------------------------+
|                     | -   Keeps Program Manager [fully               |
|                     |     informed]{.underline} of project           |
|                     |     development activities; [effectively       |
|                     |     liaises]{.underline} with ICD Coordinators |
|                     |     [as judged by]{.underline} program manager |
|                     |     and ICD coordinators.                      |
+---------------------+------------------------------------------------+
|                     | -   Monitors the work of support staff working |
|                     |     on the activity, taking corrective action  |
|                     |     where needed to [keep the project running  |
|                     |     smoothly]{.underline}.                     |
+---------------------+------------------------------------------------+
|                     | Notice in the foregoing examples that the      |
|                     | capability to exceed the standard rests on the |
|                     | judgment of a third party. In these cases, the |
|                     | judgments may say that 'most of the time' this |
|                     | is the case and that would constitute Fully    |
|                     | Successful. The judgments might also say that  |
|                     | the employee 'always' does it, and that would  |
|                     | indicate Exceeds.                              |
+---------------------+------------------------------------------------+
|                     |                                                |
+---------------------+------------------------------------------------+
|                     |                                                |
+---------------------+------------------------------------------------+
|                     |                                                |
+---------------------+------------------------------------------------+
|                     |                                                |
+---------------------+------------------------------------------------+
|                     |                                                |
+---------------------+------------------------------------------------+
|                     |                                                |
+---------------------+------------------------------------------------+
|                     |                                                |
+---------------------+------------------------------------------------+
| **[Element and      | **Element:** Reports to relevant parties,      |
| Accompanying        | through both written and oral communications,  |
| Standards - Example | the status and results of project activities.  |
| 2]{.smallcaps}**    | (*FAS Goal II, Objective 2.1*)                 |
+---------------------+------------------------------------------------+
|                     | **Measurable Standards:**                      |
|                     |                                                |
|                     | -   Ensures that end of project/activity,      |
|                     |     quarterly or interim reports are submitted |
|                     |     [on time]{.underline}.                     |
|                     |                                                |
|                     | -   Submits [weekly]{.underline} highlight     |
|                     |     reports on activities [on                  |
|                     |     time]{.underline} and ensures that         |
|                     |     submissions are [written]{.underline} [in  |
|                     |     accordance with Agency                     |
|                     |     guidelines.]{.underline}                   |
+---------------------+------------------------------------------------+
|                     | To exceed this standard, the employee would    |
|                     | have to submit the reports 'in advance' and/or |
|                     | the reports could be judged to be              |
|                     | 'well-written' as well as in accordance with   |
|                     | Agency guidelines.                             |
+---------------------+------------------------------------------------+
|                     | -   Prepares briefing papers and talking       |
|                     |     points [upon request]{.underline} of the   |
|                     |     Program Manager or significant             |
|                     |     stakeholders.                              |
|                     |                                                |
|                     | -   Keeps all collaborators, relevant FAS      |
|                     |     staff, FAA Posts informed of               |
|                     |     [major]{.underline} project activities [at |
|                     |     least bi-weekly]{.underline}.              |
+---------------------+------------------------------------------------+

# Job Aid 1: Tips for Writing Performance Elements 

NOTE: A performance element is defined by government-wide regulations in
terms of job components, i.e., **what work** an employee must perform. A
performance element consists of **job tasks** rather than the degree of
proficiency of an employee's performance.

+-----------------------------------------------------------------------+
| **Step 1: Look At the Overall Picture**                               |
+-----------------------------------------------------------------------+
| -   Review the mission and functions statement of the organization.   |
|                                                                       |
| -   Review strategic plans and associated action plans. Determine     |
|     which goals and measures your work unit can affect.               |
|                                                                       |
| -   Review the position description of the employee, and determine    |
|     what work an employee's pay is based on.                          |
+-----------------------------------------------------------------------+

  -----------------------------------------------------------------------
  **Step 2: Determine Work Unit Accomplishments**

  Determine your work unit\'s accomplishments that directly affect the
  organization\'s goals. In other words, what products or services does
  the work unit produce or provide to help the agency or program reach
  its goals?
  -----------------------------------------------------------------------

+-----------------------------------------------------------------------+
| Step 3a: Determine Individual Accomplishments That Support Work Unit  |
| Goals                                                                 |
+-----------------------------------------------------------------------+
| -   What does the employee do? - Use an [action verb]{.underline} to  |
|     introduce the statement. (e.g., Types and edits letters and       |
|     memoranda for division chief.)                                    |
|                                                                       |
| -   What materials, tools, procedures, or equipment are used? (e.g.,  |
|     Operates a computer using a variety of software programs for word |
|     processing.)                                                      |
|                                                                       |
| -   How does the employee do it? (e.g., When editing memoranda,       |
|     consults style manual to ensure documents are presented in        |
|     appropriate formats.)                                             |
|                                                                       |
| -   What is produced? - Describe what will [result]{.underline} from  |
|     the task. (e.g., Final reports, letters and memoranda.)           |
+-----------------------------------------------------------------------+

+-----------+-----------------------+-----------------------+----------+---+
| Step 3b:  |                       |                       |          |   |
| Determine |                       |                       |          |   |
| I         |                       |                       |          |   |
| ndividual |                       |                       |          |   |
| Tasks to  |                       |                       |          |   |
| be        |                       |                       |          |   |
| Written   |                       |                       |          |   |
| as        |                       |                       |          |   |
| Pe        |                       |                       |          |   |
| rformance |                       |                       |          |   |
| Elements  |                       |                       |          |   |
+-----------+-----------------------+-----------------------+----------+---+
| Include   |                       |                       |          |   |
| the task  |                       |                       |          |   |
| only if:  |                       |                       |          |   |
|           |                       |                       |          |   |
| -   The   |                       |                       |          |   |
|           |                       |                       |          |   |
|  employee |                       |                       |          |   |
|           |                       |                       |          |   |
|    spends |                       |                       |          |   |
|     a     |                       |                       |          |   |
|     si    |                       |                       |          |   |
| gnificant |                       |                       |          |   |
|           |                       |                       |          |   |
|   portion |                       |                       |          |   |
|     of a  |                       |                       |          |   |
|     day,  |                       |                       |          |   |
|     week  |                       |                       |          |   |
|     or    |                       |                       |          |   |
|     month |                       |                       |          |   |
|     doing |                       |                       |          |   |
|     it.   |                       |                       |          |   |
|           |                       |                       |          |   |
| -   The   |                       |                       |          |   |
|           |                       |                       |          |   |
|  employee |                       |                       |          |   |
|     has   |                       |                       |          |   |
|           |                       |                       |          |   |
|   primary |                       |                       |          |   |
|           |                       |                       |          |   |
|   control |                       |                       |          |   |
|     over  |                       |                       |          |   |
|     the   |                       |                       |          |   |
|           |                       |                       |          |   |
| outcomes. |                       |                       |          |   |
|           |                       |                       |          |   |
| -   The   |                       |                       |          |   |
|     task  |                       |                       |          |   |
|     has   |                       |                       |          |   |
|     an    |                       |                       |          |   |
|           |                       |                       |          |   |
|    impact |                       |                       |          |   |
|     on    |                       |                       |          |   |
|     the   |                       |                       |          |   |
|     organ |                       |                       |          |   |
| izations' |                       |                       |          |   |
|           |                       |                       |          |   |
|   ability |                       |                       |          |   |
|     to    |                       |                       |          |   |
|     a     |                       |                       |          |   |
| ccomplish |                       |                       |          |   |
|     its   |                       |                       |          |   |
|           |                       |                       |          |   |
|   mission |                       |                       |          |   |
|     or    |                       |                       |          |   |
|     meet  |                       |                       |          |   |
|     its   |                       |                       |          |   |
|           |                       |                       |          |   |
|    goals. |                       |                       |          |   |
+-----------+-----------------------+-----------------------+----------+---+
| Step 4:   |                       |                       |          |   |
| Convert   |                       |                       |          |   |
| Expected  |                       |                       |          |   |
| Accomp    |                       |                       |          |   |
| lishments |                       |                       |          |   |
| Into      |                       |                       |          |   |
| Pe        |                       |                       |          |   |
| rformance |                       |                       |          |   |
| Elements  |                       |                       |          |   |
+-----------+-----------------------+-----------------------+----------+---+
|           |                       |                       |          |   |
+-----------+-----------------------+-----------------------+----------+---+
| A         |                       |                       |          |   |
| pe        |                       |                       |          |   |
| rformance |                       |                       |          |   |
| element   |                       |                       |          |   |
| should    |                       |                       |          |   |
| consist   |                       |                       |          |   |
| of action |                       |                       |          |   |
| verbs and |                       |                       |          |   |
| their     |                       |                       |          |   |
| objects.  |                       |                       |          |   |
| For       |                       |                       |          |   |
| example:  |                       |                       |          |   |
+-----------+-----------------------+-----------------------+----------+---+
|           |                       |                       |          |   |
+-----------+-----------------------+-----------------------+----------+---+
|           | Action Verb           | Object                |          |   |
+-----------+-----------------------+-----------------------+----------+---+
|           | Plans                 | training programs     |          |   |
|           |                       |                       |          |   |
|           | Submits               | weekly reports        |          |   |
|           |                       |                       |          |   |
|           | Writes                | talking points        |          |   |
|           |                       |                       |          |   |
|           | Audits                | travel vouchers       |          |   |
+-----------+-----------------------+-----------------------+----------+---+
| **        |                       |                       |          |   |
| *Examples |                       |                       |          |   |
| of        |                       |                       |          |   |
| we        |                       |                       |          |   |
| ll-stated |                       |                       |          |   |
| pe        |                       |                       |          |   |
| rformance |                       |                       |          |   |
| ele       |                       |                       |          |   |
| ments***: |                       |                       |          |   |
|           |                       |                       |          |   |
| -         |                       |                       |          |   |
|   Submits |                       |                       |          |   |
|           |                       |                       |          |   |
|   monthly |                       |                       |          |   |
|           |                       |                       |          |   |
|   reports |                       |                       |          |   |
|     on    |                       |                       |          |   |
|           |                       |                       |          |   |
|  analyzed |                       |                       |          |   |
|           |                       |                       |          |   |
|    policy |                       |                       |          |   |
|     s     |                       |                       |          |   |
| tatements |                       |                       |          |   |
|     for   |                       |                       |          |   |
|           |                       |                       |          |   |
| US-Canada |                       |                       |          |   |
|     agr   |                       |                       |          |   |
| icultural |                       |                       |          |   |
|     trade |                       |                       |          |   |
|           |                       |                       |          |   |
|   issues. |                       |                       |          |   |
|     Co    |                       |                       |          |   |
| ntributes |                       |                       |          |   |
|           |                       |                       |          |   |
|  division |                       |                       |          |   |
|     pe    |                       |                       |          |   |
| rspective |                       |                       |          |   |
|     at    |                       |                       |          |   |
|           |                       |                       |          |   |
|   monthly |                       |                       |          |   |
|     "XYZ" |                       |                       |          |   |
|           |                       |                       |          |   |
|  meeting. |                       |                       |          |   |
|           |                       |                       |          |   |
|  Prepares |                       |                       |          |   |
|           |                       |                       |          |   |
| briefings |                       |                       |          |   |
|     and   |                       |                       |          |   |
|           |                       |                       |          |   |
|   talking |                       |                       |          |   |
|           |                       |                       |          |   |
|    points |                       |                       |          |   |
|     for   |                       |                       |          |   |
|     Cong  |                       |                       |          |   |
| ressional |                       |                       |          |   |
|           |                       |                       |          |   |
|   members |                       |                       |          |   |
|           |                       |                       |          |   |
|  visiting |                       |                       |          |   |
|           |                       |                       |          |   |
|  assigned |                       |                       |          |   |
|     c     |                       |                       |          |   |
| ountries. |                       |                       |          |   |
|           |                       |                       |          |   |
| -         |                       |                       |          |   |
|  Examines |                       |                       |          |   |
|     and   |                       |                       |          |   |
|           |                       |                       |          |   |
|  computes |                       |                       |          |   |
|     all   |                       |                       |          |   |
|     types |                       |                       |          |   |
|     of    |                       |                       |          |   |
|     set   |                       |                       |          |   |
| tlements. |                       |                       |          |   |
|     D     |                       |                       |          |   |
| etermines |                       |                       |          |   |
|     a     |                       |                       |          |   |
| uthorized |                       |                       |          |   |
|     ent   |                       |                       |          |   |
| itlements |                       |                       |          |   |
|     to    |                       |                       |          |   |
|     the   |                       |                       |          |   |
|     i     |                       |                       |          |   |
| ndividual |                       |                       |          |   |
|           |                       |                       |          |   |
| traveler. |                       |                       |          |   |
|           |                       |                       |          |   |
| **        |                       |                       |          |   |
| *Examples |                       |                       |          |   |
| of poor   |                       |                       |          |   |
| pe        |                       |                       |          |   |
| rformance |                       |                       |          |   |
| el        |                       |                       |          |   |
| ements*** |                       |                       |          |   |
| (because  |                       |                       |          |   |
| they      |                       |                       |          |   |
| contain   |                       |                       |          |   |
| language  |                       |                       |          |   |
| that      |                       |                       |          |   |
| describes |                       |                       |          |   |
| s         |                       |                       |          |   |
| tandards, |                       |                       |          |   |
| a mixture |                       |                       |          |   |
| of        |                       |                       |          |   |
| element   |                       |                       |          |   |
| and       |                       |                       |          |   |
| standard, |                       |                       |          |   |
| or        |                       |                       |          |   |
| s         |                       |                       |          |   |
| tatements |                       |                       |          |   |
| id        |                       |                       |          |   |
| entifying |                       |                       |          |   |
| at        |                       |                       |          |   |
| tributes, |                       |                       |          |   |
| a         |                       |                       |          |   |
| bilities, |                       |                       |          |   |
| b         |                       |                       |          |   |
| ehaviors, |                       |                       |          |   |
| etc.)     |                       |                       |          |   |
|           |                       |                       |          |   |
| -         |                       |                       |          |   |
|  Prepares |                       |                       |          |   |
|           |                       |                       |          |   |
|  proposal |                       |                       |          |   |
|     de    |                       |                       |          |   |
| velopment |                       |                       |          |   |
|     wo    |                       |                       |          |   |
| rksheets, |                       |                       |          |   |
|     work  |                       |                       |          |   |
|           |                       |                       |          |   |
| breakdown |                       |                       |          |   |
|           |                       |                       |          |   |
| structure |                       |                       |          |   |
|     and   |                       |                       |          |   |
|     di    |                       |                       |          |   |
| ctionary, |                       |                       |          |   |
|           |                       |                       |          |   |
|  proposal |                       |                       |          |   |
|           |                       |                       |          |   |
|   outline |                       |                       |          |   |
|     and   |                       |                       |          |   |
|           |                       |                       |          |   |
|   mockup, |                       |                       |          |   |
|     c     |                       |                       |          |   |
| ompliance |                       |                       |          |   |
|     c     |                       |                       |          |   |
| hecklists |                       |                       |          |   |
|     and   |                       |                       |          |   |
|     c     |                       |                       |          |   |
| ompliance |                       |                       |          |   |
|           |                       |                       |          |   |
|   matrix. |                       |                       |          |   |
|     Data  |                       |                       |          |   |
|     is    |                       |                       |          |   |
|           |                       |                       |          |   |
|  accurate |                       |                       |          |   |
|     and   |                       |                       |          |   |
|           |                       |                       |          |   |
|  provided |                       |                       |          |   |
|           |                       |                       |          |   |
|    within |                       |                       |          |   |
|     es    |                       |                       |          |   |
| tablished |                       |                       |          |   |
|           |                       |                       |          |   |
|    times. |                       |                       |          |   |
|           |                       |                       |          |   |
|  Provides |                       |                       |          |   |
|     a     |                       |                       |          |   |
|           |                       |                       |          |   |
|  positive |                       |                       |          |   |
|           |                       |                       |          |   |
| influence |                       |                       |          |   |
|     to    |                       |                       |          |   |
|     team  |                       |                       |          |   |
|           |                       |                       |          |   |
|   members |                       |                       |          |   |
|     and   |                       |                       |          |   |
|           |                       |                       |          |   |
|   readily |                       |                       |          |   |
|           |                       |                       |          |   |
|    adapts |                       |                       |          |   |
|     to    |                       |                       |          |   |
|     new   |                       |                       |          |   |
|     s     |                       |                       |          |   |
| ituations |                       |                       |          |   |
|     or    |                       |                       |          |   |
|           |                       |                       |          |   |
|  changing |                       |                       |          |   |
|     work  |                       |                       |          |   |
|     env   |                       |                       |          |   |
| ironment. |                       |                       |          |   |
|           |                       |                       |          |   |
| > In this |                       |                       |          |   |
| > example |                       |                       |          |   |
| > the     |                       |                       |          |   |
| > first   |                       |                       |          |   |
| >         |                       |                       |          |   |
|  sentence |                       |                       |          |   |
| > does    |                       |                       |          |   |
| >         |                       |                       |          |   |
|  describe |                       |                       |          |   |
| > **what  |                       |                       |          |   |
| > work**  |                       |                       |          |   |
| > is done |                       |                       |          |   |
| > and     |                       |                       |          |   |
| > ending  |                       |                       |          |   |
| > the     |                       |                       |          |   |
| > element |                       |                       |          |   |
| > at this |                       |                       |          |   |
| > point   |                       |                       |          |   |
| > would   |                       |                       |          |   |
| > make it |                       |                       |          |   |
| > proper. |                       |                       |          |   |
| >         |                       |                       |          |   |
|  However, |                       |                       |          |   |
| > by      |                       |                       |          |   |
| > adding  |                       |                       |          |   |
| > the     |                       |                       |          |   |
| > second  |                       |                       |          |   |
| > and     |                       |                       |          |   |
| > third   |                       |                       |          |   |
| > s       |                       |                       |          |   |
| entences, |                       |                       |          |   |
| > this    |                       |                       |          |   |
| > element |                       |                       |          |   |
| > becomes |                       |                       |          |   |
| >         |                       |                       |          |   |
| distorted |                       |                       |          |   |
| > and     |                       |                       |          |   |
| > c       |                       |                       |          |   |
| onfusing. |                       |                       |          |   |
| > The     |                       |                       |          |   |
| > second  |                       |                       |          |   |
| >         |                       |                       |          |   |
|  sentence |                       |                       |          |   |
| > of this |                       |                       |          |   |
| > element |                       |                       |          |   |
| > is a    |                       |                       |          |   |
| >         |                       |                       |          |   |
| statement |                       |                       |          |   |
| > of      |                       |                       |          |   |
| > **how   |                       |                       |          |   |
| > well**  |                       |                       |          |   |
| > the     |                       |                       |          |   |
| > work is |                       |                       |          |   |
| > to be   |                       |                       |          |   |
| > acc     |                       |                       |          |   |
| omplished |                       |                       |          |   |
| > and is  |                       |                       |          |   |
| >         |                       |                       |          |   |
| therefore |                       |                       |          |   |
| >         |                       |                       |          |   |
|  language |                       |                       |          |   |
| > d       |                       |                       |          |   |
| escribing |                       |                       |          |   |
| > a       |                       |                       |          |   |
| >         |                       |                       |          |   |
| standard. |                       |                       |          |   |
| > The     |                       |                       |          |   |
| > last    |                       |                       |          |   |
| >         |                       |                       |          |   |
|  sentence |                       |                       |          |   |
| > does    |                       |                       |          |   |
| > not     |                       |                       |          |   |
| >         |                       |                       |          |   |
|  describe |                       |                       |          |   |
| > **what  |                       |                       |          |   |
| > work**  |                       |                       |          |   |
| > is to   |                       |                       |          |   |
| > be      |                       |                       |          |   |
| > done.   |                       |                       |          |   |
|           |                       |                       |          |   |
| -         |                       |                       |          |   |
|  Complies |                       |                       |          |   |
|     with  |                       |                       |          |   |
|           |                       |                       |          |   |
| security, |                       |                       |          |   |
|           |                       |                       |          |   |
|   safety, |                       |                       |          |   |
|     and   |                       |                       |          |   |
|     good  |                       |                       |          |   |
|     hou   |                       |                       |          |   |
| sekeeping |                       |                       |          |   |
|     p     |                       |                       |          |   |
| ractices. |                       |                       |          |   |
|           |                       |                       |          |   |
| > This    |                       |                       |          |   |
| > example |                       |                       |          |   |
| > uses    |                       |                       |          |   |
| > the     |                       |                       |          |   |
| > phrase  |                       |                       |          |   |
| >         |                       |                       |          |   |
| "Complies |                       |                       |          |   |
| > with"   |                       |                       |          |   |
| > which   |                       |                       |          |   |
| >         |                       |                       |          |   |
| indicates |                       |                       |          |   |
| > **how   |                       |                       |          |   |
| > well**  |                       |                       |          |   |
| >         |                       |                       |          |   |
| something |                       |                       |          |   |
| > is      |                       |                       |          |   |
| > being   |                       |                       |          |   |
| >         |                       |                       |          |   |
| performed |                       |                       |          |   |
| > or      |                       |                       |          |   |
| > acco    |                       |                       |          |   |
| mplished; |                       |                       |          |   |
| > t       |                       |                       |          |   |
| herefore, |                       |                       |          |   |
| > this    |                       |                       |          |   |
| >         |                       |                       |          |   |
| statement |                       |                       |          |   |
| >         |                       |                       |          |   |
|  contains |                       |                       |          |   |
| >         |                       |                       |          |   |
|  language |                       |                       |          |   |
| > that    |                       |                       |          |   |
| >         |                       |                       |          |   |
|  actually |                       |                       |          |   |
| > makes   |                       |                       |          |   |
| > it a    |                       |                       |          |   |
| >         |                       |                       |          |   |
| standard. |                       |                       |          |   |
+-----------+-----------------------+-----------------------+----------+---+

########  

  -------------------------------------------------------------- ----- ----
  Checklist for Writing Performance Elements                           

  Is performance/execution of this element necessary for mission Yes   No
  accomplishment?                                                      

  Does the element establish an \"end product\" or outcome that  Yes   No
  will be the consequence of performing it?                            

  Is there a negative consequence to the organization's mission  Yes   No
  if performed inadequately or if the \"end product\" is not           
  produced?                                                            

  Is it reflected in the employee's position description?        Yes   No

  Is this a significant component of the position?               Yes   No

  Is the \"end product\" central to the purpose of the position? Yes   No

  Is the element a regular or recurring requirement of the       Yes   No
  position?                                                            

  Does employee have full authority to perform this element?     Yes   No

  Is it distinguishable from other performance elements?         Yes   No

  Does the element describe generalized personality traits? (If  Yes   No
  so, it cannot be used.)                                              
  -------------------------------------------------------------- ----- ----

# Job Aid 2: Writing Performance Measures 

+-----------------------------------------------------------------------+
| **A Good Performance Measure Is . . .**                               |
+-----------------------------------------------------------------------+
| -   **Specific and objective**. It should be clearly written, be free |
|     from ambiguities, bias, personal feelings, or opinions, and       |
|     contain finite measures that specify the line between             |
|     satisfactory work and less-than-satisfactory work.                |
|                                                                       |
| -   **Mission related**. The measure should directly link the         |
|     required performance of the job.                                  |
|                                                                       |
| -   **Nondiscriminatory**. The measure should be able to be           |
|     consistently applied to all personnel in the same or similar      |
|     position or grade with the same authority. Although the elements  |
|     may be the same for similar positions, the measure should reflect |
|     the grade level of the employee.                                  |
|                                                                       |
| -   **Observable**. You must be realistically able to observe and     |
|     monitor the performance to ascertain whether the standard has     |
|     been met.                                                         |
|                                                                       |
| -   **Written to the Fully Successful level**. Performance measures   |
|     should reflect the required level of performance and expected     |
|     results for the job. A fully experienced and competent employee   |
|     will consistently achieve or meet the performance standards for   |
|     the job given circumstances within his or her control.            |
+-----------------------------------------------------------------------+

+-----------------------------------------------------------------------+
| **Tips for Developing Performance Measures . . .**                    |
+-----------------------------------------------------------------------+
| To determine the type(s) of measure(s) that might be appropriate for  |
| each task, think about the following questions.                       |
|                                                                       |
| -   Is quality important? Does the stakeholder or customer care how   |
|     well the work is done?                                            |
|                                                                       |
| -   Is quantity important? Does the stakeholder or customer care how  |
|     many items are produced?                                          |
|                                                                       |
| -   Is it important to accomplish the element by a certain time or    |
|     date?                                                             |
|                                                                       |
| -   Is it important to accomplish the element within certain cost     |
|     limits?                                                           |
+-----------------------------------------------------------------------+

+-----------------------------------------------------------------------+
| **Types of Performance Measures . . . .**                             |
+=======================================================================+
| **Qualitative measures** refer to the accuracy, appearance, or        |
| usefulness of the work effort.                                        |
|                                                                       |
| -   Adheres to standards established by \_\_\_\_                      |
|                                                                       |
| -   In compliance with specifications                                 |
|                                                                       |
| -   As measured by customer feedback indicating satisfaction          |
|                                                                       |
| -   Reduces error rate (or rework) by \_\_\_%                         |
|                                                                       |
| -   Completion rate of \_\_\_ per month                               |
+-----------------------------------------------------------------------+
| **Quantitative measures** refer to the number, percentage or          |
| frequency of products produced, services provided, or a general       |
| result.                                                               |
|                                                                       |
| -   At least "x" "phone calls" per day                                |
|                                                                       |
| -   A minimum of "x" per week/month                                   |
|                                                                       |
| -   Increases (or decreases) number of \_\_\_\_ by 10%                |
|                                                                       |
| -   Introduces at least one new program (or service) per quarter      |
|                                                                       |
| -   Receives no more than 2 grievances per 1000 employees             |
+-----------------------------------------------------------------------+
| **Timeliness measures** refer to completion times and are usually     |
| expressed as how quickly, when, or by what date an employee produces  |
| the work.                                                             |
|                                                                       |
| -   Submits reports on time at end of each quarter                    |
|                                                                       |
| -   Maintains cycle time of \_\_\_\_\_                                |
|                                                                       |
| -   Consistently meets deadlines                                      |
|                                                                       |
| -   Average call response time is \_\_\_\_ seconds                    |
+-----------------------------------------------------------------------+
| **Cost-effectiveness measures** refer to dollar savings or cost       |
| control for the Government that can be documented and measured in     |
| agency annual fiscal year budget,                                     |
|                                                                       |
| -   Maintains or reduces unit expenditures                            |
|                                                                       |
| -   Stays within budgets                                              |
|                                                                       |
| -   Reduces the time it takes to provide X service by \_\_%           |
|                                                                       |
| -   Spends no more than \$xx per program                              |
|                                                                       |
| -   Reduces waste by 10%                                              |
+-----------------------------------------------------------------------+

+-----------------------------------------------------------------------+
| **Tips for Evaluating the Measures . . .**                            |
+-----------------------------------------------------------------------+
| Evaluate the tasks using a combination of descriptive and numeric     |
| measurements. **Numeric measures** are easy to verify and provide a   |
| quantifiable, objective tool. **Descriptive measures** have three     |
| components: a judge, what the judge looks for, and a verifiable       |
| description of what would represent meeting expectations.             |
|                                                                       |
| Think about the following questions as you evaluate the measures for  |
| each task:                                                            |
|                                                                       |
| -   How could quality, quantity, timeliness, and/or                   |
|     cost-effectiveness be evaluated?                                  |
|                                                                       |
| -   Is there some number or percent that could be tracked?            |
|                                                                       |
| If the task does not lend itself to being evaluated with numbers but  |
| can only be described, ask:                                           |
|                                                                       |
| -   Who could judge that the expectations were met?                   |
|                                                                       |
| -   What factors would they look for?                                 |
+-----------------------------------------------------------------------+