DRAFTING OBJECTIVES AND STANDARDS OF PERFORMANCE

CONDUCTING EFFECTIVE PDR MEETINGSDEFINITION OF PDR

The objective of PDR is to help improve individual performance, to realise potential and to increase the effectiveness of the academic/service unit and university.

The individuals performance and development should be seen as a joint partnership between the line manager and the individual.PDR IS NOT AN OPPORTUNITY TO

Drop bombshells

'Tick' them off

Compare staff

Criticise without examples

Attack personality

BENEFITS TO THE REVIEWEE

Opportunity to have honest and constructive meeting about performance

Based on performance, not who you are

Opportunity for recognition of efforts

It's a two way communication

Reviewee can give feedback to reviewer

Future training and development needs are recognised

Standards and targets are set

Confidential system to encourage honesty and openness

Clearer role within the academic/service unitBENEFITS TO THE REVIEWER

Builds relationships

Reviews performance against academic or service unit goals

Provides forum for exchange of ideas

Allows time to plan for future of individual and academic / service unit

Provides facilities for mutual understanding of reviewee's role

Commitment to standards, targets, training and development

BENEFITS TO THE ACADEMIC OR SERVICE UNIT Improves communication within academic/service unit Better skilled workforce

More motivated academic/service unit performing to its maximum potential

Helps resource planning

Links individuals goals to academic/service unit goals

DIVERSITYIn making assessments reviewers and reviewees must:-

Not discriminate on grounds of gender, race, age, religion, marital status or disability Avoid stereotyped expectations resulting in bias

Promote equal opportunities by encouraging everyone to realise their potential

Support individuals through training and development

PEOPLE WORK/LEARN/ACHIEVE MORE WHEN THEY ARE GIVEN

a. Adequate feedback as to how they are performing, in other words, knowledge

of results;

b. Clear, Attainable Goals;

c. Involvement in the setting of tasks and goals

WHY AGREE OBJECTIVES?

To let people know what is expected

To get results

To improve relationships

To improve people's performance

To get people to give their best performance

To provide a challenge

To develop skills, ability and knowledge

To give a sense of achievement

OBJECTIVES ARE SMART

S pecific

M easureable

A greed

R ealistic

T imed

OBJECTIVES CAN BE:

Work based - to achieve standard within the job

Developmental - to stretch an individual beyond their job

DRAFTING OBJECTIVES AND STANDARDS OF PERFORMANCE

Defining objectives is an essential part of the performance review system.

There are a number of stages involved for the employee:

a. Identify key areas of responsibility - think about particular priorities for the coming period.

b. Consider what result is realistic to achieve for each area of responsibility during the review period.

c. Think about how to measure achievement of an objective and then set standards based on such things as quality, cost, and deadlines.

ACADEMIC ENGAGEMENT RELATED EXAMPLE OBJECTIVES

To establish a new community of practice to disseminate findings from my research into ..by (date)

To work with the Beacon in Public engagement to develop co-inquiry around .. By (date)

To participate in organised programmes of outreach/public engagement e.g. Caf Scientifique; LifeLab and other activities at the International Centre for Life etc within the next 12 months

To develop programmes of teaching and/or research which include a significant element of knowledge sharing with civic society within the next 12 months To contribute to the development of public policy e.g. through advice to public bodies (governmental and administrative) at local, regional, national, international levels as appropriate by (date) Contribute to Public Art project in UK and North East by (date) including mentoring new artists and advising on policy e.g. visual art policy in lead up to regions city of culture 2008 bid

Through membership of Arts Council (North East) and the Visual Arts Steering Group advise on long term strategy, grants, projects and issues including professional development for artists, strategy regarding regionalism/internationalism and building capacity for the Arts etc during next 12 months

Contribute to a number of high profile international events such as the UN Earth Summit, World Social Forums and World Water Forums during next 12 monthsACADEMIC RESEARCH AND INNOVATION RELATED EXAMPLE OBJECTIVES

To publish a paper in high status peer- reviewed journal by (date)

To deliver a keynote paper at a major conference by (date)

To obtain an FP7 project as co-ordinator by (date)

To develop a new line of research or approach that will have a broad impact on your field by (date) (NB this would usually be coached in more specific terms e.g., to develop novel imaging approaches using evanescent wave microscopy)

To collate archival material as the first step in a major project by (date)

To develop a new commercial activity based on my research into gene diagnostics by (date)

To publish a monograph with a reputable press by (date)

To obtain 2 project grants from a research council or AMRC (date)TEACHING AND LEARNING RELATED EXAMPLE OBJECTIVES

To develop a distance e-learning support activity for a module in (subject) using the Blackboard VLE by (date)

To develop a new module (which meets a specific area of student demand) by (date)

To introduce an enterprise or engagement module into the Schools Masters Programme by (date)

To play a major role in Subject review (internal or external) commencing (date)

To apply for a University Teaching Fellowship/National Teaching Fellowship by (date)

To collaborate with colleagues cross-faculty to develop a new degree programme by (date)

To renew with `x employers the content of the Undergraduate/ Postgraduate degree programme in (subject) by (date)

To contribute to the planning and development of new markets for taught programmes, e.g. through CPD and short courses

Review assessment techniques currently used for my modules and develop innovative techniques where appropriate by (date)PROFESSIONAL AND ADMINISTRATIVE RELATED EXAMPLE OBJECTIVES

A - E

To review and report on the use of the scanner to streamline procedures during the admissions process. Report by (date)

To identify amendments to systems and processes, and implement them, to improve the correlation between bookings and attendance at employer presentations by (date)

To increase the number of employers entries in the International Employer Directory to meet the 2007/2008 target of 80 by (date)

To set up a database to provide clear and concise financial systems information about CIAGU expenditure for 2007/2008 by (date)

To meet with all timetable contacts to discuss reasonable/possible improvements to the process for 2007/2008 by (date)

To compile a list of all computer specifications for the office using Excel; including location, date of purchase and likely date for replacement by (date)

To achieve the European Computer Driving Licence (ECDL) by (date)

PROFESSIONAL AND ADMINISTRATIVE RELATED EXAMPLE OBJECTIVESF - I

To identify a standard set of comparator institutions for research and teaching and compile comparative data sets using HEIDI for Faculty Steering Group by (date)

To publish the Research newsletters and commission a new set of publicity banners by (date)

To restructure the `x section in line with changing priorities by (date)

To bring us in line with other services in SAS, and in preparation for the October 2008 SAS matrix review, replace the Intranet and implement SharePoint as our main host mechanism for sharing cross-service folders, practices, policies and procedures by (date)

To review the existing procedures for course evaluation and bring forward proposals for change to the Board of Studies by (date)

To implement a new system of CRB clinics in the run-up to deadlines for completion, and evaluate the effectiveness of the revised system by (date)

To develop a new Integrated Visual Identity for all publications and marketing materials by (date)

To enhance the intercalation booklet to include information relating to finance and administrative processes by (date)

To achieve x% efficiency savings against budget within the next 12 months

TECHNICAL RELATED EXAMPLE OBJECTIVES

To develop the skills/knowledge to use a Protein Sequencer by (date)

To set up a system of stock control of the consumables used in the lab by (date)

To review Workshop Induction processes and handouts by (date)

To develop and implement barcode equipment sign out system with all items of portable equipment bar-coded by (date)

To attend DSE Assessor training and then complete DSE assessments for all staff by (date)

To establish mitochondrial DNA sequencing on an ABI 3100 capillary sequencer by (date)

To develop new electrode application techniques to enable more data channels to be recorded for the next study by (date)

To set up an institute file server to allow staff to backup large volumes of data before by (date)OPERATIONAL RELATED EXAMPLE OBJECTIVES

To complete one safety visual inspection of my work every 4 weeks commencing (date)

To achieve BICS certification for 10 tasks within 12 months

To create a system to record the porters equipment in my area, by type and including its condition, by the end of (date)

To produce a detailed schedule of deliveries, including times, for each building on my mail delivery route for inclusion in the standards manual by (date)

To be able to complete grass cutting operations to the standard required in the operations manual (summer schedules) by (date)

To achieve Level 2 Food Hygiene Certificate by (date)SUPERVISORS RELATED EXAMPLE OBJECTIVES To review cleaning schedules for my area and amend with respect to customer requirement, over the next six months

To introduce a system to produce monthly returns for the cost of post for each department for the commencement of the new financial year

To develop a spreadsheet to enable me to manage/monitor staff holidays by the end of (date)SEVEN GROUND RULES FOR SETTING OBJECTIVES

Agree objectives jointly

Agree how you will measure achievement of each objective

Agree a realistic time scale and milestones

Make them achievable but challenging Jointly consider whether the objectives are SMART

Use objectives for performance and personal development

Review progress regularly

THE DOS and DONTS OF GIVING CONSTRUCTIVE FEEDBACK

Do prioritise your feedback, dont overload the receiver

Do feed back on observed behaviour, dont make subjective judgements

Do be specific use examples, dont make generalisations

Do give motivational feedback before formative, dont start on a negative when you have a positive to offer to

Do separate motivational from formative feedback, dont link the two with BUT or HOWEVER

Do be clear about what the individual did well and what they could do to improve, use a positive, negative, positive sandwich

Do ask questions when giving feedback, dont make the conversation one-sided

Do time your feedback, dont wait till a long time after the event

Do own the feedback, dont feed back on reported unobserved behaviour

Do have a positive intention when you give feedback, dont use feedback to `get at someone; the purpose of feedback is to help the individual.

BLOCKAGES TO FEEDBACK

The amount may be increased if the negative feedback is balanced with some positive.

RECOGNISING THE SIGNALS

Negative body language (shaking of the head, turning away)

Loss of eye contact

Blame placed on the circumstances (`I was running late that day so I had to rush)

Blame placed on others (`My last boss always wanted it done that way)

Emotional outbursts

BLOCKAGES TO GIVING FEEDBACK

Most people are starved of feedback particularly about their behaviour and the impression they make on other people. Here are some of the reasons why people feel inhibited about the giving and receiving of feedback:

Often people hold back from giving feedback because:

They worry that it might upset the person

They are afraid that the person might reject them/the feedback

They fear that the person might `hit back with critical feedback

They worry that it might lead to a confrontation that would be difficult to resolve and/or damage future relationships

They feel this is not the time nor the place to grasp the nettle

They feel that the issue is too trivial and that it would be better to save it up for something more substantial.Often people hold back from giving motivational feedback because:

They would feel too embarrassed

They fear that the complimented person might relax and `rest on their laurels

They think the person might be suspicious of their motives

They feel that compliments are inappropriate (They are only doing what they are paid for!)

They think the feedback might be misinterpreted as a plot to fish for return compliments!

BLOCKAGES TO RECEIVING FEEDBACK

People often react badly when they get feedback from other people because:

They feel threatened

They feel compelled to defend themselves

They feel unworthy of compliments

They have been trained to be modest (Oh, it was nothing really!)

They dont know how to use the feedback to their advantage i.e. how to learn from it

Often people hold back from receiving motivational feedback because:

They worry that they might get more than they bargained for

They feel stupid

They think the other person would regard it as fishing for compliments

They dont consider they have anything to learn

They arent interested in another persons views

QUESTIONING TECHNIQUES

CLOSED QUESTIONS

`A closed question calls for a `Yes or `No response.

They can be used to check facts, gain commitment, summarise, close conversations and secure complete understanding. Beware of closing conversations and influencing the answer with this type of question e.g. Youre not having any problems are you?.

Then ask for some examples. You can expect to hear questions such as the 2 below:

1. are you enjoying your job?

2. do you have enough work to do?

Say that closed questions shouldnt be used in a meeting TOO often as they do not encourage information.

OPEN QUESTIONS

Good to start the PDR meeting e.g. What do you feel has gone well?

These are asked for information. They normally begin with `Who, `What, `How, `Where, `When or `Why. Examples include the following:

what elements of your job do you particularly enjoy?

why do you feel you are so busy at the moment?

TIP: Ask WHAT BEFORE WHY the latter requires people to justify themselves, the former elicits more factors to explore.

These types of question should form the backbone of a PDR Review Meeting as they encourage the individual to tell you about something in their own words.

PROBING QUESTIONS

They begin to narrow things down or gain more information to get to the root of the

problem. e.g. Which aspects in particular worry you about the project?

These probe for more detail. Examples include the following:

can you tell me more about the reason why you enjoy that aspect of your job?

can you give me some examples of the difficult sections that are taking up so much of your time at the moment? Reflective Questions by reflecting the speakers comments back to them in the form of a neutral statement you can check understanding and feelings and encourage the speaker to expand and give more information. For example: `So, youre saying that you enjoyed the challenge but you might do it different in

future?,

`You feel your contribution isnt being recognised?

Behavioural Questions these questions seek specific examples of past behaviour and are often used to help predict how someone will behave in the future,

For example,

`Can you give me an example of how youve contributed to the work of the team in the last six months? or

`Tell me about a time when you disagreed with your bosss decision and needed to tell him.

Hypothetical Questions provide opportunities to steer conversations and see how people might react in future, e.g. `If you were to take on this task how would you plan it? or `If you were faced with this problem again, how would you handle it differently?

GOOD LISTENING TECHNIQUES

Concentrate

Use encouraging signals (nodding your head, saying `aha)

Maintain good eye contact

Ask appropriate questions

Allow time for pauses

Show empathy

Summarize

Use an open and relaxed posture

Ignore personal prejudices

Check understanding

Take notes

ENCOURAGING OTHERS TO LISTEN

Vary tone and pace of voice

Use a clear audible voice

Emphasize key points

Summarise at regular intervals

Minimise distractions and interruptions

Understand the message yourself

Check surroundings

Introduce the subject enthusiastically

Ask questions to check understanding

Use appropriate words

Avoid jargon and unnecessary figures

Include examplesDIFFICULT PDR

Getting the people to open up

The accent is on praise.

Listen and probe.

Create an informal and unhurried atmosphere.

Facing up to problems

No surprises.

Praise and then they can cope with a knock.

Use self review.

Stick to facts.

Don't make character judgements.

Discuss performance not personality.

Use positive language.

Stress their successes.

PREPARING FOR THE PDR MEETINGREVIEW LAST YEARS PERFORMANCE

Last 12 months, not career history

Read job description

Read last years PDR

Consider major projects/changes etc

Note specific examples

Collect facts, figures, dates etc

Find things to praise

Talk to their 'customers'

Refer to My Profile if applicable

CONSIDER OBJECTIVES

Acknowledge workload

Consider their abilities/careers aspirations

Consider direction of school/section Make a list of possible objectives for discussion

Prepare to explain school/section priorities

OUTLINE PERSONAL DEVELOPMENT PLAN

Consider their potential and career aspirations

Be realistic and honest

Consider opportunities within and outside department/organisation

Compare their performance with your ideal

Be creative (secondments, shadowing, work based projects etc)

YOUR REVIEWEES WILL BE CONSIDERING THE FOLLOWING QUESTIONS

PAST

How have I coped with change?

What did I do particularly well?

What went badly?

What could have been better?

What did I achieve?

Did I meet my objectives from last year's PDR?

Has my manager helped me enough?

Did I receive the training I need?

PRESENT

How do I feel now?

What's my workload like now?

Am I happy with my working relationships?

Could I achieve more?

Does my manager help or hinder me?

Could I be stretched?

Does my manager delegate enough?FUTURE

What would I like to tackle in the next 6/12 months?

Where do I realistically want to be in 3 years time?

What training do I need to get there?

How could I be even more valuable to my department?

What can I delegate?

What extra responsibilities can I take on?

PREPARATION FOR EFFECTIVE PDR MEETINGS:

A CHECKLIST FOR REVIEWERS

Throughout the year

Keep notes on your reviewees performance (remember: no surprises at PDR Review meeting)

Give frequent and timely feedback to individuals

Conduct frequent one-to-one meetings and team briefings

Keep people in the picture about the school/section strategy, changes etc.

The more managers appreciate where their staff are coming from, their aspirations, their problems and their motivations, the better and the continuation of genuine dialogue throughout the year will help achieve this.

In the run up to the PDR meetings

Remind yourself that the PDR process is an investment in the future performance, development and success of your staff for their own good and for the school/section make sure you put in the time and effort to get a good return.

Review the job description, last PDR form, your records of individuals performance, one-to-one meeting notes etc.

Consider the whole of the last period objectives, work plans, targets, training and development plans how well were they achieved?

Consult colleagues and customers/clients what feedback can they provide about the individuals work and working/professional relationships?

Consider individual, school/section and University wide

Be aware of individuals results, achievements, new qualifications

Anticipate areas of concern, questions, aspirations, development needs how will you handle them?

Decide on a few key messages

Consider for the forthcoming period objectives, work priorities, training and development requirements

Pre-meeting

It is a good idea to hold a short (5-10 minutes!) pre-meeting before the PDR meeting to explain the objectives, purposes and procedure (i.e. set agenda)

If this is an individuals first PDR meeting the manager might want to explore the individuals feelings about the process to allay any concerns, as well as stressing the benefits

Encourage the individual to self-assess their performance and bring along relevant facts and examples of achievements to discuss at the actual PDR meeting.

When setting up the PDR meeting

Prepare an agenda note the work to be praised, key messages, specific examples

Check the paperwork

Fix a quiet venue and make sure you will not be interrupted

SAMPLE AGENDA FOR A PDR MEETING

1. Welcome and introduction purpose, plan, timing, mutual note taking

2. General discussion of the period under review, overall objectives and achievements

3. Key result areas objectives, standards and targets: individuals performance in each (their opinion, then managers)

4. Discussion of individuals strengths and potential to develop (their opinion, then managers)

5. Areas of performance that could be improved (their opinion, then managers)

6. General concerns and problems confronting you both in the school/section

7. The future discussion and setting of objectives, standards and priorities for the period ahead

8. Support, training and development needs

9. Action planning by both reviewer and review

10. Book date for review

REVIEWERS SHOULD CONSIDER THE FOLLOWING POINTS

The areas of the job to be viewed that are most important;

The focus of the discussion should be on these key responsibilities, objectives or targets as appropriate and how well the employee has performed in these key areas since the last review;

What evidence you have to support your judgement - what measurements and data are available that will shed light on performance and how it has been achieved?

The employee's performance for the entire period under review - and concentrating on single accomplishments or failures or the most recent performance;

What difficulties, if any, have hindered performance - think of the reasons why they occurred - the involvement of the employee - the action taken at the time and subsequent performance;

The attitude of the employee to the job, the Organisation, and the people with whom he/she works and whether this can be improved;

The areas of the job that could be improved and what plans you have to help the employee to improve performance;

Are all the skills of the employee being used?

REMAINING NEUTRAL THROUGHOUT

Managers who take the opportunity to seek feedback in the way they work with the individual will gain useful insights into their own performance and ways of developing good working relationships.

Be aware of your personal prejudices and biases

Use open questions

Avoid leading questions

Be aware of your facial expressions

Monitor your posture and gestures

Monitor voice tone and volume

Avoid stating personal views

Listen attentively

Use encouraging responses

Be prepared to change your mind

Adjourn interview

Focus on performance issues be ready to help with personal problems that impinge on their work but avoid personality issues and dont let promotion or pay issues cloud your judgement about their performance.

USE BODY LANGUAGE APPROPRIATELY

Eye contact

Open gestures

Smiles and nods to encourage

Consider spatial distance

Consider seating arrangements

Don't be afraid of silence

AGREEING A PLAN FOR FUTURE ACTION

Don't let them take control.

Show them the facts.

Ask for report and recommendations.

Ask for their suggestions.

Work out defined and measurable targets and agree them.

Get them to suggest solutions.

Set review dates.

Focus on facts.

Work to a structure.

AS PEOPLE LEAVE THEIR PDR MEETING THEY SHOULD FEEL

Motivated

Recharged

As if they've had a say

That it's been objective

Looking forward to achieving their objectives

45 WAYS OF DEVELOPING PEOPLE

The traditional training course has long been seen as the only answer to all development needs.

With the increasing pressure on profitability and our greater understanding of individual learning styles, this can no longer remain our thinking.

45 Ways of Developing People is a comprehensive, though not exhaustive list of development methods that is designed to widen our view on the opportunities for individual growth.

Many of those listed may seem inconsistent with our culture, but there are those that will be highly appropriate to a specific individual with a particular need in a unique situation.

INDIVIDUAL STUDY

1. Guided reading

2. Keep a 'learning log' to record learning experiences

3. Listen to development tapes

4. Undertake an open learning programme

5. Computer based training

6. Interactive video/CD Rom

7. Study for professional qualification

8. Develop your study techniques eg speed reading

9. Use professional libraries

GROUP WORK

10. Action learning (in a 'set' with 3-5 other people)

11. Service as a member of a working party or task team to investigate an issue within the University

12. Visit other Universities to follow a subject eg quality

13. Participate in a business game or simulation

14. Attend a training course (internal or external)

15. Test your abilities in an unfamiliar setting eg outdoor training

CHANGE OF DUTIES

16. Undertake a secondment to a different part of the University

17. Undertake a temporary job swap with someone else in the University

18. Undertake a secondment to another department for a fixed period carrying out duties within their structure

19. Carry out a short term project for another organisation as an outsider

20. Shadow a person in another department within the University or outside

21. Deputise for your immediate supervisor during their absence for holiday

REPRESENT THE UNIVERSITY

22. Speak on behalf of the University at a conference

23. Serve on an industry/education link committee

24. Represent the University or your profession on an advisory body

eg standing committee, examination board

25. Act as host to visitors from external organisations

RESPOND TO INDIVIDUAL COACHING

26. From your immediate manager

27. From colleagues

28. Accept delegated work

29. Act on all points discussed during performance planning

30. Use guidance from a mentor, either formally or informally at work or privately using a friend from another company

31. Identify a colleague from within the University known to be excellent at developing people and work with them on a work based project

CREATIVE SKILLS

32. Help to make a video for the University

33. Take part in a debate

34. Take office as an individual (not as representative of the University) and use the skills you have acquired at work eg magistrate, school governor, chair of club or society

35. Write a major report and seek constructive comment on it

36. Write an article for a journal or periodical

37. Contact a leader in any field to find out how they approach their work

BUILD UP CONTACTS

38. Actively participate in your appropriate professional body

39. Develop a network of contacts in your community

40. Join a support group and gain encouragement eg women's groups such as Pepperel Network, Women in Management

DEVELOP OTHERS

41. Coach a member of your local team in a new task

42. Serve as a speaker or an assessor on an internal training course

43. Delegate part of your job to someone else

44. Act as mentor for new person during their induction period

and finally

45. Review this list at least once a year and select a new method of development

HOW DID I DO?

To be completed by the reviewer.

Thinking about the PDR you have just conducted:

Did you know the outcome of the PDR before you conducted the meeting?

Yes ____

No _____

Did you feel that the PDR was a genuine exchange of views?

Yes ____

No _____

Who did more of the talking?

Me _____ The reviewee _____ Equal share ______

On a scale of 1 to 5, where 1 = low and 5 = high, how open and receptive were you to the reviewees views and opinions?

Score ______

On a scale of 1 to 5, where 1 = low and 5 = high, how well did you listen to the reviewee?

Score ______

On a scale of 1 to 5, where 1 = low and 5 = high, how well did you give feedback to the reviewee?

Score _____

On a scale of 1 to 5, where 1 = low and 5 = high, how well did you confront difficult issues if appropriate during the PDR?

Score ______

How often did you ask the reviewee open questions?

Frequently ____ Sometimes ____ Seldom ____Not at all ____

How often did you ask the reviewees ideas during the PDR?

Frequently ____ Sometimes ____ Seldom ____

Not at all ____

On a scale of 1 to 5, where 1 = low and 5 = high, how much support and encouragement did you give the reviewee during the PDR?

Score ____

What was your overall approach and style in conducting the PDR?

How do you think the reviewee felt at the end of the PDR Meeting?

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