Performance Development Review training For reviewers

1
Performance Development Review trainingFor
reviewers
2
Learning outcomes

• An understanding of Leeds Met aims and the
  Performance Development Review (PDR) process.
• Planning and preparing for successful PDRs
• Understanding the Leeds Met Attitude, Character
  and Talents (ACTs)
• Setting objectives (the WHAT)
• Reviewing and assessing performance based on
  objectives and the Leeds Met ACTs (the HOW)
• Giving effective feedback to motivate, manage
  and develop
• Devising effective development plans that are
  realistic, useful and effective
• The performance development review meeting
• Understanding diversity and equal opportunities
  issues

3
Leeds Met aims

• To attract, retain, develop and promote staff
  with the attitude, character and talents to make
  a difference in the spirit of our vision and
  character.

4
Performance Development Review - Leeds Met aims

• Leeds Met is committed to enabling staff to
  deliver high levels of performance.
• Leeds Met wants to ensure that all staff
• are working to clearly defined objectives
• receive feedback on their performance
• have a development plan
• The Performance Development Review process is the
  key enabler for this aim.

5
Performance Development Review (PDR) process
6
PDR process

• Planning agree priorities and objectives
• Managing regular monitoring, coaching and
  feedback
• Reviewing review of performance against
  objectives and ACTs behaviours
• Developing recognise and support development
  goals
• remember this is a continuous process

7
PDR process

• The Performance Development Review applies to all
  staff.
• Objectives must be set for new starters within
  one month of appointment.
• Line managers are responsible for PDRs on each
  direct report.
• The PDR review, paperwork and discussion is
  confidential and contains sensitive personal
  information. Treat it carefully and
  confidentially at all times.
• The PDR review will be used as part of the
  Contribution Reward Scheme.

8
PDR process we want people to get involved

• Encourage your team/employees to
• review their own development activities.
• Identify urgent and ongoing development needs.
• Know and understand their own strengths and
  development areas.
• Know and understand the aims and objectives of
  the department/team.

9
The Leeds Met Attitude, Character and Talents
10
Attitude, Character and Talents

• What are the Leeds Met Attitude, Character and
  Talents (ACTs)?

11
Attitude, Character and Talents

• They are the most important behaviours for our
  staff and are aligned to our Vision and
  Character.
• They have been identified as being the behaviours
  that make the biggest difference in performance
  in the job.
• The focus is on how a job is done and observable
  work related behaviours and attitudes
• They have been introduced to support the
  development of a high performing organisation
• They provide a benchmark or standard against
  which we can measure performance and support
  development.
• They align personal effort to individual, team
  and organisational success.
• The Attitude, Character and Talents are unique to
  Leeds Met.

12
Attitude, Character and Talents

• 3 key areas Student centredness, Working with
  others, Future Focus
• 9 ACTs in total
• Service, teaching and learning delivery
• Commitment
• Professionalism
• Courtesy and respect
• Working together
• Communicating
• Creativity and innovation
• Embracing change
• Learning and developing
• Each ACT clearly defines effective and less
  effective behaviours

13
Attitude, Character and Talents

• Exercise 1 working in groups
• Consider Bob Geldof, Sharon Osbourne, Alan Sugar
  and The Queen
• Select two of these people
• Identify two ACTs for each person that you think
  they most commonly display
• Give evidence of those behaviours
• Consider the impact this has on their performance

14
Attitude, Character and Talents

• Exercise 2 working in groups
• Using the Attitude, Character and Talents (ACTs)
  outline the most important ACTs for the job role
  of your character study and why.
• Using the Attitude, Character and Talents (ACTs)
  outline the most important ACTs for the
  faculty/function/service area, and why.

15
Objective setting
16
Objective setting

• Why?

17
Objective setting

• So that people know what is expected of them
• To direct effort in the right direction in order
  to get the results your team/area/university
  needs
• So that people can give their best performance by
  focusing on the desired output
• To provide a challenge
• To give a sense of achievement
• To develop skills, ability and knowledge
• To improve relationships

18
Objective setting

• Success in the job achieving performance
  objectives and achieving personal growth in line
  with job and organisational needs.

Individual, team and organisational success
Performance goals
Development goals
19
Objective setting

• Vision and character
• Faculty/Area plan
• Subject groups
• Team goals
• Individual objectives

20
Objective setting

• Objectives need to be SMART to be effective
• Specific
• Measurable
• Achievable
• Realistic
• Time bound

21
Objective setting

• Consider
• Key areas of responsibility and priorities
• Any internal / external factors which may affect
  the role
• Realistically, what results can your people
  actually achieve
• Realistic timescales
• How you think the achievement of the objectives
  could be measured
• Objectives can be related to the job,
  departments aims and individual development
• Objectives can be large and small!

22
Objective setting

• Exercise 3 working in groups
• You need to plan and prepare for the upcoming
  PDRs of your case study character.
• Develop 3 SMART objectives for them.
• Ensure that the objectives fit with
  team/university aims and offer clear guidance on
  what and how they should deliver next year.
• Include at least one objective that aims to
  address a developmental need.
• Complete the objective setting page in the PDR
  form.

23
Reviewing and assessing performance
24
Reviewing and assessing performance

• Performance against objectives
• Review the objective
• What was achieved?
• What were the circumstances?
• How do you rate overall performance against the
  objective?

25
Reviewing and assessing performance

• Performance against ACTs
• Check understanding of each ACT
• Use the detailed definitions for examples of
  effective and less effective behaviours
• Use the grade column that is appropriate for your
  employee
• How does your employee compare to these
  definitions?
• It is not a prescriptive list
• It is not a tick box exercise

26
Reviewing and assessing performance

• Exercise 4 working in groups
• Working on the same case study as the last
  exercise
• Identify the ACTs that they demonstrate most
  effectively and least effectively.
• Using the ACTs, review and assess their
  performance, giving your reasons.
• Complete the ACTs review page in the PDR form
  with relevant examples and your assessment.
• In line with the objectives and review of
  performance, complete the development plan page
  in the PDR form

27
Giving effective feedback
28
Giving effective feedback

• Giving feedback is an essential part of being an
  effective line manager.
• Feedback is information about performance that
  leads to affirm or develop performance.
• Feedback needs to be timely.
• Give positive feedback after the action.
• Give developmental feedback before the action.

29
Giving effective feedback

• What to say and do
• Make sure feedback is given with the best
  intentions i.e. helping other succeed
• Prioritise feedback dont overload them.
• Give feedback on observed behaviour dont make
  subjective judgements.
• Be specific use examples.
• Start with positive feedback motivational.

30
Giving effective feedback

• Be clear
• what did they do well?
• What they could do to improve?
• Dont link negative and positive feedback with a
  BUT or HOWEVER!
• Ask questions when giving feedback - you
  shouldnt be doing all the talking.
• Own the feedback do not use anecdotal evidence

31
Giving effective feedback

• When giving feedback what do you need to be aware
  of?

32
Giving effective feedback

• Exercise 5 working in groups
• Identify 4 pieces of feedback for your case
  study.
• How would you give this feedback?
• What reaction do you think you will get and how
  do you plan to manage the reaction?

33
The development plan
34
The development plan

• Get your employee involved! Ask them for their
  views.
• Identify the gaps skills? Job related
  experience? ACTs?
• Skills training look at specific and targeted
  training/learning, but look at ways of achieving
  this other than traditional training courses
• Job related experience set an objective with
  the aim of addressing this gap such as a
  stretching project or assignment
• ACTs look at broadening opportunities for
  involvement committee responsibilities, cross
  functional project working, secondments,
  community involvement etc.
• Link your development plan to team and faculty
  goals
• Be creative
• Be realistic (check your budget before making
  commitments!)

35
The Performance Development Review Meeting -
Preparing

• Read last years PDR, job description and notes
  from any meetings throughout the year
• Make notes on performance and whether objectives
  have been achieved
• Make a list of possible objectives taking into
  account faculty / area priorities
• Outline development plan
• Short pre- meeting to explain the procedure and
  what they can do to prepare
• Prepare agenda
• DONT fill in the form beforehand

36
The Performance Development Review Meeting

• Setting the right atmosphere
• Keeping control of the meeting
• Putting your employee at ease and explaining the
  process
• Body language and eye contact
• Confidentiality
• Open questions
• Involvement and agreement
• Sign the form

37
Understanding equality and diversity issues
38
Understanding equality and diversity issues

• What do you think you need to be aware of?

39
Understanding equality and diversity issues

• Equality is about treating people equally
  (recruitment, training, development and
  promotion, etc).
• Diversity is recognising and embracing the
  differences.
• Respect.
• Assessments and reviews must not discriminate.
• Avoid stereotyped expectations.
• Actively promote our diversity aims embrace the
  differences that our staff bring and be sensitive
  to peoples needs e.g. religious needs.
• Support your employees by an individual approach.

40
In summary .

• The PDR process supports the Leeds Met commitment
  to enabling staff to deliver high levels of
  performance.
• The process ensures that all staff
• are working to clearly defined objectives
• receive feedback on their performance
• have a development plan
• It is a two way process.
• It is an ongoing process.
• Its about managing, motivating, involving and
  developing your staff.
• It should feel good! for you and your report!

41
Questions?