Performance

1
Performance Development
ReviewReviewee Training
2
Learning outcomes

• Understanding Leeds Met aims and the Performance
  Development Review (PDR) process.
• Preparing for a successful PDR
• Understanding the Leeds Met Attitude Character
  and Talents (ACTs)
• Self assessment of performance based on
  objectives set and the Leeds Met ACTs
• Realistic objective setting
• Identifying development needs
• Receiving and giving feedback

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
PDR - Leeds Met aims

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

5
Performance Development Review process
6
PDR process

• The Performance Development Review applies to
  all staff.
• Line managers are responsible for PDRs on each of
  their reviewees.
• The PDR review, paperwork and discussion is
  confidential and contains sensitive personal
  information. It is dealt with carefully and
  confidentially at all times.

7
Contribution Reward

• 2008/09 assessments will not count towards any
  element of contribution reward
• 2009 accelerated increments, team/individual
  bonuses
• 2010 contribution zone available
• Aimed at rewarding exceptional performance
• All final decisions made by a Contribution Reward
  Panel

8
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

9
PDR process its not just about the paperwork!

• It is a continuous process not just an annual
  review
• It is a two way process
• Communicate ask for guidance, support and
  feedback
• Be positive to feedback
• Continual dialogue

10
PDR process we want you to get involved

• Review your own development activities.
• Identify any urgent and ongoing development needs
  you have.
• Know and understand your own strengths and
  development areas.
• Know and understand the aims and objectives of
  the department/team.

11
Planning and preparing
12
Planning and preparing

• Understanding the Leeds Met Attitude Character
  and Talents (ACTs) this is HOW we want you to do
  things
• Reviewing your performance based on objectives
  and the Leeds Met ACTs
• Objective setting for the coming year this is
  WHAT you are expected to do
• Identifying development needs that are
  realistic, useful and effective

13
The Leeds Met Attitude Character and Talents
14
The Leeds Met ACTs

• 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.
• Attitude Character and Talents 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.
• They are unique to Leeds Met.

15
Attitude, Character and Talents

• There are 9 ACTs in total, grouped into 3 areas
• Student Centredness
• Service, teaching and learning delivery
• Commitment
• Professionalism
• Working With Others
• Courtesy and respect
• Working together
• Communicating
• Future Focus
• Creativity and innovation
• Embracing change
• Learning and developing
• Each ACT clearly defines effective and less
  effective behaviours

16
Leeds Met ACTs

• Exercise 1 working in groups
• Consider David Beckham, Madonna, The
• Queen or one other person of your choice
• Select one person
• Identify two ACTs for this person which you think
  they most commonly display
• Give evidence of those behaviours
• Consider the impact this has on their performance
• 10 minutes

17
Reviewing your performance
18
Planning and preparing reviewing your
performance

• Looking at the past year
• What are the main activities you have been
  involved in
• What are the areas you think you have progressed
  in
• What impact have you and your role had on the
  department/faculty
• What are the areas you think you could have
  performed better in
• What do you enjoy about your job
• What do you find difficult about your job

19
Planning and preparing reviewing your
performance

• Then think about your performance over the past
  year in terms of the ACTs and what evidence you
  have of it. Try and be as objective as possible.
• Think about the ACTs that are most relevant to
  your role. Why are they important?
• Look at the effective behaviours in the ACTs
  can you identify your working styles? Can you
  support this with relevant examples?

20
Planning and preparing reviewing your
performance

• In terms of your performance how does it relate
  to the Attitude Character and Talents table?
• Using examples from your day to day ways of
  working, projects, student feedback, colleague
  feedback etc. assess your examples against the
  benchmarks. Have they
• Fully met (FM) the ACT definition
• Partly met (P) the ACT definition or
• Not met (N) the ACT definition?

21
Planning and preparing reviewing your
performance

• Exercise 2 Individual exercise
• Your role
• Using the Attitude Character and Talents (ACTs)
  document, outline the 2 most important ACTs for
  your role, and why.
• 10 minutes

22

• Objective Setting

23
Planning and preparing objective setting

• So that you know what is expected of you.
• To direct effort in the desired direction in
  order to get the results the university needs.
• So that you give your best performance by
  focusing on the desired output.
• To provide a challenge for you.
• To give you a sense of achievement.
• To develop your skills, ability and knowledge.
• To improve relationships.

24
Objective setting

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

25
Planning and preparing objective setting

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

26
Planning and preparing objective setting

• You need to think about what objectives could be
  set for
• the coming year. Consider
• Your key areas of responsibility and your
  priorities.
• Any internal / external factors which may affect
  your role.
• Realistically, what results can you 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!

27
Planning and preparing Objective Setting

• Exercise 3 Individual
• Develop a SMART performance objective for your
  role for the coming year.
• 10 minutes

28
The development plan
29
Planning and preparing the development plan

• Are you aware of any gaps in your knowledge and
  experience and if so what are they
• What sort of training do you think would help
  close these gaps
• What support and training would help you achieve
  the set objectives
• How do you see your role developing
• How do you see yourself developing where do you
  want to be in 3 years time
• How does this fit with team and faculty
  objectives
• Be open to ideas
• Be realistic

30
The Performance Development Review meeting
31
The PDR meeting

• Two way discussion is key
• Objectives and ACTs examples need to be discussed
  and agreed during the meeting
• The paperwork will be completed during the
  meeting by the reviewer
• The aim is to agree and sign the PDR form at the
  end of the meeting or if this is not possible,
  within 2 days of the meeting.
• The reviewee, reviewer and reviewers line
  manager (grandparent) are all required to sign
  the form
• Once signed, the reviewer and reviewee keep a
  copy the original is then sent to relevant HR
  consultant.

32
The PDR meeting

• At the meeting your reviewer and you will
• Review performance in terms of objectives and
  discuss the assessment (Exceeds, Meets, Below
  expectation)
• Review performance summary for ACTs
• Agree and set objectives for following year
• Identify development needs and put together your
  development plan.

33
The PDR meeting - receiving feedback

• Receiving feedback is an essential part of
  identifying strengths and areas for development
• Feedback is information about performance that
  leads to affirm or develop performance.

34
The PDR meeting - receiving feedback

• What can you do to get the most of out
• feedback?
• Listen carefully to the feedback and think about
  it objectively before commenting
• Check your understanding of the feedback so that
  you are clear
• Be positive and constructive
• Try not to be defensive when areas for
  development have been identified
• Reflect on the feedback is this something new
  or something you have heard before

35
The PDR meeting - giving effective feedback

• Its important that you give some feedback to
• your Manager on the previous year the
• support youve had how you feel about how
• youve been managed
• Make sure feedback is given with the best
  intentions
• Give feedback on observed behaviour - dont make
  subjective judgements.
• Be specific use examples.
• Be positive and constructive

36
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.
• It is about you feeling motivated and involved
  its about developing you and your role.

37

• Questions?

38
Further support

• Leeds Met Online Learning Development Centre
  (www.leedsmet.ac.uk/goodpractice)
• PDR Form
• PDR Guidelines
• PDR FAQs
• Online multi-media PDR Reviewee Training