PERFORMANCE & DEVELOPMENT REVIEWING

REVIEWEE & REVIEWER TRAINING

Presented by:

Angela O’Donovan, HR Strategy & OD 2015

The Broad PM Framework

Organisation Performance Alignment

Annual Report Personal Development

Performance & Development Review

On-going feedback and review of objectives

Review systemin a universitycontext

University Strategic Plan

Department Strategy:Strategic goals/ priorities/ Workforce Plan/ Position design and description/ Development programme

Individual Career Goals:Short-term position related goals Long-term professional goalsPersonal priorities

• Performance = motivation x ability x effort x situational factors (leadership support, resources, peer support, etc).

• Ability is relatively fixed - some movement with changing demands.

• Reviewers can work largely on motivation or situational factors.

Lack of Performance

PRINCIPLES & INTRODUCTION TO REVIEW

DOCUMENTATION

Module 1

Threefold Responsibility

• The personal responsibility of individual members of staff to engage in

self-assessment

• The responsibility of supervisors/managers/heads of department to

facilitate the review

• The responsibility of the University to provide the support needed to

help individual staff members attain the agreed objectives.

Fundamental Principles

• Self – Assessment

• Development at University, Department and Individual Levels

• Facilitation of Staff in reaching their full potential

• A means of Enhancing Quality

Operation of the UCC PDRS System

• Reviews shall be conducted once every two years, but annually if requested by an individual staff member.

• Timing of reviews wherever possible will be aligned with the university’s planning processes.

• In the spirit of a developmental approach to review, there is no linkbetween review and the separate policies and procedures of discipline, pay, promotion and grading.

Peer Committee Approach:

• Presence of the person to whom the reviewee reports in an ex

officio role

• Another person of the department, who may or may not be the

Head of Department, in an ex officio role

• At the request of the reviewee, a third member representative of

their staff category

Capability Policy & Procedure Capability refers to an individual staff member’s ability to perform the work expected of them to the required standards. A distinction is made between capability and conduct.

The Capability Procedure is intended to:

Provide staff and line management with a readily accessible framework for dealing with under performance in a fair, supportive and consistent manner where performance difficulties arise as a result of a capability issue

Attain the required improvement in cases where performance falls short of that expected of a staff member in a particular post or grade

Ensure that issues of capability are handled appropriately with any underlying reasons taken into account

Provide appropriate support (via EAP services and relevant HR policies and procedures) and development within a capability review process

Provide a framework to support performance enhancement where underperformance has been identified through any University system or process including the University’s PDRS process.

Exemptions:

Cases of misconduct, and such acts, which should be handled under the University’s Disciplinary Procedure

Cases where there is a lack of capability to perform at the required standard due to certified ill health, medical grounds or disability

Possible reasons for underperformance

Work factors that may be outside the direct control of the manager

Work factors that may be the responsibility of the manager

Work factors that may be the responsibility of the employee

External factors that may be outside the direct control of the employee

External factors that may be within the direct control of the employee

Organisation Change

The procedure is based on a mutual process of a) defining the underperformance issue and b) finding appropriate resolution within an agreed timeframe.

The Informal meeting should cover the following aspects: The delivery of performance

The perceived causes of any perceived gap in the delivery of performance

The impact of any underperformance on the staff member and the area/academic unit

The actions to be taken with clear indication of who has responsibility for each action

The performance standards that are required

The support (e.g. training, qualification, mentoring) to be given to the employee to facilitate the achievement of performance enhancement

A timeline to review the agreed performance enhancement plan (normally within 6-10 weeks)

Possible Outcomes

Where underperformance is due to issues outside the individual’s control these will be dealt with under a HR review.

No further action under the Capability procedure as the staff member’s work performance has improved to a satisfactory level

Continuation of an informal approach i.e. an extension of the review period

Providing support through engagement of other relevant policies and procedures

Providing appropriate training or development opportunities

Possible Outcomes from the Informal Capability Procedure (where initial meetings and opportunities for improvement have not been successful and where the staff member may choose to have a representative present) may include but are not limited to:

Conducting a review of the duties, responsibilities, reporting line or other relevant aspects of the staff members role

By agreement, redeploying the employee to a more suitable area/ role within the staff member’s work area.

By agreement, exploring the possibility of re-deployment to another more appropriate role/ area in the University.

Progression to the initial step of the Disciplinary Procedure

PREPARING FOR

&

CONDUCTING THE REVIEW MEETING

Module 2

Before the Review

http://www.ucc.ie/en/hr/pdrs/training/

•Contact the reviewee to make him/her aware of a due review. Identify which review option the reviewee is going for: One to One review with person reports to or Peer Committee (at least two months prior to review)

•Agree with the reviewee an approach, date, time and venue –allowing enough time for all parties to prepare for the review

•Receive the Review Form Part A at least one week prior to the review meeting

•Reconfirm nearer to the date the above details

During the Review

• State the purpose of the meeting at the start

• Introduce the format the meeting is going to take

• Allow the reviewee present his/her self-review

• Facilitate the reviewee in contributing to the meeting

• Address issues in the light of improvement and not in a disciplinary manner!

• Give appreciation where due for the reviewee’s contribution

• Maintain a friendly and open atmosphere

Contin.

• Discuss all areas covered under the review – work objectives,

knowledge/skills/abilities and career development

• Identify any obstacles in the way of the reviewee achieving

his/her objectives

• Discuss reasons why objectives set in the last review were not

met

• Ensure objectives of good quality are being set for the coming

year

Contin.

• Facilitate the reviewee in mapping out an action plan going forward where required

• Discuss development needs

• Allow time for questions

• Complete Part B of the Review Form in conjunction with the Reviewee at the end of the review meeting.

• Sign Part B in acknowledgement that it is an accurate reflection of the review discussion.

After the Review

• Forward the agreed Record of the Review Discussion (Part B of

Form) to the Head of Department

• Check back periodically with the reviewee on his/her progress in

meeting their objectives

• Store any documentation in a confidential manner in line with the

Review Policy

• http://www.ucc.ie/hrtraining/#

OBJECTIVE SETTING

Module 3

Objective Setting

• A goal is a desired future or condition towards which you are willing to

work.

• Objectives are relatively short in range and describe the results to be

achieved.

• The purpose of an objective is to clearly communicate a) the nature of

what you are trying to achieve and b) guidelines as to how you will

know you have achieved it satisfactory.

• Objectives can be short and concise.

• We need to make a distinction between action and results.

• The Objective needs to be effortful in some way

• Processes (e.g. continuous improvement)

• Practices (methods or procedures)

• People (interpersonal)

Objectives should be self – directing with the expectation that there is a contribution toward the School/department, and

the university’s Strategic Plan.

Characteristics of Good Objectives

• Clear – anyone in your area of work should be able to understand it

• Effortful – to achieve the objective should require effort on your part

• Realistic – you have the time and resources to achieve it

• Specific – it has a clear statement of what you are going to do

• Time framed – it has a clear timeframe attached

• Measurable – it is possible to assess how much of the objective hasbeen achieved

• Concise - the objective is to the point

• Flexibility – the objective allows for small changes

http://www.nottingham.ac.uk/hr/guidesandsupport/performanceatwork/pdpr/documents/pd

prguidanceonobjectivesetting.pdf

http://www.hr.virginia.edu/uploads/documents/media/Writing_SMART_Goals.pdf

Specific Measurable Achievable Realistic Timely

The What, Why, and How of the SMART model

Establish concrete criteria for measuring progress toward the attainment of each goal you set

Objectives must be stretching, but not so far that people become frustrated and lose motivation

Realistic means "do-able”. Too difficult and you set the stage for failure, but too low sends the message that the individual isn’t very capable

Putting an end point on the objective gives a clear target to work towards.

What exactly are we going to do, with or for whom? What strategies will be used? Is the objective well understood? Is the objective described with action verbs? Is the outcome clear? Will this objective lead to the desired results?

How will I know the change has occurred? What evidence is needed to confirm it?

Can it be done in the proposed timeframe?Is it within the individual’s capabilities?Do we understand the limitations and constraints? Can we do this with the resources we have? Has anyone else done this successfully? Is this possible?

Do you have the resources available to achieve this objective? Is it possible to achieve this objective?How sensible is the objective in the current business/project/department context?Does it fit into the overall pattern of the individual’s job?

When will this objective be accomplished? Is there a deadline?Are there review dates?

*

*

Convert the following into SMART objectives:

* I am currently involved in three large collaborative research

projects. These projects should yield significant publications over

the next two years

*Gain greater international recognition for research on survey

methodology and gender and politics

*Contribute to debate on electoral reform in UK

*Collaborate with private opinion research firms

*Contribute on an ad hoc basis to modules at both UG and PG level

*Attract more international students

Encouraging thedevelopment of goal-attainment strategies

or action plans

Increasingone’s persistence

Regulatingone’s effort

Directingone’s attention

Goalsmotivate the

individualby...

Taskperformance

Goals & Objectives – What they do

MOTIVATION

Module 4

Motivation

• The review should be a motivating experience in which progress and

future aspirations are discussed

• The reviewer has a key role in instilling a sense of purpose and

enthusiasm around the setting of objectives.

•

• Motivation is an internal state often described as a need, desire, or want

• Inner state of arousal brings about activity, energy and direction of behaviour.

• Understanding Motivation:• Types of Motivation

• Maslow’s (1954) hierarchy of human needs

• Yerkes & Dodson (1908) ‘inverted –U-shaped curve of behaviour’

• Attribution theory

Actions – Motivated by Needs

Vroom’s Expectancy Theory

9-14

A Model of Intrinsic Motivation

Sense of

Choice

Sense of

Competence

Sense of

Meaningfulness

Sense of

Progress

Opportunity Rewards

Accomplishment Rewards

From Task Activities

From Task Purpose

Increasing Motivation - Guidelines

Intrinsically Motivated

Individual

• Explain importance of

behaviour

• Create interest

• Variety for stimulation

• Set precise learning goals

• Action Planning

• Extrinsically Motivated

Individual

• Clear statements of

expectation

• Constructive Feedback with

corrective actions

• Possible rewards of value to

the individual

GIVING AND RECEIVING FEEDBACK

Module 5

Feedback

• Feedback allows an individual get a sense of where they

stand in relation to their performance and development on

the job

• Lack of Feedback – Impressions?

The Importance of

Why don’t managers/supervisors give feedback?

• Unaware that feedback to staff is an integral part of their

role

• Nobody has ‘done’ feedback here before!

• A perceived lack of skill to conduct feedback sessions

• Not enough time to conduct feedback sessions

• Uncomfortable with giving negative and/ or positive

feedback

• Other?

Experiencing Feedback

• An opportunity to learn and develop

• Criticism

• Attack

• Opportunity to be praised

• Other

• Dr. Christopher Lee – Monash

• http://www.adm.monash.edu.au/human-resources/performance-

development/academic/chris-lee-videos.html

Feedback Styles

Ineffective & Effective Delivery

• Ineffective Delivery

• Attacking

• Indirect

• Insensitive

• Disrespectful

• Judgmental

• General

• Poor Timing

• Impulsive

• Selfish

• Effective Delivery

• Supportive

• Direct

• Sensitive

• Considerate

• Descriptive

• Specific

• Appropriate Timing

• Thoughtful

• Helpful

Feedback Styles

Ineffective & Effective Receiving

• Closed to Feedback

• Defensive

• Attacking

• Denial

• Disrespectful

• Closed

• Passive Listening

• Rationalizing

• Patronizing

• Superficial

• Open to Feedback

• Open

• Responsive

• Accepting

• Respectful

• Engaged

• Active Listening

• Thoughtful

• Interested

• Sincere

DEALING WITH ISSUES

Module 6

Possible Issues

• Self review is not accurate

• Adamant that s/he has no developmental needs

• No interest in own career development

• Issues of Harassment/ Bullying raised

• Personal issues raised as obstacles to achieving objectives

• Poor objective setting

Possible Issues Continued

• Non agreement with summary record of the review

• Non acceptance of reviewer for review meeting

• Underperformance

• Over-performance in terms of well being

• Others?

PREPARING FOR

&

PARTAKING IN YOUR REVIEW MEETING

Module 7

Before the Review

• Make yourself aware of when your review is due

• Choose between having the review with the person you report to on a one to one basis or the Peer Committee at least two months prior to the review

• Agree a date, time and venue with the reviewer

• Give yourself enough time to prepare yourself for the review meeting

• Complete the pre-review documentation (Pre-Review Part A) andsend it to the reviewer at least a week before the review

During the Review

• Present your self-review

• Contribute to the review discussion

• Receive appreciation where due for your contribution to the department/area

• Identify any obstacles in your way to achieving the objectives you set for the previous year

• Discuss with the reviewer why certain objectives (if any) were not met

Contin.

• Ensure that objectives being set for the coming year are specific,

measurable, agreed, realistic in the context of the

university/department, and time framed

• Outline a plan going forward to meet the objectives you have

agreed for the coming year

• Discuss development needs with the reviewer

• Ask any questions you have

After the Review

• Check back with my reviewer regarding your progress in

meeting my objectives for this year

WRAP - UP

Questions

Suggestions

Thoughts

Further Information

http://www.ucc.ie/en/hr/pdrs/

http://www.ucc.ie/en/wellbeing/

http://www.ucc.ie/en/hr/eap/