Appraisal 2013
Before completing the form, please read the Guidance Notes at the end of this document.
If you require an alternate format, such as large print, please contact HR Services.
Appraisee
Job Title
Date commenced in current role
Faculty/Service
Department/Team
Type of employment
(Please mark as appropriate)
Full-time
Fractional % / Part-time hours per week
Hourly paid (HPL)
Appraiser
Appraisal review period
Date of appraisal discussion
Looking back – a self appraisal
1.
Highlights, achievements and strengths
The boxes on this form will expand as you type. If you need additional rows, press the [TAB] key at the end of your text and a new row will appear.
1.1
What have been your main successes or achievements during the review period and why?
1.2
What particular challenges, if any, have you had to overcome during the review period?
1.3
Considering your responses to 1.1 and 1.2 what further support, if any, would have been helpful to enable you to have been more effective in these
activities?
1.4 Which of the Personal Qualities at Work (PQs) most relevant to your role do you consider to be your strengths, and why?
[It is recommended that you consider two or three PQs]
Appraisal 2013: looking back – a self appraisal
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2.
Review of performance against objectives
2.1
Describe your performance against previously set objectives
Objective
Expected Outcome(s)
Actual Outcome(s)
How would you rate your
performance against this
objective (wholly met,
partially met, not met)?
What evidence is available
to support your view?
Support staff: please continue to section 2.2.
Academic staff only
2.1.a Describe your performance against your Research and Scholarly Activity objectives / innovation in professional practice:
2.1. b Have you attached your current Research and Scholarly Activity Action Plan?
(Please mark as appropriate)
2.2
YES
NO
What further support would have been helpful to enable you to have been more effective in achieving the above outcomes, if any?
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2.2
What further support would have been helpful to enable you to have been more effective in achieving the above outcomes, if any?
2.3
How would you rate your overall performance during the past year, using the following descriptors? (Please tick one level)
NB: Academic staff will need to provide evidence of research or innovation in professional practice, relevant to their role, in order to achieve
a rating of 3 (Good) and ratings above.
Level
Descriptor
5 = Exceptional
This level describes someone whose performance is outstanding in all aspects of their work. These people consistently
exceed all of their objectives, often achieving extraordinarily successful results. They are an exemplar of the Personal
Qualities, and an inspiration to others.
4 = Very Good
This level describes someone who is consistently effective in demonstrating high standards of performance in undertaking
their role. They meet all of their objectives and have a clear understanding of how their work contributes to the overall
success of our university. They demonstrate all of the positive behaviours described in the Personal Qualities, relevant to
their role.
3 = Good
This level describes someone whose performance is generally effective in undertaking their role. They meet most of their
objectives and understand how their work contributes to the overall success of our university. They demonstrate most of the
positive behaviours described in the Personal Qualities, relevant to their role.
2 = Satisfactory
This level describes someone whose performance meets the minimum requirements of their role; however there is room for
improvement. They may meet/partially meet some of their objectives. They demonstrate some of the positive behaviours
described in the Personal Qualities, relevant to their role. New or newly promoted or transferred employees, who are in the
early stages of their new role, may fall into this category.
1 = Unsatisfactory
This level describes someone who is performing below the level required of their role. They do not meet most of their
objectives. They may be developing and/or performing at a slower than expected rate. They may also demonstrate negative
indicators from the Personal Qualities that apply to their role, or fail to demonstrate sufficient positive indicators to bring their
performance to a ‘satisfactory’ level.
2.4

Please use this space for any other comments that you would like to make about your performance:
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2.4
Please use this space for any other comments that you would like to make about your performance:
3.
Your development
3.1
What training and development activities have you undertaken since your last review?
Development activity
Date of
activity
Why did you do this?
What impact has this had
on your work?
Duration of each activity,
expressed in full/halfdays
Total number of days:
3.2
Please use this space for any comments you may have about your personal and/or professional development since your last review
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Looking ahead
4.
Your objectives and development needs for the year ahead
Your objectives should relate to your Faculty, Support Service or wider university strategic plans. Please include, where appropriate, an objective related to
customer service excellence/enhancing the student experience. Additionally, academic staff should include at least one learning and teaching related
objective identified during their teaching review.
4.1
Your objectives
Objective and reason for
undertaking the activity
Expected outcomes(s) and
deadline
How will the objective be
measured?
Resources required (including
time, equipment, funding, etc.)
4.2 Which of the Personal Qualities at Work (PQs) most relevant to your role do you consider require further development, if any, and why?
[It is recommended that you consider at least one PQ]
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4.3
What development or training will you need, if any, to enable you to achieve these objectives?
Development activity
Why do you need to do this?
Anticipated impact on your work?
4.4
Is there any other support you anticipate that you will need during the year ahead?
4.5
Please use this space for any other comments or queries you may have about the year ahead.
Resources required (including
time, equipment, funding, etc.)
Please give your appraiser your completed form at least one week before the date of your appraisal discussion, keeping a copy for reference.
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Summary of the appraisal discussion
Section 5.1 should be completed by the appraiser within one week of the appraisal discussion having taken place
5.1
Appraiser’s summary of the discussion, to reflect achievements and successes, the Personal Qualities at Work (PQs), performance against objectives,
and future priorities and development needs. Any significant problems should be mentioned, together with what you have each agreed to do in order to
resolve them:

5.1.1 Appraiser’s rating of
performance:
5 = Exceptional
5.1.2 If this differs from the appraisee’s self-rating (see Section 2.3), please explain
below:
4 = Very good
3 = Good
2 = Satisfactory
1 = Unsatisfactory
Section 5.2 should be completed by the appraisee within one week of receiving the completed summary (section 5.1)
5.2
Appraisee’s comments
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5.2
Appraisee’s comments
Completion and sign-off
Completion of this section by you and your appraiser marks the conclusion of your appraisal. Once signed off, your appraiser will retain a copy of the
appraisal form, and send a copy to you for your reference.
Your signature
Date
Your appraiser’s signature
Date
Summary data
Appraisee’s name
Appraiser’s name
Faculty/Support Service
Date of appraisal
Appraisee’s self-rating of overall
performance
(from section 2.3)
Appraiser’s rating of appraisee’s
overall performance
(from section 5.1)
Total days of development
activity
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Appraisal 2013: Guidance Notes
Our Appraisal Scheme
The purpose of Appraisal is to provide an opportunity for you and your manager to review your performance and development over the past year and plan for
the year ahead.
Appraisals take place each year between 1st May and 31st August 2013. It is expected that feedback on performance and progress on objectives is provided
on a regular basis.
Almost everyone is expected to take part in appraisal. Those who will be unable to participate during the appraisal period, such as staff on sabbatical leave,
maternity leave or long term sick leave will be expected to undertaken appraisal within 6 weeks of their return to work. Hourly paid lecturers can take part in
appraisal; however; dependent on the volume of work they undertake for us and their impact on the student experience, informal feedback may be more
appropriate.
Staff who are on probation will not be asked to participate in appraisal but will be expected to agree forward looking objectives with their line manager towards
the end of their probationary period. New staff, who are managers, will undertake the role of appraiser whilst they themselves are on probation, in fulfilment of
their management responsibilities.
Appraisers will normally be the line manager of the appraisee; however where an alternative appraiser is proposed, the rationale for the choice of the alternate
will be confirmed to HRS by the relevant Dean/Director.
Anglia Ruskin’s goals are contained in the Corporate Plan, which also includes a statement of our Vision and Values. Each Faculty/Support Service has its
own strategic plan that states how it will contribute to wider University objectives. To provide additional focus for appraisals, Deans/Directors should make all
their staff aware of this plan, including significant issues and programmes of work that are expected to be addressed, through objective setting during the year
ahead.
Supporting documents to assist in preparing for Appraisal 2013 are published on the staff area of HR Online, including the Personal Qualities at Work (PQs)
document; Goalbank (our Toolkit to support the development of objectives); Research and Scholarship Strategy 2012-2014; Expectations of First Supervisors
and Expectations of Academic Staff at Anglia Ruskin University.
Completing the Appraisal Form
The Appraisee completes Sections 1, 2, 3 and 4 before the appraisal discussion.
Section 1 Highlights, achievements and strengths:
This is your opportunity to reflect on your achievements during the previous year, commenting on challenges experienced and how you have overcome them.
You will usually relate this to previously set objectives. You will need to identify 2/3 of your strengths, using our Personal Qualities, relevant to your role.
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Section 2 Review of performance against key objectives:
This is where you are asked to rate your performance against previously set objectives. Academic staff are also asked to reflect on their performance against
their research and scholarly activity objectives and are required to attach their Research and Scholarly Activity Action Plan with their appraisal documentation.
Within this section you are asked to rate your overall performance for the previous year, citing appropriate evidence, using the 5 levels provided. Examples
(which will differ according to your role) might include feedback received from colleagues, students and/or your manager; evidence that you have met relevant
deadlines; module evaluation results; outcomes of teaching observation; your performance as a research supervisor; reports you have written; the PQs you
demonstrate relevant to your role; and your contribution to team efforts. Within your appraisal you and your appraiser will wish to explore differences in your
respective views of performance and the rating of your overall performance during the past year, giving due consideration to supporting evidence. If after
discussion there continues to be a difference of opinion, this should be explained in the Summary Section.
Academic staff will need to provide evidence of research or innovation in professional practice, relevant to their role, in order to achieve a rating of 3 (Good)
and all ratings above.
Where performance needs to improve, a discussion should identify what further steps need to be taken.
Section 3 Your development:
This is where you identify the development you have undertaken since your last appraisal and the impact this has had on your work. All staff are expected to
undertake continuing professional development, appropriate to their role. Staff are able to round up activities of less than half a day by combining short
activities in some way e.g. 3 x 1hour Bite Size technology-enhanced learning sessions (TEL) would equate to half a day of TEL for cpd purposes. Academic
staff are expected to undertake a minimum of 5 days cpd (Learning, Teaching and Assessment Strategy 2011).
Section 4 Your objectives and development needs:
Your objectives should be SMART - Specific, Measurable, Achievable, Relevant, and Timed and should reflect the breadth of your role and level of
responsibility. Please include, where appropriate, an objective related to customer service excellence/enhancing the student experience. Additionally,
academic staff should include at least one learning and teaching related objective identified during their teaching review.
You will need to identify at least one Personal Quality, relevant to your role, which requires further development.
Goalbank, our Toolkit to support the development of objectives is a resource which has been designed to help staff to develop SMART objectives and is
available on HR Online.
Section 5 Summary of the appraisal discussion, completion and sign-off:
The Appraiser completes this section within one week of the appraisal discussion. This section summarises the main points of the appraisal discussion,
including the recording of any significant problems raised and identifying what action you and the appraisee have agreed to do in order to resolve them. The
appraiser and appraisee rating should be identified and, if different, provide an explanatory comment. Completion of the form requires both signatures, with
dates. The appraiser will retain a copy of the form in a secure place and send a copy to the appraisee.
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