GETTING THE MOST FROM YOUR PDR
WHAT IS PDR …?
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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.
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The individual’s performance and development should be seen as a joint partnership
between the line manager and the individual.
AN PDR MEETING IS A POSITIVE AND FORWARD LOOKING MEETING
BETWEEN A JOB HOLDER AND HIS/HER IMMEDIATE SUPERVISOR
Purpose
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to review last year's performance
to agree objectives and identify priority tasks
to outline personal development plans
PDR IS IMPORTANT TO THE REVIEWEE BECAUSE …
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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 unit
PDR IS IMPORTANT TO THE REVIEWER BECAUSE …
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Builds relationships
Reviews performance against academic / 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
PDR IS IMPORTANT TO THE ACADEMIC/SERVICE UNIT BECAUSE …
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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 /University’s goals
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In PDR, the emphasis is on PRAISE
QUESTIONS TO ASK YOURSELF
PAST
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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
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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
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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 academic/service unit?
What can I delegate?
What extra responsibilities can I take on?
THE PDR PROCESS INVOLVES THE REVIEWER AND REVIEWEE AGREEING
OBJECTIVES
WHY AGREE OBJECTIVES?
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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
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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:
1. Identify key areas of responsibility - think about particular
priorities for the coming period.
2. Consider what result is realistic to achieve for each area of
responsibility during the review period.
3. Think about how to measure achievement of an objective
and then set standards based on such things as quality, cost, deadlines.
ACADEMIC ENGAGEMENT RELATED EXAMPLE OBJECTIVES
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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.
Café 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 months
ACADEMIC RESEARCH AND INNOVATION RELATED EXAMPLE OBJECTIVES
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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)
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TEACHING AND LEARNING RELATED EXAMPLE OBJECTIVES
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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
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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 OBJECTIVES
F-I
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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)
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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
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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
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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
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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)
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BLOCKAGES TO RECEIVING FEEDBACK
People often react badly when they get feedback from other people because:
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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 don’t 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:
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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 don’t consider they have anything to learn
They aren’t interested in another person’s views
RECEIVING FEEDBACK
Just as there are guidelines for giving feedback to others which can help its
effectiveness, so there are similar rules for receiving feedback.
Remember, these tips will help you to feel more confident about receiving feedback.
LISTEN The only way to find out how the other person sees you or what their point of
view is, is to listen. You need to be able to listen to the words and understand what is
being said. Try not to make judgements early or dismiss what the other person is
saying. REALLY LISTEN and let it soak in.
CLARIFY Check your understanding of the fee3dback being given to you. “Can I just
be clear – you’re saying that it would have been better if I’d spoken to you before
sending my memo?” “Can you give me an example of when I’ve ignored your
suggestion?”
DON’T DEFEND Sometimes we want to explain why we did something, especially if
the feedback suggests that things didn’t turn out the way we intended – “Well, I thought
that if I said that, he’d understand what I was getting at, and then I could have …”
What matters is the other person’s point of view and that’s what we need to listen to –
“He seemed unclear about what he was expecting to do ….”
DON’T ARGUE The other person is giving you information about what they observed
and the effect of it on them – that is their experience, and how they see things. As
such, there’s no point in arguing about it.
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You don’t have to agree and eventually you make your own decisions about whether
you accept or reject the feedback. But don’t argue!
If you do you’re quite likely to discourage that person from giving you further
information.
REFLECT Once you have received the feedback, then spend some time thinking about
what the other person said. Have you heard similar feedback before?
Ask yourself the following questions:
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what does this information mean to me?
Has anyone else said similar things to me before?
Do I want to do anything about it?
What will happen if I ignore the feedback?
How can I use the information effectively?
PREPARATION FOR EFFECTIVE PDR MEETING:
A CHECKLIST FOR REVIEWEES
Well before the meeting
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What do you want to get out of the PDR process
What contributions do you want to make the process
Your job
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Are you clear about its purpose and how it fits into the work of the
school/section and the University
Are its boundaries and your responsibilities clear – any uncertainties, or
overlaps/underlaps with others?
Do you have a copy of your job description to make sure it is still up to date?
Are you clear about what objectives/priorities you agreed to meet and what you
might like to aim for next?
Your work and working relationships
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What helps and hinders you? How, practically, could your manager give you
more support or remove obstacles? How does the way he or she organises
his/her work impact on yours?
What issues of resourcing, communication, feedback and guidance, change etc
would be right to raise at the PDR meeting? Should these have been
discussed before?
Do you want more job interest? What could the manager do, in reality, to help?
Do you want more (or less) authority, responsibility, discretion? How can you
show/prove that you are ready for more of these things?
In the run-up to the meeting
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What do you want to get out of it?
Are you ready to listen, to acknowledge feedback and to commit to actions?
Are you ready to respond positively to questions from the manager. Make sure
you have examples and evidence to demonstrate your achievements.
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Be prepared to give positive constructive feedback to your manager about what
they do that helps or hinders your performance. (For example: Helps – your
manager has an open door policy and is always ready to answer questions and
give guidance. Hinders – your manager is so busy that he/she tends to
delegate work at the last minute, which disrupts your work planning and causes
you unnecessary stress).
DURING THE MEETING
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Try not to be nervous
Speak clearly
Establish good eye contact
Be assertive (not submissive or aggressive)
Be friendly
Be honest and frank
Contribute at least 50/50
Make and use your notes
Give detailed answers - not 'yes' or 'no'
Listen to everything that is said
Ask for examples
Don't be defensive
Say if you don't agree, but give examples
Be positive
Don’t use self limiting behaviour
AS PEOPLE LEAVE A PDR MEETING THEY SHOULD FEEL?
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Motivated
Recharged
Looking forward to achieving their objectives
They've had a say
It's been objective
Good luck with your PDR!
If you need any more help or advice on this or any other Staff Development activity
please feel free to contact the Staff Development Unit.
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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
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Guided reading
Keep a 'learning log' to record learning experiences
Listen to development tapes
Undertake an open learning programme
Computer based training
Interactive video/CD Rom
Study for professional qualification
Develop your study techniques eg speed reading
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
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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
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