Guidance Notes on Completing the PDR Form

Transcription

1 Guidance Notes on Completing the PDR Form Performance and Development Review (PDR) is a formal annual meeting between a member of staff (reviewee) and their line manager (reviewer). PDR is part of an ongoing performance management and development process where staff have regular meetings with their line manager throughout the year to review progress, receive feedback on their performance, discuss and set objectives for the coming year and to explore support and development for their career aspirations. PDR is for all staff at LSHTM regardless of the length of service or length of contract and will be carried out annually, usually during May and June. The PDR Process (using paper form) School wide announcement to signal start of PDR round Reviewer agrees date for PDR with reviewee(s) Form downloaded from HR webpages Reviewee prepares for PDR by completing the form as a means of self assessment. Focus on Part A and C Self assessment forwarded to Reviewer a week before the PDR meeting Reviewer prepares for PDR PDR Meeting takes place Reviewer completes the form ensuring accurate reflection of meeting outcomes Reviewer and Reviewee sign completed form. Both keep a copy Part C planning for professional and career development ed to TED (staffdevelopment@lshtm.ac.uk) Completion date of PDR sent to: Faculty Office (PHP); DOO (ITD & EPH); Service Administrator (Administration) 1

2 Section 1 Preparing for an Effective PDR as a Reviewer As a reviewer it is your responsibility to ensure the process happens, by organising reviews for each of your reviewees. Skills training for reviewers will form part of the TED in house programme, advertised on the intranet: see TED On line Booking Form You can use the following checklist to assist in preparing for your reviews: Do I need to attend the skills training? Have I booked a suitable room (private and free from interruption)? Have I set aside sufficient time to conduct an effective PDR? Have I prepared and thought about: How School/Faculty/Department strategic plans impact on the work of the reviewee. The key objectives for the reviewee s team over the forthcoming period. How the reviewee can contribute to achieving these objectives. What the reviewee sees as their objectives for the forthcoming period. How the objectives contribute towards team and Department/Faculty plans. Have I given my reviewee sufficient time to prepare? Have I sought feedback from my reviewee s other managers (if relevant)? Section 2 Preparing for an Effective PDR as a Reviewee As a reviewee, it is important that you prepare well for your PDR meeting in order to get the most out of it. You can use the following checklist to assist in preparing for your reviews: Do I need to attend a briefing session? Have I reflected on my performance and contribution over the past 12 months? Have I reflected on my personal and professional development over the past 12 months? Have I returned my self assessment to my reviewer? 2

3 Section 3 Part A: Review of Past Period 1. Objectives As part of their self assessment and preparation, reviewees should note what objectives were set at their previous PDR, and give an account of achievement. If this is a first PDR, it is useful to use the job description as a guide and/or note areas of key achievement over the previous 12 months. The reviewee s self assessment will form the basis for discussion during the PDR meeting, with the final record of achievement of previous objectives agreed by both reviewee and reviewer. 2. Other Areas of Contribution Prior to the PDR meeting, reviewees should also note their contribution under the following headings, choosing only those which are appropriate to their role, and linked to the academic career map, where relevant: Teaching Research Degree Training and Supervision Research Projects/Programmes Management of staff Internal Citizenship (e.g. serving on School committees, working groups, panels; being a mentor for junior colleagues; contribution to School management and leadership roles) External Citizenship (e.g. representing the School or discipline on national and international bodies) School Management Roles Other The reviewee s self assessment forms the basis for discussion during the PDR, ensuring all aspects of the reviewee s work over the period under review are being accounted for. 3. Additional Points for Discussion During the reviewee s self assessment they should note any factor(s) which may have helped or hindered performance against their objectives or in their role overall. As the reviewee s self assessment is shared with the reviewer prior to the PDR meeting, this gives reviewers the opportunity to respond to any concern raised by their reviewee during this phase. 4. Self Assessment of Performance During the Review Period In their self assessment, the reviewee should reflect on the period under review and provide a short account summarising their performance over this time. Reviewees should also outline any steps they plan to take to further improve performance and any support or guidance required to do this. 5. Overall Performance Assessment for the Review Period During the PDR meeting, reviewers should be prepared to discuss the work performance of their reviewee, taking into account their self assessment, over the time under review. This needs to be done in an open and constructive manner and a summary of the discussion recorded on the PDR form under this section after the PDR meeting. The reviewer should suggest any steps that can be taken to further improve performance and the support and guidance that will be made available to do this. 3

4 6. Professional and Career Development In their self assessment reviewees should provide a summary of training and development undertaken over the time under review. For example management development, other training, mentoring, study, assignments or projects, conference/meeting attendance. During the PDR discussion, this should be discussed with the reviewer in terms of how the training/development has impacted on the reviewee s ability to undertake their role, how the additional knowledge and/or skills have been used and whether the intervention was value for money and could be recommended to other colleagues. Section 4 Part B: Planning for the Next Period This section looks at forward planning for the forthcoming period, where both reviewer and reviewee discuss and agree work priorities and objectives. Prior to each PDR the reviewer needs to identify several objectives that each reviewee needs to focus on during the forthcoming 12 months. There is no optimum number of objectives and is dependent on the requirements of role and the team. 7. Guidance on Setting Objectives As a reviewer, discussing and agreeing meaningful objectives with your reviewee gives direction to their work, beyond the day to day tasks and makes it clear what they are expected to focus on and the standards they are expected to achieve. The achievement of objectives should be spaced over the 12 months following the PDR, allowing reviewees to plan their workload. In cases where an individual reports to more than one manager, it is important to include input from these comanagers in setting future objectives. SMART Objectives To enable performance to be measured at the next PDR, objectives should be SMART: Specific What needs to be achieved? Be concrete, clear and unambiguous. Use action verbs which are easier to measure e.g. to plan; to identify; to complete; to review; to present; to compare; to investigate; to develop; to produce; to maintain; to improve. Measurable How will you know when the objective has been achieved and can you measure it? What indicators will you look for to measure progress and success? These may be numeric or descriptive of quantity, quality or cost. Achievable It what way is this objective significant? How does it fit within the context of the reviewee s role? Can it be achieved in the timeframe set? If an objective is unrealistic, it could de motivate the reviewee. It is advisable to split bigger, more stretching objectives into smaller objectives. 4

5 Relevant Will this objective lead to the end goal and can it be achieved with the available resources? Timed Is there a clear time frame attached to the objective? Is the deadline realistic? Are the objectives set over the course of the next 12 months? Example SMART Objectives Research Obtain x number of research grants/specific research grants by x date Apply for research income to the value of approximately x over the coming year Teaching Develop a substantial revision to the course structure and content of x course by x date To secure x number of research students in the coming year Knowledge Exchange To develop a new collaborative working arrangement with an external body in x subject area by x date To secure x amount of income from commercial activities Citizenship To take on the role of Course Director/Leader/Co ordinator/equivalent by x date To sign up to being a mentor by x date Administrative To develop a policy in relation to a particular subject area and associated procedures for review by the Head of Department by x date To review the department s filing systems and make recommendations for improvement to the Head of Department by x date Technical To produce an up to date inventory of all laboratory equipment in the department by x date To produce written guidance on the use of a particular piece of equipment by x date Operational To reduce the incidence of customer complaints by x per cent by the end of the year To increase recycling by x per cent over the course of the year 5

6 Section 5 PART C Forward Planning for Professional and Career Development Professional and career development needs can be identified in several ways: 1. Arising from the agreed work objectives i.e. does the reviewee need specific skills development in order to meet a particular objective 2. Whether the reviewee would benefit from skills development to improve performance in a particular aspect of the role 3. Whether the reviewee has carried out the necessary compliance training associated with their role e.g. equality and diversity, GCP) 4. The direction of the reviewee s career and plans to support them work towards this. Questions to Ask when Considering Professional and Career Development Activities What knowledge, skills, and experience are required to support the achievement of performance objectives? How do these compare with current knowledge skills and experience? What skills, knowledge or experience need to be developed in order to achieve the performance objectives? What is the most appropriate development method for my learning style? What actions/activities should be undertaken to meet the objectives? What is feasible taking into account my workload? What are the financial implications of undertaking this particular activity? All identified professional and career development needs should be agreed by both reviewer and reviewee and recorded on this section of the form (Part C). When the PDR is completed, Part C only should be ed to TED (staffdevelopment@lshtm.ac.uk). TED will collate the generic needs identified on these forms to inform the TED Programme for the forthcoming academic session, although not all identified needs will be included in the programme. In considering appropriate professional and career development activities bear in mind a broad range of development activities which go beyond the traditional method of attending training courses. Professional and Career Development Alternatives to Training Courses Coaching (coaching someone or being coached) Mentoring (mentoring someone or being mentored) Visit another relevant organisation to learn and network with others Job shadowing/observation Have someone work shadow you and ask them for feedback Join a working group or committee Join an action learning set to sharing skills/knowledge/good practice with others 6

7 Volunteering to assist someone else to gain experience/practice Participating in or contributing to one off projects which are different from the standard day to day activities of the role Take on a secondment or acting up opportunity Take on additional or different responsibilities to enhance your CV Participating in network meetings and/or joining professional networks Organising conferences or symposiums Set yourself small, manageable reading tasks professional journals/books Participation in conferences or seminars On the job training, by undertaking a specific new activity with guidance and support Reflect on your learning, and ask others for feedback Section 6 PART D Sign Off Following the PDR discussion, the reviewer should write up the final form, ensuring it is an accurate summary of the discussion. The reviewer then signs the form and forwards it to the reviewee for their sign off. It is important that both parties are aware whether any changes have been made to the form at this stage. The completed, signed PDR form is kept as a working document by both the reviewer and reviewee and it can be helpful to revisit progress towards achieving the objectives during 1:1s throughout the year. The date of the PDR should be reported to: Faculty Office (PHP) Departmental Operating Officer (ITD & EPH) Service Administrator (Administration) March