PERSONAL AND CAREER DEVELOPMENT PLANNING GUIDANCE NOTES

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1 PERSONAL AND CAREER DEVELOPMENT PLANNING GUIDANCE NOTES When your passions and talents coincide with the needs of the world, that is your vocation. Aristotle kos/rev.4/

2 Table of Contents Section Description Pages 1. Introduction 3 2. Scope 3 3. General Principles 4 4. Confidentiality 5 5. Link with promotion, grading and salary 5 6. Differences from Personal Review 6 7. Benefits 6 8. Roles and Responsibilities 8 9. How the process works - Overview - Getting started - Goal setting/setting objectives - Using the PCDP template - The PCDP discussion - Reviewing the PCDP Core skills for a successful discussion - questioning - listening - Examples for an individual - Examples for a line manager Appendix A PCDP Template 27 kos/rev.4/

3 1. INTRODUCTION The University of York s Corporate Plan makes it clear that every member of staff has a part to play in the successful delivery of its objectives. A stated aim of the University s Human Resources Strategy is to support the continuing professional development of all staff, within a policy framework which includes Performance Review and career development planning, and which aims to achieve a balance between individual plans and aspirations and University priorities. The aim of a Personal and Career Development Plan (PCDP) is to ensure that members of staff have access to a structured framework for reflecting on their personal and career development aspirations, and developing a plan for achieving them. It will also provide the opportunity to set objectives which will support continuing professional development that go beyond simply attending a course. This document provides advice and guidance on the PCDP process, together with some tools that may be of help in facilitating a successful discussion. 2. SCOPE The PCDP process is available for all University employees, apart from casual and agency staff. The process is optional and whilst participation is encouraged it is not compulsory for any member of staff. The PCDP process is separate from any procedures relating to promotion, grading reviews and salary matters. kos/rev.4/

4 3. GENERAL PRINCIPLES The PCDP process is intended to provide staff with an opportunity to reflect on their personal and career development aspirations, identifying any gaps in their personal portfolio of skills, knowledge and experiences that they will need to fill if their aspirations are to be achieved. The process includes the option of having a structured meeting with his or her line manager to discuss their individual PCDP. This meeting needs ideally to take place with the line manager as they are best placed to advise on whether or not the individual s current role can be developed in line with their own personal and career development aspirations. In addition, if the line manager has a clear understanding of the gaps in an individual s skills, knowledge and experiences portfolio, that need to be addressed in order for the individual to achieve their aspirations, the line manager will be far better placed to provide reasonable support to the individual as opportunity arise. The PCDP meeting is an opportunity to focus on career aspirations, within or beyond the participant s current role, and to set and review goals in order to achieve those aspirations. It is envisaged that the process will be followed flexibly to meet the needs of the participant. Once an individual has opted to participate in the process, regular reviews of how progress is being made against the agreed plan are advised. This review can be formal, e.g. a meeting with a line manager, or informal. kos/rev.4/

5 4. CONFIDENTIALITY The detailed content of the discussion that takes place in a PCDP meeting is confidential to the member of staff and their line manager. The member of staff undertaking the PCDP is responsible for the process and their plan. Line managers may retain a copy of an individual s PCDP with the agreement of the individual. In some circumstances it may be necessary to share details of a plan with other parties in the interests of making progress with an individual s development. Before sharing details with others, line managers should ensure they have the agreement of the individual. 5. LINK WITH PROMOTION, GRADING AND SALARY The PCDP process is separate from any procedures relating to promotion, grading reviews and salary matters. However, since career development is an integral component of the PCDP process, discussion of such matters may occasionally arise during meetings. Where specific information is needed on a job role, the relevant HR manager should be consulted for their advice. Members of staff are encouraged to present paperwork associated with the PCDP process in support of applications for promotion or re-grading, or for discretionary or accelerated increments, if they wish. However, there is no requirement to do so. Such paperwork will be treated in the same confidential manner as any other documentation submitted as part of these processes. kos/rev.4/

6 6. DIFFERENCES FROM PERFORMANCE REVIEW The aim of PCDP is to provide staff with an opportunity to reflect on their personal and career aspirations and motivations, whether within their current role or moving beyond it. The aim of Performance Review is to focus on an employee s performance in their current role. In future it is envisaged that staff will be given the opportunity to establish a PCDP as part of their Performance Review meeting. The alignment of the two processes will be reviewed following the analysis of feedback from initial introduction period. 7. BENEFITS It is intended that PCDP will provide the benefits outlined below: For individuals Provide the opportunity to take time out to focus on future career options Provide the opportunity to reflect on personal and career development aspirations Improve their ability to work effectively in their current role Develop their strengths and identify areas for improvement Prepare for future positions they may aspire to hold, within or beyond the University Create a greater awareness of themselves Helping them stay up to date with the skills and knowledge that individuals need to meet future challenges Being proactive in seeking and using the development opportunities that are available within the University kos/rev.4/

7 Provide the facility to set SMART objectives for professional development (see section 9.3 for more information on SMART objectives) Enable them to consider appropriate development opportunities to help achieve those aspirations For Departments In partnership with Performance Review, the PCDP scheme will promote effective two-way communication between staff at all levels, which should have a positive impact on morale and motivation PCDP can be a useful tool to help individual staff members realise their full potential and improve their ability to deliver their current objectives. Contribute to Departmental planning taking account of individual career development aspirations Contribute to attracting and retaining good-quality staff For the University PCDP will support the achievement of the University s aims and objectives as outlined in the Corporate Plan and the Human Resources Strategy PCDP is widely regarded as good practice in people management kos/rev.4/

8 8. ROLES AND RESPONSIBILITIES The Line Manager s Role For the purpose of this document, a Line Manager can be defined as the person who has agreed to facilitate a PCDP discussion for an individual. Each relationship will be very different and unique to the parties involved in the discussion. The primary responsibilities of the Line Manager however, will be consistent in that they are responsible for:- - facilitating a discussion based on the PCDP template (refer to Appendix A) where a member of staff requests this. - assisting an individual to develop their own PCDP plan, identifying realistic and relevant development needs and activities. - providing reasonable support in helping the individual to close the identified gaps in their skills, knowledge and experiences. - ensuring there is an appropriate balance between the personal and career aspirations of individuals and the needs of the Department and/or University. The Line Manager is not responsible for owning the development of the PCDP nor to ensure the agreed actions are progressed. A Line Manager brings many resources to a PCDP discussion. Table 1 provides some examples of personal resources most Line Managers will be able to draw upon these in the course of the discussion. This is not an exhaustive list but an illustration of what the Line Manager may bring to the discussion. kos/rev.4/

9 Table 1: Examples of Personal Resources available to Line Managers conducting a PCDP discussion. (Ref 1) Organisational Experience Knowledge of People Knowledge of Networks Knowledge of Career Options Life Experience Technical expertise understanding of the culture of the University - its values, its processes, its politics and the strategies required to negotiate them experience of working with people in general, perhaps an understanding of specific people with whom the individual is currently interacting or with whom they may need to interact with in the future. knowledge of networks that exist inside and outside the University, and of networks that the individual might need to relate to or develop for themselves. understanding of career paths and options within the University and how these are likely to develop in the future, plus possible direct experience of areas of work which are of interest to the individual. experience accumulated through the Line Manager s own life of personal issues that are or are likely to be of use to the individual. job-related expertise - this might be technological or managerial; research or teaching and learning; external or internal to the University. It is expertise that the individual might find useful in their current or future roles. Ref.1 Adapted from an original table produced by Clutterbuck Associates. kos/rev.4/

10 The Individual s Role The purpose of the PCDP is to provide the individual choosing to participate in the process with an opportunity to participate in a discussion that enables them to reflect on their personal and career aspirations and develop a plan that will help place them in the best possible position to achieve them. Any individual wishing to participate in a PCDP discussion needs to accept that it is their responsibility to take ownership for setting up the discussion and for progressing any actions agreed. An individual who chooses to undertake a PCDP is responsible for:- Implementing the PCDP process Ensuring he or she has a development plan Owning the delivery of that planning Ensuring their line manager is aware of specific development needs and support identified Reviewing the progress of achievement of the agreed actions identified during the process. kos/rev.4/

11 9. HOW THE PROCESS WORKS 9.1 Overview The focus of the PCDP process is to encourage an individual to take time out of their usual schedule and reflect on where they are today and where they wish to be. To draw upon the resources available to them to develop an individualised development plan which helps them to map out the development activities which, if followed through, may lead them towards achieving their personal and career aspirations. Any support given by the Line Manager and the University has to be balanced against the needs of the department and the role currently held. The PCDP process is a continuous one, complementing the existing Performance Review process and helping an individual to make progress in their personal development. Figure 1 summarises the PCDP process. The starting point is an individual choosing to develop a PCDP. How that individual chooses to develop their PCDP and whom they choose to involve in its development and implementation is a personal choice. If an individual chooses to proceed without involving their Line Manager, they need to recognise that unless they share with them the conclusions, on-going support from them will inevitably not be as effective as it otherwise might be as they will not fully appreciate the individual s aspirations and the support required. The discussion with a Line Manager remains optional. kos/rev.4/

12 Figure 1: Overview of the personal and career development plan (PCPD) process Individual member of staff chooses to develop a PCDP Individual familiarises themselves with the Guidance notes and FAQs Individual develops thinking on their own personal and career goals. Individual chooses to discuss PCDP with Line Manager No Individual chooses to discuss PCDP with a.n.other Ongoing review Individual and line manager or other nominated person agree mutually convenient date and time to initiate the PCDP discussion Yes Yes No PCDP defined Individual takes responsibility for undertaking development activity as defined in the PCDP Individual reviews PCDP on a regular basis, with their line manager or nominated person if requested. kos/rev.4/

13 9.2 Getting started An individual wishing to develop a PCDP should start by:- Reading through this Guidance Note and familiarising themselves with the process. Consult the accompanying FAQ s to close any gaps in their understanding of the process. Having familiarised themselves with the above, the individual is advised to take some time to reflect on the following questions :- What is your motivation for developing a PCDP? Where are you now? What do you love about your job? What do you find frustrating about your job? What are your strengths? What are your passions? What precisely do you want to change? What success criteria will you use? So what do you want? The output from this reflection will provide the individual with a starting point. 9.3 Goal Setting Once an individual has articulated what they want, they should then start to turn their list developed during their period of reflection into one or more realistic goals. Setting useful goals is an art. The intention should be to encapsulate something you will be motivated to achieve. Therefore it is important to kos/rev.4/

14 ensure that the right goals are being set. Two models are particularly useful in the setting of goals or objectives. Model 1: GROW model of goal setting GOAL: A broad aim What do you want to achieve? E.g. to gain a professional qualification; REALITY: Looking at the reality is to ascertain the truth of the situation as it stands. What is your situation now? E.g. Do you really need the qualification to progress, or is it an added extra? Either is valid for the goal to be appropriate, but it helps to be clear on the position. Is the qualification one which the department can support financially and/or with time? Is the goal something you really want? Do you feel passionate about it? OPTIONS: There will usually be more than one way forward. What are the options for action? E.g. Time off from current job to gain the qualification full-time; or a part-time study option. What are the implications of choosing each option? What is the risk vs benefit of each option? This is the point to choose the course of action you will take. WILL: This is where you need to be honest with yourself. If you do not believe you will do what is required then you have chosen the wrong goal. Do you have the will to do this? If not, what else are you willing to do to achieve the stated goal? kos/rev.4/

15 Model 2: Checklist for setting SMART objectives The SMART model for objectives or goals is a good checklist to ensure that the proposed goal is reasonable. As you set the goal, ask yourself, Is this goal Specific? Does it relate to a single, specific action? Measurable? Will you know when you have done it? Achievable? Is the goal achievable in the foreseeable future? If not, perhaps set some interim objectives towards getting there. Realistic? Is the goal realistic at all? This requires a good amount of honesty on the part of both individual undertaking PCDP and their line manager, as their combined experience will probably provide an answer to this question. Timebound? Does the goal have a deadline? Regardless of what we may like to believe, the majority of people are more likely to do something if they have a time to have it done by. The line manager can provide a useful ally here by providing some accountability. So instead of get better at maths, a SMART objective would be By 1 September successfully complete 12 long multiplication calculations. One final comment on goals and objectives: If the thought of achieving a goal in an individual s PCDP doesn t excite them, then they probably won t achieve it. kos/rev.4/

16 9.4 Using the PCDP template The PCDP template at Appendix A is intended to act as a guide for developing an individual plan. Individuals may use their own format to create an individual plan if they wish. The template has been designed to enable your thinking and any subsequent discussion, to map out how they may achieve their aspirations from where they are today. The process starts by asking an individual to consider two key questions:- 1. What development do you need to do your current job more effectively? 2. What development do you need to help you progress your career? Having completed an individual plan, some may wish to discuss it with their line manager. In this event, individuals should agree a mutually convenient date and time (set aside between one to two hours) for a meeting with their line manager. The template is divided into six sections and individuals are encouraged to develop their own plan as fully as possible before arranging a PCDP discussion with their line manager. This discussion is optional. Individuals do not have to do this but it may help them think about their personal and career aspirations by talking them through with their line manager. The six sections of the template are Development Timescale Individuals are encouraged to think about their development needs in terms of the short, medium and long term. This helps the individual identify a development pathway that takes account of any immediate training kos/rev.4/

17 needs to help them do their current job effectively, as well as developing skills and experience that will help them progress their career in the longer term. Short term development (0 to 6 months) may involve objectives which can be met quickly and with little forward planning. They may include objectives that help individuals meet the current needs of their role. Medium term development (6 months to 2 years) may involve objectives which require larger amounts of action or some forward planning. They may include objectives that help individuals meet the changing needs of their role and equip them for the future. Longer term development (beyond 2 years) may involve objectives that require considerable amounts of action and/or substantial forward planning. They may include objectives that help individuals meet their career objectives. Development Needs Individuals should identify their short, medium and long term development needs to help them do their current job more effectively and help them progress their career. A good starting point is to consider the following o What are the objectives of my Department and my team? o What are my objectives? These should have been identified in your annual Performance Review meeting. o How might my work change in the next few years? o What are my long-term career goals? kos/rev.4/

18 Development needs may include Job skills what will enable you to function more effectively in your workplace? Interpersonal skills what will enable you to work more effectively with other people? New technology are there software packages or new technologies which would be useful to master? Career development where would you like to be in 5 years time? How can you get there? What skills, knowledge and experiences are you going to need to get there? Continuing Professional Development (CPD) are there developments in your field you could be more familiar with? See the completed plans at weblink for examples of development needs. Development Activity Individuals should identify how their development needs will be addressed. Development activities may include both formal and informal learning and some examples are o Coaching o Mentoring o Shadowing o Reading o Attending conferences o Training courses o E-learning o Working on project teams o Experiential learning kos/rev.4/

19 Support Individuals should identify what support they require to address their development needs and from whom. This may be from the University, the Department, a line manager; or it may be from a life partner, family or friends. See the completed plans at weblink for examples of support. Success Criteria Individuals should identify how they will know when they have achieved their development goals, in other words what are their objectives? Any goals or objectives listed will be more likely to be achieved if they are SMART (specific, measurable, achievable, realistic and timebound). For example, instead of the objective Get better at maths, use the SMART objective By 1 September successfully complete 12 long multiplication calculations. See the completed plans at weblink for examples of success criteria. Agreed Review Dates Individuals should identify realistic deadlines by which they will target achieving their development goals. Realistic deadlines take account of an individual s role, their current and future workload, the timing of any development activities and any personal commitments they may have. If an individual has elected to discuss this template with their line managers, they should agree to meet again at a mutually convenient date and time. Reviewing a PCDP regularly helps to keep it current and relevant. It is important to examine progress against short, medium and longer term goals in order to maintain momentum on development. 9.5 The PCDP discussion Having completed a plan or at least defined some potential goals and gaps in the skills, knowledge and experiences required to achieve them, individuals may wish to discuss it with someone else. An individual might choose their kos/rev.4/

20 line manager, a mentor, coach or close confident. This discussion is optional and a personal choice. The most appropriate person with whom an individual member of staff may discuss their PCDP is their line manager, as they will be able to provide information on how the individual s personal and career aspirations fit with the needs and objectives of the Department. If an individual decides to discuss their PCDP with a colleague, he or she should be aware that they will need to discuss any specific development opportunities they wish to pursue with their line manager in order to establish that an appropriate balance is met between their aspirations and the needs of the Department and/or the University. Once the decision has been taken by the individual to hold a PCDP discussion with their line manager they should:- Set up the meeting, time, date and venue. It is important that the meeting is held in a venue where the individual is going to be comfortable. Review their thoughts so far and ensure they are in an order that will enable them to articulate them to their line manager in a clear and concise manner. The line manager who has been asked to conduct a PCDP discussion needs to remember that for an individual to gain the maximum benefit from the discussion, they need to create an environment of trust and confidence so they can facilitate a supportive discussion in which an individual can talk openly about their personal and career aspirations. Whilst it is important that the line manager involved keeps an open mind to the aspirations of the individual, it maybe helpful to consider the following preparatory questions before the discussion is held:- What can I offer the individual? Refer back to Table 1. kos/rev.4/

21 What are the limitations of the support I can give an individual? E.g. Ensure you are going to be comfortable with the advice you will be able to give. How much time for development activities could be realistically given to the individual? What budget do I have for being able to support any specific learning and development activities the individual may need to do? What are the priorities of the department? During the discussion, it may be helpful to review each development need and associated activity within the plan. The line manager can advise on whether an individual s personal and career aspirations fit with the development needs of the Department and/or University. At the end of the discussion, both the individual and the line manager should sign and date the plan. As the plan belongs to the individual, it is their responsibility to retain an up to date copy of the plan and schedule review meetings as agreed with the line manager. 9.6 Reviewing the PCDP It is recommended that an individual reviews their PCDP on a regular basis. This can either be done by the individual themselves or in conjunction with their line manager. Progress against development needs should be tracked and adjusted accordingly it may be that timescales for achieving objectives need to be revised following changes within the Department, or changes in the individual s personal circumstances may create new development needs. An individual who chooses to undertake a PCDP is responsible for the process and their plan. It is up to individuals to schedule review meetings with their line manager if they wish. kos/rev.4/

22 10. CORE SKILLS AND BEHAVIOURS FOR A SUCCESSFUL DISCUSSION A PCDP discussion can be viewed as a developmental activity for both the Individual and the Line Manager. For both parties it presents them with an opportunity to develop some core skills and behaviours. Table 2 provides examples of some core skills and behaviours that an individual will find beneficial during the discussion. Table 3 provides some similar examples for a line manager. Two specific skills however, sit at the heart of any successful discussion and will be discussion in greater detail in the next sections. The two are question and listening Questioning Asking questions is an invaluable method of encouraging the individual undertaking PCDP to think creatively and productively. The questions should be Focussed on the individual The individual undertaking PCDP takes responsibility for the process; and the questions asked should reflect that. What could you do to make [a discussed objective] happen? is an example of a question which is focussed on the individual taking action in support of their own development. It may be that the answer to this question involves asking some other person for advice or support, but it still leaves the individual in control. Focussed on the future In a discussion around planning for the future, it can be counter-productive to dwell on the past. If the individual undertaking PCDP mentions that a career option is not open to them because they didn t do Biology GCSE at school, asking why they made that choice may result in an interesting kos/rev.4/

23 autobiographical tale; however it is unlikely to be productive in terms of planning ahead. As the PCDP template encourages short, medium and long term planning, so the discussions should acknowledge that the future can mean in the next five minutes as well as in the next five years. Based on possibilities It is true for many people that more is possible than they initially think. Asking questions such as What would help you to achieve that? is likely to encourage the individual undertaking PCDP to think positively. Conversely, a question such as What might stop you doing that? is likely to send the individual along a more negative path, encouraging them to think about obstacles or barriers. This is not to say that a PCDP discussion is intended to encourage individuals undertaking PCDP to make unrealistic plans. Questions such as What would you need to do for that to happen? will encourage realistic thinking. It may be that there is a possibility that you as line manager can t initially see, so it s best to avoid potentially damaging statements such as Well, that s not very likely, is it? Questions on the following topics may be useful Their current work situation where is an individual at in their career, what are their feelings about their role Their skills and performance what do they see as their strengths and weaknesses, how do others see them, what transferable skills to they have Their values and drivers work/life balance issues, what s really important to them, what do they want more or less of in their life Their potential and their aspirations where do they want to get to, five and ten year plans Possible development options in the University and beyond it kos/rev.4/

24 University processes and politics how to raise their profile, how to be more visible to key people By asking an individual about their personal and career aspirations line managers are trying to help them identify where they are now, where they would like to be, and some ideas about how they might get there Listening If an individual undertaking PCDP is to get the most out of a PCDP discussion, it is critical that they feel confident and comfortable in that setting. Focus on what they are saying to you. This will mean avoiding distractions such as ringing telephones or notifications. A good tip to maintain focus is to repeat what they are saying, word for word, in your head. This will help to stop you thinking of what you want to say in response and help you to focus on the content of what is being said. The discussion is the responsibility of the individual undertaking PCDP and is all about them. The individual undertaking PCDP has, or can find, their own answers. It is not the intention that the line manager has the role of Oracle, rather is simply there to assist in the process. This is not to say that the line manager cannot give advice when this is asked for, but that asking for advice should be the responsibility of the individual undertaking the process. In order to listen effectively, don t be afraid to ask for clarification, to repeat an important point back in your own words, and to ask probing questions to encourage the individual undertaking the PCDP to expand on what has been said. Being a good listener doesn t only mean keeping quiet although the balance of contributions should favour the individual undertaking PCDP. kos/rev.4/

25 Table 2: Examples of an Individual s core skills and behaviours to be considered for a successful discussion (Ref 2) Open -mindedness Be open to ideas and suggestions. Think about the way the person you have chosen to hold the discussion with approaches suggestions, if it is different to your normal approach it can be very useful. Questioning Be curious and ask your line manager to give you ideas from their experience. Probe using precision questions to get exact information where you want it. This will be useful for you and can be rewarding for the line manager. But remember you have to work their ideas into your own experience. Listening Use all of the appropriate skills to enable you to really take in what you are hearing. Be aware of the barriers to effective listening, such as, assuming we know what the speaker is about to say next or waiting to speak ourselves. Goal setting (refer to section 9.3) Understand how to do this effectively and develop ideas for establishing action and development plans to achieve them. Reflection The PCDP process gives you the time to really think about what is happening and what progress you are making against your plans. Sharing your thoughts and experiences with your line manager may enable you to receive the support you need. Assertiveness Be willing to stand your ground where appropriate. Also be direct with your wants from your line manager. Bear in mind, though, that assertiveness involves respecting the rights of the other person as well as your own Ref.2 Adapted from an original table produced by Clutterbuck Associates. kos/rev.4/

26 Table 3: Examples of a Line Manager s core skills and behaviours to be considered for a successful discussion (Ref 3) Listening All the fundamentals of active listening, focusing on what the individual is saying and using their words. Questioning To facilitate the Individual to help them express what they really mean/want etc. This can avoid both parties making assumptions. It is also about maintaining the sense of curiosity. Summarising (expressing what you understand them to have said) is useful for checking, understanding and, at the same time, encouraging the Individual to think about what they said. Challenging Testing the assumptions of the Individual, making them face up to things in a realistic way. It is important to maintain rapport when using this! Disclosure/ Choosing the right times to share from your own experiences. This Openess can include both talking about factual issues and opening up about your feelings if you are comfortable doing so. Also, you may be challenged by the individual about what you do or how you approach things - and open responses (and a willingness to admit that you are not perfect!) will gain more respect. Explore Encourage the individual to be curious and observant, to look for opportunities opportunities to develop the range of their abilities in their own place of work. Contracting Enabling the individual to establish clear outcomes for themselves and then to agree how you will support them in the process Judgement You may learn some things from the individual which are very free different to your own views and beliefs. This does not have to get in the way of you working well together - indeed if you are open to it, you may find that it is of benefit to explore the differences Supporting This is both during and after the meetings. It will be verbal and non-verbal during the meeting and after may take the form of phone contact or an informal discussion to see how the individual is getting on Ref.3 Adapted from an original table produced by Clutterbuck Associates. kos/rev.4/

27 APPENDIX A PERSONAL and CAREER DEVELOPMENT PLAN (PCDP) TEMPLATE 1) What development do you need to do your current job more effectively? 2) What development do you need to help you progress your career? Name Department Role Line Manager Development Timescale. Short term 0-6 months Development Needs What are the agreed development needs? (e.g. job skills/interpersonal skills/new technology/career development/cpd) Development Activity How will these needs be addressed? (e.g. coaching/mentoring/shadowing/ reading/ training/research / conferences/opportunity to experience) Support What support is required and from whom? (e.g. colleague/line manager/ mentor/personnel and POD/family and friends) Success Criteria How will I know I have achieved this? (e.g. achieved goal/speak knowledgeably about subject/mastered new technology) Agreed Review Dates Use realistic deadlines, to allow time for progress to have been made. Medium term 6 months 2 yrs Long term Beyond 2 yrs Review date: [Day/Month/Year] recommend every 3 months Employee signature Date HOD/Line Manager signature Date kos/rev.4/

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