Performance Review Scheme for the GLA Section 1 The Policy 1. The Rationale for Performance Review There is a range of sound reasons why organisations should use a system of performance review. It provides a formal, regular opportunity to focus on the talents, progress and efforts of each employee. This is both affirming and developmental for the individual, but also ensures that these qualities can be properly directed towards achieving corporate objectives. 2. Benefits to Employees It is a positive activity that helps all employees to identify their goals, and be clear about what they are meant to be doing day by day, week by week. For line managers, it is an invaluable opportunity to really get to grips with the content and volume of an employee s work programme. With this knowledge, it is much easier to meet the bigger goals of the team and Directorate, as well as creating the opportunity to get to know individual staff better; this is good for inter-team relationships and also enhances the process of valuing diversity. New thought patterns, ideas and approaches should be encouraged and actioned. Individual employees should feel that they are contributing to the climate of continuous improvement required by Best Value. So performance review is an important tool for all employees, enabling them to Assess their achievements against clear targets that have been previously set Jointly discuss and agree targets for the coming year Improve their performance in line with organisational objectives Choose development activities that are relevant and applicable to their work and their style Get to know their line manager better, to assist understanding, motivation and competence Formal performance review is no substitute for informal review, which should be an ongoing feature of work, day-to-day. 3. Benefits to the GLA and links to other strategies The GLA, like other modern organisations, is keen to meet its business objectives through the development of its people. It recognises that employee and organisational development go hand-in-hand, and that better performance overall is achieved 10/3
through focused effort. A performance review system will help to ensure that this is achieved. Other organisational strategies and procedures purposely dovetail with the review system. This gives a very clear organisational message about the high priority given to employee development, and it profiles the importance of high performance at every level of the GLA. Both are imperative for the achievement of organisational goals. Primarily, these strategies and procedures are a) The Probation Procedure This aims to get new people integrated quickly and successfully. It is the first stage of performance review. The objectives set throughout this early period should link to post-probation work programmes, making move into the performance review process well informed and seamless. b) The Learning and Development Strategy This is driven by the GLA s commitment to becoming a Learning Organisation that is diversity-orientated. It is underpinned by the principle that learning opportunities will be for everyone because this will add value to the organisation. c) The commitment to Assembly Member development d) The strategic approach to Best Value e) The Equal Opportunities Policy. Performance review is also essential to an organisation that is committed to equality of opportunity. It offers coherence and planning to staff development, ensuring that talent and diversity are maximised. Line Managers will need to be skilled and effective to make this happen. It is crucial, for example, that the perception of needs is not based on personal or popular stereotypes. Challenging existing norms and working methods may form part of this, and remaining open to opinions that maybe uncomfortable or different. Flexibility is key. f) The consideration of the Investors in People standard for the GLA This is another way of knitting together employee development with business plans. 4. Staff covered by the performance review system. All permanent staff and all temporary staff engaged for a period of 6 months or more if they are employed during the period that reviews are being held. Secondees will also be subject to this system whilst they are with the GLA.. Grade and position are immaterial: all staff within these groups will be required to have a performance review meeting, usually with their line manager. It is a compulsory part of their work. 10/4
5. The Documentation Modern performance review systems attach as much importance to individual development as they do to meeting targets. The GLA s scheme documentation reflects this, and presses both manager and employee to think about their learning at every stage. However, whilst it is important to record the keys points of discussion on the forms, it s more important that the discussion is effective. Line managers and employees should leave the meeting feeling Clear about what they are both subsequently required to do. Confident that they can both do it. Committed because there has been joint discussion, and problem-solving. Calm because the agreed agenda has been covered satisfactorily, and on time. Section 2 The Performance Review Process, Itself This section sets out some guidelines for the implementation of a good review discussion. It contains the following parts - A. Dealing with some common concerns. B. The timing of meetings during the year C. Agreeing objectives D. Addressing development and training needs E. Follow-up meetings F. Preparing for and implementing a review discussion G. Equal opportunities H. Quality and auditing I. Confidentially A. Dealing with some common concerns It will create more paper work! Performance review is not simply a procedural form-filling exercise, but a detailed discussion, which will ultimately shape the actions that people take to achieve the day-to-day delivery of results. This should be reflected in the ways that the manager arranges, conducts, and follows-up the review meeting. At its best, the 10/5
review should be a collaborative exchange that gets away from ideas of criticism and focuses, instead, on positive exchanges and constructive action. Bringing a third party Trade union representatives or friends cannot accompany an employee to performance review discussions. This would be inappropriate and would change the nature of the meeting into something other than a reasoned, friendly and civilised discussion between manager and employee about work. Getting reluctant employees on board Often employees are cynical about these types of performance-based discussions or, at worst, feel threatened and anxious about the outcomes. This situation arises if they have experienced a poorly implemented review in the past or, alternatively, they ve never had one. This is important for line managers; effective reviews require thought, preparation, skill and sensitivity. Anything else will be counterproductive. Also, be willing to invite comments about your performance as the employee s manager. B. Timing of meetings during the year Substantive performance review meetings should take place annually, with shorter follow-up meetings around the 6-month mark. Follow-up meetings can obviously take place more frequently if this would be helpful. During February/March 2001, all line managers are expected to arrange performance review meetings with their staff to discuss, assess and rate performance for the previous year, or part of it. The form in appendix B shows that the review is based on the agreement of objectives. Part of the discussion will focus on the review of these objectives, and part will focus on setting new ones for the coming year. As the GLA is newly formed and many staff may not be well established, it is fully accepted that the first review may not be as straightforward as this suggests. The part of the discussion, which focuses on future objectives, though, should fit with Directorate business plans. C. Agreeing objectives Objectives should state: What is to be achieved By when To what standard or quality They must be: 10/6
Challenging but realistic Achievable without unnecessary stress or pressure Measureable Agreed by the job holder as far as possible Here are some examples: Ensure that all staff undertake a performance meeting and have a personal development plan by (date) Ensure that all financial documentation is processed accurately and in accordance with GLA procedures, within (time scale) Set up and implement a spreadsheet for the..?. project by.(date), in keeping with the agreed project plan. Improve the accuracy of. from current % to agreed % by (date). Develop knowledge and skills in project management by attending a project management course and by managing the..?. project to completion by (date). Develop chairing skills by undertaking coaching from line manager, followed by a created opportunity to chair some forthcoming meetings As part of the team, set-up and implement by (date) a system for regular briefing if new information coming into the unit. D. Addressing development and training needs These should naturally arise via the discussion about objectives. The line manager or the employee may also identify them independently of this process. Either way, the outcome should enable the person to do their job better. Training and development that is based solely on personal interest is not acceptable; it must improve job performance. (See Managers Guidelines and the GLA s Training Agreement on the intranet for more details about this issue). Line managers must remember that development in the GLA goes beyond formal training courses: it includes activities like - coaching, shadowing guided reading projects mentoring secondment role substitution for certain activities 10/7
E. The six month follow-up meeting This is written into the procedure to make sure that the line manager and employee formally meet at least once to look at progress; it could be sooner than 6 months or later. The rationale is to check that the employee is on course to achieve the objectives set, and to address any issues arising. Sometimes this can mean re-setting the objective in the light of changing circumstances. It is also a good opportunity to positively affirm progress, and draw-out learning. F. Conducting the review discussion 1. Preparation for the Interview Arrange a mutually convenient time. At least one weeks notice should be given to the employee. Give them a self-assessment form to complete (appendix?) Ensure suitable accommodation private, comfortable and quiet. Think about any special requirements that the employee might have Clear your diary for at least an hour and a half, and make sure that you will not be interrupted. 2. Collect the relevant information There will be a number of documents that you ll need to help you make a fair assessment of the individual s work, and to allow for a balanced discussion job profiles and probation reports are important initially. Business plans and training information could also be helpful. As the system rolls out, previous review reports will obviously form the basis of discussion. Prepare a plan. It will give structure to the meeting, and ensure that nothing is missed out. Where necessary, reconcile your plan with the comments on the reviewer s selfassessment form. When considering the performance of the reviewee, look back over the whole of the review period. Do not allow recent events to unfairly shape your assessment of the performance. 3. During the meeting Opening: Re-state the purpose of the meeting Explain the topics you would like to cover. Remember these should also incorporate topics submitted by the employee prior to the meeting. Seek agreement from the employee about the agenda before you proceed, and make changes if necessary. 10/8
Set the tone. Be welcoming, encouraging and enthusiastic about the process it will help the employee to feel the same way. Explain the confidentiality boundaries. During: Remember that the aim is to discuss issues, not to have pre-judged them. Reflecting on past performance is essential, but spend more time on how performance can improved in the future. Ask open questions as much as possible Positively affirm effort and achievement. Face up to problem areas it s better to be honest, even if feels uncomfortable. Listen and ask questions. Probe if you are unclear. Don t get drawn into arguments; if things get heated, take a short break and come back to it. Summarising and Closing: Quickly reiterate the key points of discussion, highlighting action points. Check understanding. If new issues have arisen during the discussion, and you haven t had time to deal with them, arrange a further meeting to pick them up. Conclude on a positive note. Recording the Outcome of the Interview: Make brief notes during the interview. Record the main points at the end. Agree wording with the employee. Write-up the form within 3 days of the review. Return to the employee to check and sign. Forward to senior manager for checks (see note below Auditing and Quality Checks ) G. Equal opportunities and performance review All performance management activities require a strong awareness of equal opportunities issues. Performance review is no exception. At the very least, the following is required for effectiveness an awareness of how direct and indirect discrimination at work might impact on an employee s confidence, performance and training needs a reasonable level of self-awareness which enables examination of the managers own behaviour styles, beliefs and attitudes the ability to maintain a distance from events and explore them objectively, without resorting to assumption and stereotyping 10/9
trying to see things from other people s perspective and being open to new ways of working; don t expect everyone to conform to one particular style of working and capitalise the diversity of approaches that you find in your team being clear about what issues can be dealt with in the review meeting, and then what needs addressing in a separate meeting identifying the right form of training and development to suit the individual s learning styles and habits H. Auditing, quality checks and the grandparent scheme There needs to be a way of ensuring that an audit could show that the reviews have taken place. In terms of quality and equality, we also need assurances that the system is being consistently applied. One way of achieving this is to pass the completed forms to the next layer of management for checking, and signing off. This has the advantage of giving managers a clear picture of training and development requirements overall, and the types of objectives agreed etc. This approach is sometimes called the grandparent scheme. The grandparent can also be used to help resolve any differences between the reviewing line manager and the reviewed employee. Whilst this is a useful mechanism, it is envisaged that it will be used rarely. I. Confidentiality: who keeps what? The original form should be sent to the senior manager, rather than a copy. It should stay with the line manager once returned, and a copy given to the employee to use as a working document. J. The Role of HR Copies of the forms will not be kept centrally. The role of HR will be to monitor that the reviews are happening systematically across the organisation, and to update the scheme in line with other strategy and policy developments, as they arise. 10/10