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DEFINITION OF PDR
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.
The individuals performance and development should be seen as a joint partnership
between the line manager and the individual.
Drop bombshells
'Tick' them off
Compare staff
Criticise without examples
Attack personality
Builds relationships
Reviews performance against academic or 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
DIVERSITY
In making assessments reviewers and reviewees must:
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)
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)
To review the existing procedures for course evaluation and bring forward
proposals for change to the Board of Studies by (date)
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)
BLOCKAGES TO FEEDBACK
The amount may be increased if the negative feedback is balanced with some positive.
RECOGNISING THE SIGNALS
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 dont consider they have anything to learn
They arent interested in another persons views
QUESTIONING TECHNIQUES
CLOSED QUESTIONS
`A closed question calls for a `Yes or `No response.
They can be used to check facts, gain commitment, summarise, close conversations and
secure complete understanding. Beware of closing conversations and influencing the
answer with this type of question e.g. Youre not having any problems are you?.
Then ask for some examples. You can expect to hear questions such as the 2 below:
1.
2.
Say that closed questions shouldnt be used in a meeting TOO often as they do not
encourage information.
OPEN QUESTIONS
Good to start the PDR meeting e.g. What do you feel has gone well?
These are asked for information. They normally begin with `Who, `What, `How,
`Where, `When or `Why. Examples include the following:
TIP: Ask WHAT BEFORE WHY the latter requires people to justify themselves, the
former elicits more factors to explore.
These types of question should form the backbone of a PDR Review Meeting as they
encourage the individual to tell you about something in their own words.
PROBING QUESTIONS
They begin to narrow things down or gain more information to get to the root of the
problem. e.g. Which aspects in particular worry you about the project?
These probe for more detail. Examples include the following:
can you tell me more about the reason why you enjoy that aspect of your job?
can you give me some examples of the difficult sections that are taking up so
much of your time at the moment?
Concentrate
Use encouraging signals (nodding your head, saying `aha)
Maintain good eye contact
Ask appropriate questions
Allow time for pauses
Show empathy
Summarize
Use an open and relaxed posture
Ignore personal prejudices
Check understanding
Take notes
DIFFICULT PDR
Getting the people to open up
Facing up to problems
No surprises.
Praise and then they can cope with a knock.
Use self review.
Stick to facts.
Don't make character judgements.
Discuss performance not personality.
Use positive language.
Stress their successes.
CONSIDER OBJECTIVES
Acknowledge workload
Consider their abilities/careers aspirations
Consider direction of school/section
Make a list of possible objectives for discussion
Prepare to explain school/section priorities
PRESENT
FUTURE
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Remind yourself that the PDR process is an investment in the future performance,
development and success of your staff for their own good and for the
school/section make sure you put in the time and effort to get a good return.
Review the job description, last PDR form, your records of individuals
performance, one-to-one meeting notes etc.
Consider the whole of the last period objectives, work plans, targets, training
and development plans how well were they achieved?
Consult colleagues and customers/clients what feedback can they provide
about the individuals work and working/professional relationships?
Consider individual, school/section and University wide
Be aware of individuals results, achievements, new qualifications
Anticipate areas of concern, questions, aspirations, development needs how
will you handle them?
Decide on a few key messages
Consider for the forthcoming period objectives, work priorities, training and
development requirements
Pre-meeting
It is a good idea to hold a short (5-10 minutes!) pre-meeting before the PDR
meeting to explain the objectives, purposes and procedure (i.e. set agenda)
If this is an individuals first PDR meeting the manager might want to explore the
individuals feelings about the process to allay any concerns, as well as stressing
the benefits
Encourage the individual to self-assess their performance and bring along
relevant facts and examples of achievements to discuss at the actual PDR
meeting.
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Focus on performance issues be ready to help with personal problems that impinge on
their work but avoid personality issues and dont let promotion or pay issues cloud your
judgement about their performance.
USE BODY LANGUAGE APPROPRIATELY
Eye contact
Open gestures
Smiles and nods to encourage
Consider spatial distance
Consider seating arrangements
Don't be afraid of silence
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Motivated
Recharged
As if they've had a say
That it's been objective
Looking forward to achieving their objectives
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
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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
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
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and finally
45. Review this list at least once a year and select a new method of development
Did you know the outcome of the PDR before you conducted the meeting?
Yes ____
Did you feel that the PDR was a genuine exchange of views?
Yes ____
No _____
No _____
On a scale of 1 to 5, where 1 = low and 5 = high, how open and receptive were
you to the reviewees views and opinions?
Score ______
On a scale of 1 to 5, where 1 = low and 5 = high, how well did you listen to the
reviewee?
Score ______
On a scale of 1 to 5, where 1 = low and 5 = high, how well did you give feedback
to the reviewee?
Score _____
On a scale of 1 to 5, where 1 = low and 5 = high, how well did you confront difficult
issues if appropriate during the PDR?
Score ______
How often did you ask the reviewees ideas during the PDR?
Frequently ____ Sometimes ____ Seldom ____
Not at all ____
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What was your overall approach and style in conducting the PDR?
How do you think the reviewee felt at the end of the PDR Meeting?
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