1 Personal Development and Performance Review Professional Development.

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Personal Development and Performance Review

Professional Development

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Advice and GuidanceThe HR Web site contains detailed guidance, including:• Downloadable PDPR Form• Managing exceptional circumstances• Goal setting• Constructive feedback• Behavioural competencies• Personal development planning

http://www.nottingham.ac.uk/hr/guidesandsupport/performanceatwork/pdpr/index.aspx

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Introduction

What is the same?

• Pay scales, exceptional performance bonuses

• Timing • Basic principles, clear expectations, SMART

output based goals.

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Messages being reinforced

• Renewed focus on development• Embedding PDPR, not a once a year

meeting, but an ongoing process• The value of feedback (and some helpful

guidance on HR website)

• We will focus on the changes, which are…..

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What’s New?

• The Wording: Exceptional not exceeds expectations, three ratings not four

• Timing, when we divulge the recommendation• Behavioural Competencies• The paperwork

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Exceptional Performance

Has performed to an exceptional level demonstrated

by the fact that all or most objectives have been

delivered to a standard over and above those

expected for the role and level. In addition the

individual may have taken on and

delivered/contributed at a high standard to activities

outside the normal scope of their role. Further

development may be identified to maximise the full

potential of the individual.

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Performed to Requirements

Has demonstrated through review of objectives,

achievements and progress against development

plans that they have performed to the requirements

of the role and level during the reporting period.

Further development may be identified to maximise

the full potential of the individual and/or fine tune the

skills and behaviours required and expected across

the whole role.

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Significantly Below Expectation

Has performed significantly below the expectation of

the role during the reporting period. Has not met or

has not made sufficient progress towards their

objectives and the standards agreed. Demonstrating

clear areas of performance which require

improvement and/or personal development.

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Revealing the Recommendation• At the time of the meeting, or very soon

afterwards, it is part of the form seen by the individual

• It’s a recommendation, not a decision• Reviewers benefit from guidance about

expectations of performance• A normative process, Schools and Departments

will review all recommendations and may not accept all

• The key is a transparent process.• Reviewers and individuals need feedback where

the recommendation is not accepted.

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Behavioural Competencies

• Competencies are abilities or attributes, described in terms of behaviour, key to effective and/or highly effective performance within a particular job

• They are applicable across a range of jobs, unlike specialist or technical skills which may be job specific. They provide a common language for describing performance and the abilities / attributes displayed by individuals. They focus on ‘how’ tasks are achieved, not ‘what’ is achieved.

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Five Competency Groups Behavioural CompetenciesAchieving and delivery Drive for results

Serving the CustomerQuality FocusIntegrity

Personal Effectiveness Planning, Organising and FlexibilityConfidence and Self ControlProblem solving and InitiativeCritical information seeking

Working together Communicating with ClarityEmbracing ChangeCollaborating with OthersInfluencing and Relationship Building

Thinking and Innovation Innovation and CreativityConceptual and strategic thinking

Managing, Leading and Developing others

Managing and Leading the Team

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Behavioural Competencies - Uses

• A basis for discussions about how a person does their job:– Where an individual is not delivering to

expectation or to their own satisfaction– Where the individual wishes to develop their skills

or career • Assess which competencies might be important

for delivering a particular task or output, and assess the team and/or the individuals against that competency

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Behavioural Competencies – Uses (2)

• A way of informing goals where the role is based upon a service or process and where there are few measurable/observable outputs

• We can frame standards of behaviour or service using the competency framework, for example, standards in:– Communication – Customer service – Leading and managing the team

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Competencies – Some questions

• Which ones are key for delivering the individual, team and organisational goals?

• How well does the individual measure up to these competencies?

• What evidence do we have to support this?• How can we develop any competency areas?• Are there skills areas not covered by these

competencies?

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The Paper Work!

• What’s important is not the paper work, but the outcomes, objectives, performance and development that flow from the process

• However it does look a bit different, the main difference relates to:– Recommendation is now shown to all role holders– Behavioral Competencies, space to record

discussions and plans for improvement– Personal Development Plan

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More Training!

Managers/Reviewers• Feedback Skills for Managers• Coaching Skills for Managers

Staff/Individuals• Personal Development Planning: Creating your

own Personal Development Plan

http://www.nottingham.ac.uk/csc

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Summary

• Not all changed, basic principles remain• Key changes:

– Wording of the recommendations– Sharing the recommendation earlier in the process– Behavioural competencies – Paperwork

Reminders about:– Development– Feedback– Not a “once a year event”

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