Staff Development & Review Scheme April – June 2018

Aims of the Session To consider why SOAS has the SDR scheme and is aiming for 100% completion; To look at the SOAS SDR Scheme and how it works in practice; To consider how to get the most of the scheme; To consider how to write effective objectives.

How was the SDR (or other scheme) for you? As a reviewer As a reviewee True or False?

Objectives Why it’s important to set objectives Preparing to set objectives Setting S*M*A*R*T objectives Stretching objectives without becoming unrealistic Measuring objectives during the year

Motivational aspects of setting objectives Directing one’s attention Regulating one’s effort Objectives motivate the individual by... Task performance Increasing one’s persistence Encouraging the development of goal-attainment strategies or action plans Source: E.A. Locke and G.P. Latham, A theory of Goal Setting and Task Performance Englewood Cliffs, NJ: Prentice Hall, 1990.

SMART Objectives Specific Measurable Achievable Realistic Timely The What, Why, and How of the SMART model Establish concrete criteria for measuring progress toward the attainment of each goal you set Objectives must be stretching, but not so far that people become frustrated and lose motivation Realistic means "do-able”. Too difficult and you set the stage for failure, but too low sends the message that the individual isn’t very capable Putting an end point on the objective gives a clear target to work towards. What exactly are we going to do, with or for whom? What strategies will be used? Is the objective well understood? Is the objective described with action verbs? Is the outcome clear? Will this objective lead to the desired results? How will I know the change has occurred? What evidence is needed to confirm it? Can it be done in the proposed timeframe? Is it within the individual’s capabilities? Do we understand the limitations and constraints? Can we do this with the resources we have? Has anyone else done this successfully? Is this possible? Do you have the resources available to achieve this objective? Is it possible to achieve this objective? How sensible is the objective in the current business/project/department context? Does it fit into the overall pattern of the individual’s job? When will this objective be accomplished? Is there a deadline? Are there review dates? The S*M*A*R*T approach is well known amongst managers, but poorly practiced Measurable is the most important consideration. You will know that you've achieved your objective, because here is the evidence Achievable is linked to measurable. Usually, there's no point in starting a job you know you can't finish, or one where you can't tell if/when you've finished it. If it's achievable, it may not be realistic. If it isn't realistic, it's not achievable. Realistic is about human resources/time/money/opportunity. The main reason it's achievable but not realistic is that it's not a high priority. Often something else needs to be done first, before you'll succeed. If so, set up two (or more) objectives in priority order. Timely means setting deadlines. You must include one, otherwise your objective isn't measurable. But your deadlines must be realistic, or the task isn't achievable. T must be M, and R, and S without these your objective can't be top-priority.

Activity Convert the following into SMART objectives: Update the database regarding student attendance and assignment marks; Introduce team meetings; Respond more quickly to student queries; I am currently involved in three large collaborative research projects. These projects should yield significant publications over the next two years.

Planning What planning and preparation do you need to do before the review meeting?

“That was great! Brilliant! Absolutely fantastic! Well Done!” Positive Feedback Consider the following examples of positive feedback, which would you have preferred to receive, had you been involved in this work? “That was great! Brilliant! Absolutely fantastic! Well Done!”

Giving Difficult Feedback Always criticise the action not the person. Always give specifics and avoid sweeping generalisations. Always give suggestions on what the person can do to improve. The solutions are the keys or building blocks of constructive criticism.  Always invite the other person to join you in thinking of ideas to improve. Don't make it a monologue. Always be assertive in your feedback in an honest straightforward way.   Always give difficult feedback in private and never in front of others.

Listening, questioning, silence Use active listening skills (reflecting, paraphrasing, summarizing); Consider body language, facial expressions; Consider the effect of interrupting; Use open-ended, probing questions, closed or clarifying/summarising questions at different points; Silence is a very good tool for encouraging people to talk further about something you think needs more reflection.

Any Questions?