Staff Review and Development (SRD) at CAU: for those reviewing others Human Resources Division Personal and Professional Development Staff Review and Development (SRD) at CAU: for those reviewing others Intro me Build on experience – as established academic but also from your own early career experience (as reviewee) Today’s objectives: WHY and HOW Clarify purpose and outcomes of SRD (rev/rev/org) – and fit in to wider working context Consider process/stages – how to get most out of each part Useful skills for SRD Consider challenges and encourage engagement How to get the most out of SRD Evals/slides (to send later) Range of experience – chance to refresh or reassure or build on skills – share good practice Jessie Monck, PPD, jcm56@cam.ac.uk

Overall purpose and outcomes of SRD SRD is for all employees across all grades and staff groups. “Its purpose is to enhance work effectiveness and facilitate career development.” Review work and progress Plan for future work and development Clarify responsibilities Look for solutions Consider longer term plans Reviewer Reviewee Supported self-review Reminder

SRD: Why do it? Reviewee Self-review Clear direction Well-being Reviewer Agreed direction Promote independence Relationship Motivated staff Satisfaction Team or Group Morale Performance Share skills Support Department Results Reputation Succession Retention Culture Focus on future Reviewee Self-review Clear direction Well-being Development Motivation Before we look at HOW to do it, let’s look at why it matters. Draw on own experience Who are the stakeholders in this? Reviewee Reviewer PI/Group DAMTP Activity – 4 small groups, one each Outcome for reviewer? Motivating to support less experienced colleagues. Find out what is working, build knowledge across dept. Outcomes for org? People working happily and effectively together, good for motivation and performance, culture/reputation attracts/retains right people

What does SRD need to succeed? Commitment & genuine interest in making it useful Knowledge about it – e.g. why and how Time to prepare Ability to reflect on knowledge and experience Ability to draw meaningful conclusions and objectives Be an on-going part of good employment and support Genuine interest in making it useful Trust – no surprises, open about ongoing feedback Knowledge about the process and outcomes – knowledge about future areas of work (bigger plans) Integral part of good management

Stages in the SRD process HoD: identify roles, ensure discussions take place, sign-off, identify trends 1. Prepare 2. Meet 3. Follow-up Activity – 2 groups How to prepare – reviewer and reviewee – what to think about before the meeting, what do you want to cover? During the meeting – skills, knowledge, attribute for the meeting – what will help to make it an effective discussion? Feedback from each Good practice includes a review of the review process

Preparation – before the meeting Practical arrangements Read relevant guidance and docs Date, time, venue Consider a pre-meeting Key areas to consider: Questions you will ask to support their self-review Strengths and skills Areas to develop Plans for the next year Longer term aspirations and career planning Wider plans for their group/department Difficulties/obstacles to progress Self-assessment It is helpful to prepare for the meeting by reflecting on what has happened over the last review period, including: Progress in key areas since the last SRD discussion, including achievements. Factors which helped and obstacles/difficulties which hindered effective performance. A review of development undertaken. Career plans for the future, including job changes, promotion and/or retirement plans. Suggestions for the year(s) ahead in terms of key areas, training/development activity etc. Preparation by the Reviewer Preparation for the SRD meeting by the reviewer could include the following: Considering the academic's bulleted list of topics Discussing some general principles with other staff, eg retirement or promotions policy, with the Institutional Administrator or Head of Institution. Adding any topics to the list Providing a list of any additional points (for example as discussed with the Head of Institution) for discussion by e-mail (no more than four) approximately a week in advance of the SRD meeting. Obtaining the model SRD form

Stages of the meeting Start the meeting Clarify purpose and agenda Discuss Work, progress and achievements Areas of strength and enjoyment Areas and ideas for improvement Career planning and aspirations Ways to meet these Agree any actions Evaluate and close the meeting Reviewer to guide through these stages Middle section to discuss achievements, progress, what’s gone well/not so well Agree plans, targets and objectives Consider personal development in context of career aspirations

Skills, knowledge, attributes for the meeting Ask useful questions – and listen to answers Help to draw conclusions from discussions Be constructive – look for solutions (e.g. how to meet a development objective) Share experience and knowledge: the bigger picture Record key points, guide the meeting, keep to time and agenda Be open to suggestions and feedback Useful skills for both participants Objectives – both work and development positive attitude – look for solutions Which of these do you do well? Which could you improve?

Key skill: asking questions Open: Tell me about… Probing: Can you expand… (who, where, when, how ?) Closed: This is what I understand. Am I right? Open Probing Closed – do you, is it, have you Pair with Key skill: listening effectively

Key skill: tips for effective feedback The purpose of feedback is to sustain, change or improve a situation. It must be a positive process and experience. Give it regularly Be prepared, be specific and do it at the right time Clarify expected and actual performance or behaviour Consider possible solutions or improvements Agree way forward Feedback about positives Model how to receive feedback well Most important giving and receiving feedback should be a positive process and experience – purpose is to change or improve a situation. Regular and timely Be specific Emotional self-control Roll with the punch Ask questions Repeat back what you’ve heard Consider whether it is warranted or not Admit shortcomings/failures Avoid counter-attack Receiving feedback Approach it positively and calmly Listen activity to feedback Ask for specific examples or clarification if necessary Consider the feedback and possible ways to address it Make a note of key points Try to thank the person

Key skill: Setting objectives for SRD Work To achieve in next 12 months Linked to wider objectives Development To help do the job better To meet work objectives Record on the Personal Development Plan (PD26) Record on the SRD form (PD25) Work: what you are going to work on/achieve in next 12 months Developmental: in order to achieve work objectives

Key skill: Setting and achieving objectives (1-2-3) Identify what needs to be achieved Clarify and record it (be SMART) Consider what needs to be done to achieve each objective Objectives used every day – often process driven (I need to do this by the end of the day) To achieve: results orientated (impact/outcome), sometimes need to be activities orientated (process) May depend on individual, position in team, requirements of their role Some will need support to identify no.3. For senior staff, no.3 is the strategy/planning stage. Programme examples: Process: deliver 6 management development programmes to UL managers in Mich 2012   Impact: by the end of this programme 90% of you will have developed the tools to feel more confident in your management role and be able to and demonstrate these within your role. Outcome: as a result of the development programme by July 2013 there will improved performance and less absence in all areas of the UL

Development activities go on a course work shadow or swap find a mentor or be a mentor reading/research observe/speak to ‘an expert’ be ‘the expert’ and teach someone else take opportunity to practise attend meeting/event work on a project with others delegation – can provide many possibilities for development …

Tips for dealing with challenges Anticipate/pre-empt reactions Ask questions to understand the situation Ask “What do you hope to get out of this process?” or “how are you feeling about it?” Have evidence to support your opinion, be reasonable and objective Agree to find out more and discuss again Manage expectations, don’t promise what you can’t give Be prepared – stay calm IN most cases, people are keen to take part Pre-empting different (or difficult) situations Occasionally you may experience a difficult or different reaction. SLIDE some examples – and words of advice that you have submitted. In most cases, really good questioning can help to avoid and/or alleviate these problems – it may be upfront and along the lines “I sense you are not feeling positive about this process, can you tell me why?”. You are looking for open and honest discussion – and in most cases this is what you will get. Try to anticipate before the kind of questions you might need to ask, or pre-empt how you think someone will respond – could a quick pre-meeting help alleviate any anxiety or misunderstanding about the process?

Stage 3: follow-up after the discussion RECORD the discussion and objectives (use PD25 and PD26) Reviewees Take responsibility for achieving objectives Review and communicate Reviewers Provide support to achieve objectives Until now we have considered the first 2 stages in the process – the preparation and all the skills/knowledge that you can bring to a meeting. The final stage is to integrate into the ongoing work and development of the reviewee, and your management of that person – linking it back to the benefits and outcomes of the process overall. Let’s assume you’ve had your meeting – what do you need to do afterwards?  

Overall purpose and outcomes of SRD “Its purpose is to enhance work effectiveness and facilitate career development.” Review work and progress Plan for future work and development Reviewer Reviewee