Achieving Success
Guidance Pack
to accompany the Achieving Success Briefing Session
Prepared by
Date
Organisation Development
April 2015
Contents
Topic
The Process
Page
3
 Preparing for the Meeting
 The Achieving Success Meeting
 Agreeing the Achieving Success Form
The Achieving Success Form
6
 Preparation
 Achieving Success Objective Form
 Learning and Development Form
Main Focus of Job
11
Association of University Administrators (AUA)
12
Professional Development Wheel
Learning Styles
13
Feedback: receiving and responding
14
Page 2 of 15
Preparing for the Meeting
The aim of this stage is to encourage both the individual and the Line Manager to reflect
on the progress of activities and to consider possible future professional development
options. To ensure an effective process the employee must be familiar with the operational
plan for their School/department, and how their role contributes to it.
Prior to the Meeting, the member of staff should complete the preparation form. The
employee should email the completed form to their Line Manager a few days prior to the
meeting.
Both the employee and Line Manager should take time before the meeting to prepare for
meeting. This helps to inform the conversations to ensure a productive meeting.
Preparation activities are not passive and both the Line Manager and the employee should
undertake a number of activities prior to the meeting.
Ideally, the employee should:
 Identify their achievements during the period
 Describe objectives where challenges and obstructions were experienced
 Identify what they enjoy about the work and how they might want to develop
themselves and the role
 Identify any areas of the work where improvement is needed – with ideas as to how
this might be achieved
 Identify learning and development needs and aspirations
 Discuss the level of support, coaching and guidance required from the Line
Manager
 Identify aspirations for the future - both in the current role and in possible future
roles
 Possibly outline/develop ideas on potential objectives for the period (from the
reviewed Operational Plan)
The Line Manager should consider:
 how well the individual has performed since the last meeting
 the extent to which any agreed development planning (from the last meeting, where
possible) have been implemented
 the feedback to be given at the meeting supported by meaningful examples
 the factors that have affected performance, both within and outside the individual’s
control
 the points for discussion on the possible actions that could be taken by both parties
to develop or improve performance
 potential directions the individual’s career or job might take
Page 3 of 15
The Achieving Success Meeting
The Achieving Success meeting is a private and personal conversation between the
individual and the Line Manager. The aim of the meeting is to ensure the member of staff:




knows and understands what is expected of them
is given feedback on their performance
has the opportunity to discuss, contribute to and agree objectives
is supported to develop the capacity (skills, experience to achieve the
expectations/performance objectives)
Meeting conversations are discussions that focus on future direction of the individual. The
aim is to link the focus and direction of the University with the individual’s abilities and
career aspirations.
It is recognised that some areas are more conducive to a team-based approach to
Achieving Success. This approach is perfectly acceptable however the Line Manager
should ensure that, following the team meeting, a private and personal meeting with each
team member is held. This aims to ensure the individual has the same opportunity as all
others across the University, in terms of the aims of the meeting (identified in the above
paragraph).
The process is a continuous development process.
An effective meeting is one in which:



the meeting is positive, motivational with agreed objectives that sustain and
enhance future performance
achievement is recognised and reinforced
there is an opportunity for analysis and for reflection
Following on from the meeting, the employee completes the draft objectives and
supporting development plan. This should then be emailed to the Line Manager within 2
weeks of the meeting. It is important that the employee factors in time to make this
happen.
It is expected that some members of staff may need support in drafting their objectives
and, as well as Line Manager guidance and support, information sessions will take place
through the calendar year (provided by the HR and OD team).
Agreeing the Achieving Success Form
Once the employee has revised the form this is returned to the Line Manager. The Line
Manager reviews the revision to ensure:




1
Each objective is SMART1
The overall number of objectives are realistic
The drafted objectives provide opportunity for enhanced performance
The professional development plan aligns with the stated objectives
Specific, Measurable, Achievable, Realistic and Time bound
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The Line Manager’s role is to support the employee to finalise their form. If any changes
are required this should be agreed in discussion with the individual. The Line Manager
must ensure the objectives relate to Operational Plan.
Targets may not necessarily be numerically quantifiable. Quality is as important as
quantity and it will be important, in some instances, to build quality-related considerations
into the objectives.
As a rough guide, Achieving Success should detail about four or five performance
objectives, however the emphasis is on realism and feasibility of what is achievable and
what can be supported to be delivered.
To be truly effective, Achieving Success should be accompanied by a Review Meeting/s.
The aim of the Review Meeting is to:





provide time for progress updates
identify what is going well
jointly problem-solve objectives that may have become ‘stuck’
ensure the performance objectives remain ‘live’
provide an update on School/Department direction and allow for a re-prioritisation of
objectives
Any Review Meeting outcomes that have led to a change in objectives/CPD should be
captured in writing. The employee is responsible for documenting the key points from the
Review Meeting.
It is important to note that both the individual and Line Manager are jointly responsible for
following through on objectives. Therefore essential management activities such as
ongoing coaching and feedback in between meetings are essential. Managers are a
fundamental source of support and facilitation in helping their team achieve their goals.
Increasingly evidence demonstrates the positive contribution that a coaching approach
adopted by the Line Manager can make on enhancing development.
Non-Agreement of the Achieving Success Plan
The Achieving Success process aims to provide an opportunity for the Line Manager and
individual to discuss, agree and prioritise the objectives and CPD. In the event of the Line
Manager and individual being unable to agree the next Senior Manager should be
consulted in the first instance. This Senior Manager will aim to reach agreement on the
plan. In the event that this Senior Manager is unable to reach agreement, the next senior
manager will review the Achieving Success form in conjunction with all the parties. This
may include support from Human Resources. In the event of a member of staff concerned
that they are being unfairly treated over any aspect of the process they should notify HR
and OD for guidance.
Page 5 of 15
Achieving Success
Annual Review Form
Reviewee Name
Reviewer Name
Date Meeting Held
Date of Last Review Meeting
Review Period from
Review Period to
Signatures required on completion of Achieving Success review
Reviewee
Date
Reviewer
Date
Head of School/Director
Date
Page 6 of 15
Looking Back
1
What have been your main activities over the last 12 months?
2
Referring to the activities above, give examples of the factors
which contributed to your success or otherwise
3
What features of your job have given you the most and least
satisfaction over the past year?
4
Briefly summarise how your role contributes to the departmental
strategy (please refer to attached document)
Looking Ahead
5
Reflecting on your answer above, and looking ahead to the next
12 months, identify up to 4 key objectives that link to the
Departmental Strategy.
Objective 1.
Objective 2.
Quick check - are these objectives are SMART (specific,
measurable, achievable, realistic, time specific)
Objective 3.
Objective 4.
Page 7 of 15
6
Are there any challenges that you anticipate in achieving these
objectives? What might these challenges be?
Objective 1.
Objective 2.
Objective 3.
Objective 4.
7
Please identify what support and/or development needs that
you may require to enable you to achieve success in these
objectives
Objective 1.
Objective 2.
Objective 3.
Objective 4.
Page 8 of 15
Summary of Actions
Please use the following template to document your agreed objectives and identify core milestones and timelines.
A copy of this Summary of Actions should be kept with the Reviewee to enable them to map your progress in achieving success over the
course of the 12 month period.
Objective
Milestones
Timing
1.
2.
3.
4.
Page 9 of 15
Update and Outcome
Achieving Success Development Plan
This record is for your guidance only – you may present your development plan in any other format.
Planned outcome: Where do I want to be by the end of this period? What do I want to be doing? (This may be evolutionary or “more of the same”.)
What do I want/need to
learn?
What will I do to achieve
this?
What resources or support
will I need?
Page 10 of 15
What will my success
criteria be?
Target dates for review and
completion
Main Focus of your Job
Step 1: Define your job purpose
………………………………………………………………………………..……………………
………………………………………………………………………………………………………
…………………………………………………………………………………………….
Step 2: What do you need to focus on in the next 12 months
Main focus area*
Main focus area*
Main focus area*
Main focus area*
* Include an estimate of the % of your time that you expect to spend on each area
Step 3: Identify possible measures for each area
Measure
Measure
Measure
Measure
Review the items in step 3 and from these identify possible objectives**
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………………………
** Suggested structure along the lines of:
“To……………………………..…... in order to…………………………………… by………………………...”
Page 11 of 15
AUA Development Wheel
Key:
= where I am now
= where I’d like to be
= where the university needs me to be
Ranking
Cetnre = 0, Outer Edge = 10
Page 12 of 15
Learning Styles – Additional Information
Style
Best Learning Method
Pragmatists learn best from activities where:

facilitation

the subject matter is directly relevant to an issue, problem
or opportunity at work

coaching/mentoring

videos

they can address real problems resulting in action plans
to tackle current problems

business visits

there are lots of practical tips and techniques introduced

networking

there are obvious practical advantages to applying them

observing/shadowing

they can practice techniques with feedback from an
expert in the field

action planning
Reflectors learn best from activities where they:

discussion

are given adequate time to consider, assimilate and
prepare

feedback

coaching

are encouraged to observe, think and mull over activities
before doing them

mentoring

can listen to a wide cross section of alternative points of
view

shadowing

can review what has happened, what they have learned
and reach a decision in their own time without pressure
Theorists learn best from activities where:

research

they are intellectually stretched

workbooks

they have time to explore methodically the associations
and inter-relationships between ideas and situations

further education

classroom-based training
Activists learn best from activities where they:

on-the-job

have new, challenging and practical activities/experiences
from which to learn

projects

secondment

are thrown in at the deep end with a challenging task

empowerment

are encouraged to have a go, make mistakes and have
fun

role-playing

business games

competitive tasks

working group

they have the chance to question the basic methodology
or logic behind assumptions

the objectives and programme of events indicate a clear
structure and purpose
Page 13 of 15
Feedback: how to receive and respond
This section provides brief guidelines on how to receive and make effective use of
feedback. Given that the feedback in a review is two-way, this section is useful for
both the reviewer and reviewee. It is presented in the form of a list of behavioural
suggestions.
How do people commonly react to praise?
When praise is offered, a common response is one of embarrassment. Praise can often be
diluted and played down, demonstrated by responses such as: “Oh, it was nothing, really”
or: “I couldn’t have done it without …”
If praise is offered, listen to it, relish it; it is not often recognition and appreciation is
expressed for our hard efforts. We need to give praise the same weighting as constructive
criticism as it is just as essential for our development. We need to know what we are doing
right so that we can continue to do it and build on our strengths.
So next time you receive praise, try responding with:
 “It’s good to hear that.”
 “I worked hard on that.”
 “I was pleased myself.”
 “That was something I tried hard to focus on.”
 “Yes, I thought that worked well too.”
 “I picked up on that from my last review and tried to improve on it.”
None of the above statements sound conceited, and will demonstrate a more confident,
assertive, professional attitude. In addition, your reviewer/ manager will feel more
comfortable giving the feedback.
How do people commonly react to critical feedback?
When feedback is given constructively, people will often respond positively. After all, most
people are keen to improve. However, because feedback is sometimes given in a way that
is not constructive, or it can be seen as criticism, they sometimes react by:
 trying to defend themselves
 choosing not to hear what is said – selective reception
 doubting the motives of the person giving feedback
 denying the validity of the feedback data
 rationalising why they behaved the way they did
 making excuses for their behaviour
How do I respond to feedback?
 When you are preparing for a feedback session such as a PDR review, read the
above points on how people react to feedback and think about how you often react
to feedback.
 Consider how to take feedback on board without automatically reacting in the above
manner.
 Consider how positive/negative feedback might make you feel.
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How should I respond to critical feedback?
 Allow the other person to finish giving their opinion before you say anything.
 Listen with an open mind to what is being said.
 If the feedback is vague, probe for more specific feedback; ask for examples. Keep
the discussion restricted to observable facts.
 Do not go on the defensive or take it personally.
 Listen carefully to what you are being told, then reflect on whether or not this is a
fair comment.
 It can often be helpful to reflect back to the other person what you understand the
feedback to be. This can achieve a number of things: it will demonstrate you are
listening to them and will avoid you from sounding defensive; it will provide an
opportunity for the other person to clarify their feedback if you have misinterpreted
it; and it will buy you some time to think about how you want to respond.
 Thank them for their feedback and apologise when appropriate.
 Quickly move the conversation on to how you can address/ resolve/improve this.
This will help ensure you master this particular issue and develop. You may need to
ask for some support, further guidance and/or training.
 Decide what action, if any, you will take.
 You might want to close the loop at some point in the future. This means feeding
back to your reviewer any action you may have taken following the critical feedback
and/or progress you have made to address and resolve the problem. You may want
to decide on a time when you more formally review the issue, or you may like to
offer this information when you deem it appropriate.
Page 15 of 15