Personal Development and
Performance Review
Professional Development
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Advice and Guidance
The 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/perfor
manceatwork/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
Achieving and delivery
Personal Effectiveness
Working together
Thinking and Innovation
Managing, Leading and
Developing others
Behavioural Competencies
Drive for results
Serving the Customer
Quality Focus
Integrity
Planning, Organising and Flexibility
Confidence and Self Control
Problem solving and Initiative
Critical information seeking
Communicating with Clarity
Embracing Change
Collaborating with Others
Influencing and Relationship Building
Innovation and Creativity
Conceptual and strategic thinking
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:
–
–
–
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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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