CONDUCTING EFFECTIVE PDR MEETINGS
DEFINITION OF PDR
The objective of PDR is to help improve individual performance, to realise potential
and to increase the effectiveness of the academic/service unit and university.
The individual’s performance and development should be seen as a joint partnership
between the line manager and the individual.
PDR IS NOT AN OPPORTUNITY TO
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Drop bombshells
'Tick' them off
Compare staff
Criticise without examples
Attack personality
BENEFITS TO THE REVIEWEE
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Opportunity to have honest and constructive meeting about performance
Based on performance, not who you are
Opportunity for recognition of efforts
It's a two way communication
Reviewee can give feedback to reviewer
Future training and development needs are recognised
Standards and targets are set
Confidential system to encourage honesty and openness
Clearer role within the academic/service unit
BENEFITS TO THE REVIEWER
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Builds relationships
Reviews performance against academic or service unit goals
Provides forum for exchange of ideas
Allows time to plan for future of individual and academic / service unit
Provides facilities for mutual understanding of reviewee's role
Commitment to standards, targets, training and development
BENEFITS TO THE ACADEMIC OR SERVICE UNIT
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Improves communication within academic/service unit
Better skilled workforce
More motivated academic/service unit performing to its maximum potential
Helps resource planning
Links individuals goals to academic/service unit goals
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DIVERSITY
In making assessments reviewers and reviewees must:
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Not discriminate on grounds of gender, race, age, religion, marital status or
disability
Avoid stereotyped expectations resulting in bias
Promote equal opportunities by encouraging everyone to realise their potential
Support individuals through training and development
PEOPLE WORK/LEARN/ACHIEVE MORE WHEN THEY ARE GIVEN
a. Adequate feedback as to how they are performing, in other words, knowledge
of results;
b. Clear, Attainable Goals;
c. Involvement in the setting of tasks and goals
WHY AGREE OBJECTIVES?
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To let people know what is expected
To get results
To improve relationships
To improve people's performance
To get people to give their best performance
To provide a challenge
To develop skills, ability and knowledge
To give a sense of achievement
OBJECTIVES ARE SMART
S pecific
M easureable
A greed
R ealistic
T imed
OBJECTIVES CAN BE:
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Work based - to achieve standard within the job
Developmental - to stretch an individual beyond their job
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DRAFTING OBJECTIVES AND STANDARDS OF PERFORMANCE
Defining objectives is an essential part of the performance review system.
There are a number of stages involved for the employee:
a. Identify key areas of responsibility - think about particular priorities for the
coming period.
b. Consider what result is realistic to achieve for each area of responsibility
during the review period.
c. Think about how to measure achievement of an objective and then set
standards based on such things as quality, cost, and deadlines.
ACADEMIC ENGAGEMENT RELATED EXAMPLE OBJECTIVES
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To establish a new community of practice to disseminate findings from my
research into …..by (date)
To work with the Beacon in Public engagement to develop co-inquiry around …..
By (date)
To participate in organised programmes of outreach/public engagement e.g. Café
Scientifique; LifeLab and other activities at the International Centre for Life etc
within the next 12 months
To develop programmes of teaching and/or research which include a significant
element of knowledge sharing with civic society within the next 12 months
To contribute to the development of public policy e.g. through advice to public
bodies (governmental and administrative) at local, regional, national, international
levels as appropriate by (date)
Contribute to Public Art project in UK and North East by (date) including mentoring
new artists and advising on policy e.g. visual art policy in lead up to regions city of
culture 2008 bid
Through membership of Arts Council (North East) and the Visual Arts Steering
Group advise on long term strategy, grants, projects and issues including
professional development for artists, strategy regarding
regionalism/internationalism and building capacity for the Arts etc during next 12
months
Contribute to a number of high profile international events such as the UN Earth
Summit, World Social Forums and World Water Forums during next 12 months
ACADEMIC RESEARCH AND INNOVATION RELATED EXAMPLE OBJECTIVES
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To publish a paper in high status peer- reviewed journal by (date)
To deliver a keynote paper at a major conference by (date)
To obtain an FP7 project as co-ordinator by (date)
To develop a new line of research or approach that will have a broad impact on
your field by (date) (NB this would usually be coached in more specific terms e.g.,
to develop novel imaging approaches using evanescent wave microscopy)
To collate archival material as the first step in a major project by (date)
To develop a new commercial activity based on my research into gene
diagnostics by (date)
To publish a monograph with a reputable press by (date)
To obtain 2 project grants from a research council or AMRC (date)
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TEACHING AND LEARNING RELATED EXAMPLE OBJECTIVES
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To develop a distance e-learning support activity for a module in (subject) using
the Blackboard VLE by (date)
To develop a new module (which meets a specific area of student demand) by
(date)
To introduce an enterprise or engagement module into the Schools’ Masters
Programme by (date)
To play a major role in Subject review (internal or external) commencing (date)
To apply for a University Teaching Fellowship/National Teaching Fellowship by
(date)
To collaborate with colleagues cross-faculty to develop a new degree programme
by (date)
To renew with `x’ employers the content of the Undergraduate/ Postgraduate
degree programme in (subject) by (date)
To contribute to the planning and development of new markets for taught
programmes, e.g. through CPD and short courses
Review assessment techniques currently used for my modules and develop
innovative techniques where appropriate by (date)
PROFESSIONAL AND ADMINISTRATIVE RELATED EXAMPLE OBJECTIVES
A-E
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To review and report on the use of the scanner to streamline procedures during
the admissions process. Report by (date)
To identify amendments to systems and processes, and implement them, to
improve the correlation between bookings and attendance at employer
presentations by (date)
To increase the number of employers entries in the International Employer
Directory to meet the 2007/2008 target of 80 by (date)
To set up a database to provide clear and concise financial systems information
about CIAGU expenditure for 2007/2008 by (date)
To meet with all timetable contacts to discuss reasonable/possible improvements
to the process for 2007/2008 by (date)
To compile a list of all computer specifications for the office using Excel; including
location, date of purchase and likely date for replacement by (date)
To achieve the European Computer Driving Licence (ECDL) by (date)
PROFESSIONAL AND ADMINISTRATIVE RELATED EXAMPLE OBJECTIVES
F-I
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To identify a standard set of comparator institutions for research and teaching and
compile comparative data sets using HEIDI for Faculty Steering Group by (date)
To publish the Research newsletters and commission a new set of publicity
banners by (date)
To restructure the `x’ section in line with changing priorities by (date)
To bring us in line with other services in SAS, and in preparation for the October
2008 SAS matrix review, replace the Intranet and implement SharePoint as our
main host mechanism for sharing cross-service folders, practices, policies and
procedures by (date)
To review the existing procedures for course evaluation and bring forward
proposals for change to the Board of Studies by (date)
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To implement a new system of CRB clinics in the run-up to deadlines for
completion, and evaluate the effectiveness of the revised system by (date)
To develop a new Integrated Visual Identity for all publications and marketing
materials by (date)
To enhance the intercalation booklet to include information relating to finance and
administrative processes by (date)
To achieve x% efficiency savings against budget within the next 12 months
TECHNICAL RELATED EXAMPLE OBJECTIVES
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To develop the skills/knowledge to use a Protein Sequencer by (date)
To set up a system of stock control of the consumables used in the lab by (date)
To review Workshop Induction processes and handouts by (date)
To develop and implement barcode equipment sign out system with all items of
portable equipment bar-coded by (date)
To attend DSE Assessor training and then complete DSE assessments for all staff
by (date)
To establish mitochondrial DNA sequencing on an ABI 3100 capillary sequencer
by (date)
To develop new electrode application techniques to enable more data channels to
be recorded for the next study by (date)
To set up an institute file server to allow staff to backup large volumes of data
before by (date)
OPERATIONAL RELATED EXAMPLE OBJECTIVES
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To complete one safety visual inspection of my work every 4 weeks commencing
(date)
To achieve BICS certification for 10 tasks within 12 months
To create a system to record the porters’ equipment in my area, by type and
including its condition, by the end of (date)
To produce a detailed schedule of deliveries, including times, for each building on
my mail delivery route for inclusion in the standards manual by (date)
To be able to complete grass cutting operations to the standard required in the
operations manual (summer schedules) by (date)
To achieve Level 2 Food Hygiene Certificate by (date)
SUPERVISORS RELATED EXAMPLE OBJECTIVES
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To review cleaning schedules for my area and amend with respect to customer
requirement, over the next six months
To introduce a system to produce monthly returns for the cost of post for each
department for the commencement of the new financial year
To develop a spreadsheet to enable me to manage/monitor staff holidays by the
end of (date)
SEVEN GROUND RULES FOR SETTING OBJECTIVES
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Agree objectives jointly
Agree how you will measure achievement of each objective
Agree a realistic time scale and milestones
Make them achievable but challenging
Jointly consider whether the objectives are SMART
Use objectives for performance and personal development
Review progress regularly
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THE DOS and DON’TS OF GIVING CONSTRUCTIVE FEEDBACK
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Do prioritise your feedback, don’t overload the receiver
Do feed back on observed behaviour, don’t make subjective judgements
Do be specific – use examples, don’t make generalisations
Do give motivational feedback before formative, don’t start on a negative when
you have a positive to offer to
Do separate motivational from formative feedback, don’t link the two with BUT or
HOWEVER
Do be clear about what the individual did well and what they could do to improve,
use a positive, negative, positive sandwich
Do ask questions when giving feedback, don’t make the conversation one-sided
Do time your feedback, don’t wait till a long time after the event
Do own the feedback, don’t feed back on reported unobserved behaviour
Do have a positive intention when you give feedback, don’t use feedback to `get
at someone’; the purpose of feedback is to help the individual.
BLOCKAGES TO FEEDBACK
The amount may be increased if the negative feedback is balanced with some positive.
RECOGNISING THE SIGNALS
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Negative body language (shaking of the head, turning away)
Loss of eye contact
Blame placed on the circumstances (`I was running late that day so I had to rush’)
Blame placed on others (`My last boss always wanted it done that way’)
Emotional outbursts
BLOCKAGES TO GIVING FEEDBACK
Most people are starved of feedback – particularly about their behaviour and the
impression they make on other people. Here are some of the reasons why people feel
inhibited about the giving and receiving of feedback:
Often people hold back from giving feedback because:
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They worry that it might upset the person
They are afraid that the person might reject them/the feedback
They fear that the person might `hit back’ with critical feedback
They worry that it might lead to a confrontation that would be difficult to resolve
and/or damage future relationships
They feel this is not the time nor the place to grasp the nettle
They feel that the issue is too trivial and that it would be better to save it up for
something more substantial.
Often people hold back from giving motivational feedback because:
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They would feel too embarrassed
They fear that the complimented person might relax and `rest on their laurels’
They think the person might be suspicious of their motives
They feel that compliments are inappropriate (“They are only doing what they are
paid for!”)
They think the feedback might be misinterpreted as a plot to fish for return
compliments!
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BLOCKAGES TO RECEIVING FEEDBACK
People often react badly when they get feedback from other people because:
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They feel threatened
They feel compelled to defend themselves
They feel unworthy of compliments
They have been trained to be modest (“Oh, it was nothing really!”)
They don’t know how to use the feedback to their advantage i.e. how to learn from
it
Often people hold back from receiving motivational feedback because:
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They worry that they might get more than they bargained for
They feel stupid
They think the other person would regard it as fishing for compliments
They don’t consider they have anything to learn
They aren’t interested in another person’s views
QUESTIONING TECHNIQUES
CLOSED QUESTIONS
`A closed question calls for a `Yes’ or `No’ response.’
They can be used to check facts, gain commitment, summarise, close conversations and
secure complete understanding. Beware of closing conversations and influencing the
answer with this type of question e.g. “You’re not having any problems are you?”.
Then ask for some examples. You can expect to hear questions such as the 2 below:
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are you enjoying your job?
do you have enough work to do?
Say that closed questions shouldn’t be used in a meeting TOO often as they do not
encourage information.
OPEN QUESTIONS
Good to start the PDR meeting e.g. “What do you feel has gone well?”
These are asked for information. They normally begin with `Who’, `What’, `How’, `Where’,
`When’ or `Why’. Examples include the following:
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what elements of your job do you particularly enjoy?
why do you feel you are so busy at the moment?
TIP: Ask “WHAT” BEFORE “WHY” – the latter requires people to justify themselves, the
former elicits more factors to explore.
These types of question should form the backbone of a PDR Review Meeting as they
encourage the individual to tell you about something in their own words.
PROBING QUESTIONS
They begin to narrow things down or gain more information to get to the root of the
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problem. e.g. “Which aspects in particular worry you about the project?”
These probe for more detail. Examples include the following:
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can you tell me more about the reason why you enjoy that aspect of your job?
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can you give me some examples of the difficult sections that are taking up so
much of your time at the moment?
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Reflective Questions – by reflecting the speaker’s comments back to them in the
form of a neutral statement you can check understanding and feelings and
encourage the speaker to expand and give more information.
For example:
`So, you’re saying that you enjoyed the challenge but you might do it different in
future?’,
`You feel your contribution isn’t being recognised?’
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Behavioural Questions – these questions seek specific examples of past
behaviour and are often used to help predict how someone will behave in the
future,
For example,
`Can you give me an example of how you’ve contributed to the work of the team in
the last six months?’ or
`Tell me about a time when you disagreed with your boss’s decision and needed
to tell him’.
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Hypothetical Questions – provide opportunities to steer conversations and see
how people might react in future, e.g. `If you were to take on this task how would
you plan it?’ or `If you were faced with this problem again, how would you handle it
differently?
GOOD LISTENING TECHNIQUES
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Concentrate
Use encouraging signals (nodding your head, saying `aha’)
Maintain good eye contact
Ask appropriate questions
Allow time for pauses
Show empathy
Summarize
Use an open and relaxed posture
Ignore personal prejudices
Check understanding
Take notes
ENCOURAGING OTHERS TO LISTEN
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Vary tone and pace of voice
Use a clear audible voice
Emphasize key points
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Summarise at regular intervals
Minimise distractions and interruptions
Understand the message yourself
Check surroundings
Introduce the subject enthusiastically
Ask questions to check understanding
Use appropriate words
Avoid jargon and unnecessary figures
Include examples
DIFFICULT PDR
Getting the people to open up
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The accent is on praise.
Listen and probe.
Create an informal and unhurried atmosphere.
Facing up to problems
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No surprises.
Praise and then they can cope with a knock.
Use self review.
Stick to facts.
Don't make character judgements.
Discuss performance not personality.
Use positive language.
Stress their successes.
PREPARING FOR THE PDR MEETING
REVIEW LAST YEARS PERFORMANCE
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Last 12 months, not career history
Read job description
Read last years PDR
Consider major projects/changes etc
Note specific examples
Collect facts, figures, dates etc
Find things to praise
Talk to their 'customers'
Refer to ‘My Profile’ if applicable
CONSIDER OBJECTIVES
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Acknowledge workload
Consider their abilities/careers aspirations
Consider direction of school/section
Make a list of possible objectives for discussion
Prepare to explain school/section priorities
OUTLINE PERSONAL DEVELOPMENT PLAN
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Consider their potential and career aspirations
Be realistic and honest
Consider opportunities within and outside department/organisation
Compare their performance with your ideal
Be creative (secondments, shadowing, work based projects etc)
YOUR REVIEWEES WILL BE CONSIDERING THE FOLLOWING QUESTIONS
PAST
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How have I coped with change?
What did I do particularly well?
What went badly?
What could have been better?
What did I achieve?
Did I meet my objectives from last year's PDR?
Has my manager helped me enough?
Did I receive the training I need?
PRESENT
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How do I feel now?
What's my workload like now?
Am I happy with my working relationships?
Could I achieve more?
Does my manager help or hinder me?
Could I be stretched?
Does my manager delegate enough?
FUTURE
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What would I like to tackle in the next 6/12 months?
Where do I realistically want to be in 3 years time?
What training do I need to get there?
How could I be even more valuable to my department?
What can I delegate?
What extra responsibilities can I take on?
PREPARATION FOR EFFECTIVE PDR MEETINGS:
A CHECKLIST FOR REVIEWERS
Throughout the year
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Keep notes on your reviewee’s performance (remember: no surprises at PDR
Review meeting)
Give frequent and timely feedback to individuals
Conduct frequent one-to-one meetings and team briefings
Keep people in the picture about the school/section strategy, changes etc.
The more managers appreciate where their staff are coming from, their
aspirations, their problems and their motivations, the better – and the continuation
of genuine dialogue throughout the year will help achieve this.
In the run up to the PDR meetings
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Remind yourself that the PDR process is an investment in the future performance,
development and success of your staff for their own good and for the
school/section – make sure you put in the time and effort to get a good return.
Review – the job description, last PDR form, your records of individuals
performance, one-to-one meeting notes etc.
Consider the whole of the last period – objectives, work plans, targets, training
and development plans – how well were they achieved?
Consult – colleagues and customers/clients – what feedback can they provide
about the individual’s work and working/professional relationships?
Consider – individual, school/section and University wide
Be aware of – individual’s results, achievements, new qualifications
Anticipate – areas of concern, questions, aspirations, development needs – how
will you handle them?
Decide – on a few key messages
Consider for the forthcoming period – objectives, work priorities, training and
development requirements
Pre-meeting
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It is a good idea to hold a short (5-10 minutes!) pre-meeting before the PDR
meeting to explain the objectives, purposes and procedure (i.e. set agenda)
If this is an individual’s first PDR meeting the manager might want to explore the
individual’s feelings about the process to allay any concerns, as well as stressing
the benefits
Encourage the individual to self-assess their performance and bring along
relevant facts and examples of achievements to discuss at the actual PDR
meeting.
When setting up the PDR meeting
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Prepare an agenda – note the work to be praised, key messages, specific
examples
Check the paperwork
Fix a quiet venue – and make sure you will not be interrupted
SAMPLE AGENDA FOR A PDR MEETING
1. Welcome and introduction – purpose, plan, timing, mutual note taking
2. General discussion of the period under review, overall objectives and
achievements
3. Key result areas – objectives, standards and targets: individual’s performance in
each (their opinion, then manager’s)
4. Discussion of individual’s strengths and potential to develop (their opinion, then
manager’s)
5. Areas of performance that could be improved (their opinion, then manager’s)
6. General concerns and problems confronting you both in the school/section
7. The future – discussion and setting of objectives, standards and priorities for the
period ahead
8. Support, training and development needs
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9. Action planning by both reviewer and review
10. Book date for review
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REVIEWERS SHOULD CONSIDER THE FOLLOWING POINTS
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The areas of the job to be viewed that are most important;
The focus of the discussion should be on these key responsibilities, objectives or
targets as appropriate and how well the employee has performed in these key
areas since the last review;
What evidence you have to support your judgement - what measurements and
data are available that will shed light on performance and how it has been
achieved?
The employee's performance for the entire period under review - and
concentrating on single accomplishments or failures or the most recent
performance;
What difficulties, if any, have hindered performance - think of the reasons why
they occurred - the involvement of the employee - the action taken at the time and
subsequent performance;
The attitude of the employee to the job, the Organisation, and the people with
whom he/she works and whether this can be improved;
The areas of the job that could be improved and what plans you have to help the
employee to improve performance;
Are all the skills of the employee being used?
REMAINING NEUTRAL THROUGHOUT
Managers who take the opportunity to seek feedback in the way they work with the
individual will gain useful insights into their own performance and ways of developing
good working relationships.
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Be aware of your personal prejudices and biases
Use open questions
Avoid leading questions
Be aware of your facial expressions
Monitor your posture and gestures
Monitor voice tone and volume
Avoid stating personal views
Listen attentively
Use encouraging responses
Be prepared to change your mind
Adjourn interview
Focus on performance issues – be ready to help with personal problems that impinge on
their work but avoid personality issues and don’t let promotion or pay issues cloud your
judgement about their performance.
USE BODY LANGUAGE APPROPRIATELY
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Eye contact
Open gestures
Smiles and nods to encourage
Consider spatial distance
Consider seating arrangements
Don't be afraid of silence
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AGREEING A PLAN FOR FUTURE ACTION
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Don't let them take control.
Show them the facts.
Ask for report and recommendations.
Ask for their suggestions.
Work out defined and measurable targets and agree them.
Get them to suggest solutions.
Set review dates.
Focus on facts.
Work to a structure.
AS PEOPLE LEAVE THEIR PDR MEETING THEY SHOULD FEEL
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Motivated
Recharged
As if they've had a say
That it's been objective
Looking forward to achieving their objectives
45 WAYS OF DEVELOPING PEOPLE
The traditional training course has long been seen as the only answer to all development
needs.
With the increasing pressure on profitability and our greater understanding of individual
learning styles, this can no longer remain our thinking.
45 Ways of Developing People is a comprehensive, though not exhaustive list of
development methods that is designed to widen our view on the opportunities for
individual growth.
Many of those listed may seem inconsistent with our culture, but there are those that will
be highly appropriate to a specific individual with a particular need in a unique situation.
INDIVIDUAL STUDY
1.
2.
3.
4.
5.
6.
7.
8.
9.
Guided reading
Keep a 'learning log' to record learning experiences
Listen to development tapes
Undertake an open learning programme
Computer based training
Interactive video/CD Rom
Study for professional qualification
Develop your study techniques eg speed reading
Use professional libraries
GROUP WORK
10. Action learning (in a 'set' with 3-5 other people)
11. Service as a member of a working party or task team to investigate an issue within
the University
12. Visit other Universities to follow a subject eg quality
13. Participate in a business game or simulation
14. Attend a training course (internal or external)
15. Test your abilities in an unfamiliar setting eg outdoor training
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CHANGE OF DUTIES
16. Undertake a secondment to a different part of the University
17. Undertake a temporary job swap with someone else in the University
18. Undertake a secondment to another department for a fixed period carrying out
duties within their structure
19. Carry out a short term project for another organisation as an outsider
20. Shadow a person in another department within the University or outside
21. Deputise for your immediate supervisor during their absence for holiday
REPRESENT THE UNIVERSITY
22. Speak on behalf of the University at a conference
23. Serve on an industry/education link committee
24. Represent the University or your profession on an advisory body
eg standing committee, examination board
25. Act as host to visitors from external organisations
RESPOND TO INDIVIDUAL COACHING
26. From your immediate manager
27. From colleagues
28. Accept delegated work
29. Act on all points discussed during performance planning
30. Use guidance from a mentor, either formally or informally at work or privately
using a friend from another company
31. Identify a colleague from within the University known to be excellent at developing
people and work with them on a work based project
CREATIVE SKILLS
32. Help to make a video for the University
33. Take part in a debate
34. Take office as an individual (not as representative of the University) and use the
skills you have acquired at work eg magistrate, school governor, chair of club or
society
35. Write a major report and seek constructive comment on it
36. Write an article for a journal or periodical
37. Contact a leader in any field to find out how they approach their work
BUILD UP CONTACTS
38. Actively participate in your appropriate professional body
39. Develop a network of contacts in your community
40. Join a support group and gain encouragement eg women's groups such as
Pepperel Network, Women in Management
DEVELOP OTHERS
41. Coach a member of your local team in a new task
42. Serve as a speaker or an assessor on an internal training course
43. Delegate part of your job to someone else
44. Act as mentor for new person during their induction period
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and finally
45. Review this list at least once a year and select a new method of development
HOW DID I DO?
To be completed by the reviewer.
Thinking about the PDR you have just conducted:

Did you know the outcome of the PDR before you conducted the meeting?
Yes ____

Did you feel that the PDR was a genuine exchange of views?
Yes ____

No _____
Who did more of the talking?
Me _____

No _____
The reviewee _____
Equal share ______
On a scale of 1 to 5, where 1 = low and 5 = high, how open and receptive were
you to the reviewee’s views and opinions?
Score ______

On a scale of 1 to 5, where 1 = low and 5 = high, how well did you listen to the
reviewee?
Score ______

On a scale of 1 to 5, where 1 = low and 5 = high, how well did you give feedback
to the reviewee?
Score _____

On a scale of 1 to 5, where 1 = low and 5 = high, how well did you confront difficult
issues if appropriate during the PDR?
Score ______

How often did you ask the reviewee open questions?
Frequently ____ Sometimes ____ Seldom ____

Not at all ____
How often did you ask the reviewees ideas during the PDR?
Frequently ____ Sometimes ____ Seldom ____
Not at all ____

On a scale of 1 to 5, where 1 = low and 5 = high, how much support and
encouragement did you give the reviewee during the PDR?
Score ____
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
What was your overall approach and style in conducting the PDR?

How do you think the reviewee felt at the end of the PDR Meeting?
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