A GUIDE FOR DEVELOPMENTAL DISCUSSIONS AT THE UNIVERSITY OF OULU
TO THE READER
The purpose of this guide is to encourage each unit and department of the University of Oulu to launch
developmental discussions and to start outlining a model that would meet a unit’s needs for such
discussions. It is worth remembering that practices are created through experience and its evaluation. The
role of developmental discussions will gain momentum when the new salary system is adopted.
Developmental discussions are a challenging tool for management. A successful outcome is based not only
on a mastery of the content area but also on fluent interaction in a positive conversational atmosphere.
Unfortunately, developmental discussions are still often seen as too authoritarian-led as if success eventually
depended on the superior.
Developmental discussions are an exercise in collaborative skills. Only exercise makes a good
conversationalist. Experience at the University of Oulu also shows that shared training helps participants get
started with the process.
The commonly used terms ‘superior’ and ‘subordinate’ do not necessarily match with the academic culture.
In the scientific community with an emphasis on expertise and collegiality, such terms may cause confusion.
Yet, leadership and organizational structures are needed for the management and development of university
units as well. When the terms ‘superior’ and ‘subordinate’ are used in this guide, it does not imply that the
superior holds a position of superiority in terms of expertise and competence. The terms only refer to
organizational roles and functions.
WHAT IS DEVELOPMENTAL DISCUSSION?
Developmental discussion means a pre-planned discussion between the superior and a subordinate with the
purpose of promoting the meeting of organizational and individual goals, performance and developmental
efforts. Its implementation is characterized by systemacy and regularity. Yet, there is no one correct way to
implement developmental discussions. Accordingly the name of the procedure varies depending on its focus,
e.g.
-
goals discussion
results discussion
evaluation discussion
planning discussion
superior – subordinate discussion
The discussions can be conducted in two phases: discussions with the whole staff of a unit and one-to-one
discussions between the superior and the subordinates. The discussions always take place with the nearest
superior and the task cannot be delegated to any other person. Developmental discussion sessions are held
1-2 times a year and a joint memorandum on the topics discussed and agreed upon is produced as a result
of the procedure.
The Oulu University outline recommends that the units follow this sequence for developmental
discussions:
-
discussion between the superior and the whole staff or groups of staff members (if the unit is a big
one), (items 1 and 2 in the outline)
one-to-one discussions between the superior and the subordinates (items 3-5 in the outline)
summary of the developmental discussions for the whole staff
decisions and agreements on developmental action
WHY ARE DEVELOPMENTAL DISCUSSIONS NEEDED ?
‘… but we talk to each other so often …’ is the most commonly heard argument for not attending
developmental discussions.
Developmental discussions deal with both cognitive and affective aspects of working life. They also tackle
those difficult and embarrassing issues which are easily passed over in a normal workplace discussion. In
developmental discussions the participants are expected to rise above daily routines to monitor in a deeper
way long-term professional/organizational action. The procedure is always preceded by careful preparation.
Developmental discussions are not …
- a chat at breakfast table or on the way to work
- work counselling or supervision
- daily leadership
- issuing of orders
- a briefing occasion
- an occasion for complaining
- a hearing
- an interview
- a casual meeting
- corridor conversation
- an occasion for filling in a form
- amiable chatting which ends up with no conclusion or agreement
- an occasion for making empty promises
- a purpose in itself
- a competition or battle
- a single event
(adapted from Ronthy-Östberg and Rosendahl 1998)
In daily chatting the discussants choose the topics and frequently ignore matters of crucial importance. The
fundamental goal of developmental discussions is the development of organizational action in collaboration
with the staff.
Developmental discussions provide the organization, the superior and the staff with the following benefits:
For the organization:
-
a management tool for staff planning, staff training, and action planning
organizational development through the development of individual members of the staff
an opportunity for concretizing organizational goals (e.g. the vision of the university, the strategy of
the unit)
increased mutual understanding through an understanding of the whole
the development of a collaborative atmosphere
For the superior:
-
a picture of the state of the unit
guidance for resources allocation towards shared targets
a tool for assessing the performance and collaborative contribution of the subordinate
an opportunity to thank the subordinates for work well done and to interfere with any undesirable
development
a means for getting feedback and advice for leadership
an opportunity to get to know the subordinates, their work, competence, and wishes
a source for new creative ideas
For the staff:
-
a picture of the state of the whole organization
an opportunity to influence the goals and development of the organization
-
an opportunity to influence one’s own work, goals, and preconditions of working
feedback from work done
a procedure promoting an atmosphere of confidence and safety
an awareness of what the employer expects of the employees
an important source of motivation
an opportunity to bring up one’s expectations relating to leadership and collaboration
an occasion for discussing one’s whole work load, a plan guidelining the use of the 1600-hour work
contribution, and related expectations, hopes, goals, concerns and views …
an opportunity for getting to know one’s superior
WHAT TOPICS ARE COVERED?
A developmental discussion outline has been introduced at the University of Oulu. The units may modify and
supplement it on the basis of their own experience. When conducted once a year, developmental
discussions include an evaluation of the past, reflection of the present and planning of the future. The
discussion outline guidelines the procedure and increases its potential. It helps the discussants keep to the
topic but must not interfere with natural discussion and become a purpose in itself.
The discussion may proceed covering the following topics:
-
evaluation of unit-level goal achievement
the unit’s developmental visions and challenges
the employee’s current tasks and responsibilities in the organizational whole (NSS assessment of
work demands)
professional competence and skills (education, experience …) / NSS assessment of work demands
other responsibilities (e.g. confidential positions) / NSS assessment of work demands
assessment of the implementation of personal goals / NSS assessment of performance
problems (if any) that need to be solved / NSS assessment of performance
assessment of leadership and collaboration, and the expectations relating to them
goals of the coming period of action, the division of the total working time (16000 hours)
individual needs and hopes for future development
measures to support developmental efforts (e.g. training, job circulation, new responsibilities …)
The discussions shall result in the drafting of a contract to which all staff members commit themselves. Each
unit is advised to agree on a convenient way to document the decisions made on the basis of developmental
discussions. This document will be needed to ensure the continuation of the discussion on the same topics
when a new round of developmental discussions are conducted. It is of crucial importance to follow up the
implementation of the steps agreed upon at the discussion sessions.
For further development of the procedure, an immediate or post- process evaluation of the discussion
conducted is useful. In this way issues may be identified that should be handled differently when
preparations are made for the next discussions.
WELL PREPARED IS HALF DONE
Developmental discussions shall be based on careful preparation. It is advisable that even experienced
discussants – superiors as well as subordinates – remind themselves of the purpose the discussions are
expected to serve. Why are such discussions conducted and what is expected to be achieved through them?
A discussion outline accepted by common consent of the unit’s staff facilitates and increases the efficiency of
preparation and commitment. Using the outline, casual chatting and confinement to one topic only can be
avoided. However, when using the pre-set framework, you should keep in mind that depending on the
situation flexibility may be required. Among other things, at least the following matters should be taken into
account when preparing for the occasion:
-
preparations relating to the content of the discussion
preparations relating to the external conditions of the discussion
mental preparation
Moreover, preparation typically includes contemplation of the strategic framework of the unit (e.g. the unit’s
core function, pursued future state, strategic choices and developmental plans). If the discussion is not
geared to the operation and goals of the unit, it may become mere assessment of individual properties and
performance.
It is also important to study the previous discussion memo and carry out an assessment of the items
recorded in it. Have the plans agreed upon been implemented? If not, what are the reasons for the failure?
What can be done to correct the matter?
Guidelines for the superior:
Remember to inform your staff of a new round of developmental discussions and its schedule at least two
weeks before it starts. Supply the staff beforehand with a discussion outline (modified for the purposes of the
unit together with the staff), and instructions and further materials as needed for preparation. Reserve an
adequate time slot - at least two hours - for each discussant and a peaceful place, preferably in ‘nobody’s
land’. The arrangements convey the message that you want the discussions to be successful. Study
carefully beforehand the organizational function of each of the subordinates and assess his/her performance
and success in carrying out the job: the new salary system presumes that this assessment is done by the
superior. Contemplate ways to assess the subordinates’ performance over the year to get substance for the
developmental discussions. Yet remember that a well-functioning organization should offer an opportunity for
every member to constantly assess operation and the fluency of collaboration, e.g. at regular meetings.
Take care of your own abilities for coping and concentrating: do not fix more than two discussion sessions
for a day. Ideally, you should be able to spare some time after each discussion session for summarizing the
points raised.
After each round of developmental discussions it is useful to assess together with the staff the adequacy of
the procedure and further modify the discussion outline if necessary.
INFLUENCING OR INTERACTING?
‘A subordinate goes to see the director to tell his/her opinion to the superior. When coming back he holds the
director’s opinion.’ In the assessment of developmental discussions priority is frequently given to content
while interaction receives less attention. Yet, the atmosphere of the collaborative effort and the quality of
interaction are the aspects of the work place which are most likely to be remembered by the employees!
A successful session of developmental discussions consists of a dialogue with the purpose of promoting the
development of both of the discussants as professionals and as members of the work place community
along the lines outlined by the organization’s targets. Developmental discussion shall be based on an equal
exchange of opinions which is guided by mutual trust and respect. Issues should be approached in a
constructive way even when they are questioned. Only honest opinions are useful. Developmental
discussions provide both parties with an opportunity for learning. It is not an occasion for making excuses or
seeking scapegoats.
Feedback is an important ground for development but giving and receiving feedback is not always easy.
Positive feedback is motivating, but so is corrective feedback when given in a constructive way and
experienced as a sign of trust. It is useful for the provider of feedback to be aware of the motives and goals
which in his/her mind relate to various people and which eventually inform his respective evaluations. Why
do I want to give this kind of feedback to this particular person?
Negative feedback may be given by asking a person’s own opinion of his/her performance. Even in difficult
cases the feedback to be given must be honest and based on concrete events and observations. Cursory
feedback may be confusing. Thus the receiver of the feedback is advised to take an active role and to ask for
necessary specifications instead of consenting to be the target of unspecified evaluation. The parties should
be able to discuss the feedback because they both act as feedback providers and receivers.
Although collaboration is a prerequisite of good discussion, the attitude of the superior is in the key role. The
staff can sense the superior’s genuine desire for constructive evaluation and development.
The following factors promote successful interaction:
-
recognition and acceptance of potential apprehension
the participants’ awareness of their own attitudes and biases
positive curiosity towards the other discussant even though you may think you know thoroughly
him/her and his/her way of thinking (‘ what do you yourself think of the fact that …’)
taking an interest in the issues raised by the other party (‘ would you like to tell me more about …’)
concentrated listening which is reflected in relevant questions being posed to the speaker (‘what is
your opinion of …’)
testing of one’s understanding ( ‘ did you mean that …’)
expressing of one’s own feelings and opinions (‘ I have been concerned about …’)
patience and an unhurried attitude
PRACTICE MAKES PERFECT
For an optimal format to be found for developmental discussions, patience is needed from all of the
participants. Developing the practices of developmental discussions is an on-going process, the benefits of
which may not appear immediately but in the course of future discussions and their evaluations. Even a short
training session for the staff before the beginning of the discussions may help the staff become aware of the
nature of the procedure and inspire them to set goals for it.
Well-working interaction is a motivation for discussion and renders discussion a reliable tool in the
management of everyday business. Developmental discussions - awkward as they may initially be – are
expected to promote the openness and fluency of everyday collaborative relations.
Discussion outlines and routines help in the launching of the process but a sense of continuity and security
will be obtained as a result of a regular reoccurrence of the event. Experience improves discussion skills and
creates the trust that is needed for successful performance. Don’t set the aim too high initially!
ADDITIONAL BENEFIT FROM GROUP DISCUSSIONS?
As already mentioned, the outline for the developmental discussions to be held at the University of Oulu is
twofold. Items 1-2 are designed to guide developmental group discussions to be conducted with the whole
unit or a group of staff members, while items 3-5 are for confidential superior-subordinate discussions. A
discussion to be conducted with the whole unit or a group of employees supplements private discussions but
cannot replace them. The pronounced aim of the group discussion must be the appropriate development of
the operation of the whole unit. The group discussions evaluate the core function, goals, results and
operation of the unit/work group. Ideally, the discussions enhance communality and openness and provide
an awareness of a common goal and of the prerequisites for attaining such a goal. Group discussions may
both precede and follow individual discussions.
A SUMMARY OF ESSENTIAL ISSUES
-
How are developmental discussions geared to other discussions and decision-making processes
(including e.g. evaluation, budgeting and planning practices) in the unit?
How often are these discussions held? If there are several rounds a year, how do they differ from
each another?
What issues are dealt with? What shall be added to the discussion outline?
How shall the discussions be prepared for?
How shall the work community be informed of the discussions?
What kind of assessment information and parameters etc. shall be used?
How shall the agreed-upon issues be recorded?
How much time should be reserved for the discussions?
-
Where are the discussions conducted?
How is the implementation of the agreed-upon issues followed up?
What kind of training do we need for developmental discussions?
FURTHER INFORMATION WON’T HARM ANYBODY …
Below is a list of developmental discussion guide books, articles and text books, the ideas of which are seen
in these guidelines – blended with each other and shaken by experience.
Autio, V.-M. & Juuti, P. & Latva-Kiskola, E. 1990. Esimies-alais-keskustelut. JTO oppikirja. Sarja 1.
Juuti, P. 1998. Kehityskeskustelut, johtamisen perusta. YTN-TT –tuottavuusryhmä. Aavaranta-sarja n:o 42.
Järvenpää, M. 1994. Miten tuloskuntoa nostetaan? Signum 27; 7, 186-188.
Kansanen, O. & Cannon, F. 1997. Esimies valmentajana – yhteistyöllä tuloksiin. Porvoo: WSOY.
Kauhanen, J. 1997. Henkilöstövoimavarojen johtaminen. Juva: WSOY.
Keskustelu aktivoi yksilöt. 1995. Fakta 15; 1, 83-88.
Maunula, R. 1994. Byrokraatista kansalaisten palvelijaksi. Virikkeitä julkishallinnon esimiehille. Helsinki:
Painatuskeskus.
Maunula, R. 1997. Esimiehenä asiantuntijayhteisössä ja –tiimissä. Aavaranta-sarja n:o 25. Helsinki: Otava.
Maunula, R. 1997. Kirje esimiehelle. Aavaranta-sarja n:o 37. Johtamistaidon opisto – JTO. Helsinki: Edita.
Ojala, T. & Visti, A-L. 1992. Tuloskeskustelussa tavataan. Helsinki: VKK-tulospalvelut.
Ronthy-Östberg, M. & Rosendahl, S. 1998. Keskustelu kehittää. Tietosanoma.
Sipilä, J. 1996. Asiantuntija ja johtaja. Miten hallitsen nämä kaksi roolia? Ekonomia-sarja. Porvoo: WSOY.
Ukkonen, O. 1991. Esimies-alaiskeskustelu. Ekonomia-sarja. WSOY.
Ukkonen, O. 1997. Jaettu johtajuus. Helsinki: Konsultointi Otto Ukkonen.
Valpola, A. 2000. Kehityskeskustelun mahdollisuudet. WSOY.
SUPPORT FOR DEVELOPMENTAL DISCUSSIONS
For support and assistance in matters relating to developmental discussions, please contact co-ordinator
Riitta Karjalainen (riitta.karjalainen@oulu.fi), tel. 5534173 or Mailis Aaltonen (mailis.aaltonen@oulu.fi),
director of developing services, tel. 5534099.