The Bexley Performance Management Scheme. Guidance notes for Schools

Transcription

1 The Bexley Performance Management Scheme Guidance notes for Schools This guidance supplements the attached document, The Bexley Performance Management Scheme, dated April References in the guidance to Directors and Deputy Directors will apply in schools to Head Teachers, SLT and governors. References to the Council apply to the school. The timetable for the review process can be adapted to suit the school, with existing review processes being used where possible. It is recommended that reviews take place at least once each term. The final review should be completed in time for any PRP recommendations to be authorised by senior management ( the grandparent ) and submitted to your payroll provider for payment from 1 st August. School management may determine that Forms 1 and 2 be used, or devise alternatives to meet the need for documentation of objectives and outcomes. School management will determine which job family each role belongs to, which will assist with determining performance standards at different levels. High Performance Indicators (HPIs) are not assessed separately, however they underpin effective performance and guidance is available on their application to school roles. They may therefore assist in the identification of development needs and development of objectives. Please contact Schools HR if you require assistance with, or training in, any aspect of performance management. The Bexley PM Scheme Guidance for Schools August 2011

2 The Bexley Performance Management Scheme HR Service April 2011

3 LONDON BOROUGH OF BEXLEY THE BEXLEY PERFORMANCE MANAGEMENT SCHEME 1. The Benefits of the Performance Management Scheme London Borough of Bexley operates a performance management scheme to ensure that all individuals understand how their work contributes to achieving organisational objectives and plans. It ensures that individuals are clear about their specific goals/objectives and how their performance will be measured. It also decides how individuals should be rewarded for their achievements, taking into account the financial and other circumstances of the Council. The scheme: Ensures each individual knows what is expected of them in their role through effective objective setting and being clear about how their performance will be measured, including how well they have met the High Performance Indicators (HPI s) relevant to their role. Determines whether individuals meet the criteria to receive a bonus or increment in recognition of their achievements during the year Reviews individuals performance on a regular basis. Identifies what support and development the individual needs to ensure success. Provides a formal mechanism for two way feedback between the individual and their line manager. Our performance management scheme is vital to drive high performance and its focus is on creating arrangements for line managers and individuals to improve the way they deliver their services. These arrangements are also used to determine any financial rewards for excellent performance. 2. The Process to be followed Regular 1:1 performance review meetings or supervision between the line manager and their members of staff are at the heart of the scheme. The outcomes of these meetings result in shared understanding of progress, identification of achievements and any gaps, with action planning to ensure progress going forward, and a review of objectives. The information gathered and recorded at these meetings feeds into an annual assessment of performance and is evidence to support the final performance ratings. The appraisal year and our performance planning process is based on the financial year. Appendix 1 summarises the details of the timeline. The following are the key steps. Step 1 Service Planning Bexley s Business Process is the Council s approach to business planning. This process starts in October when Directors and Deputy Directors work with members to identify council wide priorities. This process is aligned to the financial planning timetable and the priorities are translated into objectives and actions between January and March when senior managers and their teams develop service and team plans. Step 2 Initial Discussion Following completion of these plans each employee has a 1:1 discussion with their line manager during April. These discussions are designed to ensure:

4 a) Agreement of the objectives for the forthcoming year This aspect of the discussion focuses on the future role of the individual, their goals/objectives, the measures that will be used including relevant high performance indicators. The London Borough of Bexley s Performance Assessment Framework uses high performance indicators to describe the expectations for each role. These indicators express the ways of working that link to high productivity. Each role is aligned to a job family to ensure consistency of expectation across the organisation. There are different levels of expectation across all the job families. During the objective setting process managers should choose the 3 or 4 that are most important as a measure whilst recognising that all should be met. Details of the high performance indicators are included at Appendix 2. The setting of objectives at the start of the appraisal year provides an agreed and accepted basis for reviewing and discussing performance results. They reduce misunderstandings between the manager and the employee about what performance results are expected. They specify each employee s role in accomplishing things that are important for the team, department and the Council. In addition, they help the employee to self-monitor progress by providing clear performance targets. Guidance to help in defining objectives is set out in Appendix 3. b) Agreement of the support required to ensure that the objectives are met This element of the discussion will focus on any personal development, support from the line manager or other team members, or any issues that need to be addressed to ensure success. This is also an opportunity to consider what may prevent the successful delivery of the goal/objective and for the individual and the line manager to plan how to mitigate any risks. It is likely that this will include: Personal development related to a particular objective or HPI requirement Agreeing the frequency of progress reviews regular meetings between individuals and their managers to discuss progress should be taking place and these will inform the final appraisal discussion. Opportunities to work with other colleagues to develop knowledge or confidence in undertaking new duties or ways of working. Aspects of the working relationship between the individual and their line manager Aspects of the working arrangements across the wider team. Relationships with other teams. Any development that is agreed must be realistic and affordable, with clear timescales and an agreed approach as to how development needs will be achieved. It should also take into account any local priorities for development. c) A review and assessment of performance from the previous year This review is likely to be conducted in the same meeting and is further described later in this process. d) Recording the discussion The scheme requires only 2 forms to be completed. Form 1 (Appendix 4) is the suggested format for the recording of the key objectives, plus agreed measurements including the HPI s required and what needs to be in place to ensure success. The following parts should be completed at the initial discussion:

5 1. Goal/Objective: Briefly describe each goal/objective and when it should be met or accomplished. 2. Measurement: How will the goal/objective be evaluated? How will impact be assessed? What are the relevant HPI s and professional/technical capabilities required. 3. Ensuring Success: What support, development, monitoring, planning needs to take place to ensure the successful delivery of the outcomes. Step 3 Reviewing progress during the appraisal year Regular 1:1 meetings should be scheduled well in advance, and at least every three months, with a formal record of progress in June, September and December. The timescale and frequency of the 1:1 s should reflect the needs of the individual, nature of objectives agreed and the likelihood and impact of any risks associated with the delivery of the objective. The meetings should be a balance between reviewing progress against the tasks and also exploring any issues that may affect future success. This is the individual s opportunity to formally record progress against the goals/objectives and the measures agreed at the initial discussion. It is also the opportunity for both parties to review any issues that may affect the successful delivery of the objectives and take action to get back on track. It is an opportunity to note good performance and to address shortfalls in performance. Form 1 in Appendix 4 provides space to record the achievements and any areas of development: 4. Achievements: Record here the progress to date against each of the objectives including details of the measurements and demonstration of the High Performance Indicators. (This will be completed on an ongoing basis by the employee for discussion at the regular 1:1 meetings) 5. Areas for Development: Record here any gaps in expectations related to the goal/objective or measurement plus plans for addressing the gaps. These can then be the focus of the next review meeting. Step 4 Review and assessment of performance at the end of the appraisal year a) A review and assessment of performance from the previous year. The end of the performance management year brings us back to the beginning of the planning process for individuals. A review of the performance records completed during the year at regular 1:1 s will enable an informed assessment of performance b) Recording the outcome of the discussion Form 1 provides a means of recording a summary of the discussion and this should be completed at the end of the discussion, taking account of the exchange of views. Both the individual and their line manager should then sign the form as a record of the discussion. c) Considering whether Performance Related pay should be awarded The discussions between managers will provide an assessment against objectives. Form 2 provides a mechanism to record the assessment of performance. In considering whether an increment or bonus should be awarded, line managers will consider to what extent they believe the individual has satisfied the criteria set out in the table below. The table is designed to assist managers in determining whether PrP should be recommended

6 for individuals. Managers will need to consider not just whether key objectives have been achieved but the manner of how they have been achieved. Performance will be assessed against all areas of job accountability, even if not specifically referred to in the key objectives and against the HPIs or professional/technical capabilities (e.g. management of the budget, equalities, staff development etc) required for roles at that level. The benchmark against which performance is judged must recognise the Council s need to balance affordability with the priority that the Council gives to delivering excellent services to residents. Awards should only be recommended when clear and consistent evidence can be produced to justify a Performance Rating of 1 or a Bonus. The performance ratings are described below: Performance Ratings 1 Excellent Overall performance materially exceeds requirements. The employee s performance and associated behaviours provide an excellent model for others. 2 Fully Proficient Overall performance consistently fulfils requirements. The employee is proficient in achieving not only their objectives but also the expected behaviours as defined in the High Performance Indicators. 3 Performance below the required standard Performance falls below requirements either overall or in one or more respect. Improvement is required. Increment X X Performance below the required standard: If performance is assessed as being below the required standard then the individual and line manager must be clear about how performance fell short of what was anticipated and record this. This might include not meeting accountabilities, or not satisfying the way of working set out in the HPI s. Any line manager who considers that performance is falling below the required standard should at the earliest stage possible make sure that the requirements are clearly defined and understood by their member of staff, that sufficient time is given to master new objectives and that appropriate development and support is provided. If these steps have been taken, then it is appropriate to consider if formal capability procedures should apply. Bonus Payments A bonus payment of 5% of the grade rate may be awarded where overall performance fulfils job requirements and, in addition, the employee has demonstrated exceptional performance for the benefit of the Council or its residents in the appraisal year. Recommendations for performance related pay awards should not be disclosed to individuals until the review process described below has been fully completed. The manager is then required to complete Form 2 (Appendix 4) and forward to the grandparent for their consideration. The effective date for the payment of PrP, where it is awarded, is 1 st August. Transitional arrangements will apply as the scheme is introduced.

7 Step 5 Review by the Grandparent The grandparent is the line manager of the individual s manager. The main role of the grandparent is to ensure consistency and fairness in objective setting, assessment of performance and in recommendations for the award of increments or bonuses. Step 6 Review of recommendations All PrP recommendations will be reviewed by the relevant Deputy Director, by management teams and Management Board as considered appropriate by the Chief Executive. The review will consider whether awards are appropriate and justifiable and reflect a proper application of the scheme in all the circumstances. The review will also seek to ensure that recommendations re fair and equitable across all individuals and service areas. 3. Guidance on the Scheme Guidance on the scheme is available through the Senior HR Advisors or the OD Service. Notes on how to get the best out of performance management conversations are in Appendix 5. Further advice and guidance is available on at ilearn 4. The Appeals Procedure The Appeals Procedure is set out at Appendix Eligibility for inclusion in the scheme Individuals will be managed using the performance management scheme immediately they commence employment in post. Performance management meetings during the probationary period take place after 4 weeks, 3 months and 5 months to provide support, guidance and monitoring during the first 6 months of employment with Bexley. After this time, the normal performance management timetable is used. The key goals/objectives and measures including the required HPIs set shall be those normally agreed for a full 12 month assessment period and will necessarily mean that opportunities to earn PrP (Performance Related Pay) in the first appraisal year cycle will be less than if a full year has been worked. 6. Arrangements for members of the Management Board Members of Management Board are appraised by the Chief Executive whose recommendations are considered by a Member Panel appointed for the purpose of determining any awards. Appeals against that Panel s decision are to the Member Employee Appeals Panel.

8 December 3rd Review Meeting Record progress against targets, measures and objectives January - March Service Plan agreed following team input Performance Management March Timeline Final Review Meeting Record progress against targets, measures and objectives March - April Performance Management Scheme Discussion Assessment of the previous year using performance data collected at regular 1:1 and setting objectives for the future year. Agreement of objectives, outcomes, measures, obstacles and support Appendix 1 September 2 nd Review Meeting Record progress against targets, measures and objectives Performance improvement plan put in place if performance is judged to be below standard May August Payments to individuals from 1 st August Decision relating to evidence of exceptional performance recorded and passed to grandparent for PrP processes July Deadline for TOPS Payroll to receive PrP information Individuals informed of PrP awards June 1 st Review Meeting Record progress against targets, measures and objectives

9 Appendix 2 Performance Assessment Framework High Performance Indicators Level A Level B Level C Level D Level 0 Change & Innovation Willingness and ability to challenge status quo and take an innovative approach I welcome change I am willing to implement new ways of working I respond flexibly to changing demands I am open to new information and ideas I am willing to question existing practice I create new and innovative practices to meet the needs of the team and customers I present change positively to others I anticipate and take action in the short term to create opportunities or avoid a crisis I actively seek new ideas and opportunities to challenge the status quo, I generate solutions to improve performance I help others to adapt to and implement change I borrow good ideas from other organisations and adjust them to my customer or service area I design change to meet organisational needs I adapt strategy to meet changing demands I use networks to develop ideas for future direction / strategy I engage and enthuse others in new ways of working I ignore/ resist change I am unwilling to try anything new I am unable to adapt my plans when faced with unexpected circumstances Communication & Influencing Engaging, persuading and enthusing others, using their understanding of individuals or the context, to deliver results for Bexley I communicate clearly and concisely I take account of different peoples needs regarding communication channels and use the most appropriate I listen to others and ask questions to ensure I understand their views I acknowledge other peoples viewpoints I demonstrate well reasoned arguments I present facts and ideas clearly I collate and interpret detailed information I adapt my style to the audience and their needs I formulate proposals and make recommendations based on research I convey excitement and enthusiasm I use a range of influencing techniques, sometimes using more than one to work towards my goal I prepare and present information anticipating questions and problems I convey complex information to a varied audience I emphasise risks / benefits I actively build strategic relationships or networks to be able to influence over the longer term I present organisational strategy and goals to internal / external audiences I am unable to vary my communication style I am unwilling to listen to others opinions I fail to question people if I do not understand their views I am often misunderstood

10 Achievement, Drive & Ownership Proactively takes responsibility for achieving objectives, personal development needs and continuous improvements. Tenacity and drive to achieve results I work hard and show persistence to achieve goals I draw on my own energy and resources to stay active and motivated I take personal responsibility for meeting established work and personal development objectives I recognise where I need support and seek out help / advice where needed I ask others for feedback I take personal responsibility for dealing with issues or problems I measure and track my performance against identified goals I take opportunities to develop myself I show persistence in overcoming obstacles I balance competing demands on my time I continuously ask how could I make this better? to ensure I adapt and make improvements I actively seek opportunities to develop myself I set myself stretching targets I look ahead and identify potential problems and take actions to manage them I make decisions based on an understanding of risks and benefits I balance competing demands on personal and organisational resources to get things done effectively I anticipate new skills and knowledge required to meet future organisational needs, and take action to develop them in myself I fail to achieve my goals If faced with a problem I do not take steps to resolve it or ask for assistance I fail to listen and give consideration to feedback about myself I fail to review progress against goals Customer Orientation Ensuring the customer is at the heart of what they do. Providing excellent customer services through identification, understanding and prioritisation of internal and external customer needs.. I put customers first I recognise and respect diversity issues I identify and develop effective ways of working with internal & external customers I see issues from the customer perspective I treat customers as individuals, all with different needs I am responsive to customers, and follow through on queries or complaints I monitor customer feedback and level of satisfaction with the service they receive I make myself available to customers, ensuring they know how to contact me I take responsibility for correcting customer concerns promptly, without judging others I offer ideas to enhance the development of customer centred services / solutions I seek to build and maintain positive relationships with customers I actively consult with and involve customers on an ongoing basis to establish service priorities, develop the service or pre-empt customer needs I think up and implement new ways to engage with hard to reach groups I radically re-shape services in line with customer needs to deliver significant and clearly specified improvements I implement ways to empower customers through up-to-date information and guidelines to enable them to make informed decisions I treat all customers in the same way I do not view situations from a customers perspective I fail to follow up customer queries or complaints I have pre-conceived ideas and opinions about customers

11 Partnership Building The ability to work together with other colleagues, Members, internal and external customers and partner organisations to reach common goals. I recognise the different partners involved in my work I work towards a win win solution I show respect for others and value their contributions I build relationships that generate mutual trust and peace of mind I share relevant ideas and information with others I co-operate with others in achieving targets set for the service or organisation I help ensure there is a common understanding of responsibilities / expectations I recognise the right solution, regardless of who initiated it I encourage contributions from others to help reach the best conclusion I work to promote positive working relationships with others I facilitate conflict resolution between others I monitor the progress of formal and informal partnership arrangements I develop services by recognising the needs of both external and internal partners I build an environment which values individual differences I continually build both internal and external partnership relationships to achieve goals and joint problem solve I model and promote a culture of co-operation through partnership and teamwork I work towards achieving my ideas and disregard those of others I will not compromise to come to a solution I fail to recognise or build constructive relationships with partners Leadership Providing the direction, guidance, development and inspiration to others in order to deliver high quality services Contributing to the development of an enabling, performance driven culture I ensure individuals / teams understand their role, objectives and how they fit in with broader organisational goals I keep the team informed about what is happening I explain the reasons for decisions I monitor performance standards, and take action as appropriate I set a clear direction and maintain focus I translate strategies into understandable objectives and action plans I work with individuals to set clear performance objectives I encourage and support team members to solve problems I openly celebrate our achievements within our team and with others I use coaching to help others critically and honestly assess their performance, to develop others and to encourage ownership I provide timely feedback I use a range of leadership and management styles to get the best out of people I demonstrate a clear sense of purpose and personal conviction, inspiring confidence in the vision I inspire others to stretch beyond what they thought they could do I encourage action without relying on authority I am willing to take difficult decisions I ensure the team supports wider organisational objectives, and take corrective action where appropriate I provide constructive and motivational feedback I create and communicate a clear and compelling vision, encouraging enthusiasm and excitement I create a long term strategy taking account of both external and internal environments I lead by example, building a climate of trust and respect I identify the skills and talents required to deliver current and future objectives and take actions to develop them I do not communicate broader organisational goals I fail to link team goals to the bigger picture for team members I keep information to myself I tell people to do things and give no explanation why I fail to gain the buy-in of my team to decisions or changes

12 to others on performance and progress I ensure development needs are met Political Awareness Able to understand the political dimension through recognition and sensitivity to the political agenda and protocols I understand the formal structure and roles of Members and officers I understand and comply with rules, regulations and policies including political protocols and the political agenda My personal actions promote positive images of Bexley I recognise organisational and group norms and customs I apply my understanding of how things are done to deliver services and work effectively with others I deal with Members queries appropriately I reinforce political protocols with others, where appropriate I understand the politics with both a large and a small p in Bexley and partner organisations I work with others to ensure Members queries are dealt with appropriately I am aware of other organisations political agendas and how they relate with Bexley I provide advice and guidance to staff to enable them to work within political protocols I engage with members to understand their issues I deal with Member challenge in a calm and rational manner, providing professional advice appropriately I apply my knowledge of the politics at a local and national level, their inter-relationship, and their influence on services and strategies I break rules and procedures I do not follow recognised protocols I do not recognise and / or work within the established political framework Breakthrough Thinking Applies an open mind, creative and evidence based approach to challenge the status quo, creating innovative solutions and strategies to meet Bexley s goals and customer needs I identify potential problems or issues through recognising simple patterns in information, or through cause and effect I make decisions and address issues based on analysis of available information I recognise the importance level of a decision, and ask for additional advice and support when necessary I take a fresh look at situations to identify potential opportunities or issues I conduct research to gain evidence prior to making a decision I make decisions and clear recommendations based on a range of information I probe to find the underlying cause of an issue I look for gaps or inconsistencies in information, and investigate further to I analyse information to determine patterns and trends in information I produce strategies and solutions based on evidence gathers from different sources I ask what if? to develop fresh thinking and innovative approaches determine new solutions to current issues I step back from complex situations to gain a high level understanding of issues I communicate the big picture to others to encourage creative problem I constantly scan the environment to stay alert to emerging trends and gain an understanding of context and how changes in these might affect the Council. I use information to think proactively about issues that may cause a problem in the future I harness new technologies and/or approaches from other environments to develop radical service propositions for customers I do not see problems coming, or take time to anticipate issues I fail to consider all information when making decisions I fail to seek advice on difficult decisions

13 clarify the situation solving and a new outlook I integrate risk and contingency into decisions and plans I encourage risk taking and trying out of new ideas Technical HPI s See relevant standards for your area See relevant standards for your area See relevant standards for your area See relevant standards for your area See relevant standards for your area Using Technology I use relevant technologies to my role I use relevant technology to improve my own work productivity I identify areas of work where technological tools could improve productivity, standards and / or service I keep abreast of new technological developments and identify potential applications I do not use technology to it s best advantage Professional Knowledge I am able, with supervision, to perform specified areas of my own professionalism I am independently able to perform some areas of my own professional specialism I have sufficient knowledge of my own area to guide others I am able to perform all areas of my own professional specialism I keep up to date on developments I have an in-depth knowledge of my own professional specialism I act as a mentor / guide to others I do not perform areas of my own specialism Understanding Regulatory Requirements I have a basic awareness of Bexley policy and procedures I knows where to access further information I understand Bexley policy and procedures, and relevant external regulations I keep abreast of internal requirements and external legislation changes as they relate to work / service, and assess the likely impact I make appropriate changes to policies / procedures and ensures implementation throughout relevant service areas I have no understanding of Bexley policy and procedures

14 Setting meaningful objectives Appendix 3 1. Types of objectives Objectives are used to describe what it is that individuals are required to achieve within their role across a specific period of time. There are a number of ways that these requirements can be expressed and below are some examples of the types of objectives managers could consider. It is important to make the objective meaningful and appropriate for the employee s specific job for the upcoming performance period. Short range objectives can generally be accomplished within appraisal year. Long range objectives might require a full appraisal year or longer to complete and may be split into two or three objectives, or spread over several milestones. Organisational objectives contribute directly to the wider organisation (such as establishing new ways of working within a team or department) Problem-solving objectives can be set to improve performance that has slipped below acceptable levels. Innovation objectives are created to stimulate creativity or new thinking, or take a fresh approach. Personal development objectives are meant to enhance the employee s development and their long-term performance results. 2. Making objectives SMART What ever the type of objective they should be SMART: S Specific: The accountability or goal clear must be clear to both parties so that they know what is expected. M Measurable: This needs to enable both the individual and the line manager to determine whether the activity took place and how well it was done. A Achievable: The accountability or goal must be within the individuals control and can be achieved in a reasonable amount of time. R Relevant: Each accountability or goal should be related directly to the job, departmental objective, organisational outcome or strategic plan T Time Based: Both parties should be able to track progress against specific target dates and timescales 3. Making objectives measurable Performance expectations specify the ways that both parties can measure whether the goals or objectives have been reached and how well activities have been performed. They are the how or how well of the objective. These will include: Quality: How well an activity is performance or to what standard the task is completed. This includes accuracy, appearance of work, usefulness, effectiveness and impact. Quantity: How much or how many of the results are produced or performed. Numbers or percentages may be used to measure quantity. There may be systems in place to ensure quantity standards are accurately tracked and measured. Timeliness: How fast a result is produced or performed. Manner: The way or style in which a task is performed or produced. This should include our HPI s and any professional/technical capabilities required. Method: The polices, procedures and technical considerations that are applied to complete the task. Cost: The effective use of resources including human, organisational and physical resources to complete the task.

15 Appendix 4 London Borough of Bexley Performance Management Scheme Form 1 Name: Job Title: Manager: Department: Review period: Initial discussion date: 1 st Goal/Objective: Measurement: Ensuring Success: Achievements: Areas for Development: Review 1 Review 2 Review 3 Final Review 2 nd Goal/Objective: Measurement: Ensuring Success: Achievements: Areas for Development: Review 1 Review 2 Review 3 Final Review

16 3 rd Goal/Objective: Measurement: Ensuring Success: Achievements: Areas for Development: Review 1 Review 2 Review 3 Final Review 4 th Goal/Objective: Measurement: Ensuring Success: Achievements: Areas for Development: Review 1 Review 2 Review 3 Final Review 5 th Goal/Objective: Measurement: Ensuring Success: Achievements: Areas for Development: Review 1 Review 2 Review 3 Final Review

17 End of year summary - Manager Managers Signature: Date End of year summary Employee Employee Signature: Date

18 Form 2 Assessment of performance Name: Job Title: Manager: Department: Excellent Fully Proficient Performance below the required standard Assessment of performance Overall performance materially exceeds requirements. The employee s performance and associated behaviours provide an excellent model for others. Overall performance consistently fulfils requirements. The employee is proficient in achieving not only their objectives but also the expected behaviours as defined in the High Performance Indicators. Performance falls below requirements either overall or in one or more respect. Improvement is required. Tick as appropriate Recommendation for Reward: PRP Tick if agreed Bonus where overall performance fulfils job requirements and, in addition, the employee has demonstrated exceptional performance for the benefit of the Council or its residents in the appraisal year % Line Managers Signature: Date: Grandparents Signature: Date:

19 Appendix 5 Getting the best out of Performance Management Discussions 1. Preparation for the discussion is the key to success Both parties should prepare in advance of discussion relating to performance if a successful outcome is to be achieved. This should include reflecting on what has gone well, what has not gone as well as anticipated, what factors have affected performance both those within and outside of the individuals control, ideas on how performance can be improved and high performance built on. The manager should: Consider how well the individual has performed since the last meeting. Assessment should be against agreed targets and objectives Think about the feedback to be given at the meeting and the evidence that will be used to support it. Review the factors that have affected performance both those within and outside the individual s control. Consider the points for discussion on the possible actions that can be taken by both parties to develop or improve performance The individual should be encouraged to assess and analyse their own performance as a basis for discussion and action. They should consider the following points: What they have achieved during the review period, with examples and evidence. Any examples of objectives not achieved with explanations. Any aspect of the work in which development is required and how this might be achieved. What level of support and guidance they require from their line managers 2. Getting the best from the discussion A good and constructive performance management discussion is one in which: The individuals do most of the talking. Managers listen actively to what they say. There is scope for reflection and analysis. Performance is analysed not personality. The whole period is reviewed and not just recent or isolated events. Achievement is recognised and reinforced. Ends positively with agreed action plans. A bad discussion: Focuses on a catalogue of failures and omissions. Is controlled by the manager. Ends in disagreement between both parties.

20 This is about exchanging views a frank exchange of views about want has happened, how the individual can improve their performance, the support they need from their managers to achieve this. 3. The role of the manager The role of the line manager during performance management discussion is to ask the right questions, listen actively and provide feedback. Open questions are general rather than specific; they enable people to decide how they should be answered and encourage them to talk freely. Examples include: How do you feel things have been going? How do you see the job developing? How do you feel about that? Tell me, why do you think that happened? Probing questions dig deeper for more specific information on what happened or why. They should support the individual s answer and encourage them to provide more information about their feelings and attitudes and they can also be used to reflect back to the individual and check information. Examples would be: That s very interesting. Tell me more about? To what extent do you think that? Have I got the right impression? Do you mean that? Good listeners: Concentrate on the speakers and are aware of behaviour, body language and nuances that supplement what is being said. Respond quickly when necessary but don t interrupt. Ask relevant questions to clarify meaning. Comment on points to demonstrate understanding but keep them short and do not inhibit the flow of the speaker. Feedback should be based on facts not subjective opinion and should always be backed up with evidence and examples. The aim of feedback should be to promote the understanding of the individual so that they are aware of the impact of their actions and behaviour. It may require some corrective action where the feedback indicates that something has gone wrong. However, where possible feedback should be used positively to reinforce the good and identify opportunities for further positive action. Feedback will work best when the following conditions are met: Feedback is related to actual events, observed behaviours or actions. Feedback is built in to readily available information on the individual s performance and progress. Feedback describes events without judging them. Feedback is accompanied by questions soliciting the individual s opinion why certain things happened. People are encouraged to come to their own conclusions about what happened and why.

21 There is understanding about what things went wrong and emphasis on putting them right for the future. Feedback is about Positive reinforcement emphasising what has been done well and making constructive criticism about what might be improved. 4. Managing performance This is the most important element of the performance management scheme. Both parties need to communicate about performance expectations, to provide feedback to each other and to identify ways to maintain high performance or improve if problems occur. The individual s responsibilities Committing to goal achievement Soliciting performance feedback and coaching at regular 1:1 meetings Communicating openly and regularly with the manager Collecting and sharing performance data at least quarterly Preparing for performance reviews The manager s responsibility Creating conditions that generate motivation Observing and documenting performance at least quarterly Update, revise initial objectives, performance standards and relevant HPI s Providing feedback and coaching through regular 1:1 meetings Coaching for improved performance Providing developmental experiences Reinforcing effective behaviour and progress towards objectives

22 Appeals Procedure Appendix 6 1 Grounds for appeal The appeals procedure is only concerned with matters specific to the individual and which relate to their final assessment. Two grounds of appeal are allowed: (i) (iii) that the content of the relevant documentation does not accurately reflect the year s performance. that the award is inconsistent with the documentation. The appeal must be submitted in writing to the grandparent under the scheme within ten working days of the individual being formally notified of the decision arising from the annual performance management assessment. An appeal may be lodged by the individual or on their behalf by an appropriate trade union. Anyone has the right to be accompanied at the appeal hearing by a fellow worker or trade union representative. 2 Appeal Hearing The appeal will generally be heard by the manager of the grandparent or another manager at an equivalent level to the grandparent. A Human Resources Adviser will also attend the appeal hearing. The manager hearing the appeal will hear the case from the individual or their representative, and the response from management. The manager s decision will be made in writing within five working days of the date of the hearing. The decision reached will be final. The timescales contained within this appeals procedure may be varied by mutual consent, for example where the manager hearing an appeal needs to undertake further investigations that cannot be completed within the timescale prescribed. Details of any extension will be communicated to the individual and (where applicable) their representative. 4 Appeals for members of Management Board Separate appeal arrangements apply for members of Management Board. These are available from Democratic Services.