Developing at Adelaide PDR for Staff

Transcription

1 Developing at Adelaide PDR for Staff

2 PROFESSIONAL LEADERS PROGRAM Intellectual Property statement Version 1.0 February 2018 Contact <Module Name> 2

3 Planning Development & Review for Staff workshop Workbook Contents Planning Development & Review for Staff workshop... 1 Objectives... 2 Workshop Outline... 2 PDR at the University of Adelaide... 3 Roles & Responsibilities in Planning, Development & Review (PDR)... 4 Performance PDR Continuum... 5 Key Elements of PDR... 6 Objective Setting Conversation... 8 Why set objectives?... 8 Useful questions to ask when setting objectives... 8 Key Result Areas... 9 The SMART principle Example Objectives - Academic Staff Example Objectives - Professional Staff Reviewing progress Development Conversation The 5 A s Framework A s Preparation Questions :20:10 Framework Development Methodologies Group Activity in pairs/triads Giving and receiving feedback The Importance of Feedback Group Activity Giving Assertive / Constructive Feedback Giving Upward Feedback Engaging in PDR Resource List... 35

4 Planning, Development & Review for Staff workshop Objectives This program will enhance understanding of: The purpose of PDR Your role as a staff member Setting SMART objectives Identifying your development opportunities Giving & receiving feedback Reviewing your performance How to engage in PDR so it is meaningful and effective for you and your manager. Workshop Outline Welcome and background Purpose of PDR Roles and responsibilities of staff Overview of PDR process Setting and reviewing objectives Identifying development needs and opportunities Importance of giving and receiving feedback Engaging in PDR including preparation Further Resources and Assistance Questions 2

5 PDR at the University of Adelaide The Planning, Development and Review (PDR) process is a key enabler for the University of Adelaide to achieve the strategies and targets set out in the Beacon of Enlightenment Strategic and Operational plans. All staff members on continuing or fixed term contracts of greater than 12 months are expected to participate in the PDR process. The PDR process has been designed to help staff and supervisors perform at a standard expected of a University of international standing by providing a continuous cycle of individual planning, setting of work and development objectives, two-way feedback, career planning and development, and performance review. Refer clause 5.2 of the University of Adelaide Enterprise Agreement Managing performance of staff members is part of the role of a supervisor, and the Vice- Chancellor s expectation is that all staff members participate in the PDR process. An effective PDR process entails: Being clear about what is expected Planning a sustainable workload Being supported to develop skills, knowledge and abilities Focusing on coaching, mentoring and support Having the opportunity to formally review objectives, provide feedback on performance and other broader issues that impact on working life and achievement of individual goals Having the opportunity to discuss and explore achievements and challenges Acknowledging and rewarding achievements Having a fair and transparent framework for dealing with unsatisfactory performance Benefits of PDR Engagement in PDR should result in benefits to the individual, the team, the student experience and the University as a whole. It can enhance motivation and job satisfaction, improve capability, provide alignment of work efforts and plans, strengthen the workforce, and support achievement through the following key elements: Staff have a clear understanding of their responsibilities and accountabilities, the standards of work expected of them and the impact of their work on achieving the University s strategic intent. Staff understand how their performance directly contributes to the University s ongoing growth, innovation and excellence. Supervisors enable individuals to improve their performance by setting clear objectives and monitoring their progress. Staff receive regular feedback on their performance against appropriate objectives and targets. Staff and supervisors take part in honest, two-way conversations about achievements and problems so that they can remove blocks to progress and celebrate achievements. Supervisors and staff evaluate workload to ensure it is fair and complies with the Academic Workload Allocation Model. Improved performance is encouraged, recognised and rewarded. Development needs and career aspirations can be addressed. Assists in the identification of talent. 3

6 Roles & Responsibilities in Planning, Development & Review (PDR) Head of School / Branch Engage supervisors and staff members in the PDR process as an enabler to achieving the University s vision and strategy and in helping teams and individuals to fulfil their potential Communicate and translate the strategic goals of the University in own area and help teams to develop a clear line of sight between the overall goals and team / individual objectives Establish appropriate staff reporting relationships for the PDR process Engage in the PDR process with direct reports according to the annual PDR cycle Ensure supervisors in own area conduct performance Planning, Development and Review activities according to the agreed process, standards, cycle and accountability mechanisms Support teams and supervisors in identifying and overcoming barriers and constraints to successful PDR engagement and implementation Report on PDR process and resource / support requirements in own area as requested Supervisor Staff member Initiate, schedule and conduct PDR meetings to plan, support and review performance according to the annual PDR cycle Work with individuals to develop well defined performance objectives and measures that are appropriate to their work roles and aligned to the strategic priorities of the University / Portfolio / Unit Support individuals in identifying development objectives and opportunities Assist individuals in achieving their performance objectives by providing ongoing evidence based feedback Identify where aspects of performance may need improving and conduct conversations to plan for improvement of those aspects Keep a record of performance evidence, performance meetings and key decisions Recognise, reward and celebrate achievements and provide stretch opportunities for high performers Actively prepare and participate in PDR meetings to plan, optimise and review your performance with your supervisor according to the annual PDR cycle Identify and agree with your supervisor well defined performance objectives and measures appropriate to your work role and aligned to the strategic priorities of the University / Portfolio / Unit Identify development objectives and engage in development opportunities in support of your work objectives and career goals Ask for feedback from your supervisor and others in support of your performance and development Provide feedback to your supervisor on ways they can assist you in achieving your performance and development objectives Continuously evaluate your own performance and keep a record of performance highlights and areas for improvement 4

7 Performance PDR Continuum The Performance PDR Continuum is the University s framework for managing all types of performance; the PDR process sits within this. 5

8 Key Elements of PDR The annual PDR cycle PDR Timelines PDR Stages Conversation Outline Objective Setting Establish & agree SMART work objectives Agree development objectives Two-way feedback Complete PDR Conversation Record Mid Term Review Review progress against work & development objectives Identify any blockages/issues Two-way feedback Supervisor provides coaching & guidance Complete PDR Conversation Record Final Review Review achievement of work & development objectives against measures Two-way feedback Complete PDR Conversation Record Objective Setting & Final Review (combined meeting) Should you wish to use your final review meeting to also set objectives for the next year, you are welcome to do this however this should be recorded in the PDR tracker as two meetings (one review meeting and one objective setting meeting) Conversation outline for each conversation would follow as above. Conversation Timeframe 1 January to 31 March 1 June to 31 July 1 November to 15 January 1 December to 28 February Staff Services Online(SSO) Confirmation Deadline 13 April August 2018* *SSO confirmation is optional 2017 cycle : 9 February cycle : 8 February cycle : 15 March cycle : 15 March 2019 *Parts of the University undertake operational planning at different times of the year. If it is necessary for individual PDR planning to take place in an alternative window of time, please consult with your Executive Dean/Director. 6

9 Conversation Record (form) The outcomes of PDR conversations are recorded in the Conversation Record form, and there is a separate version for Academic and Professional staff. The Conversation Record can be seen as a template as it is flexible to meet the needs of each team, i.e. it can be completed electronically or on paper, during or after the meeting. Whilst documentation of the PDR conversations is important, the focus of PDR is on engagement in honest and open performance conversations. Please refer to the PDR webpage for the Individual Plans. Confirming your PDR All staff are required to confirm completion of PDR meetings through Staff Services Online (SSO). This enables participation to be monitored and provides a location to store PDR documentation. Both staff members and supervisors will need to confirm completion in SSO this process is initiated by the staff member (who can optionally upload their Individual Plan), after which the supervisor will be prompted to approve that this stage has been completed. Please refer to Support Resources on the PDR webpage for the quick reference guide to uploading your PDR to SSO. 7

10 Objective Setting Conversation Why set objectives? Setting work objectives is central to the Planning, Development and Review process. The objective setting aspect of PDR sets the framework for review and feedback. Clearly formulated objectives describe what you are aiming to achieve during the year and how you will measure the outcome of each objective. Clearly formulated objectives: Enable achievement of the strategic objectives of the University and School/Branch. Increase focus and commitment toward reaching goals and targets. Provide a benchmark against which progress and achievements can be discussed and reviewed. Assist in gaining experience and achievements that are continually developing knowledge and capabilities and supporting career progression. Ensure progress towards a balanced portfolio of activities appropriate to the role and the career stage of individuals. Useful questions to ask when setting objectives To be effective, an objective must be meaningful and achievable; there is little point in setting objectives that are so large or unclear they cannot be achieved. It is useful to ask the following questions when setting objectives: How does my role support the strategic priorities and School/Branch key objectives? What objectives are appropriate for my role? How do they fit with the workload allocation model/workload expectations? What are the resource requirements? How do they impact on the objectives of others? How can the objectives be measured? What sources of evidence, data, and feedback are available to enable on-going review? What challenges are anticipated in seeking to achieve these objectives? What assistance might be needed to enable achievement? If required, how might the objectives be prioritised? If very large, how can the objective be broken down into smaller, clear and attainable chunks? 8

11 Key Result Areas When setting work objectives, it is useful to first determine the Key Result Areas (KRAs) for your role. KRAs are the main functions or areas of outcome/achievement of your role. These may come from your position description/role statement or be more general like the examples below. It is recommended to identify no more than 4 key result areas. Academic Key Result Areas Professional Key Result Areas 9

12 The SMART principle Once you have determined your Key Result Areas you should reflect on up to three objectives for each area. The SMART principle for writing objectives ensures that they are: Specific Measurable Achievable Relevant - Time-framed Specific: Measurable: Achievable: Relevant: Time-framed: Is the objective clearly defined? Work objectives should state specifically what needs to be achieved; they need to clearly specify the intended outcomes. Vague objectives lead to vague attempts to achieve them! Express the desired action and result using active verbs such as: increase, develop, implement, publish, decrease, set up, negotiate, etc. (see useful verbs for describing objectives listed below). Is it clear what success is and how one would know when it is achieved? This means that it is possible to monitor progress and outcomes and determine the extent to which objectives are achieved. Consider both qualitative and quantitative indicators of success. It should be possible to evaluate the progress based on evidence. Therefore, objectives need to include a way of verifying whether the objective is being progressed, has been achieved and to what standard. Measures may be qualitative (quality of work, satisfaction) or quantitative (numbers achieved, costs incurred, revenue achieved). Generally there are four ways to measure; quality, quantity, costs (or revenue) or time. Is the objective realistic, yet challenging? While objectives should provide challenge, they must also be achievable there is no point setting yourself and staff up for failure! Consider the requirements and level of the role as well as the availability of resources. Is the objective important; does it add value? To be meaningful and worthwhile, the objectives must be relevant to the level and priorities of the individual s role, as well as aligned with and contributing to University and School/Unit goals. When setting work objectives, identify the key priorities for the University / Portfolio/ Unit that relate to the staff member s position and identify how the individual can add value or contribute to achieving these priorities. What are the timeframes in which the objective should be achieved? Clear target dates should be set for achieving work objectives and completing interim steps. Timeframes which can include miles stones - are useful for enabling individuals to monitor progress toward the objectives as well as to allow for interim adjustments that may be required due to changing priorities. Although the Planning, Development and Review process is annual, objectives can be set for longer timeframes. This may be particularly appropriate for research based objectives, with the ability to set milestones for the annual review cycle. 10

13 11 Useful verbs for writing objectives achieve acquire act as adopt analyse answer arrange assist attain audit avert award build carry out coach communicat e comply conceive consult contribute control coordinate correct create decrease define demonstrate design develop direct deliver devise draft edit eliminate engage ensure establish evaluate exceed extend facilitate formulate gain generate guide handle identify improve increase initiate instigate introduce investigate launch learn lead liaise maintain manage maximise monitor motivate negotiate obtain organise originate participate in perform plan prepare present produce publish recommend rectify represent research restructure review revise save select serve set up solve source streamline submit supervise support test train turn around visit win write

14 Example Objectives - Academic Staff KRA: Teaching Coordinate Arts and Engagement Level 1 course in Semester One. Deliver Contract Law Level 2 course in Semester Two. Pre-course visit to Africa for AusAID/GRM on 2017 trade policy and negotiate courses under Australia Award for Africa (AAA) Short Course awards. Contribute to events and course content for Semester One (Group 1) in Australia AAA trade policy and negotiation Foundation Course. Review status of IIT post-graduate courses (MITD/PCIT) for Semester Two. Deliver in-africa Module 3, AAA Short Course, Cape Town by June 30. KRA: Research Publish at least two articles in high quality journals (e.g. ERA A* or A journals) and publish at least two articles in books or B ranked journals by November Publish at least 2 commissioned reports by 30 September Ensure doctoral staff participate and attract HDR students, with the aim of 4 per year. Prepare annual research development report for the Institute by December Prepare and submit category 1 and category 2 and 3 applications, including at least one ARC linkage grant in Present final AusAID-funded Research Study for Palau on implications of PACER Plus by May 28. KRA: Administration Represent the Institute throughout 2017 at meetings within the University and externally, including committees, boards and advisory groups. Prepare draft Medium-to-Long Term Strategy Paper (3-5 years) in consultation with Chair of Board of Governors and Executive Dean by 30 September Act as a mentor to at least three postgraduate students and assist with their professional development, interview practice and job applications throughout KRA: Professional Activity Sit on the committee for North American Primary Care Research Group in Become a member of the Women s & Children s Health Network Human Research Ethics Committee to review 20 applications each month and facilitate ethical health research relating to women and children in South Australia in Review 8 research grant applications with the ARC and NHMRC throughout Review 1 paper in journals each month of 2017, such as The British Journal of Social Psychology, Child Indicators Research, Australian Journal of Psychology, Ethnic and Racial Studies, Australian Psychologist, Australian Community Psychologist, Critical Public Health, The Journal of Family Studies. 12

15 Example Objectives - Professional Staff KRA: Role-Specific Projects or Activities Promote and implement University policies and procedures in relation to occupational health and safety, and ensure there is adequate accountability for the implementation of all aspects of hazard management, design of work, training, workplace inspection and reporting within the division, according to University timeframes. Facilitate informational training sessions on how to use the University s internal online tools for new employees who request training. Achieve a 90% satisfaction rate from employee training feedback surveys over the course of the evaluation period. Revise the division s X Instructions and/or guidance so that associated policies, processes, roles, and responsibilities are up-to-date, thorough, and clear, as determined by supervisor review, within set timeframes. Process and approve/decline all travel requests for the X office. Deliver 90% of approval notices within 10 business days of receipt. KRA: Service Achieve and maintain an average customer service rating of at least 4.0 (out of a possible 5.0) on annual survey by December Create the unit s 2017 strategic plan, discuss with the division and obtain final approval from executive leadership by June For the work unit s X Improvement project, develop a set of recommendations for improvement strategies based on relevant research and work unit feedback. By the end of the first quarter, provide a written report to all relevant stakeholders which includes a set of realistic recommendations (in terms of time and money required for implementation), as determined by the communication project goals. By 30 June 2017, deliver three briefings to key stakeholders regarding the new security initiative within the University, and write a detailed report on the feedback received. For each project received during the year, solicit at least one individual from outside of your work unit to provide input at the planning stage. Incorporate the individual s input into your final report. Draft policy guidance for X topic and coordinate this draft through the appropriate channels to obtain concurrence from all relevant parties. Submit completed policy guidance for final signature by the appropriate signature authority by 30 June KRA: Change By the end of 2017, present two acquisition plans to supervisor for new computer systems based on a thorough analysis of customer needs, capabilities, and cost/benefits. By the end of the October 2017, evaluate the computer security system training, assessing the extent to which the training is easy to use and if it covers the learning objectives sufficiently. Develop and recommend one feasible alternative process or long-term solution to recurring X problem by the end of September Draft a report with at least two thoroughly detailed and realistic options for changes to the strategy that may mitigate the current problem. The recommendations must meet relevant laws and regulations. 13

16 KRA: Professional Activity Distribute agenda papers to Chairperson and committee members 5 working days before the date of the committee meetings, and submit a draft of the minutes to the Chairperson within three days of the meeting having taken place. More effectively manage the service into the X Office by ensuring a 75% reduction in student telephone enquiries received about the they have sent; a clear roster for managing s on a daily basis established by 1 June Implement new regulations in the safe storage of chemicals by June 2017, and ensure all staff handling chemicals are trained in the new procedures by the implementation date. All staff using safe chemical storage procedures to be monitored via monthly on spot checks after the implementation date. Number of accidents involving chemicals to be reduced by 50% during the 6 months after the implementation date. 14

17 Reviewing progress How can you monitor/review your progress? What sources of information/evidence can you draw on to track your progress and keep your manager informed of progress? Notes: 15

18 Preparing for the review In preparing for PDR it is helpful to come prepared with examples to demonstrate your achievements. The STAR technique is useful in helping you to structure this. Situation / Task Describe the situation you were in and the task that you needed to accomplish Be specific in giving your supervisor enough context Action Take your supervisor through the steps you took to complete the task or solve the probem. Result Explain the result of your action, what did you achieve? How did the situation end? What did you learn? You can also describe what you didnt do and what you might do differently next time. For example Situation / Task "As you know I am responsible for managing the division networking event and recognised that the attendance rate for the event has dropped compared to previous years." Action "I started to look at what the reasons behind this could be and redesigned the invitation process to include more information up front and a more streamlined process for collecting responses." Result "The result was an increase in the attendance at the event the most recent event and feedback from those who attended to say that they found the process much easier to navigate this time." 16

19 Preparation questions Useful questions to reflect on: Looking back What successes have I had recently in my work and what made it a success? What have I most enjoyed about my work? What challenges have I faced? What have I learned from these? In what ways am I soliciting feedback about my performance? What am I learning from this? What development opportunities might this have identified for me? What work objectives have progressed successfully and where am I having challenges? In what way might the challenges or lack of progress towards work objectives link to an area for me to develop? Is this a development objective I might focus on in the upcoming period? Do I see any new activities that might make better use of my strengths in the upcoming period? Academic Staff specific If I reflect on the last international conference I attended, how was my research positioned? How did it benchmark? If I am finding that I have not been winning opportunities for oral presentations but instead a lot of poster opportunities, why do I think that is? What might this mean for my future approach or focus? In what ways have I gone about engaging students in the curriculum? How effective have I found this? Looking forward What do I want to achieve? How will I measure progress against what benchmarks or standards? What sources of feedback will be helpful to me in evaluating my progress? What changes have taken place in my work area recently? What opportunities or challenges do I think they create for me and my role? How will I go about implementing my objectives? What is the most effective course of action for me to take? What mentoring relationships might be useful for me going forward? Academic Staff specific Where am I hoping to publish my research? Which journals am I planning to target? How can I build on my research in the upcoming 12 months? Are there new techniques it would be useful for me to explore? In what other ways do I think I could usefully gain recognition for my research contribution? (e.g. invitations to collaborate with colleagues, invitations to sit on relevant committees etc.) What changes/advances do I need to take into account in my course development? (e.g. flexible delivery, online curriculum development, blended learning, internationalisation of the curriculum, etc.) How do I think I could best build these into / build on these my teaching over the next year? How might I adapt my courses to the University s strategic priorities? 17

20 Development Conversation The 5 A s Framework Identifying Development Needs and Opportunities There are five critical areas to consider when identifying your development needs and opportunities. They are the five A s: Appreciate, Assess, Anticipate, Align and Accelerate as follows: 1. Appreciate uniqueness recognise your unique talents, skills, abilities, personality traits,passion and accomplishments to tailor your development choices. 2. Assess capabilities identify your current capabilities, your capacity to build your reputation, and your ability to achieve individual success as well as team success. 3. Anticipate the future consider and anticipate future trends in your industry, organisation and profession and how these trends will affect your learning and future career choices. 4. Align aspirations ensure that you see how your aspirations, talents, goals and passion are in sync with the goals and direction of the University. 5. Accelerate learning connect to mentors, projects and learning opportunities to help achieve your objectives and support the University s future directions. Accelerate Learning Appreciate Uniqueness Align Aspirations YOU Assess/ Identify Capabilities Anticipate the Future Works Inc. Source: Mastery 18

21 5A s Preparation Questions Appreciate Uniquenes s Assess / Identify Capabiliti es Anticipate the Future Align Aspiration s What do people say I do best? What aspects of my role most interest/excite me? When I have had a really good day at work, what have I been doing? What strengths have I been drawing on? What do I see as the critical capabilities in my role? How do I see myself in relation to these? What feedback am I receiving? What do I see as my current strengths? How am I using these? How could I draw on them more? Where do I see my development focus? What steps would I like to take to improve in these areas/aspects? What individuals/books/events have most impacted me and why? In what ways will I develop the capabilities needed in my area/role for the future? What profile do I want to continue to build? How does this fit with the University s priorities? What changes are affecting my work and what opportunities does this present? What are the trends in my area and how might they affect my future practice/work? What knowledge do I think I will need for the future? What changes could I make to my work that would satisfy me more? What might I need to stop doing and how might I go about doing this? What new challenges will help me grow? Academic Staff specific What new developments do I need to take into account in my course development? How will I encompass these into my teaching over the next year? In what ways would I like to see myself contributing to this new area? What is the long term vision for my career? What do I see as the next logical step for my career? What is working towards me achieving that next step? What doubts do I have that I may be able to reach the next step? What are my educational goals? How do I best like to learn? How can my potential best be developed? What tasks/work would I like to be involved in to increase my know-how? How will I go about implementing my professional development objectives? What is the most effective course of action for me? Two-three years from now, where would I like to be? What do I need to achieve now to accomplish this? Academic Staff specific What aspirations do I have regarding promotion? How can I best position myself to achieve these? How do I view the balance between my commitments in research/teaching/administration and community engagement? How does this balance align with my promotional aspirations? 19

22 Where do I think I can best focus in the coming year? How does that focus fit with the School/Faculty priorities? Accelerate Learning In what ways will I develop the capabilities needed in my role/needed for the future/needed to achieve my promotional or career aspirations? What learning methods and opportunities most interest and enable me? Who could be a valuable mentor for me? What professional networks do I have in place and how I am working with these? How can I get the support I need? What is currently in place that will enable the next step for me? Academic Staff specific Where am I aiming to publish my research? Which journals am I planning to target? In what other ways do I think I could usefully gain recognition for my research contribution? Source: Corporate Leadership Council (adapted) 20

23 70:20:10 Framework The 70:20:10 framework describes how best to structure professional and career development to maximise learning. Research suggests that 70% of learning takes place through experiences on the job, 20% is social or relationship based learning, and 10% from formal learning such as courses, programs or study Experiential Learning (the 70): Learning and developing through day-to-day tasks, challenges and practices e.g. workplace projects, higher duties opportunities, secondments Social Learning (the 20): Learning and developing with and through others e.g. Coaching, Mentoring, Conference attendance Formal Learning (the 10): Learning and developing through structured modules, courses and programs e.g. Further study, formal workshops or seminars, online learning 21

24 Development Methodologies Developmen t Methodolog y The 70: Experiential Learning Job Enrichment or Higher Duty Opportunity / Acting Position Opportunity Workplace projects/ Participation in Task Forces or Committees Secondment or Sabbatical (Special Studies Program) Description Target Development Success Factors Benefits The practice of assigning a staff member a job responsibility that is not typically associated with his/her current role. Provides an opportunity to work on nextlevel job responsibilities. Usually undertaken within current work department or team but can go beyond this. Being involved in a specific project or being a member of a committee or taskforce. Where an individual makes a temporary move to another area or into another level or type of role in the University, or visits / attends another University / campus of a collaborative partner Specific functional or rolespecific capabilities/skills Career development/progression Increases flexibility within department/team Broader workplace knowledge Networking/exposure Specific skills development e.g. project management or cross-functional collaboration Gain cross-functional / organisational knowledge and strengthen collaboration Further research, scholarship, professional practice Career development Identifying talented early career staff Determining with staff the on the job opportunities that would be of interest/aligned to their learning style Establishing with staff members the developmental goals of a stretch assignment or higher duty opportunity Providing logistical & coaching support Management support Opportunities to put learning into practice after project finished. Being clear about the goals and duration of the secondment/sabbatical Management support Develops talent with broader experience Supports organisational succession planning, including retention of talented staff Improves performance Boosts staff motivation within current role Provides development without taking staff out of their role Increased exposure in the University or Sector Structured, hands on experience Increased exposure Increased self confidence in ability to learn new capabilities New knowledge and ideas 22

25 to learn about their approach or practice in an area. New work skills and building transferable skills Action Learning / Participation in Multidisciplinary projects Job Rotation or Job Exchange Work Shadowing or Observation The 20: Social Learning Where individuals work on real problems and issues that have the possibility of having action taken on them in the workplace. Where two or more staff members exchange job roles and responsibilities. Typically this can be from 3 months to a 1 year timeframe and occur within the same department or team. A temporary work experience opportunity where staff learn about a particular aspect of work (typically in a field of interest) by walking through the work day with another staff and observing another person in action. Often occurs within the same department or team but can go beyond this. Problem solving Cross-functional knowledge & increasing understanding of the whole organisation Cross-functional knowledge Career development opportunity Succession planning Lateral thinking/problem solving Enhancing collaboration For person shadowing: Experience of new role Career development Networking For person who is the host: Coaching skills Analysis of style & practice Self-reflection Needs top level management support and monitoring. Identifying staff at similar levels Being clear about the goals and duration of the rotation/exchange Providing adequate support, particularly during shorter timeframes Matching shadows and hosts carefully Creating clear goals and objectives Helping to develop solutions/solve real problems Networking /exposure Can make a major contribution to freeing up inflexible or traditional thinking. Facilitates cross-functional knowledge sharing and best practice Facilitates cross-functional knowledge sharing & best practice Facilitates development of future leaders Facilitates team flexibility and knowledge sharing. 23

26 Coaching Mentoring (being mentored or being a mentor) Conference Leave A collaborative relationship between a staff member and a supervisor, or a staff member and an external professional, which enables learning and development to occur, usually to enhance capability, confidence and performance in the current role. Can also facilitate career development. Generally structured over a defined period (1 month to 1 year) and linked to specific goals. Provision of support between two people, normally by one with knowledge/experience of a subject area and sector in which the other person wants to grow. It can be a formal or informal, structured or unstructured arrangement, but generally covers whole of life and enhances career, personal and professional growth and development. Attendance at relevant conferences. Technical or interpersonal skills Management or leadership development Increased ability to problem solve and find creative solutions to new problems Build professional knowhow and confidence For person being mentored: Personal effectiveness Organisational / sector knowledge Career development For person mentoring: Leadership skill development Time to reflect on and evaluate own knowledge and practice Feedback/communication skill development Functional or role specific knowledge Keeping up to date with thinking and gaining new ideas Getting exposure for own research / practice Matching the right people as coaches Selecting an internal or external coach Deciding if the coaching is formal with specified learning outcomes or more informal Deciding if the mentoring is formal with specified learning outcomes or more informal Method of matching mentor and staff member. Being a genuine partnership based on mutual respect and trust Management support and funding Opportunity to apply new thinking and learning soon afterwards Accelerates on the job development Potentially provides an opportunity to work with someone outside of the University Provides an opportunity for reflection and creative problem solving Development and retention of talented staff Knowledge management Clarification of future career directions Provides an opportunity to reflect on current practice & identify innovation opportunities Broadening/strengthening networks Can help with getting published. 24

27 Community of Practice Membership of and Active Involvement in Professional Organisation s and Networking Groups The 10: Formal Learning Further Study Formal Workshop or Seminar (face to face) Where individuals meet to share know-how and learning around current workplace issues and practices. Participation in relevant external professional bodies and/or networks such as relevant Australian Societies e.g. Australian Society for Medical Research, ATEM. Includes access to professional activities organised by the Associations and often access to resources on the Internet, publications, databases, and current research materials. An arrangement whereby a staff member can apply to take time off with or without pay for a specified duration of time to pursue an educational course, including tertiary studies. Classroom based workshops or seminars often targeted toward specific staff groups or development areas. Can be delivered by internal or external presenters. Includes attendance at the University s staff development programs. Workplace problem solving Build know how and confidence Broader industry / professional knowledge Keeping up to date with current thinking and practice In-depth education / research Up to date / best practice knowledge Networking Usually accredited courses that add to a person s credentials Functional or role-specific knowledge Management and leadership capability development Soft skill development e.g. specific communication skills, conflict management skills Ensuring focus so that leads to practical learning. Co-ordination to monitor effectiveness of Community of Practice and to keep focused. Allowing time to engage in related activities e.g. attendance at conferences or networking functions Clear and rigorous application and selection / approval processes Ensuring management support Relevance of educational course to learning and development needs Identifying the appropriate staff capability gap and clarity about what is to be developed Matching to appropriate course Ensuring full course attendance and completion of course activities Helping to solve real problems Networking with colleagues Building a learning culture Strengthening and broadening networks Increased professional exposure Keeps knowledge current May open up career opportunities. Increases staff engagement Encourages cutting-edge organisational knowledge through strong links with industry or academia Provides focused and targeted learning and development Can be just in time development 25

28 Self-paced online learning Literature Reading E-learning courses or access to online guidance to develop specific knowledge or development in a specific area. Often targets a specific staff group and can be external or internal, for instance, using My Uni Tutorial. Individual reading of relevant books, articles and other relevant literature that builds further knowledge of a specific topic. Functional or role-specific knowledge Management and leadership capability development Gain ideas on an approach or way to re-orientate current practice. Functional, role or sector specific knowledge Best practice knowledge Provides opportunity to selfreflect on current practice Can be done at a pace that suits the individual. Opportunities to put learning into practice straight afterwards. Identifying the appropriate staff capability gap and clarity about what is to be developed Ensuring completion of course activities Access to assistance to clarify queries Opportunities to put learning into practice straightaway Allowing time to engage in reading as a development activity Opportunities to showcase new knowledge and learning Opportunity to discuss new ideas and how they may be applied Provides focused and targeted learning and development Often is just in time development Keeps knowledge current Enables access to best practice thinking May lead to innovation opportunities. 26

29 Group Activity in pairs/triads Reflecting on the work objectives we set for our roles, what do we see as a development focus/objective that will enable us to meet our objectives for the year? What sort of development methodologies (learning opportunities) might best enable my development focus? (refer to the matrix on the previous pages for a range of development methodologies) Which appeal most to me? Tip: Another way of considering your development is to look at your learning style. Different learning styles favour different types of development. See the appendix on learning style preferences for more information. 27

30 Giving and receiving feedback The Importance of Feedback Group Activity When have I received feedback in the past, what made it effective? What made it ineffective? What do I need to think about in terms of how I receive feedback? How would I respond constructively to the 3 scenarios on the slides? What would be my approach?

31 Notes: 29

32 Giving Assertive / Constructive Feedback Being assertive is sometimes confused with being aggressive. Aggression however is arguing a point without compromise, without trying to understand the other person s viewpoint, and will likely result in relationship breakdown, which obviously is not useful for effective workplace functioning. Assertion is the ability to present and defend your opinions in a confident, nonaggressive way that is respectful of the other person. Assertive people help others to understand their point of view and work with the other person to problem solve. With assertion, you can more successfully: o o o o o Ask for what you want or need Present your ideas Help others understand your views Resolve conflict Initiate problem solving conversations. Of course, all of this means that assertive people tend to feel more confident and have high levels of self-esteem, are more likely to get what they need, and enjoy strong working relationships with their manager and colleagues. Giving Upward Feedback (Adapted from: Short Poppies Can Grow by Jacky Dakin and Kathryn McEwen) Use the following approach to provide feedback to your manager in the scenario below: Situation Explain the situation as you see it Feelings/Opinion Outline your own opinion or feelings use I to indicate ownership Needs Briefly state what you need Outcome Indicate the benefits for the other person 30

33 Scenario: Jan was an administrative assistant for 2 managers who were not getting on and were constantly undermining each other. They used Jan as the conduit for communication between themselves. Jan was very conscious of her level and the positional power the 2 managers held, but decided she actually liked her role and didn t want to leave it, so plucked up the courage to speak with the 2 managers. In pairs prepare what you will say and, if you have time, practice it with one of you being Jan, one of you being a manager. Notes for holding an upward feedback conversation: Situation Feelings/Opinion Needs Outcome Sample Feedback response Jan You seem to not be getting on and to be passing all your communication with each other through me rather than talking with each other (SITUATION). I am finding this very difficult and frankly, quite stressful (FEELINGS). I need you to work together in a way that leaves me out of your apparent differences (NEEDS). If you can do this, I can be much more efficient and effective in helping you both (OUTCOME). 31

34 Engaging in PDR How do you build a relationship with your manager that is productive for both of you? What is managing up? 32

35 Managing my relationship with my manager Your manager and you share a critical interdependence that makes the development of a strong working relationship essential for each of you you help each other achieve each other s goals! Managing Up means focussing on the relationship with your manager to achieve the best possible results for you, your manager and the overall team, school/faculty and University. Three key factors for managing up successfully are: I. Understand your manager s objectives and priorities. II. Understand your manager s work style III. Treat your manager as a customer. Planning, Development and Review is a process by which you can gain clarity on your manager s objectives and what he/she needs to deliver as a priority. Ask your manager what his/her objectives are and how you might best enable them. Work out how accomplishing your objectives will advance achievement of your manager s priorities. Do you know your manager s style? Consider the following: Is your manager formal or informal? Does he/she like to be briefed in writing before meetings or prefer to discuss / brainstorm issues with you? Is he/she hands on, liking to be consulted about issues as they arise, or does he / she prefer regular informal updates on progress you have made? Does your manager prefer face-to-face, , phone contact? Make sure you find out by observing and asking questions, the best way to communicate with your manager and to what degree she or he wishes to be kept informed about your work and progressing of work objectives. Make sure you are clear about his/her expectations of your contribution and role and to use these expectations to define what you deliver the PDR process is the perfect vehicle for doing this! 33

36 Managing Up (Source: Managing Your Boss by Michael H Smith) The key step in being able to influence your manager or senior staff above you in the organisational chart is to build your credibility through applying the characteristics of personal power (see the appendix on personal power for more information). The following are actions you can take to foster a positive relationship with your manager (i.e. managing up effectively) and are also helpful for building relationships with any senior staff member that you may need to work with and influence. 1. Remember the core purpose of your role! Focus on what needs to be accomplished for the work area. If you are requesting help, further resources or something that needs a management decision or approval, be sure that you have all of the facts you need and that your reasoning is based on sound facts. 2. Understand and follow the appropriate protocols. Where you are seeking further resources or a decision, be sure you know the protocols to follow. Make sure you inform who needs to be informed about what particularly be mindful of keeping your manager in the loop as appropriate. Be clear what needs to be in writing. 3. Understand your manager s challenges. Your manager will no doubt have work pressures of their own. Ask about these and if you can help. Place yourself in their shoes and gain insight into the demands he or she may be under as this will enable you to understand your manager s position and in fact why they may not be managing you effectively. Your offer of help may be welcomed, particularly when they are under pressure, and may help you to take on increased responsibility. 4. Praise what is working well. Do give your manager positive feedback on what is working well in your relationship and/or work area. Thank them for the positive feedback that they give you. 5. Be a role model. Just as managers are encouraged to lead by example, the same applies to all staff members. For instance, if your manager doesn t listen well, practice active listening in your interactions with him or her. After a while, he or she may begin to mirror your own positive behaviour. 6. Let him or her make mistakes! Remember your manager is a human being like you! He or she has the right to be wrong at times and to make mistakes. If you aren t able to correct him or her so that the mistake continues, just let it go. 7. Work on becoming more and more capable in your job. Demonstrate to your manager that you are willing to take on constructive feedback and to continually grow and learn in your area of expertise, your technical and professional skills. Discuss with your manager as part of PDR what you need in order to get your job done, including particular learning opportunities. Be clear with your manager why you need it and how it will help you do your job more effectively. 34

37 Resource List Buckingham, M & Clifton DO 2004, Now, Discover Your Strengths How to Develop Your Talents and those of the People You Manage, Pocket Books, London. Honey, P & Mumford, A 1982, Manual of Learning Styles, P Honey, London. Jennings, C 2011, 70:20:10 by Charles Jennings & Fuse, online video, 5 October, at Kolb, D 1984, Experiential Learning: experience as the source of learning and development, Prentice Hall, New Jersey. Lombardo, M & Eichinger, R 1996, Career Architect Development Planner, Lominger Ltd, Minneapolis. Peter Honey Publications, 2014, Oxford, UK, viewed 1 August 2014, Royce Sadler, D 1999, Managing Your Academic Career: Strategies for Success, Allen and Unwin, Sydney. Weitzel, SR 2000, Feedback that Works How to build and deliver your message, Center for Creative Leadership, North Carolina. University PDR resources: 35