1. Performance management and appraisal
The Fourth in ‘Learning to Lead’ Series
From
Bite Sized Training
WELCOME
Performance management and appraisal – is the fourth in a series of Bite Sized training resources designed to develop the skills and knowledge of those new to middle leadership in schools, colleges and academies.
Other training in the LEARNING TO LEAD series include:
Starting to lead
Leading your team
From Vision to Practice
Dealing with difficult and challenging people
In order to facilitate today’s training, you will need:
Copies of the PowerPoint slides printed three to a page with space for notes for each participant
Copies of the accompanying ‘Starting to lead’ handout for each participant
Flip chart paper and marker pens
All resources for this training are available from
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2. Outcomes from today
By the end of this Bite sized Training you will be able to:
Identify the characteristics of effective appraisals
Describe a useful structure for the appraisal discussion
Recognise the skills of effective appraisals.
Suggest how appraisals can be followed up to maximise their impact.
OUTCOMES FROM TODAY
In most schools and colleges it is part of a middle leaders role to manage the performance of others. This is often done through formal and informal conversations that go together to form an appraisal of that person. Effective appraisal is central to the role middle leaders play in developing their teams and supporting outstanding learning and progress in school.
By the end of this Bite sized Training you will be able to:
Identify the characteristics of effective appraisals
Describe a useful structure for the appraisal discussion
Recognise the skills of effective appraisals.
Suggest how appraisals can be followed up to maximise their impact.
So, let’s consider why we need performance management in the first place.
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3. Why do we need to manage performance?
ACTIVITY
Consider your middle leadership role and your team:
Why do we need to manage the performance of people in our teams?
What do we mean by appraisal?
What do you like about your own appraisal?
What would you like to change about the way your performance management is conducted?
WHY DO WE NEED PERFORMANCE MANAGEMENT?
ACTIVITY
Consider your middle leadership role and your team:
Why do we need to manage the performance of people in our teams?
What do we mean by appraisal?
What do you like about your own appraisal?
What would you like to change about the way your performance management is conducted?
Bad performance management is seen as a one off event that is done to people.
Good performance management is just an ongoing improvement conversation that is formally recorded through appraisal.
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4. Characteristics of Effective Appraisals
Fair
Cover whole job
Cover whole period
Equal input from both parties
Confidential
Constructive
Past and future focussed
Open-minded
Structured
Not rushed
Are followed up
Characteristics of Effective Appraisals
Effective Appraisals
Fair
Cover whole job
Cover whole period
Equal input from both parties
Confidential
Constructive
Past and future focussed
Open-minded
Structured
Not rushed
Are followed up
ACTIVITY
Think about your own appraisal and the RAG rating system we have used in training before (REMEMBER – GREEN: consistently good, AMBER: Good sometimes, RED: Seldom good, often poor):
How would you rate each of the criteria above for your own performance management?
What would it take to move the RED areas to AMBER?
What would it take to move the AMBER to GREEN?
Why do you think the GREEN areas are consistently good?
So, to recap, effective appraisal is just an ongoing performance focused conversation.
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5. Structuring an Appraisal Conversation
Putting the individual at ease
Building rapport
Explaining what will happen
Introduction
Review performance against previous objectives, standards or competences
Review of WHOLE period
Presentation of evidence by both parties
Two-way discussion to explore & understand viewpoints
Past Performance
Discussion of school/team objectives and goals for the coming year
Identify the individual's own career aspirations
Agreement of any gaps in performance that need to be addressed
Future Plans
Setting development objectives to address gaps and move towards aspirations
Allocation of specific duties
Agreeing review dates for follow up
Completion of paperwork
Next Steps
Structuring an Appraisal Conversation
Introduction
Putting the individual at ease
Building rapport
Explaining what will happen
Past Performance
Review performance against previous objectives, standards or competences
Review of WHOLE period
Presentation of evidence by both parties
Two-way discussion to explore & understand viewpoints
Future Plans
Discussion of school/team objectives and goals for the coming year
Identify the individual's own career aspirations
Agreement of any gaps in performance that need to be addressed
Next Steps
Setting development objectives to address gaps and move towards aspirations
Allocation of specific duties
Agreeing review dates for follow up
Completion of paperwork
So, let’s explore each stage of the conversation in more detail.
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6. Tips for Each Stage Next Steps Future Plans Past Performance
Introduction
Past Performance
Future Plans
Next Steps
Say thank-you
Check that the other person is comfortable
Explain that the purpose of the meeting is:
to have an open and honest conversation about performance and behaviours demonstrated
to identify strengths and development areas in terms of performance and behaviours
to agree a development plan
Explain how long the meeting will be, its structure, and what the outputs will be
Introduction
The introduction sets the tone for the whole meeting so:
Say thank-you
Check that the other person is comfortable
Explain that the purpose of the meeting is:
to have an open and honest conversation about performance and behaviours demonstrated
to identify strengths and development areas in terms of performance and behaviours
to agree a development plan
Explain how long the meeting will be, its structure, and what the outputs will be
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7. Tips for Each Stage Next Steps Future Plans Past Performance
Introduction
Past Performance
Future Plans
Next Steps
Find out how the individual feels the last 6/12 months have gone
Ask them what has gone well/what are they proud of
Ask them what has not gone so well or what difficulties they have faced
Provide feedback based on your own observations or other evidence
Engage in a two-way discussion about this evidence and the reasons for it
Explore reasons for any differences of opinion
Make notes about what is said and specific examples that are shared
If appropriate, agree performance ratings for each area
Past Performance
The next stage of an appraisal meeting should be backward looking and give chance for the person being appraised to celebrate their success.
It is important that any concerns you might have, have already been raised as they occurred and not at this meeting.
Use this part of the meeting to:
Find out how the individual feels the last 6/12 months have gone
Ask them what has gone well/what are they proud of
Ask them what has not gone so well or what difficulties they have faced
Provide feedback based on your own observations or other evidence
Engage in a two-way discussion about this evidence and the reasons for it
Explore reasons for any differences of opinion
Make notes about what is said and specific examples that are shared
If appropriate, agree performance ratings for each area
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8. Tips for Each Stage Next Steps Future Plans Past Performance
Introduction
Past Performance
Future Plans
Next Steps
Explain the goals/plans/objectives of the school/team, and what this means for the individual
Highlight any areas of underperformance that need to addressed
Ask the individual about their career aspirations, or things they would like to do
Prioritise CPD based on relevance to the school’s areas for development and that of your team
Future Plans
This is the part of the meeting that is looking forward.
During this part of the meeting you will:
Explain the goals/plans/objectives of the school/team, and what this means for the individual
Highlight any areas of underperformance that need to addressed
Ask the individual about their career aspirations, or things they would like to do
Prioritise CPD based on relevance to the school’s areas for development and that of your team
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9. Tips for Each Stage Next Steps Future Plans Past Performance
Introduction
Past Performance
Future Plans
Next Steps
Agree 3 or 4 specific (SMART) development objectives
Assign responsibilities and deadlines and review dates
Agree when the paperwork/forms will be signed off by both parties
Complete the paperwork/forms
Put review dates in your diary
Review development actions and modify them if necessary
Next steps
The final part of an appraisal meeting will set the direction for the year ahead.
It is during this part of the meeting that you will:
Agree 3 or 4 specific (SMART) development objectives
Assign responsibilities and deadlines and review dates
Agree when the paperwork/forms will be signed off by both parties
Complete the paperwork/forms
Put review dates in your diary
Review development actions and modify them if necessary
So we have reviewed how an appraisal meeting should go but, in order to conduct appraisal effectively, you as a middle leader need to evidence a number of key skills.
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10. Let’s appraise! ACTIVITY Work in pairs
One of you take the role of appraiser and the other appraisee
Work through each stage of the appraisal conversation and review those areas that went well and those areas you need to develop further.
Let’s appraise!
ACTIVITY
Work in pairs
One of you take the role of appraiser and the other appraisee
Work through each stage of the appraisal conversation and review those areas that went well and those areas you need to develop further.
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11. Key Appraisal Skills Key appraisal skills
Eye contact – Keep eye contact and don’t be distracted by other tasks, use of laptop or note taking. Give them your full concentration.
Having a two way conversation – appraisal is a two way conversation so make sure you encourage the appraisee to talk first, listen carefully to what is being said and check that you have understood.
Listening – Listen, listen, listen. So often we can miss important information because we think we know what is about to be said. Approach appraisal with an open mind and be ready to learn.
Smart evaluation and targets – Make sure targets are SMART (we will deal with this in a few minutes time) and make sure your conversations are based on evidence and not emotion.
Accurate paperwork – Record everything accurately and as soon as possible after the appraisal meeting. Get the other party to sign off the paperwork to show agreement, making alterations as necessary.
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12. Three Golden Rules
Praise should be given and concerns should be addressed as soon as they occur, as
Performance appraisal is just PART of performance management, so
There should be NO SURPRISES at an appraisal.
Three golden rules
1. Praise should be given and concerns should be addressed as soon as they occur, as
2. Performance appraisal is just PART of performance management, so
3. There should be NO SURPRISES at an appraisal.
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13. Set SMART Development targets
SMART Goals
Specific
Measurable
Achievable
Relevant
Time Bound
Set SMART development targets
SMART Goals
Specific
Measurable
Achievable
Relevant
Time Bound
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14. Activity: Smart TARGETS
Rewrite these objectives to SMARTen them:
To improve the performance of my class
To take a more active part in the life of the school
To develop my teaching to support better numeracy
To improve my communication skills
To play a more active part in developing colleagues in my department
SMART TARGETS
ACTIVITY
Rewrite these objectives to SMARTen them:
To improve the performance of my class
To improve the progress of each member of my class measured against their individual targets by 5% by the end of term.
To take a more active part in the life of the school
To plan and run a 10 week drama club for Year 6 pupils once a week.
To develop my teaching to support better numeracy
To plan to include a numeracy activity in each of my lessons and measure the impact of this over one term.
To improve my communication skills
To ask my team for feedback on how well I listen to them and what I might do to improve this over the next two terms.
To play a more active part in developing colleagues in my department
To ensure that each team meeting we have has time for a 10 minute micro-CPD session based on the training needs of my team.
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15. Make it Work at Work
What are you going to DO as a result of this Bite Sized Training session?
MAKING IT WORK AT WORK
ACTIVITY: What will you do as a result of this Bite Sized Training?
Working in groups, look at the action sheet you have produced during today’s training.
What are the three key learning points for you?
What will you change tomorrow to improve your middle leadership?
How will you know when your change has been successful?
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16. Where next?
Performance management and appraisal – is the fourth in a series of Bite Sized training resources designed to develop the skills and knowledge of those new to middle leadership in schools, colleges and academies.
Other training in the LEARNING TO LEAD series include:
Starting to lead
Leading your team
From Vision to Practice
Dealing with difficult and challenging people
Bite Sized Training offers a wide range of school based CPD sessions designed to be used as sharply focused yet active training sessions of no more than 45 minutes in length. Bite Sized Training materials are produced by Steve Burnage through Steve is an experienced author, trainer and education consultant with over 25 years experience of working in UK schools.
For details of other CPD offered through Bite Sized Training, or call
Performance management and appraisal – is the fourth in a series of Bite Sized training resources designed to develop the skills and knowledge of those new to middle leadership in schools, colleges and academies.
Other training in the LEARNING TO LEAD series include:
Starting to lead
Leading your team
From Vision to Practice
Dealing with difficult and challenging people
Bite Sized Training offers a wide range of school based CPD sessions designed to be used as sharply focused yet active training sessions of no more than 45 minutes in length. Bite Sized Training materials are produced by Steve Burnage through Steve is an experienced author, trainer and education consultant with over 25 years experience of working in UK schools.
For details of other CPD offered through Bite Sized Training, or call
Bite Sized Training - Brought to you by Call or