Presentation on theme: "Introducing the New College Scheme Seevic Performance Appraisal."— Presentation transcript:
Introducing the New College Scheme Seevic Performance Appraisal
Aims of the New Scheme A provide a structured framework to focus on improving teaching and learning and service delivery To integrate the College’s Vision and Values into all processes To focus on expectations of competencies; skills, attitudes and behaviours To provide a structured approach to objectively assess performance To integrate the IDP into the annual review process
Underpinning Principles An equal exchange of feedback and ideas with the aim of achieving mutual agreements Objective assessment of current performance which is evidence based Vision & Values – to what extent staff models the College’s vision & values through their behaviour Equality and diversity ensuring that staff are trained to review staff fairly and objectively and that the process is not used to determine benefit or to disadvantage, but is developmental with due regard to equality and diversity Managerial commitment to the process which is implemented fairly and consistently Staff commitment to actively engage with the process
Performance Management There are three aspects that contribute to planning for an individual's performance: objectives which the employee is expected to achieve competencies or behaviours - the way in which employees work towards their objectives personal development - the development employees need in order to achieve objectives and realise their potential
Regular Dialogue A regular dialogue between line managers and their team members is at the heart of performance management. Managers should discuss work as it goes along by holding regular informal meetings about: how the employee is doing in terms of objectives and competencies and this might be added to the employees IDP/objectives update things that could be enhanced further areas to work on and any concerns about performance. These can feed into the development plan.
Process Issue & Prep RD issue appraisal form to line manager Line Manager issues form to appraisee and agrees date of meeting and evidence to be collected (and by whom) Staff member completes assessment adding comments as pre-appraisal prep Line Manager completes assessment adding comments as pre-appraisal prep Completion & Signatures Line Manager completes final record of form – recording both appraisee & appraiser assessments. Staff member adds comments in spaces available. Both parties sign form. Line Manager sends completed document to appraisee and SLT manager SLT Manager signs and sends completed document to RD Interim Review of Objectives September RD issues Section 3: Objectives to line manager to initiate interim review with team members Line Manager returns updated Section 3 to RD before end of half term
Using the Documentation Pre Appraisal Meeting HRD (Tara & Sian) to issue documentation to line managers (next year automated on iTrent) Line managers to agree time for appraisal (with sufficient notice) and give paperwork to appraisee Appraisee to self assess performance against each criteria identifying whether they meet all requirements or have outstanding performance Appraisee adds comments and additional notes to paperwork to inform discussion at the appraisal meeting Line Manager makes own assessment of performance against each criteria in prep for the review meeting Appraisal Meeting IDP reviewed in detail in Part 1, including requests for training and career planning to be discussed in the meeting. Line Manager to summarise key points. Line Manager discusses with appraisee all competency criteria in Part 2. Indicates both the Staff and Mgr assessment and summarises key points of the conversation IDP is reviewed against objectives and actions. Non teaching and learning objectives and actions are recorded in Part 3. Copy of objectives are issued immediately. Both Appraisee and Manager summarise key points of the appraisal assessment. Form is signed by both parties Manager shares report with SLT manager who also signs form Completed document is handed to Resource Development (Sian for Teaching Staff and Tara for Support Staff)
Recording the Appraisal The Appraiser should complete the final record of the appraisal meeting The Appraiser should transcribe the appraisee’s assessment and their own assessment on the final record Space for comments and a final summary for each section are included - additional notes pages may be added if required The Appraisee has the opportunity to summarise the key points of their assessment The aim of the process is to mutually agree objectives and development needs
Performance Management Good performance management helps everyone in the organisation to know: what the business is trying to achieve their role in helping the business achieve its goals the skill and competences they need to fulfil their role the standards of performance required how they can develop their performance and contribute to development of the organisation how they are doing when there are performance problems and what to do about them.
Performance Management An engaged employee is someone who: takes pride in their job and shows loyalty towards their colleagues, management and organisation goes the extra mile - particularly in areas like customer service, or where employees need to be creative, responsive or adaptable.
Features of the Scheme Annual Review at the end of the summer term Interim Review in September/October for teachers to review course achievement data and the SAR and set additional objectives and development needs in response Line manager model
Preparation & Evidence Appraisal Form can be used as a pre-appraisal prep form The review is an objective assessment based on evidence. Agree evidence to be collected (and by whom) may include: Lesson observation grades Learner survey results & feedback from focus group Achievement and retention data Sample SoW, lesson plans, course material and assessments IDP Achievement of key tasks and impact on service delivery
Evidence: 360ْ c Feedback Optional process to ask for feedback from a sample of colleagues – i.e. staff in the same team, staff that report to them, other staff who have regular contact, to be shared with the Appraisee Feedback should focus on: Keep – suggestions what should they carry on doing Start – suggestions what should they start doing Stop – suggestions what they should stop doing
Best Practice Criteria Criteria for teaching staff is extensively sourced from the College’s Guide to Best Practice for Teaching & Learning For some criteria if a teacher exceeds expectations and is assessed as outstanding there is the flexibility to define the characteristics of outstanding yourselves If neither ‘meets requirements’ or ‘outstanding performance’ applies leave the criteria clear
Objectives Clear objectives and areas for development should be highlighted for all staff that have been assessed as either requiring development or unsatisfactory as a means to improve performance All teachers, even those assessed as outstanding, should have teaching and learning related objectives
What do SMART objectives mean? The SMART acronym is a useful way of getting objectives right: Specific - objectives should state a desired outcome. What does the employee need to achieve? Measurable - how will the manager and employee know when an objective has been achieved? Achievable - is the objective something the employee is capable of achieving but also challenging? Relevant - do objectives relate to those of the team / department / business? Timebound - when does the objective need to be achieved?
What is a individual development plan? An individual development plan need not be complicated and may include: The development needed How the development will be achieved When the development will be achieved How the achievement will be measured Use the plan to identify requests for training to be submitted to HRD. Requests need to support objectives for improving teaching and learning/service delivery and be related to the competencies required for the job role as well as development plans for the curriculum/support area (as identified in the SAR) Teachers should update their own IDP to reflect the appraisal conversation and development needs identified