Guidance notes for departments - Oxford Learning Institute ...

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Oxford Learning Institute University of Oxford How will you safeguard and act on records of the discussion 14. Departments need to consult locally on what arrangements should be made to record PDR discussions and to store PDR records safely. You will also need to consider whether you wish anyone other than the reviewer and reviewee to see the agreed record of the meeting. Some departments have a procedure called „grand-parenting‟, whereby the agreed record is also seen by the reviewer‟s line manager, or by the Head of Department. 15. Most departments use a template to record the discussion (see Annexe B) which can be completed by either reviewer or reviewee. The aim is to reach consensus on an agreed record of the meeting but, if this is not possible, it is preferable to record significant areas of disagreement in a way that both parties are happy with, rather than spend considerable time trying to reach agreement. The completed form needs to be signed by both reviewer and reviewee. How will you share and act on agreed training and development needs, or other needs that require action at the level of the department 16. Introducing a PDR scheme can raise individual expectations about the support that staff will receive in the role. Before introducing a scheme, you will need to consider what support is available to individuals; and how you will record, collate and act on the needs identified through PDR: How will you record individual‟s agreed training and development needs Most departments have a separate form, or part of the form, which records any agreed needs and which both parties agree to share on a selective basis with others (e.g. the departmental administrator or Management Group) What arrangements can be made locally (within the department or cognate departments, within a building or across the division) to provide development opportunities for staff (e.g. through local mentoring, work-shadowing or secondment arrangements) Are all staff and reviewers aware of the University‟s central training and development provision See: http://www.ox.ac.uk/sg/working_at_oxford/training_development/index.html What percentage of the department‟s budget can be set aside to cover any training and development needs arising from PDR that are not covered by the University‟s central provision How will the department collate and act on these needs How will the department identify any collective needs arising from PDR (e.g. the PDR process might indicate a shared need for support in a particular software package or set of skills, that is best met at the level of the department, rather than by individual participation in courses). How will the actions arising from PDR be followed up throughout the year 17. Although PDR is an annual process, the expectation is that it will be integrated with dayto-day management processes. Some departments include explicit provision for review of the outcomes of PDR, at three-monthly, or six-monthly intervals. Others make less formal provision for the actions arising from PDR to be reviewed during regular one-toone meetings between reviewers and individuals. 6
Oxford Learning Institute University of Oxford Annexe A: Principles for the introduction of personal development review for university support and academic-related staff These principles were agreed by the University‟s Personnel Committee in Michaelmas 2007. 1. All departments will have in place a scheme for personal and career development review that aims to integrate support for individuals with the achievement of departmental objectives. Departments will be expected to make appropriate arrangements for consultation at the local level on the development of such schemes. 2. All academic-related and support staff within a department will normally be expected to participate in the departmental scheme. There will be a further central consultation on the introduction of appropriate arrangements for academic staff, based on these principles. 3. The scheme will be based on an annual discussion that is integrated with existing staff management processes and is part of a continuing dialogue between individuals and their line manager or supervisor. 4. All schemes will adopt the minimum of paperwork that is consistent with safe recordkeeping and good staff management practice. The Learning Institute will provide central templates for the processes and paper-work associated with the scheme, that departments can adopt locally. 5. There will be no direct link between the review process and probation, salary, promotion, or discipline, for which separate procedures exist. If, however, the review indicates that performance has been exceptional, or that the job has grown significantly, information from the discussion can be used with the consent of the individual to inform the separate procedures for merit reviews or re-grading. The Learning Institute and Personnel Services will provide guidance to departments, and training for departmental administrators, on how to coordinate Personal Development Review with other local staff management processes. 6. The Learning Institute and Personnel Services will consider how local schemes can best be monitored with a light touch, to ensure consistency of treatment between individual members of staff. 7. Schemes will incorporate an element of self-evaluation. Individuals will be responsible for an initial assessment of their own performance against agreed objectives and for suggesting any areas for future development, including opportunities to pursue life-long learning. Appropriate feedback on performance will be provided by the individual‟s agreed reviewer. This will usually be their line manager or supervisor. 8. It is expected that all schemes will be based on the following framework, and that departments will make only minor adjustments to this framework where this is necessary to tailor it to the local context. a) Individuals will prepare for the annual review discussion by reflecting on their progress against agreed objectives/core areas of work for the previous year; considering whether their job description accurately reflects the requirements of the role; proposing draft objectives for the forthcoming year; and suggesting any associated training and development needs. It is recognized that not all members of support staff will have individual objectives specific to their role. b) Individuals, and their line managers/supervisors, will share their reflections on these issues in advance of the discussion (either in writing or orally), to enable both parties to reflect on the issues raised and to prepare adequately for the discussion. c) The annual discussion will cover: 7
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