Reviewees
The P&DR forms and their completion are no substitute for the personal interaction and discussion between reviewee and reviewer. The forms facilitate the process but are not an end in themselves.
By keeping a few key points in mind, reviewers and reviewees can ensure the P&DR process is completed in a constructive and timely manner.
This section includes:
Be prepared
Being prepared is a key step to ensuring the review process is as constructive and useful as possible.
- become familiar with the Performance and Development Review process and your Faculty/Department scheme.
- ask reviewer for information and guidance and for answers to any questions about the process
- ask if feedback about your performance will be obtained from anyone other than reviewer and how that process works (e.g. clients / customers or supervisors with day to day responsibilities for supervising the reviewee but not conducting their P&DR)
- be familiar with the department / faculty’s specific P&DR scheme including documentation and any guidance notes
- ask for a copy of your job description and the department / faculty’s strategic objectives and operational plans
- review copies of any other relevant documentation (e.g. previous annual formal review session, any subsequent interim informal review notes taken by the reviewee)
- while reviewers should be well-prepared for the session, reviewees can help reviewers prepare by carefully completing the self assessment form and thinking about suitable performance and learning & development objectives / performance standards which will contribute to the departmental objectives
- help ensure the session takes place at a suitable time by negotiating meeting time, within reason, to avoid known busy periods or very late in the day
Be realistic
The P&DR meetings are opportunities for the reviewer to give constructive feedback about performance and to discuss development needs / aspirations of the reviewee. However, reviewees also need to be realistic regarding the results:
- even a very favourable review has no direct link to pay and / or promotion; however, it can provide evidence for reviewees who wish to pursue options under policies such as the
- learning and development activities must benefit the organisation as well as the reviewee and there may be resource constraints on what is feasible; therefore reviewees should be prepared to build a case for investment in their development especially if the immediate benefit is not obvious
Set SMART objectives
A key outcome of the annual formal review is performance and learning & development objectives. To enable meaningful discussion and follow up to take place as to whether they are being achieved, it is essential that these objectives are SMART:
- Specific
- Measurable
- Agreed/Achievable
- Realistic / Relevant
- Timebased
Guidance for setting SMART objectives can be found at How to set a SMART objective.
Follow up
The review session is about looking back as well as looking forward. To provide objective and constructive evidence about what has occurred over the year the reviewee should:
- collect evidence and samples through the year as appropriate
- make summary notes throughout the year
This will also assist in preparing effectively for the annual formal review and informal interim reviews.
