Reviewer

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.

The process should be a two-way discussion with both reviewer and reviewee engaging in the process in a way that allows for meaningful discussion and mutually agreed outcomes. It should never become a one-way process of imposition of feedback and objectives by the reviewer.

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 being an effective reviewer.

become familiar with the Performance and Development Review process and your Faculty/Department scheme.
reviewers can ask their own line managers for information and guidance
reviewers should ensure they are familiar with their department’s specific P&DR scheme including documentation and any guidance notes
seek advice and guidance from territorial Human Resources Manager
ensure familiarity with department / faculty’s strategic objectives and operational plans and reflect on how these impact upon the reviewees
review the reviewee’s job description
where it is appropriate, feedback can be gathered from other sources (e.g. clients / customers or supervisors who may have day to day responsibility for supervising the reviewee but not for conducting the P&DR); the reviewee should be advised well in advance and the process explained
reviewers should ensure they are informed about training / resources available for staff development
ensure a suitable time and place for the reviewee meeting
- a private, neutral venue
- avoid known busy periods and late afternoon
- allow sufficient time ( one – two hours)
review guidance in preparing for reviews

Brief reviewees

Not only will briefing reviewees about the process reduce any anxiety they may be feeling, it will also contribute to a more effective P&DR process. Carrying out the following steps will help set out a successful review process:

in advance (at least a few weeks) lay out your expectations of how the process will work, ask the reviewee what they expect from the process
ensure the reviewee has a copy of their job description and department / faculty strategic objectives and operational plans
discuss concerns, hopes and fears about how the process will work

Manage expectations

The preparation of the self assessment form and the reviewer’s briefing should help reviewees have a good idea of what will take place during the review session. However, reviewers also need to be prepared to manage expectations regarding the results:

a favourable review – even a very favourable one - has no direct link to pay and / or promotion though it may provide evidence for reviewees who wish to pursue options under policies such as recognition and reward.
learning and development activities must benefit the organisation as well as the reviewee and there may be resource constraints on what is feasible

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 annual formal review is about looking back as well as looking forward. To provide objective and constructive feedback about what has occurred over the year the reviewer should:

collect evidence and samples through the year as appropriate
make notes throughout the year