Benefits, roles and responsibilities:

PDR gives reviewers the opportunity to:

• Spend time with individuals to discuss their roles, development, achievements and contributions
• Recognise achievements, contributions and review the impact of development through constructive conversations
• Prioritise and plan development needs for the individual and the department
• Ensure that their teams and reports understand agreed goals and aspirations that collectively contribute to the aims of the department and the wider University
• Hear feedback and generate suggestions for enhancing the work of the individual, team or the department.

Planning and Preparation

• Agree a date and time for the review meeting, allowing enough time for preparation (usually 2 weeks) and a time for the meeting
• Refresh your memory of the PDR process and skills. Check LDC website for available training
• If this is your first PDR conversation with this reviewee, talk through the purpose and process with them and ensure they know you are committed to having a constructive, useful discussion
• Ensure the reviewee has the appropriate form to complete and has the opportunity to ask any questions
• Based on the reviewee’s previous PDR documentation, consider their development, achievements and contributions during the period. If appropriate gain additional input from other colleagues who have worked closely with the reviewee to obtain helpful feedback prior to the PDR conversation.
• Consider future work goals for the individual, seeking input from more senior managers and individuals as necessary in order to predict future requirements and changes
• Complete your part of the PDR documentation as appropriate
• Anticipate any potential challenges and think through how you will handle them (see section on constructive conversations below)
• Don’t raise any major concerns with the reviewee during the PDR if these have not previously been discussed.
• Make a note of any actions that need to be agreed by the end of the conversation.

Practical arrangements

• Book an appropriate room for the conversation
• Ensure there are no interruptions
• Ensure you are familiar with the department’s/school’s five year plan and strategic objectives

Follow up

• Ensure development needs are submitted to the Learning and Development Centre (LDC) team using the appropriate document (see additional responsibilities for HoD below)
• Provide your Head of Department with a summary of the development needs identified for those you have reviewed
• Provide the reviewee with the necessary support and appropriate resources to access agreed development and as agreed with your Head of Department

The PDR process flowchart  may be useful in your understanding.

• Start with the basics – a simple hello or acknowledgement goes a long way
• Remember we are all different - take time to learn about another person’s perspective
• Be self-aware - think about how you interact, how you come across and consider how your unconscious biases may affect your behaviour
  
• Develop your communication skills – do you really listen / do you challenge in a respectful way?
• Discuss what respect means in your place of work
• Take time to connect with and support others across the community – you might be surprised what you learn
• Intervene early – if you see something that doesn’t seem right take action, don’t let your silence condone inappropriate behaviour
• Lead with respect – remember as the leader you set the tone for your department

Skills training for reviewers

LDC will be running a series of workshops to provide an introductory overview to the PDR process from the reviewers perspective. Workshop dates are available from April 2017 for colleagues who are new to the role of reviewer this year. Visit the workshop website for further details and booking.

If you are unable to make the workshop dates, or would like to update/refresh your knowledge, the first workshop was filmed and two AV presentations created, discussing the key principles and skills involved in the PDR process. Visit the Presentation Recordings page to view.

Other video learning resources are also available that you may find useful in relation to your role as a reviewer and conducting effective review conversations:

• Performance Objectives at Work - this introduces SMART objectives as an approach in constructive performance discussions, to engage an individual in the process to meet university objectives and personal goals. It reinforces the importance of supporting a colleague you are line managing to emotionally and actively engage with the process of a personal development review.
• Feedback: Fixing Performance Problems - this provides practical solutions to performance management conversations, and how to consider if performance issues are a result of misunderstandings.
  The CEDAR model to performance discussions is introduced: clarify, explain, discuss, agree, review.
• Management Skills: WHAM - this discusses the importance of motivation in effective performance, whilst appreciating the staff members responsibility to perform.
  The WHAM approach is What, How and Able = Motivated

You may wish to visit the full range of video learning resources, including a range of short guides on difficult conversations.