Transcript SOAS University of London PowerPoint

Staff Development &
Review Scheme
March – April 2015
Aims of the Session
• To consider why SOAS has the SDR scheme and is
aiming for 100% completion (professional services
2014-15 session);
• To look at the SOAS SDR Scheme and how it works in
practice;
• To consider how to get the most of the scheme;
• To consider how to write effective objectives.
2
What great managers do …
• Ensure the people or teams they manage know and understand what is
expected of them and have meaningful targets
• Emphasise the positive
• Provide development solutions and resources
• Give fair and accurate informal feedback
• Show interest in others, being responsive to their needs
• Conduct regular, effective meetings to set objectives, allocate tasks and
review performance
• Enable and empower others to act on their own initiative
• Recognise hard work and commitment from others
• Be willing and prepared to tackle difficult/sensitive issues
3
Objectives
• Why it’s important to set objectives
• Preparing to set objectives
• Setting S*M*A*R*T objectives
• Stretching objectives without becoming unrealistic
• Measuring objectives during the year
4
Motivational aspects of setting objectives
Directing one’s
attention
Objectives
motivate the
individual
by...
Regulating one’s effort
Task
performance
Increasing one’s
persistence
Encouraging the
development of goalattainment strategies
or action plans
Source: E.A. Locke and G.P. Latham, A theory of Goal Setting and
Task Performance Englewood Cliffs, NJ: Prentice Hall, 1990.
SMART Objectives
Specific
Measurable
Achievable
Realistic
Timely
The What, Why, and
How of the
SMART
model
Establish concrete
criteria for
measuring progress
toward the
attainment of each
goal you set
Objectives must be
stretching, but not
so far that people
become frustrated
and lose motivation
Realistic means
"do-able”. Too
difficult and you set
the stage for
failure, but too low
sends the message
that the individual
isn’t very capable
Putting an end
point on the
objective gives a
clear target to work
towards.
What exactly are
we going to do,
with or for whom?
What strategies will
be used?
Is the objective
well understood?
Is the objective
described with
action verbs?
Is the outcome
clear?
Will this objective
lead to the desired
results?
How will I know the
change has
occurred?
What evidence is
needed to confirm
it?
Can it be done in
the proposed
timeframe?
Is it within the
individual’s
capabilities?
Do we understand
the limitations and
constraints?
Can we do this with
the resources we
have?
Has anyone else
done this
successfully?
Is this possible?
Do you have the
resources available
to achieve this
objective?
Is it possible to
achieve this
objective?
How sensible is the
objective in the
current
business/project/d
epartment context?
Does it fit into the
overall pattern of
the individual’s job?
When will this
objective be
accomplished?
Is there a deadline?
Are there review
dates?
Activity
Convert the following into SMART objectives:
• Update the database regarding student attendance and
assignment marks;
• Introduce team meetings;
• Respond more quickly to student queries;
• I am currently involved in three large collaborative research
projects. These projects should yield significant publications
over the next two years.
Planning
What planning and preparation do you
need to do before the review meeting?
8
Positive Feedback
Consider the following examples of positive feedback, which
would you have preferred to receive, had you been involved
in this work?
“That was great! Brilliant! Absolutely fantastic!
Well Done!”
9
Giving Difficult Feedback
• Always criticise the action not the person.
• Always give specifics and avoid sweeping generalisations.
• Always give suggestions on what the person can do to improve. The
solutions are the keys or building blocks of constructive criticism.
• Always invite the other person to join you in thinking of ideas to
improve. Don't make it a monologue.
• Always be assertive in your feedback in an honest straightforward
way.
• Always give difficult feedback in private and never in front of others.
10
Listening, questioning, silence
• Use active listening skills (reflecting, paraphrasing,
summarizing);
• Consider body language, facial expressions;
• Consider the effect of interrupting;
• Use open-ended, probing questions, closed or
clarifying/summarising questions at different points;
• Silence is a very good tool for encouraging people to talk
further about something you think needs more reflection.
11
Any Questions?
12