This training programme provides managers with the skills to effectively conduct employee performance appraisals and give feedback. The programme covers preparing for and planning appraisals, roles and responsibilities of managers, setting objectives, giving feedback, and identifying the key elements of an effective performance review. Trainees will practice conducting appraisals through role plays and receive feedback from observers on their skills. The goal is to enable honest and constructive feedback to help employees improve performance.
2. PROGRAMME
This course has been developed to support managers develop others performance
and conducting appraisal’s.
This course will enable you to give honest feedback, not postponing or sugar coating
awkward issues.
• Introductions
• What is an appraisal
• Adequately prepare and plan for an appraisal.
• Roles and responsibilities of managers
• “do’s and don’t”
• Setting performance objectives
• Giving feedback
• Identify the essential elements of an effective
performance appraisal
• The appraisal process
3. ICE BREAKER
Take it in turns to introduce yourself, include;
– Your name and role
– Level of experience in conducting appraisals
– One expectation of today’s event
5. What is an appraisal?
‘An assessment of an employee’s
performance, potential and development
needs. The appraisal is an opportunity to
take an overall view of work content,
loads and volume, to look back on what
has been achieved during the period and
agree objectives for the next period.’
ACAS
6. NHS Constitution (2012)
The NHS Constitution commits the Trust to providing all staff with
personal development and access to appropriate training for their
job.
Trust Commitment
Enabling our staff to achieve their full potential and take pride in the
services that they deliver.
8. The purpose of Appraisal and the
Do’s and don’ts
GROUP 1
Why do we have an
appraisal scheme?
GROUP 3
What are the obstacles
to a good appraisal?
GROUP 2
What are the Key
Features of a good
appraisal?
10. Feedback – what is it?
Feedback is Giving the ‘I’ message
•I saw, heard, experienced (description of behaviour)
•I see what happens then (effects)
•I feel about this (feelings)
Feedback is a way to confront:
•With an honest and open attitude
•Aiming at results
•Bringing change
•With respect for the other
•Does not impose solutions
Feedback should always be:
•Descriptive and clear
•Specific and useful
•Given at the right moment
•Balance between positive and
negative
11. • http://www.youtube.com/watch?v=Jln-liAnN8Y
• Activity in groups the managers can try to identify the
errors and suggest how to improve the appraisal to
make it more effective.
•
• How to do effective performance appraisals:
• http://www.youtube.com/watch?v=E34Zt1cEpFA
•
• Fixing performance issues:
• http://www.youtube.com/watch?v=EejwZEOLzRU
12. Role play
Now that we know all of the steps for conducting an effective performance appraisal
you will have the opportunity to develop your skills by participating in a role play.
•The role play will consist of the manager, the employee and the observer, who will
observe the role play and report back.
•You will be presented with hand outs of the performance appraisal scenarios. The
observers will be provided with key questions to answer.
•(provided in word doc)
•Begin by dividing the group into three and distributing the hand out.
•Instruct participants to read the scenario and determine who will play the roles. Then
give participants time to prepare for the scenario.
•After ask the participants to begin the role play. Instruct the managers to conduct the
appraisal as if they were actually conducting a performance appraisal. Similarly with
employees to respond as if they would under normal circumstances.
•Instruct the observers to use the Observers to guide to help to provide feedback to
the managers and employees.
13. THE APPRAISAL PROCESS
Recording the outcome
Gathering evidence and preparing for the meeting
Conducting the Appraisal meeting
Scheduling the meeting
Distributing the documents
Interim review
14. The Knowledge and Skills Framework
• Provides a useful supporting framework to identify development
needs.
• Is a tool made up of a number of dimensions
• Helps managers and staff identify the skills, knowledge and
experience required to undertake a role.
• Can be used to identify development needs in the current post
• Can be used to underpin decisions about pay progression.
• Valuable in supporting career progression and service
development.
15. Dimensions
1. Communication
2. Personal and People Development
3. Health, Safety and Security
4. Service Improvement
5. Quality
6. Equality and Diversity
7. Use of information
8. Leadership and management – applicable to specified posts only
18. • Simplified KSF reduces the need to collect
evidence.
• All evidence should be readily available in the
workplace
• Evidence collection is not an industry
• Evidence can be uploaded onto the appraisal
document it is gathered
• If it relates to a patient or client or is
confidential, identifiers must be removed
• Quality is better than quantity
Rules
Of
Evidence
19. • Care plans
• Supervision notes / Reflective notes / diaries
• Reports / letters that the individual has
composed / written / email trails
• Programmes of training that the individual
has helped to deliver
• Adverse incidents – these may be positive as
well as negative, offer a real opportunity to
learn and/or prove competence
• Managers / work colleagues comments
• Compliments / thank you letters
• Work records / learning logs
Main
types of
evidence
20. KSF Gateways
• KSF Gateways are specific points on a pay band where a more
detailed assessment of the application of knowledge and skills is
a precursor to pay progression
• Foundation Gateway
• Second Gateway
NHS Employers Link
21. What have we covered:
•Recognised your role and responsibility as a manager in conducting
a performance appraisal.
•Adequately prepare and plan for an appraisal.
•Explain the importance of providing meaningful feedback to
employees.
•Identify the essential elements of an effective performance
appraisal.
What does KSF stand for? List the 8 KSF dimensions that are applicable to each post What would you do if agreement cannot be reached between manager and staff member? In the Appraisal Policy it mentions “Steps to achieving a meaningful appraisal” – how many steps are there? List examples of ways you can learn/develop new skills What does the acronym SMART stand for?
Annual performance appraisals enable management and monitoring of standards, agreeing expectations and objectives, and delegation of responsibilities and tasks. Staff performance appraisals also establish individual training needs and enable organisational training needs analysis and planning.
Trust Commitment: The Trust expects each employee to receive an annual staff appraisal which considers the needs arising from service needs, personal objectives and the Knowledge and Skills Framework (KSF). The completion of this process enables individual learning and development needs to be prioritised and resources identified. Where development needs are identified, a personal development plan should be agreed between the member of staff and his/her manager. The plan should be reviewed and updated at regular intervals as part of normal supervision and if financial support is required, these should be identified by the completion of a Study leave Application form. We will discuss the paperwork shortly.
Skills needed by Manager Rapport Questioning/probing Active listening Time management Fairness Objective setting Preparation skills Negotiating Tact and diplomacy Feedback skills
GROUP 1 – Why do we have an appraisal scheme? To individuals:/ Provide clarity/Discuss future plans Discuss future career/Provide feedback/Discuss problems/Identify training needs Opportunity for one to one with manager/Opportunity for job enrichment For the organisation: Improve job performance/Agree objectives/Identify strengths and weaknesses. Discuss progress/Discuss future plans/Identify training needs/Provide clarity/Opportunity for one to one with employee/Foster good working relationships between managers and employees GROUP 2 – What are the key features of a good appraisal? Member of staff does most of the talking Manager listens actively Scope for reflection and analysis Performance is analysed not personality The whole period is reviewed not just recent events Achievements are recognised and reinforced Ends positively with agreed action points GROUP 2 – What are the obstacles to a good appraisal? Halo/horns effect Overgenerous / too critical Lack of consistency Focus on recent events Appraiser does most of the talking Appraiser does not listen Appraiser avoids difficult issues
Specific – The action behaviour or outcome must be linked to a rate, number, percentage or frequency. ‘Answer the telephone quickly’ is not specific and allows for a subjective assessment to be made about whether the outcome has been achieved. In contrast, ‘answer the telephone within 3 rings’ is. Measurable – You must be able to measure the extent to which an objective has been achieved. If you’ve successfully created a specific objective linked to a rate, number, percentage or frequency, this will be easier. When setting an objective always think how you would measure and define the success for the objective. Achievable – Put simply, an objective is achievable and realistic if, with a reasonable amount of effort and application, it can be achieved. Deciding what constitutes a realistic amount of effort and application calls for a subjective judgement to be made, which is one reason why objectives should be mutually agreed and not set. Relevant – This means that the outcome sought must be something the individual can actually impact upon. The key questions here are: Does the individual have the necessary knowledge, skill and authority to complete this objective? Time bound – This means: is there a timeframe within which the objective should be undertaken? If not, the objective is not time bound. When setting objectives think about what the departmental and team objectives are and how these can link to individual objectives. Think about the ‘whole person’ – don’t always have to just set work related objectives. Recognise if the employee needs to develop as a person i.e. communication skills. This will help to create positive attitudes, motivation, and also develops lots of new skills that can be surprisingly relevant to working productively and effectively.
5 minutes group giving examples of what it is Show slide on what feedback is Now distribute DELEGATE WORKBOOK ask to complete exercise 1a and 1b – self assessment – allow 5 minutes Watch the video/CD ????? Do the role play exercise.
Scheduling the appraisal meeting An annual appraisal meeting should be held no less than three months before the member of staff’s incremental date. Gathering evidence The gathering and entering of evidence should be encouraged as a continuous process throughout the year. Preparing for the meeting The member of staff should complete forms 1 – 8 of the Appraisal Documentation prior to the meeting and forward electronically to the Reviewer one week before the scheduled meeting. Taking part in the meeting The appraisal meeting then takes place. The meeting should involve a two-way discussion with mutual agreement being reached on each aspect of the appraisal. The joint discussion should include: General discussion based on the appraisal preparation form and Job Performance Wheel Reviewing outcomes against any previously set task or objectives Agreeing and setting objectives for new year Evaluating any learning undertaken Review mandatory training that has been undertaken Assessing current level of competence in relation to the KSF outline Agreeing a Personal Development plan Scheduling further dates for meeting to review progress Record outcome and distribute documents On-going review: Typical points covered in the interim review would include: Discussion of progress against objectives and any areas where changes or unexpected developments mean that personal objectives should be adjusted. Review of progress in skills and knowledge required and of any planned development initiatives undertaken. Confirmation and/or adjustment of actions by manager and appraisee in the second half of the year.
The Knowledge and Skills Framework The NHS Knowledge and Skills Framework is a development tool made up of a number of dimensions, used to identify the skills, knowledge and experience required by staff to undertake their role. It can be used in conjunction with the job description and person specification, to identify development needs in the current post and to underpin decisions about pay progression. This Framework will also be valuable in supporting career progression and service development
The Knowledge and Skills Framework was made up of 30 dimension, however KSF has now been simplified and is made up of 6 core dimensions. Worcestershire Health and Care Trust has decided to focus on these dimensions plus use of information and leadership & management (where appropriate)
All new posts should be assigned a KSF outline at the beginning of the recruitment process. There is also a library on the intranet or contact Nadine Round.
Trust also uses post outlines – more detailed than summary post outline. Hand out – summary descriptions of the core dimensions
If managers and staff are discussing performance on a regular basis there is no need for staff to produce written evidence for their appraisal. – Evidence should focus on the specific development needs.
The foundation gateway - checks that the individual is on track in developing the required knowledge and skills. The foundation gateway takes place 12 months after you have joined a pay band no matter at what point you start on it. The second gateway - checks that the individual is applying the knowledge and skills that needed by anyone fully developed in that post. The second gateway takes place at a fixed point towards the top of the pay band. In between the gateways staff are expected to progress up the pay increments as they continue to learn and develop with the support of their manager. Even at the gateways the expectation is that, having met their learning needs, the member of staff will progress up the incremental scale in the pay band. Pay progression will normally occur will only be deferred where there is a performance / capability issue which is being handled through the Appropriate processes.
