using the aua cpd framework to create a new approach to appraisals
DESCRIPTION
This presentation discusses how we used the AUA CPD Framework to create a new approach to appraisals within the University of KentTRANSCRIPT
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Using the AUA CPD Framework to create a new approach to appraisals within the
University of Kent
Melissa Bradley, Stephanie Green and Helena Torres
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Before we start
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Welcome / Introductions
• Melissa Bradley, Faculty Administration Manager, University of Kent ([email protected])
• Stephanie Green, School Administration Manager, SECL, University of Kent ([email protected])
• Helena Torres, School Administration Manager, English, University of Kent ([email protected])
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Group Activity
• Share your thoughts on appraisal
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Context
• Changing Higher Education Sector
• University Administration Review
• Faculty wide review of administration restructures
• Opportunity to use the AUA CPD Framework and decided to use this in the appraisal process
• Reconceptualising appraisals: providing equal weight to performance and personal and professional development
• Enhancing meaningful engagement with appraisal
• Outline expectations of their professional behaviours
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Appraisal Project
• Small pilot within the Faculty of Humanities
• 27 staff participated
• The appraisal period was moved to later in 2011
• Managed by a small project team including Faculty HR Manager
• Engaged senior stakeholders
• Linked with existing University appraisal process and appraisal form
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Appraisal Project (II)
• Project poster displayed in the pilot Schools
• Briefing sheet circulated to all staff
• Team briefings were held by line managers
• Framework was disseminated
• Focus groups
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Project Outcomes
• A pilot professional development framework based upon the AUA behaviours & CPD Framework and matched to the University’s grades
• Accompanying guidance notes for appraisers, FAQs, a self assessment form and letter to all staff.
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Group activities
Group activity 1 • Consider the three professional development areas
given to your table and put together list of examples of positive and negative behaviours
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Group activities
Group activity 2
• Now consider three new professional development areas and put together a list of potential learning and development activities that participants could undertake to enhance strengths and/or areas of further development
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Example Learning and Development Activities
• 360° feedback
• Action learning
• Coaching
• Committee membership
• Conferences
• Contributing to consultation and feedback
• Delegation
• Distance learning
• E-learning
• Job rotation/Job swaps
• Mentoring
• Peer review/support
• Policy development
• Presentations
• Project team membership
• Secondments
• Shadowing
• Visits
• Workshops
• Writing reports, articles
• Networking groups
• Volunteering
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Focus Group Participant Feedback
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Project Benefits
For individuals
• encouraging reflection
• building on current capabilities, skills and knowledge
• increasing effectiveness
• increasing motivation to learn, build confidence and self-esteem
• enhancing transferable skills
• expanding and developing new areas of capability,
• maximising and building on strengths
For line manager
• aiding the identification of personal and professional development needs for teams
• enhancing guidance available to staff as part of their preparation for appraisals
• acting as a guide to career and succession planning
• providing a framework to give praise and regular constructive feedback to individuals
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Project Challenges
• Project work undertaken on top of the day jobs
• Timescales/Time (Short project timeframe)
• Potential resistance to change
• Staff attitudes towards appraisals
• Briefings and communication took longer than we thought
• Impact of language – the use of the word “behaviour”
• Designing the self assessment form
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Project Success / Key Learning Points
• Strong project team
• Well defined project brief and defined outcomes
• Establish and adhere to a series of timelines/set tasks
• Planning and communication (never underestimate this)
• Small number of participants
• Importance of briefing and obtaining proactive engagement and commitment
• Support and buy in from HR, senior colleagues as well as working closely with consultant
• Held focus groups and conducted a online survey
• Used the participants feedback to decide the future of project
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Moving Forward: phase II
• Larger number of participants (circa 100)
• Broader range of departments
• One to one briefings with new department leads
• Regular communication updates
• Adding specialised training workshops
• Revised self assessment form using a coaching wheel as the basis of self reflection
• Revisions to the Professional Development Framework to incorporate a new “external” category, more IT and technical behaviours
• Inclusion of a CPD log
• Establishing a shared document area using SharePoint
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In conclusion…
Before you start implementing a project:
• Be clear about success - what does this look like?
• Understand your audience – tailor communication and engagement appropriately
• Pay attention to local context and potential barriers
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