Performance and Development Review (PDR) Example Forms The following example PDR forms are intended to demonstrate that there is flexibility in the way the form is used to summarise the discussions in the PDR meetings, particularly Section A which reviews the outcomes from the previous year. The important thing to remember as a reviewer is that you should discuss both what was expected of the reviewee and how well they achieved those things and how they applied their skills, knowledge and behaviour at work (the competencies). The three examples are: 1. Jo Bloggs, Administrative Assistant In Section A, three key tasks from the job description have been highlighted plus two key goals from the previous PDR. These are discussed on the right. 2. Liam Bloggs, Senior Laboratory Technician In Section A, the reviewer has looked at each competency area and identified some key tasks from the job description that are relevant to each competency. 3. Mary Bloggs, Department Administrator The key outcomes from job description have been used to structure Section A.
Reviewers may find it helpful to structure Section A of the form in other ways, for example; using the eleven questions in the form ‘Preparing for the Performance and Development Review’.
PDR Form Examples
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University of Otago General Staff Performance and Development Review Form 2014 This form should be completed by the reviewer with the employee as part of the formal PDR review. Please refer to the policy available on the web at www.otago.ac.nz/humanresources/pdr or from your departmental administrator. Sample completed forms are also available on the web.
NAME:
Jo Bloggs
EMPLOYEE NO:
123456
POSITION TITLE:
Administrative Assistant
DEPARTMENT:
X
SCHOOL & DIVISION:
Sciences
DATE OF REVIEW:
21/8/13
1 Reviewer and staff member prepare
2 Review performance with outcomes and competencies
3
4
Agree expected outcomes
Reviewer completes form in agreement with staff member
5 Head completes salary section and comments
6 Reviewer and staff member add their comments and all parties sign completed form
Section A - Review the outcomes from the previous year (to be completed by reviewer)
Refer to the job description, the previous PDR and other expected outcomes. Use the competency descriptions as a guide to help describe and assess the performance level.
Outcomes & Competencies: evidence of performance level and summary of PDR discussion Provide a pleasant & welcoming environment to all staff, students & visitors – as per job description (JD). Jo has performed exceptionally well this year. In addition to running a highly successful reception area, she has learned new skills and assisted in preparation for the budget review. Her achievements have benefited the department and demonstrated an improvement from last year. She now has a high level of expertise in all the knowledge and skills required for her role. Provide efficient, accurate and timely clerical support to academic staff (JD). Academic staff continue to give glowing feedback about Jo’s support, in particular her support in preparing lecture material to a very high level of detail and accuracy. Her skills in formatting and presenting documents are well known in the building and she provides advice and support to a variety of people outside the scope of her job description. Improve excel skills and take responsibility for entry, calculation and checking of 100 level grades for semester 1 (previous PDR). Jo mastered the skills needed for entry, calculation and checking grades with me at the end of semester two last year. She picked up these new skills quickly with excellent accuracy and I had the confidence to delegate additional courses to her. She successfully completed the grades for two summer school courses with 100% accuracy and more complex 300 and 400 level courses in semester 2 in addition to the 100 level courses. She has applied her new excel skills to a number of other tasks. In addition, on her own initiative, Jo prepared a summary of how the new Finance system and account codes would affect each staff member in the Department and supported them in updating template documents. I mentioned this to other Department administrators and they were keen to copy this approach.
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Section B - Overall Assessment of Performance Level (to be completed by reviewer) Performance Level
Definition
Outstanding
Consistently achieves all their key outcomes as described in the ‘outstanding’ performance descriptions. The key outcomes are recognised as exceeding the normal expectations for the role..
Exceeds Expectations
Consistently achieves some outstanding outcomes as described in the ‘outstanding’ performance descriptions. Achievement of the other outcomes will be assessed at the ‘fully competent’ level.
Fully Competent
Achieves all expected outcomes to a high standard as described in the ‘fully competent’ performance descriptions. Performance assessed at this level is considered as meeting normal expectations for the role.
Working Satisfactorily towards Full Competence
Achieves some expected outcomes and demonstrates full competence in some areas as described in the ‘working satisfactorily towards full competence’ performance descriptions. Development is required in some areas of the role but progress towards ‘fully competent’ is evident.
Requires Improvement
Does not achieve some expected outcomes; performance is as described in the ‘requires improvement’ performance descriptions. Development is required in some key areas of the role but improvement is not evident.
(Mark One in Bold or Circle) Requires Improvement
Working Satisfactorily towards Full Competence
Fully Competent
Exceeds Expectations
Outstanding
Comments: Jo has demonstrated a significant improvement over the last year and now has outstanding knowledge and skills for this position. She provides excellent support to the team and exceptional customer service to staff, students and visitors. She has shown a high level of initiative assisting with the preparation for the budget review and is more than confident in resolving day to day problems in the department, at times anticipating problems before they arise and creatively and successfully resolving them. She is an integral and highly valued member of our team.
Section C - Expected outcomes and professional development planning for the coming year (to be completed by reviewer) Agreed Outcomes and Professional Development Goals 2014/2015
Assist new lecturer with developing lecture material for the new 200 level course. Start of Semester 1, 2015 Support new lecturer with all administrative processes, ensuring that all documentation is completed accurately. February to April 2015
Longer Term
Jo would like to progress to a more senior administrative position in the University, but feels that she would not have the skills and experience to apply. One of the key areas for development is a more in depth understanding of the University’s financial systems. I would like to arrange for Jo to attend FSD training programmes in early 2015 and to support Jo in attending the ‘Developing your Career at the University’ course.
Support and training required to achieve outcomes and professional development goals including an action plan: who will do what and when. a.
b.
I will give Jo the opportunity to be involved in budget monitoring and reporting processes during 2015 so that she can apply the knowledge & skills gained in the FSD training.
Training
FSD modules 1.1 to 2.7 Developing your Career at the University Cover will be arranged to free up time for Jo to attend FSD courses and take on tasks to support budget monitoring and reporting. Estimated cost of staff development requested $400
Agreed dates to formally review progress towards expected outcomes and professional development goals with the staff member over the next 12 months (a minimum of two is required). 1 April, 1 July PDR Form Examples
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To be completed by Head (if not the reviewer) Section D - Salary Review (only applicable for staff on General Staff Salary Scale 1 – Levels 1 to 8) Level (1-8)
Step at 1 August 2014
3
17
FTE Salary at 1 July 2015
Appointment or Merit Increase considered?
$46,652
Option 1: Standard increase approved by Head within appointment range. Head will provide the staff member with a confirmation letter by 1 December. Option 2: Increase approved by Head within merit increase fund. Head will provide the staff member with a confirmation letter by 1 December. Option 3: Increase recommended but exceeds Head’s merit increase fund. Increase to be considered by Divisional Head (or Dean in Health Sciences). The Head will seek approval and will inform the staff member of the decision in person as soon as possible and will confirm the decision in writing by 1 December. Option 4: No increase awarded
New Step (within appointment range): New FTE Salary: New Step:
$ 20
New FTE Salary:
$47,691
Recommended Step: Recommended FTE Salary:
$
Tick Box or enter ‘No Increase’
John Smith John Smith Name of Head Signature of Head Date NB: Approval for salary increases rests solely with the Head (as defined). All increases are therefore provisional until the above authorisation is completed.
Section E - Additional Comments (optional) Head (if not the reviewer)
Staff Member
The completed form will be signed by all parties then copied to the reviewer, the staff member and the departmental personnel file.
Name of Staff Member
Signature of Staff Member
Date
Name of Reviewer (if not the Head)
Signature of Reviewer (if not the Head)
Date
Name of Head
Signature of Head
Date
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Notes from Progress Reviews 2014-2015
Please bring the completed form to refer to during progress review meetings throughout the year and use this space to make notes
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University of Otago General Staff Performance and Development Review Form 2014 This form should be completed by the reviewer with the employee as part of the formal PDR review. Please refer to the policy available on the web at www.otago.ac.nz/humanresources/pdr or from your departmental administrator. Sample completed forms are also available on the web.
NAME:
Liam Bloggs
EMPLOYEE NO:
654321
POSITION TITLE:
Senior Laboratory Technician
DEPARTMENT:
Y
SCHOOL & DIVISION:
Z
DATE OF REVIEW:
21/8/13
1 Reviewer and staff member prepare
2 Review performance with outcomes and competencies
3
4
Agree expected outcomes
Reviewer completes form in agreement with staff member
5 Head completes salary section and comments
6 Reviewer and staff member add their comments and all parties sign completed form
Section A - Review the outcomes from the previous year (to be completed by reviewer)
Refer to the job description, the previous PDR and other expected outcomes. Use the competency descriptions as a guide to help describe and assess the performance level.
Outcomes & Competencies: evidence of performance level and summary of PDR discussion Knowledge & Skills
• Maintain expertise in experimental techniques listed in JD. • Learn new experimental techniques as required by researchers. • All technical tasks completed to a high standard of accuracy. • Produce high quality, reproducible data. • Good knowledge of laboratory data systems. You have demonstrated a high level of expertise in all the required experimental techniques and more. It is at a level where you are able to adapt and improvise with some equipment to meet unusual challenges. New techniques learned this year include learning use of the Sequenom machine and the new dental flow cytometer. The new bioinformatics tool which you found on the web will much improve our current data analysis. This was verified as a valuable method which is now being implemented by our lab. You’ve shown that you’re able to detect problems with data reproducibility and produce data of publishable quality, for example the data published in Nucleic Acids Research. I have received excellent feedback from the researchers you have worked with about the high quality data you are able to provide e.g. for Dr Z’s research on Y. Teamwork & Co-operation • Maintain effective working relationships with all staff and students. You are a valued member of the team with good working relationships with staff and students. I appreciated your help with induction, initial training and ongoing support of the new laboratory technician. Organisation, Planning & Self Management • Experiments carried out making efficient use of time and reagents. • Detailed records kept of procedures carried out with proper and appropriate storage of experimental results. • Reagents and chemical stocks maintained and stored in proper and safe manner. All your experiments, across a variety of projects, have exceeded my expectations in regards to time, efficient use of reagents and overall quality of results.
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The internal MAF compliance committee audit identified no hazards. The lab is well run with regard to safety and storage and you demonstrate good lab practice to everyone. I’m confident the external audit will be equally good. As we discussed, to keep your workload at a manageable level you need to delegate tasks to students and negotiate and set reasonable expectations with staff seeking assistance. Service to Customers • Support and advise laboratory staff and students in the technical aspects of their projects. • Provide researchers with high quality experimental results within agreed timescales. • Regular reports to the head of the laboratory giving up-to-date results and problems resolved. Our two PhD students whose projects you have been contributing towards are in a position to present their data at the next ASHG and ARA meetings respectively. Your contribution is highly regarded. Dr X has been impressed with the work you have carried out for her this year and is pleased to be working with you next year on her new project with Dr Y. As discussed, presentation & content of reports could be improved as well as the Communication with head of laboratory. Leadership & People Management • Ensure that high standards of co-operation are maintained in the use of departmental facilities by laboratory students. • Allocate tasks to students to assist the day-to-day running of the laboratory. • Mentor students and teach them experimental techniques. It’s been a difficult year in terms of the standards of co-operation in the laboratory with tensions between some students. We reviewed the incidents in May and July and agreed that these could have been handled better. These situations are not easy to handle well, and I appreciate that this can be a difficult part of your job. I believe the course ‘I’m not a mediator, but....’ would give you the opportunity to learn different approaches to handling these situations. I have observed that you have a tendency to do tasks yourself rather than allocate them to students, for example, preparing solutions, emptying biohazard bags and taking the lab coats for washing. As we discussed, this is not effective use of your time. I believe the course ‘Passing it on, how and when to delegate’ could help you. I’m impressed with the high standard of technical advice you give to students, and I’ve received feedback from students who have appreciated your assistance.
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Section B - Overall Assessment of Performance Level (to be completed by reviewer) Performance Level
Definition
Outstanding
Consistently achieves all their key outcomes as described in the ‘outstanding’ performance descriptions. The key outcomes are recognised as exceeding the normal expectations for the role.
Exceeds Expectations
Consistently achieves some outstanding outcomes as described in the ‘outstanding’ performance descriptions. Achievement of the other outcomes will be assessed at the ‘fully competent’ level.
Fully Competent
Achieves all expected outcomes to a high standard as described in the ‘fully competent’ performance descriptions. Performance assessed at this level is considered as meeting normal expectations for the role.
Working Satisfactorily towards Full Competence
Achieves some expected outcomes and demonstrates full competence in some areas as described in the ‘working satisfactorily towards full competence’ performance descriptions. Development is required in some areas of the role but progress towards ‘fully competent’ is evident.
Requires Improvement
Does not achieve some expected outcomes; performance is as described in the ‘requires improvement’ performance descriptions. Development is required in some key areas of the role but improvement is not evident.
(Mark One in Bold or Circle) Requires Improvement
Working Satisfactorily towards Full Competence
Fully Competent
Exceeds Expectations
Outstanding
Comments: I have clear evidence of your expertise in a wide variety of experimental techniques and excellent feedback on the high standard of support you have provided to both researchers and students. Your performance meets most of the descriptions specified in the outstanding performance level for the Knowledge, Team Work, Service, and Customer Service competencies For our next review we will target specific descriptions in the Organisation and Leadership competencies which relate to work load management to take them beyond the current assessment of Fully Competent.
Section C - Expected outcomes and professional development planning for the coming year (to be completed by reviewer) Agreed Outcomes and Professional Development Goals 2014/2015
Supporting the research programmes of Dr X & Dr Y will be a major focus in the coming year. Ensure that experiments are planned and completed to a high standard within the agreed timescales.
Timescale to be agreed with Dr X & Dr Y.
Some changes to the lab sessions for courses X and Y are being discussed – liaise with X and ensure that any changes are implemented smoothly for the start of Semester 1.
Start of Semester 1.
Improve reporting by preparing a one page summary report every fortnight for discussion with me before each fortnightly team meeting. The department administrator has offered to assist you with developing a format for these reports.
January progress review.
Effectively delegate work to students throughout the academic year, ensuring that students complete the tasks on the list attached. Attend the training course ‘Passing it on, how and when to delegate’.
April progress review.
Go to the training ‘I’m not a mediator, but....’ in January and then discuss different ways you might approach difficult situations in future with me.
February
The target for this PDR period is to work towards achieving the Outstanding level of performance for the Organisation & Leadership competencies.
June
Attend Café Reo as an aim for the Working Towards Full Competence performance level in Ngā Taonga Tuku Iho competency
February – June 2015
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Support and training required to achieve outcomes and professional development goals including an action plan: who will do what and when. a.
Working with the department administrator to develop a format for regular reports. Visiting other labs to see how others (eg. Julie & Dan) delegate tasks to students effectively.
b.
Training ‘I’m not a mediator, but....’ ‘Passing it on, how and when to delegate’
c.
Attend café reo (once a fortnight for one hour) – no cost.
If there are opportunities for relevant technical training during the year, I will support you to attend. Estimated cost of staff development requested $100-$200 (to be paid from the overheads section of grant 1096460PLH)
Agreed dates to formally review progress towards expected outcomes and professional development goals with the staff member over the next 12 months (a minimum of two is required). 20 January, 1 April, 1 July
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To be completed by Head (if not the reviewer) Section D - Salary Review (only applicable for staff on General Staff Salary Scale 1 – Levels 1 to 8) Level (1-8)
Step at 1 August 2014
5
21
FTE Salary at 1 July 2014
Appointment or Merit Increase considered?
$56,701
Option 1: Standard increase approved by Head within appointment range. Head will provide the staff member with a confirmation letter by 1 December. Option 2: Increase approved by Head within merit increase fund. Head will provide the staff member with a confirmation letter by 1 December. Option 3: Increase recommended but exceeds Head’s merit increase fund. Increase to be considered by Divisional Head (or Dean in Health Sciences). The Head will seek approval and will inform the staff member of the decision in person as soon as possible and will confirm the decision in writing by 1 December. Option 4: No increase awarded
New Step (within appointment range): New FTE Salary: New Step:
$
New FTE Salary: Recommended Step:
$ 25
Recommended FTE Salary:
$58,415
Tick Box or enter ‘No Increase’
John Smith John Smith Name of Head Signature of Head Date NB: Approval for salary increases rests solely with the Head (as defined). All increases are therefore provisional until the above authorisation is completed.
Section E - Additional Comments (optional) Head (if not the reviewer)
Staff Member
The completed form will be signed by all parties then copied to the reviewer, the staff member and the departmental personnel file.
Name of Staff Member
Signature of Staff Member
Date
Name of Reviewer (if not the Head)
Signature of Reviewer (if not the Head)
Date
Name of Head
Signature of Head
Date
PDR Form Examples
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Notes from Progress Reviews 2014-2015
Please bring the completed form to refer to during progress review meetings throughout the year and use this space to make notes
PDR Form Examples
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University of Otago General Staff Performance and Development Review Form 2014 This form should be completed by the reviewer with the employee as part of the formal PDR review. Please refer to the policy available on the web at www.otago.ac.nz/humanresources/pdr or from your departmental administrator. Sample completed forms are also available on the web.
NAME:
Mary Bloggs
EMPLOYEE NO:
124816
POSITION TITLE:
Department Administrator
DEPARTMENT:
X
SCHOOL & DIVISION:
X
DATE OF REVIEW:
1 Reviewer and staff member prepare
2 Review performance with outcomes and competencies
3
4
Agree expected outcomes
Reviewer completes form in agreement with staff member
21/8/13
5 Head completes salary section and comments
6 Reviewer and staff member add their comments and all parties sign completed form
Section A - Review the outcomes from the previous year (to be completed by reviewer)
Refer to the job description, the previous PDR and other expected outcomes. Use the competency descriptions as a guide to help describe and assess the performance level.
Outcomes & Competencies: evidence of performance level and summary of PDR discussion Proposed annual budget is coordinated and completed according to the time-frame in accordance with budget parameters You have done well to meet the FSO deadline for submission of budget data. Your knowledge of the annual budget and its process has improved from last year. As we have discussed, the Divisional Finance Manager highlighted that some commercial activities budgets had been omitted from the data submitted. It is important that this information is included at Budget Review. Monthly variance reports are completed accurately and within the timeframe. I have been advised that all your reports have been submitted on time this year. Well done. I am really pleased with the progress you have made in managing your time around these busy periods. It has been suggested that you do still need to give more precise information about the reasons for variances. As we have discussed, we will provide help with fully interpreting the monthly data. Casual tutors are appointed according to University policy and ongoing payroll requirements are met. This role has been performed to my complete satisfaction. Budget information provided to academic staff members is accurate and timely and presented in such a way as to provide relevant and usable information for paper coordinators. We have discussed complaints from academic staff about delays in obtaining their monthly printouts. I understand that you wanted to have the reports checked against source documents prior to sending out; we have agreed that a better process would be to take a copy of them for this purpose. Deadlines for administrative interaction with the wider University are met. In general, you have done well. The Examinations Officer was concerned about delays in receiving exam papers from this department. I know that this is a very difficult task, but if you are having difficulty in getting exam questions from staff, you must let me know so that I can follow up. Students are kept informed of matters affecting their course of study. The Staff Student Liaison Committee has functioned well this year thanks to your careful organisation. Excellent work. Committee minutes are accurately prepared and available to committee members within two working days, and actions/instructions resulting from meetings are performed in a timely fashion. You have worked hard at this role. In general I would like minutes to be briefer with less of the discussion recorded and a clearer emphasis on decisions and actions arising. Follow up on actions is important as well and I would like to PDR Form Examples
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receive a short report on this before each meeting. Advertising material and programme information books are produced in accordance with University presentation guidelines. I have received some very good feedback on the updated handbook. Next year we will need to produce this at least a month earlier. I suggest you consult the Divisional Marketing Co-ordinator if you need a hand with it.
Section B - Overall Assessment of Performance Level (to be completed by reviewer) Performance Level
Definition
Outstanding
Consistently achieves all their key outcomes as described in the ‘outstanding’ performance descriptions. The key outcomes are recognised as exceeding the normal expectations for the role.
Exceeds Expectations
Consistently achieves some outstanding outcomes as described in the ‘outstanding’ performance descriptions. Achievement of the other outcomes will be assessed at the ‘fully competent’ level.
Fully Competent
Achieves all expected outcomes to a high standard as described in the ‘fully competent’ performance descriptions. Performance assessed at this level is considered as meeting normal expectations for the role.
Working Satisfactorily towards Full Competence
Achieves some expected outcomes and demonstrates full competence in some areas as described in the ‘working satisfactorily towards full competence’ performance descriptions. Development is required in some areas of the role but progress towards ‘fully competent’ is evident.
Requires Improvement
Does not achieve some expected outcomes; performance is as described in the ‘requires improvement’ performance descriptions. Development is required in some key areas of the role but improvement is not evident.
(Mark One in Bold or Circle) Requires Improvement
Working Satisfactorily towards Full Competence
Fully Competent
Exceeds Expectations
Outstanding
Comments: Overall, you have done well this year, achieving most of your outcomes. I am pleased with your improvement in organisational and time management skills when meeting the tight budget deadlines. Your knowledge required for the reports is also improving, although we have highlighted some areas that you still need assistance with. We have discussed your outcomes and competencies and agreed on an overall assessment of ‘working satisfactorily towards full competence’.
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Section C - Expected outcomes and professional development planning for the coming year (to be completed by reviewer) Agreed Outcomes and Professional Development Goals 2014/2015
Commercial Activities: Arrange meetings with Enterprise Office staff and FSD Analyst to ascertain how commercial activities are structured and managed within the University. Investigate other departments’ (e.g. Anthropology; Chemistry) systems for managing commercial activities and produce some notes to go into the job manual on the best way forward for our department. Monthly Variance Reports: Meet with Divisional Administrator and FSD Analyst to clarify the level of detail required. Attend an ITS training course (individual 3 hour if necessary) on Pivot Tables to learn how to analyse the data provided for the variance reports. Monthly Financial Reports: To be distributed to staff pigeonholes within one working day of receipt of originals from FSD. Website Maintenance: Regularly update the website. If you find you are unable to do so please advise me so that I can make arrangements to have this done. Check that all timetables are correctly displayed on website. Committee Minutes: Provide draft minutes to supervisor for his comment before distribution. Provide draft follow-up report to supervisor before meeting. Handbook: Consult the Divisional Marketing Co-ordinator for advice/support in producing the handbook in a timely manner. Send handbook to printer. Handbooks to be posted to University departments; external agencies; school etc. Policy Database: Update and keep current.
Support and training required to achieve outcomes and professional development goals including an action plan: who will do what and when. a.
Contact other Departmental Administrators within the next 6 months and seek their advice on management systems for tasks you have in common with them.
b.
Training ITS training: Excel spreadsheet – especially Pivot Tables Desktop Publishing FSD training: Budgets/commercial activities
Agreed dates to formally review progress towards expected outcomes and professional development goals with the staff member over the next 12 months (a minimum of two is required). 20 January, 1 March, 3 May, 20 July
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To be completed by Head (if not the reviewer) Section D - Salary Review (only applicable for staff on General Staff Salary Scale 1 – Levels 1 to 8) Level (1-8)
Step at 1 August 2014
6
17
FTE Salary at 1 July 2015
Appointment or Merit Increase considered?
$61,224
Option 1: Standard increase approved by Head within appointment range. Head will provide the staff member with a confirmation letter by 1 December. Option 2: Increase approved by Head within merit increase fund. Head will provide the staff member with a confirmation letter by 1 December. Option 3: Increase recommended but exceeds Head’s merit increase fund. Increase to be considered by Divisional Head (or Dean in Health Sciences). The Head will seek approval and will inform the staff member of the decision in person as soon as possible and will confirm the decision in writing by 1 December. Option 4: No increase awarded
New Step (within appointment range): New FTE Salary: New Step:
$
New FTE Salary: Recommended Step:
$
Recommended FTE Salary:
$
Tick Box or enter ‘No Increase’
No increase
John Smith John Smith Name of Head Signature of Head Date NB: Approval for salary increases rests solely with the Head (as defined). All increases are therefore provisional until the above authorisation is completed.
Section E - Additional Comments (optional) Head (if not the reviewer)
Staff Member
The completed form will be signed by all parties then copied to the reviewer, the staff member and the departmental personnel file.
Name of Staff Member
Signature of Staff Member
Date
Name of Reviewer (if not the Head)
Signature of Reviewer (if not the Head)
Date
Name of Head
Signature of Head
Date
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Notes from Progress Reviews 2014-2015
Please bring the completed form to refer to during progress review meetings throughout the year and use this space to make notes
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