Models of Performance Review
We’ve been exploring different models of staff performance review at KTJ in recent years. Currently, many of our academic leaders still undergo the traditional annual appraisal, though this now follows a 360-degree approach which focuses on qualitative assessment and positive suggestions for what the staff member can do next. It starts with a self review and then a meeting with the appraiser (the line manager) to discuss the approach. This discussion is a great opportunity to examine the successes and frustrations of the past 12 months, to consider career progression and to look at training or experience requirements.?
Following the meeting, feedback is then sought from 10-12 colleagues with whom the appraisee works closely. This will include those line-managed by the appraisee. Generally, we ask just three questions and we have found this gives us everything we need:
Initially, we asked these questions face to face, but in many cases we have discovered we elicit better and more well thought-through responses by requesting respondents reply to an email. This gives them the chance to consider carefully what they want to say and it makes it easier for the appraiser to quote verbatim. We’ve also noticed that over the years staff have got more honest in their responses as they’ve come to trust the system.
The appraiser writes up a report, focusing heavily on what others think and keeping the feedback anonymous. This allows for a non-confrontational and constructive meeting once the appraisee has had a chance to reflect on the feedback.
Some leaders have really embraced this process. For instance, they identify staff members with whom they have had recent conflict as people whom they would like to provide feedback. One leader even published their appraisal feedback so that everyone could see it.
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It took a few years to really get the system working well. Initially, I felt those feeding back erred on the side of caution and this meant there was a lot of praise for appraisees - and this was generally deserved. But since then we’ve entered a new phase where appraisees are very much focused on what they can do next.
Of course, as with any appraisal feedback, there are times when the appraisee objects to what they read. In these circumstances, I always believe it is important to remind the appraisee that whatever the reality, this is the perception, and addressing the perception is important.
The process started with just SLT but it has rolled out organically across the school as SLT members have seen the value of this approach. And more junior staff feel valued as their views are regarded as just as important as anyone else’s.
In the future, I’d like students to be more involved in the feedback. At this stage, they are only involved occasionally. After that, the next step might be parental feedback …
Coaching-4-Schools: School Leadership & Team Coach | Keynote Speaker | Team Culture & Belonging Workshops
11 个月A great share Glenn Moodie and as always, very informative. As a recently transitioned member of SLT into Coaching. I'm curious, what role does coaching play in supporting and aiding the development of your staff?
Schools Adviser, Saxton Bampfylde
11 个月Enjoyed seeing those three core questions again!
Consultant
11 个月Glenn, Always a joy to read and consider your proactive approach to effective leadership. In my previous role, and also in my current role as an education consultant, I have conducted 360 degree appraisals on school leaders. What was most notable were the ‘external factors’ which the appraisee felt they had little or no control over. They ranged from resources (including HR and budgets), structures and strategy, relationships with governors (and heads!) workload and personal factors. Perhaps your 3 questions could therefore extend to 4: ‘What relevant external factors would you wish to comment upon?” That way, you will truly receive a 360 degree picture.