Post on 08-Apr-2016
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The UK’s European university
UNIVERSITY OF KENT/REFLECT, PLAN, DEVELOP: MAKING CONNECTIONS
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Contents
Reflect, Plan, Develop / Introduction 3
Principles of RPD 4-5
Making connections 6
- An ongoing conversation 6
- A source of information 6
Constructive communication 7
Reviewee guide 8
Preparing for RPD 8
Reflect 9
- Using data and statistics 10
Plan 11
- Setting objectives 12
- Individual to Institution 13-14
Develop 15-16
- Development activities 17-18
- Personal development planning 19-20
- Development for career progression 21
Reviewer guide 22
Preparing for RPD 22-23
Giving effective feedback 24
Setting objectives 25
Next steps 26
Forms 27
RPD Form 27
Objectives Plan 28
Personal Development Plan 29
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Reflect, Plan, Develop / Introduction
Reflect, Plan, Develop (RPD) is a versatile framework supported by guidance documents, templates and
information that members of staff can use flexibly to shape conversations about work priorities and career
development at the University. The focus of RPD is on the conversations between a reviewee and reviewer
and about connecting an individual’s role with the University’s vision, department/school objectives and
identifying individual development opportunities. The framework is split in to three areas:
The key to RPD is its flexibility; enabling the reviewee and reviewer to choose objectives and a development
plan that are relevant and achievable. There may be instances where conversations are already taking place
which capture this information, for example, research or teaching plans. We encourage members of staff to
use the RPD framework in a way that is appropriate, taking in to consideration their existing processes and
documentation.
This booklet has been designed to help you prepare for your RPD conversations as both a reviewee and a
reviewer, with specific guidance sections for each. If this is your first time using the RPD framework, it can be
helpful to initially divide RPD in to three stages. If you are more familiar with the process, the contents page
at the beginning of the booklet can be used to direct you to a particular section.
Both reviewees and reviewers should aim to spend time planning for an RPD conversation to ensure that the content is rich and worthwhile; enabling past successes to be acknowledged, objectives and plans identified
and development opportunities acknowledged.
PREPARATION
Preparation activities for RPD, as well as the conversation itself should focus on three key areas; reflect, plan and develop. This booklet, as well as the supporting website, outlines the purpose of each of these stages, as
well as signposts users to guidance documents, sources of information and suggested templates.
CONVERSATION
It is useful for both the reviewee and reviewer to document key points on the RPD form to ensure that priorities
and objectives are clearly identified, so that informed decisions can be made about appropriate development opportunities and that information is captured for future RPD conversations.
FOLLOW-UP
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Principles of RPD
“Advance knowledge, stimulate intellectual creativity and perform at the highest levels in all our activities.”
The University recognises that its staff are at the centre of the Institution. The University's vision, mission
and strategy outlined in the Institutional Plan reinforce this, providing clear messages about the aspirations
for our work culture and environment. We are asked to work in a way that ensures success, creativity and
innovation is encouraged, recognised and celebrated, and an inclusive and diverse University community is
fostered through respect and fair opportunities for all.
Members of staff should expect to have; clear messages communicated about shared goals, direction on
what we as individuals are expected to do and details of any challenges we may face in our roles.
Subsequently, our own conversations, discussions and agreements are critical in realising these
aspirations. RPD is therefore designed to provide a framework for us to take stock of these interactions,
review our progress against objectives and plan for the future.
Six guiding principles have been identified:
Flexibility
The University recognises that valuable conversations and development activities take place within teams
across the Institution between people managers and staff, and therefore the RPD framework has been
designed to be flexible. Consequently, RPD ensures that there is a method of capturing conversations
around school/department priorities and individual development. It is often useful for reviewers and
reviewees to meet prior to the RPD conversation, to discuss what activities will be drawn in to the
framework. RPD conversations are expected to happen at least once a year, although more frequent
conversations are encouraged. The discussion must be fair and objective and cover each of the three
areas.
A source of information
Material captured as a result of an RPD conversation is a source of information that can feed in to other
processes that take place at the University, such as promotion and reward activities. Although the RPD
framework doesn’t explicitly link to these processes, the conversations captured between a reviewee and
reviewer can be used to inform decisions made at an individual or school/department level. Please explore
this booklet to discover how to link RPD with a range of University processes including; teaching, research,
school and departmental plans.
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Write it down
A brief written summary captured on the RPD Form should outline the key points discussed during the RPD
conversation and agreed upon following the meeting (ideally within a week). A decision about who will
complete the form will need to be made between the reviewer and reviewee. The completed form can be
handwritten or amended on-screen and printed or kept electronically. You may wish to agree before the
meeting whether the reviewee or reviewer will make notes and prepare a first draft before storing the final
version. The other forms available in this guide and on the website are to help you collate and prepare
information that may be used to facilitate the conversation, if you choose to use them.
Confidentiality
The RPD conversation should cover what’s important to both the reviewee and reviewer, and be held in a
safe and confidential environment. Particular points to highlight are:
The RPD form will be held locally in a secure place to ensure confidentiality. It will be accessible by the
reviewer, reviewee and head of school/department when required
When there is a change of manager, reviewer or head of school/department, your RPD form will be
passed on to them for continuity
It is encouraged for both parties to agree what is recorded on the RPD Form. If there are any elements
of the conversation that reviewees wish to be kept confidential, this needs to be made clear to the
reviewer
If agreement of future objectives cannot be reached this needs to be recorded on the form
If information recorded on the RPD Form is needed to address or resolve issues, particularly in the case
of a budgetary or resource concern, this will be discussed with the reviewee prior to information being
shared
Where information can be summarised anonymously, this may be collated and used by the head of
school/department to inform team decisions such as team development or specific planning activities.
Support
RPD training sessions are available to all staff, outlining the RPD framework and providing clarity on the
roles of those involved in RPD conversations. The sessions are for reviewees and reviewers, with a section
specific to reviewers towards the end of the session. Reviewees are welcome to stay for this section if they
and their manager agree that understanding more about the role of the reviewer would be beneficial.
Sustainable performance
Whilst performance concerns may be discussed during RPD, RPD is not a process through which to
manage unsatisfactory performance. While objectives and targets may be set through RPD, managers
should have regular conversations about any performance concerns they have and manage this through
the managing unsatisfactory performance process.
The University encourages all conversations to be constructive, but it is acknowledged that there are times
when there are issues to be addressed. It is hoped members of staff will be able to raise concerns before
attending an RPD conversation so that issues can be resolved informally as they arise. There are a number
of resolution and reconciliation processes that you may wish to use, as well as an in-house mediation
service. Please do not hesitate to contact your designated HR representative if you need further advice.
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Making connections
An ongoing conversation
RPD conversations should form part of the wider conversations and interactions that take place at the
University. These conversations should complement the RPD process and RPD should not be the place to
raise contentious issues for the first time. These ongoing conversations allow members of staff in all grades
and roles to review individual progress, objectives and development goals within their teams and the
Institution as a whole.
A source of information
The information captured during, and following, an RPD conversation can be a source of information for
both the reviewee and reviewer as it can be used to inform other University processes such as promotion,
re-grading and salary reviews. Additionally, these activities can also be brought in to the content of your
RPD conversations if, for instance, you have recently undergone a review or have been promoted.
The University recognises and encourages other review processes to continue, such as individual
research plans, peer and teaching reviews. For example, the Individual Research Plan (IRP) is a form
which academic staff may find useful for facilitating career development conversations, and can be found
on the RPD website. Other useful tools, such as the Association for University Administrators (AUA)
framework, are also available for different groups across the University. Please go to the RPD website to
access the relevant documents.
For more information on the promotion, re-grade and salary review processes, please go to the promotion
and salary review pages on the Human Resources website. Here, you will find current details on the
procedures, dates and forms relating to each process.
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Constructive communication
A good RPD conversation is reliant on effective and constructive communication to maximise the value of
the conversation for those involved. The table below summarises five aspects of communication to consider
when preparing for RPD as both a reviewee and reviewer, in order to facilitate the conversation:
As a summary, effective communication should:
Engage thinking
Clarify understanding
Encourage the flow of conversation
Allow for the consideration of alternatives, and
Reflect on potential outcomes/impact of topics discussed.
Positive body language – consider how your own tone of voice, phrasing and physical gestures adds to the
understanding of what’s being said.
Summarising – regularly summarising what each other has said helps to ensure you have understood intended meaning
Keep an open mind – avoid interrupting the speaker to ensure you are aware of all their views
Pause – don’t be afraid of pauses. They allow both of you time to reflect and think.
Actively support the speaker by using different questioning techniques:
Open questions – encourage the speaker to explore by starting sentences with; ‘what, how, why, tell me about?’
Exploring questions – examine an answer more closely asking for specific areas such as needs, feelings or ideas.
Continue to use an open question format such as; ‘what do you want to happen, how do these areas link?’
Closed questions – these are useful for summarising and clarifying what has been said, and will elicit a yes/no or other
factual answer.
Feedback from both participants can aid:
Individual self-reflection
Identify a need for a behaviour change
Improve individual performance
An important step for both parties is to take ownership in identifying and agreeing actions.
ACTIVE LISTENING
One of the objectives of RPD is to ensure that conversations result in the commitment to future actions.
QUESTIONING
GIVING FEEDBACK
GAINING AGREEMENT
COMMITING TO ACTIONS
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Reviewee guide
Preparing for RPD
There are many different ways that you can prepare for your RPD conversation. The reflective approach
below is one possible way you may wish to do this. It will help you think through the areas to discuss and
provide further information for you to consider.
The approach covers four areas, which when applied will help you to reflect on what you have done, plan
your work objectives and consider how you may develop in the future.
Try to plan RPD activities around other commitments to ensure there is time for a meaningful, relaxed
conversation. It should be held at an appropriate time of year for your school/department, once wider plans
have been established. Depending on the needs of you and your reviewer, it may be that you decide to
have the RPD conversation in a formal setting free from interruptions, or alternatively an informal location
over a coffee.
Note your successes and achievements since your last RPD conversation.
Do you have any achievements outside of work that are relevant to your objectives and development plans?
How have you contributed to the team?
WHAT ARE YOU PROUD OF?
Are there any instances where things have not gone as expected?
Why do you think this is?
Explore any constraints that may have affected your performance.
WHAT HAS NOT GONE SO WELL AND WHY?
Focus on developing your confidence and skills in tasks that you find more difficult.
Think about objectives and targets for the future and how you will assess these.
What actions do you need to take to improve performance in your role?
WHAT DO YOU WANT TO DO MORE OF OVER THE NEXT YEAR?
Consider your career aspirations and aims and prepare to discuss these with your reviewer.
Ideas and thoughts from the previous areas should begin to arise whilst doing this exercise.
Refer to the website for development tools.
HOW DO YOU WANT TO DEVELOP?
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Reviewee guide
Reflect / Introduction
The first stage of the RPD process is to reflect upon and discuss what has happened over the past
12 months in terms of your key successes, challenges and development activities that have been
undertaken. This activity is acknowledged by the University and features as a key theme in the University’s
Institutional Plan; to recognise and celebrate successes and to encourage staff to be confident.
Depending on the nature of your role, a good starting point could be reviewing your RPD Form from your
most recent RPD conversation, in order to familiarise yourself with any objectives, goals or targets set. The
following questions may also be helpful to prompt your reflection:
What were your key priorities or objectives during the past 12 months? Summarise your views on the
outcomes of these priorities.
What were your key successes during the last 12 months?
Is there anything you could have done differently over the past 12 months?
What have you learnt? How have you developed in your role?
What development activities have taken place during the last 12 months?
The following resources may be helpful when collating information to answer the above questions and
facilitate the ‘reflect’ part of the conversation with your reviewer. However, this list is not exhaustive and
there may be additional career-specific guidance available:
Resources
RPD Form (from your last conversation)
AUA Self-assessment Form (specific to professional services staff)
University Probation Form (if you became a new member of staff within the last 12 months)
Vitae Researcher Development Framework (online resource for research staff)
Higher Education Academy UK Professional Standard Framework (online resource for Higher Education staff)
HEaTED Professional Registration (online resource for technical staff)
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Reviewee guide
Reflect / Using data and statistics
Data and information can be powerful for reflecting on our activities as individuals, teams, schools and
departments. It can help identify areas of success, challenge and enable development plans and provide
direction of activity in specific areas. By understanding our external environment, we are engaging with the
University’s mission in order to prioritise and focus our activities.
Relevant statistics and contextual information can inform our RPD conversations and are likely to be
available locally from your administration support function. In addition, the University generates data and
statistics for internal and external use from the Planning and Business Information Office, and external
data is available through various publications and league tables.
Some examples of information which could be used within your RPD conversation are:
Customer feedback – i.e. internal customer satisfaction surveys.
REF Outcomes and other research data.
Student numbers – University, school, department, specific module activity.
Surveys – national, yearly, such as the NSS, University, school, department etc.
Research grants – information on applications can be used to feed in to RPD such as, research plans,
personal objectives and direction of activity.
National league tables – available through internal and external publications.
Audit – can be external or internal and are often done for a specific activity or function.
Teaching observation – to understand as an individual what works and what may need more
development.
Budgetary and financial data.
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Reviewee guide
Plan / Introduction
A key part of the RPD process is about planning your objectives and priorities for the next 12 months.
The University’s Institutional Plan highlights the importance of understanding shared goals, expectations and
being aware of challenges that we may face. The Plan should also prompt a discussion about the resources,
time and resilience needed to do the job effectively.
This section of the RPD framework provides you with a number of guidance documents aimed at helping you
establish what priorities and plans you think may be applicable to your role over the next 12 months. You
may wish to think about how you want to express these plans and what may support the delivery of activities
identified. It is likely that your reviewer will also have a number of priorities and objectives that they wish to
discuss based on the requirements of your role and the goals of the school/department.
To kick-start this stage of the process, the following questions may helpful:
What do you see as the priorities for you and your role for the next 12 months?
What potential challenges do you foresee in working towards these priorities?
What support do you feel you might need in order to overcome these challenges?
What other areas of activity do you see for your role and the school/department, beyond the next
12 months?
The following resources may be helpful when collating information to answer the above questions and
facilitate the ‘plan’ part of the conversation with your reviewer. However, this list is not exhaustive and there
may be additional career-specific guidance available:
Resources
Objectives Plan (template available at the end of this booklet and on the RPD website)
Individual Research Plan (template available on the RPD website)
AUA Continuous Professional Development (CPD) Log (for professional services staff)
University of Kent process timelines (for academic and professional services staff)
Vitae Researcher Development Framework (online resource for research staff)
Higher Education Academy UK Professional Standard Framework (online resource for Higher Education staff)
HEaTED Professional Registration (online resource for technical staff)
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Reviewee guide
Plan / Setting objectives
The setting of objectives provides clarity on specific activities and when they need to be achieved by. The
discussion, agreement and setting of objectives, are significant steps in your RPD and will have valuable
benefits for you, your line manager, your school/department, and the University. It can provide an
opportunity for both you and your reviewer to raise ideas and concerns, explore new ways of working,
understand priorities, allocate time and resources effectively and regularly reflect on progress and
development needs.
It is important that there is a meaningful two-way conversation between you and your reviewer, and therefore
it is likely that your reviewer will have prepared some objectives for you, based on the requirements of your
role and the goals of the school/department.
The objectives you agree need to be clear and assessable; SMART can be a useful tool to use.
One of the more complex aspects of setting objectives can be where there isn’t a numeric output and so it is
more difficult to quantify and measure outcomes, particularly if this is about how something is to be done
rather than what needs to be done. There are different ways in which to address this; possibly through
allocating a numerical scale to assess level of achievement in certain areas, or using competency
frameworks that identify technical skills, behaviours or qualities such as teamwork, communication, time
management or leadership (such as the frameworks from AUA, HEA and Vitae).
The Objectives Plan at the end of this booklet can be a helpful guide to capture each of the objectives you
would like to discuss during your RPD conversation, which can be added to once you and your reviewer
have agreed the objectives to take forward for the coming year.
SPECIFIC
What is the objective and how will it be achieved? S
MEASURABLE
How will you determine if the objective has been achieved? M
ACHIEVABLE
What is your plan to deliver the identified objective? A
REALISTIC
What resources are required, and do you have access to them? R
TIMED
What is the deadline for achieving the objective? T
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Reviewee guide
Plan / Individual to Institution
The process of linking individual contribution to the overall institutional goals is often called ‘line of sight’,
highlighting how the duties and activities you undertake as part of your role impact upon the Institution’s
overall success. The University’s Institutional Plan sets out a broad mission and objectives for the University
over a defined period. Underpinning strategies and plans are then written to ensure these overall objectives
are achieved. To ensure line of sight, it is important that faculties, schools and departments articulate their
own objectives and then work with you as an individual to agree appropriate outcomes.
To facilitate your RPD conversation, the following questions may be a useful starting point when thinking
about how your role relates to the school/department and University’s objectives:
What is your school/department’s purpose?
What are your team’s objectives?
What are the school/department objectives for the next 12 months?
How will you contribute to these areas during the next 12 months?
What are the longer-term objectives of the school/department and how will you contribute to these?
One way of approaching the identification of line of sight between institutional and your individual objectives
is to identify key projects or tasks that you have delivered and assign them to the relevant department or
school objective that they have helped to achieve.
Promotion, re-grade and salary processes
Your RPD conversation can provide a source of information for discussing reward and recognition. Whilst
these processes are not inherently linked, RPD can support constructive communication, providing an
opportunity to review and summarise other conversations that have taken place as part of your day-to-day
interactions.
Your RPD conversation may, therefore, result in the identification of an aspiration or need to submit a
promotion, re-grade or additional salary review application. Given that RPD conversations enable the
reflection of past activities and the planning of future objectives and development, the outcomes can be a
useful source of information in demonstrating how you meet the criteria for each of these processes.
You may therefore discuss and agree with your reviewer that relevant parts of your RPD documentation can
be used in any application made under these, or other, processes.
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Academic and research staff
The University encourages academic staff to consider career advancement through the development of a
three to five year career plan. This not only supports personal development, but also actively establishes
ways to develop excellence in teaching, research, innovation and leadership, which in turn drives university
success. Schools/departments have found it useful to link RPD into the promotions process to facilitate
conversation throughout the year, not just during the promotions cycle. The Individual Research Plan is a
template that you may find useful, which can be downloaded from the RPD website. Further guidance is also
provided in the section ‘development for career progression’.
Professional, managerial and support staff
The University recognises that through RPD your role may change or develop. For example, you may take
on new duties or one-off projects as part of your objectives. In these instances, you may want to draw
elements of your RPD conversation into re-grade or salary review processes. You should discuss this with
your reviewer and consider how this may affect the objectives you both agree you will work towards over the
next 12 months.
In all instances, promotions committees will only be able to access information that was discussed during an
RPD conversation if both you and your reviewer have agreed the release of that information. It will be useful
for the promotions committees involved to know if an RPD conversation has taken place and this information
may be asked for as part of any promotions process.
It is worth bearing in mind that your RPD reviewer may not always be the same person who will comment on
applications for promotion, re-grade or salary review (in most instances this will be your Head of
School/Department). Therefore, it may be necessary for liaison between individuals involved in the different
processes to ensure that the application reflects your agreed RPD actions.
For current documents and process timelines for these activities, please refer to the promotion,
re-grading and salary review section of the Human Resources website.
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Reviewee guide
Develop / Introduction
The University recognises that its staff are its most valuable resource. This message is reinforced by the
Institutional Plan, which outlines the University’s commitment to ensuring staff are allocated time and
resources to develop necessary skills and resilience. To motivate, develop and retain staff, the University
acknowledges the importance of building a strong learning culture, within which members of staff are actively
supported to maximise their potential, not only in the role they currently hold, but also for longer-term career
development.
It is the responsibility of us all, in partnership with our reviewers, managers and Heads of School/
Department, to identify learning and development needs and priorities and the RPD framework has the
opportunity to play a major part in this process. A Personal Development Plan (PDP) template is provided
at the end of this booklet for guidance and offers a structured framework to help you think about your
development.
In collaboration with your reviewer, you are encouraged to consider your career advancement and to plan for
the next three to five years. For academic staff, this can inform your decisions about applying for promotion,
while for staff in professional, managerial, support and research roles it can help you to prepare for future
roles through identifying and developing new skills. This not only supports your on-going development
aspirations, but also contributes to your development in your current role.
Managers, Heads of School/Department and reviewers have an additional responsibility to consider your
developmental needs alongside those of the broader team and will seek to balance and prioritise your needs
with school/department objectives, so that they are appropriately identified and set.
The University offers a wide range of development opportunities, both formal (such as leadership
programmes) and informal (such as mentoring). This section of the RPD framework provides you with
guidance on preparing to discuss your development and you may find the following questions provide you
with a useful starting point:
What development have you completed during the last 12 months, or are you currently engaged in?
What have you learned in the last 12 months and how have you grown?
How have the activities contributed to your development in your role?
What personal or professional development would you like to explore or progress over the next
12 months and beyond?
How will this development help to increase your impact in your role?
What are your longer-term career aspirations over the next three to five years?
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Information about specific opportunities can be accessed via the Learning and Development website,
including the learning pathfinders, which provides a visual representation of learning opportunities,
including those specifically for research staff.
You may find these suggested templates and sources of online information useful when identifying
development opportunities and activities:
Resources
Personal Development Plan (template available at the end of the booklet and on the RPD website)
RPD Form (template available at the end of the booklet and on the RPD website)
Learning & Development website
Pathfinders for staff (visual representation of learning opportunities for staff)
Leadership and management programmes (Learning & Development)
Unit for the Enhancement of Learning and Teaching (UELT) (provides learning services for staff at the University)
Information Services (IT skills training for staff)
University of Kent researcher development website (for research staff)
AUA CPD framework (for professional services staff)
Vitae Researcher Development Framework (online resource for research staff)
Higher Education Academy UK Professional Standard Framework (online resource for Higher Education staff)
HEaTED Professional Registration (online resource for technical staff)
Athena SWAN (information for women in science, technology, engineering, medicine and mathematics)
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Reviewee guide
Develop / Development activities
We continue to foster a culture within the University in which learning and development is considered to be
positive and beneficial use of time and money. The University is committed to ensuring all members of staff
are provided with the appropriate development to meet both their individual and the wider
school/departmental needs, and which are consistent with the University’s strategic plans. You should
discuss and agree any learning and development activities with your manager/reviewer where applicable.
Type of activity What does it involve? For more information
Wo
rk B
ase
d L
ea
rnin
g
Secondment
Undertaking a different role for an
agreed temporary period, returning to
your current post at the end
Requires agreement by management and
successful attainment of a new role
through a competitive selection process
Job/duty rotation Undertaking a different role or a set of
duties, normally within a team,
temporarily on rotation
Arrange locally
Project work Undertaking specific duties to obtain a
defined outcome or result Arrange locally
Visits
Visiting other departments or institutions
to gain a different perspective on a
particular activity or function
Arrange locally
Job shadowing
Working alongside/shadowing
colleagues to gain experience of the role
of another individual, gain insight into a
particular work area or learn/develop
particular skills based on a colleague’s
experience
Arrange locally or contact
Learning & Development
lnfo
rma
l L
ea
rnin
g
Mentoring
Assigning someone as a 'critical friend'
to facilitate insight, learning, change and
support
Arrange locally or contact
Learning & Development
Action Learning Set A form of group learning that uses
coaching skills
Arrange locally or contact
Learning & Development
Buddying
Pairing up with someone and meeting
regularly to discuss work issues on a 1:1
basis for peer support and insight
Arrange locally or contact
Learning & Development
Informal networking
Linking in to a community of people who
support each other and share useful
information
Arrange locally or contact
Learning & Development
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Activities to support your learning and development can come in many forms. If you’d like to discuss any
ideas you have for development activities, you can do so with the Learning and Development team or your
designated HR representative. Pathfinder documents providing tailored guidance for specific groups of staff
are also available on the Learning and Development website.
Type of activity What does it involve? For more information
Ind
ivid
ua
l L
ea
rnin
g
Accessing media resources Self-managed access of books, videos
or e-learning online, webinars, CD-
ROM's
Decision made by individual
Briefings for others
Arrange to participate in or lead briefing
others on particular areas of activity or
skill for instance after attendance at a
training course
Arrange locally
Netw
ork
s &
Vis
ibilit
y
Developing roles in professional
associations, academic networks or
other external groups
Attendance at groups arranged by body
governing professional area, or other
associations for sector in which you work
Arrange locally
Participate in internal University
networks Attendance at groups arranged for professional networking such as
Women's Network
Arrange locally
Fo
rrm
al L
ea
rnin
g
Internal training course Book and attend sessions on a
programme, or arrange for specific
sessions for a group
Visit the Learning & Development
website or arrange with HR
Attending or leading open seminars, public lectures, external conferences
Attend or arrange seminars or public
lectures at the University, or attend
other appropriate external conferences
possibly specific to professional area
Where it requires resource financially or
time, agree with manager
Formal Qualification Pursue a formal qualification potentially
with financial and/or time support from
the University
Through discussion with manager and
an application to Learning &
Development
Coaching Working with a skilled coach to
facilitate change and maximize
potential
Contact Learning & Development
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Reviewee guide
Develop / Personal development planning
A personal development plan (PDP) is intended as a tool for you and your reviewer to share as part of
an on-going dialogue to support your development at the University. The document may be a useful
basis for one-to-one discussions with your line manager or reviewer. Personal development planning is
often used by members of staff on leadership and management development programmes across the
University, but it can also be used in an informal way to shape a structured approach to your own
development.
Personal development planning is a systematic approach to continuously develop your skills and to
identify and address both short and long-term development goals. Realistic and sensible planning will
ensure that you have the necessary skills and knowledge when opportunities to progress or develop
arise. Unlike a performance review, which focuses on your performance in your current role, a PDP
focuses more on you as a whole and provides an opportunity for you to reflect on your own personal
and career aspirations.
The PDP process is designed to help you reflect on the qualities you feel are your strengths, along with
those areas you would like to focus your development upon. We encourage you to be honest and to
challenge yourself to find the right development options for you in your role. You may also want to keep
in mind the wider context at the University and general trends in the Higher Education sector.
How to create your personal development plan
We have provided a PDP Form as an initial framework and you may wish to use the PDP model
illustrated below to help you create your plan.
We encourage you to think about all four areas of the model, including job-specific aspects, so that you
can be sure you have considered a full range of capabilities when designing your personal development
plan. Look to identify options which are challenging but achievable and that will benefit you, your
department/school and the University.
Remember to consider any personal or professional development that you are currently undertaking or
have already planned. This will help you to balance the right development options that fit your needs in
your career at this moment in time. Your PDP may include; short term goals to meet your immediate
needs, medium term goals to meet the changing needs of your role and to equip you for the future and
long term goals to meet your longer-term career objectives
It is important to review your PDP on an ongoing basis to check your progress, see whether you are
happy with the development opportunities provided and to set future targets or adapt the targets you
already have. A PDP should be flexible and will be adapted by you over time, as your expectations,
perspectives, challenges and experience change. Due to the dynamic nature of the form, it is encouraged
that you share the details of your form with your reviewer/manager so that they are aware of your
plans/progress.
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PDP model
Individual Organisational
Self-awareness, organisation and presentation
- Taking responsibility for the impact of your
personal style
- Assertiveness and confidence
- Development of a network of peer mentors
- Managing time, making decisions and
addressing problems
Respecting people, their needs and perspectives
- Giving and receiving feedback
- Handling issues effectively
- Embedding values of equality, diversity and inclusivity
practices into every day experiences
Taking responsibility for learning and development
- Adapting to change
- Willingness to see beyond the immediate
- Willingness to try new and different approaches
Understanding own and others' role in relation to work in
the University
- Knowledge of own role within the organization
- Representing the University
- Understanding priorities of other people and departments
Working within Higher Education
- Knowledge of the wider context in Higher Education
- Knowledge of University strategy
Embedding Equality, Diversity & Inclusivity across the
University
- Knowledge and application of equality, diversity and inclusivity policies
- Involvement in developing an inclusive culture
Leadership and Teamwork Technical and Professional
Flexibility in leadership style, adaptable to context and
people
- Acquiring skills to coach and support the development of colleagues
- Influencing across and influencing upwards
- Managing conflict
- Developing a work environment which promotes equality, diversity and inclusivity
Developing a learning culture / environment
Communicating expectations
- Sharing, collaboration and interaction
- Supporting peers
- Understanding and managing the impact of change on self and others
Encouraging curiosity and creativity
- Working across structural boundaries
Professional qualifications and job related skills and
capabilities such as those defined by:
- AUA
- HEA UKPSF
- Vitae Researcher Development Framework
- HEaTED
- Your professional membership organisation
Who provides the development?
There may be scope for you to develop your current role to incorporate additional areas of responsibility
which satisfy your career development aspirations. However, this may not always be practicable or
appropriate. Undertaking a PDP will help you identify training and development activities to enable you to
apply for other roles within the University, as well as considering your current training needs. These training
needs will then be considered by your school/department in conjunction with the wider team. Requests
will be considered in relation to the operational needs of your role, the needs of the wider team and
the resources available.
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Reviewee guide
Develop / Development for career progression
RPD provides you with the opportunity to discuss professional advancement and career development
prospects with your reviewer and there are different ways in which this can be achieved at the University.
For example, for academic staff it may mean preparing for academic promotion, while for professional,
managerial, support and research staff, it may mean considering applying for a re-grade, salary increment,
preparing to apply for promotion or another role at the University. In all instances, these processes require
you to detail how you have met specific criteria and developed in your role.
While the University's annual professional advancement rounds focus on changes to a current or existing job
there are still significant benefits to career development outside of these processes, for promotion or
otherwise. Some of the possible benefits have been identified by our Executive Group as being integral to
the success of the University:
Enabling individuals to develop new skills, abilities and confidence in themselves and the
University; encouraging proactivity, creativity, enterprise and leadership at all levels
Preparing individuals for future promotion opportunities; focusing on helping us all to achieve our full
potential
Enabling the school/department and University to develop pools of talent and to maximise effective use
of resources by reducing periods where key jobs are vacant.
Development for promotion could also be instigated by your manager where activities or roles are identified
as key to University operations and for which it would be beneficial to ensure that the role is not vacant for
any length of time. This is commonly called succession planning.
You may also wish to pursue your own career development by making an application for job vacancies as
they arise. The University encourages thought and discussion on individual aspirations for a particular skills
area, career or post and where appropriate, managers and reviewers are asked to explore and facilitate
these thoughts with all staff. In all cases, continuous professional development involves planning.
Work with your reviewer to identify the experience, skills and abilities required for a potential future role,
along with the criteria required to support an application for academic/research promotion, or some other
development opportunity. An example of guidance which is available to support this is the
AUA Continuous Professional Development framework
Ascertain your current level of performance against these requirements
Develop a PDP, clearly establishing the development activities and/or training, which will enable you to
bridge the gap and obtain the desired attributes
Once you and your reviewer feel you are able to demonstrate the required skills and attributes you may
wish to submit an application for the relevant process, or apply for a different role.
Other academic review processes can and should feed into RPD conversations, inputting into the concept of
continuous professional development within a flexible and adaptable RPD framework.
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Reviewer guide
Preparing for RPD
As outlined in the introduction, the most valuable way to approach RPD is to divide the framework in to three
stages; preparation, conversation and follow-up. As a reviewer, it is important that you prepare for RPD in
advance, as well as ensuring that the conversation is meaningful and any output captured is followed up
appropriately. The following guidance aims to give you an outline of your responsibilities as a reviewer and
covers the following topics:
Preparing yourself for the RPD meeting with your reviewee and your responsibilities as a reviewer
Giving effective feedback
Helping your reviewee to identify and set objectives – in line with the requirements of the role
Next steps.
Preparation can take time but it is worthwhile. By keeping notes throughout the year, having ongoing
conversations and sharing the responsibility for summarising the information gathered, it can make the
process more manageable. You are more likely to get greater satisfaction from the process if you invest
time up front, as well as realising additional benefits such as your reviewee feeling more motivated.
The suggested checklist below may be a helpful starting point to begin the preparation process:
Prepare the reviewee
It is advisable to liaise with the reviewee to find a suitable time for both of you to hold the
RPD conversation. In order for you both to prepare effectively, allow at least two weeks’ notice.
If possible, meet with the reviewee prior to holding the RPD conversation to assess the following:
Does the reviewee understand the process?
Are they aware of the guidance documents and RPD website?
Do they understand how they can prepare for the conversation?
Do they feel they can draft their own objectives, in line with the requirements for their role?
Is there anything in particular that you would like to ask the reviewee to prepare in advance?
Consider if the reviewee requires any additional support with regards to protected characteristics
(as defined by the Equality Act 2010).
If it would be helpful for you or the reviewee to prepare a first draft of the RPD Form before the
conversation?
Prepare the situation
Having set up the meeting, ensure you both have approximately two hours available and book a suitable
venue. Depending on how you have both agreed to hold the RPD conversation, this may require a private
room that is free from interruptions and easily accessible for you both.
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Prepare yourself
In order to align yourself to the preparation the reviewee will be undertaking, and to ensure you have
prepared to fully support the RPD conversation, it can be useful to think of the three areas of RPD; reflect,
plan, develop.
Reflect
Refresh your memory and collate as much information you can about as much of the following in
association with your reviewee:
The last RPD form and any associated documentation
Details of any interim conversations and outputs
Where required, collate any relevant data that may inform the RPD conversation, such as
school/department statistics and promotion/re-grade applications. In all instances you should ensure
that the reviewee is aware in advance of any information that you will use as part of the RPD
conversation
Gather a cumulative view of the reviewee’s strengths and successes, including; the extent to which
objectives were met, training completed or in progress, any work undertaken to help embed good
equality, diversity and inclusivity practice in the workplace and any problems encountered that have not
been fully resolved or objectives that have not been met
Has the reviewee completed all their mandatory training to ensure they are upholding the University’s
safety, health and environmental, data protection and IS regulations commitments?
Plan
Looking forwards to the next 12 months, consider what needs to be discussed from the following, to help
your reviewee perform effectively in their role:
Is there any role-specific training required to cope with changes to the job, refresh or acquire knowledge
or solve an issue within the school/department?
What are the school/department/team objectives or key areas of focus that need to be addressed over
the next 12 months?
Are there likely to be any job changes over the next 12 months that should be discussed? Do you have
any constructive suggestions you would like to raise that might make a better fit between the job and
the skill and abilities of the job holder?
Develop
In relation to your reviewee’s own development, consider what you may wish to discuss, and identify what
is available to the reviewee:
Are there any appropriate career development opportunities that can be discussed?
Are there any training courses or learning opportunities that can help with the reviewee’s career or
personal development?
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Reviewer guide
Giving effective feedback
Open, honest and constructive communication is integral to effective working relationships. This includes
giving and receiving effective feedback, which may involve affirming positive messages but can also be a
tool to address particular aspects of behaviour. As highlighted in the principles of RPD, issues or concerns
that have not yet been discussed with the reviewee shouldn’t be raised, unless an incident has just
occurred prior to the time of the RPD conversation. It is expected that conversations concerning
performance are ongoing and issues addressed as they arise.
In either instance, feedback should be offered constructively, with the view to develop and improve
performance. However, if feedback is delivered wrongly, it can have a negative impact on an individual and
reduce self-confidence.
The feedback model below is a useful way to ensure feedback is given effectively:
Positive feedback could be given like this, if using the model above:
“Yesterday when Alex stopped by your office…
I saw you put down the budget you had been working on and go to our website to get some information.
You then got up and walked Alex from your office towards the office that could help…
Alex stopped by later to tell me how helpful you had been. Your flexibility and willingness to go out of
your way to help really models our commitment to customer service…
I really appreciate that you’ll continue to do this. It shows your commitment to customer service.”
Describe the situation
Be as specific as possible and in a timely way Context
Describe the behaviour
Be as clear as possible and avoid drawing conclusions Behaviour
What were the results of this behaviour?
Positive or negative Impact
What specific behaviour should be changed or repeated?
Why should this change be made? Next steps
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Reviewer guide
Setting objectives
As a reviewer, it is your role to help your reviewee identify and set their goals and objectives, so that they
can own them and be accountable for their own success.
When discussing a reviewee’s planned objectives, it is important for you to encourage the thought process
behind each objective, and often a structured coaching model can be useful in drawing this information out.
Below you will find an example of a coaching tool called GROW, which has five possible areas to explore
when an objective has been identified. The Objectives Plan is also a useful template for the reviewee to
complete as a result of this conversation.
G
GOAL
What is the goal or objective to be achieved and how will it be measured? Will it be clear when it has been delivered?
Examples of opening questions:
What is it that you’d like to discuss?
What would you like to achieve?
What would you like to happen that is not happening now?
Is there anything you would like to stop happening?
R
REALITY
How far away from the goal is the reviewee and what steps have already been competed along the route? Examples
of opening questions:
What is happening at the moment?
How are you keeping track of progress?
Who else is relevant in the achievement of this goal?
What is your perception of the situation?
O
OBSTACLES AND OPTIONS
Are there any factors stopping the reviewee from achieving their goal? Once obstacles have been identified, discuss
ways to move forward and make progress:
What could you do to change the situation?
What alternatives are there to that approach?
Would you like suggestions from me?
Would you like to choose one of the options we have discussed and take that forwards?
W
WAY FORWARD
The options now need to be converted in to action steps, which will deliver the results needed:
What are the next steps?
What is your timeline for this objective?
What might get in the way?
What support do you need?
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Reviewer Guide
Next steps
It is important that the information shared as part as the RPD conversation is summarised and captured so
that it can be used to support priority objectives and development over the year ahead. As a reviewer, it is
your responsibility to share information with key members of staff, where permission has been given by the
reviewee, to fully realise the benefits of using the RPD framework. For example, it is likely that promotions
committees will ask if an RPD conversation has taken place and how the reviewee has met the criteria, in
support of their application. To ensure that the RPD conversation has been worthwhile and valuable for
both you and the reviewee, the following guidelines may be useful:
Capture key points
After holding the RPD conversation with your reviewee, use the comments box on the
RPD Form to capture any key points, including high level plans for the reviewee’s development goals over
the next 12 months. Make note of development activities to explore, as well as action points if any follow-up
is needed prior to making any formal decisions. Ideally, the completed RPD form should be shared and
agreed with the reviewee within a week of the conversation, unless an alternative timeline has been agreed
between you both.
Make connections
The RPD process can be a source of information when considering strategic activities such as promotions
or re-grade applications. You may need to arrange a follow-up discussion with the Head of
School/Department, or line manager if you don’t directly manage your reviewee, so that you can share
relevant details about the reviewee’s career objectives and development goals. Where information about
reviewee development can be summarised anonymously, this may be collated and used by the Head of
School/Department to inform team decisions and planning activities.
Confidentiality
The RPD Form should be stored in a confidential location, which can be accessed by you, the reviewee
and Head of School/Department when required. All information requests regarding the content of the RPD
form should be discussed with the reviewee prior to sharing any details.
Continuing the RPD cycle
The RPD Form and any supporting documentation can be a useful tool when holding the next RPD
conversation with your reviewee, to reflect upon the objectives set and goals that have been achieved and
provide a focus for feedback. If you are no longer able to fulfil your role as a reviewer, or your reviewee has
moved roles or been allocated to another reviewer, please ensure that the RPD documentation is made
available to the reviewee and other appropriate member of staff, to ensure continuity.
When to contact HR
If there are any performance or employment issues raised during the RPD conversation, please speak with
your designated HR representative for advice and support on the policies and procedures you may wish to
refer to.
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RPD Form
Name: Reviewer: Date of conversation:
Reflect Plan Develop
What were your successes and challenges over the past 12 months? What have you learnt and how have you developed?
How will your role contribute to the Institution/school/department goals
over the next 12 months? What are your personal goals?
What development activities would you like to explore over the next 12 months? How will this help to increase your impact in your role?
Comments
Note key outcomes from the conversation:
feedback given
objectives agreed
development activities for consideration
actions identified
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Objectives Plan
Name: Reviewer: Date of conversation:
Objective Outcome Plan Completion Date
Be specific – identify each objective individually
What is the end result anticipated? How will that be measured?
Outline an achievable plan to deliver the objective. Is the plan realistic?
Provide clarity on timelines and the date by which the objective needs to be completed by
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Personal Development Plan
Name: Reviewer: Date of conversation:
Development activity My strengths Areas for improvement Impact of development Link to objectives
- Development activities already
considered, planned or in
progress.
- What are your strengths?
- Are there any strengths you
would like to focus on in
particular?
- What development activities
would support this?
- What further support do you
think you will need?
(Refer to the 4 areas of the PDP model for guidance if needed)
- Identify 2 or 3 capabilities you
would most like to improve
over the next 12 months
- What development
activities could you try in
order to develop these
capabilities?
- What further support is needed?
- How will these development
activities enhance your ability to carry out your role within your team and as part of the wider University community?
- How do these development
activities link to the objectives
identified as part of the ‘plan’
stage of the RPD framework?
- Identify 2 or 3 clear objectives that you will carry forward to achieve your development goals.
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