This presentation discusses how we used the AUA CPD Framework to create a new approach to appraisals within the University of Kent

1. Using the AUA CPD Framework to create a new
approach to appraisals within the University of Kent
Melissa Bradley, Stephanie Green and Helena Torres

2. Before we start
Please fill in your details:
• Email addresses
• Name of institution
• Role
So that we can send you the revised presentation.
Thank you!
AUA conference 3rd April 2012Page 2

3. Welcome / Introductions
• Melissa Bradley, Faculty Administration
Manager, University of Kent
(m.v.bradley@kent.ac.uk)
• Stephanie Green, School Administration
Manager, SECL, University of Kent
(s.l.green@kent.ac.uk)
• Helena Torres, School Administration Manager,
English, University of Kent
(h.m.torres@kent.ac.uk)
AUA conference 3rd April 2012Page 3

4. Group Activity
• Share your thoughts on appraisal
AUA conference 3rd April 2012Page 4

5. Context
• Changing Higher Education Sector
• University Administration Review
• Faculty wide review of administration restructures
• Opportunity to use the AUA CPD Framework and
decided to use this in the appraisal process
• Reconceptualising appraisals: providing equal weight to
performance and personal and professional development
• Enhancing meaningful engagement with appraisal
• Outline expectations of their professional behaviours
AUA conference 3rd April 2012Page 5

6. Appraisal Project
• Small pilot within the Faculty of Humanities
• 27 staff participated
• The appraisal period was moved to later in
2011
• Managed by a small project team including
Faculty HR Manager
• Engaged senior stakeholders
• Linked with existing University appraisal
process and appraisal form
AUA conference 3rd April 2012Page 6

7. Appraisal Project (II)
• Project poster displayed in the pilot Schools
• Briefing sheet circulated to all staff
• Team briefings were held by line managers
• Framework was disseminated
• Focus groups
AUA conference 3rd April 2012Page 7

8. Project Outcomes
• A pilot professional development framework
based upon the AUA behaviours & CPD
Framework and matched to the University’s
grades
• Accompanying guidance notes for appraisers,
FAQs, a self assessment form and letter to all
staff.
AUA conference 3rd April 2012Page 8

9. Group activities
Group activity 1
• Consider the three professional development areas given
to your table and put together list of examples of positive
and negative behaviours
AUA conference 3rd April 2012Page 9

10. Group activities
Group activity 2
• Now consider three new professional
development areas and put together a list of
potential learning and development activities
that participants could undertake to enhance
strengths and/or areas of further development
AUA conference 3rd April 2012Page 10

11. Example Learning and Development Activities
• 360° feedback
• Action learning
• Coaching
• Committee membership
• Conferences
• Contributing to
consultation and
feedback
• Delegation
• Distance learning
• E-learning
• Job rotation/Job swaps
• Mentoring
• Peer review/support
• Policy development
• Presentations
• Project team
membership
• Secondments
• Shadowing
• Visits
• Workshops
• Writing reports, articles
• Networking groups
• Volunteering
AUA conference 3rd April 2012Page 11

12. Focus Group Participant Feedback
AUA conference 3rd April 2012Page 12

13. Project Benefits
For individuals
• encouraging reflection
• building on current capabilities,
skills and knowledge
• increasing effectiveness
• increasing motivation to learn,
build confidence and self-esteem
• enhancing transferable skills
• expanding and developing new
areas of capability,
• maximising and building on
strengths
For line manager
• aiding the identification of
personal and professional
development needs for teams
• enhancing guidance available to
staff as part of their preparation
for appraisals
• acting as a guide to career and
succession planning
• providing a framework to give
praise and regular constructive
feedback to individuals
AUA conference 3rd April 2012Page 13

14. Project Challenges
• Project work undertaken on top of the day jobs
• Timescales/Time (Short project timeframe)
• Potential resistance to change
• Staff attitudes towards appraisals
• Briefings and communication took longer than
we thought
• Impact of language – the use of the word
“behaviour”
• Designing the self assessment form
AUA conference 3rd April 2012Page 14

15. Project Success / Key Learning Points
• Strong project team
• Well defined project brief and defined outcomes
• Establish and adhere to a series of timelines/set tasks
• Planning and communication (never underestimate this)
• Small number of participants
• Importance of briefing and obtaining proactive
engagement and commitment
• Support and buy in from HR, senior colleagues as well
as working closely with consultant
• Held focus groups and conducted a online survey
• Used the participants feedback to decide the future of
project
AUA conference 3rd April 2012Page 15

16. Moving Forward: phase II
• Larger number of participants (circa 100)
• Broader range of departments
• One to one briefings with new department leads
• Regular communication updates
• Adding specialised training workshops
• Revised self assessment form using a coaching wheel as
the basis of self reflection
• Revisions to the Professional Development Framework
to incorporate a new “external” category, more IT and
technical behaviours
• Inclusion of a CPD log
• Establishing a shared document area using SharePoint
AUA conference 3rd April 2012Page 16

17. In conclusion…
Before you start implementing a project:
• Be clear about success - what does this look
like?
• Understand your audience – tailor
communication and engagement appropriately
• Pay attention to local context and potential
barriers
AUA conference 3rd April 2012Page 17