Best practice in quality management

1. Managing Staff Performance
Reviews
Jo Watson
Belgrade
November 2014
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2. Speed sharing
1.2 mins – 1 minute each
2.Name, country, LEC, number of teachers, number of sites, your role
3.Move on to the next person when you hear the bell
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3. ©Eaquals 06/08/2014
Eaquals Staff Management Self-Help Guide 2011
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Performance management is:
‘a means of helping teachers and other staff develop and use their competences fully in their work, in line with LEC aims and the needs of learners and clients’.

4. Performance management
HRM function
•Elements
•Appraisal/review
•Observations
•Discipline
•Professional development
•Delegation
•Motivation
•Collaboration
•Participation
•Arbitration
•Legislation
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5. This session
•Appraisal/review
•Observations
•Professional development
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6. Quality Assurance
•Range of formal procedures
•Regular lesson observation with feedback
•Procedures for setting up observations
•Coherence – observations and internal teacher training and development
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7. Typical model
•One formal meeting per year
•Questionnaire before and during
•Feedback
•Action plan
Question:
Is this enough
•The same
BUT
•Twice or three times per year
Question:
Is this enough?
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Product delivery
Back office/Admin – Product information
Management - quality of product
Teachers
Support staff
Owner/DOS/ADOS etc.
In classrooms
Behind closed doors
Behaviour seen, for the most part, only by learners
In office/reception
In offices with other staff/on view for parents, clients, learners etc.
Behaviour seen and heard, on a regular basis, by colleagues, clients, parents etc.
In office (open door?)
In office/sometimes with other staff
Behaviour mainly seen and heard by back office/admin, clients etc.

9. Another model
360 degree feedback:
•Feedback not only top down
•Goes in all directions
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10. Pros & Cons
•Greater employee involvement
•Greater interest in feedback
•Improved communication
•Steps toward cultural change
•Negative response to negative feedback
•Defensiveness and denial
•Conflicting ratings
•Increased expectations
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11. Yet another model
•Teacher portfolio – illustrate work
•Things learned
•Lessons taught
•Materials used
•Professional development
N.B An ongoing process of continuous self-reflection and review
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12. Case Study
•In 2s/3s
•Read the case study
•Discuss – would this work in your organisation? If yes – how? If no - why not?
•Would the EPG fit in with this model?
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http://egrid.epg-project.eu/en

14. Self-help guide
•Session 1 stage 2
•Discuss and prepare short feedback
•Session 2 –go through the questions, discuss and prepare feedback
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15. Points to remember
•Regular!
•Clear communication
•Involve staff
•Consider language used (verbal and non-verbal) - no absolutes!
•Recognize achievement
•Record and re-visit
•Encourage
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16. Bibliography
•From Teacher to Manager: R. White, A. Hockley, J. van der Horst Jansen, M. S. Laughner; CUP 2008
•Total Quality Management: John Bank; 2nd Edition; Prentice Hall 2000
•Managing and Appraising Staff: Eaquals Self- Help Guide; Jo Raskin 2011
•www.businesballs.com
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