Southwood School in the UK implemented a performance management system five years ago that was designed for teachers but also used for support staff. Support staff were unhappy with the teacher-focused system and felt it was a waste of time. The school has now developed a new performance management system specifically for support staff that allows for goal setting, performance reviews annually with regular check-ins, and identifies training needs. The new system aims to address issues with the old system like confusion over process and relevance of evaluations.

1. Performance Management
Systems
SOUTHWOOD SCHOOL – A CASE STUDY
SUBMITTED BY:

2. Southwood School: Contextual information
 High School in the UK (state school)
 Established nearly 40 years ago
 800 students aged 13-18
 120 staff
 80 teachers
 40 support staff (nonteaching staff)
 Average staff retention rate: 72%
 Average length of service: 5+ years

3. Southwood School:
Case Study
 Five years earlier, Southwood School, located in the United
Kingdom, implemented a performance management system for all
school employees.
 The performance management system was designed for teachers by
the British Department for Education and Skills (DfES),
 But was used to evaluate school support staff as well because there
was no system specifically geared toward support staff. The school
had no HR personnel to custom-design a system for support staff;
and at the time, most of the emphasis in terms of performance
management was paid to teachers.
 Because few support staff members were classified as exempt
employees, a specialized performance management system was not
perceived to be a priority.

4. Southwood School:
History of performance management
 The teachers are required by law to follow the
government-mandated performance management
process.
 In the past, the support staff have used the same
process.
 Support staff are unhappy at taking part in a
process, which is largely inappropriate.
 Performance management is perceived quite
negatively by the majority of support staff.

5. Best practices for PM
 Both parties should be prepared for meetings and
dedicate their time.
 Appraisers must show their commitment to the
process to engage appraisees.
 It should be a two-way process where issues are
discussed.
 Effective training must be provided to meet the
needs of appraisers and appraisees.
 There should be no surprises at the review
meetings; any prior incidents should have been dealt
with after the event.

6. School Staff Support Roles
Include:
• ADMINISTRATORS
• TEACHING ASSISTANTS
• LEARNING MENTORS
• SCIENCE TECHNICIANS (WHO SUPPORT
THE WORK OF SCIENCE TEACHERS)
• COMPUTER TECHNICIANS
• FINANCE MANAGERS

7. Issues Raised• A LARGE PERCENTAGE OF STAFF MEMBERS DID NOT MEET THE ANNUAL DEADLINE
TO COMPLETE THE APPRAISAL PROCESS.
• THERE WAS CONFUSION AMONG STAFF ABOUT WHAT EXACTLY NEEDED TO BE
COMPLETED AND WHEN.
• STAFF MEMBERS THOUGHT THE SYSTEM WAS A ‘WASTE OF TIME’.
• A TRADE UNION REPRESENTATIVE THOUGHT THE SYSTEM WAS NOT APPROPRIATE
FOR ALL STAFF MEMBERS.
• THE DFES SYSTEM WAS IRRELEVANT TO SUPPORT STAFF. FOR EXAMPLE, SUPPORT
STAFF MEMBERS COULD NOT SET OBJECTIVES IN PUPIL
PROGRESS OR HAVE LESSONS OBSERVED.
• LITTLE ATTENTION WAS PAID TO IDENTIFYING TRAINING NEEDS AND FURTHER,
WHEN NEEDS WERE IDENTIFIED, THERE WAS NO FOLLOW-UP WITH
• APPRAISALS WERE LED BY TEACHERS WHO HAD LITTLE KNOWLEDGE OF THE
SUPPORT STAFF MEMBER’S JOB.
• PERFORMANCE MEETINGS WERE A ONE-WAY PROCESS WITH SOME PERFORMANCE
OBJECTIVES ESTABLISHED BEFORE THE MEETING STARTED

8. Difference B/w Old and New
system

9. New System Content
 The new system allows the appraiser and employee to review past performance; set
goals and objectives for the upcoming year; and identify training and development
needs.
 Performance review meetings occur annually, but both parties are encouraged to
meet at regular intervals throughout the year to discuss progress.
 In the new system, most support staff employees’ performance reviews are conducted
with their direct line manager (usually another support staff member).
 This way, the appraiser understands the employee’s job and can fairly assess the
employee’s
performance. In some cases, though, the most appropriate appraiser may be a teacher.

10. Benefits to the organization
 Demonstrates the organization’s commitment to
the development of its staff.
 Provides the opportunity to ensure all employees
are aware of the goals and objectives of the
organization and the role that they have to play in
this process.

11. Benefits to managers
 Facilitates a two-way dialogue with their staff.
 Identifies any potential issues.
 Enables managers to gain a greater understanding of
the motivation and future plans of their staff.
 Provides an opportunity to disseminate goals and
objectives to employees.
 May lead to a more motivated and communicative
workforce.

12. Benefits to employees
 Clarifies their expectations.
 Enhances their understanding of the contribution they
make to the organization.
 Provides an opportunity to have a discussion with their
manager and talk about any issues: a two-way process.
 Provides recognition of strengths and achievements.
 Helps identify development opportunities.

13. Thank You