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Designing and
implementing
performance
management
This section has been written for those of you involved in designing and implementing the performance management process. It will help you to:
understand the principles and benefits of performance management;
design and implement a ‘fit for purpose’ process for your school.
WHAT IS PERFORMANCE MANAGEMENT?
There is no standard definition. Here are a few to think about:
a process that links teachers, support staff and their respective roles to the success of pupils and the school;
a process for establishing a shared understanding of what has to be achieved and how, and of managing staff in such a way that it will be achieved;
a process for ensuring that staff are doing the right things in the most effective way to the best of their ability.
WHY ARE WE DOING THIS?
The short answer is because the government has told you to, but that might be taking a somewhat narrow view.
Ask yourself and your colleagues this question:
What does performance management mean to you? (Answer in one word or phrase.)
Among the words and phrases you may find:
Appraisal | Getting clarity | Stressful |
Objectives | Feedback | Divisive |
Time-consuming | Recognition | Team working |
Bureaucratic | Development | Rating |
Planning | Merit pay | Progress |
The emphasis should be on management and motivation. This does not conflict with performance measurement. It will enable you to get more from your efforts to implement performance management. Getting staff motivated by, and through, performance management is the key challenge.
WHAT’S IN IT FOR YOU? (WIFY?)
Implementing performance management should deliver:
greater clarity of roles, objectives and behaviours;
more active management of performance by everyone in your school;
more focused training and development;
recognition of good performance;
addressing of poor performance.
BELIEFS THAT UNDERPIN SUCCESSFUL PERFORMANCE MANAGEMENT
Staff are committed to doing their best to contribute to the success of the school.
The best person to be responsible for the quality of his/her work is the person doing the work.
The success of the school depends upon its ability to unlock the potential for growth and development in the staff.
People work more effectively when they are clear about what they have to do, and why, and get feedback and recognition for what they have contributed through their job.
PRINCIPLES OF OUR APPROACH
The performance management process will fulfil its potential if it is developed into a process that gets at the heart of what motivates staff at work. Ideally it will:
