Performance management is a high profile topic in higher education at present, but there are different interpretations of the term:
In fact, effective management of performance (which encompasses reward for high performance, mechanisms to address under performance and a systematic approach both to staff development and succession management) can be a powerful tool in achieving an innovative, flexible and adaptable workforce.
Most performance management processes involve four stages:
Generally, performance related pay is not common in higher education, other than in certain senior posts, but the notion of contribution pay (arising from the Framework Agreement) [PDF, 56Kb] has highlighted the need for effective measures of performance to ensure transparency and fairness.
The ‘managing for performance’ approach goes beyond the application of the techniques of performance management. It generally seeks to create an environment in which staff are encouraged to succeed, based on the following principles:
• It relies on consensus and cooperation rather than control or coercion.
• It creates a shared understanding of what is required to improve performance and how this will be achieved amongst all staff.
• It encourages self management of individual performance.
• It requires a management style that is open and encourages two way communication between managers and staff, with continuous feedback.
'Managing for performance', therefore, is an active process relying on dialogue between managers and staff about what needs to be achieved and how, as well as the measures of performance that will be used.
More information [PDF, 57Kb]. See also further material on equal pay and the Framework Agreement. [Word, 28Kb]