Setting Work Objectives

Prior to the review each staff member will conduct a self–review, filling in Part A of the review form. (Online form available on  https://ucceperformance.simitive.com/me ) This is an opportunity to reflect on one's performance to date and to set future work objectives

A work objective is a mutually understood agreement about a specific work outcome that a staff member is expected to achieve.  It is not a list of all the activities (often action items)/ responsibilities of the staff member's role.  It is a direct link between the work the employee performs and the Unit’s operational plan and University’s strategic priorities. 

With clear work objectives in mind, one is in a better position to review and revise these objectives as work demands change during the PDRS cycle.  Work objectives also enable the manager to focus the PDRS discussion on measurable performance outcomes and facilitate the discussion of the reviewee’s development as part of the meeting. One can also seek ways to improve effectiveness, efficiencies and outcomes of the Unit and to the overall performance outcomes of the University

Potential performance objectives relate to opportunities for contribution.  Questions to ask that will help reviewer and reviewee identify appropriate performance objectives include:  

• What are the Unit/School strategic objectives?
• What are the emerging key issues for the Unit/School that will impact the reviewee’s work over the coming period?
• What can the reviewee do to improve overall effectiveness of the unit?
• Are there programmes or process changes that can help the School/Unit meet its objectives?

Setting Learning & Development Objectives

Managers and employees should work together to create development plans as part of the annual performance management process. The plan can focus on skills aimed at job mastery or combine job mastery with professional development skills.

• Job mastery skills are those that are necessary to successfully perform one's job.
• Professional development skills are the skills and knowledge that go beyond the scope of the employee's job description, although they may indirectly improve job performance.

Development plans commonly include classes, but can also include elements such as cross-training and special project participation.

For additional information on training and development see http://www.ucc.ie/en/hr/training/ 

SMART Objectives

S.M.A.R.T. is an acronym that is used to guide the development of measurable goals. Each objective should be:

Specific
Measurable
Achievable
Relevant
Time-Oriented

SMART objectives focus on outcomes rather than activities and allow one to measure their own success.

Example of a non-SMART objective

•  to provide effective planning training to manager

Example of a SMART objective

• to design and deliver a one-day financial planning workshop to Heads of School in the College of X by June 20 which achieves an overall evaluation rating of 4.8 (out of 6) on the standard Staff Development and Service training evaluation form.

Sample Objectives for a Head of School

Sample Objectives for a Lecturer

Sample Objectives for a Researcher

Sample Objectives for an Administrative Assistant

Receiving Feedback

Receiving feedback can be as challenging as giving it.  To make the most of the review session the reviewee needs to be willing to listen to the feedback and to be open to what is being said.

• Take time to think before you respond to your feedback
• Consider the feedback you have been given
• If you need further clarification go back to the reviewer
• Respond professionally not personally
• Be aware of your interpretation of the feedback
• Ask questions about anything that is unclear
• Ask questions if you don’t have enough detail to work with

When receiving feedback people can either be closed or open to it and may take a certain stance when it comes to getting feedback (adapted from Rich, P. 2004). Some of which are:

Closed Style

Open Style