EDUCATIONAL LEADERSHIP : PERSONAL GROWTH FOR PROFESSIONAL DEVELOPMENT

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13 Performance Management

POLICY DEVELOPMENT Performance management is a strategic and integrated approach to delivering success to organizations by improving the performance of the people who work in them through developing the capabilities of teams and individuals. Performance management can be aligned with the culture and professionalism of teachers since the appraisal process developed in the early 1990s had been a partial response to demands from teachers for professional appraisal. It was clear, however, that that model was excessively bureaucratic and failed to involve the delivery of professional development. It was excessively cluttered up with personnel-speak rather than being focused on real breakthroughs in performance improvement. The new policy for performance management was developed in the late 1990s. In 1999 the DfEE contracted Regional Performance Management Consortia initially to deliver one day’s training to all headteachers in 2000, and then to provide performance management consultants to support all schools in establishing performance management policies and in setting objectives for every teacher by the end of February 2001. These contracts were terminated in 2002. Performance management for teachers has frequently been extended to all staff, with training in skills such as setting objectives, monitoring and evaluating performance, providing feedback and linking the objectives to personal development and school strategic planning. In business where structures have been flattened and processes reengineered horizontally, less hierarchical management systems remain. Schools have not moved significantly in this direction. They do not build performance improvement for competitive advantage. Leadership requires highly visible demonstrations of senior managers using and benefiting from performance management. Performance management must demonstrably provide clear access to high quality development opportunities. In view of the history of appraisal, the emphasis has been on the distinctive new emphasis of performance management. Performance in business is partially delivered by teams and arguably the DfES model concentrates insufficiently on this. There is a need for an enormous commitment to communication of the rationale for performance management to ensure commitment at all levels. Effective performance appraisal is the cornerstone for performance management and personal development. The key principles for individual performance review at Great Ormond Street Hospital presented by the training and development manager (Bonham, 1999) are rela129


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Index

12min
pages 230-239

13 Performance Management

21min
pages 142-152

20 Work and Life: Achieving a Balance and Planning for the Future

22min
pages 220-229

19 Business Process Re-engineering: Achieving Radical Change

20min
pages 210-219

18 The Learning Organization and Knowledge Management

22min
pages 198-209

17 Quality Models

22min
pages 185-197

16 Strategy

22min
pages 174-184

15 Culture, Change and Organizational Health

22min
pages 163-173

14 Ethics, Values, Vision, Mission and Gender

22min
pages 153-162

12 Leadership Development

22min
pages 131-141

10 Training, Coaching and Mentoring

21min
pages 110-119

11 Interpersonal Skills, Decision-Making and Team Learning

21min
pages 120-130

9 Career Development and Development as a Professional

22min
pages 99-109

Neurolinguistic Programming and Professional Development

1hr
pages 19-65

8 Managing Stress and Managing Time

22min
pages 88-98

7 Developing Creativity, Intuition and Innovation in Schools

21min
pages 77-87

Improving Communication Skills

22min
pages 66-76

Self-Understanding, Personality and Psychometric Instruments 11

2min
page 15

Self-Management and Personal Development 1

1min
page 14

360-degree Feedback 33

2min
page 17

Emotional Intelligence 22

2min
page 16

Accelerated Learning, the Brain, Competencies and Interviews 43

2min
page 18
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