Human Resources

Staff in Grades 3 and above

SDPR Training

for those conducting a review (support staff)
for those conducting a review (academic staff)
for those having a review

Staff involved in SDPR+

For staff involved in the SDPR+ process, which incorporates the new Effective Behaviours Framework (EBF) into SDPR, please check the SDPR+ website for forms and guidance materials.

Staff in Grades 1-2

Staff Development and Performance Review

Latest news! Logging of SDPRs

SDPRs can now be recorded and uploaded in Manager Self-Service iTrent and you no longer have to email the attachments to Staff Development. This is a simple process with Instructions available here.

The Staff Development and Performance Review (SDPR) is an opportunity for staff to receive feedback on their performance, to discuss and set objectives for the coming year, and to explore and support their career aspirations.

Who should do SDPR?

All core (not casual) staff are required to take part in a regular review of performance and development, using the Staff Development and Performance Review (SDPR) scheme. A member of staff will usually have their first SDPR 6 months after completing probation, allowing them to reflect on the objectives and development goals set in the End of Probation Review.

Part time staff should undertake SDPR using the standard documentation, but the number and scope of objectives set and development plans should be proportionate to the part-time nature of the role. Staff on fractional contracts (less than 0.2FTE) may wish to take a lighter touch approach, but should nevertheless have a regular annual discussion about performance and development which is logged in iTrent.

Completion of SDPR is a requirement for any employee wishing to be put forward for Contribution Pay, and managers are asked to consider how well SDPR objectives have been met, but the SDPR form itself does not play any role in the Contribution Pay scheme. Casual staff should have regular opportunities to receive feedback and discuss performance and development, but do not complete and submit SDPR documents.

Timing of SDPR

There is no fixed time for SDPR; departments may choose a period that best suits their annual business cycle. However, if staff wish to be considered for Contribution Pay, they must have completed an SDPR in the year 1 August to 31 July before the start of the contribution pay round (normally September). This is to confirm that the member of staff is regularly engaged in discussions with their manager about their role and contribution, rather than to provide written evidence for the Contribution Pay submission itself.

We recommend a lighter-touch review meeting takes place mid-way between full SDPRs, so that progress can be assessed, difficulties addressed and objectives revised in the light of changing job requirements.

Outcomes of SDPR

The SDPR is a dialogue between a staff member and their manager, and should conclude with an agreeement about who is going to take what action. Although the completed, mutually agreed document is securely stored by the University, the scheme is NOT a dialogue between employees and the University's management or Human Resources Department. Only the participants in the process are able to agree to take action, and you should therefore make sure that mutual expectations are clear.

Training, development or something else?

Before writing a training or development need into the form, be sure that it is the right solution to the problem, or the right route to future opportunities. For example, if a person is struggling with workload, a training course in time management might help, but it might equally be caused by the design of the job, the unrealistic expectations of colleagues or something else.

Definition of training any learning activity targeted towards the acquisition of specific knowledge or skills for carrying out a job or task. Example: learning how to operate a till at point of sales, or learning how to use Agresso to process invoices.

Definition of development: a continuous, dynamic and more general expansion of skills and knowledge, and is aimed at longer-term career and personal growth rather than immediate performance. Examples: A course on negotiation and influencing, and time spent working with a more experienced colleague, to enhance your ability to negotiate favourable contracts in various contexts.

What do I need?

  • Step 1: Define your desired learning outcomes: what do I want / need to be able to do after the event that I cannot do now?
  • Step 2: Assess the potential impact: what would be the outcome for my job or career? (More effective? Able to work at a higher level?)
  • Step 3: Make a plan: what options are open to me?  Who will chase them up?