NAPCE Appraiser Skills Development Programme

1. NAPCE Appraiser Skills Development Programme Day 1: Mon 6 July 2009 Dr Eileen Gorrod and Dr Steve Scott

2. Ground Rules • Confidentiality • Respect the opinions of others • Non judgemental • No mobile phones • Keep to time • Have FUN!

3. Aims: To feel competent to facilitate an appraisal with a colleague. To provide individual feedback to facilitate your personal development as an appraiser

4. Objectives • To be familiar with the national and local appraisal process and paperwork • To identify issues concerning the completion of pre appraisal documentation (Forms 1-3) • To be able to evaluate the completed Forms 1-3 and supporting documentation and plan for an appraisal • To demonstrate adequate interview and feedback skills • To be able to complete Form 4 and help the appraisee write a SMART development plan

5. Assessment • This is a summative (pass/fail) process • You will get feedback on your performance • We will make a recommendation that you are (or are not) suitable for appointment as an appraiser at this time • Passing this training does NOT guarantee you an appraisal job, you will still be dependent on what is available and on an appropriate appointments process.

6. ICEBREAKER! Why do you want to be an appraiser?

7. Assessment Appraisal Performance Review Revalidation

8. Qualities of a good appraiser • Knowledge • Skills • Attitudes

9. We ALL learn best when… • We know what we might gain from the effort • We set our own objectives based on recognising our needs • We determine the way and pace • We are treated with respect • We are supported • We are encouraged to evaluate our own learning • Learning is related to our experience • Learning is related to actual tasks and everyday problems • Learning enhances job satisfaction

10. Domains of Learning (Bloom’s Taxonomy) • Knowledge • Skills • Attitudes

11. Bloom’s Taxonomy (Cognitive) Evaluation - ability to judge value for purpose : Evaluate, select, decide, justify, verify, argue, assess, discuss, rate, prioritise, determine, critique Synthesis- put parts together to form a new whole: Create, invent, compose, design, revise, formulate Analysis- Separates concept into component parts: Compare, contrast, categorise, investigate, differentiate Application – Applies theory to practice: Demonstrate, show, solve, relate, modify, constructs Comprehension – understand the meaning of : Explain, convert, defend, interpret, summarise, predict, Knowledge - recall of data : Key words: State, describe, list, recognise, identify, define, name, match

12. Bloom’s Taxonomy (Affective/attitude) Internalising Values (Categorisation)- Has a value system that controls their behaviour: Acts, discriminates, displays, qualifies, practices, proposes,verifies Organisation- Comparing, relating and synthesising values: Adheres, alters, formulates, modifies, integrates, defends, synthesises Valuing– The worth or value a person attaches to a particular phenomena: Demonstrate, completes, follows, invites, joins, shares, reports, proposes Responding to phenomena – Active participation on the part of the learner: Answers, assists, greets, performs, practices, presents Receiving phenomena – awareness, willingness to hear: Key words: Asks, chooses, locates, names, selects,identifies

13. Bloom’s Taxonomy (Psychomotor) Origination : Creating new movement patterns to fit a particular situation or specific problem. Learning outcomes emphasise creativity based upon highly developed skills Adaptation- Skills are well developed and the individual can modify movement patterns to fit special requirements Complex Overt Response – Proficiency indicated by a quick, accurate and highly coordinated performance Requiring a minimum of energy Mechanism- Intermediate stage in learning a complex skill (some confidence and proficiency): Assembles, calibrates, constructs, manipulates, mends, organisise Guided response– The Early stages of learning a complex skill: Copies, traces, follows, react, reproduce Set– Readiness to act (recognises ones abilities/limitations: Displays, shows, volunteers, moves, explains Perception– The ability to use sensory cues to guide motor activity: Key words: Chooses, isolates, relates, identifies, distinguishes, differentiates

14. Maslow’s Heirarchy

15. Johari’s Window

16. The Learning Cycle Having an experience Planning the next steps Reviewing the experience Concluding from the experience Honey & Mumford, 1992

17. Yosuni’s window • Open agenda • Hidden agenda – elicited through creating trust – and asking • Blind agenda – insights given through feedback and reflection • Collusive agenda – both know about something and tacitly agree “not to go there” • Unknown agenda

18. The Learning Cycle Having an experience Planning the next steps Reviewing the experience Concluding from the experience Honey & Mumford, 1992

19. Preferred Style & the Learning Cycle The Activist Experiencing The Pragmatist The Reflector Planning & applying Reviewing Concluding The Theorist Honey & Mumford, 1992

20. The Cycle of Competence Conscious incompetence Unconscious incompetence Conscious competence Unconscious competence

21. Communications Skills

22. Communication holds the key to effective learning…

23. Greeting Pausing Showing Appropriate Eye Contact Attention Non verbal / verbal query Appropriate body language Not interrupting inappropriately Appropriate silences Giving time Non judgemental Considered Concentrating Avoiding distraction Proximity Hearing Empathy Show understanding Reflecting Politeness Avoid recycling (but make sure the subject is ready to rest) Smiling/ informal Paraphrase (NLP) Listening

24. Open (initially) Reflective Non-threatening/ friendly Leading (at times) Empowering Simple/ clarity Appropriate Searching Give time to answer Reflective summarise feedback/ prompt Bring back on course Lead to an end point Choice of language Constructive Aspirational Challenging Questioning

25. Summarise/ clarify Emphasise the positives Explore the opportunities for learning/ development Empathise/ understand obstacles Suggestions and timescale Monitoring and review Gentle supportive Non judgemental Balanced all areas Systematic Next steps Two way process Relevant to the appraisee Pick up the cues Giving Feedback

26. Be honest with yourself Self aware Be open about the process Positive about the outcomes Understand what is happening Be self reflective Engaging Non confrontational or defensive Preparation Comfortable with the process and person Interested Trusting Organised Prioritise Plan Act upon it Own it Receiving Feedback

27. Preparing for the afternoon session • Form Trios • Complete the competency / comfort matrix • Understand the structure of the skills session to come • Enjoy lunch!

28. Rehearsing Interview and Feedback Skills

29. Groups

30. Rehearsing Feedback Skills Finish exercise at 14.15

31. Dealing with Difficult Appraisals • Identify potential areas of difficulty within the appraisal process • Understand the possible causes for these difficulties • Develop strategies for dealing with difficult appraisals • Evaluate whether the information and evidence is to an acceptable standard

32. Difficulties • Try as far as possible to crystallise • Are patients at risk? • Should appraisal continue? • What action are you going to take? • Signpost clearly next steps to appraisee

33. Difficult Feedback • Establish empathy. Balance challenge with support • Have the evidence: specific examples • If resistance is encountered point it out and ask why • Review specific incidents in detail • Point out patterns of behaviour • Don’t duck issues: collusion causes problems • Allow time out if necessary • Negotiate if appropriate

34. Tools for preparation

35. Understanding the local process • The Administrative things that vary: • Personnel • Process • Paperwork • Pay and conditions • What does not vary?

36. Qs & As

37. HOME See you at 9am! Don’t forget your homework!

38. NACPE Appraiser Skills Development Programme Welcome Back Day 2: Tues 7th July Susi Caesar and Eileen Gorrod

39. Reconnection

40. Ground Rules • Confidentiality • Respect the opinions of others • Non judgemental • No mobile phones • Keep to time • Have FUN!

41. Conducting an Appraisal Finish exercise at 12.30

42. Paperwork

43. Why Bother with a good Form 4? • For the Appraisee • For the Appraiser • For entitled third party

44. How to write a Form 4 • Dr Eye, Dr Ewe and Dr Hymn • Consider these for style (not content) • list Pros and Cons

45. The good Appraisal Summary… • Is factually correct (significant negatives as well!) • Is relevant • Is free of bias and prejudice • Acknowledges the appraisees achievements (record them!) • Charts developmental progress • Promotes the appraisees professional development • Is evidence based, when possible (record it!) • Is actionable • Is acceptable to the appraisee • From GP Appraisal Forms 3 and 4: providing guidance, setting standards

46. Quality Assurance • Northern Deanery, Essential and Desirable • LEARN IT

47. Quality Assurance • Looking backward • Evidence Cited • Actions • Reflects a good appraisal • Non-Judgemental • Impression overall • Tasks

48. Quality Assurance and Development of Appraisals Appraiser; Quality assured by;

49. Consider your own last Form 4 • In private • Has it been useful to you? • If not, why not? • Use LEARN IT to score it.

50. Producing a Personal Development Plan (1) • THREE main steps • Learning needs • What does the appraisee most need to learn (personal, local and national considerations) • Learning activities • How will the appraisee best go about it (appropriate to learning need and learning style, local opportunities etc) • Evidence of learning • What will the appraisee put in their portfolio (record the proposed evidence to be demonstrated by next year)