360 Degree Feedback

HR GUIDELINES
UTS:HUMAN RESOURCES
360 DEGREE FEEDBACK
6.9 A GUIDE TO 360 DEGREE FEEDBACK

A GUIDE TO 360 DEGREE FEEDBACK AT UTS
This guide provides managers and their supervisors with processes to gather information from a variety of sources on a managers relative strengths and development needs. It is designed so that the manager and supervisor can choose from a wide range of options and methodologies, depending upon the circumstances. The guide contains advice on choosing who will provide feedback, different ways of obtaining feedback, options for receiving and collating data and some advice on interpreting information obtained. The guide has been prepared as part of a pilot and will be revised over time. If you would like help or advice on how to get started or have any questions, please contact Policy and Planning Branch (ext 1074) or Staff Development Branch (ext 2932) from the Human Resources Unit. WHAT IS 360 DEGREE FEEDBACK? Traditionally, performance review processes have involved an employee receiving feedback from one source, the supervisor. As illustrated below, 360 degree feedback involves an employee receiving feedback from a variety of sources, which might include staff reporting to the position colleagues and clients. This information is used to identify strengths and development needs.
EXTERNAL CLIENTS IMMEDIATE SUPERVISOR
EXTERNAL CONTRACTORS, CONSULTANTS, SUPPLIERS
SELF
MANAGER
INTERNAL CLIENTS
PEERS AND COLLEAGUES STAFF INDIRECTLY REPORTING
STAFF DIRECTLY REPORTING
_________________________________________________________________________________________________________ Created: UTS Human Resources Unit Approved: VC 4/1998 Modified: 2/16 Document ID: G:/Policy & Planning/HR Manual/6. Managing & Developing Staff/6.9 360 Degree Feedback - Guideline.doc

WHY IS 360 DEGREE FEEDBACK IMPORTANT? Effective leadership is critical to UTS, particularly in the current challenging environment. 360 degree feedback is a useful method of discussing leadership and performance in a management role and identifying strengths and development needs. The introduction of 360 degree feedback processes for managers at UTS will greatly assist the University to better identify management development needs. For managers, 360 degree feedback will provide insights into their management and leadership role and enable them to build on the skills and attributes they possess. It will better equip them to manage in todays environment and develop the skills necessary to enhance their careers. To some extent supervisors may already use 360 degree processes to obtain feedback about their staff. However, this has generally been informal. We have not had a process which involves the staff member in determining how to get feedback, looking at the results with the supervisor and using this reflection to improve performance and identify development needs. HOW DOES 360 DEGREE FEEDBACK WORK AT UTS? 1) timing 360 degree feedback can be gathered at the end of the year as part of the annual planning and review discussion or at any time during the year. It may be appropriate to get some feedback at the end of a particular project or to coincide with a specific event. 2) what to focus on The aim is to target feedback on what is most relevant to the manager given the particular context in which they are working, the managers goals, the priorities of the University and the work area, any particular matters the manager might be involved in, the managers career aspirations, anticipated career changes and the particular level of skill that is required in the current job. a) achievement of goals In the context of triennial plans, managers and their supervisors develop individual work plans which set out a range of specific goals for the year. It might be appropriate to focus feedback on these goals. Specifically, the extent to which and how they were achieved. In this case, feedback would be obtained from those people critical to the process and major stakeholders. Questions would be targeted to elicit feedback on priority areas. At other times, whilst not in a managers work plan, a manager might be given responsibility for a key initiative such as acting in a particular position, leading a University-wide project or review or chairing a key committee. An example of how feedback on achievement of goals can be obtained is given in Appendix 2. b) aspects of the job In other circumstances it may be timely to focus on a particular element of a job. For example, the managers relationship with senior management, the managers strategic contribution, capacity for policy development, external liaison. It might be appropriate to develop a tailored checklist or series of questions to elicit feedback (see Appendix 3). leadership attributes A list of managers' skills and attributes has been drawn from existing documents and recent discussions with senior managers (see Appendix 3). These attributes are grouped into four critical job dimensions: way of thinking and strategic focus personal stance or effectiveness managing people achieving results - achievement focus
c)

- planning and decision making - resource management - performance management and improvement - relationships - managing change. In some instances it may be important to reflect on the managers performance across the broad spectrum of management attributes. In this case it may be appropriate to develop a checklist or questionnaire targeting all of the management dimensions mentioned above to obtain feedback. Alternatively, the manager and supervisor might wish to focus on a subset of these, say leading and managing people or achieving results or pick out particular attributes which are critical to the individual's performance (refer again to Appendix 3). 3) sources of feedback Feedback can be obtained from a variety of sources including clients, staff, colleagues, immediate supervisor etc (see diagram on p 2). Sources should be chosen on factors such as their knowledge of the managers performance, the importance of their relationship with the manager and their ability to provide objective feedback. It is also a good idea for managers to rate themselves and compare this to how others perceive them. Sources of feedback should be negotiated and agreed between the manager and supervisor. methodology There is no one best method that covers all circumstances. Rather, the particular methodology/s chosen by the manager and supervisor will be dependent upon the scope and breadth of the exercise, the sources of feedback and the context, eg preferences of the individuals involved, culture in the work place etc. It will also be influenced by whether the parties have already identified some areas of concern about performance and there may be some sensitivity in how the data is collected, or whether they are seeking general feedback. Please note that there may be occasions where the 360 feedback processes described here will clearly not be appropriate.
4)
Options for data gathering include: a series of prompt questions seeking qualitative feedback (see Appendix 2 ). It may be that five or six questions are e-mailed to a group of colleagues or clients that the manager has worked with on a particular project recently. Alternatively, the manager or supervisor might choose to telephone or visit clients to seek feedback around a series of questions checklists or questionnaires seeking feedback across all or some of the management attributes (see Appendix 3). Questions can be selected from the examples given in Appendix 3 or managers and supervisors might like to develop their own questions. Performance dimensions can be chosen to suit the circumstances. For example, feedback might be sought on the extent to which a manager demonstrates a specific behaviour or skill (from a lot to not at all) or the extent to which the respondent agrees with a particular statement in relation to the manager (not at all like her/him to exactly like her/him) for those managers wanting a more in-depth and rigorous evaluation of their management skills, other methodologies, such as a management assessment centre, can be used using the services of an external provider. WHAT IS THE ROLE OF THE PERSON GIVING FEEDBACK? Feedback may be sought from people internal or external to UTS who have a working relationship with the manager. They should be in a position to have reasonable knowledge about the managers performance. It is best to choose respondents who feel comfortable with the process and who will be able to provide meaningful feedback. However, the fact that a prospective respondent does not feel able to provide useful feedback may be valuable feedback in itself, particularly if there should be a good working relationship with the manager in question.

The respondent should try to provide feedback as honestly and as objectively as possible. Where the respondent does not feel able to respond on a particular issue or question, then it is best for the respondent to indicate this, rather than try to give a specific response which may be misleading. Gathering the information Depending on the source and nature of the feedback, the manager and supervisor might agree that the feedback comes back directly to one or other party. Respondents may prefer not to provide identifiable feedback directly to the manager concerned. In other circumstances this may not be a problem. There may be occasions where it is appropriate to solicit feedback anonymously and/or through a third party who might aggregate the information and present it for consideration. For example, there may be particular sensitivities where there are percieved performance problems. HRU can assist in this regard. HOW IS THE FEEDBACK USED? It is important that the process: encourages reflection and self-assessment by the manager concerned considers the feedback gained in this way as one part, but only one part, of the available information on performance looks at the broad implications of the feedback rather than focusing too heavily on any particular comment or rating acknowledges both strengths and areas for development. In some circumstances it may be appropriate for the manager and supervisor to include other relevant parties in a discussion on the information obtained and how to pursue development opportunities. Confidentiality is critical and the process for any transfer of information must be understood by all participants and particularly by the individuals providing the feedback. Information from the 360 degree process may form part of the performance review, but it is not expected that any of the 360 degree documentation be kept on the managers personal file. FURTHER ASSISTANCE Help with getting started and discussing options and methodology can be obtained from the Policy and Planning or Staff Development Branches of the Human Resources Unit. As mentioned earlier, assistance and advice on development activities may be sought from the Staff Development Branch. In addition, for those managers wanting a more in-depth and rigorous evaluation of their management skills, a management assessment centre can be used, the manager can be referred to the services of an external provider or other feedback tools can be explored. OTHER RESOURCES There are a number of other documents which may be relevant. They are available from HRU. Guidelines for Performance Management in the Executive Remuneration Scheme Leadership at UTS; Skills and Attributes of Academic and Administrative Managers Leadership skills and Attributes Inventory.

APPENDIX 1 THE ATTRIBUTES OF MANAGERS AT UTS WAY OF THINKING AND STRATEGIC FOCUS A critical part of leadership at UTS is the ability to think creatively, strategically, reflectively and with focus. For example he/she: has an astute understanding of the organisational and external environments and how to work successfully within them appropriately takes a systemic 'big picture' approach and has a capacity to distinguish the 'wood from the trees' is able to analyse complex issues and translate this analysis into proposals for action is able to think through issues, anticipate problems, trace out the consequences of different actions thinks strategically in terms of how to best mobilise effort to achieve goals actively looks for opportunities which benefit the University/faculty or division promotes a questioning of existing ways of operating and encourages creative approaches to problem solving. PERSONAL EFFECTIVENESS There are a number of particular personal values, attributes and orientations which contribute to successful leadership. These include: has personal integrity and a commitment to ethical practice is able to work effectively in an environment of uncertainty and ambiguity values difference in people and diversity in approach is willing to experiment and take sensible risks is resilient and perseveres in the face of challenges treats people fairly and with respect operates collaboratively in pursuing the best outcomes for the University has a high level of personal accountability for their actions and impact reflects on their own practice and pursues their own learning and development has a good sense of their own values and beliefs and is able to maintain a balanced perspective practices what they preach; acts as a role model to others has professional credibility fosters relationships based on trust. MANAGING PEOPLE A managers interactions, influence and impact in relation to staff, students or others is a critical element. Specifically, this might mean he/she: is able to develop a shared vision and gain commitment of others to the achievement of objectives actively involves people in decision-making processes while taking ultimate responsibility

challenges and supports people to achieve high standards of performance is open in terms of communication and decision-making in a way that builds trust and an informed environment coaches and fosters the development of skills and potential of others encourages cooperation in others through addressing and constructively resolving conflict is able to give and receive constructive feedback about performance recognises, rewards and celebrates contribution and achievement approaches possesses the interpersonal and communication skills suited to both formal and informal contexts and needed for effectively negotiating, delegating, influencing and involving people fosters a sustaining and productive environment for staff. ACHIEVING RESULTS A number of areas of skills and knowledge enable a leader to achieve their individual goals and work with others to effect success. Achievement focus: has a high level of initiative and motivation to achieve goals is able to make tough decisions and exercise sound judgement follows up decisions and maintains a focus on priorities confronts problems directly and promptly is flexible in adapting approaches to new demands and unforeseen circumstances. Planning and decision making: monitors the external and internal environments to identify critical, relevant trends and issues effectively uses strategic and business planning processes to set direction and strategies is able to recognise opportunities and translate these into workable proposals effectively plans and manages projects and project teams uses management information to promote strategic thinking, make soundly based decisions and inform strategy. Resource management: is able to manage financial, staffing and physical resources efficiently redeploys resources to meet changing demands and circumstances and ensure priorities are met manages resources taking into account broader University/faculty/divisional resource planning and the impact of resource decisions on other parts of the University. Performance management and improvement: has a clear focus on client needs and expectations; actively seeks and responds to feedback ensures quality assurance processes are in place fosters an environment of continuous improvement effectively monitors performance and uses this to maintain ongoing improvement.

RELATIONSHIPS develops and sustains productive relationships with key external stakeholders nationally and internationally where appropriate is able to identify, critically assess and seize opportunities for strategic partnerships builds collaborative relationships within UTS and promotes cooperative activity across functional/structural boundaries effectively markets and promotes the University/faculty/division/unit values, programs and activities MANAGING CHANGE understands and can work with the dynamics of the change process is attuned to the Universitys culture and able to foster, adapt to, change and challenge that culture as appropriate is proactive in introducing change in a timely, appropriate manner effectively plans for and manages the resources needed to effect change effectively consults and involves staff and other relevant people in change processes .
APPENDIX 2 FEEDBACK ON SPECIFIC GOALS You may decide to focus the 360 degree feedback process on particular goals established as part of the years Performance Agreement or at other times. The feedback will be tailored to the specific goal, the relevant stakeholders and sources of information. For example, one goal might be to successfully manage a major reorganisation or restructuring of the work unit. Feedback from senior management might be related to: how well the person analyses the complexity of the change process, adequately identifies issues and translates this effectively into plans and actions the extent to which they demonstrate an understanding of the context, culture and how to work within it the extent to which they effectively thought through the change process, anticipated problems, traced out the consequences of different actions how well they consulted and communicated throughout the process how strategically they mobilised resources to effect the change. Feedback from clients might to be focused on: the adequacy of communication on the change process and its implementation the extent to which the client was consulted at appropriate points on the impact on services, service levels or relationships If there were feedback from subordinates/staff it might involve questions on the effectiveness of communication about the change process satisfaction with the process of change and the way staff were involved satisfaction with the way which staff affected by change were dealt with the level of trust, transparency and openness in the work unit.

APPENDIX 3 SAMPLE CHECKLISTS AND RESULTS Following is a more detailed example of a checklist that can be used to form the basis of a questionnaire that can be given to people from whom you wish to seek feedback. It has been set out in a questionnaire format but questions may be cut and pasted from the list of skills and attributes or new questions added that you think may be appropriate. Different types of rating scales may be used according to whatever you and your respondents would find most comfortable. For example, in the sample checklists we have asked respondents to indicate whether the manager exhibits a particular attribute from not at all to always. Where a respondent has not had the opportunity to see the manager in a particular situation a response of dont know is given. Other types of ratings include: the extent to which the statements describe the manager - not at all like her/him on rare occasions he/she is like this he/she is usually like this exactly like her/him - sometimes she/he is like this, sometimes not
the level of skill the manager displays - skill needs development - adequate level of skill - high level of skill the extent to which the respondent agrees that the statement describes the manager - simply disagree agree simply agree.
As well as asking others to complete the questionnaire, the manager could also plot his/her own responses and the responses that the manager would predict that others would make about her/him. The manager and supervisor could then compare the managers responses with the feedback obtained from others and discuss any differences in perceptions of performance.

SAMPLE CHECKLIST/QUESTIONNAIRE
Sometimes
ACHIEVING RESULTS
Achievement focus
1. Has a high level of initiative and and motivation to achieve goals 2. Is able to make tough decisions and exercise sound judgement 3. Follows up decisions and maintains a focus on priorities 4. Confronts problems directly and promptly 5. Is flexible in adapting approaches to new demands and unforeseen circumstances Please give any relevant examples 1 1 1 1 1 2 2 2 2 2 3 3 3 3 3 4 4 4 4 4 5 5 5 5 5
Planning and decision making

6. Monitors the external and internal environments to identify critical, relevant trends and issues 7. Effectively uses strategic and business planning processes to set direction and strategies 8. Is able to recognise opportunities and translate these into workplace proposals 9. Effectively plans and manages projects and project teams 1 2 3 4 5
1 1
2 2
3 3
4 4
5 5
Don't know
Not at all
Always
Rarely
Often
10. Uses management information to promote strategic thinking, make soundly based decisions and inform strategy Please give any relevant examples
Resource management
11. Is able to manage financial, staffing and physical resources efficiently 12. Redeploys resources to meet changing demands and circumstances and ensure priorities are met 13. Manages resources taking into account broader University/faculty/divisional resource planning and the impact of resource decisions on other parts of the University Please give any relevant examples 1 1 2 2 3 3 4 4 5 5
Performance management and improvement

14. Has a clear focus on client needs and expectations, actively seeks and responds to feedback 15. Ensures quality assurance processes are in place 16. Fosters an environment of continuous improvement 17. Effectively monitors performance and uses this to maintain ongoing improvement Please give any relevant examples 1 2 3 4 5
1 1 1
2 2 2
3 3 3
4 4 4
5 5 5

Relationships
18. Develops and sustains productive relationships with key external stakeholders nationally and internationally where appropriate 19. Is able to identify, critically assess and seize opportunities for strategic partnerships 20. Builds collaborative relationships within UTS and promotes cooperative activity across functional/structural boundaries 21. Effectively markets and promotes the University/faculty/division/unit values, programs and activities Please give any relevant examples 1 2 3 4 5
1 1
2 2
3 3
4 4
5 5
Managing change
22. Understands and can work with the dynamics of the change process 23. Is attuned to the University's culture and able to foster, adapt to, change and challenge that culture as appropriate 24. Is proactive in introducing change in a timely, appropriate manner 25. Effectively plans for and manages the resources needed to effect change 26. Effectively consults and involves staff and other relevant people in change processes Please give any relevant examples 1 1 2 2 3 3 4 4 5 5
1 1 1
2 2 2
3 3 3
4 4 4
5 5 5

SAMPLE SUMMARY SHEET SKILLS/ ATTRIBUTES 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 MANAGERS SCORES 3 FEEDBACK SCORES FROM OTHERS PERSON PERSON PERSON 1 2 3 3 4 3 AVERAGE FEEDBACK SCORES 3

PLOTTING AND INTERPRETING FEEDBACK SCORES SKILL NEEDS DEVELOPMENT ACHIEVING RESULTS Achievement focus 1 2 3 Planning and decision making 4 5 6 1 1 1 2 2 2 3 3 3 4 4 4 5 5 5 1 1 1 2 2 2 3 3 3 4 4 4 5 5 5 ADEQUATE LEVEL OF SKILLS HIGH LEVEL OF SKILL
Resource management 7 8 9 Performance management and improvement 10 11 12 1 1 1 2 2 2 3 3 3 4 4 4 5 5 5 1 1 1 2 2 2 3 3 3 4 4 4 5 5 5
MY SCORE AVERAGE OF OTHER SCORES

FEEDBACK The manager and supervisor could reflect on: the areas where there is a high degree of consistency on the managers strengths and how to capitalise on these the areas where there is a high degree of consistency on areas for improvement and ways in which these skills could be enhanced areas where there is a difference of opinion and why this might be so. For example, the managers relationships with particular individuals may need some extra work or perhaps some individuals may not have seen the manager in this situation. Alternatively, perhaps the manager is not exhibiting this attribute in relationships with certain colleagues when he/she should be. Perhaps the manager is under or over estimating his/her skill.

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HR GUIDELINES

360 DEGREE FEEDBACK

6.9 A GUIDE TO 360 DEGREE FEEDBACK

EXTERNAL CLIENTS IMMEDIATE SUPERVISOR

EXTERNAL CONTRACTORS, CONSULTANTS, SUPPLIERS

PEERS AND COLLEAGUES STAFF INDIRECTLY REPORTING

STAFF DIRECTLY REPORTING

6.9 A GUIDE TO 360 DEGREE FEEDBACK

6.9 A GUIDE TO 360 DEGREE FEEDBACK

6.9 A GUIDE TO 360 DEGREE FEEDBACK

6.9 A GUIDE TO 360 DEGREE FEEDBACK

6.9 A GUIDE TO 360 DEGREE FEEDBACK

6.9 A GUIDE TO 360 DEGREE FEEDBACK

6.9 A GUIDE TO 360 DEGREE FEEDBACK

6.9 A GUIDE TO 360 DEGREE FEEDBACK

6.9 A GUIDE TO 360 DEGREE FEEDBACK

Planning and decision making

6.9 A GUIDE TO 360 DEGREE FEEDBACK

Performance management and improvement

6.9 A GUIDE TO 360 DEGREE FEEDBACK

6.9 A GUIDE TO 360 DEGREE FEEDBACK

6.9 A GUIDE TO 360 DEGREE FEEDBACK

Resource management 7 8 9 Performance management and improvement 10 11 12 1 1 1 2 2 2 3 3 3 4 4 4 5 5 5 1 1 1 2 2 2 3 3 3 4 4 4 5 5 5

MY SCORE AVERAGE OF OTHER SCORES

6.9 A GUIDE TO 360 DEGREE FEEDBACK

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