Implementing 360-degree feedback for academics to improve research culture and wellbeing.
In 2022, as part of the Research England Research Culture award °×С½ãÂÛ̳ received, the Academic Careers Office partnered with consultants, Dr. Paul Chadwick and Kelsey Paske, to explore the use and impact of 360-degree feedback with academic staff. This project followed two key °×С½ãÂÛ̳ projects that identified the need for upward feedback mechanisms to address behavioural and wellbeing concerns in academia; the and °×С½ãÂÛ̳ Centre for Behaviour Change and °×С½ãÂÛ̳ Organisational Development and Research Culture team using behavioural systems mapping to explore research culture.ÌýThis project considers that 360’s while they can be beneficial, can be used as a blunt instrument if implemented incorrectly or to the disadvantage of personal development if not aligned with key organisational frameworks and with no follow up.Ìý
- Initial Pilot 2022
This initial pilot program included:
- undertaking a rapid literature review regarding the role of 360-feedback programmes for improving organisational culture and performance;Ìý
- conduct analysis of existing °×С½ãÂÛ̳ data relevant to understanding research culture;Ìý
- conduct a survey with academic staff to understand their experience and perceptions of the use of 360-feedback;Ìý
- develop a model for 360-feedback suitable for use with academic staff, grade 8 and above;Ìý
- pilot the 360-feedback process with academic staff, Grade 8 and above in Life and Medical Sciences;Ìý
- and produce a report with recommendations on upward feedback mechanisms, including the use of 360 feedback.Ìý
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As there was a clear need to further test and refine the items and core competencies, this work has been expanded.Ìý
While a psychometric tool like the item list used for the 360-model usually takes 2 years, this was developed and piloted in 4 months.ÌýThe °×С½ãÂÛ̳ specific 360-degree tool was informed by the current °×С½ãÂÛ̳ 360 items, the ways of working, research integrity framework, academic careers framework and from the literature and best-practice review. The consultants developed a broad range of items, or questions that focused on specific behaviours, these were then assigned and reduced to ten domains.
Each item was accorded with a specific Grade, with the expectation increasing the more senior the Grade.ÌýThe design focused on accessibility, user-friendly design, clear competencies, behaviourally specific items and psychological safety. The small pilot across the Life and Medical Sciences faculties included 27 participants, 5 receiving feedback and the other 22 providing feedback. Those receiving feedback were provided with a personalised feedback report highlighting their self-reflection ratings of each item, and by competency against the collated rating provided by their invited raters.
Key themes that emerged from the pilot include:Ìý
- Consensus that 360-feedback should be compulsory for roles with line management responsibilities.Ìý
- The process was valuable, however its success will depend on staff skills in implementation and adequate resources to implement.Ìý
- The impact on research culture and wellbeing would be positive, however, the key concern is ensuring there are no repercussions for individuals who have provided critical feedback to a colleague.Ìý
- Coaching support and guidance would support the process further.Ìý
- 2023-25 Expanding the Academic 360 Feedback Process
From 2023-25, the project led by consultants will build on the findings of the project conducted in 2022 to further. The second phase will expand the pilot across a faculty, which will be the Faculty of Brain Sciences,Ìý while developing the tool’s capability to be:
- Implemented with an adequate time committment by staff
- Integrate with support from Central Services
- A fit for purpose mechanism that supports faculties' aims.Ìý
The key recommendations this expanded project will address include:Ìý
- Further test and refine the core competencies and items; and once refined assign them to different grades and staffing streams (e.g. research only, teaching only, mixed)Ìý
- Expand the pilot to a Faculty (the Faculty of BRain Sciences has volunteered to further pilot)Ìý
- Explore the technological capability to deliver this program at scale Consider a long-term strategy for this and align this with the work of the Research Culture team, °×С½ãÂÛ̳ Organisational Development and key frameworks including: the Ways of Working, Research Integrity Framework and Code of Conduct, bullying and harassment policies and disciplinary processes, and the Academic Careers Framework.Ìý
- How you can get involved
If you would like to get involved in this work you are welcome to complete a Grade specific survey by 30th March. The survey should take no more than five minutes.Ìý
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Faculty of Brain Sciences Workshops: 18th, 19th and 20th AprilÌý
If you are a part of the Faculty of Brain Sciences and would like to volunteer for a workshop to discuss and refine the items by grade and stream. A diverse range of roles and experiences are ideal.Ìý If you are interested, please email Kelsey on kelsey@kelseypaskeconsulting.com with your name, role, and availability on these dates by March 25th.Ìý
All participants will receive a voucher for their time and the workshops will take place between 1:30-4:30pm on the dates listed above.Ìý
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