Developing Performance: An implementation guide for public servants

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Developing PerformanceAn implementation guide for public servants

Department of Education, Training and Employment14

0163

Foreword

As one of Queensland’s largest employers, the Department of Education, Training and Employment prides itself on aiming for the highest level of performance.

Our workforce is our greatest asset and, as such, supporting departmental staff to continually improve, develop and grow is a priority.

I encourage every employee to take personal responsibility for their performance and development. I also encourage staff to appreciate the many ways their hard work improves the lives of Queenslanders.

For this reason, the department’s Strategic Plan 2014-18 and Valuing Performance Policy Statement focus on employee growth and promote a culture of high performance.

Through the Developing Performance Framework we’re building a better, more responsive, accountable and productive workforce.

I encourage you to use the Developing Performance implementation guide to support you on your journey towards improved performance and improved outcomes.

I’m sure you will find this guide useful as you put the Developing Performance process into practice within your workplace.

It details the information, tools and resources you need for professional development and the many opportunities that can flow on to you and your clients.

I congratulate you on your hard work and achievements, and I ask for your continued support as we work towards improving our workplace culture and values, and strive for excellence at all levels.

For further information, visit the Developing Performance Framework website.

Yours sincerely

Dr Jim Watterston Director-General, Department of Education, Training and Employment

Workforce Capability and Performance

Website: http://education.qld.gov.au/staff/development/

http://education.qld.gov.au/staff/development/performance/index.html

http://education.qld.gov.au/staff/development/

An implementation guide for public servants iii

Contents

Introduction.............................................................................................1

Why do I need this guide? ........................................................................................ 1

How can the guide be used to support implementation? .......................................... 1

We can’t afford not to do it ....................................................................................... 2

Developing Performance process ............................................................................. 3

How long does the process take? ............................................................................. 3

How do I use this guide? .......................................................................................... 4

How does the Developing Performance process benefit all employees? .................... 5

Myth busters ........................................................................................................... 6

What groundwork is required before implementing the Developing Performance process? ............................................................................................. 7

What structures can be used to facilitate implementation? ...................................... 8

What roles do team leaders and team members have in the process? ...................... 9

Phase 1 – Clarifying expectations and work focus ..................................10

How do I make it happen? .....................................................................................10

What is involved in phase 1? ........................................................................................ 10

Guiding questions ........................................................................................................ 10

What’s in a Developing Performance plan? ................................................................... 11

Developing Performance – conversation and plan template .......................................... 12

Conversation techniques ............................................................................................. 15

What steps do I take to prepare for phase 1? ................................................................ 16

Phase 2 – Reaching an agreement .........................................................18




Development options ................................................................................................... 19

Goal setting .................................................................................................................. 20

Career aspirations ........................................................................................................ 22

What are the key messages from phase 2? .................................................................... 23

An implementation guide for public servants iv

Phase 3 – Performing and ongoing support, including coaching and feedback ..........................................................................25




Supporting your Developing Performance plan ............................................................. 26

Developing Performance conversations ........................................................................ 26

Perceptual positions ..................................................................................................... 27

Giving and receiving feedback ...................................................................................... 29


Phase 4 – Reviewing progress and recognising achievement ..................32




Reviewing your Developing Performance plan ............................................................... 33

The review conversation ............................................................................................... 34

How can I make sure the performance review conversation goes well? .......................... 36

Reflection prompts: recognition ................................................................................... 36


Resources ..............................................................................................40

Developing Performance – a step-by-step guide to the Developing Performance — conversation and plan template for public servants .......................40

Phase checklist – team leader ...............................................................................46

Phase checklist – team member ............................................................................48

Developing Performance website ..........................................................................50

Useful links ...........................................................................................................50

Suggested reading ................................................................................................50

An implementation guide for public servants 1

Introduction

Why do I need this guide?Managing and planning for Developing Performance is essential for individuals and teams to achieve their goals and contribute to the strategic priorities of the organisation.

Used effectively, the Developing Performance process provides you with an understanding of:

• what is expected of you in your role

• key work tasks and capabilities required to complete these tasks

• types of support and professional development available to help you further develop the capabilities you need to carry out your work

• ongoing support through the continuous two-way process of conversation, planning and coaching that occurs between a team member and their team leader throughout the four-phase process.

This guide provides useful information for implementing the four phases of the Developing Performance Framework, hints and tips for you as you work through the process, and ideas and resources to help you along the way.

Model the wayDemonstrate enthusiasm and a positive approach to the performance planning and review conversations.

Ask for feedback from staff about the performance planning process and the way you manage their performance.

(Kouzes, JM and Posner, BZ 2002, The Leadership Challenge)

How can the guide be used to support implementation?This guide has been created as a flexible tool to assist in the implementation of the Developing Performance process. There are many ways to use this implementation guide and leadership teams should discuss their strategy considering their local context, workplace size and existing structures, and the work habits of team members. Options include:

• hardcopy– one copy for each team member to use as a work booklet– one copy for each team to use as a reference tool– sections (including the Developing Performance plan and the step-by-step guide templates)

for each team member to use as a reference tool

• online– access the guide from the Developing Performance website– print relevant sections as needed.

Team leaders should encourage their team members to access the guide in a way that best suits their needs.

http://education.qld.gov.au/staff/development/performance/


Introduction

We can’t afford not to do it

Alignment

An important consideration of the Developing Performance process is the cascading nature of planning from government initiatives through to the individual’s Developing Performance plan. This ensures that work at all levels of the organisation is aligned and gives each person a clear line of sight between their work and the strategic priorities influencing their role.

It is essential to consider information from the department’s strategic plan and work unit planning documents to inform individual performance plans and identify overall goals.

Successful Performance Development systems align employees’ performance plans with strategic goalsIt is often quoted that any organisation’s performance is the sum of the performance of all its employees, but this is only true if all employees are working towards achievement of strategic goals. To do this they need to know what those goals are and what they can do to contribute to their achievement.

Most managers are familiar with business planning processes which delegate responsibility for achieving strategic goals by defining what each of the organisation’s divisions and branches need to achieve to make the commitment required of them. Performance planning and development processes simply take this down to the level of the individual employee. The manager uses the business plan of the employee’s unit or branch to define the contribution required of each employee and then reaches agreement with the employee on performance goals that will deliver this contribution.

(Feldman, K 2009, Change and Perform, www.changeperform.com.au)

www.changeperform.com.au


Introduction

Developing Performance processThe Developing Performance process is a four-phase process, outlined in the diagram below:

Developing performance

together

1. Clarifying expectations and work focus • What do I expect of myself

and what do others expect of me?• What are the work priorities for my school, work unit

and team in the coming work period and what contribution will I make through my key work tasks?

• What are my career aspirations? What goals will I set for this work period to support these aspirations?• What support and/or professional development

do I need to build my capabilities to meet these expectations, undertake key work

tasks and achieve my career goals?

2. Reaching an agreement

• Key work tasks I am responsible for

the capabilities I require, and how I will show I have

completed these tasks successfully• Support and

professional development I will undertake to develop

my capabilities so I can complete key work tasks and work towards

my career goals• Career goals

I have set for this work period to support my career aspirations

4. Reviewing progress and

recognising achievement

• What key work tasks have I completed successfully?

• What did I learn in completing these key work tasks?• What are my strengths and how can I build on them?• What areas do I need to focus on and how can I improve?• What are my career aspirations and what pathways are available to me?• What support and professional development do I need to continue to develop my performance?• What can I do if I do not

meet performance expectations on a

regular basis?

3. Performing and ongoing support, including

coaching and feedback• How am I progressing with

my key work tasks and my career goals?• How are my capabilities developing as a result of the support and professional development I am accessing?

• How am I, my team leader and other members of the team supporting one another by giving and receiving feedback

and providing progress updates on our work?• How do I deal with new or competing issues or priorities?

How am I supported to do this by my team leader and other team members?

The Developing Performance website contains a visual tool, ‘How does it work for me?’, that links suggested reference documents and an overview of the process with specific details for public servants.

How long does the process take?The four-phase process refers to a work period, usually a calendar year. Timeframes should be negotiated to suit the context of your work unit.


http://education.qld.gov.au/staff/development/performance/process/how-it-works/index.html


Introduction

How do I use this guide?This guide is a resource for team leaders and team members to help successfully plan and action the Developing Performance process.

The Developing Performance cycle

Phase 1 Phase 2 Phase 3 Phase 4

Phase 1 — Clarifying expectations and work focus

This phase involves working with your team leader and colleagues to clarify the expectations and key work tasks of your role and the capabilities needed to undertake these tasks.

Ongoing conversations

Phase 2 — Reaching an agreement

In phase 2, you work collaboratively with your team leader, to reach an agreement on your key work tasks, career goals and the support or professional development you will access to build your capabilities during the coming work period.


Phase 3 — Performing and ongoing support, including coaching and feedback

In phase 3, you carry out the agreed work tasks, and through capability development, develop your performance and work toward your career aspirations. Through ongoing conversations, you and your team leader provide each other with regular progress updates and feedback on your performance development.


Phase 4 — Reviewing progress and recognising achievement

Phase 4 involves meeting with your team leader to review work tasks completed during the work period, the impact of support and professional development on your development, progress made toward your career aspirations, and to recognise your achievements during the work period.

Remember!

Two key elements of the process are:1. the ongoing nature of the conversation 2. the importance of coaching and feedback.

Developing Performance occurs in day-to-day interactions with staff and is the key to high-performing teams.


Introduction

How does the Developing Performance process benefit all employees?

Team leader Team member

• Provides an opportunity to discover what each team member has to offer.

• Identifies the capabilities that will be required to meet work unit priorities.

• Identifies potential shortages and surpluses in these capabilities.

• Aligns work roles to particular skills and interests.

• Provides opportunities for professional development that are focused on capability development.

• Develops the capabilities, career aspirations and commitment of team members through ongoing conversations about their work role.

• Engages with succession planning and talent management processes.

• Identifies capability strengths and capability development needs.

• Promotes conversations around performance development and career aspirations.

• Provides an opportunity to talk about challenging aspects of work roles.

• Provides opportunities for professional development that is focused on identified capability development needs.

• Increases work satisfaction. • Promotes continuous and constructive

feedback. • Informs the team leader of achievements

and preferred recognition styles.

Benefits for allEnables conversations focused on Developing Performance Provides role clarity Develops positive relationships Builds trust Supports achievement of goals

Successful Performance Development systems motivate employees to perform beyond expectationsA well designed Performance Development system motivates employees by providing them with challenging but achievable goals, management support for goal achievement, an understanding of the importance of their work and opportunities for career development. These are all recognised as very powerful motivators of human behaviour.

Successful Performance Development systems align employee behaviour with organisational valuesIt has long been known that the best (and often only) means of getting employees to behave consistently with your values is by leadership at every level of management. Simply put, employees tend to mimic their manager’s behaviour. The high levels of face-to-face interaction during implementation of a Performance Development System provide a great opportunity for managers to role-model behaviours that are consistent with organisational values.

(Feldman, K 2009, Change and Perform, www.changeperform.com.au)


Introduction

Myth busters

Developing Performance and capability development is about managing poor performance.

The Developing Performance Framework supports development through a process that acknowledges and builds on current strengths. The focus of Developing Performance conversations is to clarify key work tasks and identify support and professional development needed to meet these key work tasks.

Developing Performance and capability development is a one-off process that occurs at the beginning of each year.

When done well, performance planning and capability development occurs continuously through regular feedback, recognition and coaching. Performance planning and capability development begins when a new job is identified, and ends only when the employee leaves. Developing Performance is part of the ‘life-cycle’ of the employee’s time within the work unit.

Performance planning and capability development is solely the responsibility of team leaders.

Performance planning and capability development involves everyone, not just team leaders. It is a two-way process in which responsibility is shared between team leaders and team members. In monitoring performance and taking action, team leaders and their teams are jointly involved in agreeing on what they need to do and how they need to do it. The team member takes overall responsibility for their plan.

Not everyone needs to participate in performance planning and capability development; it depends on your role.

Performance planning and capability development is an industrial and professional obligation and is a requirement of employment.

Legislation and industrial instruments such as awards and agreements, and DETE policies and practices obligate employees to actively participate in ongoing performance planning and capability development.

The department, in partnership with employee unions, has published joint statements and joint communiqués detailing the implementation of the Developing Performance Framework in DETE workplaces.

Team story While a supportive culture has always existed within the Sunshine Coast Human Resources team, the Developing Performance Framework has brought a greater awareness of the need to engage in focused conversations tailored specially to developing the performance of individuals and teams.

As a result, team leaders and members are more conscious of giving and receiving specific feedback during the course of normal work, talking about the progress of key work tasks and dedicating time to developing new approaches to solving problems.

These new, focused practices have brought about such positive change in the workplace that team leaders and members now see them as an accepted practice, rather than the exception.

Developing Performance Framework – case studies from the pilot program




Introduction

What groundwork is required before implementing the Developing Performance process?Before you begin having quality Developing Performance conversations in your workplace, it’s important to set aside time to prepare the groundwork. It is essential that leaders and leadership teams:

• Explain the Developing Performance intentEngage team members in the process. Invest time in effectively communicating the intent and benefits of the framework. This will help team members to identify ‘what’s in it for them’ and build ownership of the process.

• Promote a Developing Performance cultureHighlight the intent of the framework as a process, as well as tools and resources, to promote and maintain a culture where all team members confidently engage in conversations about their performance and its development.

• Empower team membersCommunicate to team members that the Developing Performance process will empower and enable them to talk about their work role, identify key work tasks and access specific and relevant professional development to build capabilities and work towards career aspirations.

• Outline benefits of the Developing Performance processCommunicate the benefits of the framework by emphasising that it’s about job satisfaction, spending your days in a place where you feel valued and supported when carrying out your day-to-day tasks as well as when facing new challenges, where you can discuss your learning and that of others, and where improvement is planned for and does not just happen randomly and by chance.

• Discuss differencesHave discussions with team members to help them understand the difference between a Developing Performance approach and performance management systems. This will help overcome any fixed ideas from past experiences.

• Negotiate implementationIdentify that implementation of the Developing Performance Framework is a shared responsibility. Leaders need to negotiate how best to implement the Developing Performance Framework in the workplace.

Tip for leaders

When considering how the Developing Performance Framework can be integrated in your workplace, firstly you need to reflect on the existing culture. In so doing, you will begin to identify the behaviours and organisational processes that support and demonstrate the intent and underlying values of the framework. You will also identify behaviours and organisational processes that are counter to the intent of the framework and underlying values. Only after reflecting on your culture will you be in a position to determine how you can work with others to integrate the framework, either to enhance existing practices or as a means of bringing about cultural change.


Introduction

• Establish a Developing Performance cultureEstablish shared norms (i.e. group protocols) for interactions to facilitate effective Developing Performance conversations. Encourage team leaders to create the conditions for team members to develop their performance. – Shared understanding of the framework, the strategies used to embed the process,

enthusiasm for the process, and the relationships built among team members will engage staff and ensure this process benefits all involved.

The intent of the Developing Performance Framework is to promote and maintain a culture in which all employees are engaged in conversations about their performance and its development.

What structures can be used to facilitate implementation?Before beginning the Developing Performance process, it is important to structure teams that will facilitate effective conversations. Teams have traditionally been organised according to a supervisory model. For example, managers would facilitate all staff members’ Developing Performance conversations in the workplace. Feedback from the pilot (2007-2009) of the Developing Performance Framework suggests that the supervisory model didn’t always allow for a real, in-depth discussion to occur. This was because the size of the teams was often large and team leaders weren’t able to provide quality Developing Performance conversations that met the needs of their team members.

Two approaches typically used to facilitate Developing Performance conversations are the supervisory approach and the collegial approach.

Supervisory approach

The supervisory approach is the way teams have been traditionally structured – the leadership team leads all teams across the workplace.

How do supervisory structures work?

The supervisory structure of leadership is generally more of an autocratic style — in which the power to make decisions and issue directives is limited to certain individuals. They set the standards and culture within the workplace, and influence other employees to share the same vision, while acting as role models.

Collegial approach

The collegial approach is one in which leadership is distributed — employees who are not necessarily in positional leadership roles lead teams through their Developing Performance conversations.

How do collegial structures work?

Collegial team structures can be used to bring people together in many ways. These include bringing people together who have:

• similarworkplacepriorities

• similarareasofdevelopment


Introduction

• positive pre-existing relationships – team members may feel more comfortable in a team where positive relationships are already established, and where they are given choice about the team they work with

• establishedmentoringandcoachingrelationships.

What roles do team leaders and team members have in the process?Team leaders and team members play an essential role in the successful implementation of the Developing Performance process. When structuring teams that support effective Developing Performance conversations, it is recommended that teams consist of six to eight members. This allows for quality, regular and ongoing Developing Performance conversations to occur with each team member. It is important that team leaders facilitating Developing Performance conversations have sound knowledge of effective conversation techniques and the ability to engage effectively and meaningfully. This may require some skill building for selected team leaders.

Team leader Team member

• Discusstheprocesswithyourteammembers.

• Gettoknowandunderstandyourteammembers (you’ll improve communication and interactions and help to build trust and positive relationships).

• IdentifyhowbesttoimplementtheDeveloping Performance process with your team.

• Familiariseyourselfwiththecapabilityframework/s relevant to your group/s.

• Assistyourteammemberstoidentifykeywork tasks.

• Haveopenconversationsaboutprofessional practice and career aspirations.

• Makethebestuseofthetools and resources that are available.

• Identifyrelevantsupportandprofessionaldevelopment options.

• Enableanenvironmentwhereallteammembers develop their performance.

• Giveandreceivepositiveandconstructivefeedback.

• ModelandacknowledgeDevelopingPerformance as a shared responsibility.

• Discusswithyourteamleaderandcolleagues the priorities of your workplace for the coming work period.

• Workwithyourteamleaderandcolleaguesto clarify expectations of your role.

• Identifytasksthatyouwillundertaketocontribute to key work priorities.

• Identifythecapabilitiesyouwillneedto complete key work tasks and meet priorities.

• Workwithyourteamleadertoidentifythesupport or professional development you require to develop your capabilities.

• Shareyourcareeraspirations.• Reachanagreementwithyourteam

leader on your key work tasks, your career goals and the support or professional development you will access to build your capabilities.

• Continueconversationswithyourteamleader on your progress and review work tasks.

• Giveandreceivepositiveandconstructivefeedback.

• ModelandacknowledgeDevelopingPerformance as a shared responsibility.



Phase 1


Clarifying expectations and work focus

How do I make it happen?

What is involved in phase 1?

Phase 1: Clarifying expectations and work focus

Phase 1 involves team leaders meeting with team members to discuss the perceptions they have of their current performance, what is required of them in their role, and their career aspirations.

Purpose of phase 1

• Ensureteammembersandteamleadersshareacommonunderstandingofthe expectations of the team member’s role.

• Decideonaworkperiod(forexample,calendaryearorfinancialyear).• Clarifythekeyworktasksfortheteamandteammembers.• Discusstheteammember’scareeraspirations–whethertheywanttobethe

best at their current job, to move to another role, or to progress their career.

Keep in mind …

• Theworkunitplanningdocumentsandpositiondescriptionsareimportantpoints of reference for defining key work tasks.

• Theconversationisa‘sharedresponsibility’.• Topreparethoughtspriortothephase1meeting,teammembersshould

reflect on their work, the QPS Capability and Leadership Framework that applies to them and their professional development needs and career goals.

Guiding questions

The following questions can be used to guide you through phase 1 of the Developing Performance process:

Key work tasks

• WhatdoIexpectofmyself?

• Whatdoothersexpectofme?

• Whataretheworkprioritiesformyworkplace,workunitandteaminthecomingworkperiod?

• WhatcontributionwillImakethroughmykeyworktasksinthecomingworkperiod?

Career aspirations

• Whataremycareeraspirations?

• WhatgoalswillIsetforthisworkperiodtosupporttheseaspirations?

http://www.psc.qld.gov.au/library/document/catalogue/capability-leadership-framework/official-publication/capability-leadership-entire.pdf

Phase 1


Support and professional development

• Whatsupportand/orprofessionaldevelopmentdoIneedtobuildmycapabilitiestomeetthese expectations?

• Whatsupportand/orprofessionaldevelopmentdoIneedtobuildmycapabilitiestoundertakekey work tasks?

• Whatsupportand/orprofessionaldevelopmentdoIneedtobuildmycapabilitiestoachievemy career goals?

What’s in a Developing Performance plan?

A Developing Performance plan is created as a result of a series of conversations between a team member and a team leader. A plan should include information about the team member’s:

• keyworktasks

• identifiedareasforimprovement(throughreference to the QPS Capability and Leadership Framework)

• agreedperformanceanddevelopmentgoals

• capabilitydevelopmentactionstoachievegoals

• careeraspirationsandgoals.

The Developing Performance conversation and plan template is designed to enable you to:

• prepareforyourDevelopingPerformanceconversations

• createyourDevelopingPerformanceplan.

Remember!

The Developing Performance conversation and plan template is intended to be a flexible tool and is a guide only. Workplaces are encouraged to modify the template to ensure it meets their needs; However, it should include the components listed on this page. We recommend that a consistent template be used in a workplace to ensure a common understanding and experience of the Developing Performance process.





Developing Performance conversation and plan template

Developing Performance conversation and plan template

Phase 1


Developing Performance – conversation and plan templateName: Role: Work location:

Date: Mid review date: Final review date:

Conversation – Phase 1What are your major responsibilities?

What is expected of you in your role?

What key work tasks are associated with meeting these responsibilities?

Highlights of your work Lowlights of your work

Major challenges for you Important partnerships

Professional goals/aspirations

Strengths and areas for development (as identified in relevant capability framework self-assessment and as negotiated with supervisor)

Strengths Areas for development

Phase 1


Developing Performance plan – Phase 2Focus areas for improvement

(as identified in relevant capability framework and as negotiated with supervisor)

Agreed performance and development goals

Refer to Smart Goals Framework

Actions to develop capabilityBe specific

Indicators for success

What will you/others see if your goal is achieved?

Career aspirations Career goalsActions to develop

capabilityIndicators for success

Short term

Mid term

Long term

Signature and date (team member) Signature and date (supervisor/team leader)

http://education.qld.gov.au/staff/development/performance/toolkit/tools.html


Phase 1


Review and recognition of achievement – Mid review – Phase 3

• Whataremysuccesses?

• Whathaschallengedme?

• WhatcouldIhavedonebetter?

• WhathaveIlearntincompletingthesekeyworktasks?

• HowhaveIbuiltonmystrengths?

• WhatelsedoIneedtofocusontocontinuetoimprove?

• WhatsupportandprofessionaldevelopmentdoIneedtocontinuetodevelopmyperformance?


Review and recognition of achievement – Final review – Phase 4





• WhataremystrengthsandhowcanIbuildonthem?

• WhatareasdoIneedtofocusonnext?

• Whataremycareeraspirationsandwhatpathwaysareavailabletome?

• WhatsupportandprofessionaldevelopmentdoIneedtodevelopmyperformancefurther?

• WhatactionisrequiredifIdonotmeetperformanceexpectationsonaregularbasis?


Phase 1


Conversation techniques

Conversation is the central component of an effective Developing Performance process. It is essential for team leaders and team members to develop and refine their skills in conversation to further enhance the effectiveness of Developing Performance conversations. This guide includes a range of skills, suggestions and techniques.

Remember, conversations are:

• ongoing

This process is four-phased. It is not a conversation once or twice a year, nor is it about talking to people only when they are not performing. The Developing Performance Framework is about providing the time and space to have conversations about work, career goals, necessary support and professional development, so everyone feels valued and supported in their work role.

• formal and informal

The Developing Performance Framework is not just about having formal conversations with your team about performance and its development. Informal conversations are also extremely important and a great opportunity to talk about whether the professional development your team members have chosen is working for them. ‘On the spot’ feedback and informal checking-in with team members are great ways of creating a Developing Performance culture.

• a shared responsibility

Developing Performance Framework conversations are not about having something done to you, as performance management systems may have been in the past. They are about empowering and supporting team members to talk about their work role and enabling them to take responsibility for the direction of their own development.

Throughout the Developing Performance process, the team leader takes on a facilitative role for the majority of the conversation. As such, it is important that the team leader develops coaching skills and uses their interactions with team members to refine these skills. For team leaders, this might be an identified area of capability development in their Developing Performance plans.

Phase 1 is crucial to the Developing Performance process, as it clearly defines expectations and work focus for the team member.

Clarity about what is happening at the moment is perhaps the most important aspect of coaching. You don’t always have to know why something is happening – what’s important is discovering how you can coach your colleague to do things differently in order to improve. Knowing what is happening now is the starting point in recognising the gap between where you are and where you want to be.

Whitmore J 2009, Coaching for Performance

http://www.getabstract.com/summary/2101/coaching-for-performance.html

Phase 1


What steps do I take to prepare for phase 1?

In preparing for phase 1 Developing Performance conversations, team leaders and team members should reflect on their work role and performance using the QPS Capability and Leadership Framework.

This will assist team leaders and team members to identify the capabilities they believe they apply to their work (their strengths) and also those they believe need development. Team leaders and team members should also refer to workplace planning documents to determine the priorities they will be contributing to through their work.

Phase 1 checklist – team leader

Preparation – I have:

reviewed and communicated the strategic priorities for my workplace

communicated the intent and benefits of the Developing Performance process

planned and prepared for Developing Performance conversations with my team members, using the QPS Capability and Leadership Framework to reflect on the strengths and lesser strengths of my team members

encouraged facilitation of Developing Performance conversations in a supportive environment, free from interruptions.

Conversation – I have:

discussed individual work roles with team members

shared my expectations of each team member and reflected on how these align with each team member’s expectations

discussed the strengths and lesser strengths as determined by assessment of the QPS Capability and Leadership Framework with team members

negotiated the focus of performance and development goals.

Follow up – I will:

ask team members for their feedback on the Developing Performance process so far

schedule the next conversation with each team member.

Remember!

The stronger the relationship, the more comfortable a team leader and team member will feel when talking about performance development. It is important for team members to be honest about whether the identified capability development options will work for them. Team members are encouraged to be specific about their goals and the professional development and support they will access to develop their performance.





Phase 1


Phase 1 checklist – team member


developed an understanding of the strategic priorities for my workplace in the coming work period

determined what contribution I will make through my key work tasks

identified the QPS Capability and Leadership Framework level relevant to my role classification

described my key roles and responsibilities, highlights and lowlights, major challenges, important partnerships, and professional and personal goals

referred to the QPS Capability and Leadership Framework to identify my strengths and lesser strengths

organised my Developing Performance conversation in a quiet, private environment.


discussed key roles and responsibilities, highlights and lowlights, major challenges, important partnerships, and professional and personal goals with my team leader

shared my expectations and reflected on how these align with my team leader’s expectations of my work

discussed my strengths and lesser strengths as identified in my self-assessment against the QPS Capability and Leadership Framework.


provide my team leader with feedback on the Developing Performance process so far

schedule the next conversation with my team leader.




Phase 2


Reaching an agreement



Phase 2: Reaching an agreement

You need to allow time between phase 1 and phase 2 conversations to enable team members to reflect on the discussions they had in phase 1 and to clarify their performance and capability development goals and actions.

Purpose of phase 2

• Agreeontheteammember’sidentifiedkeyworktasksandnecessarysupportand professional development that will develop capabilities and career goals and be the focus over the coming work period.

Keep in mind …

• Professionaldevelopmentismorethanattendingaworkshop.Itisin-houseas well as event-based. Remember the expertise that is already within your workplace when supporting team members to select professional development, as well as the value of ‘on-the-job’ learning.

Guiding questions


Key work tasks

• WhatkeyworktasksamIresponsiblefor?

• WhatcapabilitiesdoIrequire?

• HowwillIshowIhavecompletedthesekeyworktaskssuccessfully?

Career aspirations

• WhatcareergoalshaveIsetforthisworkperiodtosupportmycareeraspirations?


• WhatsupportandprofessionaldevelopmentwillIundertaketodevelopmycapabilitiessoIcan complete work tasks?

• WhatsupportandprofessionaldevelopmentwillIundertaketodevelopmycapabilitiessoIcan work towards my career goals?

Phase 2


Development options

Why capability development?

Capability development is a key element in the Developing Performance process. Determining what capabilities team members need to develop in their current roles and to progress their career aspirations, and negotiating effective ways to develop these capabilities, ensures the process is meaningful and worthwhile.

Linking capability development to performance goals

Team leader considerations

To ensure return on investment for the time and budget invested in capability development, options must be clearly linked to the performance and development goals in a Developing Performance plan. Often, capability development activities are chosen without careful consideration of how they will help the team member perform major responsibilities or prepare for the future. To get the most out of capability development activities, ask the following questions:

• Howhastheteammember,aswellastheteam, benefited from capability development activities undertaken previously?

• Whatstrengthsdoestheteammemberalreadyhave that they could build on to achieve the goals in their Developing Performance plan?

• Whatskillsandcapabilitiesmusttheydevelopto successfully meet the requirement of the relevant capability framework and achieve their goals?

• Whatcapabilitieswilltheyneedtotakethenext step in their career? Consider whether this step could be at level, in a different role or a promotional oportunity.

• WhatcapabilitiesdoIexpectthewholeteamwill need to meet future workplace priorities?

Remember!

Work with people’s strengths.You might need to change your thinking from focusing on gaps to building on what is already working well.

How can development be most effective?

Research undertaken by Lombardo and Eichinger about the most effective development suggests that:• 10% of learning is from formal

training events alone• 20% of learning is affected through

working with a coach, mentor or more experienced colleagues

• 70% of learning happens informally through on-the-job and off-the-job interactions.

So it’s important to consider what type of development is offered to team members to ensure the most effective return on investment in terms of your time, your commitment, their learning, and our funding.

(Lombardo and Eichinger 2003, The Leadership Machine)

Phase 2


Goal setting

Using the information you have collated in the conversation section of your plan, you now need to articulate your planned performance development. It is recommended that you limit your Developing Performance plan to three or four areas to focus on, with three or four corresponding performance and development goals. Reflecting on the SMART approach to developing goals will be useful here (see below).

Having identified the areas for improvement, discuss each area with your team leader and agree on performance and development goals, and the actions required in developing this capability.

Remember to apply the SMART (Duncan Haughey, www.projectsmart.co.uk) approach to developing goals.

Specific Measurable Achievable Relevant Time based

Are the performance goals specific? A general statement such as ‘improve student results’ does not provide enough definition about the area and method of improvement.

Can you measure the performance goals? If you can’t measure it in some way, you won’t know whether the goal has been achieved.

Are the performance goals achievable or within your influence?

Are the performance goals relevant? Do they contribute to the strategic goals of the school or the department?

Is there a time period within which the performance outputs need to be achieved?

A useful stem to assist with goal setting is:

• By (date) I will (what you wish to achieve) so that (why this is of benefit to self/organisation).

Examples of this would be:

• By the end of April I will communicate with influence to various audiences so that key project information is communicated clearly, accurately and tailored to the needs of the audience.

OR

• By the end of April I will develop active listening and share information with my colleagues, so that I operate as an effective team member to achieve the best outcomes for the workplace/organisation.

(Growth Coaching International)

Identifies capability strengths and capability development needs.

Phase 2


Team member considerations

To get the most out of capability development activities, ask yourself the following questions:

• HowhaveIbenefitedfromthecapabilitydevelopmentactivitiesIhaveundertakenpreviously?

• WhatstrengthsdoIalreadyhavethatIcanbuildontoachievethegoalsinmyDevelopingPerformance plan?

• WhatskillsandcapabilitiesdoIneedtodeveloptosuccessfullymeettherequirementsoftherelevant capability framework and achieve my goals?

• WhatcapabilitiesdoIneedtotakethenextstepinmycareer?

The capability development options image below may be helpful in considering the range of options available to support capability development.

Relationships• coaching• mentoring• givingandreceivingfeedback• peergroupreview• criticalfriendship• workwithexternal

consultant/adviser• collaborating/collaborative

learning project• networking• communityofpractice• teamplanningandreview

Contacts• LearningPlace• InstituteofPublicAdministration

Australia (IPAA)• QueenslandEducationLeadership

Institute (QELI)• AustralianInstituteofManagement(AIM)• PublicServiceCommission(PSC)• BSMConnect• QueenslandTeachers’Union(QTU)• UnitedVoice(formerlyLHMU)• Together(formerlyQPSU)

On the job• secondments• workshadowing• demonstrations• projectwork• evidence-basedanalysis• on-the-jobdebriefs• regularprofessionalteam

meetings• actinginhigherduties• recruitmentprocedures• businessplanning• jobrotations

Self-study• readingandresearching• reflectivejournal• learninglog• reflectingonworkissues/

incidents• capabilityframeworkself-

assessment• actionresearch• papersforpublications

Other options• studytours• exchangevisits• casestudies• leadingpolicydevelopment• debates• onlinecommunities• teamsites• socialnetworks• voluntaryadditionalworkactivities

Formal education• courses:online,

conferences, seminars• tertiarystudy• nationalexternaltraining• professionalqualifications

Capabilitydevelopment

options

Public Servants

Phase 2


As the field of professional development matures, the literature is filled with findings about what is and what is not effective in working with the adult learner. Among the many elements discussed in myriad journal articles and emerging research studies, there are five critical components that seem to spell success for substantive, long-lasting change. These five professional development attributes appear repeatedly in the literature and are supported by leading voices in this area of study. The following five adjectives describe rich, robust and rigorous models of professional learning: sustained, job-embedded, interactive, collegial, and integrated.

Professional development: five critical qualities • Sustained: training is implemented over time • Job-embedded: training occurs and/or continues at the work site • Interactive: training invites, involves, and engages participants • Collegial: training builds and supports a community of learners • Integrated: training that is eclectic (Web-based, online, text, face-to-face)

(Fogarty, RJ and Pete, BM 2004, The Adult Learner: Some things we know)

Career aspirations

Effective career development planning can enhance workplace productivity, job satisfaction and team members’ commitment. Leadership teams develop the capabilities, aspirations and commitment of all employees through the Developing Performance process which, in turn, helps to retain quality staff members. Negotiating the actions required to develop capability provides an ideal opportunity to discuss and support each team member’s career development. This is where reference to the QPS Capability and Leadership Framework is essential for team leaders and team members to identify development needs now and in the future.


Phase 2


Team leader role in developing a team member’s career

Team leaders play a vital role in encouraging and providing opportunities for team members to develop the capabilities they require to manage their career. Team leaders can support team members to develop their careers in the following ways.

Reflecting on practice

• Usingtherelevantcapabilityframeworktoinformconversations,helpingteammembers assess and identify their strengths, areas for improvement, career goals, aspirations, expectations and interests.

• Providingfeedbackonobservedbehaviours,anddemonstratedskillsandtalents.

Providing information

• Talkingtoteammembersabouttheircapabilitydevelopmentoptions,opportunities available and barriers.

Guiding• Encouragingteammemberstofocusonrealisticgoalsandgivingfeedbackon

the appropriateness of selected goals.

Coaching• Coachingteammembersthroughthedevelopmentandimplementationof

their Developing Performance plan.

Developing

• Recognising,discussingandworkingtowardsateammember’scareeraspirations.

• Highlightingcapabilitydevelopmentopportunitiestoassisttheteammemberto reach their career goals.

What are the key messages from phase 2?

1 Team leaders should take the time to get to know their team members by building positive relationships with them, listening and taking the time to understand them as individuals, thus enabling facilitation of quality Developing Performance conversations.

2 Team leaders should reflect on what is expected from each team member to assist in the negotiation of the plan.

3 It is important that team leaders understand the QPS Capability and Leadership Framework and how it applies to each team member.

4 Some team members may find it more effective to approach the Developing Performance process more informally by having regular conversations.

Enable others to act

• Give people a choice about the work they do. • Actively listen to others’ points of view – a performance conversation is a two-way event. • Take advantage of every opportunity to build your relationships with your team members. • Invite your team members to discuss their work with you.

(Kouzes and Posner 2002, The Leadership Challenge)


Phase 2




considered individual capability development needs and priorities for each team member

reflected on agreed strengths and lesser strengths as identified by each team member’s QPS Capability and Leadership Framework self-assessment.

Conversation – I have agreed on:

areas for improvement, performance and capability development goals, and actions to develop capability with my team members

career aspirations, career goals, and actions to develop capability with my team members.


follow up Developing Performance meetings and conversations with my team members.



identified my capability development needs and priorities

considered my career aspirations and goals for the short, mid and long term

reflected on agreed strengths and lesser strengths as identified in my QPS Capability and Leadership Framework self-assessment.


areas for improvement, performance and capability development goals, and actions to develop capability with my team leader

support and professional development I will undertake to develop my capabilities

career aspirations, career goals, and actions to develop capability with my team leader.


follow up Developing Performance meetings and conversations with my team leader.




Phase 3


Performing and ongoing support, including coaching and feedback



Phase 3: Performing and ongoing support, including coaching and feedback

In this phase, the team member puts their Developing Performance plan into action during their day-to-day work.Throughout the work period, the team member and team leader share regular updates on the team member’s progress, give and receive feedback, and discuss issues and new priorities as they arise. If it is necessary to make amendments to the plan, the team member does this in collaboration with their team leader.

Purpose of phase 3• Value each individual’s contribution to the achievement of the team and workplace.

• Provide/seeksupportforcapabilitydevelopment.

• Buildonthedailyconversationsandinteractionsemployeesandteamleadersalready have as part of doing their job.

• Maximiseinteractionstogiveandreceivefeedback,developrelationshipsbetweenteam members, build supportive work environments, and enhance employees’ job satisfaction.

Keep in mind …Behaviours that would ideally be observed include:

• teamleaderscontributingtobuilding a team work environment in which team members feel supported to ask questions, seek advice and direction, and continue ‘on-the-job’ learning.

• modellingofprofessionalbehavioursandpractices.

• teamleadersregularlycheckinginwithteammembers.

• teamleadersaskingteammembersspecificquestionsrelatedtoactionsintheirDeveloping Performance plans during day-to-day interactions.

• teamleadersprovidingopportunitiesforteammemberstoreflectontheirperformance and give feedback on their team leader's performance.

• teamleadersandteammembersgivingfeedbackthatisspecific.Statementsthatdo not specify a particular action or behaviour are not as effective in supporting employees to develop their performance.

• DevelopingPerformanceacknowledged‘inaction’whenobserved.

• issuesrelatedtoperformancediscussedastheyoccursothatperformancedevelopment is continual.

• newprioritiesorissuesdiscussedastheyarise,andchangesrequiredtoDevelopingPerformance plans for the work period agreed.

Phase 3


Guiding questions


Key work tasks

• HowamIprogressingwithmykeyworktasks?

Career aspirations

• HowamIprogressingwithmycareergoals?

• WhatcareergoalshaveIsetforthisworkperiodtosupportmycareeraspirations?


• HowaremycapabilitiesdevelopingasaresultofthesupportandprofessionaldevelopmentIam accessing?

• HowamI,myteamleaderandothermembersoftheteamsupportingoneanotherbygivingand receiving feedback?

• HowamI,myteamleaderandothermembersoftheteamsupportingoneanotherbyproviding progress updates on our work?

• HowdoIdealwithneworcompetingissuesorpriorities?

• HowamIsupportedtodothisbymyteamleaderandotherteammembers?

Supporting your Developing Performance plan

Q As a team leader, I have negotiated a Developing Performance plan with each of my team members. What do we need to do now?

A After negotiating the plan, phase 3 involves regular conversations with your team members. The types of conversations include:

• coachingconversations

• conversationstoprovidespecificandtimelyfeedback

• day-to-dayrelationship-buildingconversations.

Developing Performance conversations

The role of team leader involves helping team members learn from the challenges and successes they experience daily.

The team leader:

• giveshelpfulfeedback

• listensandasksquestions

• focusesonsupportingtheteammembertoachievetheirgoals

Remember!

The Developing Performance process is most effective when provided in a supportive environment. Leadership style and relationships between team leaders and team members will influence the effectiveness of this process.

Phase 3


• helpstheteammemberfindtheirownanswerstochallenges• sometimesgivesadvice,firstlyaskingtheteammemberiftheyareopentosuggestions• challengestheteammembertoexplorenewideasandwaysofdoingthings• reinforcestheactionsandbehavioursthatareneededtoachieveteammembers’performance

goals.

Team leaders have a critical role in facilitating conversations with their team members – it carries with it the opportunity to open pathways to develop their performance. Effective conversations ensure that each team member feels heard and respected, and clear about their work responsibilities, strengths and capability development needs. The partnership created through these conversations should be based on trust and a commitment to professionalism and quality outcomes.

One reason coaching conversations are powerful is that they bring structure to the process of thinking, planning, deciding and doing. Instead of just talking about your needs, you are systematically walking through a framework that forces you to clarify an objective, explore new options, make firm decisions and become accountable to act on your choices. That’s a lot more than just talking!

(Stoltzfus, T 2008, Coaching Questions)

The Developing Performance website provides useful tools and resources focused on conversation techniques and strategies to further support team leaders and team members.

A useful reflection for team leaders during coaching interactions with team members is to consider their use of perceptual positions. A coach should spend the majority of their time in second perceptual position, whilst the team member will be operating mainly from first position.

Perceptual positions

We often experience the world from only our own perspective, and thereby limit ourselves to only one description of what we call ‘reality’. Using the three perceptual positions, we can become more flexible, gain understanding and increase our resourcefulness. Using these three perceptual positions consciously is useful in developing and maintaining relationships, increasing our understanding of the world around us and being more creative.

The three perceptual positions encompass all possible perspectives. The ability to control the shift from one perceptual position to another is an essential skill in facilitating and participating in Developing Performance conversations.

Tip for team leadersCommon mistakes in one-to-one conversations:

•doingmostofthetalking

•takingtheproblemawayfrom someone

•notenquiringaboutfeelings

•deliveringunclearmessages

•cancellingthemeeting

•allowinginterruptions

•runningoutoftime.

(Scott, S 2002, Fierce Conversations pp.109-110)

Adapted from Tim Dalmau, Phill Boas, Steven Zuieback

1st

2nd

3rd

What am I feeling?

What is happening among us?

What is the other person doing? What can I infer s/he is feeling?


Phase 3


Taking different perceptual positions enables you to step out of what you are currently experiencing and gather new information by seeing things from a different perspective. You can also determine how your own words and behaviours may be affecting other people, and how other people may be feeling about you and your actions. This new knowledge will help you to make the necessary changes in your behaviour and achieve desired outcomes.

The information below outlines the characteristics of operating from each of the three positions.

First positionFirst position is when you are passionate about communicating your position, opinions or feelings.

Features of first position:

• reactingtoothers’behaviour,howitimpactsonme,howIfeelaboutit,whatIwanttogetacross

• what’sgoingonforme

• howIfeel,whatIneedandwhatIsee

• myconsiderateassertionskills

• beingintouchandself-aware.

Second positionWhen you are in second position, your attention is fully focused on the other person. You are able to listen attentively, pick up on non-verbal cues and body language, and modify your behaviour accordingly.

Features of second position:

• respondingtowhattheotherpersonisactuallydoingandhowtheyactuallyfeel

• empathy–standingintheirshoes

• understandingtheirfeelings

• learningabouttheirneeds.

Third positionThird position is when you assume a ‘fly on the wall’ perspective of the situation. You are able to pay attention to the dynamics of the entire situation. You are observing and seeing things from all perspectives.

Features of third position:

• respondingtowhatishappeningbetweenmeandtheotherperson/sasawholeinteraction

• what’sgoingonobjectively

• lookingforpatternsevidentintheinteraction

• oftenreferredtoasthehelicopterview

• identifyingwhatproblemsolvingispossible.

Source: Schluter-White, K and Zimmerman, J 2010, ‘The art of BEiNG a facilitator’, adapted from Tim Dalmau, Phill Boas, Steven Zuieback.

Phase 3


Giving and receiving feedback

The goals of providing feedback are to:

• improveperformance

• openupconversation

• enhancerelationships.

We all need feedback to know what we are doing well and should keep doing, anything we should stop doing and how to do things better. We cannot improve our performance without feedback.

How do I provide performance feedback?

It is important to consider the following points when providing feedback:

Be frequent

Provide feedback often – it will increase the likelihood of your team members feeling comfortable with the process. Ensure that you have a balance of frequent feedback about what is working well and what is not working so well.

Be specificBe specific about the behaviour, situation and consequences. Give recent examples of behaviour that you have actually witnessed. Try not to interpret the behaviour and avoid emotional generalisations.

Be directGet to the point. Both constructive and positive feedback should be given honestly and tactfully.

Be timelyThe best feedback is immediate. When this isn’t possible, give feedback at the first possible opportunity.

Be considerate of time and place

Consider the most appropriate time and place to provide performance feedback, depending on the individual’s needs and preferences.

Feedback

Effective leaders understand that people need feedback in order to maintain focus and motivation. Giving quality feedback involves skill. It is essential that team leaders carefully consider how they deliver feedback. Feedback is most effective when it is specific, clear, purposeful, timely and meaningful.

Feedback can come from a range of sources, for example, supervisors, co-workers, or other colleagues in the workplace. In some contexts, feedback can be formal and in others it can be more informal – for example, regular verbal encouragement.

Giving and receiving positive and constructive feedback is an integral part of the Developing Performance process. Feedback gives all team members a clearer idea of how well they are carrying out their day-to-day work tasks and how they might improve.

Phase 3


When working with your team members, you may tend to go looking for what you want to find, because you want to be right – this is a natural human tendency. So, as a team leader facilitating Developing Performance conversations, it’s important to keep an open mind and look for the positives in your team members. The more you recognise the gold in your team members, the more that gold will glow.

As a team leader, choosing the right way to give feedback is essential. Some examples of feedback questions that evoke self-evaluation are:

• Whathasmovedyoutowardsachievingyourgoal?

• Whathastakenyouawayfromachievingyourgoal?

• Whatwouldyoudodifferentlynexttime?

When awareness and responsibility for work are combined and optimised, learning occurs. If a team leader uses judgmental rather than descriptive terminology when giving feedback, it can cause the team member to become defensive. This is not helpful as reality is overshadowed by excuses and justifications.

360-degree feedback360-degree feedback is a great method for people to get a range of feedback and not just from their manager. It provides a reflection so that a person can clearly see how others view them and the knowledge gained is the first step towards improvement. The variations in perceptions provide key insights which can be translated into goals. In 360-degree feedback, the emphasis is on development and not appraisal which can assist people to improve their performance.

How it worksParticipants select ‘raters’ whose feedback they will value – such as their manager and colleagues with whom they have interacted and worked regularly. It is important for the participant to select ‘raters’ who they know will give constructive, relevant and meaningful feedback. They reinforce that all feedback is valued and honesty is critical. ‘Raters’ complete an anonymous online survey and results are collated into a report.

VisittheDeveloping Performance website for more resources on giving and receiving feedback.

As a team leader, when you are giving feedback to your team members, ensure this feedback is constructive and of benefit to the recipient. Poorly delivered feedback can have a significant impact on an employee, potentially resulting in frustration, damaged relationships and a lack of motivation, and hindering future achievements.


Phase 3


What are the key messages from phase 3?1 Regular catch-ups between team leaders and team members to discuss development are part

of a Developing Performance culture and should happen formally. Frequent informal meetings should also take place.

2 Giving and receiving of feedback, both positive and constructive, is the foundation of a Developing Performance culture. It is important that we don’t assume people know when they have supported or helped you. Sharing this with them can help the development of that person. Be mindful that poor feedback can be counter-productive and although it might be provided with the best of intentions, it can have a significant negative effect on a co-worker’s performance and development. Giving feedback doesn’t always come naturally and we need to learn how to give it constructively.

3 If the professional development and support that has been negotiated in the Developing Performance plan is not working for a team member, you need to discuss alternative arrangements. The framework is flexible and allows for changes in priorities, arising issues, and new professional development needs or opportunities.

4 Talking about other people’s performance is human nature. What is important is the intent behind these conversations and recognising that in a Developing Performance culture, we should value and support team members to enable them to grow their capability.


I am:

applying coaching principles and continually looking for ‘coachable moments’ regularly documenting performance observations (in a format and manner agreed on with

my team members) providing ongoing positive and constructive feedback to my team and individual team

members regularly engaging in conversations about performance and capability development reflecting on and reviewing performance and development goals with team members in

light of new priorities and directions ensuring follow-up Developing Performance conversations with my team members.


I am:

regularly reviewing my progress against my goals and capability development actions identified in my Developing Performance plan

reflecting on my performance following feedback from my team leader reviewing my progress and achievements with my team leader discussing preferred methods of recognition with my team leader. engaging in conversations about performance and capability development regularly reflecting on and reviewing my performance and development goals in light of

new priorities and directions organising follow-up Developing Performance conversations with my team leader.

The worst feedback is personal and judgmental. The most effective feedback is subjective and descriptive.(Whitmore, J 2009, Coaching for Performance)

Phase 4


Reviewing progress and recognising achievement



Phase 4: Reviewing progress and recognising achievement

In this phase, the team member meets with their team leader to review their performance development. To prepare for this meeting, the team member reflects on their agreement, considers examples that demonstrate improved performance and thinks about future work goals.In the meeting, the team member and team leader review the team member’s progress, discuss their strengths and areas for further development and consider appropriate recognition options.

None of the things discussed in this conversation come as a surprise as the team member and team leader have talked about them during their ongoing discussions and through their day-to-day work tasks.

Purpose of phase 4• Review progress and discuss how performance can be further developed in the

next work period.• Provideanopportunityforteammemberstoreflectontheirsuccessesand

discuss those issues that might have been barriers to their success.• BringtheDevelopingPerformanceplanforthepreviousworkperiodtoa

conclusion and provide the forum for consideration of next steps to develop performance and build on successes.

• Offeropportunitiesforteamleaderstoconsiderhowteamorsystemicprocesses might be enhanced and to reaffirm the valuable contribution of each team member to the collective achievements of the work unit.

Keep in mind …Team leaders

• Yourintroductoryremarksareimportant–tone,phrasingandbodylanguagecommunicate a great deal.

• Explainanyprocessesyouandtheteammembermightusetoreviewprogressand recognise achievement.

• ReferbacktotheDevelopingPerformancegoalsintheteammember’splan.• Makereferencetothediscussions,progressupdatesandfeedbackthatformed

part of the day-to-day conversations throughout the work period.• Provideopportunitiesfortheteammembertodiscussexamplesthat

demonstrate success and/or how performance can be measured or is evidenced.

• Modelhonestywhenreflectingontheteammember’sperformance.Itisimportant to discuss employee’s strengths and how to continue to build on them as well as to provide constructive feedback that identifies any areas for improvement and strategies to support this.

• Alwaysthankteammembersfortheircommitmenttotheprocess.

Phase 4


Guiding questions

The following questions can be used to guide you through phase 4 of the Developing Performance process.

Key work tasks

• WhatkeyworktaskshaveIcompletedsuccessfully?

• WhatdidIlearnincompletingthesekeyworktasks?


• WhatareasdoIneedtofocusonandhowcanIimprove?

Career aspirations




• WhatcanIdoifIdonotmeetperformanceexpectationsonaregularbasis?

Reviewing your Developing Performance plan

Where to from here? What’s next?

Performance review conversations review the team member’s performance against previously agreed goals and/or standards. They recognise the team member’s achievements and contributions to the workplace, and also highlight those areas in which the team member could improve their performance.

What are performance review conversations?

The performance review conversation recaps the period that has passed and provides valuable feedback to team members regarding their performance. This helps them in their efforts to plan and improve in the future.

During the performance review conversation, you discuss:

• actualperformancecomparedwithagreedperformancegoalsand/orstandards

• generalday-to-daybehavioursandtheeffectivenessofthosebehaviours

• thingsthathelpedandthingsthathinderedtheteammembertoachievetheirgoals

• anychangeinresponsibilitiesorprioritiesduringtheperformanceprocessthatmayhaveaffected the team or team member’s performance against the performance plan.

Remember!

When you engage people in continuous conversation as opposed to one session at the year’s end, you build relationships and continuously improve performance. When the time comes for the performance conversation, there are no surprises and the whole process runs more smoothly.

Phase 4


The review conversation

Team leader – how do I do it?

The review conversation can be successfully implemented following three simple steps:

1 Reviewing performance

• Before the performance conversation takes place, review the team member’s performance and evaluate it against the agreed performance and development goals and indicators.

• When reviewing performance, examine the individual Developing Performance plans and review agreed goals:– determine whether there has been any change in responsibility or priorities during the

work period for the team member– review your record of each team member’s performance and consider it in relation to

their indicators for success in their plan– make some notes detailing feedback you would like to give them during the review

conversation.

2 Planning the conversation

• The outcomes of performance planning and capability development will be strengthened if your team members know what you’ll be talking about, what preparation they are expected to do, and how they can take a constructive role in the conversation. Ask each team member to review their Developing Performance plan and reflect on any barriers that inhibited them achieving their performance and capability development goals.

• After both you and the team member have reviewed their performance, you can plan the conversation better if you:– organise a time with the team member to have the conversation– find a location that will set you both at ease– plan the structure of the conversation and particular points for discussion– plan the feedback you will give by making sure that it identifies achievements as well as

areas for ongoing development.

3 Having the conversation

• Some guidelines for conducting the conversation include:– check in with each other– set the scene by explaining the purpose of the meeting and what you’d like to cover– your team members will need to know there won’t be any surprises; invite them to

contribute anything you haven’t mentioned– jointly discuss achievements and performance against previously agreed goals and

indicators for success, making sure that you: › acknowledge areas of improved performance › congratulate them on their contributions and achievements › identify any performance, relationship or behavioural matter that you see as a

potential issue › ask for the team member’s opinion of the issues discussed and determine any

existing performance barriers › ask them for feedback on your performance as a team leader throughout the process

Phase 4


– encourage the team member to discuss what can be done to improve or maintain their performance

– summarise the discussion and what was agreed to– provide the team member with the opportunity to ask

questions or suggest additional ideas, and to give you feedback

– thank them for their involvement and reinforce your commitment to the process

– record the agreed outcomes from the conversation (in the yellow section of the Developing Performance – conversation and plan template) and see that both parties sign off on the record of the conversation.

Team member – how do I prepare?

The review conversation can be successfully implemented following three simple steps:

1 Reviewing performance

• Before the performance conversation takes place, review your performance and evaluate it against the agreed performance and development goals.

2 Planning the conversation

• Review your Developing Performance plan and reflect on any barriers that inhibited your achievement of performance goals.

• Plan specific points of discussion.

• Identify the progress you have made in achieving your goals, highlighting your achievements as well as your areas for ongoing development.

3 Having the conversation

• Some guidelines for conducting the conversation include:

– check in with each other– jointly discuss achievements and performance against previously agreed goals and

indicators for success, making sure that you: › acknowledge areas of quality performance › identify any performance, relationship or behavioural matter that you see as a

potential issue › identify any existing performance barriers › provide feedback to your team leader on their performance throughout the process

– discuss what can be done to improve or maintain your performance– ask questions or suggest additional ideas– thank your team leader for their involvement and support– record the agreed outcomes from the conversation (in the yellow section of the

Developing Performance - conversation and plan template) and sign off on the record of conversation

– assume responsibility for maintaining and updating your Developing Performance plan.

Remember!

It is a team member’s responsibility to maintain and update their Developing Performance plan.



Phase 4


How can I make sure the performance review conversation goes well?

When team leaders have regular coaching conversations with their team members it becomes easier to conduct the formal performance review conversation/s.

Think about the environment and aim to create a space where people are encouraged to be safe, open and frank. The performance review discussion is also an opportunity for you to seek feedback from your team members about the support you have provided.

Reflection prompts: recognition

Potential benefits of successful recognition options

When used appropriately in an environment of trust, recognition supports the development and enhancement of:• commitment• ongoinglearning• collaboration• employeesatisfaction• positiveandconstructiveworkenvironments• careerandprofessionaldevelopment• productiveworkcultures• attractionandretentionofhigh-performingstaff• talentmanagementandsuccessionplanning.

How to recognise team members

To be effective, the process of providing recognition should be:• genuineandsincere• usedinafairandequitableway• reflectiveofhighexpectations.

Remember!

Three things to keep in mind when beginning the conversation:1 No surprises – because you have

been having ongoing conversations2 No threats – collaborate3 No pressure – negotiate.

Phase 4


Types of recognition

General:

• Asimplethankyou/praise(handwrittenorverbal)

• Formalpublicrecognition

• Letters/emailsofappreciation

• Publicity(mentioninstaffnewsletter)

• Suggestingteammembersattendaprofessional development activity as a group to further enhance team building

• Recognitionofworkloads

On the job:

• Opportunityformoreself-managementandautonomy

• Decision-makingopportunitiesorparticipation in decision-making

• Opportunitiestoundertakehigherduties

• Opportunityforadvancedprofessionaldevelopment

• Assignmentofmorechallengingduties

Career development:

• Sourcingspecificcapabilitydevelopmentopportunities

• Accesstosecondmentopportunities

• Participationinanewproject

• Deliveryofpresentationsorpromotionofnew ideas

• Allocatingtimeforprofessionalresearchorreading

• Mentoringandwork-shadowingopportunities

• Short-termworkexchangeinanotherareaof the department

• Attendanceand/orpresentationsatconferences

• Accesstocoaching

• Providecoachingforothers

Workplace flexibility:

• Flexibleworkinghours

• Workingfromhome

• Modellingandencouragingwork–lifebalance

Social activities:

• Morningtea/lunch

• Coffeewithteam/teamleader

Phase 4


Tips for team leaders

To recognise performance skilfully is a challenging and complex task, and team leaders should consider the following:

• Everyteammemberisdifferentandneedstoberecognisedinadifferentway:

– ask team members what recognition they value

– team members may appreciate different recognition mechanisms at different stages of their careers and in different contexts.

• Simplerecognitionandpositiveacknowledgementareveryimportant.

• Don’tassumepeoplefeelvaluedjustbecausetheycontinuetobeproductive.

• Don’tassumethatwhatyouvalueinrecognitionandrewardwillbethesameforyourteammembers.

Remember:

• Recognitionofself-evaluationandlearningfrommistakescanbeasimportantasrecognition of achievement.

• Recognitionshouldincluderegularinformalandformalprocesses.

• Recognitionandrewardshouldn’tbe‘overdone’.

• Recognitionshouldbetimelyandspecifictohavethemostimpact.

Team leader checklist for recognition

As a team leader, do you do the following on a regular basis?

• Personallythankteammembersforajobwelldone

• Praiseandprovidegenerousandgenuinefeedbackthatistimelyandspecific.

• Maketimetomeetwithandactivelylistentoteammembersonaregularbasis.

• Ensuretheenvironmentinyourworkplaceisopenandtrusting.

• Encourageandrewardinitiativesandnewideas.

• Shareinformationwithteammembersonaregularbasis.

• Involveteammembersindecisions,especiallythosethatwillaffectthem.

• Provideteammemberswithasenseofownershipoftheirwork.

• Giveteammembersachancetolearnnewskills.

• Trywherepossibletopromotefromwithin.

• Celebratethesuccessofindividuals,aswellasyourworkteamasawhole.

• Recogniseteammembersbasedontheirperformance.

Phase 4


What are the key messages from phase 4?

1 If you have been catching up regularly, this phase should bring no surprises as to how goals have progressed.

2 Sharing the successes as well as the frustrations of capability development is important – some people tend to focus on the goals they haven’t achieved, rather than taking time to celebrate the ones they have.

3 If the team member has not achieved their goals as planned in their Developing Performance plan, rolling the goals over into the following work period’s Developing Performance plan may be appropriate.

4 As team leader, seeking feedback from your team members is a powerful reflection for your own development.


Preparation — I have:

reflected on the team member’s progress as a result of their Developing Performance plan

considered the future development needs of my team members.

Conversation — I have:

reviewed progress, and discussed strengths and areas for further development with my team members

acknowledged the achievement of my team members and recognised them according to their preferred options for recognition.

Follow up — I will:

consider the next steps to continue to support the development of my team members.



reflected on my key work tasks and learnings as a result of my Developing Performance plan

considered and prepared examples of my demonstrated performance aligned to my performance development goals

considered future work priorities, goals and career aspirations in relation to my key work tasks.


reviewed my progress, and discussed strengths and areas for further development with my team leader

shared examples of my demonstrated performance aligned to my performance and development goals with my team leader.


consider the next steps to continue to develop performance and build on successes.

Resources


Developing Performance – a step-by-step guide to the Developing Performance — conversation and plan template for public servantsThe step-by-step guide is designed to be used by team members in conjunction with the Developing Performance — conversation and plan template. Team members are encouraged to read the step-by-step guide, reflect on their work and respond on the Developing Performance —conversation and plan template.

Steps 1 to 4 guide you through preparing for your conversation with your team leader, and are best completed before your Developing Performance meeting. Throughout the Developing Performance conversation, contributions to the template may be modified. Steps 5 to 8 guide you through the process of articulating your Developing Performance plan and are completed in collaboration with your team leader.

Step 1: Describe your major responsibilities

Major responsibilities describe the main focus areas of your work, rather than daily tasks. Major responsibilities can be derived from work unit and team planning, self-assessment of the relevant standard/capability framework, and through regular interaction with your team leader. Your Developing Performance plan identifies links between your work and departmental priorities.

Conversation

What are your major responsibilities?What is expected of you in your role?

What activities are associated with meeting these responsibilities?

Step 2: Identify highlights, lowlights, challenges and important partnerships

Reflect on your major responsibilities, consider all aspects of your work and identify:

• highlights (what you enjoy most in your work)

• lowlights (what you enjoy least in your work)

• challenges (what you are challenged by in your work)

• partnerships (partnerships that are important to success in your work).

Highlights of your work Lowlights of your work

Major challenges for you Important partnerships

Resources


Step 3: Determine professional and personal goals

Having identified your major responsibilities, actions associated with meeting these responsibilities and the highlights, lowlights, challenges and partnerships important to your work, consider your professional goals and aspirations. When developing goal statements, ask yourself:

• Whatdoessuccesslooklikeforme?

• Whatwouldothersexpecttosee?

Professional goals/aspirations

Step 4: Reflect on strengths and areas for development

Reference to the relevant capability framework is essential when considering your strengths and areas for development. As a public servant, you will need to use the QPS Capability and Leadership Framework (CLF). You might find it useful to access the Self-Assessment Proforma (under Tools and templates on the Public Service Commission website) relevant to your role classification, and complete this as part of your preparation for your Developing Performance conversation.

Team leaders will also refer to the QPS Capability and Leadership Framework to reflect on your strengths and areas for development prior to your conversation.

Strengths and areas for development (as identified in relevant capability framework self-assessment and as negotiated with supervisor/team leader

Strengths Areas for development

Step 5: Articulate your focus areas for improvement, agreed performance and development goals, actions to develop capability and indicators for success.

Using the information you have collated in the conversation section of your plan, you now need to articulate your planned performance development – phase 2 of the Developing Performance process. It is recommended that you limit your Developing Performance plan to three or four areas to focus on, with three or four corresponding performance and development goals. Reflecting on the SMART approach to developing goals will be useful here (see below).

Having identified the areas for improvement, discuss each area with your team leader and agree on performance and development goals, actions required in developing this capability and indicators for success.

http://www.psc.qld.gov.au/publications/subject-specific-publications/capability-leadership-framework.aspx#clf

http://www.psc.qld.gov.au/publications/subject-specific-publications/capability-leadership-framework.aspx#clf

http://www.psc.qld.gov.au/publications/subject-specific-publications/assets/clf-section-four.pdf

Resources


Remember to apply the SMART (Duncan Haughey, www.projectsmart.co.uk) approach to developing goals:

Specific Measurable Achievable Relevant Time based

Are the performance goals specific? A general statement such as ‘improve student results’ does not provide enough definition about the area and method of improvement.

Can you measure the performance goals? If you can’t measure it in some way, you won’t know whether the goal has been achieved.

Are the performance goals achievable or within your influence?

Are the performance goals relevant? Do they contribute to the strategic goals of the school or the department?

Is there a time period within which the performance outputs need to be achieved?

A useful stem to frame goal setting (Growth Coaching International) is:By (date) …I will (what you wish to achieve) …so that (why this is of benefit to self/organisation)….

Examples of goals using this stem are:

By the end of May I will ractively listen to colleagues and clients, trying to see things from their perspective so that my workplace relationships, team effectiveness and performance are enhanced.

OR

By the end of April I will improve the accuracy of my records and files and seek regular feedback from my supervisor to gauge satisfaction so that corporate data is accurate and easily accessible.

http://www.projectsmart.co.uk

Resources


Developing Performance planFocus areas for improvement

(as identified in relevant capability framework and as negotiated with supervisor)

Agreed performance and development goals

Refer to Smart Goals Framework

Actions to develop capabilityBe specific

Indicators for successWhat will you/others see if

your goal is achieved?

CLF 3 – 3 Supports productive working relationships

Create and maintain supportive and safe learning environments

3.2 c. Actively listens to colleagues and clients

3.3 c. Tries to see things from the other person’s perspective

• By the end of May I will actively listen to colleagues and clients, trying to see things from their perspective so that my workplace relationships, team effectiveness and performance are enhanced.

• Identifyandobservegood listeners in the workplace

• Listencarefullyinconversations to understand the words and the meanings behind them

• Usequestioningto clarify meaning, perspective and understanding

• Avoidinterruptingsoothers have time to share their thoughts and feelings

• Accessinformationon active listening and questioning techniques e.g. online, articles, reference books

• Seekregularfeedbackfrom peers and/or mentor

• Treatingpeoplerespectfully

• Valuing/respectingdiffering perspectives

• Regularlyusingarange of listening strategies

• Regularlyusingarange of questioning strategies

• Reducedinterruptions in conversations

• Regularpositiveandconstructive feedback received from mentor/supervisor/peers


Step 6: Articulate your career aspirations, career goals, actions and indicators for success to develop capability

The final step in preparing your plan is to consider your career aspirations. You will notice in the plan that this has been broken down into short, mid and long term aspirations. This may help clarify your thoughts and allow you to put timeframes around each goal.

When you identify your career aspirations, talk with your team leader about the goals, actions and indicators for success to develop your capability that you could undertake to realise your aspirations.



Resources


Career aspirations Career goalsActions to develop

capabilityIndicators for success

Short-term

Mid-term

Long-term


It is important that both you and your team leader sign off on your plan to represent the negotiated, supportive nature of the Developing Performance conversation, and for accountability purposes.

Step 7: Regular conversations between team leader and team member

Having agreed on your plan and goals with your team leader, it is important to have regular conversations about your progress. These may be both formal and informal. Your plan should be a ‘living document’ that is referred to regularly throughout the work period. Formal reviews should be undertaken during the agreement period (phase 3), and at the end, to review progress and development of capability (phase 4).

The following provides a guide for reflection and discussion during phase 3 of the Developing Performance process.

Review and recognition of achievement – Mid review





• HowhaveIbuiltonmystrengths?

• WhatelsedoIneedtofocusontocontinuetoimprove?



Resources


Step 8: Reviewing and recognising achievement

Having agreed on your goals and overall plan with your team leader in phase 2, and enacted your plan through phase 3, it is important to review your progress and recognise your achievement.

Share how you like to be recognised and what reward and recognition strategies work for you with your team leader. This will help your team leader support and recognise your achievements appropriately and in a manner that has meaning for you.

The following provides a guide for reflection and discussion during phase 4 of the Developing Performance process.

Review and recognition of achievement – Final review






• WhatareasdoIneedtofocusonnext?


• WhatsupportandprofessionaldevelopmentdoIneedtodevelopmyperformancefurther?

• WhatactionisrequiredifIdonotmeetperformanceexpectationsonaregularbasis?


Resources


Phase checklist – team leader

Phase 1


reviewed and communicated the strategic priorities for my workplace

communicated the intent and benefits of the Developing Performance process

planned and prepared for Developing Performance conversations with my team members, using the QPS Capability and Leadership Framework to reflect on the strengths and lesser strengths of my team members

supported the organisation of Developing Performance conversations in a quiet, private area.


discussed individual work roles with team members

shared my expectations of each team member and reflected on how these align with each team member’s expectations

discussed the strengths and lesser strengths as determined by assessment of the QPS Capability and Leadership Framework with team members

negotiated the focus of performance and development goals.


ask team members for their feedback on the Developing Performance process so far

schedule the next conversation with each team member.

Phase 2


considered individual capability development needs and priorities for each team member

reflected on agreed strengths and lesser strengths as identified by each team member’s QPS Capability and Leadership Framework self-assessment.


areas for improvement, performance and capability development goals, and actions to develop capability with my team members

career aspirations, career goals, and actions to develop capability with my team members.


follow up Developing Performance meetings and conversations with my team members.




Resources


Phase 3I am:

applying coaching principles and continually looking for ‘coachable moments’

regularly documenting performance observations (in a format and manner agreed on with my team members)

providing ongoing positive and constructive feedback to my team and individual team members

regularly engaging in conversations about performance and capability development

reflecting on and reviewing performance and development goals with team members in light of new priorities and directions

ensuring follow-up Developing Performance conversations with my team members.

Phase 4


reflected on the team member’s progress as a result of their Developing Performance plan

considered the future development needs of my team members.


reviewed progress, and discussed strengths and areas for further development with my team members

acknowledged the achievement of my team members and recognised them according to their preferred options for recognition.


consider the next steps to continue to support the development of my team members.

Resources


Phase checklist – team member

Phase 1


developed an understanding of the strategic priorities for my workplace in the coming work period

determined what contribution I will make through my key work tasks

identified the QPS Capability and Leadership Framework level relevant to my role classification

described my key roles and responsibilities, highlights and lowlights, major challenges, important partnerships, and professional and personal goals

referred to the QPS Capability and Leadership Framework to identify my strengths and lesser strengths

organised my Developing Performance conversation in a quiet, private environment.


discussed key roles and responsibilities, highlights and lowlights, major challenges, important partnerships, and professional and personal goals with my team leader

shared my expectations and reflected on how these align with my team leader’s expectations of my work

discussed my strengths and lesser strengths as identified in my self-assessment against the QPS Capability and Leadership Framework.


provide my team leader with feedback on the Developing Performance process so far

schedule the next conversation with my team leader.

Phase 2Preparation – I have:

identified my capability development needs and priorities

considered my career aspirations and goals for the short, mid and long-term

reflected on agreed strengths and lesser strengths as identified in my QPS Capability and Leadership Framework self-assessment.


areas for improvement, performance and capability development goals, and actions to develop capability with my team leader

support and professional development I will undertake to develop my capabilities

career aspirations, career goals, and actions to develop capability with my team leader.


follow up Developing Performance meetings and conversations with my team leader.






Resources


Phase 3

I am:

regularly reviewing my progress against my goals and capability development actions identified in my Developing Performance plan

reflecting on my performance following feedback from my team leader

reviewing my progress and achievements with my team leader

discussing preferred methods of recognition with my team leader.

engaging in conversations about performance and capability development

regularly reflecting on and reviewing my performance and development goals in light of new priorities and directions

organising follow-up Developing Performance conversations with my team leader.

Phase 4


reflected on my key work tasks and learnings as a result of my Developing Performance plan

considered and prepared examples of my demonstrated performance aligned to my performance development goals

considered future work priorities, goals and career aspirations in relation to my key work tasks.


reviewed my progress, and discussed strengths and areas for further development with my team leader

shared examples of my demonstrated performance aligned to my performance and development goals with my team leader.


consider the next steps to continue to develop performance and build on successes.

Resources


Developing Performance website The Developing Performance website supports implementation of the Developing Performance process. It provides resources, research, online course information and an interactive space.

ResourcesThe resources section of the Developing Performance website provides templates, tools, phase resources, presentations, capability frameworks, case studies and links to research.

Online coursesThere are a range of online capability development courses through the Learning Place.Visitthe‘What’s on’ section of the Developing Performance Framework website for what is currently on offer.

Useful linksDeveloping Performance website http://education.qld.gov.au/staff/development/performance/

QPS Capability and Leadership Framework http://education.qld.gov.au/staff/development/standards/clf-framework.html

Department of Education, Training and Employment Strategic Plan 2014-18 http://deta.qld.gov.au/publications/strategic/

Department of Education and Training Workforce Strategic Plan 2011 – 2014 http://deta.qld.gov.au/publications/strategic/other/workforce09-11.html

Suggested reading Fogarty, RJ and Pete, BM 2004, The Adult Learner: Some Things We Know, Corwin Press, California.

Hattie, J 2009, Visible Learning: A synthesis of over 800 meta-analyses relating to achievement, Routledge, Oxon.

Kouzes, JM and Posner, BZ 2002, The Leadership Challenge, Jossey-Bass, San Francisco.

Stoltzfus, T 2008, Coaching Questions – A Coach’s Guide to Powerful Asking Skills, Coach22, VirginiaBeach.

Whitmore, J 2009, Coaching for Performance: GROWing human potential and purpose – The principles and practice of coaching and leadership, Nicholas Brealey Publishing, London.


http://education.qld.gov.au/learningplace/

http://education.qld.gov.au/staff/development/performance/whats-on/index.html


http://education.qld.gov.au/staff/development/standards/clf-framework.html

http://deta.qld.gov.au/publications/strategic/

http://deta.qld.gov.au/publications/strategic/

http://deta.qld.gov.au/publications/strategic/other/workforce09-11.html

Developing Performance: An implementation guide for public servants

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