Developing Performance Framework

Information sessionfor public servants

Strategic Alignment

Valuing Performance Policy Statement

Valuing Performance Policy Statement

Developing Performance FrameworkDeveloping Performance process

Developing Performance FrameworkDeveloping Performance process

Code of Conduct for the QPSCode of Conduct for the QPSIndependent Commission of Audit Final Report April 2013

 A Plan – Better Services for Queenslanders

Independent Commission of Audit Final Report April 2013

 A Plan – Better Services for Queenslanders

3

Developing Performance across DETE

Developing Performance Framework

for

every employee group

across

every phase of their career

through

shared responsibility,

professional relationships

targeted capability development

and

Education Queensland Capability and Standards

Framework

QPS Capability & Leadership Framework

Senior Executive Service Performance and Development Framework

4

Session overview

Purpose of the Developing Performance Framework?

Links to capability framework documents

Continual improvement and change

Team structures in a Developing Performance culture

Developing Performance conversations and planning

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Discussion

What has been your experience of performance development processes?

What do you believe is your greatest strength in your current work role?

What was the best professional development you have experienced and how did it support your development?

What makes you feel valued in your workplace?

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Purpose of the framework

The intent of the Developing Performance Framework is to promote and maintain a culture in which all employees engage in

conversations about performance and its development.

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Cascading nature of planning: • Government initiatives • DETE Strategic Plan• Regional/branch operational planning• Implementation of business/school/unit plans• Individual Developing Performance plans

Alignment at all levels ensures a clear line of sight between work and strategic priorities.

Strategic alignment

E

Developing Performance

Process

Capability Frameworks:http://education.qld.gov.au/staff/development/performance/toolkit/capability-frameworks.html

Developing Performance Frameworkhttp://education.qld.gov.au/staff/development/performance/

= + + Web resources

Key resources

Capability and standards

frameworks

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Capability Frameworks

Queensland Public Service Capability and Leadership Frameworkhttp://www.psc.qld.gov.au/for-employees/performance-and-development/capability-frameworks.aspx

Education Queensland Principals’ Capability and Leadership Frameworkhttps://learningplace.eq.edu.au/cx/resources/items/ae65cf7e-6489-a578-43f3-4e77f234dc94/1/index.html?.hb=true

Australian Professional Standards for Teachers (from 2014)http://www.teacherstandards.aitsl.edu.au/

Deputy Principals' and Head of Programs' Capability and Leadership Frameworkhttps://learningplace.eq.edu.au/cx/resources/file/dcead650-922a-47a8-94d8-7400a8bfdd77/1/index.html

Senior Executive Service Performance and Development Frameworkhttp://education.qld.gov.au/staff/development/performance/toolkit/capability-frameworks.html

Used effectively, this guide provides:

•Useful information for implementing the four phases of the Developing Performance Framework•Hints and tips as you work through the process•Ideas and resources to help both team leaders and team members along the way

DP implementation guide

Key resource

Phase 1: Clarifying expectations and work focus

Phase 1: Clarifying expectations and work focus

DP conversation & plan template

Key resource

Phase 2: Reaching an agreement Phase 2: Reaching an agreement

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

Phase 4: Reviewing progress and recognising achievement

Phase 4: Reviewing progress and recognising achievement

DP conversation & plan template

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Queensland Public ServiceCapability and Leadership Framework

A detailed PowerPoint introduction to the CLF can be located at

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

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

The CLF is built on five core capabilities:

1. Supports/shapes strategic direction/thinking

2. Achieves results

3. Supports/cultivates productive working relationships

4. Displays/exemplifies personal drive and integrity

5. Communicates with influence

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Queensland Public ServiceCapability and Leadership Framework

Behavioural indicators

CapabilityComponents

Descriptions

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Queensland Public ServiceCapability and Leadership Framework

Alignment of CLF levels with classifications

AO PO TO OO

CLF 1 11

1

CLF 2 2 1 2,3

CLF 3 3 2 4,5

CLF 4 4 2 3 6

CLF 5 5 3 4 7

CLF 6 6 4 5

CLF 7 7 5 6

CLF 8 8 6

CLF 9 SO1, SO2

AO Administration Officer

PO Professional Officer

TO Technical Officer

OO Operational Officer

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Building a Performance Development culture includes …

• a leadership focus

• coaching for performance

• professional development continuous and constructive feedback

• recognising achievement

• supporting the development of individual employees

• employees having ownership over their own development.

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Continual improvement requires change

•Implementation of the Developing Performance Framework aims to improve the capability and performance of all staff

•This often means that we need to change the way we work in some way/s.

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5. Inappropriate displays of emotion (e.g. oppositional, cynical)

6. Shutdown and avoidance (go to a happy place)

7. Sabotage

These are all normal … for a while!

1. YES!

2. Exaggerating the change (e.g. turning it into a catastrophe)

3. Focusing on irrelevant detail

4. Busy doing the unimportant

Adapted from the work of Bruce Sullivanhttp://www.brucesullivan.com.au/

ENDING BEGINNINGEmotions

PhysicalENDING BEGINNINGEmotions

Physical

With any change

Change is part of our lives – suggest ditch this slide

Team leader/member

• Team leader refers to those leading or coaching a developing performance conversation

• Team member refers to everyone participating in a developing performance conversation with their team leader.

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As a team leader, your role is to:

• assist your team members to identify key work tasks

• support your team members as they undertake their work tasks

• have open discussions about professional practice and career aspirations with your team members

• identify and make the best use of support and professional development options available.

Team Leader Role

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As a team member, your role is to work with your team leader to:

• identify your key work tasks • gain support to undertake key work tasks • have open discussions about professional practice

and career aspirations • identify and make the best use of support and

professional development options.

.

Team Member Role

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Supervisory approach

Traditionally, teams are organised based on classification and position.

Often there is a pre-existing structure of teams.

Team structures

Collegial approach

Teams are structured outside of the supervisory approach. Leadership is distributed among team members.

Collaborative thought is given to the way teams are structured.

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Team structure example

Team Team leader

2 x Managers Director

3 x A07 staff members Manager

1 x A06, 2 x A05 staff members A07

2 x A06, 1 x A05 staff members A07

2 x A04, 1 x A03 staff members A06

1 x A03, 3 x A02 staff members A06

Collegial team structure in a work unit

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Phase 1 – Clarifying expectations and work focus

Phase 2 – Reaching an agreement

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

Phase 4 – Reviewing progress and recognising achievement

The DP process

Key resource

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Phase 1: Clarifying expectations and work focus

Discussions to reach a shared understanding of:• expectations• day-to-day work tasks that will be a focus for

development• support and professional development options

to enable you to carry out these tasks• career aspirations

Phase 1: Clarifying expectations and work focus

Discussions to reach a shared understanding of:• expectations• day-to-day work tasks that will be a focus for

development• support and professional development options

to enable you to carry out these tasks• career aspirations

The process

27

Phase 2: Reaching an agreement

Discussions to decide and agree on:• development areas within key work

tasks• support and professional development

to build capabilities in these areas• career goal/s

Phase 2: Reaching an agreement

Discussions to decide and agree on:• development areas within key work

tasks• support and professional development

to build capabilities in these areas• career goal/s

The process

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Research 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.

(Lombardo and Eichinger 2003, The Leadership Machine)

Effective professional development

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Goal setting

Page 19 Implementation Guide

Goal stem

By ______ I will

_______________ so that _________ ______________.Growth Coaching International

Page 19 Implementation Guide

(date)

(what you wish to achieve)

(benefit to self/organisation)

Goal examples

• 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.

• 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.

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

Regular conversations to:• update each other on progress • give and receive feedback• talk about things that have been

working and things that have not• discuss new issues or priorities

The process

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Feedback - STARSituation … the context at the time

‘‘When I had to rush to the meeting this morning… ‘

Task … what they were doing

‘ ... and you offered to help me with the report… ’

Action … specifically what you want to acknowledge in their behaviour or action

‘ … the way you were able to deliver the report to Sue and spend time answering her questions…’

Results … consequences/effects of this behaviour or action

‘… resulted in Sue’s area being really impressed with our responsiveness and your knowledge of the project. It looks like she is going to support our application!’

Structuring feedback - STAR

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Phase 4: Reviewing progress and recognising achievement

Reflecting on:• successes and how your capabilities

have developed• agreed actions that worked and did

not work• areas for further development

(during the next work period)

Phase 4: Reviewing progress and recognising achievement

Reflecting on:• successes and how your capabilities

have developed• agreed actions that worked and did

not work• areas for further development

(during the next work period)

The process

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• Developing Performance implementation guide for schoolsThis resource contains information to support employees in understanding and implementing

the Developing Performance process.

• Developing Performance – conversation and plan templateThe template supports team leaders and team members in preparing for, participating in, and

facilitating Developing Performance conversations.

• Developing Performance – a step-by-step guide to the Developing Performance conversation and plan template for school staff

This guide clarifies each step in the template and the corresponding process that occurs between team leaders and team members.

• Developing Performance websitehttp://education.qld.gov.au/staff/development/performance/index.html

• Mentoring HandbookThis handbook provides an overview of mentoring, provides guidance on how to establish a

formal mentoring program and how to work with a partner in a mentoring relationship.

Developing Performance – Key Resources

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‘ ... it is 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, where improvement is planned for and does not just happen randomly and by chance … ’ (Pilot participant, 2008)

What’s in it for me?