Developing Performance
Framework
Information session
for public servants
Strategic Alignment
Independent Commission of Audit Final Report April 2013
Code of Conduct for the QPS
A Plan – Better Services for
Queenslanders
Valuing Performance
Policy Statement
Developing Performance Framework
Developing Performance process
Developing Performance across DETE
for
every employee group
across
every phase of their career
Education Queensland
Capability and Standards
Framework
through
shared responsibility,
Developing
Performance
Framework
professional relationships
and
targeted capability
development
3
Senior Executive
QPS Capability Service Performance
& Leadership
and Development
Framework
Framework
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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Strategic alignment
E
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.
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Developing Performance
Key
resources
=
+
Process
+
Web resources
Capability and
standards
frameworks
Capability Frameworks:
http://education.qld.gov.au/staff/development/performance/toolkit/capability-frameworks.html
Developing Performance Framework
http://education.qld.gov.au/staff/development/performance/
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Capability Frameworks
Education Queensland
Principals’ Capability and
Leadership Framework
Australian Professional
Standards for Teachers
(from 2014)
http://www.teacherstandards.aitsl.edu.au/
Queensland Public Service
Capability and Leadership
Framework
http://www.psc.qld.gov.au/foremployees/performance-anddevelopment/capability-frameworks.aspx
https://learningplace.eq.edu.au/cx/re
sources/items/ae65cf7e-6489-a57843f34e77f234dc94/1/index.html?.hb=true
Deputy Principals' and
Head of Programs'
Capability and Leadership
Framework
https://learningplace.eq.edu.au/cx/res
ources/file/dcead650-922a-47a894d8-7400a8bfdd77/1/index.html
Senior Executive Service
Performance and
Development Framework
http://education.qld.gov.au/staff/develo
pment/performance/toolkit/capabilityframeworks.html
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DP implementation guide
Key
resource
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 conversation & plan template
Key
resource
Phase 1:
Clarifying
expectations and
work focus
DP conversation & plan template
Phase 2: Reaching
an agreement
Phase 3: Performing
and ongoing support,
including coaching and
feedback
Phase 4: Reviewing
progress and
recognising
achievement
Queensland Public Service
Capability and Leadership Framework
A detailed PowerPoint
introduction to the CLF can
be located at
http://education.qld.gov.au/st
aff/development/performance
/toolkit/presentations.html
http://www.psc.qld.gov.au/publications/subject-specific13
publications/capability-leadership-framework.aspx
Queensland Public Service
Capability and Leadership Framework
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 Service
Capability and Leadership Framework
Capability
Components
Descriptions
Behavioural
indicators
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Alignment of CLF levels with classifications
AO
CLF 1
1
CLF 2
2
CLF 3
3
CLF 4
4
CLF 5
PO
TO
OO
AO
Administration
Officer
PO
Professional Officer
TO
Technical Officer
OO
Operational Officer
1
1
1
2,3
2
4,5
2
3
6
5
3
4
7
CLF 6
6
4
5
CLF 7
7
5
6
CLF 8
8
6
CLF 9
SO1,
SO2
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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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Change is part of our lives – suggest
ditch this slide
With any change
Emotions
ENDING
BEGINNING
Physical
1. YES!
5. Inappropriate displays of emotion
(e.g. oppositional, cynical)
2. Exaggerating the change
(e.g. turning it into a
catastrophe)
3. Focusing on irrelevant detail
6. Shutdown and avoidance (go to a
happy place)
4. Busy doing the unimportant
7. Sabotage
These are all normal … for a while!
Adapted from the work of Bruce Sullivan
http://www.brucesullivan.com.au/
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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.
Team Leader Role
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.
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Team Member Role
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.
.
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Team structures
Supervisory approach
Collegial approach
 Traditionally, teams are
organised based on classification
and position.
 Teams are structured outside of
the supervisory approach.
Leadership is distributed among
team members.
 Often there is a pre-existing
structure of teams.
 Collaborative thought is given to
the way teams are structured.
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Team structure example
Collegial team structure in a work unit
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
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The DP process
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
Key
resource
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The process
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
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The process
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
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Effective professional development
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)
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Goal setting
Page 19 Implementation Guide
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Goal stem
(date)
By ______
I will
(what you wish to achieve)
_______________
so that _________
(benefit to self/organisation)
______________.
Growth Coaching International
Page 19 Implementation Guide
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.
The process
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
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Structuring feedback - STAR
Situation … the
context at the time
Feedback
- STAR
‘‘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!’
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The process
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)
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Developing Performance –
Key Resources
• Developing Performance implementation guide for schools
This resource contains information to support employees in understanding and
implementing the Developing Performance process.
• Developing Performance – conversation and plan template
The 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 website
http://education.qld.gov.au/staff/development/performance/index.html
• Mentoring Handbook
This 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.
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What’s in it for me?
‘ ... 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)
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