1. Performance and Development for public servants Information Session

2. 2 Session overview  Performance and development −purpose −strategic drivers −frameworks  Developing Performance Framework (DPF) −purpose −strategic alignment −process  Queensland Public Service Capability & Development Framework −relationship to the DPF −unpacking the document  DPF implementation −Change −Shaping the culture −Team structures  Developing performance conversations – team member/team leader roles  DPF resources

3. 3 Purpose The Developing Performance Framework (DPF) is the performance and development process for all public servants. 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.

4. 4 Purpose Through performance and development conversations with all staff, a culture of learning and continual performance improvement is built that: improves staff capability provides staff with feedback on their performance shapes continuous improvement practices to better deliver department/government goals to the community drives workplace engagement supports innovation builds individual satisfaction and a sense of achievement.

5. Strategic drivers Independent Commission of Audit Final Report April 2013 A Plan – Better Services for Queenslanders Code of Conduct for the QPS DETE Strategic Plan 2014-2018 Great Teachers = Great Results Action 1 State Schools Strategy 2014-2018

6. 6 All staff are required to participate in performance and development conversations. It is recommended a performance and development plan using the Developing Performance Framework process for administration officers AO2 – AO8 (and equivalents) begin within three months of an employee commencing duties. This includes employees on long-term higher duty positions of more than three months.

7. 7 Cascading nature of planning from Government initiatives to individual developing performance plans ensures a clear line of sight between our work and strategic priorities. This is achieved through cascading performance objectives from the director-general’s performance agreement  deputy directors-general  senior executives  directors/principals  all public servants through: –the Developing Performance Framework Strategic alignment E

8. Performance and development in DETE FrameworkEmployee cohortProcess Capability Development Framework Executive Performance and Development Framework DG and executive leaders including senior officers, regional directors and assistant regional directors Developing Performance Framework Corporate, regional, school public servants ( AO2-AO8 & equivalents ), principals, deputy principals, heads of programs Annual Teacher Performance Review Process Teachers QPS CLFPrincipals DPs, HoPs

9. What is involved for public servants (AO1-AO8)? Process Developing Performance Framework http://education.qld.gov.au/staff/development/performance/resources/ developing-performance-framework.pdf Capability framework http://www.psc.qld.gov.au/publications/subject- specific-publications/capability-leadership-framework.aspxhttp://www.psc.qld.gov.au/publications/subject- specific-publications/capability-leadership-framework.aspx Key resources QPS Capability and leadership framework = + + Web resources 9

10. Team leader /member roles Team leader refers to those leading or coaching a performance and development conversation Team member refers to everyone participating in a performance and development conversation with their team leader.

11. 11 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

12. 12 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

13. 13 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 Developing Performance process Key resource

14. 14 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 process

15. Phase 1: Clarifying expectations and work focus Phase 1 - conversation and plan template Key resource

16. 16 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 process

17. Phase 2: Reaching an agreement Phase 2 - conversation and plan template

18. 18 Focus areas for improvement As identified in relevant capability framework Agreed performance and development goals Refer to Smart Goals Framework Actions to develop capability Be specific 70:20:10 Indicators for success What will you/others see if your goal is achieved? CLF 4 – 5 Communicates with influence 5.1c Explains information using language appropriate for the audience In meetings/ discussions I will: - Ask questions to clarify information -Summarise key points -Check for understanding Seek regular feedback from peers on my written/spoken communication Reduce use of acronyms Prepare my key messages prior to speaking/writing Consider what is important for the audience Effective use of questioning Positive feedback from peers Clear and concise messages using appropriate language for the audience Phase 2 - using the conversation and plan template By December 2015 I will develop a range of effective communication skills so that I communicate messages clearly and concisely, and can explain complex information using language appropriate to the audience.

19. 19 Phase 2 - goal setting Implementation Guide

20. Phase 2 - goal stem By ______ I will _______________ so that _________ ______________. Growth Coaching International Implementation Guide (date) (what you wish to achieve) (benefit to self/organisation)

21. Phase 2 - 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.

22. 22 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) Phase 2 - choosing professional development

23. 23 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 Phase 3 process

24. 24 Phase 3: Performing and ongoing support, including coaching and feedback Phase 3 - conversation and plan template

25. 25 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 process

26. 26 Phase 4: Reviewing progress and recognising achievement Phase 4 - conversation and plan template

27. 27 QPS Capability and Leadership Framework (CLF) 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-specific- publications/capability-leadership-framework.aspx

28. 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 28 QPS Capability and Leadership Framework (CLF)

29. Behavioural indicators Capability Components Descriptions 29 QPS Capability and Leadership Framework (CLF)

30. Alignment of CLF levels with work role classifications AOPOTOOO CLF 11 1 1 CLF 2212,3 CLF 3324,5 CLF 44236 CLF 55347 CLF 6645 CLF 7756 CLF 886 CLF 9SO1, SO2 AOAdministration Officer POProfessional Officer TOTechnical Officer OOOperational Officer 30 To unpack the CLF further, go to http://education.qld.gov.au/staff/development/performance/tool kit/presentations.html http://education.qld.gov.au/staff/development/performance/tool kit/presentations.html

31. 31 Shaping the performance culture Building a developing performance culture in your workplace is essential to successful DPF implementation. This 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.

32. 32 Developing Performance Framework– this framework outlines the performance and development process for conversationsDeveloping Performance Framework Developing Performance implementation guide - supports employees in understanding/implementing the Performance and Development processDeveloping Performance implementation guide Developing Performance – conversation and plan template - supports team leaders and team members in preparing for, participating in, and facilitating Performance Development conversationsDeveloping Performance – conversation and plan template Queensland Public Service Capability and Leadership Framework This framework clarifies the capabilities required of school based public servants and AO2- AO8 (and equivalent) officers Performance and Development website – provides a range of resources to support team leaders and team members through the performance and development processPerformance and Development website Key resources

33. 33 Mentoring Handbook - provides guidance on how to establish a formal mentoring program and how to work with a partner in a mentoring relationship.Mentoring Handbook Online Courses Performance and Development: Building team leader capability - This facilitated course guides team leaders leading performance and development in their workplace and/or facilitating conversations with team members. Time: 3 hours per week for 7 weeks to complete. The course is run from the start of each term.Performance and Development: Building team leader capability Non-facilitated Online Courses (self-paced) Developing Performance: Practical Performance Conversations - Conversation models and tools are explored to build team leader confidence and effectiveness e.g. : identifying and managing thoughts and emotions which impact on communication, applying active listening and effective questioning techniques, giving and receiving feedback and facilitating formal and informal performance and development focused conversations.Developing Performance: Practical Performance Conversations Developing Performance: Leading Workplace Cultural Change - This course includes readings, reflections and practical actions to affect workplace cultural change including topics: ways to facilitate cultural change that support developing performance practices, the importance of high performing teams and a positive developing performance culture, and leading workplace cultural change through quality leadership.Developing Performance: Leading Workplace Cultural Change Mentoring - This course provides an introduction to key concepts and ideas about mentoring, and issues related to different types of mentoring. The course develops both theoretical and practical understandings of the 'what', 'how' and 'why' of mentoring.Mentoring Further resources

34. Successful performance development systems: align employees performance plans with strategic goals motivate employees to perform beyond expectations align employee behaviour with organisational values. 1 Organisations that invest in their social and human capital have improved outcomes. 2 1. Kerry Feldman, 2009, Change and Perform, www.changeperform.com.auwww.changeperform.com.au 2. Fullan, M. (2011) Motion Leadership Workshop, Thought Leaders Series II, QELI. In conclusion