Transcript Developing Performance Framework Information session for

Performance and Development
for public servants
Information Session
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
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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.
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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.
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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
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.
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Strategic alignment
E
• 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
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Performance and development in DETE
Framework
Employee cohort
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
Process
Capability
Development
Framework
QPS CLF
Principals
DPs,
HoPs
What is involved for public servants (AO1-AO8)?
QPS Capability
and leadership
framework
Process
=
+
+
Key
resources
Web resources
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/subjectspecific-publications/capability-leadership-framework.aspx
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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.
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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Developing Performance 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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Phase 1 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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Phase 1 - conversation and plan template
Key
resource
Phase 1:
Clarifying
expectations and
work focus
Phase 2 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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Phase 2 - conversation and plan template
Phase 2:
Reaching an
agreement
Phase 2 - using the conversation and plan template
Focus areas for
improvement
As identified in relevant capability
framework
CLF 4 –
5 Communicates with
influence
5.1c Explains
information using
language appropriate
for the audience
Agreed performance
and development
goals
Actions to develop
capability
Indicators for
success
Be specific
70:20:10
What will you/others see if your goal is
achieved?
Refer to Smart Goals Framework
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.
•
In meetings/
discussions I will:
•
- Ask questions to clarify
•
information
- Summarise key points
- Check for understanding
•
•
•
•
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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 - goal setting
Implementation Guide
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Phase 2 - goal stem
(date)
By ______
I will
(what you wish to achieve)
_______________
so that _________
(benefit to self/organisation)
______________.
Growth Coaching International
Implementation Guide
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.
Phase 2 - choosing 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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Phase 3 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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Phase 3 - conversation and plan template
Phase 3:
Performing and
ongoing
support,
including
coaching and
feedback
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Phase 4 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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Phase 4 - conversation and plan template
Phase 4:
Reviewing
progress
and
recognising
achievement
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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-specific27
publications/capability-leadership-framework.aspx
QPS Capability and Leadership Framework (CLF)
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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QPS Capability and Leadership Framework (CLF)
Capability
Components
Descriptions
Behavioural
indicators
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Alignment of CLF levels with work role 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
To unpack the CLF further, go to
http://education.qld.gov.au/staff/development/performance/tool
kit/presentations.html
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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.
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Key resources
•
Developing Performance Framework– this framework outlines the performance and
development process for conversations
Key
resources
•
Developing Performance implementation guide - supports employees in
understanding/implementing the Performance and Development process
•
Developing Performance – conversation and plan template - supports team leaders and
team members in preparing for, participating in, and facilitating Performance Development
conversations
•
Queensland Public Service Capability and Leadership Framework
This framework clarifies the capabilities required of school based public servants and AO2AO8 (and equivalent) officers
•
Performance and Development website – provides a range of resources to support team
leaders and team members through the performance and development process
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Further resources
•
Mentoring Handbook - provides guidance on how to establish a formal mentoring program and how
to work with a partner in a mentoring relationship.
Online Courses
•
- 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: 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.
•
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.
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In conclusion
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.au
2. Fullan, M. (2011) Motion Leadership Workshop, Thought Leaders Series II, QELI.