The integrated leadership system. ILS support tools. Leadership capability development planning

Transcription

1 The integrated leadership system ILS support tools Leadership capability development planning

2 ILS support tools Leadership capability development planning Contents 1 Introduction ILS leadership pathway Support tools Assess capability requirements Critical transition points Layers of complexity ILS capability assessment kit Align learning with business need Identify development strategies Organisational opportunities Internal and external placements Coaching and mentoring Learning and development programmes Formulate capability development plan Evaluate capability acquired Appendices Appendix A: Further resources Appendix B: Glossary of terms For more information contact the Australian Public Service Commission, ILS@apsc.gov.au, or go to our website Commonwealth of Australia 2006 This work is copyright. You may display print and reproduce this material in unaltered form only (retaining this notice) for your personal, and non-commercial use. Apart from any use as permitted under the Copyright Act All other rights are reserved. Request for further authorisation should be directed to Commonwealth Copyright Administration, Intellectual Property Branch, Department of Communications, Information Technology and the Arts. You are not permitted to distribute or commercialised information or material without seeking prior written approval from the Commonwealth. 1

3 1 Introduction This document expands on the Integrated leadership system (ILS) published in 2004, and provides further information about available resources to assist individuals to develop their capabilities. The ILS is designed to link all aspects of leadership that impact on the APS. It balances the relationship between leadership, management and technical skills in public service careers it is not a traditional leadership model. The ILS provides a common language to support consistent whole of APS capability development and is designed to ensure the APS has the leadership capabilities and behaviours to meet the challenges of the future. Key elements of the ILS are: understanding the capabilities required of APS leaders developing a systemic approach to capability development common descriptions of how roles change in response to increasing complexity behavioural indicators for the increase in role complexity. The ILS has a series of guides and tools to support professional development, career planning and succession management. The ILS is available on the Commission website at 2

4 Finding the balance The ILS assists agencies and individuals to address the particular requirements for leadership, management and technical expertise. APS leaders require a mixture of technical and management expertise as well as leadership capabilities as shown in the following figure. APS EL SES Leadership Management Technical Increased complexity of role Figure 1 APS leadership model The precise balance will depend on the level and role of the individual. For example, a policy adviser requires subject matter expertise, skills in administration, communication and relationships to ensure the advice takes account of stakeholders and can be implemented in practice. People in service delivery agencies need technical expertise as well as management and leadership capabilities in dealing with clients and stakeholders. The particular mix of capabilities will vary depending on the agency, and the level and/or role of the person. 3

5 2 ILS leadership pathway The leadership pathway identifies and describes leadership capabilities that stem from the SELC framework. It illustrates the levels of complexity in which the APS operates and identifies new behavioural elements for potential leaders at each stage of their career path. The pathway is designed for use by current and future leaders of the APS and people who are responsible for leadership development. The pathway: supports a whole of government perspective provides a foundation for development activities clarifies capabilities and behaviours that are expected at each level. The pathway is useful in guiding leadership capability development for: those aspiring to leadership positions at all levels those in transition to the next level or new role those who want to be more effective at their current level. The pathway is also available on the Commission website at The pathway is a cumulative model, with behaviours identified at one level becoming the floor level for the levels above. There are complex, subtle differences across the levels. The pathway s descriptions and behaviours are level specific rather than job specific. The pathway may be applied differently by agencies depending on size and location. Agencies are at different points in the development of their leaders. In a devolved APS environment this is inevitable. The components of the ILS have been designed for flexible application. Agencies will select those aspects of the leadership pathway that suit their requirements, adjusting is required to meet their particular context. The pathway The pathway is presented in two ways: comparative view individual profiles. 4

6 Comparative view of the pathway The comparative view in the original ILS book scans across the levels from EL1 to SES B3 to identify the changes in capability at each level. An additional ILS book containing capability descriptions and behaviours for APS levels is available.the comparative view of the pathway is included on the Commission website at Individual profiles Another way to look at the capabilities and behaviours described in the pathway is by individual profiles. A profile exists for each level. The profiles describe the capabilities and behaviours expected at a particular level, and complement agency specific capabilities and individual job requirements. Individuals may use the profile as a guide to identify areas of strength and areas for development. The profiles enable a complete view of the capabilities that would be expected at a particular level. The profiles do not contain any mandatory requirements but are a tool to assist individuals to identify development needs and options. Individual profiles for EL1 to SES B3 are included in the original ILS book. An additional ILS book containing individual profiles for APS levels is available. The individual profiles for levels from APS 1 to SES B3 are included on the Commission website at 5

7 3 Support tools This document is intended to be used in conjunction with the ILS and provides further information to assist individuals to assess their capability requirements identify appropriate development strategies formulate a capability development plan outlining both immediate and long term goals for development, which will form the basis of a learning agreement. Agencies and individuals will select the tools that suit their requirements, adjusting as required to meet their particular context. Evaluate capability acquired Assess capability requirements Formulate capability development plan Capability development planning Align with business needs Identify development strategies Figure 27 Capability development planning cycle There are many other resources available to individuals including the human resources area of their own agency to assist them in developing a learning agreement. Finally, the Commission has programmes and networks available, on an ongoing basis that would benefit individuals interested in further developing their capabilities. 6

8 4 Assess capability requirements This section guides individuals through the process of assessing capability requirements, and identifies resources and tools which can be used to assess capability requirements. Evaluate capability acquired Assess capability requirements Formulate capability development plan Capability development planning Align with business needs Identify development strategies Figure 3 Capability development planning assess capability requirements The ILS resources which can be used for assessing capability development needs include: leadership pathway identifies and describes leadership capabilities for all levels critical transition points identifies the area of most change from one level to another, and can assist individuals identify priorities for development layers of complexity allows individual to assess the level of complexity of their role ILS capability assessment kit (for EL1 to SES B3 levels) allows individuals to prioritise the capabilities required for their role, assess their capabilities and prioritise development needs (individuals will also need to assess any agency specific capability requirements) business capability requirements allows individuals to align their capability development plans with business needs. priorities for development allows individuals to record their priorities for development against the ILS and agency specific requirements. 7

9 Planning guide for assessing capability development needs The planning guide provides individuals with an overview of the resources available for planning capability assessment. Individuals will also need to consider what resources are available within their own agency. ILS Resources Possible data sources Stakeholders and their roles Leadership pathway: comparative view Leadership pathway: individual profile Critical transition points Layers of complexity Complexity map Relationship map ILS capability assessment kit Business capability requirements Priorities for development Organisational business plans HR performance reports Workforce plans Succession plans 360 feedback data Data from other diagnostic tools e.g. emotional intelligence Feedback from performance interviews Organisational reviews Insight from key stakeholders Agency specific capability frameworks Individual Line manager HR Assess capability development requirements Provide feedback on results of capability assessment Sign off on capability assessment process Provide information on agency capability models and priorities Figure 4 Planning guide capability assessment 8

10 4.1 Critical transition points Critical transition points have been identified for each capability across the various levels. These are points where new behaviours have been introduced. This tool is useful for individuals looking to move to a more senior level and need a snapshot of critical differences between levels. It will also help individuals identify capability development priorities. Capabilities APS 1 APS 2 APS 3 APS 4 APS 5 APS 6 Supports strategic direction Supports shared purpose and direction Thinks strategically Harnesses information and opportunities Shows judgement, intelligence and commonsense Achieves results Identifies and uses resources wisely Applies and builds professional expertise Responds positively to change Takes responsibility for managing work projects to achieve results Supports productive working relationships Nurtures internal and external relationships Listens to, understands and recognises the needs of others Values individual differences and diversity Shares learning and supports others Displays personal drive and integrity Demonstrates public service professionalism and probity Engages with risk and shows personal courage Commits to action Promotes and adopts a positive and balanced approach to work Demonstrates self awareness and a commitment to personal development Communicates with influence Communicates clearly Listens, understands and adapts to audience Negotiates confidently 9

11 Capabilities EL1 EL2 SES B1 SES B2 SES B3 Shapes strategic thinking Inspires a sense of purpose and direction Focuses strategically Harnesses information and opportunities Shows judgement, intelligence and commonsense Achieves results Builds organisational capability and responsiveness Marshals professional expertise Steers and implements change and deals with uncertainty Ensures closure and delivers on intended results Cultivates productive working relationships Nurtures internal and external relationships Facilitates cooperation and partnerships Values individual differences and diversity Guides, mentors and develops people Exemplifies personal drive and integrity Demonstrates public service professionalism and probity Engages with risk and shows personal courage Commits to action Displays resilience Demonstrates self awareness and a commitment to personal development Communicates with influence Communicates clearly Listens, understands and adapts to audience Negotiates persuasively Figure 5 Critical transition points 10

12 In 2005, the Corporate Leadership Council, through the Learning and Development Roundtable 1 conducted research on positioning leaders for successful transitions. They concluded that the greatest changes to leadership capabilities occur in the initial move into first-line management and therefore the area of greatest transition risk was the transition for new-to-role leaders from the role of individual contributors to first-line managers. 2 They concluded that the following learning and development strategies potentially have the most impact on building leadership bench strength. Preparing leaders for transitions Engaging managers of new leaders Providing new leaders with clear guidance Creating opportunities for learning Significant impact activities Coordinating between the individual's previous manager and new manager during the transition Providing detailed guidance to managers on how to effectively allocate their time in their new role Helping new-to-role leaders find the appropriate balance between development and performance Creating individualised plans for managers making lateral transitions within the agency Assessing the readiness of each candidate for potential managerial positions Moderate impact activities Modest impact activities Providing experienced executive coaches for leaders making transitions within the agency Providing structured opportunities for new-to-role managers to build peer networks and learn from their colleagues Creating individualised plans for managers making vertical transitions with the agency Holding managers of new-to-role leaders accountable for the success of the transition Giving corrective feedback to new-to-role managers before potential problems become entrenched Providing 'duty-free' transition periods Figure 6 Activities that build bench strength Source: Adapted from Learning and Development Roundtable, 2005, Positioning leaders for successful transitions 1 The Corporate Leadership Council has been responsible for documenting and evaluating the innovations of the world's leading HR organisations on behalf of a growing membership of more than 1000 leading corporations and not-for-profits around the globe. The Council has sought to address the challenge of providing ongoing, focused, and more support at the HR functional level by establishing Roundtable memberships including the Learning and Development Roundtable. 2 Learning and Development Roundtable, 2005, Positioning leaders for successful transitions 11

13 4.2 Layers of complexity This tool describes the increasing layers of complexity as roles change. It will help individuals identify the context that they are working in, or aspiring to. As roles change, the level of complexity changes in each of four aspects future focus, breadth of contact, breadth of impact and breadth of responsibility. Individuals can identify where different aspects of their role are more complex than others. Agencies will find these elements of complexity may affect levels other than executive and senior executive, depending on their particular context e.g. small agency or strong regional base. Future focus shifts from considering the longer-term implications of actions to developing a vision and direction for the future. This is most evident in the shapes strategic thinking and supports strategic direction capabilities. Breadth of contact stakeholder interactions become more frequent and the range of stakeholders increases. This is most evident in the cultivates productive working relationships and supports productive working relationships capabilities. Breadth of impact shift occurs from an impact on one s self and the team, to an impact on a business unit, the whole organisation and then an impact on the whole of government. This is most evident in the shapes strategic thinking, supports strategic direction and the achieves results capabilities. Breadth of responsibility clear shift in responsibility that develops from a responsibility for achieving individual and team outcomes to a responsibility for achieving organisation wide outcomes. This is most evident in the achieves results capability. The following diagram expands the descriptions of these four aspects as they increase in complexity. This is followed by more detailed information about each aspect of the levels of complexity.. 12

14 Increasing complexity Emphasis on recognising long-term implications of own work & actions Develops plans & priorities based on consideration of long-term needs Greater emphasis on bringing parties together to share information & knowledge with team, peers & colleagues Impact is on the business unit, specifically with a remit to ensure the operational effectiveness of the unit Responsibility shifts towards building business unit capacity & responsiveness Engages the business unit in activities that facilitate the achievement of long-term strategic opportunities Scope of interactions broaden and there is an increased emphasis on facilitating knowledge development and sharing Impact on the business unit, however with a greater emphasis on defining and driving strategic direction of the group Scope of responsibility moves beyond immediate priorities towards creating an environment that can flexibly respond to changing needs and circumstances Identifies opportunities that exist in the future, recognises emerging trends and aligns the business operation to capitalise on these Interactions reflect a cross agency focus, with an emphasis on encouraging stakeholders to work together to achieve outcomes Impact shifts to the organisation Responsibility shifts towards the organisation, with and emphasis on ensuring organisational sustainability Focuses on the future with the specific aim of improving the organisation's capacity to deliver outcomes There is an additional element of building a relationship with Ministers, and communicating the importance of consultation throughout the organisation A slight shift further towards organisation wide activity, including an emphasis on unifying the organisation Organisation wide responsibility is evident with a focus on removing barriers to success and looking outside the organisation for possible solutions to issues Breadth of responsibility Breadth of impact Breadth of contact Future focus Interactions are primarily with the team, peers and colleagues Impact primarily on one's self and on the team Responsibility is relatively discrete, ands is primarily directed towards tasks, projects directly relevant in the job Figure 7 Layers of complexity 13

15 Future focus As mentioned previously, as the level of complexity increases in relation to the future focus aspect, the focus shifts from considering the longer-term implications of actions to developing a vision and direction for the future. In order to understand the level of complexity of their roles, individuals may like to consider three different aspects of future focus: scanning the environment strategic and analytical thinking strategic planning. Future focus Emphasis on recognising long-term implications of own work & actions Develops plans & priorities based on consideration of long-term needs Engages the business unit in activities that facilitate the achievement of long-term strategic opportunities Identifies opportunities that exist in the future, recognises emerging trends and aligns the business operation to capitalise on these Focuses on the future with the specific aim of improving the organisation's capacity to deliver outcomes Increasing level of complexity Scanning the environment Gathers and investigates information from a variety of sources. Monitors the context in which the organisation operates Gathers and investigates information from a variety of sources. Looks for recent developments that may impact on business area Monitors information channels to understand change in the environment and new issues of importance to the government Draws on information and alternative viewpoints, monitor change in the environment to identify opportunities and potential threats Monitors change in the environment to recognise the opportunities offered through whole of government approaches Strategic and analytical thinking Understands the organisation's objectives Understands links between the business unit, the organisation and the whole of government agenda Understands links between the organisation, the wider community and the whole of government agenda Considers emerging trends and key issues for the agency and identifies long term opportunities Extensive knowledge of emerging trends key issues for the organisation, the whole of government and the broader community Strategic planning Plans to achieve operational task and short term priorities Translates strategic plans into operational goals Develops strategic direction for the business unit which is used to guide management decisions Develops integrated long-term strategic plans which are used to guide management decisions Creates organisational goals for implementing vision, which are extensively used to guide management decisions Figure 8 Future focus 14

16 Breadth of contact As the level of complexity increases in relation to the breadth of contact aspect, stakeholder interactions become more frequent and the range of stakeholders increases. In order to understand the level of complexity of their roles, individuals need to understand what relationships they manage, the purpose of those relationships, and the role that they play in the management of those relationships. Individuals can use the following process to map their stakeholders and their role in stakeholder and relationship management. Exercise: create a stakeholder/relationship map The first step in understanding the level of complexity for breadth of contact, is to identify the range of people and stakeholders that you deal with in your role, then draw up a stakeholder or relationship map. The following relationship map is provided as an example. A blank relationship map is included at figure 15 to enable individuals to map their relationships. Figure 9 Example of stakeholder/relationship map Figure 10 Relationship map template 15

17 Once you have completed the stakeholder/relationship map, the next step is to assess the complexity of each relationship, by identifying the purpose of each relationship, the frequency of contact, and your role in managing the relationship. What is the range of these relationships? are they mainly at team, business unit, agency or whole of government level? what is the purpose of each relationship? how proactive is your role in managing that relationship? For each relationship or stakeholder identified, think about the following: Purpose of the relationship to build rapport build networks to convey intentions to ask for feedback or input to provide input build credibility understand their perspective to seek buy-in Role in managing the relationship sharing knowledge facilitator consultant leader decision maker These questions will give a much clearer idea of the level of complexity of the relationships and stakeholders that you manage. Breadth of impact and responsibility For both the breadth of impact and the breadth of responsibility, as the level of complexity increases, the sphere of influence of the individual shifts from an impact on the self and the team, to an impact on the business unit, the whole organisation, to an impact on whole of government. Self Team Business unit Agency Whole of government Figure 11 Spheres of influence To map the level of complexity, individuals will need to identify the level of impact of decision making and accountability of their role. 16

18 Mapping the complexity of a role The following figure shows how the complexity of a role differs for individuals working in different contexts. In this example although both people are at the same level, person 1 may be working in an area responsible for implementing a programme across the APS and therefore has a more complex breadth of contact, while person 2 may be working in a role developing strategies for the next 3-5 years and therefore sits further along the future focus aspect. A blank complexity map is included at figure 13 to allow individuals to map the complexity of their role. Future focus Person 1 Person 2 Breadth of responsibility Breadth of contact Breadth of impact Figure 12 Complexity map example Future focus Breadth of responsibility Breadth of contact Breadth of impact Figure 13 Complexity map 17

19 4.3 ILS capability assessment kit This section of the document is designed to assist individuals prioritise the capabilities required for their role, assess their capabilities and prioritise development needs. The ILS capability assessment kits are currently available for each level from EL1 to SES B3. Each kit consists of card sets which enable an individual to identify and prioritise capability development requirements based on their current position, or a role they aspire to. Individuals are provided with a set of instructions, together with an assessment form that, once completed, forms the beginning of a capability development plan. The ILS capability assessment kits are available for purchase from the Commission. The benefits for individuals are that they are able to prioritise the five capabilities to reflect their current role, and then identify their capability development needs against those priorities. The benefits for agencies are that staff and managers are able to identify articulated, specific behaviours as a basis of capability development, rather than loose generalisations. This will enable more targeted development to be provided across the agency. This section contains instructions for using the ILS capability assessment kit, however if individuals do not wish to purchase the ILS capability assessment kit, the selfassessment forms can be used on their own to assess and prioritise capability needs. Instructions for using the self-assessment forms by themselves are also included. Additional copies of the self-assessment forms are available on the Commission website at 18

20 Instructions for using the ILS capability assessment kit The kit includes four items for each level: set of instructions card sort 1 (descriptions) this set uses the capability descriptions to identify the capabilities required to operate successfully in the role card sort 2 (behaviours) this set uses the behaviours to identify an individual s capability development requirements self-assessment form after completing the card sorts, the information is transferred to the self-assessment form. This allows individuals to identify their priorities for development. Steps to identify priorities for development 1 Use card sort 1 (descriptions) to prioritise capabilities required for role 2 Transfer results to self assessment form 3 Use card sort 2 (behaviours) to identify development requirements 4 Transfer results to self assessment form 5 Use capability gap matrix to identify priorities for development Figure 14 Using the ILS capability assessment kit Step 1 using the card sort 1 (descriptions) This card sort is used to prioritise the capabilities required to operate successfully in your role. It is important to note that you are not assessing your own capabilities in this section, but rather the requirements of the role. Each set contains three category cards and a capability description for each of the 20 capabilities from the pathway. Select the card set which applies to your current role. 19

21 Read the capability description on each card and sort the cards into the following categories: essential capabilities which are critical to the success of your role significant capabilities which, while not as critical to the success of the role, are still important less significant capabilities which may not be as significant to the success of the role. Note: where appropriate, critical transition points are indicated using the CTP in the top right hand corner of the card for cards sets. symbol ESSENTIAL SIGNIFICANT LESS SIGNIFICANT Shapes strategic thinking Capability description Achieves results Capability description Communicates with influence Capability description Achieves results Capability description Communicates with influence Capability description Shapes strategic thinking Capability description Figure 15 Using card sort 1 descriptions Step 2 transfer results to self-assessment form Once you are satisfied with the card sort, transfer the results to the self-assessment form for that level using the column capabilities required for role as per the following example from the EL2 level. Figure 16 Self-assessment form capabilities required for role 20

22 Step 3 using the card sort 2 (behaviours) This card sort is used to identify your current capability development requirements. Each set contains three category cards and a card detailing each behaviour for the 20 capabilities from the Pathway. Select the card set for your level, read each card and sort the cards into the following categories: confident you are confident you have sufficient experience in this capability needs development you believe you need more development or experience to build on your existing capability needs significant development you have little or no capability in this area and you believe that you need significantly more development or experience in this capability. Note: where appropriate, critical transition points are indicated using the CTP in the bottom right hand corner of the card for cards sets. symbol CONFIDENT NEEDS DEVELOPMENT NEEDS SIGNIFICANT DEVELOPMENT Shapes strategic thinking Behaviour Achieves results Behaviour Communicates with influence Behaviour Achieves results Behaviour Communicates with influence Behaviour Shapes strategic thinking Behaviour Figure 17 Using card sort 2 behaviours Step 4 transfer results to self-assessment form Transfer the results to the self-assessment form for that level using the column current level of capability to identify those capabilities where you believe you want more development or experience to build on your existing capabilities as per the following example from the EL2 level. Figure 18 Self-assessment form current level of capability 21

23 Step 5 identify priorities for development Use the capability gap matrix diagram to assess the priority for development and record in the priority column. For example, if you have indicated that a behaviour is essential for a role, and needs significant development then the priority would be 1 highest priority for development. Similarly if you indicated that a behaviour is desirable for a role and needs development, then the priority for development would be 2 medium priority for development. You may then want to discuss with your manager areas you have identified that need further development or experience. The table at figure 24 can be used to record the highest priority development needs. This will form the basis of your capability development plan and learning agreement. Capability gap matrix Needs significant development Needs development Confident Priority capabilities for role Essential Significant Less significant * 4 4 Essential Significant Less significant Needs significant development Needs development Confident Current capability 1 Highest priority for development 2 Medium priority for development 3 Low priority for development 4 No development needed at this stage * This section rated 3 to reflect need for currency of capability Figure 19 Capability gap matrix 22

24 After completing the self-assessment for your current role, you may wish to identify the capabilities required to operate at a more senior level and identify priorities for development against a future role. This is particularly useful for people aspiring to more senior leadership positions. Agency specific capabilities In addition to the ILS leadership capability requirements identified using the ILS capability assessment kit, it is important that individuals also assess any agency specific, technical and management capability requirements. APS leaders require a mixture of technical and management expertise as well as leadership capabilities as shown in the following figure. The precise balance will depend on the level of seniority of the individual. For example, a policy advisor requires subject matter expertise, skills in administration, communication and relationships to ensure the advice takes account of stakeholders and can be implemented in practice. People in service delivery agencies need technical expertise as well as management and leadership capabilities in dealing with clients and stakeholders. The particular mix of capabilities will vary depending on agency, and the level and/or role of the person. Technical (agency specific) Person 1 Person 2 Leadership Management Figure 20 Mix of leadership and agency specific capabilities 23

25 Instructions for using the self-assessment forms (without cards) Although the use of the cards makes the capability assessment kit much easier to use, the self-assessment forms can be used by themselves to assess capability requirements. Steps to identify priorities for development 1 Read the capability descriptions and prioritise the capabilities required for current role 2 Read the capability behaviours and identify current capabilities and development requirements 3 Use capability gap matrix to identify priorities for development Figure 21 Using the self-assessment forms (without cards) Step 1 prioritise capabilities for role The first step is to prioritise the capabilities required to operate successfully in your role. You may wish to discuss this with your manager to get a clear picture of what is required in the role. It is important to note that you are not assessing your own capabilities in this section, but rather the requirements of the role. Read each capability description and decide whether the capabilities are: essential capabilities which are critical to the success of your role significant capabilities which, while not as critical to the success of the role, are still important less significant capabilities which may not be as significant to the success of the role. Use the column capabilities required for role to record the results as per the following example from the EL2 level. 24

26 Figure 22 Self-assessment form capabilities required for role Step 2 assess current capabilities The next step is to identify your current capability development requirements. Read each behaviour statement and decide whether you are: confident you are confident you have sufficient experience in this capability needs development you believe you need more development or experience to build on your existing capability needs significant development you have little or no capability in this area and you believe that you need more significantly more development or experience in this capability. Use the column current level of capability to identify those capabilities where you believe you want more development or experience to build on your existing capabilities as per the following example from the EL2 level. Figure 23 Self-assessment form current level of capability 25

27 Step 3 identify priorities for development Use the capability gap matrix diagram at figure 19 to assess the priority for development and record in the priority column. For example, if you have indicated that a behaviour is essential for a role, and needs significant development then the priority would be 1 highest priority for development. Similarly if you indicated that a behaviour is desirable for a role and needs development, then the priority for development would be 2 medium priority for development. You may then want to discuss with your manager areas you have identified that need further development or experience. The table at figure 24 can be used to record the highest priority development needs. This will form the basis of your capability development plan and learning agreement. After completing the self-assessment for your current role, you may wish to identify the capabilities required to operate at a more senior level and identify priorities for development against a future role. This is particularly useful for people aspiring to more senior leadership positions. Agency specific capabilities In addition to the ILS capability requirements identified using the ILS capability assessment kit individuals should also assess any agency specific and/or technical capability requirements. 26

28 Record priorities for development ILS leadership capabilities High priority Medium priority Agency specific, technical or management capabilities High priority Medium priority Figure 24 Record priorities for development 27

29 5 Align learning with business needs This section is designed to assist individuals align the capability assessment process with organisational capability requirements. Evaluate capability acquired Assess capability requirements Formulate capability development plan Capability development planning Align with business needs Identify development strategies Figure 25 Capability development planning align with business need Once individuals have identified their own capability development requirements, it is important that they also consider what capabilities are needed at an organisational and business unit level to achieve the desired organisational goals. This process will ensure that individual capability development plans align with business needs. All agencies are different however they vary in business focus, size, culture, geographical location, workforce profile, therefore the capability requirements of each agency will be different. 28

30 The following diagram illustrates the different perspectives between the individual and the agency, in terms of capability development. Individual Past Present Future Past experience, skills, knowledge and expertise Current priorities for role / career Future career goals Agency Combined capabilities of people in the agency Current priorities for developing people within the agency Future talent needed to sustain the leadership capability of the agency Figure 26 Capability development perspectives Many agencies will already have identified a profile of the capabilities required to achieve their key outcomes. If not, figure 27 provides some questions individuals should consider to assess the agency s capability requirements. Information about the capability requirements for the business unit and agency can be recorded in figure

31 Individual Business unit Agency Past What have I achieved so far? Past experience, skills knowledge and expertise What are my strengths? What do I need to improve? Review past year s business unit plan What did the business unit do well? What do we need to improve on? Review past year s key planning documents including corporate plans, Portfolio Budget Statements What were the strategies, outputs and outcomes, and were they achieved? What does the agency need to improve on? Current Results from the capability assessment process What capabilities are needed to deliver my business outcomes? What capabilities do I currently have? Are there any critical capability gaps? Review current key planning documents including business unit plan What are the key strategies, outputs and outcomes for the unit? What capabilities are currently vital to enable the business unit to achieve its goals and objectives? What capabilities currently exist within the business unit? What are the critical capability gaps for the business unit? Review current key planning documents What are the key challenges facing the agency? What are the key strategies, outputs and outcomes for the agency? What capabilities are required to deliver the business outcomes? What capabilities currently exist within the agency? What are the critical capability gaps for the agency? Are there differences at regional level? Future Career goals Immediate goals what do I want to achieve in the next few months? Medium goals what do I want to achieve in the next 6 12 mths? Long term goals what do I want to achieve in the next 1 5 yrs? Future trends What are the future business challenges facing the business unit? What new or changed services will be needed in the medium term? What will be future best practice for the business unit s operations and services? What new capabilities will the business unit need in the next 5 years and which capabilities will be less important? What is the risk of not gaining the capability within the unit? Future trends How is the agency s work expected to change e.g. through changes in mission/goals, technology, new and/or terminated programs or functions? What are the future business challenges facing the agency? What new or changed services will be needed in the medium term? What will be future best practice for the agency s operations and services? How will changes in other related bodies affect the agency? What new capabilities will the agency need in the next 5 years and which capabilities will be less important? Figure 27 Aligning individual capability needs against business needs 30

32 Performance Capability What are the key performance outcomes? Priority What capabilities are required to deliver on the performance imperatives? Over what timeframe is capability change required? Assess the risk of not developing the capability i.e., identifying the cost of doing nothing Agency Business unit Figure 28 Business capability requirements The business of many agencies is constantly changing, and this process needs to be regularly revisited to make sure that the capability development plan remains well aligned to the business performance and change agenda. Additional resources The human resources area in their own agency may be able to assist individuals with information about the agency s capability frameworks as well as any workforce planning and succession management frameworks. 31

33 6 Identify development strategies This section of the document provides further information about the resources available to assist individuals develop their capabilities. It is not intended to serve as an overall plan for capability development. Evaluate capability acquired Assess capability requirements Formulate capability development plan Capability development planning Align with business needs Identify development strategies Figure 29 Capability development planning identify development strategies It is valuable to incorporate a blend of development activities into a career development plan. Development activities which enable individuals to build on their strengths and acquire new capabilities can include on-the-job training, development opportunities such as special projects, conferences, placements and mentoring, as well as formal classroom training. A development plan should therefore include a range of development options such as: challenging organisational opportunities use of coaching and mentoring services well-targeted learning and development programmes including seminars, forums, conferences, executive development programmes, Australian Public Service Commission and agency-specific development programmes, as well as membership of professional and community bodies, and professional networks formal education including accredited courses, distance education online, undergraduate and postgraduate studies. The examples provided in this section describe development activities that will build breadth and depth of experience. These examples are by no means exhaustive, and opportunities will vary depending on the agency and location. 32

34 No single development option will cover all dimensions of a public service career, and will change dependent upon the individual s role and level. It is likely that individuals will need to select a range of development methods and activities to address all their capability development requirements. Planning guide for identification of development strategies This planning guide provides individuals with an overview of the resources available for identifying development strategies. Individuals will also need to consider what resources are available within their own agency. ILS Resources Possible data sources Stakeholders and their roles Development methods and options Organisational opportunities Placement guidelines Coaching model Learning and development opportunities Capability development plan Learning agreement Insight from key stakeholders Agency specific capability frameworks Agency specific learning and development opportunities Past learning agreements and development plans Line managers Team members and reports Clients and customers Individual Line manager Identify development strategies Provide information on organisational opportunities Agree on identified development strategies Approve resources required HR Provide information on agency s learning and development opportunities Figure 30 Planning guide for identification of development strategies There are a number of factors that need to be considered when deciding which development activities or interventions are most appropriate to address capability gaps: relevance does the learning and development activity address both business and individual capability needs? appropriateness is the learning and development activity appropriate in terms of timing, cost-effectiveness, quality and delivery methods? The following table lists a number of questions which may help individuals identify the relevance and appropriateness of a development activity. 33

35 Relevance Attribute Alignment with learners performance objectives Ability to customise Relationship building opportunity Work experience Questions to consider How closely is the development activity aligned with the majority of the learner s performance objectives? If required, can the development activity be customised for the common needs of a small group of employees? Does the development activity enable the learner to build relationships with people in the organisation outside their team? Does the development activity enable the learner to build relationships with people outside the organisation? Does the development activity reflect the typical projects and responsibilities of the learner? Breadth of availability Is the development activity available to all employees or is it limited to a particular audience? Frequency of availability How often is the development activity offered? Appropriateness Time to completion Cost of development Employee time away from work Delivery solution Type of facilitation How long does it take to complete? What is the budget for the development of the learner? What length of time can the employee spend away from work? Is the optimal delivery solution face-to-face, electronic delivery, or a blend of both? Is the optimal facilitation method group oriented or individualised? Should it include expert facilitation, coaching or self-directed solutions? Figure 31 Identifying appropriateness of development activities Source: adapted from Learning and Development Roundtable, 2004, Maximizing L&D s contributions to business performance The following section provides more information about organisational opportunities, internal and external placements, coaching and mentoring, and learning and development programmes. 34

36 6.1 Organisational opportunities While no single experience in each of the examples provided will cover all dimensions of public service; each will help build breadth and depth of experience to help public servants to develop a holistic perspective of the role of the public service and the kind of leaders required. Development plans should therefore include a range of organisational development options such as: challenging job-based experiences including job rotation, higher duties opportunities and cross-functional involvement work-shadowing other colleagues being placed in high-stake, ambiguous or difficult situations participating in steering committees, working parties, special projects, interdepartmental committees, or task forces leading or implementing a whole of organisation project taking on a significant project of work that presents new learning and challenges, working with people or in situations not previously encountered internal placements or assignments that provide developmental challenges which increase a person s range of capabilities and experience, and provide greater exposure to, and knowledge of the organisation external placements being coached or mentored coaching or mentoring other colleagues exposure to the strategic agenda and to senior officials of the organisation formation of knowledge networks across the agency and/or sharing work knowledge such as internet research with colleagues dealing with or leading significant change managing people for the first time. Another valuable organisational opportunity involves working in different types of roles e.g. moving from line operations to corporate or policy role, or vice versa. The following figure provides a series of examples and potential benefits this list is by no means exhaustive and opportunities will vary depending on the agency and location. 35

37 Opportunity Examples could include: Potential benefits working in a public sector service delivery role working in a public sector policy role working in national office or central organisation role working in a branch or regional office role working in a Minister s office international experience working with clients and/or members of the public leading and managing a service delivery work team placement to a special cross-partner project conducting research as part of a multidisciplinary team experiencing and articulating an external (e.g. community, business, regional or international) perspective into policy formulation evaluation or implementation work experience over more than one agency sector or area of specialisation leading and managing a work team in a national office environment participating in a project team with staff drawn from both national and regional offices implementing national policy at local level field testing or researching for future policy initiatives participating in a project team with staff drawn from both national and regional offices providing advice directly to ministers, senior officials, or select committees contributing to the management of the political government interface representing Australia s interest on the international arena, which is the core aspect of the work of several agencies, e.g. foreign affairs, trade and overseas development, economic development, tourism and education most ministers have an international dimension to their work understanding the impact of implementing policies gaining experience in process and people management demonstrating the application of people and client skills, and flexibility gaining experience in accountability for financial and physical resources gaining experience in leading and managing teams understanding policy development, implementation, monitoring and evaluating of processes and practices understanding how government programs are structured understanding how consultation processes contribute to success and timeliness of programs gaining experience in accountability for financial and physical resources gaining experience in leading and managing teams developing research skills understanding how the whole APS works appreciating the coordination and prioritisation required to pursue a broad strategy relating with people at senior level in other APS agencies understanding the viewpoint of people outside of a national office environment providing advice that recipients see as showing an understanding of, and being relevant to, regions and communities developing confidence in relationships with ministers and the ability to assert professional advice developing timing, tone, prioritisation and policy advice that are in step with Ministers needs, building trust and confidence in professional ability understanding how politicians operate, and how decisions are made understanding Australia s perspective and contribution to international issues acquiring ability to represent a whole of government perspective on international affairs and issues seeing how other countries public sectors are approaching similar challenges Figure 32 Organisational opportunities and benefits 36

38 6.2 Internal and external placements Both internal and external placements provide a valuable development opportunity to enhance an individual s capability. Throughout this section the following terms will be used for both internal and external placements: individual the individual who is undertaking the internal or external placement home manager the individual s manager within the home team/agency host manager the individual s manager within the team/agency where the placement will occur. Placements can be useful when an employee is expected to acquire new capabilities consistent with their agreed capability development plans. For example, the individual: has developed theoretical understanding but has little practical experience has practical hands-on-experience but needs to put this into a strategic context has expertise in an area of speciality and could further expand their professional knowledge and skills has project management training or experience in smaller projects and could take on a project management leadership role will be stretched by experiencing higher levels of leadership and accountability will benefit from working in more complex environments or in a new or different type of organisation, or would like some experience in a particular role. Once the placement opportunity has been identified, it is useful for the individual and their line manager to identify specific capabilities which will be developed by the placement opportunity. Other factors which need to be considered include: the expectations the host agency has of the individual in contributing to the outcomes of that agency, and planning for the individual s return to the area and/or agency including: finding out the individual's new expectations on return to the home team/agency identifying how to build on the experience gained during the placement e.g. expanding the individual's role into more complex or higher profile work areas possibly re-inducting the individual on their return if the home team has changed or developed in different ways during the individual's absence. Guidelines have been developed for the individual, the home manager and the host manager, outlining factors to keep in mind during the placement. These guidelines apply equally to both internal and external placements. 37

39 Evaluation of placement It is important that the individual and if appropriate, the home manager and host manager evaluate the placement at its completion. Suggested evaluation questions include: Individual was the placement worthwhile for you? was it a successful development opportunity? do you use what you learnt in your current role? If, so how? has your home team/agency built on the experience gained as a result of the placement? If so, how? what worked well with the host team/agency? With the home team/agency? what didn't work so well with the host team/agency? With the home team/agency? what would you do differently with the next placement? Home manager was a placement the appropriate development initiative for the individual? how did the back-filling arrangements go? did the individual enhance their capabilities and performance as a result of the placement? how has the home team/agency used the experience gained on placement? what worked well with the placement, with the individual? what didn't work so well with the placement, with the individual? what would you do differently with the next placement? Host manager was a placement the appropriate means to meet the business need? did the nature of the work change, in what way? was the individual a good fit for the business need? what worked well with the placement, with the individual? what didn't work so well with the placement, with the individual? what would you do differently with the next placement? Additional resources Individuals should contact the human resources area in their own agency to obtain information about mobility and/or interchange programmes, and any placement opportunities available within the agency. Section 8 of this document provides more information on evaluating learning and development. 38

40 Guidelines for individual Steps Process Prior to the placement Identify the purpose of seeking a placement Decide whether a placement is the most appropriate development opportunity Obtain your manager's approval Identify a placement opportunity Assess the suitability of the particular placement Apply for the placement Negotiate terms and conditions of the placement A placement may be: an opportunity to meet development needs identified during a formal capability development planning process an opportunity to transfer/use skills and knowledge that could contribute to whole-of-government outcomes by building capability in another organisation. Your manager may have different views on how best to meet your development need. Some points to consider are whether: it may be more effective to consider other development opportunities, such as on-the-job training, participating in inter-departmental project teams, participation in programmes, seminars and conferences, etc. the timing is right in terms of the home team/agency s business needs, staffing levels, etc. Your manager will need to take into account the timing of a placement and options to back-fill your position. They need to consider their business needs, including: work deadlines or commitments the current staffing level within the team how the position could be back-filled. Placement opportunities can be identified through networks, personal contacts, your HR area or through your manager. The suitability of a placement will depend on a number of factors. You need to assess the specific benefits and learning objectives of the proposed placement before deciding whether to proceed further. Does the placement: provide an opportunity for you to meet your development needs? fit with business needs, e.g. duration, start date, etc.? Check on the requirements for submitting an application it may vary with each placement opportunity. Ensure that expectations, accountabilities and performance objectives are clear to all parties including the individual, home manager and host manager. Continued on next page 39

41 Steps Process During the placement Induction Performance management Maintain contact with the home agency For external placements, does the host agency have an induction process? How will you familiarise yourself with aspects of the team/agency you will need to know in order to understand its culture and to fulfil your work objectives successfully. Throughout the placement, regular feedback from your host manager will assist you to evaluate your achievement of both the work objectives and your learning objectives. Confirm how performance management processes for the period of the placement will link into the performance management process at your home agency. Take responsibility for maintaining contact with your home agency in order to: keep abreast of any major organisational changes, new policies which are being introduced, development opportunities or current vacancies maintain social networks understand the outcomes from business processes (strategic planning, work programmes, etc.). At conclusion of placement Prepare for re-entry Evaluate the placement You and your home manager will need to discuss your expectations before your return date and jointly identify how you can continue to be challenged and developed. Evaluate what went well, what did not go well, and what should be done differently next time. Did the placement further your career aspirations? Are you now using what you learnt in your current role, back in your home team/agency. Figure 33 Guidelines for individual 40

42 Guidelines for the home manager Steps Process Prior to the placement Identify whether an internal or external placement is an appropriate option to meet a development need for an individual staff member Performance management Identify how to maintain contact Plan for the individual's return Identify whether this is an appropriate learning intervention, taking into account the home team/agency s business needs, including: work deadlines or commitments the current staffing level within the team how the position could be back-filled options include: appointing a colleague to 'act' in the position bringing in a contractor an internal rotation a reallocation of duties. Clarify how the performance management processes for the period of the placement will link into the performance management process of the home team/agency? Maintain contact throughout the placement to ensure that the individual keeps informed about their home organisation, and a smooth transition occurs when the individual returns. Plan how the individual will be able to build on the experience gained during the placement. During the placement Stay in touch with the individual Keep the individual informed on a regular basis of news and events from their team and the organisation as a whole e.g. forward key s and documents, invite the individual to planning or other key meetings where any major changes or introductions of new policies are being discussed. At conclusion of placement Prepare for the individual's re-entry Evaluate the placement process Consider how the individual's new skills can be used. What are your new expectations of the individual as a result of the placement? prior to their return, discuss the individual's expectations and concerns with them jointly identify how the person can continue to be challenged and developed discuss with the individual the setting of new performance objectives and development plan goals avoid bringing the individual back into a position with less responsibility and autonomy than they had before and during the placement. Evaluate what went well, what did not go well, and what should be done differently next time. Figure 34 Guidelines for home manager 41

43 Guidelines for the host manager Steps Process Prior to the placement Identify short-term capability need and whether a placement is appropriate Identify the most appropriate person for the position Negotiate terms and conditions of the placement Finalise agreement Identify the capability profile needed for the position, and whether a placement is the best option to fill the business need as opposed to: making a permanent appointment, or contracting a temporary consultant. Note: Get it right a recruitment kit for managers (Australian Public Service Commission) and the ILS pathway are useful resources for determining the required capability profile for individual positions. Use the organisation's existing selection processes, taking into account the capability needs of the organisation. Negotiate an agreement ensuring that expectations, accountabilities and performance objectives are clear to all parties including the individual, the home and host manager. Agreement could include details of: how the individual's performance will be assessed who will conduct the assessment, and how often how the information will be fed back to the individual, and how it will be delivered to the home manager. Advise staff in both organisations about the placement who they are, when they will start and what their objectives will be. During the placement Induct the individual Provide feedback Induct the individual as appropriate provide resources on the organisation's policies and procedures, and introduce the individual to key contacts, explain access to the building, IT systems, etc. Provide constructive feedback to the individual within a couple of days on how they are settling into the work environment and how they are undertaking the assignment/project etc. Confirm arrangement for feedback and review, and discuss the individual's progress in regular formal interim reviews. At conclusion of placement Evaluate the placement Evaluate the placement separately from the performance appraisal process for the individual. Evaluate what went well in the placement process, what did not go well and what should be done differently next time. Figure 35 Guidelines for host manager 42

44 6.3 Coaching and mentoring The overall purpose of coaching/mentoring is to provide help and support for people in order to help them develop their skills, improve their performance and maximise their potential. It usually lasts for a short period and focuses on specific skills and goals. Although there is a lack of agreement about precise definitions, there are some core characteristics of coaching activities that are generally agreed on by most coaching professionals: goals are focused on specific issues/areas improving performance and developing/enhancing individuals skills, personal issues may be discussed but the emphasis is on performance at work it consists of one-on-one developmental discussions the coach provides structure, direction, feedback, and identifies and facilitates opportunities for development, while an individual being coached takes responsibility for job-related goals it is a relatively short-term activity a structured process with start and end points coaching includes giving and receiving constructive feedback. Coaching is particularly valuable where executives are seeking to devote some concentrated time and expertise to their specific issues, to acquire new knowledge and skills, and to increase confidence. The possible benefits of coaching and/or mentoring are: Benefits for the individual individuals learn how to identify development needs coaching can have a positive impact on performance individuals gain greater self-awareness individuals acquire new skills and abilities Benefits for the organisation build capability for future business demands support new ways of working improved productivity, quality, and customer service value increased employee commitment and satisfaction, which can lead to improved retention can demonstrate to employees that an organisation is committed to developing its staff and helping them improve their skills coaching can be used to support new-torole leaders coping with new responsibilities Figure 36 Benefits of coaching and mentoring 43

45 Coaching vs. mentoring There are many similarities between coaching and mentoring since both involve a one-to-one relationship that provides an opportunity for individuals to reflect, learn and develop. However, some commonly agreed differences between coaching and mentoring are: Mentoring ongoing relationship that can last for a long period of time can be more informal and meetings can take place as and when the mentee needs some advice, guidance or support more long-term and takes a broader view of the person mentor is usually more experienced and qualified than the mentee often a senior person in the organisation who can pass on knowledge, experience and open doors to otherwise out-of-reach opportunities focus is on career and personal development agenda is set by the mentee, with the mentor providing support and guidance to prepare them for future roles mentoring revolves more around developing the mentee professionally Coaching relationship generally has a set duration generally more structured in nature and meetings are scheduled on a regular basis short-term (sometimes time-bounded) and focused on specific development areas/issues coaching is generally not performed on the basis that the coach needs to have direct experience of their client s formal occupational role, unless the coaching is specific and skills-focused focus is generally on development/issues at work agenda is focused on achieving specific, immediate goals coaching revolves more around specific development areas/issues Figure 37 Differences between coaching and mentoring Some questions to help decide whether coaching is the most appropriate course of action are: what are the developmental goals for the individual? what will happen if no coaching occurs? what impact is the coaching expected to deliver? are there any other development options that will deliver the same results? The line manager and HR are also key stakeholders in any coaching relationship and need to understand their role in making the coaching work. As part of their role in supporting the coaching initiative, the line manager needs to: encourage the individual to spend time and effort thinking about their development and career plans provide the individual with time to undertake the coaching not expect to get information back from the coach on the individual, unless it has been explicitly agreed with the individual and the coach not put pressure on the individual to meet unrealistic goals or meet goals in unrealistic timeframes discuss progress with the individual and what they feel they have gained recognise progress and reward achievement of coaching goals. 44

46 Key areas of HR involvement may include: assessing an individual s need for coaching and identifying desired performance improvements determining the best use of internal and external coaches running a rigorous coach selection process assisting in the matching process briefing the coach managing the contracting process monitoring effectiveness and measuring the impact of coaching capturing evaluation data integrating coaching with other HR and development activity. Once coaching has been identified as the most appropriate development option, the selection and recruitment of the coach can begin. Selecting a coach internal or external? The first key decision is whether to use external coaches or internal coaches. Many agencies, particularly smaller ones, will simply not have the internal capability and it may be more cost-effective to hire an external coach, rather than train someone internally. Organisations that are undertaking a considerable amount of coaching, however, may find it more cost-effective to build up their internal coaching capability and only use external coaches in specific situations. External coaches are preferable for providing sensitive feedback to senior business leaders for bringing specialised expertise from a wide variety of organisational and industry situations when individuals are concerned about conflict of interests and whether confidentiality will be observed for providing a wider range of ideas and experience for being perceived as more objective Internal coaches are preferable when detailed knowledge of the corporate culture is critical when easy availability is desired for being able to build up a high level of personal trust over a period of time for keeping costs under control Figure 38 Internal vs external coaches Individuals should contact the human resources area in their own agency to find out what coaching and mentoring services are available within their agency. 45

47 Managing the coaching cycle After a coach has been selected to work with the agency or individual, there are a number of steps that need to be undertaken to manage the coaching relationship. End the coaching cycle Evaluate effectiveness Create the coaching relationship Coaching cycle Identify coaching goals Develop coaching plan Coach and check progress Figure 39 The coaching cycle Create the coaching relationship The primary relationship in any coaching activity is between the coach and the individual. Other key stakeholders include the person representing the agency s interests most frequently a HR practitioner and the individual s line manager. Many coaching relationships therefore start with a meeting between the coach, the individual, and the line manager to discuss how the coaching intervention may work. Some of the issues which should be agreed on include: estimated timescale for the coaching engagement proposed structure of the coaching sessions clarification of the roles and responsibilities of the individual, the coach, the line manager and HR the evaluation process and how the manager and HR will receive feedback on the effectiveness of the coaching progress reporting how, what, where and when any confidentiality arrangements which are required statistics which need to be kept for annual learning and development reporting administrative arrangements. 46

48 It is also important to consider who will brief the coach so they understand the organisational context in which the coaching will take place. Some briefing material which could be prepared to assist the coach to understand the broader organisational context include: information about the agency including the corporate goals, mission statements, strategies, values, locations, services, clients etc. the overall HR strategy and activities the agency s leadership and capability models. Identify coaching goals At an early stage, individuals should identify what they want to achieve from the coaching sessions and specific development areas to focus on. Individuals also need to consider the objectives for the coaching from the organisation s perspective not only how the coaching will benefit the individual, but also how this will translate into an improved contribution to the team. The goals should be as specific as possible to enable the results to be measured as part of the evaluation of the effectiveness of the coaching. Develop a coaching plan The coaching plan outlines the responsibilities of the individual, their line manager and the coach, as well as reporting requirements. A typical coaching plan may include: the initial coaching goals and the specific outcomes required agreed timelines any pre-coaching diagnostics to be used e.g. 360 feedback tools specific action and learning plans structure of the coaching sessions how many sessions, how often will they take place, where will they take place, will they be face-to-face, etc. agreed confidentiality guidelines how the coaching will be evaluated arrangements for monitoring progress after the coaching sessions have ended. Coach and check progress Once the coaching plan has been agreed, the coaching sessions can commence. Although the structure of coaching sessions will vary depending on the needs of the individual, the most common structure for a coaching session is the GROW (goal, reality, options, wrap-up) model (Landsberg, 2003). The framework provides a simple four-step structure for a coaching session. 47

49 Agree topic for discussion Agree specific objective of session Set long-term aim if appropriate Invite self assessment Offer specific examples of feedback Avoid or check assumptions Goal Reality The GROW model Wrap-up Options Commit to action Identify possible obstacles Make steps specific and define timing Agree support Cover the full range of options Suggestions from both coach and individual Ensure choices are made Figure 40 The GROW model Source: Adapted from Landsberg, M, The tao of coaching, 2003, Profile Books Ltd, London Goal: the coach and individual agree on a specific topic and objective for the discussion: What would I like to achieve long term? What outcome would I like from this session? What would I like to happen that is not happening now? What would I like not to happen that is happening now? Reality: both the coach and the individual invite self-assessment and offer specific examples to illustrate their point: What is happening now? When does this happen, and how often? What effect does this have? What other factors are relevant? Who else is affecting, or is affected by this situation? What have you tried so far? Options: review progress towards goals, discuss approaches for improving job effectiveness, make choices and agree priorities for action: 48

50 What could you do to change the situation? What alternatives have you considered? Have you seen any approaches used by other people that may be appropriate? Wrap-up: the coach and the individual commit to action, define a timeframe for their objectives and identify how to overcome possible obstacles: What are the next steps? When? What are the potential barriers? What support do you need? Evaluate effectiveness of coaching Before the coaching cycle begins, it is important to plan how the effectiveness of the coaching will be evaluated. The evaluation plan can focus on a number of different areas including the degree of learning by the individual, the degree of behavioural change, and the degree of improvement in business unit effectiveness. Some of the measures which could be used to assess overall effectiveness and satisfaction with the coaching cycle include: individual and line manager satisfaction with the coaching feedback on the performance of the coach feedback from the coach achievement of the objectives set at the start of the coaching cycle comparison on pre and post coaching ratings e.g. 360 feedback, capability assessment processes etc. the impact on business performance indicators improved performance appraisal ratings. End the coaching cycle This involves all parties agreeing that the coaching goals have been met, and the proposed change or development has occurred. If the coaching goals have not been met, circumstances have changed, or the required capability development has not been achieved, then it may be necessary to review the coaching goals and if necessary, start a new coaching cycle. Additional resources The Commission also offers an executive coaching service for individuals and/or small groups of executives. This service is highly flexible the nature and extent of the coaching provided is discussed in an initial consultation. When coaching is provided, the amount and cost of that support is negotiated to suit specific requirements of individuals. For further information about this service, detailed background information on each of the executive coaches, please contact the Commission. 49

51 6.4 Learning and development programmes Well-targeted learning and development programmes would include a range of options such as: agency-specific programmes Australian Public Service Commission development programmes programmes offered by external providers. Individuals should contact the human resources area in their own agency to obtain information on the learning and development programmes available within their agency. The Commission also offers a broad range of development programmes at all levels. Information about these programmes is available on the Commission website at The Commission can also customise programmes and services to meet the particular needs of your agency in a flexible, cost-effective way. Client managers, in partnership with the panel of consultants, can help agencies assess their people issues, culture, and needs and propose tailored solutions. For more information regarding in-house delivery contact the Commission on consultancyservices@apsc.gov.au 50

52 7 Formulate capability development plan Purpose To assist individuals formulate a capability development plan and a learning agreement for the current performance cycle. Evaluate capability acquired Assess capability requirements Formulate capability development plan Capability development planning Align with business needs Identify development strategies Figure 41 Capability development planning formulate capability development plan Overview After completing their capability assessment, individuals may find it useful to complete a capability development plan outlining the immediate (1 6 mths), medium (6 12 mths) and long term (1 5 yrs) goals which have been identified. The capability development plan could also include the following information: any suggested actions, targets and timeframes which have resulted from discussions with their manager resources and strategies needed to achieve the targets how to engage the key stakeholders and decision makers what might be acceptable evidence of success, e.g. how are they going to be different? how will this affect their business results? e.g. better relationships with clients, provide better information, reduce costs etc. how will this improve their value to your business unit, agency? what is the risk of not acquiring the capability? 51

53 A capability development planning template is included at figure 42. This information can then be used to complete a learning agreement for the current performance cycle. In most cases, each agency will have their own learning and/or development agreement templates to be used as part of the development planning part of the performance management cycle. However, a generic learning agreement template has been provided at figure 43 for individuals who wish to use it, together with a sample learning agreement at figure 44. This template also allows individuals to record progress towards acquiring capabilities. 52

54 Capability development plan Objectives Type of goal Resources needed Timeframe Support Evidence Risk Capability gap to be addressed I=Immediate M=Medium L=Long-term How will you learn it? $ available Target date for completion How will you engage the key stakeholders and/or decision makers? How will you demonstrate that you have achieved the target? What is the risk of not acquiring the capability? Figure 42 Capability development plan template 53

55 Learning agreement template Name: Signature Date commencing: Supervisor: Signature Objectives Resources and strategies Deadline Evidence of learning Monitoring the evidence Verification What are you going to learn? How are you going to learn it? Target date for completion? How are you going to know that you learned it? Status of acquisition of learning? How are you going to prove that you learned it? Incomplete Complete Figure 43 Learning agreement Source: Adapted from Knowles, M (1986) Using learning contracts. Jossey Bass. San Francisco 54

56 Sample learning agreement Name: Joe Bloggs Signature Date commencing: 01 July Supervisor: Jane Common Signature Objectives Resources and strategies Deadline Evidence of learning Monitoring the evidence Verification What are you going to learn? How are you going to learn it? Target date for completion? How are you going to know that you learned it? Status of acquisition of learning? How are you going to prove that you learned it? How to supervise effectively 1. complete a 360 feedback process 2. observe a respected supervisor in action and speak with her 3. discuss what it means to be an effective supervisor with some of my peers 4. read an appropriate book on the matter April 10 April 20 April 20 April 30 debrief my team and supervisor on what I ve learned describe precise areas that I need improvement in to my team and supervisors practice and introduce one new practice a week and get feedback from my team Incomplete Complete Re-do the 360 feedback process after 6 months to demonstrate improvement. Figure 44 Sample learning agreement Source: Adapted from Knowles, M (1986) Using learning contracts. Jossey Bass. San Francisco 55

57 8 Evaluate capability acquired This section is designed to assist individuals evaluate whether identified capabilities have been acquired, as well as evaluate the effectiveness of their capability development planning process. Evaluate capability acquired Assess capability requirements Formulate capability development plan Capability development planning Align with business needs Identify development strategies Figure 45 Capability development planning evaluation capability acquired Effective learning and development evaluation is a useful management tool to promote effective learning and development and to ensure that an agency s approach to people development aligns with its business goals and provides good value for money. 56

58 Planning guide for identification of development strategies This planning guide provides individuals with an overview of the resources available for identifying evaluation strategies. Individuals will also need to consider what resources are available within their own agency. ILS Resources Possible data sources Stakeholders and their roles Leadership pathway: comparative view Leadership pathway: individual profile ILS capability assessment kit Priorities for development Assess capability acquired Discussions with manager 360 feedback data Data from other diagnostic tools e.g. emotional intelligence Feedback from performance interviews Insight from key stakeholders Agency specific capability frameworks Individual Line manager HR Assess whether capability development needs have been addressed Provide feedback on whether capabilities have been acquired Sign off on capability assessment process Provide information on agency capability models and priorities Figure 46 Planning guide evaluation of learning and development In most cases, individuals will need to evaluate the effectiveness of their capability development planning both at mid-cycle and at the end of a performance management cycle. There are a number of tools and processes that individuals can use to evaluate whether they have acquired the capabilities that they identified as requiring development. managers and supervisors are typically skilled in making astute observations of the performance of their team member and direct reports obtaining their observations to ascertain if behaviours have changed is a useful evaluation technique. ILS capability assessment kit individuals can use the capability assessment kit at mid and end cycle to see if there has been a shift in capability. evaluate capability acquired this tool allows the individual to identify recent examples of how they have displayed the required behaviour against the leadership pathway. This tool can be used at both the mid and end-cycle of the performance management cycle. 57

59 Evaluate capability acquired tool This tool is designed to identify progress towards acquiring capabilities that were identified as requiring development. There are two tools, one for APS levels, and one for executive and senior executive levels. How to use the tool use the second column to identify which capability behaviours were assessed as requiring development record the priority against each identified development need (I=Immediate, M=Medium, L=Long-term) note any progress towards acquiring the capability e.g. attending a programme, working on a project, or a job rotation reflect on a recent example of how you have applied that capability in the workplace, and any factors that may have helped or hindered you in either acquiring or applying the capability. 58

60 APS levels Capability Behaviour that requires development Priority Progress towards acquiring capability Recent example of capability applied in workplace Factors which helped or hindered Supports strategic direction Supports shared purpose and direction Thinks strategically Harnesses information and opportunities Shows judgement, intelligence and commonsense 59

61 Capability Behaviour that requires development Priority Progress towards acquiring capability Recent example of capability applied in workplace Factors which helped or hindered Achieves results Identifies and uses resources wisely Applies and builds professional expertise Responds positively to change Takes responsibility for managing work projects to achieve results 60

62 Capability Behaviour that requires development Priority Progress towards acquiring capability Recent example of capability applied in workplace Factors which helped or hindered Supports productive working relationships Nurtures internal and external relationships Listens to, understands and recognises the needs of others Values individual differences and diversity Shares learning and supports others 61

63 Capability Behaviour that requires development Priority Progress towards acquiring capability Recent example of capability applied in workplace Factors which helped or hindered Displays personal drive and integrity Demonstrates public service professionalism and probity Engages with risk and shows personal courage Commits to action Promotes and adopts a positive and balanced approach to work Demonstrates self awareness and a commitment to personal development 62

64 Capability Behaviour that requires development Priority Progress towards acquiring capability Recent example of capability applied in workplace Factors which helped or hindered Communicates with influence Communicates clearly Listens, understands and adapts to audience Negotiates confidently 63

65 Executive and senior executive levels Capability Behaviour that requires development Priority Progress towards acquiring capability Recent example of capability applied in workplace Factors which helped or hindered Shapes strategic thinking Inspires a sense of purpose and direction Focuses strategically Harnesses information and opportunities Shows judgement, intelligence and commonsense 64

66 Capability Behaviour that requires development Priority Progress towards acquiring capability Recent example of capability applied in workplace Factors which helped or hindered Achieves results Builds organisational capability and responsiveness Marshals professional expertise Steers and implements change and deals with uncertainty Ensures closure and delivers on intended results 65

67 Capability Behaviour that requires development Priority Progress towards acquiring capability Recent example of capability applied in workplace Factors which helped or hindered Cultivates productive working relationships Nurtures internal and external relationships Facilitates cooperation and partnerships Values individual differences and diversity Guides, mentors and develops people 66

68 Capability Behaviour that requires development Priority Progress towards acquiring capability Recent example of capability applied in workplace Factors which helped or hindered Exemplifies personal drive and integrity Demonstrates public service professionalism and probity Engages with risk and shows personal courage Commits to action Displays resilience Demonstrates self awareness and a commitment to personal development 67

69 Capability Behaviour that requires development Priority Progress towards acquiring capability Recent example of capability applied in workplace Factors which helped or hindered Communicates with influence Communicates clearly Listens, understands and adapts to audience Negotiates persuasively 68