Our workforce is our greatest asset and, as such, supporting departmental staff to continually improve, develop and grow is a priority.

Transcription

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2 Foreword As one of Queensland s largest employers, the Department of Education, Training and Employment prides itself on aiming for the highest level of performance. Our workforce is our greatest asset and, as such, supporting departmental staff to continually improve, develop and grow is a priority. I encourage every employee to take personal responsibility for their performance and development. I also encourage staff to appreciate the many ways their hard work improves the lives of Queenslanders. For this reason, the department s Strategic Plan and Valuing Performance Policy Statement focus on employee growth and promote a culture of high performance. Through the Developing Performance Framework we re building a better, more responsive, accountable and productive workforce. I encourage you to use the Developing Performance implementation guide to support you on your journey towards improved performance and improved outcomes. I m sure you will find this guide useful as you put the Developing Performance process into practice within your workplace. It details the information, tools and resources you need for professional development and the many opportunities that can flow on to you and your clients. I congratulate you on your hard work and achievements, and I ask for your continued support as we work towards improving our workplace culture and values, and strive for excellence at all levels. For further information, visit the Developing Performance Framework website. Yours sincerely Dr Jim Watterston Director-General, Department of Education, Training and Employment Workforce Capability and Performance Website:

3 Contents Introduction...1 Why do I need this guide?... 1 How can the guide be used to support implementation?... 1 We can t afford not to do it... 2 Developing Performance process... 3 How long does the process take?... 3 How do I use this guide?... 4 How does the Developing Performance process benefit all employees?... 5 Myth busters... 6 What groundwork is required before implementing the Developing Performance process?... 7 What structures can be used to facilitate implementation?... 8 What roles do team leaders and team members have in the process?... 9 Phase 1 Clarifying expectations and work focus...10 How do I make it happen?...10 What is involved in phase 1? Guiding questions What s in a Developing Performance plan? Developing Performance conversation and plan template Conversation techniques What steps do I take to prepare for phase 1? Phase 2 Reaching an agreement...18 How do I make it happen?...18 What is involved in phase 2? Guiding questions Development options Goal setting Career aspirations What are the key messages from phase 2? An implementation guide for public servants iii

4 Phase 3 Performing and ongoing support, including coaching and feedback...25 How do I make it happen?...25 What is involved in phase 3? Guiding questions Supporting your Developing Performance plan Developing Performance conversations Perceptual positions Giving and receiving feedback What are the key messages from phase 3? Phase 4 Reviewing progress and recognising achievement...32 How do I make it happen?...32 What is involved in phase 4? Guiding questions Reviewing your Developing Performance plan The review conversation How can I make sure the performance review conversation goes well? Reflection prompts: recognition What are the key messages from phase 4? Resources...40 Developing Performance a step-by-step guide to the Developing Performance conversation and plan template for public servants...40 Phase checklist team leader...46 Phase checklist team member...48 Developing Performance website...50 Useful links...50 Suggested reading...50 An implementation guide for public servants iv

5 Introduction Why do I need this guide? Managing and planning for Developing Performance is essential for individuals and teams to achieve their goals and contribute to the strategic priorities of the organisation. Used effectively, the Developing Performance process provides you with an understanding of: what is expected of you in your role key work tasks and capabilities required to complete these tasks types of support and professional development available to help you further develop the capabilities you need to carry out your work ongoing support through the continuous two-way process of conversation, planning and coaching that occurs between a team member and their team leader throughout the four phase process. This guide provides useful information for implementing the four phases of the Developing Performance Framework, hints and tips for you as you work through the process, and ideas and resources to help you along the way. Model the way Demonstrate enthusiasm and a positive approach to the performance planning and review conversations. Ask for feedback from staff about the performance planning process and the way you manage their performance. (Kouzes, JM and Posner, BZ 2002, The Leadership Challenge) How can the guide be used to support implementation? This guide has been created as a flexible tool to assist in the implementation of the Developing Performance process. There are many ways to use this implementation guide and leadership teams should discuss their strategy considering their local context, workplace size and existing structures, and the work habits of team members. Options include: hard copy one copy for each team member to use as a work booklet one copy for each team to use as a reference tool sections (including the Developing Performance plan and the step-by-step guide templates) for each team member to use as a reference tool online access the guide from the Developing Performance website print relevant sections as needed. Team leaders should encourage their team members to access the guide in a way that best suits their needs. An implementation guide for public servants 1

6 Introduction We can t afford not to do it Alignment An important consideration of the Developing Performance process is the cascading nature of planning from government initiatives through to the individual s Developing Performance plan. This ensures that work at all levels of the organisation is aligned and gives each person a clear line of sight between their work and the strategic priorities influencing their role. It is essential to consider information from the department s strategic plan and work unit planning documents to inform individual performance plans and identify overall goals. Successful Performance Development systems align employees performance plans with strategic goals It is often quoted that any organisation s performance is the sum of the performance of all its employees, but this is only true if all employees are working towards achievement of strategic goals. To do this they need to know what those goals are and what they can do to contribute to their achievement. Most managers are familiar with business planning processes which delegate responsibility for achieving strategic goals by defining what each of the organisation s divisions and branches need to achieve to make the commitment required of them. Performance planning and development processes simply take this down to the level of the individual employee. The manager uses the business plan of the employee s unit or branch to define the contribution required of each employee and then reaches agreement with the employee on performance goals that will deliver this contribution. (Feldman, K 2009, Change and Perform, An implementation guide for public servants 2

7 Introduction Developing Performance process The Developing Performance process is a four-phase process, outlined in the diagram below: 4. Reviewing progress and recognising achievement What key work tasks have I completed successfully? What did I learn in completing these key work tasks? What are my strengths and how can I build on them? What areas do I need to focus on and how can I improve? What are my career aspirations and what pathways are available to me? What support and professional development do I need to continue to develop my performance? What can I do if I do not meet performance expectations on a regular basis? 1. Clarifying expectations and work focus What do I expect of myself and what do others expect of me? What are the work priorities for my school, work unit and team in the coming work period and what contribution will I make through my key work tasks? What are my career aspirations? What goals will I set for this work period to support these aspirations? What support and/or professional development do I need to build my capabilities to meet these expectations, undertake key work tasks and achieve my career goals? Developing performance together 3. Performing and ongoing support, including coaching and feedback How am I progressing with my key work tasks and my career goals? How are my capabilities developing as a result of the support and professional development I am accessing? How am I, my team leader and other members of the team supporting one another by giving and receiving feedback and providing progress updates on our work? How do I deal with new or competing issues or priorities? How am I supported to do this by my team leader and other team members? 2. Reaching an agreement Key work tasks I am responsible for the capabilities I require, and how I will show I have completed these tasks successfully Support and professional development I will undertake to develop my capabilities so I can complete key work tasks and work towards my career goals Career goals I have set for this work period to support my career aspirations The Developing Performance website contains a visual tool, How does it work for me?, that links suggested reference documents and an overview of the process with specific details for public servants. How long does the process take? The four-phase process refers to a work period, usually a calendar year. Timeframes should be negotiated to suit the context of your work unit. An implementation guide for public servants 3

8 Introduction How do I use this guide? This guide is a resource for team leaders and team members to help successfully plan and action the Developing Performance process. The Developing Performance cycle Phase 1 Phase 2 Phase 3 Phase 4 Phase 1 Clarifying expectations and work focus This phase involves working with your team leader and colleagues to clarify the expectations and key work tasks of your role and the capabilities needed to undertake these tasks. Ongoing conversations Phase 2 Reaching an agreement In phase 2, you work collaboratively with your team leader, to reach an agreement on your key work tasks, career goals and the support or professional development you will access to build your capabilities during the coming work period. Ongoing conversations Phase 3 Performing and ongoing support, including coaching and feedback In phase 3, you carry out the agreed work tasks, and through capability development, develop your performance and work toward your career aspirations. Through ongoing conversations, you and your team leader provide each other with regular progress updates and feedback on your performance development. Ongoing conversations Phase 4 Reviewing progress and recognising achievement Phase 4 involves meeting with your team leader to review work tasks completed during the work period, the impact of support and professional development on your development, progress made toward your career aspirations, and to recognise your achievements during the work period. Remember! Two key elements of the process are: 1. the ongoing nature of the conversation 2. the importance of coaching and feedback. Developing Performance occurs in day-to-day interactions with staff and is the key to high-performing teams. An implementation guide for public servants 4

9 Introduction How does the Developing Performance process benefit all employees? Team leader Provides an opportunity to discover what each team member has to offer. Identifies the capabilities that will be required to meet work unit priorities. Identifies potential shortages and surpluses in these capabilities. Aligns work roles to particular skills and interests. Provides opportunities for professional development that are focused on capability development. Develops the capabilities, career aspirations and commitment of team members through ongoing conversations about their work role. Engages with succession planning and talent management processes. Team member Benefits for all Enables conversations focused on Developing Performance Provides role clarity Develops positive relationships Builds trust Supports achievement of goals Identifies capability strengths and capability development needs. Promotes conversations around performance development and career aspirations. Provides an opportunity to talk about challenging aspects of work roles. Provides opportunities for professional development that is focused on identified capability development needs. Increases work satisfaction. Promotes continuous and constructive feedback. Informs the team leader of achievements and preferred recognition styles. Successful Performance Development systems motivate employees to perform beyond expectations A well designed Performance Development system motivates employees by providing them with challenging but achievable goals, management support for goal achievement, an understanding of the importance of their work and opportunities for career development. These are all recognised as very powerful motivators of human behaviour. Successful Performance Development systems align employee behaviour with organisational values It has long been known that the best (and often only) means of getting employees to behave consistently with your values is by leadership at every level of management. Simply put, employees tend to mimic their manager s behaviour. The high levels of face-to-face interaction during implementation of a Performance Development System provide a great opportunity for managers to role-model behaviours that are consistent with organisational values. (Feldman, K 2009, Change and Perform, An implementation guide for public servants 5

10 Introduction Myth busters Developing Performance and capability development is about managing poor performance. The Developing Performance Framework supports development through a process that acknowledges and builds on current strengths. The focus of Developing Performance conversations is to clarify key work tasks and identify support and professional development needed to meet these key work tasks. Developing Performance and capability development is a one-off process that occurs at the beginning of each year. When done well, performance planning and capability development occurs continuously through regular feedback, recognition and coaching. Performance planning and capability development begins when a new job is identified, and ends only when the employee leaves. Developing Performance is part of the life-cycle of the employee s time within the work unit. Performance planning and capability development is solely the responsibility of team leaders. Performance planning and capability development involves everyone, not just team leaders. It is a two-way process in which responsibility is shared between team leaders and team members. In monitoring performance and taking action, team leaders and their teams are jointly involved in agreeing on what they need to do and how they need to do it. The team member takes overall responsibility for their plan. Not everyone needs to participate in performance planning and capability development; it depends on your role. Performance planning and capability development is an industrial and professional obligation and is a requirement of employment. Legislation and industrial instruments such as awards and agreements, and DETE policies and practices obligate employees to actively participate in ongoing performance planning and capability development. The department, in partnership with employee unions, has published joint statements and joint communiqués detailing the implementation of the Developing Performance Framework in DETE workplaces. Team story While a supportive culture has always existed within the Sunshine Coast Human Resources team, the Developing Performance Framework has brought a greater awareness of the need to engage in focused conversations tailored specially to developing the performance of individuals and teams. As a result, team leaders and members are more conscious of giving and receiving specific feedback during the course of normal work, talking about the progress of key work tasks and dedicating time to developing new approaches to solving problems. These new, focused practices have brought about such positive change in the workplace that team leaders and members now see them as an accepted practice, rather than the exception. Developing Performance Framework case studies from the pilot program An implementation guide for public servants 6

11 Introduction What groundwork is required before implementing the Developing Performance process? Before you begin having quality Developing Performance conversations in your workplace, it s important to set aside time to prepare the groundwork. It is essential that leaders and leadership teams: Explain the Developing Performance intent Engage team members in the process. Invest time in effectively communicating the intent and benefits of the framework. This will help team members to identify what s in it for them and build ownership of the process. Promote a Developing Performance culture Highlight the intent of the framework as a process, as well as tools and resources, to promote and maintain a culture where all team members confidently engage in conversations about their performance and its development. Empower team members Communicate to team members that the Developing Performance process will empower and enable them to talk about their work role, identify key work tasks and access specific and relevant professional development to build capabilities and work towards career aspirations. Outline benefits of the Developing Performance process Communicate the benefits of the framework by emphasising that it s about job satisfaction, spending your days in a place where you feel valued and supported when carrying out your day-to-day tasks as well as when facing new challenges, where you can discuss your learning and that of others, and where improvement is planned for and does not just happen randomly and by chance. Discuss differences Have discussions with team members to help them understand the difference between a Developing Performance approach and performance management systems. This will help overcome any fixed ideas from past experiences. Negotiate implementation Identify that implementation of the Developing Performance Framework is a shared responsibility. Leaders need to negotiate how best to implement the Developing Performance Framework in the workplace. Tip for leaders When considering how the Developing Performance Framework can be integrated in your workplace, firstly you need to reflect on the existing culture. In so doing, you will begin to identify the behaviours and organisational processes that support and demonstrate the intent and underlying values of the framework. You will also identify behaviours and organisational processes that are counter to the intent of the framework and underlying values. Only after reflecting on your culture will you be in a position to determine how you can work with others to integrate the framework, either to enhance existing practices or as a means of bringing about cultural change. An implementation guide for public servants 7

12 Introduction Establish a Developing Performance culture Establish shared norms (i.e. group protocols) for interactions to facilitate effective Developing Performance conversations. Encourage team leaders to create the conditions for team members to develop their performance. Shared understanding of the framework, the strategies used to embed the process, enthusiasm for the process, and the relationships built among team members will engage staff and ensure this process benefits all involved. The intent of the Developing Performance Framework is to promote and maintain a culture in which all employees are engaged in conversations about their performance and its development. What structures can be used to facilitate implementation? Before beginning the Developing Performance process, it is important to structure teams that will facilitate effective conversations. Teams have traditionally been organised according to a supervisory model. For example, managers would facilitate all staff members Developing Performance conversations in the workplace. Feedback from the pilot ( ) of the Developing Performance Framework suggests that the supervisory model didn t always allow for a real, in-depth discussion to occur. This was because the size of the teams was often large and team leaders weren t able to provide quality Developing Performance conversations that met the needs of their team members. Two approaches typically used to facilitate Developing Performance conversations are the supervisory approach and the collegial approach. Supervisory approach The supervisory approach is the way teams have been traditionally structured the leadership team leads all teams across the workplace. How do supervisory structures work? The supervisory structure of leadership is generally more of an autocratic style in which the power to make decisions and issue directives is limited to certain individuals. They set the standards and culture within the workplace, and influence other employees to share the same vision, while acting as role models. Collegial approach The collegial approach is one in which leadership is distributed employees who are not necessarily in positional leadership roles lead teams through their Developing Performance conversations. How do collegial structures work? Collegial team structures can be used to bring people together in many ways. These include bringing people together who have: similar workplace priorities similar areas of development An implementation guide for public servants 8

13 Introduction positive pre-existing relationships team members may feel more comfortable in a team where positive relationships are already established, and where they are given choice about the team they work with established mentoring and coaching relationships. What roles do team leaders and team members have in the process? Team leaders and team members play an essential role in the successful implementation of the Developing Performance process. When structuring teams that support effective Developing Performance conversations, it is recommended that teams consist of six to eight members. This allows for quality, regular and ongoing Developing Performance conversations to occur with each team member. It is important that team leaders facilitating Developing Performance conversations have sound knowledge of effective conversation techniques and the ability to engage effectively and meaningfully. This may require some skill building for selected team leaders. Team leader Discuss the process with your team members. Get to know and understand your team members (you ll improve communication and interactions and help to build trust and positive relationships). Identify how best to implement the Developing Performance process with your team. Familiarise yourself with the capability framework/s relevant to your group/s. Assist your team members to identify key work tasks. Have open conversations about professional practice and career aspirations. Make the best use of the tools and resources that are available. Identify relevant support and professional development options. Enable an environment where all team members develop their performance. Give and receive positive and constructive feedback. Model and acknowledge Developing Performance as a shared responsibility. Team member Discuss with your team leader and colleagues the priorities of your workplace for the coming work period. Work with your team leader and colleagues to clarify expectations of your role. Identify tasks that you will undertake to contribute to key work priorities. Identify the capabilities you will need to complete key work tasks and meet priorities. Work with your team leader to identify the support or professional development you require to develop your capabilities. Share your career aspirations. Reach an agreement with your team leader on your key work tasks, your career goals and the support or professional development you will access to build your capabilities. Continue conversations with your team leader on your progress and review work tasks. Give and receive positive and constructive feedback. Model and acknowledge Developing Performance as a shared responsibility. An implementation guide for public servants 9

14 Phase 1 Clarifying expectations and work focus How do I make it happen? What is involved in phase 1? Phase 1: Clarifying expectations and work focus Phase 1 involves team leaders meeting with team members to discuss the perceptions they have of their current performance, what is required of them in their role, and their career aspirations. Purpose of phase 1 Ensure team members and team leaders share a common understanding of the expectations of the team member s role. Decide on a work period (for example, calendar year or financial year). Clarify the key work tasks for the team and team members. Discuss the team member s career aspirations whether they want to be the best at their current job, to move to another role, or to progress their career. Keep in mind The work unit planning documents and position descriptions are important points of reference for defining key work tasks. The conversation is a shared responsibility. To prepare thoughts prior to the phase 1 meeting, team members should reflect on their work, the QPS Capability and Leadership Framework that applies to them and their professional development needs and career goals. Guiding questions The following questions can be used to guide you through phase 1 of the Developing Performance process: Key work tasks What do I expect of myself? What do others expect of me? What are the work priorities for my workplace, work unit and team in the coming work period? What contribution will I make through my key work tasks in the coming work period? Career aspirations What are my career aspirations? What goals will I set for this work period to support these aspirations? An implementation guide for public servants 10

15 Phase 1 Support and professional development What support and/or professional development do I need to build my capabilities to meet these expectations? What support and/or professional development do I need to build my capabilities to undertake key work tasks? What support and/or professional development do I need to build my capabilities to achieve my career goals? What s in a Developing Performance plan? A Developing Performance plan is created as a result of a series of conversations between a team member and a team leader. A plan should include information about the team member s: key work tasks identified areas for improvement (through reference to the QPS Capability and Leadership Framework) agreed performance and development goals capability development actions to achieve goals career aspirations and goals. The Developing Performance conversation and plan template is designed to enable you to: prepare for your Developing Performance conversations create your Developing Performance plan. Remember! The Developing Performance conversation and plan template is intended to be a flexible tool and is a guide only. Workplaces are encouraged to modify the template to ensure it meets their needs; However, it should include the components listed on this page. We recommend that a consistent template be used in a workplace to ensure a common understanding and experience of the Developing Performance process. An implementation guide for public servants 11

16 Phase 1 Developing Performance conversation and plan template Name: Role: Work location: Date: Mid review date: Final review date: What are your major responsibilities? What is expected of you in your role? Conversation Phase 1 What key work tasks are associated with meeting these responsibilities? Highlights of your work Lowlights of your work Major challenges for you Important partnerships Professional goals/aspirations Strengths and areas for development (as identified in relevant capability framework selfassessment and as negotiated with supervisor) Strengths Areas for development An implementation guide for public servants 12

17 Phase 1 Developing Performance plan Phase 2 Focus areas for improvement (as identified in relevant capability framework and as negotiated with supervisor) Agreed performance and development goals Refer to Smart Goals Framework Actions to develop capability Be specific Indicators for success What will you/others see if your goal is achieved? Career aspirations Career goals Actions to develop capability Indicators for success Short term Mid term Long term Signature and date (team member) Signature and date (supervisor/team leader) An implementation guide for public servants 13

18 Phase 1 What are my successes? What has challenged me? Review and recognition of achievement Mid review Phase 3 What could I have done better? What have I learnt in completing these key work tasks? How have I built on my strengths? What else do I need to focus on to continue to improve? What support and professional development do I need to continue to develop my performance? Signature and date (team member) Signature and date (supervisor/team leader) Review and recognition of achievement Final review Phase 4 What are my successes? What has challenged me? What could I have done better? What have I learnt in completing these key work tasks? What are my strengths and how can I build on them? What areas do I need to focus on next? What are my career aspirations and what pathways are available to me? What support and professional development do I need to develop my performance further? What action is required if I do not meet performance expectations on a regular basis? Signature and date (team member) Signature and date (supervisor/team leader) An implementation guide for public servants 14

19 Phase 1 Conversation techniques Conversation is the central component of an effective Developing Performance process. It is essential for team leaders and team members to develop and refine their skills in conversation to further enhance the effectiveness of Developing Performance conversations. This guide includes a range of skills, suggestions and techniques. Remember, conversations are: ongoing This process is four-phased. It is not a conversation once or twice a year, nor is it about talking to people only when they are not performing. The Developing Performance Framework is about providing the time and space to have conversations about work, career goals, necessary support and professional development, so everyone feels valued and supported in their work role. formal and informal The Developing Performance Framework is not just about having formal conversations with your team about performance and its development. Informal conversations are also extremely important and a great opportunity to talk about whether the professional development your team members have chosen is working for them. On the spot feedback and informal checking-in with team members are great ways of creating a Developing Performance culture. a shared responsibility Developing Performance Framework conversations are not about having something done to you, as performance management systems may have been in the past. They are about empowering and supporting team members to talk about their work role and enabling them to take responsibility for the direction of their own development. Throughout the Developing Performance process, the team leader takes on a facilitative role for the majority of the conversation. As such, it is important that the team leader develops coaching skills and uses their interactions with team members to refine these skills. For team leaders, this might be an identified area of capability development in their Developing Performance plans. Phase 1 is crucial to the Developing Performance process, as it clearly defines expectations and work focus for the team member. Clarity about what is happening at the moment is perhaps the most important aspect of coaching. You don t always have to know why something is happening what s important is discovering how you can coach your colleague to do things differently in order to improve. Knowing what is happening now is the starting point in recognising the gap between where you are and where you want to be. Whitmore J 2009, Coaching for Performance An implementation guide for public servants 15

20 Phase 1 What steps do I take to prepare for phase 1? In preparing for phase 1 Developing Performance conversations, team leaders and team members should reflect on their work role and performance using the QPS Capability and Leadership Framework. This will assist team leaders and team members to identify the capabilities they believe they apply to their work (their strengths) and also those they believe need development. Team leaders and team members should also refer to workplace planning documents to determine the priorities they will be contributing to through their work. Remember! The stronger the relationship, the more comfortable a team leader and team member will feel when talking about performance development. It is important for team members to be honest about whether the identified capability development options will work for them. Team members are encouraged to be specific about their goals and the professional development and support they will access to develop their performance. Phase 1 checklist team leader Preparation I have: reviewed and communicated the strategic priorities for my workplace communicated the intent and benefits of the Developing Performance process planned and prepared for Developing Performance conversations with my team members, using the QPS Capability and Leadership Framework to reflect on the strengths and lesser strengths of my team members encouraged facilitation of Developing Performance conversations in a supportive environment, free from interruptions. Conversation I have: discussed individual work roles with team members shared my expectations of each team member and reflected on how these align with each team member s expectations discussed the strengths and lesser strengths as determined by assessment of the QPS Capability and Leadership Framework with team members negotiated the focus of performance and development goals. Follow up I will: ask team members for their feedback on the Developing Performance process so far schedule the next conversation with each team member. An implementation guide for public servants 16