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Developing Performance Framework

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Developing Performance Framework

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  1. Developing Performance Framework Information session for school staff

  2. Developing Performance across DETE Public Service Commission Directive 21/10: Employee Performance Management Valuing Performance Policy Statement Developing Performance Framework Developing Performance process

  3. for every employee group across every phase of their career through shared responsibility, professional relationships Developing Performance across DETE Education Queensland Capability and Standards Frameworks Developing Performance Framework and QPS Capability & Leadership Framework targeted capability development

  4. Session overview What is the Developing Performance Framework? Links to capability framework documents Performance management vs performance development Managing change Team structures in a Developing Performance culture Developing Performance conversations – an example Developing Performance conversations and planning

  5. Discussion What has been your experience of performance development processes? What do you believe is your greatest strength in your current work role? What was the best professional development you have experienced and how did it support your development? What makes you feel valued in your workplace?

  6. Purpose of the framework The intent of the Developing Performance Framework is to promote and maintain a culture in which all employees are engaged in conversations about performance and its development.

  7. Developing Performance Web resources = + + Capability and Standards Frameworks Process http://education.qld.gov.au/staff/development/performance/

  8. Capability Frameworks Education Queensland Professional Standards for Teachers http://education.qld.gov.au/staff/development/pdfs/profstandards.pdf Queensland Public Service Capability and Leadership Framework http://www.psc.qld.gov.au/page/developing-people/capability-frameworks-and-providers/capability-leadership-framework.shtml Education Queensland Principals’ Capability and Leadership Framework https://learningplace.eq.edu.au/cx/resources/items/ae65cf7e-6489-a578-43f3-4e77f234dc94/1/index.html?.hb=true

  9. Education QueenslandPrincipals’ Capability and Leadership Framework

  10. Education QueenslandProfessional Standards for Teachers

  11. Queensland Public ServiceCapability and Leadership Framework

  12. What’s in a word Performance appraisal Performance planning and review Performance management

  13. Performance management v performance development Performance management Performance development culture Management Leadership Coaching Directing Inclusive of PD PD is separate Poor feedback Continuous and constructive feedback Little reward and recognition Achievement is rewarded Supports the development of individual employees Only measures performance Employees have ownership over their own development Compliance exercise

  14. Managing change With any change Emotions Emotions ENDINGBEGINNING ENDINGBEGINNING Physical Physical • YES! • Exaggerating the change (e.g. turning it into a catastrophe) • Focusing on irrelevant detail • Busy doing the unimportant Inappropriate displays of emotion (e.g. oppositional, cynical) Shutdown and avoidance (go to a happy place) Sabotage These are all normal … for a while! Adapted from the work of Bruce Sullivan http://www.brucesullivan.com.au/

  15. Supervisory approach Traditionally, teams are organised based on classification and position. Often there is a pre-existing structure of teams. Team structures Collegial approach • Teams are structured outside of the supervisory approach. Leadership is distributed among team members. • Collaborative thought is given to the way teams are structured.

  16. Collegial team structure in a school Team structure example

  17. Team Leader Role As a team leader, your role is to: • assist your team members to identify key work tasks • support your team members as they undertake their work tasks • have open discussions about professional practice and career aspirations with your team members • identify and make the best use of support and professional development options available. You work with team members to identify how best to implement the DPF in your workplace. This includes discussing the processes to facilitate each phase, the most useful tools and resources for each employee and key timelines. You also work with team members to evaluate how the Developing Performance process is integrated into the team's day-to-day work practice, and its impact on building a culture of continuous improvement and innovation, where all employees continue learning and improving what they do.

  18. Team Member Role As a team member, your role is to work with your team leader to: • identify your key work tasks • gain support to undertake key work tasks • have open discussions about professional practice and career aspirations • identify and make the best use of support and professional development options. You will work with your team leader to implement the Developing Performance process. Your team leader will facilitate each of the four phases, helping you to identify the most useful tools and resources available to you. Your team leader will facilitate conversations with you to: • evaluate how the Developing Performance process is integrated into your day-to-day work practice • identify the impact of the Developing Performance process on building a culture of continuous improvement and innovation • identify means by which you will continue to develop your capability.

  19. The Developing Performance Process The process Phase 1 – Clarifying expectations and work focus Phase 2 – Reaching an agreement Phase 3 – Performing and ongoing support, including coaching and feedback Phase 4 – Reviewing progress and recognising achievement

  20. Meet the characters Team member Team leader Team member Isabelle Year 2 Teacher Penny Year 3 Teacher Greg Teacher-aide

  21. The process • Phase 1: Clarifying expectations and work focus • Discussions to reach a shared understanding of: • expectations • day-to-day work tasks that will be a focus for development • support and professional development options to enable you to carry out these tasks • career aspirations

  22. Phase 1 conversation – scene 1 Team member Team leader Isabelle Year 2 Teacher Penny Year 3 Teacher Vodcast link (Internet connection required)

  23. The process • Phase 2: Reaching an agreement • Discussions to decide and agree on: • development areas within key work tasks • support and professional development to build capabilities in these areas • career goal/s

  24. Dramatisation: Scene 2Phase 2 – Reaching an agreement Phase 2 conversation – scene 2 Team member Team leader Isabelle Year 2 Teacher Penny Year 3 Teacher Vodcast link (Internet connection required)

  25. Dramatisation: Scene 3Phase 2 – Reaching an agreement Phase 2 conversation – scene 3 Team member Team member Penny Year 3 Teacher Greg Teacher-aide Vodcast link (Internet connection required)

  26. The process • Phase 3: Performing and ongoing support, including coaching and feedback • Regular conversations to: • update each other on progress • give and receive feedback • talk about things that have been working and things that have not • discuss new issues or priorities

  27. Phase 3 conversation – scene 4 Dramatisation: Scene 4Phase 3 – Performing and ongoing support Team member Team leader Isabelle Year 2 Teacher Penny Year 3 Teacher Vodcast link (Internet connection required)

  28. Structuring feedback Feedback - STAR • Situation … the context at the time • e.g. ‘When the office was full of students this morning … ‘ • Task … what they were doing • e.g. ‘ ... and you were busy finalising the stationery order … ’ • Action … specifically what you want to acknowledge in their behaviour or action • e.g. ‘ … the way you were able to attend to the students’ needs by being calm, patient and attentive, and treating all their queries with courtesy …’ • Results … consequences/effects of this behaviour or action • e.g. ‘… led to all the students getting what they needed for the excursion, and demonstrated your respect for people and the integrity with which you provide service to all.’

  29. Sample conversation • Phase 4: Reviewing progress and recognising achievement • Reflecting on: • successes and how your capabilities have developed • agreed actions that worked and did not work • areas for further development (during the next work period)

  30. Phase 4 conversation – scene 5 Dramatisation: Scene 5Phase 4 – Reviewing progress and improving performance Team member Team leader Isabelle Year 2 Teacher Penny Year 3 Teacher Vodcast link (Internet connection required)

  31. Developing Performance implementation guide for schools and public servants (2 resources) Electronic booklets outlining the Developing Performance process containing interactive resources and information to support employees in understanding and implementing the process. Developing Performance – conversation and plan template A template that supports team leaders and team members in preparing for, participating in, and facilitating Developing Performance conversations. Developing Performance – a step-by-step guide to the Developing Performance conversation and plan template A guide that clarifies each step in the template and the corresponding process that occurs between team leaders and team members. Developing Performance – Key Resources

  32. What’s in it for me? ‘ ... it is about job satisfaction, spending your days in a place where you feel valued and supported when carrying out your day-to-day tasks as well as when facing new challenges, where you can discuss your learning and that of others, where improvement is planned for and does not just happen randomly and by chance … ’ (Pilot participant, 2008)