Queensland Public Service Capability and Leadership Framework (CLF) Facilitator notes: Session objective: Develop awareness on how to use the CLF for Developing Performance planning and conversations. The CLF is available electronically from the Queensland Public Service Commission website: http://www.psc.qld.gov.au/publications/subject-specific-publications/capability-leadership-framework.aspx

Developing Performance - SBMAQ Overview What is the CLF? Who does the CLF apply to? Possible uses for the CLF Strategic alignment Developing Performance Framework and the CLF Understanding the CLF Facilitator notes: This presentation focuses on the Queensland Public Service Capability and Leadership Framework (CLF) and how it can be used to: define and reflect on your performance reflect on current and desired capabilities plan your career.

What is the CLF? The CLF is a tool that: demonstrates the capabilities required of public service employees (except teachers, school leaders, senior executive service and the chief executive who each have their own capability frameworks) provides a common language about capability for individuals and Queensland government agencies describes behaviours expected of people working in the Queensland public service at all classification levels. Facilitation notes: The document has been based on the Australian Public Service Capability Framework. The CLF defines what knowledge and skills are expected at each classification level for public servant roles for AO1-AO8 and equivalent. In addition to these capabilities there may be technical skills and knowledge relevant to the individual’s work context that should also be considered.

Who does the CLF apply to? All public service employees and officers employed under the Public Services Act 2008 Some exceptions are: Cohort Relevant capability framework Chief Executive Executive Performance & Development Framework Senior Executives and Senior Officers Teachers Australian Professional Standards for Teachers Principals/School Leaders Principals/Deputy Principal/Heads of Program/Capability and Leadership Frameworks Facilitation notes: All ‘public service employees’ includes permanent and temporary staff, contractors and casual employees, except where these people remain the employee of another entity such as a labour hire company. The Capability and Leadership Framework promotes initiative and leadership at every classification level within the public service. In DET, the Executive Performance and Development Framework applies to the Chief Executive, Senior Executives and Senior Officers. Teachers and school leaders use their relevant capability frameworks - Australian Professional Standards for Teachers and Principals/Deputy Principal/Heads of Program/Capability and Leadership Frameworks A copy of the relevant capability frameworks can be located at http://education.qld.gov.au/staff/development/performance/frameworks/index.html

Possible uses of the CLF DET outcomes Developing performance Coaching and mentoring Performance feedback help us deliver Training needs analysis CLF core capabilities Workforce planning Development programs Recruitment Facilitation notes The Capability and Leadership Framework supports a number of Human Resource functions. It provides a clear and objective language to describe performance expectations at each level: improving current capabilities increasing them at level, or taking the next career step. It can help to articulate role expectations by providing behavioural indicators and language to describe capabilities at all levels. The CLF should be incorporated when developing or revising Public Service Officer and Public Service Employee role descriptions as part of workforce planning and recruitment. It can assist team leaders when structuring teams by helping to highlight the range of capabilities available among the team. Before selecting development programs, consider whether the program aligns with or has been mapped to the CLF. Career planning Succession planning Retention

Performance and development - strategic drivers Independent Commission of Audit Final Report April 2013 A Plan – Better Services for Queenslanders Great Teachers = Great Results Action 1 Code of Conduct for the QPS DETE Strategic Plan 2014-2018 State Schools Strategy 2014-2018 Every employee in DET (and across government) is required to have a performance and development plan. Performance and development processes ensure a clear line of sight from overarching strategic priorities of the department and schools with the day-to-day work of individuals. Through effective performance and development processes, individuals can see how their work aligns, builds on and adds to these broader department/school priorities. The implementation of performance and development frameworks align with: 1. A Plan – Better Services for Queenslanders   Recommendation 86 - The framework for performance management applied by the department include mandatory consideration of student outcomes and teacher performance in the assessment process. Recommendation140 - Public service agencies ensure that performance management practices are applied regularly and consistently at all levels of their organisations; performance management is embedded as a performance expectation for all managers; clear linkages are established between performance management and service delivery outcomes.   2. Great teachers = Great results Action 1: We will introduce a structured annual performance review process to ensure every school teacher and leader is performing at their best. 3. Code of Conduct for the QPS – http://www.psc.qld.gov.au/includes/assets/qps-code-conduct.pdf Principle 4.5 - Commit to innovation and continuous performance improvement 4. Department of Education, Training and Employment Strategic Plan 2014-2018 Great people - Promote a high performance culture to attract, retain and develop a quality, agile, skilled and professional workforce 5. State Schools Strategy 2014-2018 Building teaching quality is critical to improving our students’ outcomes. At the centre of this approach is our department’s collaborative empowerment business model. By working together, communicating better with each other, developing our people, and reviewing our performance, we will ensure our schools are among the best in the world.

Strategic alignment E Cascading nature of planning from Government initiatives to individual developing performance plans ensures a clear line of sight between our work and strategic priorities. This is achieved through cascading performance objectives from the director-general’s performance agreement  deputy directors-general  senior executives  directors/principals  all public servants through: the Developing Performance Framework Facilitator notes The beauty of performance and development processes is that they ensure a clear line of sight from overarching strategic priorities and goals of the department and the day-to-day work of individuals. Through the Developing Performance Framework, public servants can see how their work builds on and adds to the broader department/school priorities. This clear ‘line of sight’ gives clarity and encourages ownership and accountability for our work. The DG cascades his plan to senior executives who cascade to senior officers and then to all other levels in the department.

Performance and development in DET Developing Performance - SBMAQ Performance and development in DET Framework Employee cohort Process Capability Development Framework Executive Performance and Development Framework DG and executive leaders including senior officers, regional directors and assistant regional directors Developing Performance Framework Corporate, regional, school public servants (AO2-AO8 & equivalents), principals, deputy principals, heads of programs   Annual Teacher Performance Review Process Teachers QPS CLF Principals Facilitator noes Key points to share: Frameworks for performance and development and capability development exist for all cohorts in DET. Executive Performance and Development Framework is used by the DG and executive leaders including senior officers, regional directors and assistant regional directors The capabilities required of executives are included in the Executive Performance and Development Framework The Developing Performance Framework is used by corporate/regional/school public servants (AO2-AO8 and equivalents), principals, deputy principals and heads of programs The capability development framework relevant for corporate/regional/school public servants (AO2-AO8 and equivalents) is the Qld Public Service Capability and Leadership Framework Principal capabilities are outlined in the Education Queensland Principals' Capability and Leadership Framework (PCLF) Deputy principals and heads of programs capabilities are outlined in the Deputy Principals' Capability and Leadership Framework and the Head of Programs' Capability and Leadership Framework   Teachers use the Annual Teacher Performance Review Process as their performance and development framework, supported by the Australian Professional Standards for Teachers which outlines the capabilities expected of teachers. All frameworks articulate core values, knowledge, skills and attributes which, when incorporated into practice, enable employees to deliver high-quality outcomes in their work. DPs, HoPs

What is involved for public servants (AO1-AO8) Developing Performance - SBMAQ What is involved for public servants (AO1-AO8) Key resources QPS Capability and leadership framework Process = + Web resources Facilitator notes The Developing Performance Framework includes: A four-phase 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 Reference to the QPS Capability and Leadership Framework Resources to support implementation, available on the website (live link in slide): Template Tools Presentations Phase resources Capability frameworks Implementation guides Research The capability and standards frameworks will be elaborated on in the following slides. Capability framework http://www.psc.qld.gov.au/publications/subject-specific-publications/capability-leadership-framework.aspx Developing Performance Framework http://education.qld.gov.au/staff/development/performance/resources/developing-performance-framework.pdf

Performance and Development process Facilitation Notes The Department promotes the Developing Performance Framework for ongoing conversations between team members and team leaders involve: 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. The process is ongoing and the four phases are undertaken within a typical yearly work cycle, as appropriate and determined by the business unit. For further information on the Developing Performance Framework, visit the Performance and Development website: http://education.qld.gov.au/staff/development/performance/ Successful implementation of the Developing Performance Framework is characterised by ongoing conversations, including coaching and feedback. These ongoing conversations are informed by: Self-assessment at level using the QPS Capability and Leadership Framework. Completion of the Developing Performance conversation and plan template Resources and support for team leaders and team members as provided in the Performance development implementation guide, and on the Performance and Development website. The term team leader refers to those leading or coaching a performance and development conversation while the term team member refers to everyone participating in a performance and development conversation with their team leader. The Developing Performance conversation and plan template and Performance and development implementation guide is available from the Resources section (http://education.qld.gov.au/staff/development/performance/toolkit/template.html) of the Performance and Development website.

Resources Facilitation Notes: Key resources available to support implementation of the Developing Performance Framework include: Capability and Leadership Framework Applicable to Queensland Public Service Officers and Employees (not TAFE teachers, Senior Officers, SES, school teachers or school leaders), this publication provides a shared language of capability and behavioural indicators that are valuable resources in performance development conversations and in career planning. Self-assessment templates and other materials are available online from the Public Service Commission website: http://www.psc.qld.gov.au/publications/subject-specific-publications/capability-leadership-framework.aspx Developing Performance – An implementation guide for public servants This guide provides useful information for public servants (including public servants in schools) to implement the four phases of the Developing Performance Framework, hints and tips to work through the process, and ideas and resources to help along the way. The guide is available from the Resources section of the Developing Performance website: http://education.qld.gov.au/staff/development/performance/pdfs/dp-implementation-guide-public-servants.pdf . http://www.psc.qld.gov.au/publications/subject-specific-publications/capability-leadership-framework.aspx http://education.qld.gov.au/staff/development/performance/pdfs/dp-implementation-guide-public-servants.pdf

QPS Capability and Leadership Framework The CLF is built on five core capabilities: Supports/shapes strategic direction/thinking Achieves results Supports/cultivates productive working relationships Displays/exemplifies personal drive and integrity Communicates with influence Facilitation Notes: Capabilities can be described as clusters of related knowledge, skills and behaviours required to perform a job or group of related tasks. Capabilities 1,3,4 are expressed differently in CLF 1 to 7 than in CLF 8 to CES, to reflect the increasing complexity of senior roles Italics indicate changes from CLF1 to 7 The 5 core capabilities apply to public servants and public service employees from AO1/TO1/OO1 through to senior levels. 12

A capability consists of … components descriptions that highlight major behaviours descriptions an explanation of each major behaviour behavioural indicators a guide to the range of behaviours expected at that level   Facilitator notes: Each of the capabilities has 3 to 5 components. Each component has 4 to 8 behavioural indicators to describe the behaviour expected at that level. The CLF provides comparative and individual profiles for all classification levels. Comparative profiles rely on the description of the component which indicates the increasing complexity at each level through italicised text. Individual profiles provide detailed, observable behavioural indicators as well.

An example Each capability consists of 3 to 5 components: CLF 4 Classification CLF 4 Supports strategic direction 1.1 Supports shared purpose and direction 1.2 Thinks strategically 1.3 Harnesses information and opportunities 1.4 Shows judgement, intelligence and common sense Capability Components Facilitation Notes: Each capability consists of 3 to 5 components – see the example for CLF 4 above. 14

QPS Capability and Leadership Framework Each component has 4 to 8 behaviour indicators CLF 4 1. Supports strategic direction 1. 1 Supports shared purpose and direction Follows direction provided by supervisor Understands the relationship between business priorities and specific tasks Understands and supports the organisation’s vision, mission and business objectives Understands the reasons for decisions and recommendations and is able to explain how they are relevant to their work. Classification Capability Component Behavioural indicators Facilitation Notes Each component has 4 to 8 behavioural indicators which indicate the types of behaviours which would be observable. Not every single behavioural indicator will necessarily apply for every position, so use those which apply to your role. 15

QPS Capability and Leadership Framework Developing Performance - SBMAQ QPS Capability and Leadership Framework Capability Behavioural indicators Components Description Facilitation Notes: This page from the Framework shows the interrelationship between the capability, descriptions and behavioural indicators.

Alignment of CLF levels with classifications Developing Performance - SBMAQ Alignment of CLF levels with classifications AO PO TO OO CLF 1 1 CLF 2 2 2,3 CLF 3 3 4,5 CLF 4 4 6 CLF 5 5 7 CLF 6 CLF 7 CLF 8 8 AO Administration Officer PO Professional Officer TO Technical Officer OO Operational Officer e.g. teacher aides, cleaners, schools officers Facilitator Notes: The CLF provides comparative and individual profiles for all classification levels. It does not, however, address technical or professional skills. Each level from AO1 to CES, and equivalent technical, operational and professional streams (e.g. TO5, OO5, PO5) are aligned to CLF levels. Appendix 1 (p 146) of the CLF provides a conversion table as above. For example: CLF 2 applies to the following classifications: AO2, PO1, TO1, OO2, OO3.

Increasing complexity Developing Performance - SBMAQ Increasing complexity Shaded components are critical transition points where there is significant development of skills from the previous level New behaviours are shown by italics Sees tasks through to completion. Works with agreed priorities, and works independently… Facilitator Notes: CLF p12

Individual profile summary An individual profile provides a level overview with capabilities, components and behaviours. The summary page if followed by 5 detailed pages – 1 for each column. Facilitation Notes: Individual profiles: define performance and behavioural expectations useful for coaching moments. Individual profile summary pages are found in Section 3 of the CLF document, or on the PSC website. The example provided is for an AO4, PO2 and TO3 and OO6 and is an overview of the full profile, followed by one page for each of the 5 capabilities: the shaded areas indicate critical transition points the italics indicate the introduction of new behaviours. Individual Profiles Section 3, pp. 33 – 106 (p 52)

Individual profile – core capability 3 Individual capability pages tease out which behaviours and components are critical to the role Facilitation Notes: The Individual Profiles drill down further at each level into the five core capabilities indicating: the components which describe skills and knowledge of that capability behavioural indicators that tease out what can be observed when someone is demonstrating the capability. The behavioural indicators provide team leaders and team members with suitable language to use in their performance and development conversations. It is important that both team leaders and team members use the framework prior to their conversation to reflect on the key requirements of the role, the team member’s current capabilities and priorities for development. This can be done by using a self-assessment proforma for the CLF level corresponding to the employee’s classification and a role description or outline of the individual’s current and/or future tasks. Self-assessment proformas are available from the PSC website at: http://www.psc.qld.gov.au/publications/subject-specific-publications/capability-leadership-framework.aspx (They are located under Tools and templates - Self assessment proformas.)

Comparative profiles Facilitation Notes: Comparative profiles indicate the increasing complexity of levels: they are useful when planning career progression as they demonstrate growth needed they also suggest useful ideas for on-the-job development. Looking at taking the next step in your career? Use the comparative profile to reflect on what your current skills are and to plan development Section 2 pp. 11 – 31

Developing Performance - SBMAQ Developing Performance conversation & plan template Key resource Phase 1: Clarifying expectations and work focus The CLF guides the identification of strengths and areas for development Facilitation Notes: The Developing Performance conversation and plan template – Phase 1 Team members and leaders need to reflect on the individual profile and self-assessment tool in the CLF, especially for identifying strengths and areas for development prior to the initial conversation. The next slide provides alternative methods for conducting a self-assessment using the CLF. One or both approaches may be selected. http://education.qld.gov.au/staff/development/performance/toolkit/template.html

Identifying strengths and areas for development Go to the QPS Capability and Leadership Framework (CLF) site and choose either or both of the following approaches: Approach 1. Tools and templates – Self-assessment proformas for your CLF level Approach 2. Individual CLF Profile for your level. In addition to these approaches you need to also reflect on your own work performance, feedback you have received, and the work responsibilities you have for the next agreement (usually 12 months). Facilitator notes The CLF is available on the Public Service Commission website at http://www.psc.qld.gov.au/publications/subject-specific-publications/capability-leadership-framework.aspx Approach 1. On the above website, look under Tools and templates – Self-assessment proformas for your CLF level – this refers to the section near the bottom of the page under the heading Tools and templates It is critical that the CLF Profile relevant to your level is used in conjunction with this proforma so that you have a clear understanding of each capability and component. Approach 2. Individual CLF Profile It is important that you become familiar with all 6 pages of your CLF profile i.e. the summary page followed by the 5 capabilites

Approach 1: Using the self-assessment proforma for your CLF level Go to the CLF Tools and templates and choose the self-assessment proforma for your level Also refer to the detail for each of the 5 capabilities in the individual profile for your level Complete the Capabilities required for role, and Current level of capability columns Review and select major strengths and areas for development to discuss with your supervisor/team leader at your performance and development conversation Areas for development will also align with the work for your school/unit/team. Facilitator notes This approach is best suited to those who are familiar with the role. For those new to the role, your supervisor/team leader may be able to provide some guidance on the significance of the capabilities/components for the role, or alternatively, use Approach 2. Before a performance and development conversation both the team leader and the team member should complete the appropriate self-assessment proforma. This gives the team member an insight into their current strengths and areas for further development, and helps identify the skills they might need to develop. Team leaders and team members will discuss their self-assessments in terms of similarities and differences. Each component of the capability is described in the self-assessment proforma. When completing the self-assessment proforma, individuals indicate how important each of the components are for the role and the perceived current level of capability. Some reflection is required and it is important to be as objective as possible. The findings from the self-assessment proforma are used to assist when determining priorities for your development. Step 1 use the self-assessment proforma for your CLF level to prioritise the capabilities for your current role: Essential – capabilities which are critical to success in the role Significant – capabilities which, while not critical to success in the role, are still important Less significant – capabilities which may not be as significant to success in the role Step 2 use the self-assessment proforma for your CLF level to identify your current capabilities and development requirements Confident – you are confident you sufficiently demonstrate 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 significant development or experience in this capability Step 3 Discuss your self-assessment with your team leader who will provide insight and feedback as part of your performance and development conversation. When you have reached an agreement, then plan development goals and actions accordingly so you can access the support, experience, and learning and development opportunities that you require to build these capabilities.

Approach 2: Individual CLF Profile for your level Examine all 6 pages of the CLF Profile for your level Using the summary page of your profile, highlight key areas (either components e.g. 2.2, 3.1,3.4 or specific parts of the description which you believe are strengths for you). Also consider some work examples for these. Using another coloured highlighter, identify components or specific parts of the description which you believe are potential areas for development which will also align with your work over the next year. You and your team leader/supervisor will now discuss these views and come to an agreement on your key strengths and areas for development. Facilitator notes The summary page of each Profile is a culmination of key information from the following 5 pages which unpack each capability in detail. All parties will need to have an understanding and familiarity of all 6 pages prior to the initial conversation. Phase 1: both parties will meet having already individually reflected on the strengths and areas for development of the team member so that a fruitful discussion will follow. It also provides an opportunity for feedback. Following the initial phase 1 conversation, the agreed on strengths and areas for development will then placed into the phase 1 template using language used in the CLF.

Developing Performance - SBMAQ Developing Performance conversation & plan template Phase 2: Reaching an agreement Facilitation Notes: Highlight content of Phase 2. Once agreement is gained on the focus areas for development, it is time to set goals. The goal stem (By date I will what you wish to achieve so that what is the benefit to you/the organisation) provides a useful frame for developing goals. When the goal is drafted, check it in light of the SMART goal model for refining. For a detailed explanation, refer to the Public Servant introductory PowerPoint and webinar at http://education.qld.gov.au/staff/development/performance/toolkit/presentations.html Key resource

Developing Performance - SBMAQ Developing Performance conversation & plan template Phase 3: Performing and ongoing support, including coaching and feedback – (actioning the plan) Phase 4: Reviewing progress and recognising achievement Facilitation Notes: Highlight the content for each phase and question prompt to support the review. These questions are a useful prompt for the team member and team leader. Key resource

Where to from here? Use your CLF individual profile and self-assessment proforma to reflect on your role and your capabilities Identify your strengths and priorities for development Compare your perceptions with your team leader’s, during your performance and development conversations. Your different perspectives will generate topics to launch your performance and development conversations The Developing Performance Framework invites you to take more control of your career with the support of your team leader and colleagues. Facilitation Notes: The slide provides suggested next steps for implementing the CLF. For further information, visit: Public Service Commission website: http://www.psc.qld.gov.au/publications/subject-specific-publications/capability-leadership-framework.aspx Developing Performance website: http://education.qld.gov.au/staff/development/performance/

As a team leader the CLF can help you … lead and motivate your team tap into the knowledge and expertise of your people tailor recruitment and selection to attract the right people conduct performance and development conversations identify training and development needs with your team. Facilitation notes: How? By giving you insights into the expected capabilities of individuals at every level, in current and future roles, on which you can base discussions, interview questions, ideas for development and suggestions as to how they can achieve their aspirations. Technical requirements of their position – from the role description – should also be taken into account when considering an individual’s development. The CLF is important, but it is only one of the benchmarks available to you.

The CLF will help DETE by … supporting development of a highly capable, future-ready workforce guiding development of capability and leadership for employees at all levels providing a shared language to describe the core work of employees across the Queensland public service providing increased career mobility across the sector. Facilitator Notes: This will occur so long as we all adopt and use the CLF as the underpinning framework for our suite of Human Resource functions.

Resources Resources available through the Public Service Commission website: CLF document in full and in sections Self-assessment tools Comparative profiles Information on applying the CLF to role descriptions http://www.psc.qld.gov.au/publications/subject-specific-publications/capability-leadership-framework.aspx See the PSC website for all resources http://www.psc.qld.gov.au/publications/subject-specific-publications/capability-leadership-framework.aspx

Developing Performance - SBMAQ Understanding the DPF Go to the DPF Information Session PowerPoints for a full explanation of the Developing Performance process http://education.qld.gov.au/staff/development/performance/toolkit/presentations.html

Developing Performance – Key Resources Developing Performance implementation guide for public servants This resource contains information to support employees in understanding and implementing the Developing Performance process. Developing Performance – conversation and plan template The template 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 The guide clarifies each step in the template and the corresponding process that occurs between team leaders and team members. Developing Performance website http://education.qld.gov.au/staff/development/performance/index.html Mentoring Handbook This handbook provides an overview of mentoring, provides guidance on how to establish an informal or formal mentoring program and how to work with a partner in a mentoring relationship. Facilitator Notes: Possible handouts: Developing Performance – an implementation guide for public servants (http://education.qld.gov.au/staff/development/performance/toolkit/implementation-guides.html) Developing Performance – conversation and plan template (http://education.qld.gov.au/staff/development/performance/toolkit/template.html) Developing Performance – a step-by-step guide to the Developing Performance conversation and plan template (http://education.qld.gov.au/staff/development/performance/toolkit/template.html) Developing Performance website – includes the framework and all resources - http://education.qld.gov.au/staff/development/performance/index.html The Developing Performance implementation guide is designed to support team leaders and members working through the performance and development process and includes implementation information, strategies and resources. Not only is this guide a sound reference document, it is a valuable tool which will enable you to successfully implement the performance and development process in your workplace. Whether you are new to the performance and development process, or already have an established performance and development culture, this guide will assist in your journey.

Developing Performance - SBMAQ Contact Denise Baker Senior Project Officer, Leadership & Performance Workforce Capability and Performance Denise.Baker@dete.qld.gov.au Ph. 351 36532 www.education.qld.gov.au/staff/development/performance