1. GETTING TO KNOW THE UNSW BEHAVIOURS
PART ONE: GETTING TO KNOW THE UNSW BEHAVIOURS
SLIDE ONE
Agenda Item - Welcome and Introduction
Purpose – Set the Scene
Introduction from Area Leader to provide explanation about the session and introduction of other facilitators (if applicable).
SCRIPT:
We are here today to explore together the UNSW Behaviours in more detail, and think about what they mean for us as a work unit/team/Faculty/School/division.
We know that being a great colleague or leader is not just about capability or ‘technical’ expertise; it’s about how we behave, support and energise others. The UNSW behaviours have been developed to identify how we can best work together at UNSW. They help us articulate what we expect from each other - it’s not just ‘what’ we do, but ‘how’ we do it.
Share a story which illustrates a great example of how one or more of the UNSW behaviours has led to a great outcome for the team/faculty . (Requires preparation)

2. UNSW Behaviours - A progressive approach
Step 1 Recognise
Step 2 Understand
Step 3 Self Assess
Step 4 Practice
Step 5 Feedback
SLIDE TWO
Agenda Item - Welcome and Introduction
Purpose – Set the Scene
SCRIPT:
We have a great opportunity to bring the behaviours to life today by sharing our stories with each other. This will help us with getting to know the UNSW behaviours, recognising and understanding the behaviours, assessing where our strengths are already in relation to the behaviours and where we might want to take action to develop aspects of the behaviours further.
This simple model reflects a progressive approach to acquiring a level of mastery in relation to a behavioural competency. You can see that Step 1,2, & 3 are highlighted here – as this shows where we are at currently and what we hope to get to by the end of today. We are really in the early stages of recognising and understanding the behaviours, and we will move into some self-assessment/self-reflection towards the end of the session. Going forward from today, it will really be about what you can take with you to practice, and into the future it will be thinking about ways to provide or receive feedback around the behaviours.

3. Introducing the UNSW Behaviours
SLIDE THREE
Agenda Item - Introducing the UNSW Behaviours
Purpose – Provide a baseline level of awareness of the UNSW Behaviours and their importance
Resources: Link to video embedded in this power point presentation (or available here -
SCRIPT:
Can I have a show of hands to indicate to me who is familiar with the UNSW Behaviours? <Acknowledge response>. Today provides a chance to build on our existing level of knowledge and really think about what they mean to all of us. I’ll play a video now which is a great snapshot of some of our UNSW colleagues talking in their own words (and unscripted!) about what the Behaviours mean to them.
PLAY BEHAVIOURS VIDEO (3 mins)
Any reactions, comments or feedback in relation to the video??
Wondering where the UNSW Behaviours came from? In 2016, staff were surveyed and asked what they thought the most important behaviours would be to help us achieve our goals and the 2025 Strategy. The responses were combined with thought leadership, such as the World Economic Forum’s ‘Top 10 Skills for 2020’ (see more about what the research says below). We further refined these key ideas through consultation with working groups and steering committees, presenting a set of five UNSW Behaviours.

4. SLIDE FOUR
Agenda Item - Introducing the UNSW Behaviours
Purpose – Provide a baseline level of awareness of the UNSW Behaviours and their importance
Resources: Framework with the behavioural definitions sent as pre-work
SCRIPT:
We are committed to building a thriving culture at UNSW, but what do we really mean when we say this? The intention of these behaviours is to foster a positive working environment; by using a common language and guiding definitions, it enables us to recognise and celebrate the desired behaviours in ourselves and others. The UNSW Behaviours help to clarify how we work together and set goals. They give us a structured way to acknowledge people who make a strong contribution to our community, and a way to provide constructive guidance to assist conversations for those not meeting expectations.
There are five UNSW Behaviours – Demonstrates Excellence, Embraces Diversity, Drives Innovation, Builds Collaboration, and Displays Respect.
You probably recognise these, as we have started embedding the UNSW Behaviours into existing and new programs and initiatives for staff, such as: career and performance conversations (myCareer), leadership development (UNSW Professional), staff recognition (2017 President's Awards), recruitment, induction, onboarding and promotion.
You were sent a pack with the full definitions as pre-work. Access this file again here.

5. Making the case….
Work in a small group on your allocated Behaviour, and answer:
1. What is it?
What does it look like, sound like, feel like?
2. Why does it matter?
Make the case for this behaviour, relating it to your work or UNSW
SLIDE FIVE
Agenda Item – Behaviours exploration activity – ‘Making the Case for each Behaviour’
Purpose – Make a deeper connection with the meaning of each behaviour
Resources: A3 template with behaviour and ‘looks like, sounds like, feels like’ table. You can post this around the room, and have the groups work standing in different areas (it is always good to get people up and active!). You may also use them at the tables you are working from.
SCRIPT:
You have heard how the Behaviours were developed, you have read the definitions, and you have heard some colleagues on video talk about the what the Behaviours mean to them. Now is your opportunity to start thinking about what the Behaviours mean to you. In small groups work together to explore and describe one of the behaviours. You have A3 templates to work from with these questions on them:
1. What it is? (What does it look, sound, feel like? What it the thinking/mindsets?)
2. Why it matters? (Make the case for the allocated behaviour, relating this to your work unit)
You will be asked to present your ideas to the group who might like to ask questions for clarification. We have 15 minutes for this activity including playback.
Facilitator actions:
Walk around to groups and help with any questions they might have.  
Facilitator Notes:
This activity will be dependent on numbers. Choose a solution that enables the audience to explore the five behaviours with others eg if
<10 – complete each behaviour as an individual activity and share with a partner (pair and share) or for >10 people – spilt into pairs or larger groups, to work on 1 behaviour each (to cover all five) and present back to the group.

6. Making the Case - Debrief
SLIDE SIX
Agenda Item – Making the Case for each Behaviour
Purpose – Make a deeper connection with the meaning of each behaviour
Resources: as previous
SCRIPT:
Ask the group to play back their work with short presentations <acknowledge responses>.
Facilitator Notes: To help with time restrictions, you can just ask to hear from 1-2 groups about their behaviour. You can use the presentation time to ask questions about their responses, or invite questions from others for the group to clarify. If it seems as through they haven’t been able to answer the questions fully, you may explore why that is the case. For example, sometimes people can get side-tracked in their conversations, as articulating behaviours can be challenging.

7. RECOGNISING THE UNSW BEHAVIOURS
PART TWO: RECOGNISING AND UNDERSTANDING THE UNSW BEHAVIOURS
SLIDE SEVEN
Agenda Item – What does good look like?
Purpose – Bring the behaviours to life to aid in recognising what we want to reinforce in self and others
SCRIPT:
We are now going to explore more specific examples of the Behaviours in our own work area. We have prepared some positive, and not so positive examples to work through. I encourage you to think about any examples you might also have in mind, and share these as we go along. We know that the more we start talking about them and being able to spot them in action; helps us all to recognise and understand them better.

8. What does GOOD look like???
SLIDE EIGHT
Agenda Item – What does good look like?
Purpose – Bring the behaviours to life to aid in recognising what we want to reinforce in self and others
RESOURCES: Faculty to provide examples of where they have seen the behaviour demonstrated in the Faculty with positive impact, demonstrating also how it helped the Faculty (select 2-3 key behaviours to focus on as strengths)
SCRIPT:
I’ll share with you now a couple more positive examples of where the behaviour has been demonstrated with positive impact in our faculty/school. What do you think about those examples? What examples do you have that you can share with us?
Facilitator Notes: Facilitate interaction by asking about key elements of the examples, getting participants to draw out the behaviour, and the impact they had. The intention is that with this group and their stage of learning about the behaviours, that they can start to recognise the behaviours in themselves and others and come up with their own examples and stories.

9. What is the flipside? SLIDE NINE Agenda Item – What is the flipside?
Purpose – Understand what interferes with us demonstrating a behaviour in the way we intend. Consider some potential areas for growth.
RESOURCES: Faculty to provide examples of 1-2 key behaviours to focus on as areas for growth.
SCRIPT:
The truth is, sometimes we are not always at our best.
Consider what gets in the way of us demonstrating a behaviour in the way we intend? For example while we might value respect and intend to behave in a way which demonstrates respect to others, sometimes we don’t always pull it off. Why do you think this is? <can cite time, energy, etc as reasons why we might not always be at our best>
Lets briefly consider now what it looks like when one of the behaviours is absent or not at its best, and think about what the impact is. I have an example in mind I’d like to share…
Facilitator Notes: Behaviours have a positive intention, not punitive, so its important to acknowledge this but not spend a lot of time talking about all of the ‘negative’ displays of behaviours. Therefore, examples and language used in this section should be respectful, and acknowledge this. You HR team can support you with preparing for this.

10. INSIGHTS
SLIDE TEN
Purpose – Reflect on key learning to this point before progressing to action planning.
SCRIPT:
<Leading out of the last slide> I want to remind you that the Behaviours have a positive intention, not punitive. Whilst it helps us to understand the flipside of the behaviours, and what might get in the way for us, this piece is really about identifying how we can be at our best. What are we doing well, and what do we want to do more of or better? We will come to that in a moment.. But for now, I want to know:
- What insights have come about from sharing those stories?
- Are there any “Ah-ha” moments you would like to share?
- Other thoughts?

11. Collective Reflection
&
Action Planning
PART THREE: SELF-ASSESSMENT AND ACTION PLANNING
SLIDE ELEVEN
Agenda Item – Collective reflection and action planning
Purpose – Align group on priorities for action/next steps to embed the UNSW Behaviours
Script:
Let’s reflect on what we think our current state is with the behaviours as a School/Faculty now we have had a chance to understand more about them.
- Which behaviours are areas of strength for us? I.e. we really understand what they mean, we can easily recognise them and they contribute to positive outcomes for our faculty/school
- Where are the opportunities to build further strength??
What steps can we take next to introduce/embed these behaviours into our work?
Let’s capture the key steps to take this forward.
Facilitator Notes: The reflection/assessment step could be done as private reflection or as a group activity using options like post-it note ranking of behaviours from strongest to weakest, or a show of hands to rate where the school sits on a rating scale of 1 (weakest) to 10 (strongest) etc

12. Individual Reflection
&
Action Planning
SLIDE TWELVE
Agenda Item – Individual reflection and action planning
Purpose – Capture individual and leadership actions which will contribute to embedding the UNSW Behaviours
RESOURCES: Session participants will need their pre-work to reflect on
SCRIPT:
Our final step for today is to privately reflect on any new insights or learning as a result of today’s session at a personal level. You were provided with a pre-work pack, that had reflection questions around each of the behaviours. You can pull this out now, and some further questions to think about might be:
- Are there any new individual areas of focus for developing the UNSW behaviours?
- How will you take some steps to encourage the development of these behaviours in others?
- To start action planning, consider including your ideas in your myCareer goal setting and behaviours discussions and /or choosing a buddy to hold you to account on a particular behaviour

13. THANK YOU SLIDE THIRTEEN AGENDA ITEM - Close Out
PURPOSE: - Wrap up the session, get initial feedback on impact and clarify accountability for follow up.
SCRIPT:
Before we wrap up I would like a volunteer to collate the flip chart paper and provide a summary back to the group as follow up. (Recap any follow up actions agreed on. ) Would anyone like to share a key take away from today to close out?
Thank you for your participation and contributions today.