1. Developing Performance Framework
Information session
for public servants
Facilitator notes:
Session objective:
Develop awareness and understanding of how the Developing Performance Framework guides the Developing Performance planning and conversations

2. Developing Performance - SBMAQ
Strategic Alignment
Code of Conduct for the QPS
Independent Commission of Audit Final Report April 2013
 A Plan – Better Services for
Queenslanders
Valuing Performance
Policy Statement
Developing Performance Framework
Developing Performance process
Facilitator notes: Every employee in DETE (and across government) is required to have a Developing Performance Plan.
The implementation of the Developing Performance Framework project aligns with:
the Department of Education, Training and Employment Strategic Plan
2. the Department of Education, Training and Employment Workforce Strategic Plan 2011 – through the Developing the performance of our people key area of focus
3. Education Queensland’s Agenda for Improvement through the Developing workforce performance - A developing performance plan will be developed for all school staff, based on school priorities and individual needs
4. Code of Conduct for the QPS –
Principle Commit to innovation and continuous performance improvement
5. A Plan – Better Services for Queenslanders
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.
  Response – Accepted
The Government accepts this recommendation and notes that it is consistent with policies and initiatives currently being developed and promoted by the Public Service Commission.
6. Valuing Performance Policy Statement - Link:
The Valuing Performance Policy Statement embodies the department’s strategy for developing the performance of its employees. It brings together the department’s performance and development processes and resources.
7. Developing Performance Framework
Link:
The Developing Performance Framework, which provides the department’s process for developing the performance of employees, sits beneath the Valuing Performance Policy Statement.

3. Developing Performance across DETE
every employee group
across
every phase of their career
through
shared responsibility,
professional relationships
targeted capability development
and
Education Queensland Capability and Standards Framework
QPS Capability & Leadership Framework
Senior Executive Service Performance and Development Framework
Developing Performance Framework
Facilitator notes
The Developing Performance Framework clearly articulates the Developing Performance process.
Developing Performance is for every employee group across every phase of their career through shared responsibility, professional relationships and targeted capability development.
Developing Performance across DETE is shaped by capability framework documents for each employee group:
Principals’ Capability and Leadership Framework:
Deputy Principals’ Capability and Leadership Framework
Head of Programs’ Capability and Leadership Framework
Australian Professional Standards for Teachers
QPS Capability and Leadership Framework:

4. Session overview Purpose of the Developing Performance Framework?
Links to capability framework documents
Continual improvement and change
Team structures in a Developing Performance culture
Developing Performance conversations and planning
Facilitator notes
In this session, we will:
introduce the concept of developing performance
define the Developing Performance Framework and outline its intent
link the Developing Performance process to the Department’s capability documents
consider the implications of change management in a period of time where major departmental changes are occurring
consider the impact of the framework for you
consider team structures in a Developing Performance culture

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?
Facilitator notes
To focus your thinking about the Developing Performance Framework, discuss the prompt questions with a partner.
With your partner, discuss:
your previous experiences of performance development processes
what you believe is your greatest strength in your current work role
the best professional development you’ve experienced and talk about how it supported 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 engage in conversations about performance and its development.
Facilitator notes
The purpose of discussing the fundamental elements of the Developing Performance Framework in the previous activity was to frame your thinking for the rest of the session.
Key points to share:
The Developing Performance Framework is about all employees being engaged in conversations about performance development.
It recognises the complex and often difficult jobs departmental employees carry out, and ensures they feel valued for the contributions they make.
The framework also ensures that we all have access to the professional development we need, to feel comfortable about our work role and confident that we can do our jobs to the best of our ability.
This supports us in working toward our career aspirations, and the department delivering its services for Queenslanders.

7. Developing Performance - SBMAQ
Strategic alignment E
Cascading nature of planning:
Government initiatives
DETE Strategic Plan
Regional/branch operational planning
Implementation of business/school/unit plans
Individual Developing Performance plans
Alignment at all levels ensures a clear line of sight between work and strategic priorities.
Facilitation notes:
The beauty of the DPF is that it ensures a clear line of sight between the larger overarching strategic priorities and goals of the department and the day-to-day work of individuals. Through an effective Developing Performance process individuals can see how their work builds on and adds to these broader department priorities.
Through an effective developing performance process individuals can see how their work builds on, and adds to, these broader department priorities.
This clear ‘line of sight’ gives clarity and encourages ownership and accountability for our work.
DETE Strategic Plan
“Promote a performance culture to attract, retain and develop a high quality, agile, skilled and professional workforce.”
2. United in our Pursuit of Excellence
Developing workplace performance
School principals will: have a Principal Performance and Development Plan, developed with and endorsed by their supervisor, and based on the leadership and capability needs to lead the school improvement agenda
School staff will: have a Developing Performance plan, based on school priorities and individual needs.
3. Workforce Strategic Plan
Developing our people:
Our existing workforce requires new and strengthened capabilities and the capacity to foster an environment
• drive excellent individual and team performance through developing performance conversations
and capability development
• tailor learning and capability development to organisational needs
• develop leadership and management capability
• improve organisational cultural capability
• provide meaningful career structures and pathways for all employee groups to drive outstanding performance

8. Developing Performance
Developing Performance - SBMAQ
Developing Performance
Key resources
Capability and standards frameworks
Web resources = + +
Process
Facilitation 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 Capability and Standards Frameworks (Public Servants use 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 Frameworks:
Developing Performance Framework

9. Capability Frameworks
Education Queensland Principals’ Capability and Leadership Framework
Australian Professional Standards for Teachers
(from 2014)
Queensland Public Service Capability and Leadership Framework
Deputy Principals' and Head of Programs' Capability and Leadership Framework
ources/file/dcead a-47a8- 94d8-7400a8bfdd77/1/index.html
Facilitator notes
Use the links provided to view each of the capability documents.
Suggestion:
provide copies or relevant sections of the relevant capability framework documents for each employee group to refer to during the presentation. For the Queensland Public Service Capability and Leadership Framework – only the relevant profile needs to be provided e.g. OO2/AO2 use the CLF 2 profile.
Senior Executive Service Performance and Development Framework

10. DP implementation guide
4/20/2017
DP implementation guide
Key resource
Used effectively, this guide provides:
Useful information for implementing the four phases of the Developing Performance Framework
Hints and tips as you work through the process
Ideas and resources to help both team leaders and team members along the way
Facilitation notes:
This is a valuable easy-to-read resource for team leaders and team members

11. DP conversation & plan template
Key resource
Phase 1:
Clarifying expectations and work focus
Facilitator notes
The Developing Performance conversation and plan template has been updated in 2014.
This is available on the website at
This guides the process for the conversation, providing the team leader and team member with valuable information that assists in determining goals and future directions.

12. DP conversation & plan template
Phase 2: Reaching an agreement
Phase 3: Performing and ongoing support, including coaching and feedback
Facilitator notes
Phase 2: Reaching an agreement
Using the information collated in the conversation section of your plan (phase 1), it is time to identify the relevant areas of focus from the appropriate capability framework/standards, and
then develop the goals, actions and indicators for success.
It is recommended that you limit your Developing Performance plan to three or four areas to focus on, with three or four corresponding performance and development goals.
Phase 3: Performing and ongoing support, including coaching and feedback
This is the longest phase, when the plan is implemented.
Having agreed on your plan and goals with your team leader, it is important to have regular conversations about your progress. These may be both formal and informal.
Your plan should be a ‘living document’ that is referred to regularly throughout the work period.
Formal reviews should be undertaken during the agreement period to review progress, success and identify and modifications required.
The template provides questions for reflection and discussion during phase 3 feedback.
Phase 4: Reviewing progress and recognising achievement
The template provides questions for reflection and discussion during phase 4 of the Developing Performance process.
Phase 4 provides an opportunity to reflect on the successes and to consider future directions for the next Professional Development plan.
The questions for reflection and discussion provide a focus for planning prior to the meeting, and the discussion.
Phase 4: Reviewing progress and recognising achievement

13. Queensland Public Service Capability and Leadership Framework
A detailed PowerPoint introduction to the CLF can be located at
Facilitator notes
The Queensland Public Service Capability and Leadership Framework ( ) (CLF) demonstrates the capabilities required of public service employees at all levels, across all agencies and departments.
Key points to share:
The CLF does not apply to teachers and school leaders. In schools it is used by teacher aides, cleaners, schools officers, business service managers, administrative officers, guidance officers, school nurses etc.
The CLF is designed to support the development of a highly skilled public service delivering an excellent level of service to the Queensland community.
It is based on the rigorously researched Australian Public Service Integrated Leadership System ( that was introduced in 2004.
The framework outlines 5 core capabilities.
The capabilities place more emphasis on leadership with a future-focus at classifications AO7 (or equivalent) and above.
How can the CLF be used?
The CLF explains the generic behaviours that are desirable at each level to achieve effective outcomes. Along with specific behaviours and technical expertise required of each job, these can be used for:
Self-reflection and personal career planning - (
Selection and prioritisation of professional development
Meaningful performance development discussions
A common approach to job applications in the public sector
Personnel performance advice

14. Queensland Public Service 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 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. 14

15. Developing Performance - SBMAQ
Queensland Public Service Capability and Leadership Framework
Developing Performance - SBMAQ
Capability
Behavioural indicators
Components
Descriptions
Facilitation Notes:
This page from the Capability and Leadership Framework shows the interrelationship between the capability, descriptions and behavioural indicators.
Not every single behavioural indicator will necessarily apply for every position, so use those which apply to your role.

16. 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
CLF 9
SO1, SO2 AO
Administration Officer PO
Professional Officer TO
Technical Officer OO
Operational Officer
Facilitator Notes:
The CLF provides comparative and individual profiles for all classification levels. It does not, however, address technical or professional skills. It may also be appropriate to include a goal for the specific technical requirements of a role.
Administrative, Operational, Professional, Senior, Technical Officers streams are aligned to the CLF
Teachers, principals and Senior Executive Service have their own capability frameworks
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) provides a conversion table.
For example: CLF 2 represents the following classifications: AO2, PO1, TO1, OO2, OO3.

17. Building a Performance Development culture includes …
a leadership focus
coaching for performance
professional development continuous and constructive feedback
recognising achievement
supporting the development of individual employees
employees having ownership over their own development.
Facilitator notes
The dominant characteristics of workplaces with a performance development culture include:
leadership rather than management – anyone can be a leader in their current role (positional power is not necessary)
coaching rather than directing
an approach that links staff professional development to individual work roles and career aspirations rather than an approach where all staff engage in the same professional development, regardless of their individual requirements or aspirations
a culture of continuous feedback that is both positive and constructive
a culture where employees’ efforts are rewarded and recognised in ways they agree to, rather than a culture where there is little or no reward or recognition.
In a performance development culture this process is not simply a compliance exercise. It’s about employees having ownership over their own development.
Activity
With a partner, discuss the characteristics of a Developing Performance culture and how you might build this culture in your workplace. Share discussions with the group.
Dec-11

18. Continual improvement requires change
Implementation of the Developing Performance Framework aims to improve the capability and performance of all staff
This often means that we need to change the way we work in some way/s.
Facilitator notes:
The initial implementation of the Developing Performance Framework involves some element of change for us all, and change is constant in the workplace. It is common for employees to experience different feelings and behaviours as a result of change.
It is important to remember that this change has a purpose, to build the performance and capability of all staff so that we achieve improved student learning. By improving our individual performance, the whole department can better achieve the outcomes it has to deliver upon.
Activity
Think of a change that you were initially not enthusiastic about, but eventually accepted and maybe even embraced, this can be a personal or work-related change. Reflect on this change, and if you feel comfortable, share the emotions you felt and (maybe) displayed during this journey – from an end state to a beginning state.

19. Change is part of our lives – suggest ditch this slide
ENDING BEGINNING
Emotions
Physical
With any change
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
Facilitator notes (Acknowledge the work of Bruce Sullivan)
Implementing the Developing Performance process will involve a change process. Some will see this as a small change, some will see it as a significant change, and others will see it as in between. All employees will experience different feelings and behaviours as a result of this change.
Any change process has endings and beginnings. The process of changing pre-existing practices or behaviours requires us to make emotional and physical shifts toward a new beginning. Some of us can embrace changes almost immediately and make a new beginning. Others need time to grieve for the ending before they can move forward. This is normal behaviour and we all experience it.
When change occurs, whether it’s personal or work related, we all experience different emotions.
Some of us will:
Say YES! Bring it on – I like this change
Exaggerate the change
Focus on irrelevant detail to blow it further out of proportion
Get busy doing the unimportant – We’ll find some cleaning to do or fix something that’s been broken for 12 months
Display inappropriate bouts of emotion (e.g. oppositional, cynical)
Shutdown and avoid the change (go to a happy place)
Go to great lengths to sabotage the change.
Remember these emotions and behaviours are all normal … for a while.
Note:
We will all react to the implementation of the Developing Performance Framework differently. Some will adopt the process quickly and enthusiastically, while others will need some time to move forward with the process. By introducing the framework and processes clearly, and by providing the necessary support, employees will be more likely to adapt to the change more readily. Once they understand what is happening and why, and know how to engage in the process, they can more confidently step towards a new beginning.
These are all normal … for a while!
Adapted from the work of Bruce Sullivan

20. Team leader/member
Team leader refers to those leading or coaching a developing performance conversation
Team member refers to everyone participating in a developing performance conversation with their team leader.
Facilitation notes:
Everyone from the senior officers to you and I are team members as we all have developing performance conversations with our supervisors.

21. 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.
Facilitator notes
Team leaders play an essential role in the successful implementation of the Developing Performance process.
Outline the role of team leaders in the Developing Performance process as detailed on the slide.
Additional roles of the team leader include:
Getting to know and understand team members (to improve communication and interactions, and to help build trust and positive relationships)
Identifying how best to implement the Developing Performance process
Familiarizing themselves with the capability frameworks relevant to their employee group/s
Discussing the process with team members
Making the best use of the tools and resources available (on the Developing Performance website)
Creating the conditions for the team member to develop their performance
Modeling and acknowledging Developing Performance as a shared responsibility.
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.

22. 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. .
Facilitator notes
Team members play an essential role in the successful implementation of the Developing Performance process.
Outline the role of team members in the Developing Performance process as detailed on the slide.
Additional roles of the team member include:
Reaching an agreement with the team leader on key work tasks, career goals and the support and professional development required to build capability
Continuing conversations with the team leader on progress and to review work tasks
Giving and receiving positive and constructive feedback
Modeling and acknowledging Developing Performance as a shared responsibility.
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.

23. Team structures Supervisory approach Collegial approach
Traditionally, teams are organised based on classification and position.
Often there is a pre-existing structure of teams.
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.
Facilitator notes
Offices and schools will have structured teams to facilitate effective Developing Performance process conversations.
Teams have traditionally been organised according to a supervisory approach. For example, supervisors or members of the leadership team would facilitate all staff Developing Performance conversations in the workplace.
Feedback from the DPF pilot 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, for a range of reasons, weren’t able to provide quality Developing Performance conversations that met the needs of their team members. The pilot recommended that team leaders conduct no more than 6-8 Developing Performance conversations for greatest effectiveness.
The collegial approach is one in which leadership is distributed – employees who are not necessarily in positional leadership roles facilitate Developing Performance conversations.
It is essential that measures are taken to prepare the groundwork with staff prior to implementing the Developing Performance process. Further information on preparing the groundwork is available on the Developing Performance website.

24. Team structure example
Collegial team structure in a work unit
Team
Team leader
2 x Managers
Director
3 x A07 staff members
Manager
1 x A06, 2 x A05 staff members
A07
2 x A06, 1 x A05 staff members
2 x A04, 1 x A03 staff members
A06
1 x A03, 3 x A02 staff members
Facilitator notes
An example of how teams can be structured in a unit.
In this example, leadership is distributed among several staff members. This moves away from the traditional supervisory model of structuring teams and is an option to consider.
It is recommended that team leaders facilitate Developing Performance conversations with teams of no more than 6 – 8 people. This allows for quality, in-depth discussion to occur.

25. The DP 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
Key resource
Facilitator notes
Once the intent of the framework is understood and team structures are created, teams can begin having Developing Performance conversations and working through the four-phase process.
Key points to share:
Remember the importance of ongoing performance conversations; these ensure that the process is seamless and flows from phase to phase.
The Developing Performance process is a simple four-phase process that provides opportunities to discuss each team member’s capability and aligns this with specific professional development actions.

26. 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
Facilitator notes
The first phase is Clarifying expectations and work focus
The purpose of the first phase is to:
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 – often this will be decided at a whole school level)
Clarify the key work tasks for the team and team members
Share and discuss strengths and lesser strengths as identified through reflection on the applicable capability framework.
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.
It’s important to keep in mind:
The Annual Implementation Plan and job 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 Capability Framework that applies to them and their professional development needs and career goals.

27. 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
Facilitator notes
Phase 2 is Reaching an agreement.
It is important to allow for time between phase 1 and 2 conversations to enable team members and team leaders to reflect on discussions had in Phase 1, and to clarify their performance and capability development goals and actions.
Purpose of phase 2:
Agree on the team member’s identified key work tasks, necessary support and professional development that will develop capabilities and career goals, and be the focus over the coming work period.
Useful links:
Developing Performance – conversation and plan template:
Developing Performance – a step-by-step guide to the Developing Performance conversation and plan template for public servants:

28. Effective professional development
Research suggests that:
10% of learning is from formal training events alone
20% of learning is affected through working with a coach, mentor or more experienced colleagues
70% of learning happens informally through on-the-job and off-the-job interactions.
(Lombardo and Eichinger 2003, The Leadership Machine)
Facilitator notes
Professional development is more than attending a conference. It is in-house as well as event-based. Remember the expertise that is already within your workplace when supporting team members to select professional development, as well as the value of ‘on-the-job’ learning.
Research shows (Lombardo and Eichinger, 2003)
70% of our development occurs on the job
20% of our development occurs from interactions with mentors and colleagues
10% of our development occurs from formal training
If a training course is maximised by implementing the learning into the workplace or through working closely with others e.g. coach, mentor or network, the % of learning is increased. This is one way to maximise these learning events.
The most significant learning comes from the day-to-day work we do. It’s therefore important to consider what type of development is offered to ensure the most effective return on investment in terms of your time, your commitment, their learning, and our funding.

29. Goal setting Page 19 Implementation Guide Facilitator notes
Having identified the areas for improvement, discuss each area with your team leader and agree on performance and development goals, and the actions required in developing this capability.
Each goal should be written in terms of the SMART approach to ensure that it clearly articulates what you want to achieve.
Page 19 Implementation Guide

30. Developing Performance - SBMAQ
Goal stem
By ______ I will _______________ so that _________ ______________.
Growth Coaching International
(date)
(what you wish to achieve)
Facilitator notes
This stem provides a useful frame for developing goals. When the goal is drafted, check it in light of the SMART goal model for refining.
Examples using this stem appear on the next slide.
(benefit to self/organisation)
Page 19 Implementation Guide

31. Goal examples
By the end of April I will communicate with influence to various audiences so that key project information is communicated clearly, accurately and tailored to the needs of the audience.
By the end of April I will develop active listening and share information with my colleagues, so that I operate as an effective team member to achieve the best outcomes for the workplace/organisation.
Facilitator notes:
These 2 examples use the goal stem which demonstrate what a well written goal looks like.
Activity
Consider an aspect of your work that is in your Developing Performance plan or something you would like to improve.
Use the By … I will … so that …. model and write your goal.
Check this goal now against the SMART goal framework.
Share your goal with a partner and explain how it meets the SMART goal framework.
Share one or two goals among the whole group.

32. 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
Facilitator notes:
Phase 3 is Performing and ongoing support, including coaching and feedback.
Key points:
Phase 3 is the longest phase in the process.
It is about ‘actioning’ the key work tasks, professional development and support activities, and making steps toward career goals that are outlined in the Developing Performance plan.
This phase can be the most difficult as it is not only the longest. We work in busy environments and if we are not focussed, our development plans can become secondary to our everyday work.
Value each individual’s contribution to the achievement of the team and workplace.
Provide/seek support for capability development options.
Build on the daily conversations and interactions employees and team leaders already have as part of doing their job.
Maximise interactions to give and receive feedback, develop relationships between team members, build supportive work environments, and enhance employees’ job satisfaction.
Keep in mind:
Behaviours that would be ideally observed include:
Team leaders contributing to building a team work environment in which team members feel supported to ask questions, seek advice and direction, and continue ‘on-the-job’ learning.
Modelling of professional behaviours and practice
Team leaders regularly checking in with team members, and vice versa
Team leaders asking team members specific questions related to actions in their Developing Performance plans during day-to-day interactions.

33. Structuring feedback - STAR
Situation … the context at the time
‘‘When I had to rush to the meeting this morning… ‘
Task … what they were doing
‘ ... and you offered to help me with the report… ’
Action … specifically what you want to acknowledge in their behaviour or action
‘ … the way you were able to deliver the report to Sue and spend time answering her questions…’
Results … consequences/effects of this behaviour or action
‘… resulted in Sue’s area being really impressed with our responsiveness and your knowledge of the project. It looks like she is going to support our application!’
Facilitator notes:
An effective way to structure feedback is through the STAR model. This model helps you to structure feedback in terms of situation, task, action and results.
This model is useful when structuring feedback as it enables you to tell someone exactly what they have done well and what results have ensued because of the behaviour being discussed. This helps them to remember the behaviour in the future and increases the likelihood that it will be repeated.
Feedback should be specific, frequent, direct, timely and considerate of the time and place in which it is provided.
A public servant example is provided … (bring up each section on the screen).
Activity
To apply this model, think of a colleague and record some feedback about something positive they’ve done in the past week or so. The timing is important as feedback is most powerful immediately after the act, so there’s no point thinking of something that happened some time ago. Write down the feedback and give it to this person when you leave today. The more you practise using the STAR model, the more it becomes an everyday part of the way you work and you’ll naturally deliver feedback in this fashion.

34. The process 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)
Facilitator notes
The final phase in the process is Reviewing progress and recognising achievement.
Key points:
In this phase the team member meets with their team leader. To prepare for this meeting, the team member reflects on their agreement, considers examples that demonstrate improved performance and thinks about future work goals.
In the meeting, the team member and team leader review the team member's progress, discuss their strengths and areas for further development and consider the range of reward and recognition options available.
None of the things discussed in this conversation come as a surprise as the team member and team leader will have talked about them as part of their day-to-day work.
Keep in mind:
Team leaders …
Your introductory remarks are important - tone, phrasing and body language communicate a great deal.
Explain any processes you and the team member might use to review progress and recognise achievement.
Refer to the Developing Performance goals in the team member's plan.
Make reference to the discussions, progress updates and feedback that formed part of the day-to-day conversations throughout the work period.
Provide opportunities for the team member to discuss examples that demonstrate success and/or how performance can be measured or is evidenced.
Model honesty when reflecting on the team member’s performance. It is important to discuss employee's strengths and how to continue to build on them as well as constructive feedback that identifies any areas for improvement and strategies to support this.
Always thank team members for commitment to the process.

35. Developing Performance – Key Resources
Developing Performance implementation guide for schools
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 for school staff
This guide clarifies each step in the template and the corresponding process that occurs between team leaders and team members.
Developing Performance website
Mentoring Handbook
This handbook provides an overview of mentoring, provides guidance on how to establish a formal mentoring program and how to work with a partner in a mentoring relationship.
Facilitator notes
Possible handouts:
Developing Performance – an implementation guide for schools (
Developing Performance – conversation and plan template (
Developing Performance – a step-by-step guide to the Developing Performance conversation and plan template (
Developing Performance website – includes the framework and all resources -
The Developing Performance implementation guide is designed to support team leaders and members working through the Developing Performance 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 Developing Performance process in your workplace. Whether you are new to the Developing Performance process, or already have an established Developing Performance culture, this guide will assist in your journey.
PLEASE NOTE: At this point, it is recommended that school staff discuss implementation of the Developing Performance process in their setting. It would be useful to consider the information contained in the Implementation Guide to support this discussion. In particular, reference to the information contained on page 7 (‘What groundwork is required before implementing the Developing Performance process?’ and page 8,9 10 ‘What structures can be used to facilitate implementation?’) would be useful when initiating implementation.
It is important that schools discuss implementation options with the Local Consultative Committee (LCC) or act in accordance with the Consultative Processes for Small Schools.

36. 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)
Facilitator notes
A quote from a participant in the Developing Performance pilot program. 36