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Developing
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Performance guide
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An implementation
for publicPerformance
servants
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Foreword
As one of Queensland’s largest employers, the Department of Education, Training and
Employment prides itself on aiming for the highest level of performance.
Our workforce is our greatest asset and, as such, supporting departmental staff to continually
improve, develop and grow is a priority.
I encourage every employee to take personal responsibility for their performance and
development. I also encourage staff to appreciate the many ways their hard work improves the
lives of Queenslanders.
For this reason, the department’s Strategic Plan 2014-18 and Valuing Performance Policy
Statement focus on employee growth and promote a culture of high performance.
Through the Developing Performance Framework we’re building a better, more responsive,
accountable and productive workforce.
I encourage you to use the Developing Performance implementation guide to support you on your
journey towards improved performance and improved outcomes.
I’m sure you will find this guide useful as you put the Developing Performance process into
practice within your workplace.
It details the information, tools and resources you need for professional development and the
many opportunities that can flow on to you and your clients.
I congratulate you on your hard work and achievements, and I ask for your continued support
as we work towards improving our workplace culture and values, and strive for excellence at all
levels.
For further information, visit the Developing Performance Framework website.
Yours sincerely
Dr Jim Watterston
Director-General, Department of Education, Training and Employment
Workforce Capability and Performance
Website: http://education.qld.gov.au/staff/development/
Contents
Introduction.............................................................................................1
Why do I need this guide?......................................................................................... 1
How can the guide be used to support implementation?........................................... 1
We can’t afford not to do it........................................................................................ 2
Developing Performance process.............................................................................. 3
How long does the process take?.............................................................................. 3
How do I use this guide?........................................................................................... 4
How does the Developing Performance process benefit all employees?..................... 5
Myth busters............................................................................................................ 6
What groundwork is required before implementing the Developing
Performance process?.............................................................................................. 7
What structures can be used to facilitate implementation?....................................... 8
What roles do team leaders and team members have in the process?....................... 9
Phase 1 – Clarifying expectations and work focus...................................10
How do I make it happen?...................................................................................... 10
What is involved in phase 1?......................................................................................... 10
Guiding questions......................................................................................................... 10
What’s in a Developing Performance plan?.................................................................... 11
Developing Performance – conversation and plan template........................................... 12
Conversation techniques .............................................................................................. 15
What steps do I take to prepare for phase 1?................................................................. 16
Phase 2 – Reaching an agreement..........................................................18
How do I make it happen?...................................................................................... 18
What is involved in phase 2?......................................................................................... 18
Guiding questions......................................................................................................... 18
Development options.................................................................................................... 19
Goal setting................................................................................................................... 20
Career aspirations......................................................................................................... 22
What are the key messages from phase 2?..................................................................... 23
An implementation guide for public servants
iii
Phase 3 – Performing and ongoing support, including
coaching and feedback...........................................................................25
How do I make it happen?...................................................................................... 25
What is involved in phase 3?......................................................................................... 25
Guiding questions......................................................................................................... 26
Supporting your Developing Performance plan.............................................................. 26
Developing Performance conversations......................................................................... 26
Perceptual positions...................................................................................................... 27
Giving and receiving feedback....................................................................................... 29
What are the key messages from phase 3?..................................................................... 31
Phase 4 – Reviewing progress and recognising achievement...................32
How do I make it happen?...................................................................................... 32
What is involved in phase 4?......................................................................................... 32
Guiding questions......................................................................................................... 33
Reviewing your Developing Performance plan................................................................ 33
The review conversation................................................................................................ 34
How can I make sure the performance review conversation goes well?........................... 36
Reflection prompts: recognition .................................................................................... 36
What are the key messages from phase 4?..................................................................... 39
Resources...............................................................................................40
Developing Performance – a step-by-step guide to the Developing
Performance — conversation and plan template for public servants........................ 40
Phase checklist – team leader................................................................................ 46
Phase checklist – team member............................................................................. 48
Developing Performance website ........................................................................... 50
Useful links............................................................................................................ 50
Suggested reading ................................................................................................. 50
An implementation guide for public servants
iv
Introduction
Why do I need this guide?
Managing and planning for Developing Performance is essential for individuals and teams to
achieve their goals and contribute to the strategic priorities of the organisation.
Used effectively, the Developing Performance process provides you with an understanding of:
• what is expected of you in your role
• key work tasks and capabilities required to complete these tasks
• types of support and professional development available to help you further develop the
capabilities you need to carry out your work
• ongoing support through the continuous two-way process of conversation, planning and
coaching that occurs between a team member and their team leader throughout the
four‑phase process.
This guide provides useful information for implementing the four phases of the Developing
Performance Framework, hints and tips for you as you work through the process, and ideas and
resources to help you along the way.
Model the way
Demonstrate enthusiasm and a positive approach to the performance planning and review
conversations.
Ask for feedback from staff about the performance planning process and the way you
manage their performance.
(Kouzes, JM and Posner, BZ 2002, The Leadership Challenge)
How can the guide be used to support implementation?
This guide has been created as a flexible tool to assist in the implementation of the Developing
Performance process. There are many ways to use this implementation guide and leadership
teams should discuss their strategy considering their local context, workplace size and existing
structures, and the work habits of team members. Options include:
• hard copy
– one copy for each team member to use as a work booklet
– one copy for each team to use as a reference tool
– sections (including the Developing Performance plan and the step-by-step guide templates)
for each team member to use as a reference tool
• online
– access the guide from the Developing Performance website
– print relevant sections as needed.
Team leaders should encourage their team members to access the guide in a way that best suits
their needs.
An implementation guide for public servants
1
Introduction
We can’t afford not to do it
Alignment
An important consideration of the Developing Performance process is the cascading nature of
planning from government initiatives through to the individual’s Developing Performance plan.
This ensures that work at all levels of the organisation is aligned and gives each person a clear
line of sight between their work and the strategic priorities influencing their role.
It is essential to consider information from the department’s strategic plan and work unit planning
documents to inform individual performance plans and identify overall goals.
Successful Performance Development systems align employees’
performance plans with strategic goals
It is often quoted that any organisation’s performance is the sum of the performance of all
its employees, but this is only true if all employees are working towards achievement of
strategic goals. To do this they need to know what those goals are and what they can do to
contribute to their achievement. Most managers are familiar with business planning processes which delegate responsibility
for achieving strategic goals by defining what each of the organisation’s divisions and
branches need to achieve to make the commitment required of them. Performance planning
and development processes simply take this down to the level of the individual employee.
The manager uses the business plan of the employee’s unit or branch to define the
contribution required of each employee and then reaches agreement with the employee on
performance goals that will deliver this contribution.
(Feldman, K 2009, Change and Perform, www.changeperform.com.au)
An implementation guide for public servants
2
Introduction
Developing Performance process
The Developing Performance process is a four-phase process, outlined in the diagram below:
1. Clarifying
expectations and work focus
• What do I expect of myself
and what do others expect of me?
• What are the work priorities for my school, work unit
and team in the coming work period and what contribution
will I make through my key work tasks?
• What are my career aspirations? What goals will I set
for this work period to support these aspirations?
• What support and/or professional development
4. Reviewing
do I need to build my capabilities to meet
progress and
these expectations, undertake key work
recognising achievement
tasks and achieve my career goals?
2. Reaching
an agreement
• Key work tasks
• What key work tasks
I am responsible for
have I completed successfully?
the capabilities I require,
• What did I learn in
and how I will show I have
completing these key work tasks?
completed these tasks successfully
• What are my strengths
• Support and
and how can I build on them?
professional development
• What areas do I need to
I will undertake to develop
focus on and how can I improve?
my capabilities so I can complete
• What are my career aspirations and
key work tasks and work towards
what pathways are available to me?
my career goals
• What support and professional
•
Career goals
development do I need to continue
I have set for this
to develop my performance?
3. Performing and
work period to support
• What can I do if I do not
ongoing support, including
my career aspirations
meet performance
coaching and feedback
expectations on a
• How am I progressing with
regular basis?
my key work tasks and my career goals?
Developing
performance
together
• How are my capabilities developing as a result of the
support and professional development I am accessing?
• How am I, my team leader and other members of the team
supporting one another by giving and receiving feedback
and providing progress updates on our work?
• How do I deal with new or competing issues or priorities?
How am I supported to do this by my team leader
and other team members?
The Developing Performance website contains a visual tool, ‘How does it work for me?’, that links
suggested reference documents and an overview of the process with specific details for public
servants.
How long does the process take?
The four-phase process refers to a work period, usually a calendar year. Timeframes should be
negotiated to suit the context of your work unit.
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Introduction
How do I use this guide?
This guide is a resource for team leaders and team members to help successfully plan and action
the Developing Performance process.
The Developing Performance cycle
Phase 1
Phase 2
Phase 3
Phase 4
Phase 1 — Clarifying expectations and work focus
This phase involves working with your team leader and colleagues to clarify the expectations and
key work tasks of your role and the capabilities needed to undertake these tasks.
Ongoing conversations
Phase 2 — Reaching an agreement
In phase 2, you work collaboratively with your team leader, to reach an agreement on your key
work tasks, career goals and the support or professional development you will access to build
your capabilities during the coming work period.
Ongoing conversations
Phase 3 — Performing and ongoing support, including coaching and feedback
In phase 3, you carry out the agreed work tasks, and through capability development, develop
your performance and work toward your career aspirations. Through ongoing conversations, you
and your team leader provide each other with regular progress updates and feedback on your
performance development.
Ongoing conversations
Phase 4 — Reviewing progress and recognising achievement
Phase 4 involves meeting with your team leader to review work tasks completed during the work
period, the impact of support and professional development on your development, progress
made toward your career aspirations, and to recognise your achievements during the work period.
Remember!
Two key elements of the process are:
1. the ongoing nature of the conversation
2. the importance of coaching and feedback.
Developing Performance occurs in day-to-day interactions
with staff and is the key to high-performing teams.
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Introduction
How does the Developing Performance process benefit all
employees?
Team leader
Team member
•• Provides an opportunity to discover what
each team member has to offer.
•• Identifies the capabilities that will be
required to meet work unit priorities.
•• Identifies potential shortages and
surpluses in these capabilities.
•• Aligns work roles to particular skills and
interests.
•• Provides opportunities for professional
development that are focused on
capability development.
•• Develops the capabilities, career
aspirations and commitment of team
members through ongoing conversations
about their work role.
•• Engages with succession planning and
talent management processes.
•• Identifies capability strengths and
capability development needs.
•• Promotes conversations around
performance development and career
aspirations.
•• Provides an opportunity to talk about
challenging aspects of work roles.
•• Provides opportunities for professional
development that is focused on identified
capability development needs.
•• Increases work satisfaction.
•• Promotes continuous and constructive
feedback.
•• Informs the team leader of achievements
and preferred recognition styles.
Benefits for all
Enables conversations focused on Developing Performance
 Provides role clarity
 Develops positive relationships
 Builds trust
 Supports achievement of goals
Successful Performance Development systems motivate employees to
perform beyond expectations
A well designed Performance Development system motivates employees by providing them
with challenging but achievable goals, management support for goal achievement, an
understanding of the importance of their work and opportunities for career development. These are all recognised as very powerful motivators of human behaviour. Successful Performance Development systems align employee behaviour
with organisational values
It has long been known that the best (and often only) means of getting employees to
behave consistently with your values is by leadership at every level of management. Simply
put, employees tend to mimic their manager’s behaviour. The high levels of face-to-face
interaction during implementation of a Performance Development System provide a great
opportunity for managers to role-model behaviours that are consistent with organisational
values.
(Feldman, K 2009, Change and Perform, www.changeperform.com.au)
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Introduction
Myth busters
Developing Performance and
capability development is about
managing poor performance.
Developing Performance and capability
development is a one-off process that occurs at the
beginning of each year.
The Developing Performance Framework
supports development through a
process that acknowledges and builds
on current strengths. The focus of
Developing Performance conversations
is to clarify key work tasks and identify
support and professional development
needed to meet these key work tasks.
When done well, performance planning and capability
development occurs continuously through regular
feedback, recognition and coaching. Performance
planning and capability development begins when a
new job is identified, and ends only when the employee
leaves. Developing Performance is part of the ‘life-cycle’
of the employee’s time within the work unit.
Performance planning and
capability development is solely the
responsibility of team leaders.
Not everyone needs to participate in performance
planning and capability development; it depends
on your role.
Performance planning and capability
development involves everyone, not just
team leaders. It is a two-way process in
which responsibility is shared between
team leaders and team members. In
monitoring performance and taking
action, team leaders and their teams
are jointly involved in agreeing on what
they need to do and how they need to
do it. The team member takes overall
responsibility for their plan.
Performance planning and capability development
is an industrial and professional obligation and is a
requirement of employment.
Legislation and industrial instruments such as awards
and agreements, and DETE policies and practices
obligate employees to actively participate in ongoing
performance planning and capability development.
The department, in partnership with employee unions,
has published joint statements and joint communiqués
detailing the implementation of the Developing
Performance Framework in DETE workplaces.
Team story
While a supportive culture has always existed within the Sunshine Coast Human Resources
team, the Developing Performance Framework has brought a greater awareness of the need to
engage in focused conversations tailored specially to developing the performance of individuals
and teams.
As a result, team leaders and members are more conscious of giving and receiving specific
feedback during the course of normal work, talking about the progress of key work tasks and
dedicating time to developing new approaches to solving problems.
These new, focused practices have brought about such positive change in the workplace that
team leaders and members now see them as an accepted practice, rather than the exception.
Developing Performance Framework – case studies from the pilot program
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6
Introduction
What groundwork is required before implementing the
Developing Performance process?
Before you begin having quality Developing Performance conversations in your workplace, it’s
important to set aside time to prepare the groundwork. It is essential that leaders and leadership
teams:
• Explain the Developing Performance intent
Engage team members in the process. Invest time in effectively communicating the intent and
benefits of the framework. This will help team members to identify ‘what’s in it for them’ and
build ownership of the process.
• Promote a Developing Performance culture
Highlight the intent of the framework as a process, as well as tools and resources, to promote
and maintain a culture where all team members confidently engage in conversations about
their performance and its development.
• Empower team members
Communicate to team members that the Developing
Performance process will empower and enable them to
talk about their work role, identify key work tasks and
access specific and relevant professional development
to build capabilities and work towards career
aspirations.
• Outline benefits of the Developing Performance process
Communicate the benefits of the framework by
emphasising that it’s about job satisfaction, spending
your days in a place where you feel valued and
supported when carrying out your day-to-day tasks as
well as when facing new challenges, where you can
discuss your learning and that of others, and where
improvement is planned for and does not just happen
randomly and by chance.
• Discuss differences
Have discussions with team members to help them
understand the difference between a Developing
Performance approach and performance management
systems. This will help overcome any fixed ideas from
past experiences.
• Negotiate implementation
Identify that implementation of the Developing
Performance Framework is a shared responsibility.
Leaders need to negotiate how best to implement the
Developing Performance Framework in the workplace.
An implementation guide for public servants
Tip for leaders
When considering how the
Developing Performance
Framework can be integrated
in your workplace, firstly
you need to reflect on the
existing culture. In so doing,
you will begin to identify the
behaviours and organisational
processes that support and
demonstrate the intent and
underlying values of the
framework. You will also
identify behaviours and
organisational processes that
are counter to the intent of
the framework and underlying
values. Only after reflecting
on your culture will you be in
a position to determine how
you can work with others to
integrate the framework, either
to enhance existing practices
or as a means of bringing
about cultural change.
7
Introduction
• Establish a Developing Performance culture
Establish shared norms (i.e. group protocols) for interactions to facilitate effective Developing
Performance conversations. Encourage team leaders to create the conditions for team members to
develop their performance.
– Shared understanding of the framework, the strategies used to embed the process,
enthusiasm for the process, and the relationships built among team members will engage staff
and ensure this process benefits all involved.
The intent of the Developing Performance Framework is to promote and maintain a culture in which
all employees are engaged in conversations about their performance and its development.
What structures can be used to facilitate implementation?
Before beginning the Developing Performance process, it is important to structure teams that will
facilitate effective conversations. Teams have traditionally been organised according to a supervisory
model. For example, managers would facilitate all staff members’ Developing Performance
conversations in the workplace. Feedback from the pilot (2007-2009) of the Developing Performance
Framework suggests that the supervisory model didn’t always allow for a real, in-depth discussion
to occur. This was because the size of the teams was often large and team leaders weren’t able to
provide quality Developing Performance conversations that met the needs of their team members.
Two approaches typically used to facilitate Developing Performance conversations are the
supervisory approach and the collegial approach.
Supervisory approach
The supervisory approach is the way teams have been traditionally structured – the leadership team
leads all teams across the workplace.
How do supervisory structures work?
The supervisory structure of leadership is generally more of an autocratic style — in which the power
to make decisions and issue directives is limited to certain individuals. They set the standards and
culture within the workplace, and influence other employees to share the same vision, while acting
as role models.
Collegial approach
The collegial approach is one in which leadership is distributed — employees who are not necessarily
in positional leadership roles lead teams through their Developing Performance conversations.
How do collegial structures work?
Collegial team structures can be used to bring people together in many ways. These include bringing
people together who have:
• similar workplace priorities
• similar areas of development
An implementation guide for public servants
8
Introduction
• positive pre-existing relationships – team members may feel more comfortable in a team
where positive relationships are already established, and where they are given choice about
the team they work with
• established mentoring and coaching relationships.
What roles do team leaders and team members have in the
process?
Team leaders and team members play an essential role in the successful implementation of the
Developing Performance process. When structuring teams that support effective Developing
Performance conversations, it is recommended that teams consist of six to eight members. This
allows for quality, regular and ongoing Developing Performance conversations to occur with each
team member. It is important that team leaders facilitating Developing Performance conversations
have sound knowledge of effective conversation techniques and the ability to engage effectively
and meaningfully. This may require some skill building for selected team leaders.
Team leader
Team member
• Discuss the process with your team
members.
• Get to know and understand your team
members (you’ll improve communication
and interactions and help to build trust
and positive relationships).
• Identify how best to implement the
Developing Performance process with your
team.
• Familiarise yourself with the capability
framework/s relevant to your group/s.
• Assist your team members to identify key
work tasks.
• Have open conversations about
professional practice and career
aspirations.
• Make the best use of the tools and
resources that are available.
• Identify relevant support and professional
development options.
• Enable an environment where all team
members develop their performance.
• Give and receive positive and constructive
feedback.
• Model and acknowledge Developing
Performance as a shared responsibility.
• Discuss with your team leader and
colleagues the priorities of your workplace
for the coming work period.
• Work with your team leader and colleagues
to clarify expectations of your role.
• Identify tasks that you will undertake to
contribute to key work priorities.
• Identify the capabilities you will need
to complete key work tasks and meet
priorities.
• Work with your team leader to identify the
support or professional development you
require to develop your capabilities.
• Share your career aspirations.
• Reach an agreement with your team
leader on your key work tasks, your career
goals and the support or professional
development you will access to build your
capabilities.
• Continue conversations with your team
leader on your progress and review work
tasks.
• Give and receive positive and constructive
feedback.
• Model and acknowledge Developing
Performance as a shared responsibility.
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9
Phase 1
Clarifying expectations and work focus
How do I make it happen?
What is involved in phase 1?
Phase 1: Clarifying expectations and work focus
Phase 1 involves team leaders meeting with team members to discuss the
perceptions they have of their current performance, what is required of them in
their role, and their career aspirations.
Purpose of phase 1
• Ensure team members and team leaders share a common understanding of
the expectations of the team member’s role.
• Decide on a work period (for example, calendar year or financial year).
• Clarify the key work tasks for the team and team members.
• Discuss the team member’s career aspirations – whether they want to be the
best at their current job, to move to another role, or to progress their career.
Keep in mind …
• The work unit planning documents and position descriptions are important
points of reference for defining key work tasks.
• The conversation is a ‘shared responsibility’.
• To prepare thoughts prior to the phase 1 meeting, team members should
reflect on their work, the QPS Capability and Leadership Framework that
applies to them and their professional development needs and career goals.
Guiding questions
The following questions can be used to guide you through phase 1 of the Developing Performance
process:
Key work tasks
• What do I expect of myself?
• What do others expect of me?
• What are the work priorities for my workplace, work unit and team in the coming work period?
• What contribution will I make through my key work tasks in the coming work period?
Career aspirations
• What are my career aspirations?
• What goals will I set for this work period to support these aspirations?
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10
Phase 1
Support and professional development
• What support and/or professional development do I need to build my capabilities to meet
these expectations?
• What support and/or professional development do I need to build my capabilities to undertake
key work tasks?
• What support and/or professional development do I need to build my capabilities to achieve
my career goals?
What’s in a Developing Performance plan?
A Developing Performance plan is created as a result of a series of conversations between a team
member and a team leader. A plan should include information about the team member’s:
• key work tasks
• identified areas for improvement (through
reference to the QPS Capability and
Leadership Framework)
• agreed performance and development
goals
• capability development actions to achieve
goals
• career aspirations and goals.
The Developing Performance conversation and
plan template is designed to enable you to:
• prepare for your Developing Performance
conversations
Remember!
The Developing Performance conversation
and plan template is intended to be
a flexible tool and is a guide only.
Workplaces are encouraged to modify
the template to ensure it meets their
needs; However, it should include the
components listed on this page. We
recommend that a consistent template be
used in a workplace to ensure a common
understanding and experience of the
Developing Performance process.
• create your Developing Performance plan.
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11
Phase 1
Developing Performance – conversation and plan template
Name:
Role:
Work location:
Date:
Mid review date:
Final review date:
Conversation – Phase 1
What are your major responsibilities?
What is expected of you in your role?
What key work tasks are associated with
meeting these responsibilities?
Highlights of your work
Lowlights of your work
Major challenges for you
Important partnerships
Professional goals/aspirations
Strengths and areas for development (as identified in relevant capability framework selfassessment and as negotiated with supervisor)
Strengths
Areas for development
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Phase 1
Developing Performance plan – Phase 2
Focus areas for
improvement
(as identified in relevant
capability framework and as
negotiated with supervisor)
Career aspirations
Agreed performance
and development goals
Refer to Smart Goals
Framework
Career goals
Actions to develop
capability
Indicators for
success
Be specific
What will you/others see
if your goal is achieved?
Actions to develop
capability
Indicators for success
Short term
Mid term
Long term
Signature and date (team member)
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Signature and date (supervisor/team leader)
13
Phase 1
Review and recognition of achievement – Mid review – Phase 3
• What are my successes?
• What has challenged me?
• What could I have done better?
• What have I learnt in completing these key work tasks?
• How have I built on my strengths?
• What else do I need to focus on to continue to improve?
• What support and professional development do I need to continue to develop my
performance?
Signature and date (team member)
Signature and date (supervisor/team leader)
Review and recognition of achievement – Final review – Phase 4
• What are my successes?
• What has challenged me?
• What could I have done better?
• What have I learnt in completing these key work tasks?
• What are my strengths and how can I build on them?
• What areas do I need to focus on next?
• What are my career aspirations and what pathways are available to me?
• What support and professional development do I need to develop my performance further?
• What action is required if I do not meet performance expectations on a regular basis?
Signature and date (team member)
An implementation guide for public servants
Signature and date (supervisor/team leader)
14
Phase 1
Conversation techniques
Conversation is the central component of an effective Developing Performance process. It is
essential for team leaders and team members to develop and refine their skills in conversation to
further enhance the effectiveness of Developing Performance conversations. This guide includes
a range of skills, suggestions and techniques.
Remember, conversations are:
• ongoing
This process is four-phased. It is not a conversation once or twice a year, nor is it about talking
to people only when they are not performing. The Developing Performance Framework is about
providing the time and space to have conversations about work, career goals, necessary
support and professional development, so everyone feels valued and supported in their work
role.
• formal and informal
The Developing Performance Framework is not just about having formal conversations with
your team about performance and its development. Informal conversations are also extremely
important and a great opportunity to talk about whether the professional development
your team members have chosen is working for them. ‘On the spot’ feedback and informal
checking-in with team members are great ways of creating a Developing Performance culture.
• a shared responsibility
Developing Performance Framework conversations are not about having something done
to you, as performance management systems may have been in the past. They are about
empowering and supporting team members to talk about their work role and enabling them to
take responsibility for the direction of their own development.
Throughout the Developing Performance process, the team leader takes on a facilitative role for
the majority of the conversation. As such, it is important that the team leader develops coaching
skills and uses their interactions with team members to refine these skills. For team leaders, this
might be an identified area of capability development in their Developing Performance plans.
Phase 1 is crucial to the Developing Performance process, as it clearly defines expectations and
work focus for the team member.
Clarity about what is happening at the moment is perhaps the most important aspect of
coaching. You don’t always have to know why something is happening – what’s important
is discovering how you can coach your colleague to do things differently in order to improve.
Knowing what is happening now is the starting point in recognising the gap between where
you are and where you want to be.
Whitmore J 2009, Coaching for Performance
An implementation guide for public servants
15
Phase 1
What steps do I take to prepare for phase 1?
In preparing for phase 1 Developing
Performance conversations, team leaders
and team members should reflect on
their work role and performance using
the QPS Capability and Leadership
Framework.
This will assist team leaders and team
members to identify the capabilities
they believe they apply to their work
(their strengths) and also those they
believe need development. Team
leaders and team members should also
refer to workplace planning documents
to determine the priorities they will be
contributing to through their work.

Remember!
The stronger the relationship, the more
comfortable a team leader and team member
will feel when talking about performance
development. It is important for team members
to be honest about whether the identified
capability development options will work for
them. Team members are encouraged to be
specific about their goals and the professional
development and support they will access to
develop their performance.
Phase 1 checklist – team leader
Preparation – I have:
reviewed and communicated the strategic priorities for my workplace
communicated the intent and benefits of the Developing Performance process
planned and prepared for Developing Performance conversations with my team members,
using the QPS Capability and Leadership Framework to reflect on the strengths and lesser
strengths of my team members
encouraged facilitation of Developing Performance conversations in a supportive
environment, free from interruptions.
Conversation – I have:
discussed individual work roles with team members
shared my expectations of each team member and reflected on how these align with each
team member’s expectations
discussed the strengths and lesser strengths as determined by assessment of the
QPS Capability and Leadership Framework with team members
negotiated the focus of performance and development goals.
Follow up – I will:
ask team members for their feedback on the Developing Performance process so far
schedule the next conversation with each team member.
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16
Phase 1

Phase 1 checklist – team member
Preparation – I have:
developed an understanding of the strategic priorities for my workplace in the coming work
period
determined what contribution I will make through my key work tasks
identified the QPS Capability and Leadership Framework level relevant to my role
classification
described my key roles and responsibilities, highlights and lowlights, major challenges,
important partnerships, and professional and personal goals
referred to the QPS Capability and Leadership Framework to identify my strengths and
lesser strengths
organised my Developing Performance conversation in a quiet, private environment.
Conversation – I have:
discussed key roles and responsibilities, highlights and lowlights, major challenges,
important partnerships, and professional and personal goals with my team leader
shared my expectations and reflected on how these align with my team leader’s
expectations of my work
discussed my strengths and lesser strengths as identified in my self-assessment against
the QPS Capability and Leadership Framework.
Follow up – I will:
provide my team leader with feedback on the Developing Performance process so far
schedule the next conversation with my team leader.
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17
Phase 2
Reaching an agreement
How do I make it happen?
What is involved in phase 2?
Phase 2: Reaching an agreement
You need to allow time between phase 1 and phase 2 conversations to enable
team members to reflect on the discussions they 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 and necessary support
and professional development that will develop capabilities and career goals
and be the focus over the coming work period.
Keep in mind …
• Professional development is more than attending a workshop. 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.
Guiding questions
The following questions can be used to guide you through phase 2 of the Developing Performance
process:
Key work tasks
• What key work tasks am I responsible for?
• What capabilities do I require?
• How will I show I have completed these key work tasks successfully?
Career aspirations
• What career goals have I set for this work period to support my career aspirations?
Support and professional development
• What support and professional development will I undertake to develop my capabilities so I
can complete work tasks?
• What support and professional development will I undertake to develop my capabilities so I
can work towards my career goals?
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18
Phase 2
Development options
Why capability development?
Capability development is a key element in the Developing Performance process. Determining
what capabilities team members need to develop in their current roles and to progress their
career aspirations, and negotiating effective ways to develop these capabilities, ensures the
process is meaningful and worthwhile.
Linking capability development to performance goals
Team leader considerations
To ensure return on investment for the time and budget invested in capability development,
options must be clearly linked to the performance and development goals in a Developing
Performance plan. Often, capability development activities are chosen without careful
consideration of how they will help the team
member perform major responsibilities or prepare
How can development be most
for the future. To get the most out of capability
effective?
development activities, ask the following
Research undertaken by Lombardo
questions:
and Eichinger about the most effective
• How has the team member, as well as the
development suggests that:
team, benefited from capability development
• 10% of learning is from formal
activities undertaken previously?
training events alone
• 20% of learning is affected through
• What strengths does the team member already
working with a coach, mentor or
have that they could build on to achieve the
more experienced colleagues
goals in their Developing Performance plan?
• 70% of learning happens informally
through on-the-job and off-the-job
• What skills and capabilities must they develop
interactions.
to successfully meet the requirement of the
relevant capability framework and achieve
their goals?
• What capabilities will they need to take the
next step in their career? Consider whether
this step could be at level, in a different role or
a promotional oportunity.
• What capabilities do I expect the whole team
will need to meet future workplace priorities?
So it’s important to consider what
type of development is offered to team
members to ensure the most effective
return on investment in terms of your
time, your commitment, their learning,
and our funding.
(Lombardo and Eichinger 2003,
The Leadership Machine)
Remember!
Work with people’s strengths.
You might need to change your thinking from focusing
on gaps to building on what is already working well.
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19
Phase 2
Goal setting
Using the information you have collated in the conversation section of your plan, you now need
to articulate your planned performance development. 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. Reflecting on the SMART approach to developing goals will
be useful here (see below).
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.
Remember to apply the SMART (Duncan Haughey, www.projectsmart.co.uk) approach to
developing goals.
Specific
Measurable
Achievable
Relevant
Time based
Are the
performance
goals specific?
A general
statement such
as ‘improve
student results’
does not
provide enough
definition
about the area
and method of
improvement.
Can you
measure the
performance
goals? If you
can’t measure
it in some way,
you won’t know
whether the
goal has been
achieved.
Are the
performance
goals
achievable or
within your
influence?
Are the
performance
goals relevant?
Do they
contribute to
the strategic
goals of the
school or the
department?
Is there a time
period within
which the
performance
outputs need
to be achieved?
A useful stem to assist with goal setting is:
• By (date) I will (what you wish to achieve) so that (why this is of benefit to self/organisation).
Examples of this would be:
• 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.
OR
• 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.
(Growth Coaching International)
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Phase 2
Team member considerations
To get the most out of capability development activities, ask yourself the following questions:
• How have I benefited from the capability development activities I have undertaken previously?
• What strengths do I already have that I can build on to achieve the goals in my Developing
Performance plan?
• What skills and capabilities do I need to develop to successfully meet the requirements of the
relevant capability framework and achieve my goals?
• What capabilities do I need to take the next step in my career?
The capability development options image below may be helpful in considering the range of
options available to support capability development.
Contacts
Relationships
• coaching
• mentoring
• giving and receiving feedback
• peer group review
• critical friendship
• work with external
consultant/adviser
• collaborating/collaborative
learning project
• networking
• community of practice
• team planning and review
• Learning Place
• Institute of Public Administration
Australia (IPAA)
• Queensland Education Leadership
Institute (QELI)
• Australian Institute of Management (AIM)
• Public Service Commission (PSC)
• BSM Connect
• Queensland Teachers’ Union (QTU)
• United Voice (formerly LHMU)
• Together (formerly QPSU)
On the job
• secondments
• work shadowing
• demonstrations
• project work
• evidence-based analysis
• on-the-job debriefs
• regular professional team
meetings
• acting in higher duties
• recruitment procedures
• business planning
• job rotations
Capability
development
options
Public Servants
Formal education
• courses: online,
conferences, seminars
• tertiary study
• national external training
• professional qualifications
An implementation guide for public servants
Self-study
Other options
• study tours
• exchange visits
• case studies
• leading policy development
• debates
• online communities
• team sites
• social networks
• voluntary additional work activities
• reading and researching
• reflective journal
• learning log
• reflecting on work issues/
incidents
• capability framework selfassessment
• action research
• papers for publications
21
Phase 2
As the field of professional development matures, the literature is filled with findings
about what is and what is not effective in working with the adult learner. Among the many
elements discussed in myriad journal articles and emerging research studies, there are
five critical components that seem to spell success for substantive, long-lasting change.
These five professional development attributes appear repeatedly in the literature and are
supported by leading voices in this area of study. The following five adjectives describe rich,
robust and rigorous models of professional learning: sustained, job-embedded, interactive,
collegial, and integrated.
Professional development: five critical qualities
•• Sustained: training is implemented over time
•• Job-embedded: training occurs and/or continues at the work site
•• Interactive: training invites, involves, and engages participants
•• Collegial: training builds and supports a community of learners
•• Integrated: training that is eclectic (Web-based, online, text, face-to-face)
(Fogarty, RJ and Pete, BM 2004, The Adult Learner: Some things we know)
Career aspirations
Effective career development planning can enhance workplace productivity, job satisfaction
and team members’ commitment. Leadership teams develop the capabilities, aspirations and
commitment of all employees through the Developing Performance process which, in turn, helps
to retain quality staff members. Negotiating the actions required to develop capability provides
an ideal opportunity to discuss and support each team member’s career development. This is
where reference to the QPS Capability and Leadership Framework is essential for team leaders
and team members to identify development needs now and in the future.
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22
Phase 2
Team leader role in developing a team member’s career
Team leaders play a vital role in encouraging and providing opportunities for team members to
develop the capabilities they require to manage their career. Team leaders can support team
members to develop their careers in the following ways.
Reflecting
on practice
• Using the relevant capability framework to inform conversations, helping team
members assess and identify their strengths, areas for improvement, career
goals, aspirations, expectations and interests.
• Providing feedback on observed behaviours, and demonstrated skills and
talents.
Providing
information
• Talking to team members about their capability development options,
opportunities available and barriers.
Guiding
• Encouraging team members to focus on realistic goals and giving feedback on
the appropriateness of selected goals.
Coaching
• Coaching team members through the development and implementation of
their Developing Performance plan.
Developing
• Recognising, discussing and working towards a team member’s career
aspirations.
• Highlighting capability development opportunities to assist the team member
to reach their career goals.
What are the key messages from phase 2?
1 Team leaders should take the time to get to know their team members by building positive
relationships with them, listening and taking the time to understand them as individuals, thus
enabling facilitation of quality Developing Performance conversations.
2 Team leaders should reflect on what is expected from each team member to assist in the
negotiation of the plan.
3 It is important that team leaders understand the QPS Capability and Leadership Framework
and how it applies to each team member.
4 Some team members may find it more effective to approach the Developing Performance
process more informally by having regular conversations.
Enable others to act
••
••
••
••
Give people a choice about the work they do.
Actively listen to others’ points of view – a performance conversation is a two-way event.
Take advantage of every opportunity to build your relationships with your team members.
Invite your team members to discuss their work with you.
(Kouzes and Posner 2002, The Leadership Challenge)
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Phase 2

Phase 2 checklist – team leader
Preparation – I have:
considered individual capability development needs and priorities for each team member
reflected on agreed strengths and lesser strengths as identified by each team member’s
QPS Capability and Leadership Framework self-assessment.
Conversation – I have agreed on:
areas for improvement, performance and capability development goals, and actions to
develop capability with my team members
career aspirations, career goals, and actions to develop capability with my team members.
Follow up – I will:
follow up Developing Performance meetings and conversations with my team members.

Phase 2 checklist – team member
Preparation – I have:
identified my capability development needs and priorities
considered my career aspirations and goals for the short, mid and long term
reflected on agreed strengths and lesser strengths as identified in my QPS Capability and
Leadership Framework self-assessment.
Conversation – I have agreed on:
areas for improvement, performance and capability development goals, and actions to
develop capability with my team leader
support and professional development I will undertake to develop my capabilities
career aspirations, career goals, and actions to develop capability with my team leader.
Follow up – I will:
follow up Developing Performance meetings and conversations with my team leader.
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Phase 3
Performing and ongoing support, including coaching
and feedback
How do I make it happen?
What is involved in phase 3?
Phase 3: Performing and ongoing support,
including coaching and feedback
In this phase, the team member puts their Developing Performance plan into action
during their day-to-day work.
Throughout the work period, the team member and team leader share regular updates
on the team member’s progress, give and receive feedback, and discuss issues and
new priorities as they arise. If it is necessary to make amendments to the plan, the team
member does this in collaboration with their team leader.
Purpose of phase 3
• Value each individual’s contribution to the achievement of the team and workplace.
• Provide/seek support for capability development. • 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 ideally be 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 practices.
• team leaders regularly checking in with team members.
• team leaders asking team members specific questions related to actions in their
Developing Performance plans during day-to-day interactions.
• team leaders providing opportunities for team members to reflect on their
performance and give feedback on their team leader's performance.
• team leaders and team members giving feedback that is specific. Statements that
do not specify a particular action or behaviour are not as effective in supporting
employees to develop their performance.
• Developing Performance acknowledged ‘in action’ when observed.
• issues related to performance discussed as they occur so that performance
development is continual.
• new priorities or issues discussed as they arise, and changes required to Developing
Performance plans for the work period agreed.
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Phase 3
Guiding questions
The following questions can be used to guide you through phase 3 of the Developing Performance
process:
Key work tasks
• How am I progressing with my key work tasks?
Career aspirations
• How am I progressing with my career goals?
• What career goals have I set for this work period to support my career aspirations?
Support and professional development
• How are my capabilities developing as a result of the support and professional development I
am accessing?
• How am I, my team leader and other members of the team supporting one another by giving
and receiving feedback?
• How am I, my team leader and other members of the team supporting one another by
providing progress updates on our work?
• How do I deal with new or competing issues or priorities?
• How am I supported to do this by my team leader and other team members?
Supporting your Developing Performance plan
Q
A
As a team leader, I have negotiated a Developing Performance
plan with each of my team members. What do we need to do now?
After negotiating the plan, phase 3 involves regular conversations with your team members.
The types of conversations include:
• coaching conversations
• conversations to provide specific and timely feedback
• day-to-day relationship-building conversations.
Developing Performance conversations
The role of team leader involves helping team members
learn from the challenges and successes they experience
daily.
The team leader:
• gives helpful feedback
• listens and asks questions
• focuses on supporting the team member to achieve their
goals
An implementation guide for public servants
Remember!
The Developing Performance
process is most effective
when provided in a supportive
environment. Leadership style
and relationships between team
leaders and team members will
influence the effectiveness of
this process.
26
Phase 3
•
•
•
•
helps the team member find their own answers to challenges
sometimes gives advice, firstly asking the team member if they are open to suggestions
challenges the team member to explore new ideas and ways of doing things
reinforces the actions and behaviours that are needed to achieve team members’ performance
goals.
Team leaders have a critical role in facilitating conversations
with their team members – it carries with it the opportunity
to open pathways to develop their performance. Effective
conversations ensure that each team member feels heard
and respected, and clear about their work responsibilities,
strengths and capability development needs. The partnership
created through these conversations should be based on trust
and a commitment to professionalism and quality outcomes.
Tip for team leaders
Common mistakes in oneto-one conversations:
•doing most of the talking
•taking the problem away
from someone
•not enquiring about
feelings
•delivering unclear
messages
•cancelling the meeting
•allowing interruptions
•running out of time.
One reason coaching conversations are powerful is that
they bring structure to the process of thinking, planning,
deciding and doing. Instead of just talking about your
needs, you are systematically walking through a framework
that forces you to clarify an objective, explore new options,
make firm decisions and become accountable to act on
your choices. That’s a lot more than just talking!
(Scott, S 2002, Fierce
Conversations pp.109-110)
(Stoltzfus, T 2008, Coaching Questions)
The Developing Performance website provides useful tools and resources focused on
conversation techniques and strategies to further support team leaders and team members.
A useful reflection for team leaders during coaching interactions with team members is to
consider their use of perceptual positions. A coach should spend the majority of their time in
second perceptual position, whilst the team member will be operating mainly from first position.
Perceptual positions
We often experience the world from only our own
perspective, and thereby limit ourselves to only
one description of what we call ‘reality’. Using
the three perceptual positions, we can become
more flexible, gain understanding and increase
our resourcefulness. Using these three perceptual
positions consciously is useful in developing
and maintaining relationships, increasing our
understanding of the world around us and being
more creative.
The three perceptual positions encompass all
possible perspectives. The ability to control the
shift from one perceptual position to another is an
essential skill in facilitating and participating in
Developing Performance conversations.
An implementation guide for public servants
1
2
nd
st
What am I
feeling?
What is the other
person doing?
What can I infer
s/he is feeling?
3
rd
What is happening
among us?
Adapted from Tim Dalmau, Phill Boas, Steven Zuieback
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Phase 3
Taking different perceptual positions enables you to step out of what you are currently
experiencing and gather new information by seeing things from a different perspective. You can
also determine how your own words and behaviours may be affecting other people, and how
other people may be feeling about you and your actions. This new knowledge will help you to
make the necessary changes in your behaviour and achieve desired outcomes.
The information below outlines the characteristics of operating from each of the three positions.
First position
First position is when you are passionate about communicating your position, opinions or
feelings.
Features of first position:
• reacting to others’ behaviour, how it impacts on me, how I feel about it, what I want to get
across
• what’s going on for me
• how I feel, what I need and what I see
• my considerate assertion skills
• being in touch and self-aware.
Second position
When you are in second position, your attention is fully focused on the other person. You are
able to listen attentively, pick up on non-verbal cues and body language, and modify your
behaviour accordingly.
Features of second position:
• responding to what the other person is actually doing and how they actually feel
• empathy – standing in their shoes
• understanding their feelings
• learning about their needs.
Third position
Third position is when you assume a ‘fly on the wall’ perspective of the situation. You are able
to pay attention to the dynamics of the entire situation. You are observing and seeing things
from all perspectives.
Features of third position:
• responding to what is happening between me and the other person/s as a whole interaction
• what’s going on objectively
• looking for patterns evident in the interaction
• often referred to as the helicopter view
• identifying what problem solving is possible.
Source: Schluter-White, K and Zimmerman, J 2010, ‘The art of BEiNG a facilitator’, adapted from Tim Dalmau, Phill Boas,
Steven Zuieback.
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Phase 3
Giving and receiving feedback
The goals of providing feedback are to:
• improve performance
• open up conversation
• enhance relationships. We all need feedback to know what we are doing well and should keep doing, anything we should
stop doing and how to do things better. We cannot improve our performance without feedback.
How do I provide performance feedback?
It is important to consider the following points when providing feedback:
Be frequent
Provide feedback often – it will increase the likelihood of your team members
feeling comfortable with the process. Ensure that you have a balance of
frequent feedback about what is working well and what is not working so
well.
Be specific
Be specific about the behaviour, situation and consequences. Give recent
examples of behaviour that you have actually witnessed. Try not to interpret
the behaviour and avoid emotional generalisations.
Be direct
Get to the point. Both constructive and positive feedback should be given
honestly and tactfully.
Be timely
The best feedback is immediate. When this isn’t possible, give feedback at
the first possible opportunity.
Be considerate
of time and
place
Consider the most appropriate time and place to provide performance
feedback, depending on the individual’s needs and preferences.
Feedback
Effective leaders understand that people need feedback in order to maintain focus and
motivation. Giving quality feedback involves skill. It is essential that team leaders carefully
consider how they deliver feedback. Feedback is most effective when it is specific, clear,
purposeful, timely and meaningful.
Feedback can come from a range of sources, for example, supervisors, co-workers, or other
colleagues in the workplace. In some contexts, feedback can be formal and in others it can be
more informal – for example, regular verbal encouragement.
Giving and receiving positive and constructive feedback is an integral part of the Developing
Performance process. Feedback gives all team members a clearer idea of how well they are
carrying out their day-to-day work tasks and how they might improve.
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Phase 3
As a team leader, when you are giving feedback to your team members, ensure this
feedback is constructive and of benefit to the recipient. Poorly delivered feedback can
have a significant impact on an employee, potentially resulting in frustration, damaged
relationships and a lack of motivation, and hindering future achievements.
When working with your team members, you may tend to go looking for what you want to find,
because you want to be right – this is a natural human tendency. So, as a team leader facilitating
Developing Performance conversations, it’s important to keep an open mind and look for the
positives in your team members. The more you recognise the gold in your team members, the
more that gold will glow.
As a team leader, choosing the right way to give feedback is essential. Some examples of
feedback questions that evoke self-evaluation are:
• What has moved you towards achieving your goal?
• What has taken you away from achieving your goal?
• What would you do differently next time?
When awareness and responsibility for work are combined and optimised, learning occurs. If a
team leader uses judgmental rather than descriptive terminology when giving feedback, it can
cause the team member to become defensive. This is not helpful as reality is overshadowed by
excuses and justifications.
360-degree feedback
360-degree feedback is a great method for people to get a range of feedback and not just
from their manager. It provides a reflection so that a person can clearly see how others view
them and the knowledge gained is the first step towards improvement. The variations in
perceptions provide key insights which can be translated into goals. In 360-degree feedback,
the emphasis is on development and not appraisal which can assist people to improve their
performance.
How it works
Participants select ‘raters’ whose feedback they will value – such as their manager and
colleagues with whom they have interacted and worked regularly. It is important for the
participant to select ‘raters’ who they know will give constructive, relevant and meaningful
feedback. They reinforce that all feedback is valued and honesty is critical. ‘Raters’ complete
an anonymous online survey and results are collated into a report.
Visit the Developing Performance website for more resources on giving and receiving feedback.
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Phase 3
What are the key messages from phase 3?
1 Regular catch-ups between team leaders and team members to discuss development are part
of a Developing Performance culture and should happen formally. Frequent informal meetings
should also take place.
2 Giving and receiving of feedback, both positive and constructive, is the foundation of a
Developing Performance culture. It is important that we don’t assume people know when
they have supported or helped you. Sharing this with them can help the development of that
person. Be mindful that poor feedback can be counter-productive and although it might be
provided with the best of intentions, it can have a significant negative effect on a co-worker’s
performance and development. Giving feedback doesn’t always come naturally and we need to
learn how to give it constructively.
3 If the professional development and support that has been negotiated in the Developing
Performance plan is not working for a team member, you need to discuss alternative
arrangements. The framework is flexible and allows for changes in priorities, arising issues,
and new professional development needs or opportunities.
4 Talking about other people’s performance is human nature. What is important is the intent
behind these conversations and recognising that in a Developing Performance culture, we
should value and support team members to enable them to grow their capability.

Phase 3 checklist – team leader
I am:
applying coaching principles and continually looking for ‘coachable moments’
regularly documenting performance observations (in a format and manner agreed on with
my team members)
providing ongoing positive and constructive feedback to my team and individual team
members
regularly engaging in conversations about performance and capability development
reflecting on and reviewing performance and development goals with team members in
light of new priorities and directions
ensuring follow-up Developing Performance conversations with my team members.

Phase 3 checklist – team member
I am:
regularly reviewing my progress against my goals and capability development actions
identified in my Developing Performance plan
reflecting on my performance following feedback from my team leader
reviewing my progress and achievements with my team leader
discussing preferred methods of recognition with my team leader.
engaging in conversations about performance and capability development
regularly reflecting on and reviewing my performance and development goals in light of
new priorities and directions
organising follow-up Developing Performance conversations with my team leader.
The worst feedback is personal and judgmental.
The most effective feedback is subjective and descriptive.
(Whitmore, J 2009, Coaching for Performance)
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Phase 4
Reviewing progress and recognising achievement
How do I make it happen?
What is involved in phase 4?
Phase 4: Reviewing progress and recognising achievement
In this phase, the team member meets with their team leader to review their
performance development. 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
appropriate recognition options.
None of the things discussed in this conversation come as a surprise as the team
member and team leader have talked about them during their ongoing discussions
and through their day-to-day work tasks.
Purpose of phase 4
• Review progress and discuss how performance can be further developed in the
next work period.
• Provide an opportunity for team members to reflect on their successes and
discuss those issues that might have been barriers to their success.
• Bring the Developing Performance plan for the previous work period to a
conclusion and provide the forum for consideration of next steps to develop
performance and build on successes.
• Offer opportunities for team leaders to consider how team or systemic
processes might be enhanced and to reaffirm the valuable contribution of each
team member to the collective achievements of the work unit.
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 back 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 to provide constructive feedback that identifies any areas for
improvement and strategies to support this.
• Always thank team members for their commitment to the process.
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Phase 4
Guiding questions
The following questions can be used to guide you through phase 4 of the Developing Performance
process.
Key work tasks
• What key work tasks have I completed successfully?
• What did I learn in completing these key work tasks?
• What are my strengths and how can I build on them?
• What areas do I need to focus on and how can I improve?
Career aspirations
• What are my career aspirations and what pathways are available to me?
Support and professional development
• What support and professional development do I need to continue to develop my
performance?
• What can I do if I do not meet performance expectations on a regular basis?
Reviewing your Developing Performance plan
Where to from here? What’s next?
Performance review conversations review
the team member’s performance against
previously agreed goals and/or standards.
They recognise the team member’s
achievements and contributions to the
workplace, and also highlight those areas in
which the team member could improve their
performance.
Remember!
When you engage people in continuous
conversation as opposed to one session
at the year’s end, you build relationships
and continuously improve performance.
When the time comes for the performance
conversation, there are no surprises and
the whole process runs more smoothly.
What are performance review conversations?
The performance review conversation recaps the period that has passed and provides valuable
feedback to team members regarding their performance. This helps them in their efforts to plan
and improve in the future.
During the performance review conversation, you discuss:
• actual performance compared with agreed performance goals and/or standards
• general day-to-day behaviours and the effectiveness of those behaviours
• things that helped and things that hindered the team member to achieve their goals
• any change in responsibilities or priorities during the performance process that may have
affected the team or team member’s performance against the performance plan.
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Phase 4
The review conversation
Team leader – how do I do it?
The review conversation can be successfully implemented following three simple steps:
1 Reviewing performance
• Before the performance conversation takes place, review the team member’s performance
and evaluate it against the agreed performance and development goals and indicators.
• When reviewing performance, examine the individual Developing Performance plans and
review agreed goals:
– determine whether there has been any change in responsibility or priorities during the
work period for the team member
– review your record of each team member’s performance and consider it in relation to
their indicators for success in their plan
– make some notes detailing feedback you would like to give them during the review
conversation.
2 Planning the conversation
• The outcomes of performance planning and capability development will be strengthened
if your team members know what you’ll be talking about, what preparation they are
expected to do, and how they can take a constructive role in the conversation. Ask each
team member to review their Developing Performance plan and reflect on any barriers that
inhibited them achieving their performance and capability development goals.
• After both you and the team member have reviewed their performance, you can plan the
conversation better if you:
– organise a time with the team member to have the conversation
– find a location that will set you both at ease
– plan the structure of the conversation and particular points for discussion
– plan the feedback you will give by making sure that it identifies achievements as well as
areas for ongoing development.
3 Having the conversation
• Some guidelines for conducting the conversation include:
– check in with each other
– set the scene by explaining the purpose of the meeting and what you’d like to cover
– your team members will need to know there won’t be any surprises; invite them to
contribute anything you haven’t mentioned
– jointly discuss achievements and performance against previously agreed goals and
indicators for success, making sure that you:
›› acknowledge areas of improved performance
›› congratulate them on their contributions and achievements
›› identify any performance, relationship or behavioural matter that you see as a
potential issue
›› ask for the team member’s opinion of the issues discussed and determine any
existing performance barriers
›› ask them for feedback on your performance as a team leader throughout the process
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Phase 4
– encourage the team member to discuss what can be done to improve or maintain their
performance
– summarise the discussion and what was agreed to
– provide the team member with the opportunity to ask
Remember!
questions or suggest additional ideas, and to give you
feedback
It is a team member’s
– thank them for their involvement and reinforce your
responsibility to
commitment to the process
maintain and update
– record the agreed outcomes from the conversation
their Developing
(in the yellow section of the Developing Performance
Performance plan.
– conversation and plan template) and see that both
parties sign off on the record of the conversation.
Team member – how do I prepare?
The review conversation can be successfully implemented following three simple steps:
1 Reviewing performance
• Before the performance conversation takes place, review your performance and evaluate it
against the agreed performance and development goals.
2 Planning the conversation
• Review your Developing Performance plan and reflect on any barriers that inhibited your
achievement of performance goals.
• Plan specific points of discussion.
• Identify the progress you have made in achieving your goals, highlighting your
achievements as well as your areas for ongoing development.
3 Having the conversation
• Some guidelines for conducting the conversation include:
– check in with each other
– jointly discuss achievements and performance against previously agreed goals and
indicators for success, making sure that you:
›› acknowledge areas of quality performance
›› identify any performance, relationship or behavioural matter that you see as a
potential issue
›› identify any existing performance barriers
›› provide feedback to your team leader on their performance throughout the process
– discuss what can be done to improve or maintain your performance
– ask questions or suggest additional ideas
– thank your team leader for their involvement and support
– record the agreed outcomes from the conversation (in the yellow section of the
Developing Performance - conversation and plan template) and sign off on the record of
conversation
– assume responsibility for maintaining and updating your Developing Performance plan.
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Phase 4
How can I make sure the performance review conversation
goes well?
When team leaders have regular coaching
conversations with their team members
it becomes easier to conduct the formal
performance review conversation/s.
Think about the environment and aim to create
a space where people are encouraged to be
safe, open and frank. The performance review
discussion is also an opportunity for you to seek
feedback from your team members about the
support you have provided.
Remember!
Three things to keep in mind when
beginning the conversation:
1 No surprises – because you have
been having ongoing conversations
2 No threats – collaborate
3 No pressure – negotiate.
Reflection prompts: recognition
Potential benefits of successful recognition options
When used appropriately in an environment of trust, recognition supports the development
and enhancement of:
• commitment
• ongoing learning
• collaboration
• employee satisfaction
• positive and constructive work environments
• career and professional development
• productive work cultures
• attraction and retention of high-performing staff
• talent management and succession planning.
How to recognise team members
To be effective, the process of providing recognition should be:
• genuine and sincere
• used in a fair and equitable way
• reflective of high expectations.
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Phase 4
Types of recognition
General:
On the job:
• A simple thank you/praise (handwritten or
verbal)
• Opportunity for more self-management and
autonomy
• Formal public recognition
• Letters/emails of appreciation
• Decision-making opportunities or
participation in decision-making
• Publicity (mention in staff newsletter)
• Opportunities to undertake higher duties
• Suggesting team members attend a
professional development activity as a
group to further enhance team building
• Opportunity for advanced professional
development
• Assignment of more challenging duties
• Recognition of workloads
Career development:
Workplace flexibility:
• Sourcing specific capability development
opportunities
• Flexible working hours
• Access to secondment opportunities
• Modelling and encouraging work–life
balance
• Participation in a new project
• Working from home
• Delivery of presentations or promotion of
new ideas
• Allocating time for professional research or
reading
• Mentoring and work-shadowing
opportunities
• Short-term work exchange in another area
of the department
Social activities:
• Morning tea/lunch
• Coffee with team/team leader
• Attendance and/or presentations at
conferences
• Access to coaching
• Provide coaching for others
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Phase 4
Tips for team leaders
To recognise performance skilfully is a challenging and complex task, and team leaders should
consider the following:
• Every team member is different and needs to be recognised in a different way:
– ask team members what recognition they value
– team members may appreciate different recognition mechanisms at different stages of
their careers and in different contexts.
• Simple recognition and positive acknowledgement are very important.
• Don’t assume people feel valued just because they continue to be productive.
• Don’t assume that what you value in recognition and reward will be the same for your team
members.
Remember:
• Recognition of self-evaluation and learning from mistakes can be as important as
recognition of achievement.
• Recognition should include regular informal and formal processes.
• Recognition and reward shouldn’t be ‘overdone’.
• Recognition should be timely and specific to have the most impact.
Team leader checklist for recognition
As a team leader, do you do the following on a regular basis?
• Personally thank team members for a job well done
• Praise and provide generous and genuine feedback that is timely and specific.
• Make time to meet with and actively listen to team members on a regular basis.
• Ensure the environment in your workplace is open and trusting.
• Encourage and reward initiatives and new ideas.
• Share information with team members on a regular basis.
• Involve team members in decisions, especially those that will affect them.
• Provide team members with a sense of ownership of their work.
• Give team members a chance to learn new skills.
• Try where possible to promote from within.
• Celebrate the success of individuals, as well as your work team as a whole.
• Recognise team members based on their performance.
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Phase 4
What are the key messages from phase 4?
1 If you have been catching up regularly, this phase should bring no surprises as to how goals
have progressed.
2 Sharing the successes as well as the frustrations of capability development is important –
some people tend to focus on the goals they haven’t achieved, rather than taking time to
celebrate the ones they have.
3 If the team member has not achieved their goals as planned in their Developing Performance
plan, rolling the goals over into the following work period’s Developing Performance plan may
be appropriate.
4 As team leader, seeking feedback from your team members is a powerful reflection for your
own development.

Phase 4 checklist – team leader
Preparation — I have:
reflected on the team member’s progress as a result of their Developing Performance plan
considered the future development needs of my team members.
Conversation — I have:
reviewed progress, and discussed strengths and areas for further development with my
team members
acknowledged the achievement of my team members and recognised them according to
their preferred options for recognition.
Follow up — I will:
consider the next steps to continue to support the development of my team members.

Phase 4 checklist – team member
Preparation — I have:
reflected on my key work tasks and learnings as a result of my Developing Performance plan
considered and prepared examples of my demonstrated performance aligned to my
performance development goals
considered future work priorities, goals and career aspirations in relation to my key work
tasks.
Conversation — I have:
reviewed my progress, and discussed strengths and areas for further development with my
team leader
shared examples of my demonstrated performance aligned to my performance and
development goals with my team leader.
Follow up — I will:
consider the next steps to continue to develop performance and build on successes.
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Resources
Developing Performance – a step-by-step guide to the
Developing Performance — conversation and plan template
for public servants
The step-by-step guide is designed to be used by team members in conjunction with the
Developing Performance — conversation and plan template. Team members are encouraged to
read the step-by-step guide, reflect on their work and respond on the Developing Performance —
conversation and plan template.
Steps 1 to 4 guide you through preparing for your conversation with your team leader, and
are best completed before your Developing Performance meeting. Throughout the Developing
Performance conversation, contributions to the template may be modified. Steps 5 to 8 guide
you through the process of articulating your Developing Performance plan and are completed in
collaboration with your team leader.
Step 1: Describe your major responsibilities Major responsibilities describe the main focus areas of your work, rather than daily tasks. Major
responsibilities can be derived from work unit and team planning, self-assessment of the relevant
standard/capability framework, and through regular interaction with your team leader. Your
Developing Performance plan identifies links between your work and departmental priorities.
Conversation
What are your major responsibilities?
What is expected of you in your role?
What activities are associated with meeting
these responsibilities?
Step 2: Identify highlights, lowlights, challenges and important
partnerships
Reflect on your major responsibilities, consider all aspects of your work and identify:
• highlights (what you enjoy most in your work)
• lowlights (what you enjoy least in your work)
• challenges (what you are challenged by in your work)
• partnerships (partnerships that are important to success in your work).
Highlights of your work
Lowlights of your work
Major challenges for you
Important partnerships
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Step 3: Determine professional and personal goals
Having identified your major responsibilities, actions associated with meeting these
responsibilities and the highlights, lowlights, challenges and partnerships important to your
work, consider your professional goals and aspirations. When developing goal statements, ask
yourself:
• What does success look like for me?
• What would others expect to see?
Professional goals/aspirations
Step 4: Reflect on strengths and areas for development
Reference to the relevant capability framework is essential when considering your strengths
and areas for development. As a public servant, you will need to use the QPS Capability and
Leadership Framework (CLF). You might find it useful to access the Self-Assessment Proforma
(under Tools and templates on the Public Service Commission website) relevant to your role
classification, and complete this as part of your preparation for your Developing Performance
conversation.
Team leaders will also refer to the QPS Capability and Leadership Framework to reflect on your
strengths and areas for development prior to your conversation.
Strengths and areas for development (as identified in relevant capability framework selfassessment and as negotiated with supervisor/team leader
Strengths
Areas for development
Step 5: Articulate your focus areas for improvement, agreed performance
and development goals, actions to develop capability and indicators for
success.
Using the information you have collated in the conversation section of your plan, you now need
to articulate your planned performance development – phase 2 of the Developing Performance
process. 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. Reflecting on
the SMART approach to developing goals will be useful here (see below).
Having identified the areas for improvement, discuss each area with your team leader and agree
on performance and development goals, actions required in developing this capability and
indicators for success.
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Remember to apply the SMART (Duncan Haughey, www.projectsmart.co.uk) approach to
developing goals:
Specific
Are the
performance
goals specific?
A general
statement such
as ‘improve
student results’
does not
provide enough
definition
about the area
and method of
improvement.
Measurable
Can you measure
the performance
goals? If you
can’t measure
it in some way,
you won’t know
whether the
goal has been
achieved.
Achievable
Are the
performance
goals achievable
or within your
influence?
Relevant
Are the
performance
goals relevant?
Do they
contribute to the
strategic goals of
the school or the
department?
Time based
Is there a time
period within
which the
performance
outputs need to
be achieved?
A useful stem to frame goal setting (Growth Coaching International) is:
By (date) …
I will (what you wish to achieve) …
so that (why this is of benefit to self/organisation)….
Examples of goals using this stem are:
By the end of May I will ractively listen to colleagues and clients, trying to see things from
their perspective so that my workplace relationships, team effectiveness and performance are
enhanced.
OR
By the end of April I will improve the accuracy of my records and files and seek regular feedback
from my supervisor to gauge satisfaction so that corporate data is accurate and easily accessible.
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Developing Performance plan
Focus areas for
improvement
(as identified in relevant
capability framework and as
negotiated with supervisor)
CLF 3 – 3 Supports
productive working
relationships
Create and maintain
supportive and safe
learning environments
3.2 c. Actively listens
to colleagues and
clients
3.3 c. Tries to see
things from the
other person’s
perspective
Agreed performance
and development goals
Refer to Smart Goals
Framework
• By the end of May
I will actively listen
to colleagues and
clients, trying to
see things from
their perspective so
that my workplace
relationships, team
effectiveness and
performance are
enhanced.
Actions to develop
capability
Be specific
• Identify and observe
good listeners in the
workplace
• Listen carefully in
conversations to
understand the words
and the meanings
behind them
• Use questioning
to clarify meaning,
perspective and
understanding
• Avoid interrupting so
others have time to
share their thoughts
and feelings
• Access information
on active listening
and questioning
techniques e.g.
online, articles,
reference books
Indicators for success
What will you/others see if
your goal is achieved?
• Treating people
respectfully
• Valuing/respecting
differing perspectives
• Regularly using a
range of listening
strategies
• Regularly using a
range of questioning
strategies
• Reduced
interruptions in
conversations
• Regular positive and
constructive feedback
received from
mentor/supervisor/
peers
• Seek regular feedback
from peers and/or
mentor
Signature and date (team member)
Signature and date (supervisor/team leader)
Step 6: Articulate your career aspirations, career goals, actions and
indicators for success to develop capability
The final step in preparing your plan is to consider your career aspirations. You will notice in the
plan that this has been broken down into short, mid and long term aspirations. This may help
clarify your thoughts and allow you to put timeframes around each goal.
When you identify your career aspirations, talk with your team leader about the goals, actions
and indicators for success to develop your capability that you could undertake to realise your
aspirations.
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Career aspirations
Career goals
Actions to develop
capability
Indicators for success
Short-term
Mid-term
Long-term
Signature and date (team member)
Signature and date (supervisor/team leader)
It is important that both you and your team leader sign off on your plan to represent the
negotiated, supportive nature of the Developing Performance conversation, and for accountability
purposes.
Step 7: Regular conversations between team leader and team member
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 (phase 3), and at the end, to review progress and
development of capability (phase 4).
The following provides a guide for reflection and discussion during phase 3 of the Developing
Performance process.
Review and recognition of achievement – Mid review
• What are my successes?
• What has challenged me?
• What could I have done better?
• What have I learnt in completing these key work tasks?
• How have I built on my strengths?
• What else do I need to focus on to continue to improve?
• What support and professional development do I need to continue to develop my
performance?
Signature and date (team member)
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Step 8: Reviewing and recognising achievement
Having agreed on your goals and overall plan with your team leader in phase 2, and enacted your
plan through phase 3, it is important to review your progress and recognise your achievement.
Share how you like to be recognised and what reward and recognition strategies work for you
with your team leader. This will help your team leader support and recognise your achievements
appropriately and in a manner that has meaning for you.
The following provides a guide for reflection and discussion during phase 4 of the Developing
Performance process.
Review and recognition of achievement – Final review
• What are my successes?
• What has challenged me?
• What could I have done better?
• What have I learnt in completing these key work tasks?
• What are my strengths and how can I build on them?
• What areas do I need to focus on next?
• What are my career aspirations and what pathways are available to me?
• What support and professional development do I need to develop my performance further?
• What action is required if I do not meet performance expectations on a regular basis?
Signature and date (team member)
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Phase checklist – team leader
 Phase 1
Preparation – I have:
reviewed and communicated the strategic priorities for my workplace
communicated the intent and benefits of the Developing Performance process
planned and prepared for Developing Performance conversations with my team members,
using the QPS Capability and Leadership Framework to reflect on the strengths and lesser
strengths of my team members
supported the organisation of Developing Performance conversations in a quiet, private
area.
Conversation – I have:
discussed individual work roles with team members
shared my expectations of each team member and reflected on how these align with each
team member’s expectations
discussed the strengths and lesser strengths as determined by assessment of the
QPS Capability and Leadership Framework with team members
negotiated the focus of performance and development goals.
Follow up – I will:
ask team members for their feedback on the Developing Performance process so far
schedule the next conversation with each team member.
 Phase 2
Preparation – I have:
considered individual capability development needs and priorities for each team member
reflected on agreed strengths and lesser strengths as identified by each team member’s
QPS Capability and Leadership Framework self-assessment.
Conversation – I have agreed on:
areas for improvement, performance and capability development goals, and actions to
develop capability with my team members
career aspirations, career goals, and actions to develop capability with my team members.
Follow up – I will:
follow up Developing Performance meetings and conversations with my team members.
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 Phase 3
I am:
applying coaching principles and continually looking for ‘coachable moments’
regularly documenting performance observations (in a format and manner agreed on with
my team members)
providing ongoing positive and constructive feedback to my team and individual team
members
regularly engaging in conversations about performance and capability development
reflecting on and reviewing performance and development goals with team members in
light of new priorities and directions
ensuring follow-up Developing Performance conversations with my team members.
 Phase 4
Preparation — I have:
reflected on the team member’s progress as a result of their Developing Performance plan
considered the future development needs of my team members.
Conversation — I have:
reviewed progress, and discussed strengths and areas for further development with my
team members
acknowledged the achievement of my team members and recognised them according to
their preferred options for recognition.
Follow up — I will:
consider the next steps to continue to support the development of my team members.
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Phase checklist – team member
 Phase 1
Preparation – I have:
developed an understanding of the strategic priorities for my workplace in the coming work
period
determined what contribution I will make through my key work tasks
identified the QPS Capability and Leadership Framework level relevant to my role
classification
described my key roles and responsibilities, highlights and lowlights, major challenges,
important partnerships, and professional and personal goals
referred to the QPS Capability and Leadership Framework to identify my strengths and
lesser strengths
organised my Developing Performance conversation in a quiet, private environment.
Conversation – I have:
discussed key roles and responsibilities, highlights and lowlights, major challenges,
important partnerships, and professional and personal goals with my team leader
shared my expectations and reflected on how these align with my team leader’s
expectations of my work
discussed my strengths and lesser strengths as identified in my self-assessment against
the QPS Capability and Leadership Framework.
Follow up – I will:
provide my team leader with feedback on the Developing Performance process so far
schedule the next conversation with my team leader.
 Phase 2
Preparation – I have:
identified my capability development needs and priorities
considered my career aspirations and goals for the short, mid and long-term
reflected on agreed strengths and lesser strengths as identified in my QPS Capability and
Leadership Framework self-assessment.
Conversation – I have agreed on:
areas for improvement, performance and capability development goals, and actions to
develop capability with my team leader
support and professional development I will undertake to develop my capabilities
career aspirations, career goals, and actions to develop capability with my team leader.
Follow up – I will:
follow up Developing Performance meetings and conversations with my team leader.
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 Phase 3
I am:
regularly reviewing my progress against my goals and capability development actions
identified in my Developing Performance plan
reflecting on my performance following feedback from my team leader
reviewing my progress and achievements with my team leader
discussing preferred methods of recognition with my team leader.
engaging in conversations about performance and capability development
regularly reflecting on and reviewing my performance and development goals in light of
new priorities and directions
organising follow-up Developing Performance conversations with my team leader.
 Phase 4
Preparation — I have:
reflected on my key work tasks and learnings as a result of my Developing Performance
plan
considered and prepared examples of my demonstrated performance aligned to my
performance development goals
considered future work priorities, goals and career aspirations in relation to my key work
tasks.
Conversation — I have:
reviewed my progress, and discussed strengths and areas for further development with my
team leader
shared examples of my demonstrated performance aligned to my performance and
development goals with my team leader.
Follow up — I will:
consider the next steps to continue to develop performance and build on successes.
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Resources
Developing Performance website
The Developing Performance website supports implementation of the Developing Performance
process. It provides resources, research, online course information and an interactive space.
Resources
The resources section of the Developing Performance website provides templates, tools, phase
resources, presentations, capability frameworks, case studies and links to research.
Online courses
There are a range of online capability development courses through the Learning Place. Visit the
‘What’s on’ section of the Developing Performance Framework website for what is currently on
offer.
Useful links
Developing Performance website
http://education.qld.gov.au/staff/development/performance/
QPS Capability and Leadership Framework
http://education.qld.gov.au/staff/development/standards/clf-framework.html
Department of Education, Training and Employment Strategic Plan 2014-18
http://deta.qld.gov.au/publications/strategic/
Department of Education and Training Workforce Strategic Plan 2011 – 2014
http://deta.qld.gov.au/publications/strategic/other/workforce09-11.html
Suggested reading
Fogarty, RJ and Pete, BM 2004, The Adult Learner: Some Things We Know, Corwin Press, California.
Hattie, J 2009, Visible Learning: A synthesis of over 800 meta-analyses relating to achievement,
Routledge, Oxon.
Kouzes, JM and Posner, BZ 2002, The Leadership Challenge, Jossey-Bass, San Francisco.
Stoltzfus, T 2008, Coaching Questions – A Coach’s Guide to Powerful Asking Skills, Coach22,
Virginia Beach.
Whitmore, J 2009, Coaching for Performance: GROWing human potential and purpose – The
principles and practice of coaching and leadership, Nicholas Brealey Publishing, London.
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