Facilitation Resources

This two-hour information session is designed for team leaders to introduce the Developing Performance Framework. The PowerPoint presentation is supported by facilitator notes.

Please note: you will need internet access to play the vodcasts for this presentation. For further information please contact the Developing Performance support team via the website:

Resources:

  • Developing Performance Framework:
  • Capability frameworks:
    It might be useful to have copies of the QPS Capability and Leadership Framework document:
  • QPS Capability and Leadership Framework:
  • Additional resources:

Further resources to support implementation of the Developing Performance Framework can be found on the Developing Performance website:

  • Vodcasts:
  • Introduction: Growing a Developing Performance culture in your workplace
  • Presenter: Tracey Flint
  • Project Team: Veronica Merry, Kylie Marshall, Luke Messer
  • Characters: Helen (team leader) and Sarah (team member)
  • The vodcast explains the Developing Performance Framework through an interactive case study in the form of a ‘prophetical’. The ‘prophetical’ provides an example of the types of Developing Performance conversations that would occur throughout a work period, between a team leader and a team member.
  • The vodcast highlights that the Developing Performance process is about developing performance rather than managing performance.
  • Scene One:Phase 1 – Clarifying expectations and work focus
  • Helen and Sarah meet at the start of the work period to begin clarifying expectations of Sarah in her role, and to identify the areas and capabilities she will focus on developing in the coming work period.
  • Scene Two:Phase 1 – Clarifying expectations and work focus
  • Sarah catches Helen in the hall the day after the initial meeting to arrange another meeting to continue her Developing Performance conversation.
  • Scene Three:Phase 1 – Clarifying expectations and work focus
  • Sarah reflects on the capabilities she would like to develop over the coming work period, using the capability framework that applies to her role.
  • Scene Four: Phase 2 – Reaching an agreement
  • Sarah and Helen come to an agreement on what Sarah will focus on in the coming work period. Helen emphasises that the focus of the agreement is on Sarah’s capability development. They negotiate achievable and realistic goals for the work period. Sarah identifies the support and professional development she will need to develop her capabilities.
  • Scene Five: Phase 3 – Performing and ongoing support, including coaching and feedback
  • Helen and Sarah catch up informally at a local coffee shop. They touch base to talk about the progress that Sarah is making in developing her capabilities to reach her goals.
  • Scene Six: Phase 4 – Reviewing progress and recognising achievement
  • Sarah shares with Helen some of her successes and frustrations during the past work period. Helen takes the opportunity to request feedback from Sarah on her own performance.

We acknowledge the work of Dr Neil Carrington, Australian Council for Educational Research (ACER) and Bruce Sullivan in the development of the content and concepts presented in this presentation.