Frequently asked questions

The Developing Performance Framework was created by the Department of Education, Training and Employment in partnership with the Queensland Teachers' Union, Queensland Public Sector Union, United Voice (formerly Liquor, Hospitality and Miscellaneous Workers' Union), Queensland Association of State School Principals, Queensland Secondary Principals' Association, Association of Special Education Administrators' Queensland and the Queensland Council of Parents and Citizens Association.

Developing Performance conversations enable all employees to do the best job they can by providing them with the opportunity to understand:

• What is expected of them in their role and how their work contributes to the achievement of their team, work unit or school and the Department.
• How to work towards and achieve personal career aspirations.
• The types of support and professional development available to help them further develop the capabilities they need to deliver work priorities and work toward career aspirations.

No, the Developing Performance Framework has been developed to provide a process that acknowledges and builds on the existing positive performance of all employees. The focus of Developing Performance conversations is to clarify expectations and key work tasks, share career aspirations and agree on the support and professional development required to grow capabilities and can continue to successfully undertake tasks and work towards their career aspirations. The Developing Performance process aims to promote a culture that values the contribution of individuals, supports them to develop their performance and builds job satisfaction.

The 2006-2007 Ministerial Portfolio Statement included a commitment to develop and pilot a Developing Performance Framework for all employees within the Department.

The Developing Performance Framework was piloted from June 2006 - June 2007 by a representative sample of employees from 26 schools and work units. This was to assure the Developing Performance Reference Group that it was effective, inclusive and met the needs of all employee groups, school and work unit types.

At the conclusion of the 2006-2007 pilot, a final report was tabled with the Developing Performance Reference Group and the Department's Executive Management Team. It recommended a phased approach to state-wide implementation and this approach was endorsed by both groups. As a result, a commitment in the 2007-08 Ministerial Portfolio Statement was to begin the phased, state-wide implementation of the Developing Performance Framework. An overview of the phased state-wide implementation plan can be viewed the Developing Performance Framework website.

It is acknowledged that some schools and work units already have effective processes and tools for supporting employees to develop their performance. In these cases, the Developing Performance Framework can be used during the review of these processes to determine if modifications are required to ensure that all employees are supported and have access to conversations to discuss their performance.

Decisions about who sees an individual's Developing Performance plan will be made by employees in consultation with team leaders and line managers. In schools this decision will be made through consultation with the Local Consultative Committee (LCC) or in accordance with the Consultation Processes for Small Schools.

No, two main approaches used to facilitate Developing Performance conversations are the supervisory approach and the collegial approach.

During the pilot, schools and work units organised teams on the basis of existing structures, work type, priorities and/or a project focus (collegial approach). This included employees who are not necessarily in positional leadership roles leading teams through their Developing Performance conversations.

This means that supervisors/team leaders, may not necessarily be in a positional leadership role. For further information and examples of structures to facilitate implementation, visit the Roles section of the Developing Performance website.

Developing Performance should be part of conversations that regularly occur during the year, between colleagues as well as with team leaders and line managers.

Not necessarily. At the completion of a Developing Performance cycle it is important that leadership teams in schools or work units consider changes to staffing and adjust team structures accordingly. To continue to develop individuals' capabilities, changes to team structures and arrangements may be beneficial at the completion of a Developing Performance cycle.

A phased state-wide implementation plan is advocated by the Department, emloyee Unions and Associations. Through the Developing Performance Framework, employees are supported to work collaboratively to integrate the Developing Performance process into their day-to-day work practice. By December 2012, it is expected that all employees will have engaged in a full cycle of the Developing Performance process.

Yes. All of the templates on the Developing Performance website are intended to be flexible tools. Schools and work units are encouraged to modify the templates to ensure they suit their needs. It is recommended that a consistent template be used in a workplace to ensure a common understanding and experience of the Developing Performance process.

It is important that the Developing Performance conversation and plan template includes information about key work tasks, identified areas for improvement through reference to the relevant capability framework, capability development actions to achieve performance, development and career aspirations and goals.

Developing Performance agreements may be written or verbal. A written Developing Performance agreement ensures that both parties have an accurate record of the agreed goals and development options decided on during the conversation. A template for supporting this process is available on the Developing Performance website.