Practices that support high performance
High performance
work practices
Actions
Utilise the APSC
Diagnostic tool
Undertake the Performance Management Diagnostic process across the agency or focus on Divisions within agency where weaknesses have been
identified. Follow the instructions as described in the Diagnostic workflow table. Information about the Diagnostic tool is available at
http://www.apsc.gov.au/aps-reform/current-projects/performance-framework.
Utilise the APSC
Performance
Management training
module
Reflect on the
benefits of leading
effective
performance
management
Change mindset
Commit to agreed action plans and set timeframes for implementation of changes. Conduct a Diagnostic exercise 12-18 months after changes have been
made to assess year-on-year improvements.
All managers and aspiring managers should undertake the core skills: APS Performance Management learning program. The program is designed to
improve managerial capabilities, including skills in the design of performance agreements and receiving and providing constructive, targeted, relevant
feedback.
Information about the APS Performance Management learning program is available at http://www.apsc.gov.au/projects/performance-managementlearning-materials.
Think about the benefits of effective performance management to:



The employee?
You (the manager)?
The agency?
Note your thoughts on paper. Go back to your notes when you are going to have a performance conversation (formally or informally) and build on your
notes as your perspective evolves. Reflecting on why performance management is important will help set a positive tone for the conversations.
Reflect on the Principles for High Performance Government http://www.apsc.gov.au/ projects/performance-framework.
These Principles will assist agencies to optimise existing performance management frameworks, thereby lifting performance across the APS. The
Foundation elements are central to giving effect to the Principles. These Foundation elements need to be in place, providing an enabling environment for
the operation of the Principles, building capability in the APS workforce and a culture of high performance.
Task: How does your agency fair with the following? Mark ‘no’ ‘in part’ or ‘yes’ for each of the following items.
Checklist – at my agency
High performance at the agency, group and individual levels is well defined?
Leaders consider the strategic purpose of having an effective performance management system?
Identification of areas of strength and high performance is used for future development?
The current system encourages a focus upon performance and goal alignment?
No
In part
Yes
High performance
work practices
Actions
Employees are encouraged to develop ownership of the performance management system, including mutual processes?
Managers are assessed on how they manager their staff?
Changes in the environment or to agency goals are reflected in the performance management system to enable flexibility?
The agency uses appropriate data and information to make performance management decisions?
Managers and employees are supported in implementing the performance management system in ways that encourage high
performance, mutual ownership and constructive conversations (moving away from performance management being perceived as
solely being about managing underperformance)?
For each of the Principles and Foundation elements, reflect on your work area and note your ideas for action for your agency context:
http://www.apsc.gov.au/projects/performance-framework.
Source: http://www.apsc.gov.au/projects/performance-framework
Link the APS ICARE values to performance management. Think about how effective performance management helps to embed the APS values. What
behaviours would be demonstrated by APS leaders and managers to achieve the APS Value? Note these down and actively model the behaviours in your
workplace.
High performance
work practices
Actions
Information about the APS Values is available at http://www.apsc.gov.au/aps-employment-policy-and-advice/aps-values-and-code-of-conduct/code-ofconduct/aps-values.
Reflect on how you
play an important
role in helping the
agency to achieve its
objectives and
outcomes
Good agency performance is the result of the combined efforts and achievements of a highly aligned workforce. Each employee plays an important role in
helping the agency achieve its objectives and outcomes. Managers and leaders are responsible for linking performance management systems with
organisational planning, systems and processes, and engaging and developing the agency’s workforce to focus on achieving its outcomes. They take a lead
by being role models.
Task: Think about what this all means for your agency context? Reflect on the following questions:


Set clear
expectations early
How can performance management help to achieve specific strategic and operational objectives?
How do your own individual goals link to your agency’s strategic goals?
Performance expectations need to be set early, within 2 weeks of starting a new role and/ or job. Use the performance management process to manage
expectations by setting clear goals and targets for employees. For example, clearly articulate the level of performance required to achieve a rating
outcome in order to provide employees with confidence that there was a fair and consistent basis for establishing and assessing good performance.
A performance expectation is a description of the results, behaviours and/ or values expected for fully satisfactory performance of a role function/ task.
These expectations should define ‘how well’ each function/ task must be performed, and/ or the behavioural standard that is required. Performance
expectations provide a benchmark against how to evaluate work performance, behaviour and capability. In this sense, the performance of an individual
can be identified as the accomplishment of a recognised, defined task, but it can also be the way in which the task is undertaken.
Expectations should be:

Derived from agency strategy, goals and values
High performance
work practices
Actions




Be mutually understood
Developed collaboratively, if appropriate
Descriptive of what good performance and expected behaviours looks like
SMART. That is (Specific; Measurable; Attainable; Relevant; Timed)
Specific
•What will the expectation area/ goal accomplish?
•How and why will it be accomplished?
Measurable
•How will you measure whether or not the expectation/ goal has been reached?
(list at least 2 indicators)
Attainable/ achievable
•Is it possible? Have others doen it successfully?
•Does the person have the necessary knowledge, skills, abilites and resources to
accomplish the expectaion/ goals?
•Will meeting the expectation area/ goal challenge the person without defeating
them?
Relevant/ results-focused
•What is the reason, purose, or benefit of accomplishign the expectation area/
goal
•What is the result of the expecation area/ goal?
Timed
•What is the established completion date and is the completion date pragmatic?
Task: Write an example of a performance expectation goal using your own role and required business outcomes as inspiration.
Performance Agreement Cycle: 1 July – 30 June *
Business (work) Outcomes and Performance and Behavioural Measures
Outcome
What is 1 key outcome you have agreed to achieve over this
performance cycle?
Performance & Behavioural Measure(s)
How will the achievement of the business outcome be
measured?

Strategic Priorities
Identify the relevant linked strategic priority
Identify up to 3 performance measures (both
quantitative and/ or qualitative) for the identified
business outcome
State how your behaviour and interactions within the
workplace will demonstrate y our commitment to agency
and/ or APS Values and Code of Conduct
Monitor
Checklist: Agree on performance expectations and objectives. Discuss monitoring methods. Ensure an ongoing process. Use a range of methods.
High performance
work practices
Actions
performance
regularly
Document, document, document. Meet regularly. Listen and provide feedback. Adapt agreements in response to changing environment and priorities.
Think about:


Evaluate
performance
Quantify
performance
How can you monitor performance on work tasks?
How can you monitor any behaviours described in set performance objectives?
Task: Rank up to 7 ‘monitoring methods’ in order from 1-7, with 1 being the technique you use the most and 7 being the technique you use the least.
Think about:
 What characterises high performance in your environment?
 What characterises moderate performance in your environment?
 What characterises underperformance in your environment?
Quantifying employee performance is a part of all managerial and leadership roles. These assessments should be based on an application of specific
examples of performance to a scale that has been defined and applied to the role. Good managers have clearly defined and discussed what performance
looks like at various levels, and they use those expectations to help staff understand what it means to be successful. Evaluation ratings are arbitrary when
leaders don’t take the time to define expectations.
With any type of rating scale, before engaging in quantifying performance, it is recommended that you ask yourself:




What are your observations, examples and evidence?
Why are these important?
Do I have all the information that I need? Is there another side of the story?
Where are my biases?
Given performance expectations and goals across agreed work outcomes and behaviours, on a scale of 1-3, where 1= requiring significant development
and 3= performing exceptionally:
Identify development
needs
 What does a ‘3’ look like?
 What does a ‘2’ look like?
 What does a ‘1’ look like?
To uncover development needs, determine:
1.
2.
The critical capabilities required for the role. Key inputs include:
 Position/ role/ job descriptions
 Enterprise
 Capability models (e.g. APS ILS; other frameworks)
 Work level standards
The level of capability required (e.g. developing to expert)
High performance
work practices
Actions
3.
4.
Structure
performance
conversations
Assess current capability levels
Key 70:20:10 development actions to bridge capability gaps as well as to build on strengths (developed collaboratively)
Task: What tools do you use, or are available to you to use, to determine the developmental needs of your employees?
The GROW model is an adaptable conversation model that helps to structure performance conversations to get maximum participation from a person. It is
used for performance conversations, including performance reviews.
Source: Adapted from Institute of Executive Coaching and Leadership 2011
The various GROW elements are:




Goals: (e.g. for performance and development) are necessary for a person to work towards. Make this goal as specific as possible. It should be
such that it should be easy for a person to make out whether the goal has been achieved or not.
Reality: Setting the goal is useful but being aware of the current reality is also important. It is important to know where the person is going but it
is equally important to know where they are right now. The person (and you as their manager) should be aware of the start point in order for
them to reach a goal.
Options: Now that the current reality and goal are known, you can explore options to get from the starting point to finishing point. The person
and you can collaborate on the best possible options in order to reach the goal.
Way Forward: The options then need to be converted into action steps which will take the person to their goal.
GROW question guide
High performance
work practices
Provide effective
performance
feedback
Actions
Goal related questions
Reality related questions
• What is your main challenge?
• What would you like to develop?
• In terms of this, what would be the ideal scenario?
• If you achieved this, what would this be like? What
would you be thinking, feeling?
• In terms of goals, what would you like to happen
now that is not happening now?
• What is the situation right now?
• What are your strengths and how have you been
using them?
• In past situations, how did you go?
• What is standing in the way of you and your goals?
• What are the major concersn you have right now?
• What would be the implications of doing nothing?
Options related questions
Wrap-up related questions
• What are you options for action?
• What is another option (x3)?
• What other approaches have you seen others use in
this situation?
• What criteria will you use to judge the options?
• Based on that criteria, which looks like hte best
option now?
• What are the immediate next steps you need to
take?
• What or who might get in the way?
• What do you need to do to overcome that?
• Precisely when will you take these next steps?
• What will the situation look like once you have taken
these steps?
Source: Adapted from Institute of Executive Coaching and Leadership 2011
Performance feedback should be immediate and year-round. Managers should take the time to have regular informal ongoing conversations and make the
performance agreement relevant to an individual’s job. Sustained performance improvements results when an individual’s values and goals are taken into
account.
Performance conversations are tools to:








Manage and clearly link to expectations
Link performance to strategic outcomes
Provide iterative feedback
Identify necessary corrective action
Identify relevant development and support needs
Link to reward and recognition
Discuss employee aspirations
Remain agile and flexible due to changing situations
Task: Think about when have you seen feedback delivered well? What did the feedback provider do and say?
A useful feedback structure to use is described below. It is a 5 part model that focuses feedback on specific, behaviourally-based observations, as well as
High performance
work practices
Actions
the importance of describing the impact and consequences of that behaviour. The framework also illustrates the importance of checking in, and seeking
further information from the person to whom you are providing feedback. In the case of good performance, you would also seek to recognise and praise a
person, when appropriate. The five steps to effective feedback are:
1. Describe current behaviours
2. Identify specific situations
3. Describe impact and
consequences
4. Seek further input
5. Listen and recognise/ praise (if
applicable)
Checklist for providing effective performance feedback
Before providing feedback, ask:




What are my observations?
Why are the observations important?
Do I have all the information that I need?
Is there another side to the story?
When providing performance feedback:










Make it timely
Maintain a perspective of what is good and what is not
Be direct and genuine
Be specific: provide observations and examples of behaviour
Avoid generalisations (e.g. ‘you did a great job’)
Note the impact and the consequences of the behaviour
Avoid focusing on the person rather than the behaviour
Ask for the other person’s input
Listen, recognise and praise (if appropriate)
Give constructive feedback face-to-face (whenever possible) and in private
High performance
work practices
Actions

Self-monitor and ensure two-way feedback
On-the-job:

Prepare for the
formal performance
review discussion
Provide ongoing, iterative feedback – there should be no surprise feedback at the time of formal performance reviews.
The formal performance review is an opportunity to align staff goals, gain mutual agreement on progress towards these goals and overall performance. It
can also build your relationship, trust and shared understanding. A check-list of managing a review conversation follows:
Checklist: Pre-conversation preparation
Purpose




What do you want from the interaction/ conversation?
What do I not want?
What do I want from the relationship?
How will I know if the staff member has accomplished the task or is achieving the desired results after the discussion? How will progress or
success be measured?
Before the conversation


How will I act in a way that will help me to achieve my purpose? (level of confrontation, questions to ask, etc)
What are the personal needs, tendencies, or characteristics of this person that you need to consider?
Preparation actions and reflections




Gather and review examples and evidence
Ask the employee for a self-review of performance prior to the conversation
Reflect on what the employee has done well
Reflect on what the employee could improve and his/ her possible development needs
Prepare notes, from your perspective
 Compare the actual specific performance results and behaviours against goals and expectations
 Focus on behaviours, outcomes and impact rather than personality
 Consider feedback that you would like to provide
Checklist: Conducting the performance review
Throughout the discussion, engage the staff member and seek input


Listen, ask questions, and use silence effectively
Manage yourself (body language, interest)
High performance
work practices
Actions



Reflect your understanding back to the staff member your understanding
Aim for the staff member to be talking much more than you
Be non-judgemental
Review progress against expectations




After an introduction and opening question, let the employee start on a self-assessment of performance
Keep this review open to employee input
Provide feedback (after inviting self-assessment)
Don’t avoid the honest messages the staff member may need to hear (if applicable)
Set new expectations and goals




Focus on the future, not just on the past
Set goals, expectations, and standards together for the next time period, linking to Division, agency and APS objectives and values
Discuss development plans and options with the employee
Confirm the way forward with SMART (Specific, Measurable, Attainable, Relevant, Timed) goals and planning
End the discussion
 Summarise the session and end on a positive note
 Get the staff member to reflect back key take-outs
 Set regular discussions between formal reviews
Checklist: Post-performance review
Document

Document the outcomes of the discussion
Maintain a continued, ongoing partnership
Manage
 Remember that performance management is not ‘the review discussion’
 Exchange iterative, ongoing feedback about performance goals/ expectations, as well as development priorities, throughout the year
 Agree on quality and timing of informal and formal catch-ups
Staged decision points
High performance
work practices
Actions
underperformance
effectively
Task: Where can underperformance situations go wrong? For what potential reasons might this occur?
Approaches to underperformance require tailoring to match required action to the individual. It is important to consider the level and stage of
underperformance as well as the potential root causes of the performance gap. A step-by-step approach that may heighten management effectiveness in
dealing with many underperformance situations follows:
The first steps of this process focus on how as a manager you might manage informal discussions to manage underperformance issues. While the
principles and core skills you apply to all performance management conversations remain the same, there are techniques when applying tools such as the
High performance
work practices
Actions
GROW (Goal, Reality, Options, Way forward) model that will help you manage underperformance conversations most effectively.
Checklist: Steps to managing underperformance
Step 1: Prepare







Determine the issue/ performance gap
Consider what might lie behind the gap – lack of knowledge, skill, confidence, motivation or obstacles
Work out what you know
Work out what you don’t know (and how you can get the information)
Determine what you would like to see
Determine what you don’t want to occur
Prepare for an interaction in a way that will help achieve your purpose
Step 2: Interact



Lead a two-way conversation to discuss the gap and the causes (provide constructive feedback)
Collaborate to set and clarify objectives
Plan to resolve underperformance by jointly devising solutions
Step 3: Monitor and follow-up
Manage and
acknowledge talent
 Monitor and review progress against plan
 Provide feedback
 Acknowledge improvement
 If no improvement over time – consult HR and consider formal processes
When managing and acknowledging talent:



Review potential motivators for your good to high performers
Identify motivators that as a manager you can influence, how what makes individuals ‘tick’
Have conversations with good to high performers
Task: Think about the following factors of your work. Tick the top 6 that motivates you are work (i.e. that make you feel excited about going to work and
performing the best that you can)
My own motivating role factors
Autonomy: given appropriate responsibility, capacity and freedom to make decisions, empowerment
Benefits: flexible work hours, maternity leave, on site gym, etc. (doesn’t refer to money)
Tick
High performance
work practices
Actions
Career Development Plan: having opportunity for promotion or sideway career moves
Achieving and succeeding: being coached toward ‘achieving’ clear goals and motivation to succeed
Compensation: salary, superannuation scheme, vehicle and other allowances
Organisational culture: atmosphere, quality of leadership, staff attitudes and team spirit
Corporate image: working for a high profile, well-known organisation
Job fit: having work that you can do with confidence and enthusiasm (skills and interest match the task)
Job security: little likelihood that position will be made redundant
Professional growth: getting continuous training and development, learning on the job
Recognition and reward: feel appreciated and recognised for what you do
Support: feeling ‘in the loop’, supported by the people you work with and for
Work conditions: the physical work environment
Task: Identify the most popular 6 factors, then go through each of the role aspects and identify which aspects the manager can influence. If you feel that it
is:



Solely the responsibility of the agency, mark it with an ‘A’
Solely the manager, mark it with an ‘M’
Both, mark it with an ‘A/M’
General motivating role factors
Autonomy: given appropriate responsibility, capacity and freedom to make decisions, empowerment
Benefits: flexible work hours, maternity leave, on site gym, etc. (doesn’t refer to money)
Career Development Plan: having opportunity for promotion or sideway career moves
Achieving and succeeding: being coached toward ‘achieving’ clear goals and motivation to succeed
Compensation: salary, superannuation scheme, vehicle and other allowances
Organisational culture: atmosphere, quality of leadership, staff attitudes and team spirit
Top 6?
A or M
or A/M
High performance
work practices
Actions
Corporate image: working for a high profile, well-known organisation
Job fit: having work that you can do with confidence and enthusiasm (skills and interest match the task)
Job security: little likelihood that position will be made redundant
Professional growth: getting continuous training and development, learning on the job
Recognition and reward: feel appreciated and recognised for what you do
Support: feeling ‘in the loop’, supported by the people you work with and for
Retain good to high
performers
Work conditions: the physical work environment
The RETAIN factors are noted below. If done well, this focus can help to motivate and retain your good to high performers. Note that it is not about
retaining high performers in your team forever, rather it is about doing what it takes so that they continue to contribute to the success of your agency
and/ or APS as a whole.
R
E
T
A
I
N
Recognition and rewards
Encourage professional growth
Targeted selection
Achievement
Individual and team support
Nurturing career development
Task: Note down RETAIN ideas that would be useful for you and your team.
Conversations with good to high performers
Task: Using the GROW model, think about and note what do conversations with good to high performers focus on? For what reason(s)?
High performance
work practices
Actions
Goal related questions
Reality related questions
• What is your main challenge?
• What would you like to develop?
• In terms of this, what would be the ideal scenario?
• If you achieved this, what would this be like? What
would you be thinking, feeling?
• In terms of goals, what would you like to happen
now that is not happening now?
• What is the situation right now?
• What are your strengths and how have you been
using them?
• In past situations, how did you go?
• What is standing in the way of you and your goals?
• What are the major concersn you have right now?
• What would be the implications of doing nothing?
Options related questions
Wrap-up related questions
• What are you options for action?
• What is another option (x3)?
• What other approaches have you seen others use in
this situation?
• What criteria will you use to judge the options?
• Based on that criteria, which looks like hte best
option now?
• What are the immediate next steps you need to
take?
• What or who might get in the way?
• What do you need to do to overcome that?
• Precisely when will you take these next steps?
• What will the situation look like once you have taken
these steps?
Source: Adapted from Institute of Executive Coaching and Leadership 2011
Prepare a Personal
Action Plan
Task: Prepare and discuss an upcoming conversation with a good to high performer. How will you approach the conversation? What will you highlight
(with what evidence)? What questions can you ask to draw out strengths?
70:20:10 Learning approach
This learning approach is based on the notion that 70 percent of learning comes from on the job or action learning; 20 per cent comes from relational
based activities; and 10 per cent from formal training events. Research in adult learning has indicated that the 70:20:10 model of development is central to
knowledge and skill development. This is because the use of multiple methods can assist capability to grown over time.
High performance
work practices
Actions
PERSONAL ACTION PLAN
What?
The goal that I would like to
achieve? What are the measures of
success?
How?
What steps can I take to achieve
this goal using the 70:20:10
learning approach?
When?
My set timeframe to achieve my
goal?
Who?
What resources can I use/ target?