Performance Management and Development Scheme. For Chief Education Officers, Public Service and TAFE Administrative and Support Staff

Performance Management and Development Scheme For Chief Education Officers, Public Service and TAFE Administrative and Support Staff

Contents 1.0 OVERVIEW OF PROCEDURES 5 Relationship to the Performance Management and Development Policy 5 Purpose 5 Benefits 5 Structure 6 Timing 6 Diversity 6 Responsibilities 6 Change to Duties 7 Change of Staff Member or Supervisor/Manager 7 Temporary Employees 7 Access to Documentation 7 Resolving Concerns 8 2.0 PROCESS FOR MANAGING PERFORMANCE MANAGEMENT AND DEVELOPMENT 9 Key Elements of Performance Management and Development 9 The Work Plan: 10 Developing a Work Plan 10 Work Plan Content 12 Completed Work Plans 13 Changing Work Plans 13 Ongoing Responsibilities 13 Feedback and Reviews: 13 Feedback 13 Reviews 14 Assessing Performance 15 Performance Standards 16

Contents 3.0 TOOLKIT 3.1 Introducing Performance Management and Development - a PowerPoint presentation for supervisors/managers 3.2 Process for Performance Management and Development 3.3 Preparation for Performance Planning Meetings 3.4 Work Plan Proforma 3.5 Examples of Completed Work Plans 3.6 Tips on Giving and Receiving Feedback 3.7 Suggested Questions for Review Meetings 3.8 Introduction to the NSW Public Sector Capability Framework 3.9 Career Planning 4.0 PERFORMANCE MANAGEMENT AND DEVELOPMENT RELATED DOCUMENTS 4.1 Corporate Plan 4.2 Strategic Plans 5.0 NSW PUBLIC SECTOR CAPABILITY FRAMEWORK

1.0 Overview of procedures Relationship to the Performance Management and Development Policy There are a number of performance management and development schemes within the NSW Department of Education and Training that apply to different categories of staff. Each scheme is based on the Performance Management and Development Policy. Performance Management and Development Scheme for Chief Education Officers, Public Service and TAFE Administrative and Support Staff This scheme is the basis for managing the performance and development of chief education officers (excluding TAFE chief education officers), public service and TAFE administrative and support staff in the department. The scheme should be undertaken as appropriate in conjunction with relevant probationary procedures for staff who are appointed permanent on probation. Subject to relevant departmental requirements, probation is in accordance with Section 48 of the Teaching Service Act 1980 for chief education officers. For public service and TAFE administrative and support staff the probationary procedures in Chapter 2, Section 2-17 of the Personnel Handbook apply. This scheme is not designed to deal with unsatisfactory performance. Where unsatisfactory performance has been identified for chief education officers, the supervisor/manager should implement processes in line with the Department s Procedures for Managing Non School Based Teaching Service Staff identified as Having Performance Difficulties. For public service and TAFE administrative and support staff, the supervisor/manager should implement the Department of Premier and Cabinet s Guidelines for Dealing with Unsatisfactory Performance (Appendix 9.2, Chapter 9 of the Personnel Handbook). Purpose Its purpose is to improve work performance consistent with the department s corporate objectives by: better aligning individual performance and development with the department s objectives helping individuals to see how they contribute to the work of the department and their section/unit providing an objective and consistent process for the assessment of performance providing the department with information on staff capabilities, learning and development plans and career plans providing a basis for constructive and open feedback and communication between staff and supervisors/managers providing a sound management tool to develop and encourage staff. Benefits There are a number of advantages to the implementation of a performance management and development scheme, which include: providing a common language and understanding about performance expectations providing a process for individuals, teams and supervisors/managers to consider allocation of work across teams providing a process to clarify what is expected of individuals providing a process for individuals, teams and supervisors/managers to discuss individual and team goals and objectives ensuring that performance assessment focuses on the key responsibilities and the capabilities (see Toolkit 3.8) relevant to a position as well as development opportunities. 5

Structure Central to the performance management and development scheme is the individual Work Plan that is: developed and monitored at the local level by a staff member with the supervisor/manager to whom he/she directly reports Timing based on a staff member s Statement of Duties/ Position Description with reference to the NSW Public Sector Capability Framework (see Toolkit 3.8) directly linked to the supervisor s/manager s Work Plan or director s performance agreement and projects identified in local plans (where applicable) and the department s corporate and strategic plans based on objective work related information expressed as Key Responsibilities and Performance Indicators inclusive of areas for growth and capability development. The timing of the performance management and development cycle is integrated with the department s planning process. Individual work planning and performance assessment follows a twelve month cycle that should be consistent with the department s financial and operational planning cycles. New Work Plans should be developed by the end of July each year for existing staff. This timeframe may need to be flexible for staff who have temporary or seasonal working arrangements. New staff should have developed a Work Plan within four weeks of commencing. A mid-point review of performance should occur after six months around the end of January each year. An end of cycle review of performance should occur after twelve months around the end of June each year. Discussion of the new Work Plan should also occur around this time. Discussion between staff and their supervisors/managers may occur at any time during the cycle, and this is encouraged. Regular discussions provide a staff member and supervisor/manager with the opportunity to: gain further clarification, if needed adjust the Work Plan if circumstances have changed discuss the usefulness of the professional development reflect on strategies, and adjust if necessary acknowledge completion of a project or major piece of work. Diversity Performance management and development applies equally and fairly to all staff. Supervisors/managers should consider the particular needs of staff who: identify as a person from a culturally and linguistically diverse background identify as Aboriginal peoples or Torres Strait Islanders identify as having a disability. Responsibilities Staff are responsible and accountable for: actively participating in the performance management and development process developing a Work Plan with their supervisor/manager positively and constructively addressing, in conjunction with their supervisors/managers, any identified area of under-performance following the Work Plan. Supervisors/managers are responsible and accountable for: actively participating in the performance management and development process 6

the work performance and professional development of staff in their work areas developing a Work Plan with their staff ensuring that Work Plans for their staff show alignment between individual goals/objectives, corporate goals/objectives and the capabilities relevant to an individual s position providing ongoing feedback, including a midpoint and annual formal review identifying and appropriately addressing any areas of under-performance participating in discussions as required. Change to duties Where a staff member temporarily performs other duties for more than three months, or the staff member and supervisor/manager expect that the temporary performance will continue for more than three months, the staff member and supervisor/manager should develop a new Work Plan in keeping with those duties. If a staff member is absent on unexpected extended leave during the performance management and development twelve month cycle, following return to work, the Work Plan entered into before the leave commenced should be reviewed as soon as possible. Care should be taken in the performance management of staff members who are making a graduated return to work, including the assessment of their work performance. This involves such staff members being assessed consistent with their case circumstances, including the stage they have reached in their rehabilitation program. Change of staff member or supervisor/manager When a staff member leaves a position, he/she should participate in a review with the current supervisor/manager prior to leaving. This will provide the staff member with feedback about performance and facilitates the handover of any outstanding work to the person taking over the position. When a staff member moves to a different work area, the Work Plan for the previous position should not be passed on to the new supervisor/manager. The staff member should develop a new Work Plan for the new position with the new supervisor/manager. When a staff member moves into a new position the Work Plan of the previous position holder is not to be used for the new occupant. A new Work Plan is to be developed. Where a supervisor/manager leaves a position, he/she should complete formal reviews with all the staff he or she supervises and participate in a formal review with his/her own supervisor/manager. Temporary employees Where a temporary staff member is employed for a period greater than eight weeks, the temporary staff member and supervisor/manager should develop a Work Plan. The Work Plan should be in keeping with those duties the staff member has been employed to perform. Access to Documentation Relevant planning documents are accessible on the department s website, in the policies section. The supervisor s/manager s Work Plan should be made available to the staff member as part of the planning process to develop the staff member s individual Work Plan. It is important that discussions of performance, recorded in Work Plans, remain confidential at all times. At the development stage information in the Work Plans relevant to unit objectives can be shared for team planning purposes. Otherwise documentation is to remain confidential and retained locally by the supervisor/manager. The staff member is to retain the original copy of the Work Plan. The supervisor/manager should keep a copy of the Work Plan in a confidential location. Selection panels may not have access to an applicant s Work Plan as part of the staff selection process. However, a staff member may choose to use the Work Plan when applying for a position. 7

Resolving concerns If a staff member disagrees with a Work Plan, or performance review, he/she should in the first instance discuss it with the supervisor/manager and try to resolve the matter. Where resolution cannot be achieved, a staff member may wish to raise the matter in writing with the supervisor s/manager s direct report (i.e. the person to whom the supervisor/manager reports). Toolkit Tools to support the introduction and ongoing implementation of performance management and development for chief education officers, public service and TAFE administrative and support staff are provided in the Toolkit section. These include: 1. Introducing Performance Management and Development a PowerPoint presentation for supervisors/managers 2. The Process for Performance Management and Development a diagrammatic representation 3. Preparation for Performance Planning Meetings 4. Work Plan proforma 5. Examples of completed Work Plans 6. Tips on giving and receiving feedback 7. Suggested questions for review meetings 8. Introduction to the NSW Public Sector Capability Framework 8

9 2.0 Process for managing performance management and development Key Elements of Performance Management and Development Performance management and development is a continuous and collaborative process between staff and their supervisors/managers that involves three key elements - planning, reviewing and developing. Planning Planning requires staff and their supervisors/managers to participate in formal meetings to discuss and determine: Key Responsibilities specific Performance Indicators areas for growth and capability development arrangements for feedback and monitoring of performance. The discussions in these meetings are based on the Statements of Duties/Position Description for the positions that staff are occupying and with reference to the NSW Public Sector Capability Framework (Toolkit 3.8). Through the process of planning staff and their supervisors/managers are able to: clarify their expectations of each other clarify the aims and objectives of the unit collaboratively set the performance goals to channel their efforts for the coming year. Both staff and their supervisors/managers should prepare for the planning meetings to ensure that the maximum benefit is gained from the planning process. Self Reflection Taking the time to reflect on their role, performance and career aspirations prior to performance planning meetings will assist staff to take a more active role in these meetings and thus gain ownership of the process and outcomes. It will also ensure that discussions on areas for growth and capability development, including career development strategies, will have a sharper focus. Reviewing Reviewing requires staff and their supervisors/managers to progressively assess performance and exchange feedback through two formal review meetings and ongoing discussions. Through the process of reviewing, supervisors/managers form views on the performance of their staff against agreed Performance Indicators and provide feedback to staff on their progress. The focus and level of assessment depends on the staff member s position in the organisation. Developing The key to success of the performance management process is the creation of an environment that fosters an individual s growth and development while focusing on the achievement of both the individual s and the corporate goals.

10 Areas for professional growth and capability development, when linked to identified skill requirements, promote improved organisational performance as well as strengthening individual development. Effective performance management allows the identification of ongoing areas for learning and capability development. Identification of areas for capability development for the coming twelve months and for the future should form part of each staff member s performance management and development planning. The NSW Public Sector Capability Framework as a tool in the process The NSW Public Sector Capability Framework defines the capabilities (skills, knowledge and abilities) relevant to all NSW public sector staff, regardless of their location, agency or job role. There are 15 capabilities (five core and 10 functional) in the framework. Each capability has six behavioural criteria levels which describe the varying ranges of behaviour which need to be demonstrated at each level. The leadership and management capabilities have four behavioural criteria levels. The framework underpins a range of human resource activities (such as induction, performance management and development, capability development and career planning) as it provides the performance expectations which will help build the skills, knowledge and abilities for all employees within the department. The behavioural criteria can be used to guide development and clearly identifies performance expectations. Guidance is given throughout this document as to how the framework can be used. More details are available in the toolkit section. The Work Plan Each staff member will have a twelve month individual Work Plan that is developed and monitored at the local level by his/her supervisor/manager. The staff member s Work Plan is developed through consultation between the staff member and supervisor/manager. The supervisor/manager will have already developed an individual Work Plan or performance agreement with his/her own supervisor/manager. The supervisor s/manager s Work Plan will provide direction for the content of the Work Plans of staff within the work group. The Work Plan provides a communication tool for a staff member and supervisor/manager to determine work outcomes and priorities, expected performance and areas for professional growth and development. It is also a mechanism for a supervisor/manager to review and provide feedback on a staff member s work performance and for staff to reflect on their performance. The Work Plan is used to plan, prioritise, record and review Key Responsibilities, Performance Indicators and areas for professional growth and capability development. Developing a Work Plan Developing a clear and relevant Work Plan is critical to the success of the performance management and development process. The process of developing a Work Plan involves the staff member and supervisor/manager participating in one or two performance planning meetings. Following discussion at initial planning meeting/s the staff member should prepare a draft Work Plan that will be the basis for discussion at a final performance planning meeting. Performance planning meetings In performance planning meetings, the staff member and supervisor/manager: link priorities in the planning documents and the supervisor s/manager s Work Plan to the staff member s Statement of Duties/Position Description and the relevant areas in the NSW Public Sector Capability Framework (for staff in supervisory, management or leadership roles this will primarily be drawn from the Direction capability stream of the framework)

11 discuss and clarify their expectations of each other in the performance management and development process discuss the importance of the staff member s role for the functional area/directorate/local work group and for the department determine Key Responsibilities and Performance Indicators identify areas for professional growth and development. Preparing for performance planning meetings Preparation is a critical element to the success of performance planning meetings. Planning provides a structure and triggers for discussion to assist staff members take a more active part in and gain maximum benefit from the planning meetings. As preparation for performance planning meetings, the staff member should: read the relevant planning documents, the supervisor s/manager s Work Plan or performance agreement, and his/her Statement of Duties/Position Description read the Introduction to the NSW Public Sector Capability Framework (toolkit section 3.8) and think about which capabilities and subsequent elements and behavioural criteria levels in the framework fit within his/her current role (for staff in supervisory, management or leadership roles this will primarily be drawn from the Direction capability stream of the framework). Where a staff member must apply a specialised area of knowledge or expertise to his/her role, the staff member and manager/supervisor should also consider drawing on the Technical Leadership capability. reflect on the accountabilities and responsibilities relevant to the Statement of Duties/Position Description and think about what he/she wants to achieve in the year ahead reflect on his/her current practice, including strengths and areas for development consider skills to develop or enhance capabilities to better carry out the accountabilities and responsibilities of the role consider career aspirations and strategies to enhance the current role for greater job satisfaction and/or professional growth identify any personal issues and leave arrangements, if known, that will have an impact on the achievement of Key Responsibilities over the ensuing twelve months period. As preparation for performance planning meetings the supervisor/manager should: ensure that the staff member has access to relevant planning documents (Corporate Plan, strategic and portfolio plans, local plans - TAFE Institute/Regional/Unit (where applicable), supervisor s/manager s Work Plan or performance agreement) identify activities in the local plan that are relevant to the staff member s Statement of Duties/Position Description for discussion at the planning meetings review the previous Work Plan (if relevant) for ongoing activities to be included in a new Work Plan consider how he/she sees this role in relation to the rest of the functional area/directorate/local work group identify the staff member s major strengths and areas for development in his/her current role identify ways the current role might be enhanced for greater job satisfaction or to support professional growth become familiar with the 15 capabilities in the NSW Public Sector Capability Framework (for staff in supervisory, management or leadership roles this includes becoming familiar with the capabilities of the Direction stream of the framework). Where a staff member must apply a specialised area of knowledge or expertise to his/her role, the staff member and manager/supervisor should also

12 consider drawing on the Technical Leadership capability. read the Introduction to the NSW Public Sector Capability Framework (toolkit section 3.8) and think about where the staff member s current role fits with the capabilities and subsequent elements and behavioural criteria levels in the framework (for staff in leadership and management roles this will primarily be drawn from the Direction capability stream of the framework) determine the major capabilities and subsequent elements and behavioural criteria for which the individual will focus their efforts over the next 12 months. You don t need to select all the capabilities, elements and behavioural criteria only those that are the most important for that period. provide direction for the staff member to prepare for the meeting. Proformas to assist staff and supervisors/managers prepare for performance management meetings are provided in the Toolkit section. All staff should read and be familiar with these documents. Work Plan Content The Work Plan content reflects the outcome of discussions between the staff member and supervisor/manager of Key Responsibilities, Performance Indicators and areas for professional growth and development. The Work Plan proforma is provided in the Toolkit section. Key Responsibilities Each staff member will have a number of main areas of work for which they are responsible and accountable. These are their Key Responsibilities. The Key Responsibilities recorded on a staff member s Work Plan are the specific key results that are to be achieved over a twelve month period. There should be a minimum of three and a maximum of six Key Responsibilities in a Work Plan. The Key Responsibilities are determined by the local plan (where applicable), the staff member s Statement of Duties/Position Description and reference to the NSW Public Sector Capability Framework. The most important capabilities are also reflected in the individual s Work Plan, along with the relevant elements and behavioural criteria. Performance Indicators Performance Indicators identify how the achievement of each Key Responsibility is to be measured. There may be a number of Performance Indicators for each Key Responsibility. Performance Indicators are the specific performance measurements that are realistic and valid expectations for a Key Responsibility. They are the basis for determining whether a Key Responsibility has been effectively achieved. They are written as action-based statements and will generally include a description of time, date, cost, quantity or quality. Areas for Professional Growth and Development Areas for professional growth and development for the coming twelve months and for the future are a component of each staff member s Work Plan. Areas for professional growth and development are recorded on the Learning and Development Plan, a core component of the individual Work Plan. Areas for professional growth and development are to be considered in terms of the Key Responsibilities, the capabilities required of the position, and the current capabilities of the staff member. The NSW Public Sector Capability Framework provides behavioural criteria which describe the performance expectations around which to build the skills, knowledge and abilities for all employees within the organisation. As part of the process for professional growth and development, the supervisor/manager and staff member should use the behavioural criteria to plan areas for

13 professional growth (see Toolkit 3.8 for more detail). For staff in supervisory, management or leadership roles opportunities for professional growth will primarily be drawn from the Direction capability stream of the framework. Where a staff member must apply a specialised area of knowledge or expertise to his/her role, the staff member and manager/supervisor should also consider drawing on the Technical Leadership capability. Strategies to achieve professional growth and development are broad and may include coaching; mentoring; targeted training, on-the-job learning experiences including special tasks, projects, committee involvement, role change, acting opportunities, off-thejob learning experiences, including job rotation, shadowing, secondment, courses, exposure to the strategic goals and to a range of senior officers of the organisation, professional reading and professional networks. Career Planning The Career Plan is an optional component of the Work Plan. It provides a record of the staff member s career aspirations and related professional growth and development strategies. These strategies should support the development of new skills for career progression. Read the Career Planning guide (toolkit section 3.9) for more details about the career planning process. Completed Work Plans Once the Work Plan has been finalised, the staff member and supervisor/manager sign and date the front page. This is their acknowledgement that the Key Responsibilities and Performance Indicators are a fair and accurate reflection of the performance expected at the staff member s particular level, given the staff member s specific Statement of Duties/Position Description and level of experience. The supervisor/manager keeps a copy of the Work Plan in a confidential location and the staff member keeps the original. In cases where staff members are involved in special projects, an additional supervisor (project manager) will need to contribute to the Work Plan. Provision is made on the Work Plan for the signature of a project manager. Changing Work Plans Work Plans are not set in concrete. Where issues arise which suggest reasons to vary agreed plans, for example a change to corporate goals, the reasons should be identified, discussed and appropriately recorded on a revised plan. In other circumstances, the Work Plan might not be varied, with reasons for nonachievement detailed in the review. Ongoing Responsibilities If it is likely that projects and Key Responsibilities will run beyond the twelve month period of the Work Plan, these should be identified during the annual review and rolled over into the next Work Plan. It is important to identify milestones in the projects and Key Responsibilities that will be met within the twelve month period and those that will be ongoing in the subsequent Work Plan. Examples of completed Work Plans are provided in the Toolkit section. Feedback and Reviews Feedback Providing feedback should be an ongoing process. The goal of ongoing feedback is to help recognise and sustain good work performance, or to improve work performance. For feedback to achieve these goals it should provide information which is clearly communicated to the staff member about the specific behaviours, performance or results that are required, in a timely fashion. By using the selected behavioural criteria (from the NSW Public Sector Capability Framework) as reflected in the individual s Work Plan, giving and receiving feedback will be based upon this shared set of expectations. Ongoing feedback provides the opportunity to discuss progress. It allows for issues or difficulties to be raised as they occur and further information, clarification or assistance to be provided. It also allows for changing circumstances and subsequent adjustments to the Work Plan.

14 The staff member or supervisor/manager may initiate feedback at any time as needed. Tips for staff members and supervisors/managers on receiving and giving feedback are provided in the Toolkit section. Reviews Reviewing requires supervisors/managers and their staff to participate in formal review meetings at two designated review points: six monthly review annual review. The outcomes of these review points are recorded on the Work Plan. Where relevant to a staff member s Key Responsibilities, additional review points should occur at the completion of a project or major piece of work. These additional review points should be agreed in advance. Provision is made on the Work Plan to record the outcome of any additional review points. Review meetings enable staff to demonstrate accountability for their performance, discussion to occur on outcomes, achievements to be acknowledged, and areas for further development including areas for professional growth to be identified and confirmed. Individual performance does not occur in a vacuum. Consequently review meetings about individual performance must also take account of the work of the functional area/directorate/unit as a whole.

15 The role of the staff member when participating in a formal review is to: prepare for the meeting by reviewing the Work Plan and considering progress and achievements participate fully in the meeting by discussing the work, its relationship to the aims of the functional area/directorate/unit, and his/her aspirations suggest ways performance may be improved in the future discuss the learning and development activities undertaken discuss the supervisor s/manager s role in enabling the staff member to achieve work performance outcomes. The role of the supervisor/manager when participating in a formal review is to: encourage open and constructive communication with the staff member about the staff member s work ask the staff member to comment first on progress and achievements discuss constraints where results were not delivered assess and comment on the staff member s progress and achievement allow the staff member the opportunity to respond to assessment and comments on progress and achievements suggest ways the staff member can improve in the future review the professional development activities undertaken acknowledge achievement identify and discuss under-performance, if relevant record comments about achievement on the Work Plan. Suggested questions to trigger discussion in the review meetings are provided in the Toolkit section. Assessing Performance A supervisor/manager should consider the following when assessing performance: whether Key Responsibilities and Performance Indicators were achieved the size of any gap between planned performance and results (either positive or negative) the difficulty of each Key Responsibility and its outcome the opportunities and constraints present in the work situation changes in organisational priorities whether effective learning and development activities have been implemented external factors influencing performance. Good performance must be recognised and acknowledged, as well as under-performance identified and addressed, as part of an effective performance management and development system. Good performance can be recognised in a number of ways including positive feedback, public acknowledgement amongst peers and senior staff and opportunities to take on greater responsibility for career development opportunities. Under-performance can have many causes (ranging from lack of knowledge and training to poor job fit and issues outside of the workplace) and it is important that the true cause(s) for the under-performance is/are identified so that it/they can be corrected. If a staff member is not performing against agreed Performance Indicators, matters can often be addressed

16 by letting the person know that they are not meeting expectations. That is, this process should not take the place of good management communication practices. Performance Standards Performance standards provide a means for supervisors/managers to give specific feedback to their staff members on their overall performance. They also provide a useful springboard for consideration of opportunities for professional growth and development. Overall performance will be appraised against the following scale: performance fully meets all requirements of the Work Plan and requirements have been completed to an excellent standard performance fully meets all requirements of the Work Plan and requirements have been completed to a competent standard performance meets the majority of requirements of the Work Plan and there is progress towards meeting the remaining requirements performance partially meets the requirements of the Work Plan (less than half of Work Plan achieved) and requirements have been completed to a basic standard. Performance fully meets all requirements of the Work Plan and requirements have been completed to an excellent standard This standard applies to any staff member who meets all Key Responsibilities and Performance Indicators to an excellent standard. Work at this level is normally demonstrated by: producing quality work based on the efficiency, effectiveness and accuracy of its completion proactively developing work processes or procedures contributing to the achievement of corporate outcomes delivering work outcomes and results to a very high standard showing initiative and organising and/or completing complex or sensitive tasks ahead of schedule with little or no supervision or guidance making a valuable contribution towards the success of a functional area/directorate/unit (e.g. by providing significant expertise/guidance and/or leadership to others) demonstrating leadership qualities, particularly in emergency/pressure situations, and managing a significant project through to successful completion (e.g. within a timeframe and/or budget requirements). Performance fully meets all requirements of the Work Plan and requirements have been completed to a competent standard This standard applies to any staff member who meets all Key Responsibilities and Performance Indicators to a competent Standard and may meet some to an excellent standard. Work at this level is normally demonstrated by: making a positive and significant contribution towards the success of a functional area/directorate/team completing tasks accurately and on time demonstrating initiative in developing solutions to work problems performing more challenging work when opportunities are available producing high quality work with limited supervision working cooperatively with and where applicable, effectively leading others managing a project or task consistent with, for example, timeframe and/or budget requirements.

17 Performance meets the majority of requirements of the Work Plan and there is progress towards meeting the remaining requirements This description applies to any staff member who satisfactorily meets the majority of Key Responsibilities and Performance Indicators. Where targets are not fully achieved, gaps in work performance are not significant and would normally: only require short term action, particularly access to learning and development opportunities, in order that the staff member can achieve and maintain a higher performance rating, or be attributable to a lack of experience in the job or work area be attributable to outside factors, for example, illness. When a staff member is assessed at this performance level, consideration should be given to the reasons for the performance gap and what short term action the supervisor/manager will take to assist the staff member achieve the required standard. These actions should be noted on the Work Plan and followed up as part of discussions, and the review of past performance when developing a new Work Plan. Performance partially meets the requirements of the Work Plan (less than half of Work Plan achieved) and requirements have been completed to a basic standard This description applies to any staff member who only partially meets the Key Responsibilities and Performance Indicators and only to basic standard. not consistently following appropriate instructions and often disregarding appropriate instructions making repeated errors or mistakes not working effectively as a team member not displaying commitment to improve work performance. Unsatisfactory Performance This scheme is not designed to deal with unsatisfactory performance. Where unsatisfactory performance has been identified for chief education officers, the supervisor/manager should implement processes in line with the Department s Procedures for Managing Non School Based Teaching Service Staff identified as Having Performance Difficulties. For public service and TAFE administrative and support staff, the supervisor/manager should implement the Department of Premier and Cabinet s Guidelines for Dealing with Unsatisfactory Performance (Appendix 9.2, Chapter 9 of the Personnel Handbook). Before implementing these guidelines, account should be taken of any mitigating circumstances including: where a staff member has made genuine efforts to improve performance, but unforeseen circumstances (e.g. long term sick leave) have precluded any sustained performance improvement where it appears that the staff member should be able to improve work performance to a satisfactory standard in the near future. Work at this level is normally demonstrated by the staff member: requiring close supervision to accomplish allocated tasks having difficulty in satisfactorily performing routine tasks

18 3.0 Performance management and development toolkit Tools to support the process of managing performance management and development for chief education officers, public service and TAFE administrative and support staff are provided in the Toolkit section. These include: 3.0 TOOLKIT 3.1 Introducing Performance Management and Development a PowerPoint presentation for supervisors/managers 3.2 Process for Performance Management and Development 3.3 Preparation for Performance Planning Meetings 3.4 Work Plan Proforma 3.5 Examples of Completed Work Plans 3.6 Tips on Giving and Receiving feedback 3.7 Suggested Questions for Review Meeting 3.8 Introduction to the NSW Public Sector Capability Framework 3.9 Career Planning

19 4.0 Performance management and development related documents These documents can be accessed on the department s website in the Strategic Directions area. The url is: https://www.det.nsw.edu.au/strat_direction/index.htm 4.1 Corporate Plan 4.2 Strategic Plan

20 5.0 NSW Public Sector Capability Framework The full NSW Public Sector Capability Framework and resources can be found on the department s Intranet in the Human Resources Section at: https://detwww.det.nsw.edu.au/lists/directoratesaz/humanresources/adminclericalst/framework/index.htm

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22 November 2009 NSW Department of Education and Communities www.det.nsw.edu.au Human Resource Policy and Planning GPO Box 33 Sydney NSW 2001 T9561 8000 F 9561 8273