Preparing for a Valued review - WhatDoTheyKnow · Preparing for a Valued review Management Grades...
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Preparing for a Valued review Management Grades Head of Service/Director Level D e v e l o p i n g y ou
Transcript of Preparing for a Valued review - WhatDoTheyKnow · Preparing for a Valued review Management Grades...
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Preparing for a Valued reviewManagement Grades Head of Service/Director Level
Developing you
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This guide is about you and how your contribution is valued by your line manager and the organisation. It is your contribution that makes the organisation successful and respected and your continued achievements and improvements in standards of service that helps build an organisation to be proud of.
If you have any questions on anything within this guide, please contact the Learning and Development team.
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ContentsWelcome to Valued .........................................................4
Why do we have the Valued process? ................................5
Competency Frameworks ................................................6
Preparing for your Valued review ......................................7
Preparation plan and checklist ..........................................8
What to expect in your Valued review ................................9
Performance planning ................................................... 12
Valued Interim review .................................................... 14
Generic Competency Profile ........................................... 15
Skills Competency Framework ........................................ 16
Behavioural Competency Framework ..............................24
Valued document .......................................................... 41
Valued Interim Review Sheet ..........................................53
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Welcome to Valued Valued is our development
and performance review process. It consists of an annual development and performance review and interim follow up meetings with your line manager. It enables you to review, set and agree targets; and agree your Personal Development Plan (PDP) to meet individual, team, departmental and organisational objectives.
You are the key to our organisation’s success both now and in the future. Our Valued process helps us as an organisation to develop not only the right skills and knowledge but also attitudes and behaviours to improve ourselves and the way we work together to deliver the highest quality service to the public. Valued gives you the chance to discuss your performance, lead your development and be an essential member of the organisation.
We are faced with a changing agenda, driven by the 15 year Transport Strategy, the Local Transport Plan 3 and a government agenda that is focused on efficiency whilst retaining frontline services.
It is employees that drive these changes to make our organisation fit to deliver our future agenda. We have identified what is best practice and have developed a revised approach to the Valued process. This will support the organisation going forward in ensuring that we have the right people, doing the right jobs, with the right capability, at the right time. The key element to this is that employees are equipped with the required skills and knowledge and demonstrate the required behaviours to carry out their role.
In the design of the revised Valued process, employee feedback as to how Valued can be improved to drive individual and organisational performance forward has been incorporated into the revised process.
Developing you
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Why do we have the Valued process?
To develop you
1. To cascade key organisational objectives to all employees aligned to the ‘Integrated Planning Process’ (IPP).
2. To set individual SMART targets.3. To provide you with the chance to
receive feedback and reflect on your performance, development, experiences and share success with your line manager.
4. To discuss the performance of the department and the organisation.
5. To review progress/performance against objectives/targets.
6. To allow you the opportunity to feedback issues and views affecting your performance through a competency discussion.
7. To involve you in decision making about your job.
8. To review your current skills, knowledge and behaviours to identify learning and development needs.
9. To set a PDP based on any identified competency gaps to deliver future objectives/targets.
What is in it for me?
The Valued process gives you the chance to have your say in how you progress within the organisation, whether it is a change in role, change in career, or simply improving what you already do.
It is a structured opportunity to meet with your line manager and cover all areas of your role within the organisation including tasks you take on that are in addition to your core duties.
The benefits to you are:
• Identifying how we can help you develop your skills and knowledge
• A better understanding of your objectives and targets
• Ensuring that your future targets are SMART
• Designing a PDP to support you through your development
• Providing you with Learning and Development resources such as development courses, coaching, mentoring, reading materials, e-learning
• Providing regular reviews and ongoing support to ensure that you know you are valued
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Competency Frameworks The main development within
Valued is the introduction of Competency Frameworks that cover all employees.
Previously the organisation had only one set of competencies based around leadership skills for managers. The development and introduction of competencies will enable a fair assessment of capabil-ity across the whole organisation. They will also be used in recruit-ment and selection as well as closely aligning the organisations investment in learning and devel-opment to the skills, knowledge and behaviours that are required to meet our new agendas
Skills and behaviours
The Competency Framework is split into two sections;
• Skill competencies describe the
knowledge and skill required in a role to perform at an acceptable level
• Behavioural competencies describe the ways to deliver our own goals through our actions at an accepted level
Bringing these two sets of competencies together allows us apply the right skills and behaviour to deliver sustained success in our roles.
Generic Competency Profiles
Generic competency profiles provide details of the generic behaviours and skills from the competency frameworks which are expected of you based on your level within the organisation.
In total there are 11 generic competency profiles linked to grades within the organisation. The generic competency profiles have been designed by using current job descriptions and the skills and behaviours most critical to the role, at the grade. It does, however, need to be noted that the generic competency profiles are an enhancement to your job description and does not replace it. To give further clarity the profiles have been split into Management roles and Business and Customer Support roles.
A copy of your generic competency profile and the competencies that apply to this are contained within this guide. You will note that the competencies that apply to you are shaded. When you start to prepare for your review, look across all the levels and think about where you apply the skills and behaviours on a continual and consistent basis. This will allow you then to rate your performance against the competency that applies to you.
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Preparing for your Valued review
This guide along with support from your line manager will help you to prepare for your review.
In preparing for your review we would encourage you to use a blank copy of the Valued documentation found on the Intranet and to complete your own copy of the Performance review section.
This preparation will help you to challenge yourself on your target achievement, your skills and behaviour application, review any development you have completed, and more importantly, how you have applied the learning to your role. Things to consider are;
• What have you achieved throughout the year? Reflect on both your role and personal objectives.
• How have you applied your skills and knowledge to achieve you targets?
• Are you applying your skills fully through your behaviours or is there room for improvement?
• Have you completed any duties that are outside of your role?
• What personal development have you undertaken? How has this improved your skills and knowledge base?
Be prepared for your Valued review. Give specific examples of how you have applied your skills and behaviours to achieve your targets. This is an opportunity for you to formally share your successes, identify areas for improvement with your line manager and to set your targets and development plan for the upcoming year.
Bring your completed documents with you to your review and be prepared to share the contents with you line manager. This will enable you to have an open discussion with your line manager during the review and to agree ratings for target achievement, skills and behavioural competencies and an overall performance rating.
Note: Your line manager has the final decision.
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Preparation plan and checklist
Valued review action Timescale
1. Your line manager will agree with you the date and time for your Valued review and a date and time to brief/train you on the revised process and documentation
At least four weeks prior to review
2. Book both of these above dates in your diary At least four weeks prior to review
3. Attend the briefing session with your line manager Two weeks prior to review
4. Read through your Review guide and familiarise yourself with the documentation and competencies
One week prior to review
5. If you need further guidance attend one of the planned People and Performance employee Valued drop in sessions
One week prior to review
6. Complete your review preparation as detailed in this guide One week prior to review
7. Attend your Valued review session. Have an open two way discussion, agree the contents and signoff with your line manager
On the agreed date
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What to expect in your Valued review
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What will be discussed
Review Personal Development Plan
Review of target achievement
• Progress against previous targets set• Your last PDP, the learning undertaken
and the evaluation of development received and applied in the workplace
• Your Competency ratings• A summary of projects/
initiatives/ work undertaken outside of core targets
• A summary of overall performance and agree performance rating
• A cascade of section delivery plan actions, organisation change and residual objectives to agree SMART individual targets aligned to the IPP.
• Agree your new PDP including future Valued review dates
Using your last jointly agreed PDP complete the activities section and date of achievement. Discuss how you found the development; did it meet your needs; have you applied the learning to the workplace?
Discuss what you are now doing differently as a result of this learning, make a note of these with examples of recent tasks in the ‘What are you doing differently…’ section. Also note where you have passed this learning on to colleagues.
The first part of your Valued review will be based around the paperwork you have completed prior to the meeting, so make sure you are fully prepared.
• With your line manager you will review the progress you have made against your targets
• Discuss your success as well as areas you could have improved upon
• Agree with your line manager the target achievement rating
• Approach the review with an open mind. You may have worked hard but not necessarily achieved success. The Valued review is about developing you so think how this could be improved through developing yourself against the feedback you receive
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Summary Performance review and rating
The final part of the performance review section is to bring together all the discussion points. This section also gives you an opportunity to record other areas of work you have completed such as projects outside your core targets or development that did not form part of your original PDP.
Finally with your input, your line manager will identify the descriptor that best matches your overall performance from your objectives, skills and behaviours. There should be no surprises as this is an ongoing discussion with your line manager. Your line manager should use the guidance under the contributor descriptors when making this decision.
The ratings and an explanation of what they mean can be found in your Valued documentation.
Remember to be open minded and prepared to discuss rationally and honestly with your line manager. The Valued review is about developing you to perform better in your role.
Skills and behavioural competencies
Using the documentation you have prepared prior to the review, discuss each of your skills and behavioural competencies with your line manager and jointly agree the level you are currently operating at by placing an “X” in the appropriate box. You will be asked to provide evidence where possible, which you will have already started to think about prior to the review.
Your line manager may identify occasions of unwelcome behaviour. These should be recorded in the ‘U’ section and are behaviours that colleagues may have found unwelcome. Examples of these are detailed in each of the behavioural competency. This is not an exhaustive list, only a guide.
With all competencies and assessment it is about constant and consistent application of the skill or behaviour. One time displays should not be counted.
Key strengths and development
Detail and identify your strengths as well as weaknesses. Your discussion shold identify areas where you need to develop if you are below the required competency level and where you can improve in your role in the ‘Areas for development to provide stretch’ box.
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PerformancePlanningThis section of your Valued review will focus on setting targets for the year ahead and creating a Personal Development Plan to support your learning and development.
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SMART Targets
Targets will be communicated to you by your line manager from the business plan based on departmental and team objectives.
Organisation change objectives are based on your personal behavioural change (eg driving organisation efficiency).
Other objectives are residual objectives from previous Valued that are not yet completed and not contained in your section delivery plan.
Personal Development Plan
Take into consideration the entire performance feedback and what you need to achieve in the coming year. Discuss with your line manager the learning and development that you will need to support you in being successful both in delivering current organisational needs as well as to build for the future to deliver the departmental and organisational objectives.
Working with your line manager, consider how you will obtain this knowledge/ skills/behavioural shift. This could be one of many options and may include:
• coaching by another employee • reading suitable books/literature• e-learning• job shadowing• working on projects• attending a course
To support you in choosing the right development option we have developed a Valued Learning Guide which is designed to support you and your line manager to identify development to achieve the required level of competency.
This will be fully explained to you by your line manager and reiterated during the employee drop-in sessions. Further support will be provided from the People and Performance team throughout the entire Valued process.
When completing the PDP remember, this is not a form for listing courses you would like to complete but a plan for how you are going to obtain the overall development to meet the learning needs you have identified with your line manager. You and your line manager will need to categorise the development and tick the box that best matches your learning requirement, tick one box only.
Use a separate PDP sheet for each development need you identify.
A reminder what SMART means
S = SpecificWhen we make our goals too general we aren’t able to visualise them, and if we can’t see them, we have a hard time devoting our efforts toward reaching them.
M = MeasurableIn time, cost, quality and/or quanitiy terms how will the success be measured.
A = AchievableEnsure it is within your scope - is a reality check required?
R = RelevantIs the target relevant in terms of your personal development and the organisational objectives?
T = TimedPuts a deadline on your targets that is to be achieved.
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What happens next
ValuedInterimReview
Finally you and your line manager should now sign and date the document. After your line manager checks the document against the Quality assurance criteria, a copy will be sent to their manager for final sign off. At this point a copy will be emailed to the People and Performance team to process your competencies and development needs and a signed copy should be retained by you and your line manager for use in your quarterly Valued Interim reviews.
• The learning opportunities for you and your colleagues will be collated into a departmental learning plan and signed off by your manager
• For any external opportunities the Learning and Development team will arrange interventions with an agreed supplier and agree the date with yourself
• At all times the responsibility for completion of the PDP remains with you and your line manager.
• For audit purposes any reason for non-completion must be reported by the line manager to Learning and Development team
• You must also make sure you complete an evaluation forms after all development opportunities undertaken.
Valued is not a once a year process. It is a process for continually reviewing your progress, achievement and development based on the targets agreed between you and your line manager.
There should be no surprises from either you or your line manager. By having constant dialogue you should be aware of your progress and your line manager should be aware of the success or areas for support that you require.
The revised Valued now contains interim reviews for employees linked to the documentation you complete in your annual review. A Valued interim review sheet is provided at the back of this guide and is also available for download from the Intranet.
Complete and forward the Valued interim review sheet when prompted by your line manager. Your line manager will then book a meeting to discuss the review and agree any changes before signing. A copy of the review sheet should be retained by you and your line manager for future reference.
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Generic Competency Profile: Grades Head of Service/Director Level
General nature of work:
Provides the strategic direction for SYPYE; translating organisational strategy into departmental strategic objectives and imperatives. Leads, directs and co-ordinates the strategic management and development of a multi-functional directorate/department in order to ensure continuous delivery of the agreed SYPTE Business Plan targets and associated ITA, Transport Strategy and Local Transport Plan goals and objectives.
Knowledge, skills and experience:
All requirements are essential unless stated
Knowledge:• A relevant degree, transport qualification or equivalent level of professional attainment • Professional Sector Knowledge – Expert that draws best practice and organisational knowledge
together (Advanced Level)• Transport Sector Knowledge – Understands the legislative fit of multi-modal transport solutions
(Advanced Level)
Skills:• Analytical and Numeric skills – Makes informed business decisions based on accurate information
(Advanced Level)• Financial and Commercial Awareness – Gains credibility through bringing an understanding of
financial and commercial awareness to business relationships (Advanced Level)• Literacy skills – Presents written persuasively to sustain an argument (Advanced Level)• Management skills – Leads others towards the achievement of a long-term vision
(Advanced Level)• Project Management skills – Establishes a cycle of continuous process improvement
(Advanced Level)
Experience:• Extensive recent experience in a similar management role, including managing a team of
professional officers• Extensive experience of leading services with a high degree of customer focus
Behavioural competencies:
Living our Values:• Customer and Stakeholder Driven – Uses a long-term focus to address issues/concerns
(Advanced Level)• Team Working – Works to build team commitment (Advanced Level)• Integrity and Respect – Takes personal risks to do the right thing (Advanced Level) • Achieving and Challenging – Adds value by calculating risk and requirements (Advanced Level)
Leading our People:• Engaging the Team – Builds commitment to a compelling vision (Advanced Level)• Delegation and Empowerment – Gives full authority (Advanced Level)• Managing Performance – Takes appropriate action in response to performance and contribution
(Advanced Level)
Delivering With & Through Others:• Building and Managing Relationships – Obtains long-term value from key relationships
(Advanced Level)• Influencing and Persuasion – Builds engagement (Advanced Level)• Flexible and Adaptable – Re-assesses objectives where appropriate (Advanced Level)
Delivering Our Objectives:• Embracing Change – Embeds change for organisational success (Advanced Level)• Developing Self and Others – Builds business capability (Advanced Level)• Research with External Focus – Remains current (Advanced Level)
Determining Our Agenda:• Initiative – Takes action to release service improvements in the long-term (Advanced Level)• Strategic Focus and Critical Reflection – Relates what we are doing now to our broader strategic
purpose (Advanced Level)• Decision Making – Makes strategic business decisions (Advanced Level)
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Skills competency framework
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Analytical and Numeric
Foundation Intermediate
Collects and manipulates data Interrogates and analyses data to gather relevant information
• Is able to find and collate data and information• Is able to perform basic numerical tasks
• Is able to identify trends (including business and financial data)
• Is able to review large quantities of data quickly to select relevant data and evidence
• Is able to communicate data and information to colleagues
Practised Advanced
Interprets data to reach conclusions Makes informed business decisions based on accurate information
• Is able to analyse and draw conclusions from complex information and data (including business and financial)
• Is able to understand the limitations of different sources of data and employs this understanding to select/generate appropriate data
• Is able to use a wide range of data from diverse sources to identify problems, analyse and understand them to develop effective solutions
• Is able to understand the strengths and weaknesses of different kinds of evidence and data, and employs this knowledge when making decisions
The skills required to collect and process numerical data
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Financial and Commercial Awareness
Foundation Intermediate
Maintains good financial control over resources in their department
Understands the financial implications of actions taken
• Is able to plan work and the use of resources effectively to deliver required outcomes in line with the level of financial responsibility
• Is able to make resource decisions in line with the level of responsibility
• Is able to monitor spend against budgets assigned and highlights variations and deviations in spend
• Is able to evaluate business decisions and continuously seeks to understand the financial implications for the organisation
• Is able to fully interpret the financial rules and governance issues and continuously tests that actions and changes are compliant
Practised Advanced
Makes informed decisions to maximise financial/commercial benefits
Creates complex financial/commercial arrangements
• Is able to take action to deliver improvements in organisational financial/commercial efficiency
• Is able to act to pre-empt financial/ commercial issues or capitalise on opportunities
• Is able to use financial/commercial insight to reconfigure existing arrangements to maximise return
• Is able to put in place beneficial commercial arrangements that capitalise on potential opportunities e.g. development of joint ventures, partnership agreements and contracts for service delivery etc
The skills required to interpret, understand and process financial information
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Literacy
Foundation Intermediate
Develops effective written communication pieces Effectively communicates via written media
• Is able to compose and understand basic forms of written communication such as e-mail, letters and faxes
• Is able to spell accurately and choose suitable words for variety and interest
• Is able to use the basic rules of grammar and can apply them in their writing
• Is able to produce documents in line with the Plain English and SYPTE style guides
• Is able to respond to what is read, expressing opinions about major topics and making connections between various arguments
• Is able to organise and present ideas and information, improving the process by actively re-drafting
• Is able to write clearly and confidently, choosing an appropriate sequence and layout to suit the audience and purpose
Practised Advanced
Builds and understands the story/rationale within documents
Presents written information persuasively to sustain an argument
• Is able to compose reports for submission at Board level• Is able to use different written communication strategies
to locate select and summarise information, identifying accurately the key points
• Is able to discuss and evaluate written text, using inference and deduction where necessary and considering carefully alternative interpretations
• Is able to communicate abstract ideas and theories in writing
• Is able to put forward arguments in a logical manner with clear conclusions
• Is able to analyse documents and written proposals in relation to large and/or complex business areas
• Is able to write coherently for a full range of audiences and purposes, communicating complex and elaborate information
The skills required to communicate effectively through the written medium
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Management
Foundation Intermediate
Efficiently manages personal workload Co-ordinates the work of direct reports
• Is able to plan activities to deliver on time and in full. This includes identifying goals, objectives, methods, and resources needed
• Is able to set up and use systems and processes to manage own time
• Is able to work proficiently within electronic diaries to manage workload and timescales
• Is able to prioritise workload/tasks in order of urgency and impact
• Is able to organise and distribute work appropriately• Is able to apply the performance management systems to
monitor own and team performance• Is able to apply Employment Law and Health and Safety
Legislation and Acts within these
Practised Advanced
Facilitates the work of a broad team Creates direction for a function
• Is able to communicate missions, direction and objectives to a broad group (multi-disciplinary, multi-layered, geographically disparate)
• Is able to effectively hold first line managers accountable for the work of their team
• Is able to manage the boundaries between different reporting units
• Is able to appropriately balance the use of technical expertise with activities to effectively lead the team
• Is able to determine what the function needs to be to deliver the mission
• Is able to adopt a long term strategy and invest now to deliver in the future
• Is able to integrate functional activities within the broader operation of the organisation
• Is able to balance and prioritise the competing agendas presented by reporting teams
The skills required to manage oneself and others
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Project Management
Foundation Intermediate
Manages own contribution to project success Understands the dependencies within a project
• Is able to prioritise own work in line with team objectives and seeks guidance when priorities are not clear
• Is able to plan ahead and sets own deadlines to ensure work is delivered on time
• Is able to understand project plans, reporting mechanisms and other project methodologies
• Is able to think ahead and makes contingency plans to mitigate and respond to risk and change
• Is able to use their stakeholder knowledge to ensure all the correct people are involved in the project
Practised Advanced
Ensure projects are delivered within scheduled commitments
Establishes a cycle of continuous process improvement
• Is able to establish functional systems to help the team deliver projects
• Is able to monitor project progress against plans and makes the necessary adjustments
• Is able to engage constructively with stakeholders, including them in project team meetings where appropriate
• Is able to create project plans, manage reporting mechanisms and identify and manage risks
• Is able to define clear project or programme outcomes (as part of business case development) and reviews progress against them on a regular basis
The skills required to manage workloads and resources to achieve project goals
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Professional SectorKnowledge
Foundation Intermediate
Applies policy and practice Uses theory and models to develop solutions
• Is able to operate to professional standards• Is able to use feedback from peers internally and
externally, and new experience to learn and build professional capability
• Is able to rapidly and accurately interpret policies and procedures in their specialist area
• Is able to apply policies consistently through their own actions and advice
• Is able to undertake reflective and exploratory practice, though not programmed or formally monitored
• Is able to use specialist knowledge and apply this to solutions
• Is able to produce and assess the merits of multiple options and solutions in relation to problems or unusual situations in their specialist area
Practised Advanced
Uses experience as a practitioner to make policy Expert that draws best practice and organisational knowledge together
• Is able to actively research best practice and consider its application to the organisation
• Is able to develop policies and procedures drawing on their own knowledge and expertise to provide organisational fit
• Is able to generate new insights within their specialism• Is able to produce industry papers and presentations • Is able to network with other professionals from external
organisations (e.g. through participation on committees)
The skills relating to your professional sector
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Transport Sector Knowledge
Foundation Intermediate
Single modal knowledge and focus Aware of and plans for multi modal transport solutions
• Is able to investigate relevant information for specific assignments relating to funding schemes in the Sheffield City Region
• Is able to analyse factors and issues affecting the management, development and design of relevant transport schemes within area of expertise, including the possible impact on all potential scheme users and then applies that knowledge
• Is able to review various relevant traffic surveys and tools and identify best solution through the use of various tools
• Has the ability to apply knowledge of the factors which need to be taken into consideration when valuing highway assets
• Is able to draw conclusions based on patterns, trends or missing information in the planning of transport solutions
• Is able to review provisions contained within the relevant acts/ legislation and policies related to the environment and sustainability, and identify best solution through the use of various tools
• Is able to review various relevant transport/ traffic models and the relevance of each model
Practised Advanced
Develops multi modal transport knowledge Understands the legislative fit of multi modal transport solutions
• Is able to keep abreast of emerging best practice in transport, regional and local area planning and economic developments
• Is able to review specified development/ transport schemes and identify the best solution through the use of various economic appraisal models and similar analytical tools
• Is able to implement processes, procedures and rules associated with making regional funding applications to the DfT for Transport Schemes
• Is able to identify the implications of the highways capacity, congestion and road user charging within South Yorkshire and their affect on the activities of the Integrated Transport Authority (ITA)
• Is able to demonstrate knowledge of UK, European and regional economic and development policy and best practice
• Is able to identify implications for South Yorkshire of the emerging best practice in transport, regional and local area planning and economic developments
• Is able to successfully develop and submit business cases in accordance with DfT Regional Funding application requirements
• Is able to use understanding of the provisions contained within relevant acts/legislation to assess their application or implications on the activities of the Integrated Transport Authority (ITA)
The depth of Integrated Transport Authority policy knowledge
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Behavioural competency framework
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Customer and Stakeholder Driven
Foundation Intermediate
Responds positively to customer and stakeholder requests
Works to add value for the customer and stakeholder
• Adopts a helpful manner to create a positive experience
• Gives timely and accurate advice in response to enquiries
• Takes action to address problems and resolve difficulties
• Tailors responses to each customer and stakeholder group
• Puts customers needs before others• Owns customer issues• Follows up queries, complaints and
enquiries to ensure they are addressed and achieve a satisfactory outcome
• Actively engages with and listens to fully understand needs, issues and requirements
• Constructively challenges rules and processes that get in the way of the delivery of a positive experience
• Contributes ideas and suggestions to improve standards of service
• Seeks feedback on service performance, reports and acts on this feedback to improve levels of satisfaction
• Uses empathy to anticipate and respond to the needs and feelings of the customer and stakeholder
Practised Advanced
Works to exceed expectations Uses a long term focus to address interests/ concerns
• Intervenes and addresses issues where the organisation is failing to deliver
• Acts as the customers advocate in championing their views
• Drives forward improvements in the organisation to impact positively on the service experience
• Acts on an understanding of the customer and stakeholder to recommend different and innovative approaches to requests
• Establishes needs and agrees standards of service to meet these needs
• Takes an overview of the future customer needs in order to make recommendations to develop or enhance services
• Identifies opportunities to improve the experience offered to a diverse delivery base and implements the agreed improvements
• Proactively identifies customers underlying needs to shape provision and meet previously defined requirements
Quality of interaction with customers/stakeholders and the impact you have on their experience
Unwelcome behaviours• Views the customer and stakeholder as an obstacle to performance• Does not reassure customers that their needs are a priority• Fails to recognise that the customer experience is the highest priority• Ignores or fails to respond to customers and stakeholders in the agreed timescales• Consumed with internal practice/policies/procedures and does not recognise the impact
on the customer and stakeholder or those wanting to deliver customer excellence• Treats customers and stakeholder complaints and feedback as a nuisance or irritant• Lacks clarity on customer and stakeholder needs
Results are only as valuable as the benefits they bring to our customers and stakeholders
Our outstanding employees recognise all their customer and stakeholder groups both internally and externally. They take time to understand their needs and desires, they focus their efforts to provide a service or advice which adds real value and benefit, often working to exceed the customer and stakeholder expectation.
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Team WorkingFoundation Intermediate
Cooperates; a good team player Values others perspectives
• Supports team decisions• Carries out their share of the work• Keeps the team up to date with their
personal progress• Freely shares their technical/ specialist
knowledge and relevant information with others
• Establishes good working relationships within the team
• Reviews and uses, where appropriate, input from others
• Puts team needs above their own• Adopts views based on other’s perspectives• Learns from others• Engages in positive discussion to explore
the merits of alternative views and suggestions
• Contributes to team discussions and solutions
• Uses dialogue and discussion to build better solutions
Practised Advanced
Encourages and supports others Works to build team commitment
• Actively supports team members when needed
• Shares resources to help others deliver what is important to organisational success
• Plays an active part in developing the team• Works collaboratively to achieve team goals• Achieves organisational outcomes through
a collective team approach
• Works with partners to explore areas of mutual benefit
• Proactively builds good moral and cooperation within a team
• Takes action which encourages people to work collaboratively
• Works to build pride, energy and enthusiasm for team goals
• Celebrates success and engenders an attitude of fun and enjoyment in team working
The pro-active contribution you make to achieving team outcomes
Unwelcome behaviours• Creates unnecessary barriers or creates conflict within or across teams• Only commits to team decisions when it furthers their own agenda• Excludes or alienates others• Non attendance at team meetings or not volunteering for group exercises• Not committing to democratic team decisions• Dismisses opinions which conflicts with their own• “It’s not my job” attitude• Does not willingly share knowledge and experience with others• Does not work flexibly or support others in team activities• Does not listen to others before responding
Works effectively with colleagues and partners
Our outstanding employees work collaboratively, with their colleagues and partners, communicating openly across departments and through the hierarchy whilst striving to break down any barriers. They place a high degree of value on supporting each other.
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Integrity and Respect Foundation Intermediate
Behaves consistently within own stated values and beliefs
Models and promotes the organisational values
• Consistently acts ethically and honestly• Displays fairness and common-sense in
applying policies and procedures• Actively respects colleagues by being timely
and consistent in their message• Takes time to consider all points of view
before responding• Shows fairness to people at all times and is
respected internally and externally
• Acts in line with organisational policies and procedures
• Treats colleagues on an equal basis to themselves
• Embraces diversity• Is inclusive in meetings ensuring all opinions
are heard• Ensures that others act in line with
organisational policies and procedures
Practised Advanced
Stands up for what is right even when it is difficult to do so
Takes personal risks to do the right thing
• Through their actions controls conflict in a positive way
• Publicly admits to making mistakes• Speaks out even when it affects a trusted
relationship• Challenges unwelcome behaviour and does
not let people off the hook• Challenges those who operate outside of
policy and procedure
• Passionately defends their personal values when challenged by a senior or more influential person
• Focuses energy and resource to build and enhance own and partners reputations
• Drops a service because it was associated with unethical business practice
The motivation you give to others through your own display of ethics
Unwelcome behaviours• Negatively judging others through either word or action• Constantly interrupts others • Are loud and intrusive or cause disruption for others• Drives hidden agendas through a stealth approach• Holds others to account for their own mistakes• Fails to recognise the positive impact of equality and diversity• Uses position to win an argument “I’m the boss” or “Because I said so”
Treats others in a fair and reasonable way
Our outstanding employees foster an environment where openness, trust and respect are the norm. They display a regard to manage risks, act responsibly, honestly and within ethical and professional principles.
28
Achieving and Challenging Foundation Intermediate
Committed to doing a good job Seeks to exceed and deliver more
• Works to complete assigned tasks to a high standard
• Has performance standards which match those set by others
• Is frustrated by and challenges delays, inefficiencies and inaccuracy
• Consistently meets deadlines and targets• Ensures a safe working environment for self
and others
• Creates a sense of urgency for delivery whilst ensuring a quality output
• Takes action to remove obstacles which are negatively impacting on performance
• Consistently over achieves targets and deadlines set
• Works to integrate excellence into the everyday culture
• Sets stretch targets for self and where appropriate others
• Manages health & safety risks in the work place
Practised Advanced
Challenges assumptions, set practices and encourages change
Adds value by calculating risk and requirements
• Challenges behaviours in self and others to achieve more
• Looks beyond past results to set challenging but realistic goals
• Demonstrates quantifiable sustained improvements
• Pro-actively makes changes in order to improve performance
• Challenges competency in their area• Leaves a legacy of good practice
• Commits organisational resources in the face of uncertainly in order to deliver changes
• Sets plans on careful consideration of the future potential benefits to the organisation
• Delivers breakthrough solutions for the organisation which result in strengthening us as the transport lead
The contribution you make to the continued development and progress towards outcomes
Unwelcome behaviours• Consistently makes unreasonable or unrealistic demands on others• Accepts waste and inefficiency or under utilises resources• Assumes that how things are done now is adequate• Accepts that custom and practice is good enough to get by• Commits to goals, targets or tasks but fails to deliver• Is satisfied with current performance and fails to look for or set more stretching goals or targets• Wastes time through procrastination• Fails to spot opportunities to improve
Actively challenges to achieve more
Our outstanding employees strive to achieve excellence through continuous development and improvement. They seek to meet and exceed targets and challenge others to do this.
29
Engaging the Team Foundation Intermediate
Focuses others on team outcomes Optimises team effectiveness
• Fully understands and reviews others level of contribution against capability
• Says ‘thank you’ for help and support• Creates links between jobs and activities
and the vision• Cascades briefings and measures clearly• Celebrates success
• Works to implement team standards• Unites the team around SMART objectives
linked to the vision• Gets the right resources and people to
support target achievement• Publicly recognises the contribution made
by others
Practised Advanced
Builds a successful team Builds commitment to a compelling vision
• Makes time to bring the team together to review progress and plan forward
• Excites the team around a common objective and recognises the contribution to the organisation
• Creates a positive team climate where people are willing to give discretionary effort
• Clarifies complex agendas for team members and translates them back to their role
• Practices engaging feedback that is focused on positive messages
• Promotes achievements and lessons learnt outside the team
• Builds a sense of pride and a desire to belong to the team
• Presents vision and direction in an energising manner which motivates others to act
The way in which you motivate and direct teams towards achieving outcomes
Unwelcome behaviours• Has difficulty engaging the team• Sets objectives and targets that aren’t SMART and then holds others to account for non
achievement• Takes credit for team or others success• Never involves the team in decision making• Ignores underperformance and expects others to pick up the slack left by this• Fails to appropriately differentiate and reward within the team• Holds back information to try and set themselves up as the expert
Sets a clear vision that energises the team to achieve organisational outcomes
Our outstanding leaders will sell a vision with clearly defined objectives that supports the organisational outcomes and priorities. They place a high value on using feedback to motivate and inspire the team to achieve excellence.
30
Delegation and Empowerment Foundation Intermediate
Delegates Involves others
• Demonstrates trust by delegating routine responsibility and resources
• Shows respect for others skills, techniques and intelligence
• Trusts people’s judgement• Makes outcomes clear through ensuring the
individual is fully briefed
• Encourages others to participate in key decisions
• Uses ideas generated to inform the best course of action
• Supports others to develop solutions• Demonstrates how individual contribution
aides the solution or delivery
Practised Advanced
Devolves accountability Gives full authority
• Balances the need to know with actually needing to know for success
• Lets others take the lead and creates shared responsibility
• Sets clear levels of authority in the team and holds individuals to account
• Transfers power to others to take major actions and decisions
• Publicly backs unpopular decisions taken by empowered others if it is the logical course
• Having briefed fully you remove yourself from the process unless there is a request to help the individual
• Appropriately pushes down decisions, making time to free up resources
How you increase effectiveness through enabling individuals to flourish in their roles
Unwelcome behaviours• Micro manages and shows disregard for ability• Abdicates responsibility or passes the ‘buck’• Drip feeds what is required without fully briefing the individual or team• Holds back information that has an impact on delivery• Does not support when deadlines are missed unless this becomes a regular occurrence• Misses opportunities to delegate• Halts progress by failing to appropriately review progress (too much or too little)• Fails to fully brief and make outcomes or requirements clear
Releasing organisational capability by empowering through effective delegation
Our outstanding leaders release organisational capability by creating the room for individuals to flourish by delegating, supporting and empowering them to take accountability for decision making and results.
31
Managing Performance Foundation Intermediate
Sets individual performance goals Demands high performance
• Defines clear performance targets against departmental objectives and personal competency set
• Translates organisational goals into clear objectives and SMART targets
• Gives clear instructions to others about what they need to achieve
• Discusses performance in regular one-to-ones
• Ensures own and others workloads are managed effectively
• Monitors individual performance against targets and takes timely action to keep things on track
• Uses Valued regularly to review milestones• Challenges underperformance in a timely
manner and supports delivery through active intervention
Practised Advanced
Monitors adherence to standards of performance
Takes appropriate action in response to performance and contribution
• Monitors performance for the team• Implements the performance management
policy and procedure as appropriate• Addresses underperformance in a timely
manner• Recognises and rewards high performance
through publicly crediting those who have performed well
• Fosters an environment of personal ownership and accountability for high performance
• Has visible measures of performance and progress
• Unleashes the full potential of others by providing the required input or resources
• Creates a culture where effective performance and continuous improvement are valued
• Reviews the effectiveness of complex plans at the end of delivery and identifies learning points
• Creates action plans and collects robust evidence
• Effectively addresses underperformance and permanently resolves the situation
How you ensure employees are achieving aligned to our organisational objectives
Unwelcome behaviours• Feedback on performance is often unstructured and not formalised• Sets unclear objectives and targets• Uses performance management as a stick to beat people with• Lets underperformance go unchallenged• Is process driven as opposed to outcome focused
Sets clear objectives and then supports and monitors through to delivery
Our outstanding leaders make it clear to others, through setting SMART objectives, what is required of them. They work with others to develop these challenging but achievable objectives and then monitor performance, providing feedback at key points to ensure delivery.
32
Building and Managing Relationships
Foundation Intermediate
Identifies key relationships Develops key relationships
• Talks to others inside and outside their department to establish synergy
• Willing to professionally discuss possible conflicting issues or ideas
• Puts aside personal feelings to work with internal colleagues to achieve organisational objectives
• Personalises the conversation to build rapport
• Identify new opportunities to build new stakeholder relationships
• Understands the agenda and perspectives of others and develops mutual cooperation
• Works in the wider organisation to establish personal reputation
• Looks for opportunities to work collaboratively
• Maintains regular contact even when there is no shared work priority
• Is aware of the ‘political’ environment and works to establish partnerships for mutual benefit
Practised Advanced
Manages key relationships Obtains long term value from key relationships
• Works outside of the organisation with partners and stakeholders to establish synergy working
• Puts aside personal feelings to achieve outcomes with partners and stakeholders for mutual benefit
• Initiate action which is of mutual benefit to make the relationship fulfilling
• Champions initiatives beyond the scope of their current role that delivers joint agendas
• Is viewed as an expert by colleagues by developing external relationships and partnerships for the benefit of the organisation
• Holds regular dynamic meetings and workshops to keep the relationship energised and maintain a current understanding of each others agendas
The way in which you build effective working relationships to maximise delivery
Unwelcome behaviours• Works departmentally to achieve goals without having an awareness of the impact• Works in team or departmental silos• Is unwilling to share knowledge and expertise• Shares little information outside of the department• Does not observe others perspectives• Deals superficially with issues that are important to others
The ability to establish, build and maintain effective working relationships
Our outstanding employees create and nurture a positive climate of cooperation with others and resolve conflict at all levels to enable the focus to be on increasing the effectiveness of relationships. They take time to build and sustain relationships in order to facilitate effective decision making and speedy action.
33
Influencing and Persuasion Foundation Intermediate
Seeks to persuade Calculates the impact of their actions and words
• Clearly expresses ideas and information in a well-structured, logical manner
• Chooses language carefully to suit the audience
• Displays a non judgemental approach• Engages the audience by staying calm,
composed and positive at all times• Explains relevant information to
appropriate audiences• Uses graphics, models and presentation
media to appear professional and convey a message
• Deliberately plans ahead an approach that will influence or persuade a particular audience
• Adopts a style of communication and language to suit the audience (verbal, written, non verbal)
• Involves and engages others in decision making
Practised Advanced
Influences directly and indirectly Builds engagement
• Clarifies views to understand other’s position
• Draws on a wide range of techniques to positively portray the message
• Uses subtle influence tactics both informally and through lobbying
• Engages others, based on trust and mutual understanding
• Conveys messages to decision makers through key influences and well respected authorities
• Takes time to build a critical mass of support• Uses multi-layer influencing techniques• Builds and uses extended networks of
influence to build support• Is a powerful speaker who provides clarity,
understanding and inspiration at all levels
How you develop your interaction skills to ensure messages are clear
Unwelcome behaviours• Is over reliant on formal authority • Fails to take into account the needs or preferences of the audience• Only gains consent, not commitment from others• Uses an inflexible or fixed approach or only sees their side of the argument• Gets carried away with a concept and doesn’t prepare a business case• Falls into playing politics or point scoring• Mistakes influencing for ‘telling’
The ability to persuade, convince, influence or impress others
Our outstanding employees are practiced in the art of clear, concise, honest communication that they use to influence and persuade others towards the achievement of our organisational goals.
34
Flexible and Adaptable Foundation Intermediate
Accepts need for flexibility and adaptability Applies procedures flexibly
• Responds flexibly to demands recognising different needs
• Demonstrates willingness to change ideas or perceptions based on new information or contrary evidence
• Can focus on the outcomes and getting things done even when faced with ambiguity or uncertainty
• Demonstrates willingness to try new approaches where current approach fail to deliver
• Deals professionally with the disruption and ambiguity that sometimes exists
• Adapts personal approach to meet the needs of different or new situations
• Applies rules or procedures flexibly, depending on the individual situation, to accomplish tasks or activities more effectively
• Remains focused on task when faced with competing agendas
• Adapts or tailors approach based on changes in the working environment
Practised Advanced
Adapts tactics or approaches Reassesses objectives where appropriate
• Identifies a pragmatic approach in order to get the job done quickly and effectively
• Adapts to new ideas and initiatives across a wide variety of issues or situations
• Shifts priorities, changes style and responds with new approaches as needed to deal with new or changing demands
• Makes decisions and determines the best course of action even when there is little clarity and much ambiguity
• Shifts readily between dealing with strategic issues and critical details
• Makes large or long-term adaptations in organisational goals
• Changes the overall plan, goal or project to fit the situation
• Creates and supports flexibility by introducing procedures which ensure quick turnaround and encourage flexibility in others
• Reduces ambiguity by creating new objectives and enhancing clarity
The way you operate to embrace change through personal actions.
Unwelcome behaviours• Sticks rigidly to procedures even when inappropriate• Is not open to new ideas or ways of doing things• Is slow to adapt to feedback• Fails to reassess priorities in the light of change• Displays only superficial recognition of the need for flexibility in managing
individuals with diverse skills, backgrounds and needs
Adapts and works flexibly to respond to current and emerging situations
Our outstanding employees flexibly adapt to different ways of doing things quickly and positively. They do not shy away from addressing setbacks or ambiguity. They deal effectively with a variety of people and situations and appropriately adapts their thinking or approach as the situation changes.
35
Embracing Change Foundation Intermediate
Identifies actions to deliver change
Ensures a vision for change is heard
• Translates the change required into specific actions that need to be done by self and others
• Assesses and copes with the pace of change to deliver optimum results
• Works persistently to overcome obstacles and resistance to change
• Shares a clear explicit vision for change with everyone concerned
• Communicates the change messages at all possible opportunities
• Sets clear goals, action plans and reviews these regularly
• Tests new ideas for change before implementing
• Shows enthusiasm for change and share this with others
Practised Advanced
Creates a sense of urgency around change
Embeds change for organisational success
• Champions major change initiatives with drive and energy
• Publicly challenges the status quo by comparing it to an ideal or vision for change
• Stays on track with change processes even when faced with challenges from those resisting change
• Constantly reinforces the change message and brings objectives and initiative back to the vision and core purpose
• Works cross functionally to ensure changes are integrated and embedded across the organisation
• Measures change impact and uses this to motivate others to embed and drive forward change
• Takes time to reinforce the “journey” travelled and demonstrate the successes along the way
• Makes effective use of performance data to describe what has been achieved and our longer term objective
The art of motivating people to champion change to maximise opportunities
Unwelcome behaviours• Does not accept that change is part of the normal working environment• Creates barriers that impede new ways of working• ‘That’s not how its done round here’ attitude or ‘We’ve always done it like this’• Openly discusses change in a negative manner• Sees change as an initiative rather than something to be embraced• Actively discourages others from adopting new ways of working• Resists change without full consideration of what is proposed
Energise and engage self and others to accept, action and embed change
Our outstanding employees respond positively to the changing environment and the challenges it brings. They recognise the importance of working more efficiently and creatively to provide excellence in the customer/stakeholder experience.
36
Developing Self and Others Foundation Intermediate
Offers suggestions and supports others
Encourages the development of others
• Explains to others how to do tasks and provides detailed instructions
• Gives direction or demonstrations as an opportunity for skills development
• Embraces learning opportunities and actively seeks to apply this back in the workplace
• Gives practical support or assistance to make the job easier for colleagues
• Puts experience and know how at the disposal of others
• Draws on relevant knowledge, skills and experience and applies personal changes in behaviour to improve working practices
• Gives others feedback and suggestions for raising performance
• Formally coaches people to improve performance
• Provides regular feedback focusing on the positive and improvement
Practised Advanced
Provides long term opportunities Builds business capability
• Sets tasks and projects to stretch and grow others beyond their role
• Sets realistic development objectives to support the individual progression towards new roles and responsibilities
• Networks with professional bodies and personally learns best practice
• Evaluates learning with people and applies the outcome to future development
• Promotes and supports development across directorates
• Recognises talent and commits to actions which support the ongoing development for future roles
• Formally offers mentoring across the organisation and/or its partners
• Supports, encourages and promotes a culture of continuous learning and development
The application of skills, knowledge and behaviour to develop for the future
Unwelcome behaviours• Adopts a ‘I’ve learnt everything’ attitude• Focuses on the task achievement and fails to take time to transfer knowledge• Sees developing others as something for other people to do• Focuses on high potential employees at the expense of others• Does not apply learning back into the organisation• Fails to review learning applied following formal learning and development opportunities• Sees development as just courses to go on• Fails to develop a Personal Development Plan for an individual during their Valued review
Create an environment in which everyone is motivated to learn and develop to fully maximise potential
Our outstanding employees see the value in developing their knowledge, skills and behaviours. They apply it to their work and take responsibility for supporting and coaching others through proactively seeking out learning opportunities.
37
Research with External Focus Foundation Intermediate
Asks questions Digs deeper for answers
• Uses readily available data sources• Asks questions of those directly involved• Considers one aspect of impact when
deciding on a course of action• Accepts information and evidence given at
face value• Uses own knowledge to develop questions
based on best practice
• Asks follow-up questions to ensure a clear understanding and uncover all the facts
• Seeks out external best practice in order to build a robust and informed decision
• Works with customers and stakeholders to understand the required outcomes
• Reviews the validity and reliability of data
Practised Advanced
Commissions/carries out research Remains current
• Commits sustained effort to fully investigate a situation
• Uses new/different data gathering methods in order to fully understand the situation
• Benchmarks past trends in order to fully analyse and assess the situation prior to developing solutions
• Works to understand the broader environment through thorough research
• Continuously scans newspapers, internet, transport and sector specialist publications to keep abreast of current issues
• Joins professional networks in order to maintain their knowledge and understanding of current trends
• Reads and reviews literature, white papers etc to learn about best practice and forthcoming initiatives to align the organisation
How you ensure the organisation is aligned to maximise opportunities and effectiveness
Unwelcome behaviours• Misses opportunities to deliver through not keeping up to date with the external environment• Can not make a (timely) decision• Does not consider or plan for the impact of target outcomes• Fails to research or relies on one stream of information before making a decision• Has insufficient understanding of the external environment• Relies solely on tried and tested approaches and uses only existing strategies and practices• Spends too much time on either the day to day issues or longer term issues and fails to balance
both agendas• Does not keep knowledge up to date with either external best practice or future sector/political
developments
Demonstrates an external understanding of best practice
Our outstanding employees are able to build their knowledge of transport, professional sector and the broader political/socio economic environment to positively influence the delivery of the organisational objectives.
38
InitiativeFoundation Intermediate
Reacts rapidly Takes action to release service improvements in the short term
• Acts quickly to develop solutions to avoid crisis situations
• Processes facts quickly to determine best course of action
• Can handle multiple information sources and process this to generate solutions
• Recognises potential opportunities as they arise
• Focuses to take action to improve organisational performance for the current year
• Anticipates and takes action to create or put in place short term opportunities looking a year ahead
• Anticipates upcoming obstacles
Practised Advanced
Takes action to release service improvements in the medium term
Takes action to release service improvements in the long term
• Thinks 3 years ahead (medium term) to identify opportunities
• Develops and mobilises team to put in additional discretionary effort now to capitalise on specific future opportunity
• Looks to the future and is able to see linkages that others may struggle to see and acts upon these
• Horizon scans and develops service delivery to meet upcoming changes
• Acts to prepare the organisation for the next 15 years
• Identifies and acts to overcome potential barriers to performance up to 15 years ahead
• Acts to meet organisational needs by championing new opportunities
How you increasingly horizon scan to provide strategic solutions
Unwelcome behaviours• Has to crisis manage because future changes were not anticipated or spotted• Uses only past data to base decisions upon• Fearing to act because return on investment will not be seen rapidly• Fails to see or overcome obstacles to deliver• See opportunities or obstacles but fails to act
Being prepared to take action now to shape and implement a vision for the future
Our outstanding employees think and take decisive action ahead of time to maximise performance and avoid problems. They capitalise on future opportunities to develop the organisation.
39
Strategic Focus and Critical Reflection
Foundation Intermediate
Uses past learning experience Takes time to analyse and review situations
• Knows the organisation’s main aims and can apply this link to their role and objectives
• Takes time to review working practices with peers
• Uses reflection to recommend or make changes to improve the organisation
• Uses knowledge of differing past processes to recommend action
• Is skilled at personal and organisational critical reflection and applies to all working practice
• Takes time to reflect regularly on current delivery and how improvements can be made
• Uses reflection to make changes to processes, policies or practices in the workplace
• Takes time to review trends and projections in order to determine the best course of action for the future
Practised Advanced
Steps back to understand issues Relates what we are doing now to our broader strategic purpose
• Benchmarks own activities against external best practice and uses this to develop services
• Recognises key trends and drivers of activity or decision making
• Puts together key concepts to present new approaches
• Understands and applies an effective balance between operational and strategic objectives
• Constantly seeking to make connections between strategic purpose and departmental activity
• Recognises and responds to the key themes that move the organisation towards its vision
Using reflection to learn and feed into future objectives at a personal and organisational level
Unwelcome behaviours• Seems content with the status quo and sees no reason to look back and learn• Does not see the link between operational and strategic objectives• Has difficulty aligning policies, plans and processes with the vision• Rushes on to new tasks without taking time to review and learn from that which has been completed• Struggles to step back and see the big picture; frequently gets “bogged down” in the detail• Energised by delivery and results at the expense of identifying a clear ongoing direction
Taking time to identify themes and patterns for future improvement and success
Our outstanding employees take time to critically reflect by stepping back from their role and learning from experiences to identify core themes which dictate the agenda. They place a high regard on doing this with their colleagues to obtain maximum benefit.
40
Decision Making Foundation Intermediate
Operates within formal authority Identifies options and proposals
• Checks details with source if not certain• Confidently makes decisions within
authority levels and within organisational policies and procedures
• Recognises and factors in risks or the broader impact and refers these decisions on accordingly
• Develops possible solution options before presenting a problem
• Understands the potential outcomes of decisions
• Provides options, recommendations and solutions by adapting standard practice or process
• Works constructively in partnership with colleagues to ensure consistency of decision making
• Stands by decisions and takes accountability for them
Practised Advanced
Evaluates solutions using a holistic, risk based approach
Makes strategic business decisions
• Views situations from a variety of perspectives and assesses risk in order to generate a number of options to inform the decision process
• Uses in-depth knowledge of practice area, policies, procedures and precedents to assimilate large volumes of information quickly and reach conclusions and recommendations
• Demonstrates strategic thinking and sees the bigger picture when solving problems or making key decisions
• Makes organisational, procedural or policy changes to better align outputs with organisational targets
• Matches pace to the urgency of the situation and takes calculated risks
How you decrease your reliance on precedent and policy to make decisions
Unwelcome behaviours• Hesitates when faced with a crisis• Does not accept accountability for decision making• Fails to present evidence and demonstrate the justification for the decision made• Constantly refers upwards and seeks out others to make decisions for them• Reaches a decision slowly or becomes overwhelmed with irrelevant information• Makes decisions hastily without fully considering all the evidence available or reviewing the full
implications• Has difficulty in laterally developing solutions
Considers the information that is available, identifies options and makes timely decisions
Our outstanding employees have the confidence and skills to rapidly make decisions and take timely action. They use their technical knowledge and professional expertise to accurately assess the situation, apply appropriate insight and determine the best possible outcome for a decision or recommendation.
41
Valued document
42
1
Per
form
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Rev
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and
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Rev
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SEC
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Pla
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Qua
lity
Ass
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As
line
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and
com
plie
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ith th
e Q
ualit
y A
ssur
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crit
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Afte
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by
your
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man
ager
ple
ase
send
the
full
docu
men
t to
the
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r lin
e m
anag
er a
nd e
mai
l ‘*P
eopl
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Val
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gro
up
43
2
1.
Perf
orm
ance
Rev
iew
1.1.
R
evie
w o
f Obj
ectiv
es –
Tra
nsfe
r all
obje
ctiv
es fr
om y
our l
ast y
ears
revi
ew in
to th
is ta
ble
SMA
RT
Obj
ectiv
e A
ctiv
ities
und
erta
ken
to a
chie
ve
the
obje
ctiv
e
Targ
et d
ate
Res
ults
ach
ieve
d/co
mm
ents
R
atin
g
A =
Ach
ieve
d
• D
eliv
ered
to th
e re
quire
d st
anda
rd
• D
eliv
ered
with
in re
quire
d or
ag
reed
revi
sed
times
cale
s
PA =
Par
t Ach
ieve
d
• H
as a
chie
ved
part
of th
e ta
rget
or
part
of th
e re
quire
d st
anda
rd
• P
artly
del
iver
ed w
ithin
requ
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or
agre
ed re
vise
d tim
esca
les
• P
artia
l per
form
ance
impr
ovem
ent
requ
ired
UA
= U
nach
ieve
d
• H
as n
ot a
chie
ved
the
targ
et
or th
e re
quire
d st
anda
rd
• C
onsi
sten
tly h
as to
revi
se
targ
et d
eliv
ery
date
s
• P
erfo
rman
ce im
prov
emen
t re
quire
d
NLA
= N
o Lo
nger
A
pplic
able
• C
ircum
stan
ces
outs
ide
of th
e in
divi
dual
s’ c
ontro
l hav
e m
eant
this
obj
ectiv
e is
no
long
er a
pplic
able
to m
easu
re
perfo
rman
ce a
gain
st
44
3
1.
Perf
orm
ance
Rev
iew
1.2.
Pe
rson
al D
evel
opm
ent P
lan
Rev
iew
– T
rans
fer a
ll le
arni
ng fr
om y
our l
ast y
ears
revi
ew in
to th
is ta
ble
Lear
ning
nee
d id
entif
ied
Act
iviti
es ta
ken
to a
ddre
ss th
e ne
ed
Dat
e de
liver
ed
Lear
ning
ne
ed
chan
ged
– no
long
er
requ
ired
(tick
box
)
Wha
t are
you
doi
ng d
iffer
ently
as
a re
sult
of c
ompl
etin
g th
is le
arni
ng?
Beh
avio
ur/S
kills
/Kno
wle
dge
- rev
iew
aga
inst
you
r dev
elop
men
t the
me:
1.
2.
3.
4.
Hav
e bo
th s
tage
1 &
2 e
valu
atio
ns b
een
com
plet
ed fo
r eac
h le
arni
ng e
vent
? Th
ese
mus
t be
revi
ewed
at b
oth
6 an
d 12
mon
th p
erio
ds.
45
4
1.3.
Sk
ills
Com
pete
ncy
Fram
ewor
k R
evie
w –
Usi
ng th
e ge
neric
com
pete
ncy
prof
ile a
nd c
ompe
tenc
y de
scrip
tors
N
o Ev
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Leve
l
Key
Str
engt
hs:
•
F I
P A
Generic
Adm
inis
tratio
n
Ana
lytic
al a
nd N
umer
ic
Com
pute
r Lite
racy
Fina
ncia
l and
Com
mer
cial
Aw
aren
ess
Lite
racy
Are
as fo
r Dev
elop
men
t: •
Man
agem
ent
Pro
ject
Man
agem
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Pro
fess
iona
l Sec
tor K
now
ledg
e
Tran
spor
t Sec
tor K
now
ledg
e
Rat
ing
deta
ils –
=
Tar
get X
= C
urre
nt C
ompe
tenc
y or
indi
cate
with
a
in th
e ’n
o ev
iden
ce ’b
ox if
evi
denc
e is
lim
ited
F =
Foun
datio
n
I = In
term
edia
te
P =
Pra
ctis
ed
A =
Adv
ance
d
Not
e: O
nly
reco
rd o
ne a
gree
d ra
ting
for e
ach
com
pete
ncy
1.
Perf
orm
ance
Rev
iew
46
5
1.
Perf
orm
ance
Rev
iew
1.4.
B
ehav
iour
al C
ompe
tenc
y Fr
amew
ork
Rev
iew
– U
sing
the
gene
ric c
ompe
tenc
y pr
ofile
and
com
pete
ncy
desc
ripto
rs
N
o Ev
iden
ce
U
Leve
l
Key
Str
engt
hs:
F
I P
A
Living Our Values
Cus
tom
er a
nd S
take
hold
er D
riven
Team
Wor
king
Ach
ievi
ng a
nd C
halle
ngin
g
Inte
grity
and
Res
pect
A
reas
for D
evel
opm
ent (
only
com
pete
ncie
s be
low
requ
ired
leve
l sho
uld
be
refe
renc
ed in
this
box
) :
Leading Our People
Eng
agin
g th
e Te
am
Del
egat
ion
and
Em
pow
erm
ent
Man
agin
g P
erfo
rman
ce
Delivering With and Through Others
Bui
ldin
g an
d M
anag
ing
Rel
atio
nshi
ps
Influ
enci
ng a
nd P
ersu
asio
n
A
reas
for D
evel
opm
ent t
o pr
ovid
e st
retc
h:
Fl
exib
le a
nd A
dapt
able
Delivering our Objectives
Em
brac
ing
Cha
nge
Dev
elop
ing
Sel
f and
Oth
ers
Res
earc
h w
ith E
xter
nal F
ocus
Id
entif
ied
Unw
elco
me
Beh
avio
urs
that
nee
d to
be
addr
esse
d:
Determining Our Agenda
Initi
ativ
e
Stra
tegi
c Fo
cus
and
Crit
ical
Ref
lect
ion
Dec
isio
n M
akin
g
Rat
ing
deta
ils –
=
Tar
get X
= C
urre
nt C
ompe
tenc
y or
indi
cate
with
a
in th
e ’n
o ev
iden
ce’ b
ox if
evi
denc
e is
lim
ited
or in
the
‘U’ b
ox if
the
indi
vidu
al d
emon
stra
tes
regu
lar U
nwel
com
e B
ehav
iour
F
= Fo
unda
tion
I =
Inte
rmed
iate
P
= P
ract
ised
A
= A
dvan
ced
N
ote:
Onl
y re
cord
one
agr
eed
ratin
g fo
r eac
h co
mpe
tenc
y
47
6
1.
Perf
orm
ance
Rev
iew
1.5.
Su
mm
ary
Perf
orm
ance
Rev
iew
- su
mm
aris
e th
e pe
rform
ance
revi
ew b
elow
thro
ugh
refe
renc
e to
sec
tions
1.1
to 1
.4 a
bove
. In
clud
e an
y ot
her a
reas
of a
chie
vem
ent o
r act
ion
durin
g th
e la
st re
view
per
iod
whi
ch m
ade
a la
stin
g im
prov
emen
t to
the
orga
nisa
tion.
Thi
s co
uld
incl
ude
taki
ng th
e le
ad o
utsi
de o
f obj
ectiv
es s
et o
r key
con
tribu
tions
to p
roje
cts
or in
itiat
ives
Sum
mar
y of
add
ition
al c
ontr
ibut
ions
mad
e:
Sum
mar
y of
ove
rall
perf
orm
ance
:
Ove
rall
perf
orm
ance
ratin
g;
A ‘b
est f
it’ b
ased
on
both
obj
ectiv
e de
liver
y an
d co
mpe
tenc
y as
sess
men
t sho
uld
be c
onsi
dere
d w
hen
asse
ssin
g th
e ov
eral
l per
form
ance
leve
l
This
fina
l rat
ing
is n
ot a
per
sona
lity
scor
e
The
evid
ence
from
obj
ectiv
e ac
hiev
emen
t, co
mpe
tenc
y sc
ores
, and
add
ition
al c
ontri
butio
ns
mad
e du
ring
the
last
yea
r sho
uld
give
you
a c
lear
in
dica
tion
of th
e in
divi
dual
per
form
ance
leve
l
Whe
n as
sess
ing
the
leve
l of p
erfo
rman
ce y
ou
shou
ld c
onsi
der t
he d
eliv
ery
of th
e P
DP
and
w
heth
er y
ou, t
he li
ne m
anag
er, h
ave
supp
orte
d th
e in
divi
dual
to a
chie
ve th
is
Dis
cuss
and
agr
ee th
e ra
ting
but t
he fi
nal d
ecis
ion
is a
t the
line
man
ager
’s d
iscr
etio
n
Leve
l U
nacc
epta
ble
Con
trib
utor
Dev
elop
ing
Con
trib
utor
Posi
tive
Con
trib
utor
Hig
h C
ontr
ibut
or
O
utst
andi
ng
Con
trib
utor
Obj
ectiv
es
• A
chie
ved
less
than
50%
of
set O
bjec
tives
and
: •
Ach
ieve
d at
leas
t 50%
of s
et
Obj
ectiv
es a
nd:
•
Ach
ieve
d at
leas
t 75%
of s
et
Obj
ectiv
es a
nd:
• A
chie
ved
at le
ast 8
5% o
f set
O
bjec
tives
and
:
• A
chie
ved
100%
of s
et O
bjec
tives
an
d:
Com
pete
ncie
s
• S
core
less
than
50%
of t
he
requ
ired
skill
com
pete
ncy
leve
l •
Sco
re le
ss th
an 5
0% o
f the
re
quire
d be
havi
oura
l co
mpe
tenc
y le
vel
• R
egul
arly
dis
play
s U
nwel
com
e B
ehav
iour
s
• S
core
at l
east
50%
of t
he
requ
ired
skill
com
pete
ncy
leve
l •
Sco
re a
t lea
st 5
0% o
f the
re
quire
d be
havi
oura
l co
mpe
tenc
y le
vel
• S
ome
Unw
elco
me
Beh
avio
urs
are
disp
laye
d
• S
core
at l
east
75%
of t
he
requ
ired
skill
com
pete
ncy
leve
l •
Sco
re a
t lea
st 7
5% o
f the
re
quire
d be
havi
oura
l co
mpe
tenc
y le
vel
• N
o U
nwel
com
e B
ehav
iour
s ar
e id
entif
ied
• S
core
at o
r ove
r 85%
of t
he
requ
ired
skill
com
pete
ncy
leve
l •
Sco
re a
t or o
ver 8
5% o
f the
re
quire
d be
havi
oura
l co
mpe
tenc
y le
vel
• N
o U
nwel
com
e B
ehav
iour
s ar
e id
entif
ied
• A
dditi
onal
con
tribu
tions
mad
e ei
ther
in th
e de
partm
ent o
r cr
oss-
func
tiona
lly
• S
core
(whe
re th
ere
is n
ot h
ighe
r le
vel)
100%
of t
he s
kills
co
mpe
tenc
y le
vel
• S
core
(whe
re th
ere
is n
ot h
ighe
r le
vel)
100%
of t
he b
ehav
iour
al
com
pete
ncy
leve
l •
No
Unw
elco
me
Beh
avio
urs
are
iden
tifie
d •
Add
ition
al c
ross
-func
tiona
l co
ntrib
utio
ns h
ave
been
mad
e
48
7
2.
Plan
ning
Per
form
ance
2.1.
SM
AR
T ob
ject
ive
setti
ng
The
Org
anis
atio
nal O
bjec
tives
- al
igni
ng y
our o
bjec
tives
to d
eliv
erin
g an
d su
ppor
ting
the
Publ
ic T
rans
port
Act
ion
Plan
Aim
s of
the
Sect
ion
Cop
y re
leva
nt a
im(s
) fro
m S
ectio
n D
eliv
ery
Plan
Sect
ion
Del
iver
y Pl
an A
ctio
ns –
indi
vidu
al c
ontr
ibut
ions
Sect
ion
Del
iver
y Pl
an A
ctio
n
Cod
e
Spec
ific
– In
sim
ple
lang
uage
wha
t do
you
wan
t to
achi
eve?
Mea
sure
s –
How
will
yo
u kn
ow w
hen
you
are
achi
evin
g? W
hat
are
the
mile
ston
es?
Ach
ieve
men
t - W
hat
is th
e ev
iden
ce o
f the
ac
hiev
emen
t?
Rel
evan
t–W
hat a
re
the
rele
vant
fact
ors
to a
chie
ve th
is?
Tim
ely
– W
hen
will
su
cces
s be
ach
ieve
d?
49
8
Org
anis
atio
nal C
hang
e O
bjec
tives
Obj
ectiv
e Su
mm
ary
Boa
rd o
r Li
ne
Man
ager
Spec
ific
– in
sim
ple
lang
uage
wha
t do
you
wan
t to
achi
eve?
Mea
sure
s –
how
will
yo
u kn
ow w
hen
you
are
achi
evin
g? W
hat
are
the
mile
ston
es?
Ach
ieve
men
t - W
hat
is th
e ev
iden
ce o
f the
ac
hiev
emen
t?
Rel
evan
t–W
hat a
re
the
rele
vant
fact
ors
to a
chie
ve th
is?
Tim
ely
– W
hen
will
su
cces
s be
ach
ieve
d?
Oth
er O
bjec
tives
– T
his
mig
ht b
e re
sidu
al o
bjec
tives
from
pre
viou
s Va
lued
revi
ew o
r dev
elop
men
t obj
ectiv
es n
ot c
over
ed a
bove
Obj
ectiv
e Su
mm
ary
Spec
ific
– in
sim
ple
lang
uage
wha
t do
you
wan
t to
achi
eve?
Mea
sure
s –
how
will
yo
u kn
ow w
hen
you
are
achi
evin
g? W
hat
are
the
mile
ston
es?
Ach
ieve
men
t - W
hat
is th
e ev
iden
ce o
f the
ac
hiev
emen
t?
Rel
evan
t–W
hat a
re
the
rele
vant
fact
ors
to a
chie
ve th
is?
Tim
ely
– W
hen
will
su
cces
s be
ach
ieve
d?
50
9
2.
Plan
ning
Per
form
ance
2.2.
Pe
rson
al D
evel
opm
ent P
lan
- To
deve
lop
indi
vidu
al p
erfo
rman
ce (c
ompl
ete
a fu
ll le
arni
ng p
lan
for e
ach
need
)
1. W
hy is
this
dev
elop
men
t req
uire
d?
How
will
this
lear
ning
nee
d be
met
?
Des
crib
e th
e sk
ill, k
now
ledg
e or
beh
avio
ural
gap
whi
ch n
eeds
de
velo
pmen
t or i
mpr
ovem
ent?
Del
iver
ed th
roug
h:
Tick
Giv
e de
tails
of h
ow y
ou p
lan
to
addr
ess
this
requ
irem
ent:
Dev
elop
men
t cou
rse
Coa
chin
g
Men
torin
g
Whi
ch c
ompe
tenc
y do
es th
is re
late
to in
the
fram
ewor
k?
Lear
ning
reso
urce
s
Con
fere
nces
/ ne
twor
k m
eetin
gs
e-Le
arni
ng m
odul
es
Flex
ible
Res
ourc
e D
eplo
ymen
t or p
roje
ct w
ork
Whi
ch o
ne c
ateg
ory
does
this
dev
elop
men
t rel
ate
to?
– Ti
ck (
) the
mos
t app
ropr
iate
box
(onl
y 1)
Com
plia
nce
Com
pete
ncy
gap
for
the
curr
ent b
usin
ess
year
Bui
ldin
g ca
pabi
lity
to m
eet f
utur
e bu
sine
ss
need
s D
evel
opin
g an
indi
vidu
al fo
r fut
ure
role
s
Prof
essi
onal
re
gist
ratio
n Le
gal r
equi
rem
ent
Dep
artm
enta
l O
rgan
isat
iona
l D
epar
tmen
tal
Org
anis
atio
nal
51
10
2.
Plan
ning
Per
form
ance
2.2.
Pe
rson
al D
evel
opm
ent P
lan
- To
deve
lop
indi
vidu
al p
erfo
rman
ce (c
ompl
ete
a fu
ll le
arni
ng p
lan
for e
ach
need
)
2. W
hy is
this
dev
elop
men
t req
uire
d?
How
will
this
lear
ning
nee
d be
met
?
Des
crib
e th
e sk
ill, k
now
ledg
e or
beh
avio
ural
gap
whi
ch n
eeds
de
velo
pmen
t or i
mpr
ovem
ent?
Del
iver
ed th
roug
h:
Tick
Giv
e de
tails
of h
ow y
ou p
lan
to
addr
ess
this
requ
irem
ent:
Dev
elop
men
t cou
rse
Coa
chin
g
Men
torin
g
Whi
ch c
ompe
tenc
y do
es th
is re
late
to in
the
fram
ewor
k?
Lear
ning
reso
urce
s
Con
fere
nces
/ ne
twor
k m
eetin
gs
e-Le
arni
ng
Flex
ible
Res
ourc
e D
eplo
ymen
t or p
roje
ct w
ork
Whi
ch o
ne c
ateg
ory
does
this
dev
elop
men
t rel
ate
to?
– Ti
ck (
) the
mos
t app
ropr
iate
box
(onl
y 1)
Com
plia
nce
Com
pete
ncy
gap
for
the
curr
ent b
usin
ess
year
Bui
ldin
g ca
pabi
lity
to m
eet f
utur
e bu
sine
ss
need
s D
evel
opin
g an
indi
vidu
al fo
r fut
ure
role
s
Prof
essi
onal
re
gist
ratio
n Le
gal r
equi
rem
ent
Dep
artm
enta
l O
rgan
isat
iona
l D
epar
tmen
tal
Org
anis
atio
nal
52
11
2.
Plan
ning
Per
form
ance
2.2.
Pe
rson
al D
evel
opm
ent P
lan
- To
deve
lop
indi
vidu
al p
erfo
rman
ce (c
ompl
ete
a fu
ll le
arni
ng p
lan
for e
ach
need
)
3. W
hy is
the
deve
lopm
ent r
equi
red?
H
ow w
ill th
is le
arni
ng n
eed
be m
et?
Des
crib
e th
e sk
ill, k
now
ledg
e or
beh
avio
ural
gap
whi
ch n
eeds
de
velo
pmen
t or i
mpr
ovem
ent?
Del
iver
ed th
roug
h:
Tick
Giv
e de
tails
of h
ow y
ou p
lan
to
addr
ess
this
requ
irem
ent:
Dev
elop
men
t cou
rse
Coa
chin
g
Men
torin
g
Whi
ch c
ompe
tenc
y do
es th
is re
late
to in
the
fram
ewor
k?
Lear
ning
reso
urce
s
Con
fere
nces
/ ne
twor
k m
eetin
gs
e-Le
arni
ng
Flex
ible
Res
ourc
e D
eplo
ymen
t or p
roje
ct w
ork
Whi
ch o
ne c
ateg
ory
does
this
dev
elop
men
t rel
ate
to?
– Ti
ck (
) the
mos
t app
ropr
iate
box
(onl
y 1)
Com
plia
nce
Com
pete
ncy
gap
for
the
curr
ent b
usin
ess
year
Bui
ldin
g ca
pabi
lity
to m
eet f
utur
e bu
sine
ss
need
s D
evel
opin
g an
indi
vidu
al fo
r fut
ure
role
s
Prof
essi
onal
re
gist
ratio
n Le
gal r
equi
rem
ent
Dep
artm
enta
l O
rgan
isat
iona
l D
epar
tmen
tal
Org
anis
atio
nal
Add
pag
es a
nd c
ontin
ue if
requ
ired
but b
e aw
are
of th
e re
leas
e tim
e re
quire
d by
the
indi
vidu
al to
com
plet
e th
eir p
lan
53
ValuedInterim review template
54
V
alu
ed
In
teri
m R
evie
w s
heet
– S
um
mary
fo
r in
sert
em
plo
yee n
am
e
D
ate
of
Meeti
ng
– X
X X
XX
20
XX
Ob
ject
ives
Su
mm
ary
Poin
ts t
o c
onsi
der
–
• In
the last
thre
e m
onth
s w
hat
do y
ou c
onsi
der
to b
e y
our
most
im
port
ant
ach
ieve
ments
? •
What
ele
ments
of
your
role
are
you f
indin
g t
he m
ost
difficu
lt?
• W
hat
pro
gre
ss h
ave
you m
ade t
ow
ard
s yo
ur
SM
AR
T t
arg
ets
? •
Have
you identified a
ny
are
as
where
you n
eed t
o im
pro
ve y
our
perf
orm
ance
or
deve
lop f
urt
her?
S
ect
ion
Delivery
Pla
n A
ctio
ns
– in
div
idu
al ta
rgets
Sect
ion
D
eli
very
P
lan
Act
ion
C
od
e
D
esc
rip
tio
n
M
ain
act
ion
s E
mp
loyee c
om
men
ts
55
O
rgan
isati
on
al
Ch
an
ge O
bje
ctiv
es
Ob
ject
ive s
um
mary
Main
act
ion
s
Em
plo
yee c
om
men
ts
O
ther
Ob
ject
ives
This
mig
ht
be
resi
dual obje
ctiv
es f
rom
pre
vious
Valu
ed r
evie
w o
r dev
elopm
ent
obje
ctiv
es n
ot
cove
red a
bove
O
bje
ctiv
e s
um
mary
Main
act
ion
s
Em
plo
yee c
om
men
ts
56
Pers
on
al
Develo
pm
en
t P
lan
Poin
ts t
o c
onsi
der
–
• W
hat
learn
ing a
ctiv
itie
s have
you u
ndert
ake
n a
nd h
ow
are
you a
pply
ing t
his
learn
ing in y
our
job r
ole
? •
What
act
ion c
ould
be t
ake
n b
y yo
u a
nd y
our
line m
anager,
to im
pro
ve y
our
perf
orm
ance
?
Cate
go
ry
Desc
rib
e t
he
skil
ls,
kn
ow
led
ge,
beh
avio
ura
l g
ap
Ho
w w
ill
this
learn
ing
n
eed
be m
et?
O
utc
om
e /
up
date
on
pro
gre
ss
Evalu
ati
on
fo
rm
com
ple
ted
?
Yes
or
No
57
Ad
dit
ion
al
item
s Po
ints
to c
onsi
der
: •
Thin
king o
f yo
ur
com
pete
ncy
pro
file
, w
hat
exa
mple
s have
there
been in t
he last
thre
e m
onth
s w
hic
h d
em
onst
rate
s yo
ur
skill
s and
behavi
our?
•
Are
there
any
oth
er
exa
mple
s fr
om
the last
thre
e m
onth
s w
here
you h
ave
made a
key
contr
ibution t
o p
roje
cts
or
initia
tive
s outs
ide o
f yo
ur
role
and t
arg
ets
? •
What
are
your
key
are
as
of
focu
s to
deliv
er
your
targ
ets
in t
he n
ext
thre
e m
onth
s?
• Any
oth
er
issu
es
you w
ish t
o d
iscu
ss?
E
mp
loyee S
ign
atu
re:
……
……
……
……
……
……
……
……
..
Lin
e M
an
ag
er
Sig
natu
re:
……
……
……
……
……
……
……
……
(e
lect
ronic
ver
sion a
ccep
ted)
(e
lect
ronic
ver
sion a
ccep
ted)
58
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