THE PEOPLE WE SERVE – HIGH PERFORMANCE...UNITING CHURCH IN AUSTRALIA SYNOD OF NSW AND THE ACT...

UNITING CHURCH IN AUSTRALIA SYNOD OF NSW AND THE AC T

ANNEXURE 53 – UNITING IN SERVICE HANDBOOK

Annexure 53 version 01012011

THE PEOPLE WE SERVE – HIGH PERFORMANCE

CONTRIBUTION

LIFE BALANCE

RESPONSIVENESS

CLEAR PURPOSE

CAPABILITY

VALUE PEOPLE

LEADERSHIP

OUR PEOPLE – SUPPORTIVE WORK ENVIRONMENT


FORWARD UNITING IN SERVICE is a performance management system. It is the process used to build high performance through a supportive work environment. The purpose of the system is to link the work of each employee to their employer’s strategic plan via an Employee Performance Agreement (“EPA”). It also enables each employee to be given where necessary the support to help them achieve their goals. This is attained through improved communication, Employee Learning and Development Plans (“ELDP”) and work environment improvement strategies. The purpose of this handbook is to provide the information necessary for both employers and employees to actively participate in UNITING IN SERVICE. The Handbook contains:

• An overview of the principles of UNITING IN SERVICE;

• The Guidelines for participating in UNITING IN SERVICE, including detailed information about the processes to be used, templates and other useful resources that can be used by employers and employees when preparing for performance review meetings.

For further information or assistance please contact HR.


TABLE OF CONTENTS

TOPIC PAGE

Forward 2

Table of contents 3

Section 1 – UNITING IN SERVICE Principles 5

1. Introduction 5

2. Purpose 6

3. Vision 6

4. Benefits 7

5. The Cycle 8

5.1 A supportive work environment 9

5.2 Core Behaviours 10

5.3 High performance cycle 11

5.3.1 Stages in the cycle 12

Section 2 – UNITING IN SERVICE Guidelines 14

1. General information 14

2. Putting the principles, practices and behaviours into action 15

3. Frequently asked questions 16

4. Preparing for your Employee Performance Agreement and Employee Learning and Development Plan

18

4.1 The “SMART” process 20

5. Good practice guidelines for review meetings 23


TOPIC PAGE

6. Giving feedback 24

6.1 Elements of effective feedback 24

6.2 Types of feedback 25

6.3 Sample structure for feedback session 25

Attachments

UNITING IN SERVICE Position Description Template 28

UNITING IN SERVICE Employee Performance Agreement template 30

UNITING IN SERVICE Employee Learning and Development Plan template

34

UNITING IN SERVICE Employee Performance Review template 37


SECTION 1 – UNITING IN SERVICE PRINCIPLES 1. Introduction Each church organization plays a key role in the Uniting Church in Australia Synod of NSW and the ACT (“The Synod”) The services that they provide enable the Synod to effectively meet its responsibilities within the New South Wales and Australian Capital Territory communities. UNITING IN SERVICE is a foundation for the way in which employees and employers work together as a team within the Synod. It supports the work of each employee and employer in a range of ways such as:

• Building working relationships both internally and with those they serve;

• Encouraging leadership at all levels; and

• Providing strategies to continually build on the quality of the services that they deliver.

There is a strong and direct link between quality service and a knowledgeable, committed workplace, which engages with the values, culture and objectives of both the employer and the Synod. When people and their contributions are genuinely valued and supported in their endeavours it encourages creativity, and great things can be achieved. This is the sort of work environment organizations within the Synod should be striving to create. Employers and employees are encouraged to become active participants in UNITING IN SERVICE. Involvement, feedback and ideas enable adaption and learning moving forward so that each participant is actively shaping their own work environment and strengthening the impact that they have for those they serve. 2. Purpose UNITING IN SERVICE is designed to help enhance the delivery of services to those being served. There are two complementary purposes associated with UNITING IN SERVICE. The first is to develop the high standards of performance needed to best support the people being served. The second is to develop the type of supportive work environment that meets the needs of employees.


High performance comes about through the combined efforts of employers and employees and it can only be achieved if the work environment provides the appropriate support mechanisms for people. The purpose is also consistent with other Synod goals, which aim for

• responsive and continually improving services;

• ,creating ongoing learning and development;

• reinforcing the Synod and the organizations within it as quality, high performance organizations; and

• Achieving a valued and supported workforce.

3. Vision Employers should:

• strive to work towards achieving work environments that support high performance;

• Aim to be quality, high performance organizations, that value people and provide supportive workplaces in order to achieve organisational goals.

Employers recognize that employees are the foundation of a quality, high performance organization. Employees should:

• provide exceptional service to those they serve;

• as part of a quality, high performance organization, act with integrity;

• in order for their service to be responsive and continually developing’ be personally responsive and continually developing;

• Be open to new ideas from both those they serve and each other and listen to their needs.

In a quality, high performance organization both employers and employees should communicate effectively and be strongly committed to working together towards a common purpose.


Each employee’s knowledge, skills and experience should be recognized and utilized as employers and employees celebrate the diversity within their workplace. Employers and employees should respect, trust and have confidence in each other. All ideas should be valued as decision-making is informed by consultation. Their interactions with each other should be positive and they should approach work with energy and enthusiasm. There should be balance in their lives and for this reason they should be provided with support and flexibility in working conditions. Quality leadership inspires people and generates energy, enthusiasm and commitment. Opportunities are provided to develop and refine leadership skills and employers should ensure that each employee has the opportunity to develop to their full potential. 4. Benefits There are many benefits that will result from the introduction of UNITING IN SERVICE into workplaces within the Synod. Firstly, those being served will experience high standards of service delivery and change management. Secondly, each employee should experience all or most of the benefits listed below:

� I have negotiated work priorities and targets for the next 6 – 12 months with my manager that have created a fair and balanced work load;

� I have a good understanding of those we serve’s needs and expectations;

� I have a clear understanding of the performance standards and skill requirements that are relevant to my role;

� I know how my work directly contributes to my employer’s goals;

� There are on-going efforts made to improve the quality of the work environment of my work team;

� I give and receive constructive feedback on a regular basis within my work team;

� I receive appropriate recognition for my contributions and achievements;


� From time to time, I may have the opportunity to participate in some project work outside of my normal area of operation;

� Professional learning opportunities are available to me to assist with meeting my personal and career development goals;

� My skills are recognized as they develop over time;

� My ideas and input are taken into account in the planning process;

� I have access to a range of negotiated, flexible work arrangements.

5. The Cycle Building high performance through a supportive work environment is a cyclical process that has two major components.

• Creation of a supportive work environment; and

• The application of a set of processes called a high performance cycle

Our people – Supportive work environment

The people we serve – High performance

CAPABILITY

VALUE PEOPLE CONTRIBUTION LIFE BALANCE

CLEAR PURPOSE LEADERSHIP RESPONSIVENESS

Feedback Learning Recognition

Implementation • Services • projects

Purpose Planning

Monitor Review Evaluate

Behaviours Practices

Principles

HIGH PERFORMANCE CYCLE SUPPORTIVE WORK ENVIRONMENT


5.1 A Supportive Work Environment A supportive work environment is based on principles, practices and behaviours. The cycle contains a set of seven principles that represent and guide employees in the way they work. To put these principles into action, certain practices will need to be adopted. It is only through acting in ways that are consistent with organisational beliefs that the principles will become reality. For each principle a range of relevant practices is suggested. PRINCIPLES PRACTICES

Clear purpose - Set and review goals

- Negotiate roles and responsibility

Leadership - Share leadership

- Take personal responsibility

Capability - Learn by doing

- Timely development of skills

- Mentoring

Value people - Communicate openly and honestly

- Consult employees

- Provide constructive feedback

Responsiveness - Consult those we serve

- Provide quality services

- Provide timely services

Contribution - Teamwork

- Recognition

- Fairness and equity

Life Balance - Flexibility

- Mutual support

- Personal organisation


5.2 Core behaviours Core behaviours are the things that employers and employees do that contribute to the practices. The following are examples of the behaviours that will create the foundation for a high performance and supportive workplace. The behaviours reflect the way in which employees perform their duties, work together and interact with those they serve.

Core Behaviours

treat people in a fair and equitable way

exchange information and ideas

give and accept feedback

actively listen and clarify

ask questions

try new things

are assertive

use initiative

5.3 High Performance Cycle The high performance Cycle provides a set of processes for teams and individuals to use in carrying out their work. These processes are designed to become a part of the normal work routine – a way of going about the organisation’s business. They are based on good practice and attempt to integrate all the different aspects of employees’ jobs, right from when they plan their approach to work to when they undertake professional learning programs to prepare for possible future career moves.


STAGE 1

Purpose Planning

STAGE 3

Monitor Review

Evaluate

STAGE 4

Feedback Learning

Recognition

STAGE 2

Implementation • Services • Projects

HIGH PERFORMANCE


5.3.1 Stages in the cycle PROCESSES

This stage starts the 12-month UNITING IN SERVICE cycle and involves a set of two-way processes involving the employer, the people they serve and stakeholders.

They consult and listen (to establish needs and options), reach agreement (service delivery and project initiatives) and communicate (clarify directions and priorities).

Each employee will be involved in these processes and will develop an Employee Performance Agreement that outlines three things:

- The role, responsibilities and performance objectives

- The benchmarks that are relevant to their role

- Improvements that may need to be made in the work environment

This stage is the on-going delivery of a range of services to those that the organisation serves and the implementation of a series of change initiatives through defined projects.

STAGE 1 – Purpose and Planning Develop Employee Performance Agreement and Employee Learning and Development Plan

STAGE 2 – Services and Projects

Implement Employee Performance Agreement and Employee Learning

and Development Plan


PROCESSES

This stage involves a culture of continuous review and improvement. The processes are concerned with questions such as “are we achieving the desired results?” “Are the processes we are using working effectively and efficiently?” “What impacts are we having for those we serve?” “Are they satisfied with the services being delivered?” The processes occur both during and after implementation.

This stage concludes the previous 12-month UNITING IN SERVICE cycle and starts the next 12-month cycle.

In this stage, the information gained from monitoring, review and evaluation of the Employee Performance Agreement and the Employee Learning and Development Plan is used to provide feedback, as a source of learning and to provide recognition for the achievements of teams and individuals. Recognition can also be given for skills/competencies developed on the job.

The Employee Performance Review Form and the employee’s Position Description are important tools to use at this stage.

In conjunction with this process an Employee Performance Agreement and an Employee Learning and Development Plan is agreed for the ensuing 12 months.

STAGE 3 – Monitor, Review Evaluate

Monitor Employee Performance

Agreement and Employee Learning and Development Plan

STAGE 4 - Feedback Learning Recognition

Complete Employee Performance

Review


SECTION 2 – UNITING IN SERVICE GUIDELINES 1. General Information When using the UNITING IN SERVICE materials, it is important to understand that they have been designed with the following features in mind: 1.1 Flexibility The processes and support materials are flexible, not prescriptive. In other words, organisations can adapt them to suit both the way the organization operates and the specific aspects of a particular role. For example, the information contained in the flow chart under Section 4 – Preparing for your Employee Performance Agreement and Employee Learning and Development Plan is designed to assist organisations in the preparation stage, but they only need use the bits that are relevant and useful to them. 1.2 Evolutionary As experience with using the UNITING IN SERVICE system grows, organisations will learn what works well and what needs to be changed. An annual review should be conducted with the opportunity to suggest changes that can be incorporated into the cycle. 1.3 Integrated The UNITING IN SERVICE system will integrate with other related processes such as strategic planning and induction. For example, when a new employee commences employment, their induction program should lead directly into stage 1 of the High Performance Cycle. 1.4 Team based The UNITING IN SERVICE system is designed to build productive and supportive relationships within teams. An effective, positive team culture should be fostered over time. 1.5 Portfolio and on line materials All employees should have their own hard copy portfolio containing overview documents and resource materials. Plans and working papers can also be stored in the portfolio along with any professional learning and recognition documents. All information and resources should be available on the organisation’s intranet site, if they have one.


1.6 Support services Please contact the HR or when in doubt…Refer to Section 1 - UNITING IN SERVICE - principles. This section details the beliefs the organisation holds about the way employees should approach their work and their relationships with the people they work with and the people they serve. They should aim to behave in a way that is consistent with these principles and make decisions using them as a reference point. 2. Putting the Principles, Practices and Behaviours into Action The principles, practices and behaviours contained within the UNITING IN SERVICE system form an integral part of the High Performance Cycle. For example, the principle “Clear Purpose” is supported by Parts 1 and 2 of the Employee Performance Agreement and the principle “Value People” is supported by the Employee Learning and Development Plan. The following list is not exhaustive but it shows some of the main ways that the principles, practices and behaviours can be used in the day-to-day work of the organisation. Team Development The principles, practices and behaviours give teams guidance and a sense of direction in their efforts to enhance the way the team operates. Team Diagnosis The principles can also be used as the basis for a team diagnostic instrument (such as a survey) that teams can use in reviewing their teamwork processes. Reference Point for Accountability to those we serve and those we work with By adopting these principles, employers and employees can set aspirations about the way they want to relate to each other and to those they serve. By committing them to paper, employers and employees are making these aspirations clear and explicit and, individuals therefore become accountable for the way that they uphold the principles through their work-related behaviours. To Inform the Review and Evaluation Processes The principles, practices and behaviours provide organisations with a way of reviewing and evaluating the impact of the UNITING IN SERVICE initiative. If it


is a success, there should be a discernable increase in the types of behaviours described. 3. Frequently Asked Questions The questions and answers in this section will guide organizations through the UNITING IN SERVICE 12 monthly cycle of activities that form the High Performance Cycle for every work group. Q: When will the UNITING IN SERVICE cycle start? A: The cycle will start each year immediately after the strategic plan has

been prepared and/or revised and the employee’s annual performance review has been completed.

Q; What is the purpose of the UNITING IN SERVICE cycle? A: The cycle is designed to:

• Help teams and individuals determine how their work goals, priorities and standards will contribute to achieving the objectives of the strategic plan; and

• Identify and meet each person’s support and professional development needs.

This creates a high performance, supportive work environment.

Q: What are Employee Performance Agreements and Employee Learning and Development Plans?

A: An Employee Performance Agreement is an agreement reached between

an employee and their manager that outlines the employee’s key responsibilities for the coming 12-month period, the benchmarks that are relevant to their role and the work environment. It aims to provide the employee with clear and agreed roles and expectations and a fair and balanced workload

An Employee Learning and Development Plan is a document that records the employee’s professional learning goals for the coming 12-month period. It is also used to list the strategies and resources the employee will need to meet these goals. It aims to provide the employee with the appropriate support mechanisms they will need to assist them in carrying out their role. Many learning goals will be able to be addressed through on-the-job learning, but employees should also consider other learning


opportunities as part of their planning (for example, external courses, mentoring, formal study. on-line learning etc).

Q: How does the Employee Performance Agreement fit into the employee’s

day-to-day activities? A: The Employee Performance Agreement becomes the reference point for

how the employee performs their day-to-day work. Parts 1and 2 of the agreement are the sections that are directly related to the key responsibilities that the employee has agreed with their manager. The key responsibilities will include one or both of two things, depending on the employee’s role.

They are

Activities: These are the employee’s on-going responsibilities and are

taken from the employee’s position description. These ongoing responsibilities are recorded in Part 1 of the agreement. They involve delivery of services to those being served e.g. dealing with help desk requests, processing workers compensation claims, preparing budget reports, installing new software etc and may also include management and leadership responsibilities.

Projects: These are initiatives with defined outputs and end dates,

which may or may not be linked to the employer’s strategic plan. These are additional responsibilities and are recorded in Part 2 of the agreement. Some people’s work will consist entirely of projects, others will do some project work and others will not have any project responsibilities in a particular strategic planning cycle. Thus, the employee will only use the part of the agreement that is relevant to their current role.

The Employee Performance Agreement will also help guide the employee in the performance standards and quality aspects of their work. In the sections headed “What will success look like” in the agreement, the employee will record the performance objectives that they have negotiated with their manager and will be working towards achieving them.

It also allows the employee, both during and at the end of the cycle, to review their progress against the objectives they have set and keep track of their achievements.


Q: What happens if circumstances change during the UNITING IN SERVICE

cycle? A: Adjustments can be made to the Employee Performance Agreement if

circumstances change during the cycle. For this reason, the employee should use the document regularly and update it as needs arises. At least one formal review meeting should be held between the employee and their manager during the 12-month period of the EPA to keep it up to date. They will also hold a review meeting close to the end of the 12 months.

Q: How many review meetings will be held with the employee’s manager and when? A: Employees will hold a meeting with their manager at the beginning of the

UNITING IN SERVICE cycle once they have both completed their preparation. The employee and their manager will subsequently hold review meetings during and at the end of the cycle. These meetings will allow the employee and their manager to exchange ideas and information and to reach agreement about things that are important to the employee and their work. At the employee’s annual performance review meeting the employee will utilise their Employee Performance Agreement and Employee Learning and Development Plan to reach agreement on the evaluation of the employee’s achievements. To help the employee get the most from the meetings, two resources are available Good Practice Guidelines for Review Meetings and Giving Feedback.

4. Preparing for an Employee Performance Agreement and Employee

Learning and Development Plan Each person starts the UNITING IN SERVICE cycle by developing their Employee Performance Agreement and Employee Learning and Development Plan in consultation with their manager. When it is time to start a new cycle (usually, this will occur very soon after completion of a new or amended strategic plan and/or the employee’s annual performance review), their manager will set a date with the employee to meet, discuss and develop their Employee Performance Agreement and Employee Learning and Development Plan.

Both the employee and their will need to carry out some preparation prior to this meeting. The flow chart on the following page summarises the steps needed to be taken.


Flow Chart for developing and using an Employee Performance Agreement and Employee Learning and Development Plan

STEP 1 Preparation

Gather information from the strategic plan, the employee’s team, customers

and other stakeholders

Reflect on the information gathered, the currency of the employee’s

position description and the resources they need to do their job

Generate Ideas and options

STEP 2 Discussion

The employee meets to discuss and

negotiate with their manager.

Reach agreement, complete and sign off on the employee’s Employee

Performance Agreement and Employee Learning and Development

Plan.

STEP 3 Action

Implement the employee’s Employee

Performance Agreement and Employee Learning and Development

Plan.

The employee undertakes on-going monitoring, review, feedback, learning

and recognition with their manager.

STEP 4 Review

Performance review meeting to review

and evaluate the employee’s successes

Commence next cycle


4.1 The “SMART” Process Employers and employees need to be SMART in the way they set their levels of expectation for achievement. So when writing and agreeing performance objectives and standards employers and employees need to make sure that the objectives and standards through which they intend to measure their successes are reasonable and achievable. In order to achieve this employers and employees must be able to answer positively all the questions contained within the “SMART” process for every objective and standard set. Specific • Is it specific?

• Is it clear what is meant? (unambiguous)

• Does it relate to one specific area of performance?

• Is it easily definable?

Measurable • How will it be measured?

• Will it be a quantitative or qualitative measure?

• Will it relate to time, quality, quantity, cost — or a combination of these factors?

Agreed • Has this been a collaborative agreement?

• Do both parties have a clear understanding of what is meant and how it will be measured?

• Has the agreement been written down?

Realistic • Is it possible to achieve this agreement with the current level of resources?

• What additional support may need to be provided?

• Do other areas of work need to be re-prioritised to support the achievement of this goal?

Timeframed • When will the objective or project be achieved?

• Do we need times for checkpoints along the way?

• When will we need to meet to review progress?


As part of the “SMART” process employers and employees should also include the following benchmarks for measuring success:

• Key Performance Indicators from position descriptions form the most obvious and accurate benchmarks for many people. Examples of Key Performance indicators are:

• Manage personal work priorities and professional development

• Provide leadership in the workplace

• Establish and manage effective workplace relationships

• Participate in, lead and facilitate work teams

• Manage operations to achieve planned outcomes

• Manage workplace information

• Manage quality customer service

• Develop and maintain a safe workplace and environment

• Implement and monitor continuous improvement systems and processes

• Facilitate and capitalise on change and innovation

• Contribute to the development of a workplace learning environment

• Many work groups have a charter or set of service standards that have been developed locally. Employers and employees should just select the most relevant and important items, particularly if the charter or standards is a lengthy document.

• Core behaviours form an integral measurement, particularly when there is an expectation that employees will adopt certain behaviours in order to achieve the strategic goals of the employer. The Core behaviours for UNITING IN SERVICE are that employers and employees:

• treat people in a fair and equitable way

• exchange information and ideas

• give and accept feedback


• actively listen and clarify

• ask questions

• try new things

• are assertive

• use initiative

• Core Management Skills are skills that are important for managers. They are useful as a benchmark for those people who are currently in middle management positions because, firstly, they provide a professional development and career-planning guide and, secondly, they are generic in nature and apply to a wide range of middle and senior management positions.

The core management skills for UNITING IN SERVICE are:

Individual characteristics

• Exhibit a personal commitment to service, integrity and personal learning.

• Work within the employer’s and the Synod’s value system (e.g. team work, equity, continuous improvement).

Corporate management skills

• Recognise opportunities to enhance service delivery and capitalise on these through effective change strategies.

Judgement skills • Establish a balanced view of conflicting perspectives

and develop a response, which is consistent with the employer’s and Synod policies.

Representation and interpersonal skills

• Represent the employer and the Synod effectively in internal and public forums and external committees, and gain acceptance of the employer and the Synod’s objectives

Building and maintaining stakeholder relationships

• Establish and maintain positive working relationships with diverse groups of people within the workplace and the Synod and the wider community through employing effective communication


Leadership skills

• Promote a work environment that empowers, motivates and develops the diverse groups of people and ensures an optimum level of appropriately skilled employees.

• Ensure that the resources (including human, financial, technological, physical and information) are available and effectively deployed to meet strategic targets, maintain sustainable service delivery and meet the accountability requirements of the employer and the Synod.

Conceptual and analytical skills

• Comprehend and identify the important issues in a complex situation, from complex material and/or from multiple perspectives.

• Demonstrate integration of diverse sources of information, ideas, abstract thinking and creativity and value this in others.

5. Good Practice Guidelines for Review Meetings This checklist will assist employers with the preparation and conduct of meetings related to the UNITING IN SERVICE system. The meetings will consist of a meeting at the beginning of a new cycle, one or more mid-cycle review meetings (these will be shorter meetings) and an annual performance review meeting for review and evaluation of the preceding 12-month cycle. 5.1 Setting up a meeting

• Ensure that there is a common understanding of the need and purpose for the meeting.

• Negotiate a specific date and time (allow adequate time).

• Arrange a private venue where there will not be any interruptions.

• Discuss the preparation that you will both need to do prior to the meeting.

5.2 Preparing for the meeting

• Read the UNITING IN SERVICE Handbook.


• Prior to the meeting the employee organises their Position Description, Employee Performance Agreement and Employee Learning and Development Plan to take to the meeting.

• Work through Section 4 - Preparing for your for Employee Performance Agreement and Employee Learning and Development Plan

• Prior to the annual performance review meeting the employee completes the self-assessment sections of the Employee Performance Agreement, Employee Learning and Development Plan and Performance Review form.

5.3 Conducting the meeting

• Talk about, and reach agreement on, the process to be used for the meeting.

• Encourage frank, honest and constructive sharing of information and views.

• Spend at least as much time listening as talking.

• Start with the employer’s strategic plan, the currency of the employee’s position description and thoughts gathered during Step 1 Preparation phase of developing an Employee Performance Agreement and Employee Learning and development Plan.

• Encourage two-way feedback.

• Make use of the support materials provided.

• Do not record anything in the Employee Performance Agreement or Employee Learning and Development Plan until both parties have reached agreement.

• Make sure that times are scheduled to review the Employee Performance Agreement and Employee Learning and Development Plan

• Finish by doing a quick debrief (“How did the process work?” “How do you feel now?”).


5.4 Follow-up to the meeting

• Each keep a copy of the Employee Performance Agreement and Employee Learning and Development Plan and send a copy of the documents to HR for filing on personnel files.

• Schedule any agreed actions in diaries and/or year planners.

• Contact any other people who may need to assist with meeting the goals set.

• Consult the Employee Performance Agreement and Employee Learning and Development Plan regularly.

• Have regular informal discussions to monitor progress and adjust to changed circumstances.

• Stick to the review schedule.

6. Giving Feedback 6.1 Elements of Effective Feedback

• Both people prepare before talking

• Both people have the intention to work together for a shared outcome

• The feedback is factual, accurate and detailed

• The process is collaborative (2 way communication)

• Feedback is balanced (positive and constructive)

• Both people take responsibility for their interactions

• Feedback focuses on things that can be changed

• Feedback is given frequently, as part of “the way we do things around here”

• Agreements are made for actions to be taken

• Confidentiality and privacy are respected


6.2 Types of Feedback

Positive Feedback

• Praises strengths and achievements

• Is provided regularly

• Is genuine and sincere

• Is specific and relevant

• Is timely

Constructive Feedback

• Identifies problems areas or areas for improvement

• Also acknowledges what is being done well

• Provides suggestions for improvement

• Provides options and choice

• is timely

Formal Feedback

• Is planned and researched in advance

• Is thorough and methodical

• Is conducted in a quiet, private environment

• Is conducted face to face

• Is a summary of the ongoing feedback given during the year (no surprises!)

Informal Feedback

• Is given on a regular basis (daily, weekly, monthly)

• Is delivered in a way that is meaningful to the receiver, e.g. can be given in person, over the phone, at a team meeting, via a letter or e-maiI

• Is genuine and sincere

• Is what builds trust and cooperation with individuals and within teams

6.3 Sample Structure for a Feedback Session 6.3.1 Describe Current Behaviours be

• brief

• specific

• descriptive

• timely

• patient

• non-judgemental


• constructive

• balanced

Example:

“Over the past three months there have been many times when you have completed your work by the required deadline, and that’s been great. I’d like to talk today about the two times in the last week when you have not met your deadlines.”

6.3.2. Identity Situations

• Be factual with examples

• Provide 2-3 clear and specific situations when the behaviour was observed

• Base your information on direct observations and solid facts

• Qualify feedback with “measurables”

• Use “I” statements to take ownership of the feedback you are giving, for example, you can use the following words to begin your sentences;

• When you (describe the specific behaviour)

• I feel I I think (share your perception, feeling or experience)

• Because (explain the reason why)

• What I’d like is (give an option for a different behaviour)

Examples:

“When I am told by other team members about changes to our project plans, I feel like I don’t count, and I would like to hear about the changes before they are decided.”

Or

“When you arrive to work late with no warning I feel concerned because it places pressure on other team members. What I’d like is for you to notify


me in advance if you are going to be late so we can make alternative arrangements.”

6.3.3 Describe Impacts and Consequences

• Be precise and selective

• Identify a number of precise impacts on the business operations and consequences

• Select those that will get the receiver’s attention (motivation strategies)

• Describe these impacts in terms of loss where appropriate (e.g. organisation, team and individual)

Example:

“As a team, we are being measured by our ability to meet goals. When you do not notify the relevant people of your progress, this places pressure on them to deliver the required reports on time. As our performance is measured on our ability to work with these teams, we want to be sure we’re communicating as effectively as possible.”

6.3.4 Identify Alternative Behaviours

• Be creative with options

• Identify some alternative behaviours and/or actions

• Ensure that alternatives are brainstormed

• Generate alternative behaviours and actions collaboratively

Example – Ask questions:

• How else could we go about this task?

• What options do we have to do it differently?

• Who else can we get to help us change the way we work?

• What could you do differently to get a different result?


6.3.5 Agree Outcomes

• Be outcome oriented

• Finalise the outcomes to be achieved

• Use SMART to test each outcome

6.3.6 Set a Review Time

• Be focused on on-going feedback and evaluation

• Agree when outcomes are to be reviewed

• Review outcomes regularly and assess success in making the changes originally sought

UNITING CHURCH IN AUSTRALIA SYNOD OF NSW AND THE AC T

[INSERT NAME OF ORGANISATION]


UNITING IN SERVICE Position Description

POSITION TITLE:

LOCATION:

POSITION PURPOSE:

1. 2. 3. 4. 5.

RELATIONSHIPS:

Reports to:

Position(s) reporting to this role:

EMPLOYER PROFILE:

The Uniting Church in Australia (UCA) is one of the largest not for profit and religious organisations in Australia. Broadly, each state is called a Synod and has a governing council with its own boards to manage its affairs. The Synods are drawn together through a National Assembly. The Synod of NSW and the ACT (“The Synod”) is incorporated under an Act of Parliament and includes a Property Trust, which effectively owns all the assets of the Synod. The NSW Synod has four boards, UnitingCare, Board of Education, Board of Mission and Uniting Resources, as well as a Secretariat division.

(insert employer’s profile)

SPECIFIC ACCOUNTABILITIES AND RESPONSIBILITIES:


CORE COMPETENCIES:

• Role Specific: • • • •

• Read and understood the Basis of Union and have a preparedness to work within the polity and ethos of the Uniting Church in Australia as described in the Basis of Union

Person Specific:

• • •

POSITION SPECIFIC KNOWLEDGE/QUALIFICATIONS/WORK EXP ERIENCE:

Essential: • • • • Desirable: • • KEY WORKING RELATIONSHIPS: Internal: • • • • • External: • • • Prepared by:

Approved by:

• Signed……………………………………………..

• Name……………………………………………….

• Date:

Uniting Church in Australia Synod of NSW and the ACT [insert name of organisation] UNITING IN SERVICE

UNITING IN SERVICE – Employee Performance Agreement version 01012011

EMPLOYEE PERFORMANCE AGREEMENT Preparation: In preparing for your meeting with your manager to negotiate this agreement, you should refer to your Position Description and your employer’s Operational Plan. Performance Agreement period This performance agreement covers the period from: Reviews will occur after six months and at the end of the period. EMPLOYEE DETAILS:

Name Employee No.

Position Title Synod entity

Department Location

MANAGER DETAILS: -

Name Position Title

Employee signature and date Manager signatur e and date Refer Uniting in Service Handbook.

1 July 20__ to 30 June 20__



EMPLOYEE PERFORMANCE AGREEMENT PART 1. KEY RESPONSIBILITIES – POSITION DESCRIPTION

KEY RESPONSIBILITIES WHAT SUCCESSES WILL LOOK LIKE



EMPLOYEE PERFORMANCE AGREEMENT




EMPLOYEE PERFORMANCE AGREEMENT PART 2. KEY RESPONSIBILITIES – OPERATIONAL PLAN &/O R PROJECTS



UNITING IN SERVICE – Employee Training & Development Plan version 01012011

EMPLOYEE LEARNING & DEVELOPMENT PLAN Preparation: In preparing for your meeting with your manager to assess and discuss your Learning and Development Plan, you should refer to your Performance Agreement and Performance Review documents. Learning & Development period This Learning & Development Plan covers the period from: Reviews will occur after six months and at the end of the period. EMPLOYEE DETAILS:

Name Employee No.


Department Location

MANAGER DETAILS:

Name Position Title

Employee signature and date Manager signature and date Refer Uniting in Service Handbook

1 July 20__ to 30 June 20__



EMPLOYEE LEARNING & DEVELOPMENT PLAN PART 1. IDENTIFICATION OF LEARNING & DEVELOPMENT NE EDS ASSESSMENT – what are the needs to keep technically up to date? What barriers are there to achieving g oals?

Employee Comments : Manager Comments : Agreed and recognised needs Propose that the attached Learning & Development Plan be approved.



EMPLOYEE LEARNING & DEVELOPMENT PLAN PART 2. LEARNING & DEVELOPMENT PLAN COURSE Details Cost Target

date Assessment when complete

Industry

Specific


UNITING IN SERVICE – Employee Performance Review version 01012011

EMPLOYEE PERFORMANCE REVIEW Preparation: In preparing for your meeting with your manager to conduct your performance review, you should refer to your performance agreement Performance Review period This performance review covers the period from: Reviews will occur after six months and at the end of the period. EMPLOYEE DETAILS:

Name Employee No.


Department Location

MANAGER DETAILS:

Name Position Title

Rating criteria - if rating no longer applies then rate “No longer applicable” – see manual for expanded description

Unsatisfactory Can Improve Meets expectations Exceeds expectations Outstanding

Employee overall rating Manager overall rating

Employee signature and date Manager signature and date Manager’s manager signature and date Refer Uniting in Service Handbook.

1 July 20__ to 30 June 20__



EMPLOYEE PERFORMANCE REVIEW PART 1. KEY RESPONSIBILITIES – POSITION DESCRIPTION

KEY RESPONSIBILITIES

REFERENCE – aligned to EPA

REVIEW OF ACHIEVEMENTS

RATING

Employee Comments :

Overall Rating Manager Comments :

Overall Rating



EMPLOYEE PERFORMANCE REVIEW

KEY RESPONSIBILITIES

REFERENCE – aligned to EPA


Rating

Employee Comments :


Overall Rating



EMPLOYEE PERFORMANCE REVIEW PART 2. KEY RESPONSIBILITIES – OPERATIONAL PLAN &/O R PROJECTS

KEY RESPONSIBILITIES REF – aligned to EPA


Rating

Operational Plan &/or Projects

Employee Comments :


Overall Rating



EMPLOYEE PERFORMANCE REVIEW GENERAL COMMENTS Employee Comments : Total Employee Rating = Manager Comments : Total Manager Rating =

Uniting Church in Australia Synod of NSW and the ACT [insert name of organisation]

UNITING IN SERVICE

UNITING IN SERVICE – Employee Performance Review Feedback Form version 01012011

PERFORMANCE REVIEW – PEER FEEDBACK

This form comprises a part of the employee performance review process and seeks to obtain constructive feedback from peers of the employee being appraised. Attached is the employee’s Performance Agreement with parts highlighted that are relevant to you and your area of operations. Note that provision of this feedback is purely voluntary and without any obligation. Employee Details Name: Position Title: Synod Entity: Feedback sought The feedback sought is to be in hand written or typed on the page provided. Feedback should include comments on parts highlighted in the attached Performance Agreement and general feedback. Feedback should be of a constructive nature that seeks to provide recognition when deserved, positive encouragement in areas that can be improved upon as well as general insights that promotes performance improvement and better outcomes for the Church as a whole. Confidentiality It is guaranteed that every effort will be made to ensure your feedback remains confidential and anonymous to the employee being assessed. The employee will not see the feedback provided but the feedback will be discussed in general terms with the employee in such a way that confidentiality is preserved. It is asked that the same level of confidentiality on your part is observed. Due date Please complete and return sealed in the attached self addressed envelope by XX XXX XXXX Signed Name Date


UNITING IN SERVICE


PERFORMANCE REVIEW – PEER FEEDBACK

Please provide feedback below – make direct references to the Performance Agreement where possible.


UNITING IN SERVICE


PERFORMANCE REVIEW – DIRECT REPORT FEEDBACK This form comprises a part of your manager’s performance review process and seeks to obtain constructive feedback from direct reports of the employee being appraised. Attached is your manager’s Performance Agreement with parts highlighted that are relevant to you and your area of operations. Note that provision of this feedback is purely voluntary and without any obligation. Manager Details Name: Position Title: Synod Entity: Feedback sought The feedback sought is to be in hand written or typed on the page provided. Feedback should include comments on parts highlighted in the attached Performance Agreement and general feedback. Feedback should be of a constructive nature that seeks to provide recognition when deserved, positive encouragement in areas that can be improved upon as well as general insights that promotes performance improvement and better outcomes for the Church as a whole. Confidentiality It is guaranteed that every effort will be made to ensure your feedback remains confidential and anonymous. Your manager will not see the feedback provided but the feedback will be discussed in general terms with your manager in such a way that confidentiality is preserved. It is asked that the same level of confidentiality on your part be observed. Due date Please complete and return sealed in the attached self addressed envelope by XX XXX XXXX Signed Name Date


UNITING IN SERVICE


PERFORMANCE REVIEW – DIRECT REPORT FEEDBACK Please provide feedback below – make direct references to the Performance Agreement where possible.

THE PEOPLE WE SERVE – HIGH PERFORMANCE...UNITING CHURCH IN AUSTRALIA SYNOD OF NSW AND THE ACT...

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Transcript of THE PEOPLE WE SERVE – HIGH PERFORMANCE...UNITING CHURCH IN AUSTRALIA SYNOD OF NSW AND THE ACT...