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QPS Capability andLeadership Framework

Giving our people the skills and confidence to lead,

manage and deliver services for Queenslanders

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2/1531Queensland Public Service Capability and Leadership Framework

Acknowledgement

The Queensland Public Service Commission acknowledges the Australian Public Service Commissions (APSC)Integrated Leadership System (2004) (www.apsc.gov.au/ils) on which the QPS Capability and LeadershipFramework is based. The Commission appreciates the APSCs willingness to make the materials readily available toother jurisdictions. The copyright of the original material (ISBN 09751915 4 4) remains with the Commonwealth ofAustralia. Adaptations have been made to suit the Queensland Public Service with permission.

The State of Queensland (Public Service Commission) 2008.

Published by the Queensland Government, November 2008, 61 Mary Street, Brisbane Qld 4000.

The Queensland Government supports and encourages the dissemination and exchange of information. However,copyright protects this document. The State of Queensland has no objection to this material being reproduced,made available online or electronically but only if it is recognised as the owner of the copyright and this materialremains unaltered. Copyright enquiries about this publication should be directed to the Administrator (CrownCopyright and other IP), by email to [email protected] or in writing to PO Box 15168, City East Qld 4002.

Copies of this publication can be obtained at www.psc.qld.gov.au or by contacting (07) 32244362.

ISBN 978-0-9804672-6-0

Release date: January 2009


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2 Queensland Public Service Capability and Leadership Framework



Contents

Foreword . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Section 1: Introducing the CLF . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

1.1 What is the CLF? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

1.2 Who does the CLF apply to? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

1.3 What is the purpose of the CLF? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

1.4 How can the CLF be used? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

1.5 How will the CLF be monitored and evaluated? . . . . . . . . . . . . . . . . . . . . . . . . 8

1.6 Applying the Framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Section 2: Comparative Profiles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

CLF 1 to 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12CLF 5 to 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17

CLF 8 to 12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22

Section 3: Individual Profiles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

CLF 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

CLF 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40

CLF 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46

CLF 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52

CLF 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58

CLF 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64

CLF 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70

CLF 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76

CLF 9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82

CLF10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .88

CLF11 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .94

CLF12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .100

CES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .106

Section 4: Self-Assessment Proforma . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113

CLF 2 and CLF 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .114

CLF 4 and CLF 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .119CLF 6 and CLF 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .124

CLF 8 and CLF 9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .129

CLF 10 and CLF 11 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .134

CLF 12 and CES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139

Section 5: Appendices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145

Appendix 1: Alignment of classification levels to the CLF . . . . . . . . . . . . . . . . . . .146

Appendix 2: Legislative base for conduct of public servants. . . . . . . . . . . . . . . . .147

Appendix 3: Definitions and further background . . . . . . . . . . . . . . . . . . . . . . . . .150

Appendix 4: Acronyms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152


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Contemporary organisations understand that people are the key to delivering outcomes.

Valuing our people has moved from just rhetoric, to a realisation by well-performing organisations that theircapacity to have an impact depends on the innovation and creativity of their workforce.

Often, organisations cant and dont need to buy in this talent. It resides within their organisations. The job ofleaders is to untap the potential and use the knowledge and expertise of their staff.

This is particularly the case for governments where the capability of people has a critical impact on the quality ofthe outcomes, especially for services delivered to the public.

Accordingly, the people business needs to be front of mind for all leaders within the public service. Small and

incremental change in the performance of people can translate to significant gains in productivity.

The Capability and Leadership Framework (CLF) sets the foundation to support the new culture of the public service.Leadership is vested in all levels and has been deliberately positioned within the broader context of capability.

The CLF is the first of many tools that the Public Service Commission (PSC) will use to drive home the message thatwe are relying on people throughout our organisations to use the opportunities they have to make a difference. Wewant to create a public service that encourages staff to contribute their ideas and help to improve the way we dothings and the services we provide to the community.

The PSC will develop further tools and learning and development programs over time to support agencies inapplying the framework and improving the capability of their workforce.

I commend the framework to you and trust it will be a primary source of advice and direction to enhance theactivities in which you are engaged.

Bruce Wilson AMChief ExecutivePublic Service Commission

Foreword



Section 1: Introducing the CLF


1.1 What is the CLF?

1.2 Who does the CLF apply to?

1.3 What is the purpose of the CLF?

1.4 How can the CLF be used?

1.5 How will it be monitored and evaluated?

1.6 Applying the Framework


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1. Introducing the CLF

The Queensland Public Service Capability and Leadership Framework (CLF) is a tool that will assist agencies todevelop the capability and leadership of people at all levels through their organisations.

The PSC will work with agencies in four key workforce areas to ensure that they can:

create the right jobs and have access to the right people for those jobs

develop their people and continually improve their performance

create work environments that ensure people work to their optimum

use data to make strategic decisions around the leadership of the people agenda.

The CLF supports all of these objectives, but is particularly valuable as a vehicle to develop people and strive

for continuous improvement. The framework can be used as a centre piece for discussion around strengtheningthe work performance of individuals and teams and to inform decisions around determining and prioritisingappropriate professional development and learning.

1.1 What is the CLF?

The CLF describes the behaviour expected of public service staff at every level from base grade to the ChiefExecutive Officer.

There are 13 levels in the CLF which align with the following classification levels and their equivalents1 :

CLF 1 to 8 AO1 to AO8

CLF 9 SO1 and SO2

CLF 10 to 12 SES 2 to SES 4

CES Chief Executive Service

The framework is based on:

5 capabilities which each have

3 to 5 components which each have

4 to 8 behavioural indicators

Thefive Capabilitiesare:

CLF 1 to 7 CLF 8-12 and CES

Supports strategic direction Shapes strategic thinking

Achieves results Achieves results

Supports productive working relationships Cultivates productive working relationships

Displays personal drive and integrity Exemplifies personal drive and integrity

Communicates with influence Communicates with influence

1 A full list of approximate equivalents based on pay scale is provided in Appendix 1.




The Components and Behavioural Indicators get more complex as you move up each level with greater focus on thefuture, breadth of contact, breadth of impact and breadth of responsibility.

The component descriptions and behavioural indicators provide a guide to the range of behaviours that can be

expected at that level. From these identified behaviours, the ones that are critical to a particular job will depend onthe focus of the role at that time. The need for technical skills, management skills, teamwork and leadership willvary within most levels. Hence, behavioural indicators can be customised and prioritised by agencies to emphasisetasks that are relevant and most important for that job.

The component descriptions highlight the new behaviours for that level. Some aspects of the capability maybe essential on entry and others can be acquired over time. Critical transition points at each level show whichcomponents require a significant development of skills from the previous level.

1.2 Who does the CLF apply to?

The CLF is for all levels of public service officers employed under the Public Services Act 2008.

This does not include police employed under the Police Service Administration Act 1990, health service employeesemployed under the Health Services Act 1991 and staff of Government Owned Corporations.

It includes permanent and temporary staff, contractors and casual employers, except where these persons remainthe employee of another entity such as a labour hire company.

The CLF emphasises the special responsibility of public servants and links to their obligations under the PublicSector Ethics Act 1994 and the Public Service Act 2008 (See Appendix 2).

1.3 What is the purpose of the CLF?

The CLF gives us a common language to talk about the work of public servants, which provides the foundation fordeveloping capability and leadership in the Queensland Public Service.

Implementing the CLF will:

support managers to clearly describe staff performance expectations

support individuals and supervisors to identify and address learning and development needs

strengthen public sector standards of performance

aid movement between agencies with common expectations and streamlined processes

lead to highly functioning organisations focused on delivering quality outcomes.

For the whole public sector, the PSC will develop a profile of capability. This will enable us to focus learning anddevelopment to meet identified gaps.

1.4 How can the CLF be used?

The CLF explains the generic behaviours that are desirable at each level to achieve effective outcomes. Along withspecific behaviours and technical expertise required of each job, these can be used for:

self-reflection and personal career planning

selection and prioritisation of professional development

meaningful performance development discussions

a common approach to applications for the public sector

personnel performance advice.


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What is required?

The five core capabilities provide the overarching framework. Agencies can map to these capabilities using a varietyof tools.

The core capabilities will be used for:

all advertised public service position descriptions

performance management and development reporting of Chief Executive Service and Senior Executive Servicestaff using self-reports and guided by 360 degree feedback or equivalent

whole-of-sector learning and development undertaken and coordinated by the PSC.

1.5 How will the CLF be monitored and evaluated?

The PSC is responsible for extending the capability of the whole public service.

PSC will gather data with as little demand on staff and agencies as possible in order to assess the effective useof resources and to report to government on progress. This data will be used alongside current human resourcemetrics and other agency reports to develop a picture of the organisational health of the public sector.

Mechanisms will include:

1. Annual survey of Human Resource Directors regarding their agencys application of the framework and internalidentification of capability development (commencing November 2009).

2. In association with CES and SES performance management and development reporting, aggregate 360 degreedata showing change in overall capability.

3. Annual leadership and capability survey of all senior officers (SO to CES) regarding access to learning anddevelopment and overall improvement in capability.

4. Biannual climate survey of public service staff incorporating self-assessment of capability for their job andaccess to learning and development.

Evaluation

A three-phase evaluation framework for the CLF will be developed collaboratively with stakeholders by April 2009.The proposed phases of the evaluation, to be confirmed as the evaluation framework is developed, are:

Phase 1: Status (November 2008 to 30 November 2009. Report due 31 January 2010.) Question: To what extent is the framework being implemented. How can it be improved?

Phase 2: Impact (up to 30 November 2010. Report due 31 January 2011.) Question: To what extent is capability of the public service being developed? How can it be improved?

Phase 3: Effectiveness (up to 30 November 2011. Report due 31 January 2012.)Question: To what extent are agencies equipped, through their human resource capability, to deliver

services and achieve their performance targets?




1.6 Applying the Framework

Understanding the background

What is the origin of the CLF?The CLF is based on the Australian Public Service Integrated Leadership System (ILS) which commenced in 2004after trialing a similar version designed for the senior executive service. Saville Holdsworth conducted hundreds ofjob analysis interviews at all levels across Australia. The ILS is based on research from the fields of workplace andorganisational psychology and workforce capability.

Why was the ILS chosen as the basis?PSC looked at frameworks across national and international jurisdictions as well as competency frameworks usedin the private sector. The advantages of the ILS are:

The behaviours are based on public service functions and context.

It shows increasing complexity through levels so has close alignment particularly at the high levels, with the growing breadth, impact of decisions and responsibility of senior staff.

It identifies critical transition points and behaviours required making it easy to plan learning and developmentas people progress.

It can operate comfortably with other frameworks.

The Commonwealth has made it and its tools openly accessible.

What if we already have a capability and leadership framework?

Existing models and tools can be mapped to the new core capabilities. PSC encourages agencies to continue todevelop the capability of their staff through diverse learning and development options.

What will PSC provide to assist with implementation?

PSC will coordinate provision of a comprehensive suite of leadership and capability development programs andservices to support and develop:

the senior executive

middle managers

new entrants to the public service

first time supervisors.

PSC will focus on a whole-of-government perspective and areas of commonality that support and complementindividual agency development programs. To facilitate sharing and cross-agency training, PSC will provideinformation to the sector about the full array of learning and development programs on offer.

As well as targeted programs, services will include:

access to 360 degree assessment tools

panel of providers for executive coaching, mentoring and 360 degree feedback

standing offer arrangements for a range of programs

an improved range of mobility programs

access to web-based self-directed learning

information about relevant programs from the private sector and academic organisations.

For further information about the framework see Appendix 3.


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Section 2: Comparative Profiles

The following comparative profiles show the capabilities and components

for groups of levels to enable the reader to observe the development of

skills through career progression.

CLF 1 to 4

CLF 5 to 7

CLF 8 to 12

Note:

Shaded components in the All capabilities tables from CLF 2 on are critical transition

points where there is significant development of skills from the previous levelNew behaviours for each level are shown by italics.


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Section 2: Comparative Profiles CLF 1 to 4

1. Supports strategic direction

Components CLF1 CLF2 CLF3 CLF4

1.1 Supports sharedpurpose and direction

Supports theorganisation's businessobjectives. Followssupervisors direction.Recognises how their workconnects to others.

Understands and supportsthe organisation's vision,

mission and business

objectives. Followsdirection provided bysupervisor. Recognises howown work contributes tothe achievement of team

goals. Understands thereasons for decisions and

recommendations.

Understands and supportsthe organisation's vision,mission and businessobjectives. Followsdirection provided bysupervisor. Recognises howown work contributes to theachievement of team and

section goals. Understandsthe reasons for decisionsand recommendations.

Understands and supportsthe organisation's vision,mission and businessobjectives. Followsdirection provided bysupervisor. Recogniseshow own work contributesto the achievement oforganisational goals.Understands the reasonsfor decisions andrecommendations.

1.2 Thinks

strategically

Understands the work

environment. Shows anawareness of issues thatmay help or hinder theirwork.


environment andparticipates in team goal

setting. Demonstrates anawareness of issues thatmay impact on designatedwork tasks.

Understands the

work environmentand contributes to thedevelopment of work

plans and team goals.Demonstrates anawareness of issues thatmay impact on designatedwork tasks.


environment andcontributes to thedevelopment of workplans and team goals.Demonstrates an awarenessofthe implications of issuesthat may impact on own

work objectives.

1.3 Harnessesinformation andopportunities

Knows who to ask for help.Asks questions to resolveissues. Checks to seewhat information can begiven to others.

Knows where to findinformation and asksquestions to ensure abetter understanding ofissues. Seeks guidance todetermine what information

should be conveyed toothers. Keeps supervisorinformed on work progress.

Knows where to findinformation and asksquestions to ensure abetter understanding ofissues. Uses established

guidelines to determine

what information should beconveyed to others. Keepssupervisor informed onwork progress.

Knows where to findinformation and asksquestions to ensure afullunderstanding of an issue.Uses common sense to

recognise the importance

of available information.Keeps self and others wellinformed on work progress.

1.4 Shows judgement,intelligence andcommonsense

Refers problems tosupervisor. Looks for waysto improve work practices.

Researches information

relevant to work tasksand responsibilities.

Participates in discussions

around issues and refersproblems to supervisor.Recognises the need forimproved work practices.

Researches and analysesinformation relevant to worktasks and responsibilities.Identifies issues that may

impact on designatedtasks and alerts supervisor.

Suggests improvements to

work tasks.

Researches and analysesinformation and makesrecommendations based on

evidence. Identifies issuesthat may impact on tasks.Suggests improvements towork tasks and business

practices.




2. Achieves results


2.1 Identifies anduses resourceswisely

Tells supervisor if work wontbe finished on time. Usestheir skills effectively.

Monitors task progressagainst performance

expectations. Alertssupervisor early if work isbehind schedule. Makeseffective use of owncapabilities.

Monitors task progressagainst performanceexpectations. Alertssupervisor early when work isbehind schedule and makesalternative arrangements.Makes effective use of owncapabilities.

Reviews task performanceand communicates

outcomes to supervisor.

Understands individual

and team capabilities andmakes effective use of owncapabilities.

2.2 Applies andbuilds professionalexpertise

Helps the team where theycan.

Contributes own expertise

to achieve outcomes for the

business unit.

Contributes own expertiseto achieve outcomes for thebusiness unit.


2.3 Respondspositively to change

Shares information withothers. Can adapt and beflexible as things change.

Creates and maintainsschedules. Responds in a

positive manner to change.Shares information withothers. Is adaptable andflexible to accommodatethe changing needs of theteam.

Creates and maintainsschedules. Responds in apositive manner to change.Shares information withothers. Is adaptable inapproach and willing to beflexible to accommodate thechanging needs of the team.

Establishes task plansto deliver objectives.Responds in a positive andflexible manner to change.Shares information withothers and adapts to achanging environment.

2.4 Takesresponsibility formanaging workprojects to achieveresults

Finishes tasks as directed.Checks with supervisor thattheir work is satisfactoryand gets help if they need it.

Sees tasks through tocompletion. Works withinagreed priorities, and

works independently onroutine tasks. Maintains

accurate records and

files. Seeks feedbackfrom supervisor to gaugesatisfaction and seeksassistance when required.

Sees tasks throughto completion. Workswithin agreed priorities,works independently onroutine tasks and acceptsmore challenging tasks.

Maintains accurate recordsand files. Seeks feedbackfrom supervisor to gaugesatisfaction and seeksassistance when required.

Sees tasks through tocompletion. Works withinagreed priorities. Commitsto achieving qualityoutcomes. Maintainsaccurate records and

files. Seeks feedbackfrom supervisor to gaugesatisfaction and seeksassistance when required.


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3. Supports productive working relationships


3.1 Nurturesinternal and externalrelationships

Is friendly, polite andhelpful with teammembers and clients. Joinsin with team activities.

Builds and sustains positiverelationships with teammembers and clients.Actively participates inteamwork and activities.Responds under direction to

changes in client needs and

expectations.

Builds and sustains positiverelationships with teammembers and clients.Actively participates inteamwork and activities.Responds under direction tochanges in client needs andexpectations.

Builds and sustainspositive relationships withteam members and clients.Actively participates inteamwork and activities.Responds under directionto changes in client needsand expectations.

3.2 Listens to,understands andrecognises the needsof others

Shares information andcooperates with teammembers.

Actively listens to colleagues

and clients. Sharesinformation and contributesto team discussions. Worksclosely with team members

to achieve results andoperates as an effective

team member.

Actively listens to colleaguesand clients. Sharesinformation and contributesto team discussions. Worksclosely with team membersto achieve results andoperates as an effectiveteam member.

Actively listens tocolleagues and clients.Shares informationand ensures others arekept informed of issues.Works collaborativelyandoperates as an effectiveteam member.

3.3 Values individualdifferences anddiversity

Can accept other points ofview. Treats people withrespect.

Understands, values and

responds to differentpersonal styles. Tries to

see things from different

perspectives. Treats peoplewith respect and courtesy.

Understands, values andresponds to differentpersonal styles. Tries tosee things from differentperspectives. Treats peoplewith respect and courtesy.

Understands, values andresponds to differentpersonal styles. Tries tosee things from differentperspectives. Treatspeople with respect andcourtesy.

3.4 Shares learningand supports others

Learns from mistakes andlistens to advice.

Identifies learningopportunities. Supportsthe contribution of others.

Understands and acts on

constructive feedback.

Identifies learningopportunities. Supportsthe contribution of others.Understands and acts onconstructive feedback.

Identifies learningopportunities. Makes time

for people and supportsthe contribution of others.Understands and acts onconstructive feedback.




4. Displays personal drive and integrity


4.1 Demonstrates publicservice professionalismand probity

Acts in line with the Codeof Conduct.

Adopts a principledapproach and adheresto public service valuesand Code of Conduct.

Acts professionally atall times and operates

within the boundaries of

organisational processes

and legal and public policyconstraints.

Adopts a principledapproach and adheresto public service valuesand Code of Conduct.Acts professionally atall times and operateswithin the boundaries oforganisational processesand legal and public policyconstraints.

Adopts a principledapproach and adheres tothe public service valuesand Code of Conduct.Acts professionally atall times and operateswithin the boundaries oforganisational processesand legal and public policyconstraints. Operates asan effective representative

of the work area in internal

forums.

4.2 Engages with risk andshows personal courage

Gives accurateinformation related totheir work.

Provides accurate adviceon less complex issues.

Acknowledges mistakesand learns from them, and

seeks guidance and advice

when required.

Provides accurate adviceon less complex issues.Acknowledges mistakesand learns from them, andseeks guidance and advicewhen required.

Provides accurate adviceon issues. Acknowledgesmistakes and learns fromthem, and seeks guidanceand advice when required.

4.3 Commits to action Works hard and takes careto do a good job.

Takes personal

responsibility for accurate

completion of work andseeks assistance when

required. Commits energy

and drive to see that goals

are achieved.

Takes personalresponsibility for accuratecompletion of work andseeks assistance whenrequired. Commits energyand drive to see that goalsare achieved.

Takes personalresponsibility for accuratecompletion of work.Commits energy anddrive to see that goals areachieved.

4.4 Promotes and adoptsa positive and balancedapproach to work

Stays calm and carries outtasks as directed.

Works as directed toachieve work objectives,even in difficult

circumstances. Remainspositive and responds to

pressure in a calm manner.

Works as directed toachieve work objectives,even in difficultcircumstances. Remainspositive and responds topressure in a calm manner.

Focuses on achieving

objectives even in difficult

circumstances. Remainspositive and responds topressure in a calm manner.

4.5 Demonstratesself-awareness and acommitment to personaldevelopment

Checks how they aregoing. Talks to supervisorabout where to improve.

Seeks feedback fromothers. Understands areasof strengths and workswith supervisor to identify

development needs. Is

aware of the impact of

own behaviour on others.Seeks self-developmentopportunities.

Seeks feedback fromothers. Understands areasof strengths and workswith supervisor to identifydevelopment needs. Isaware of the impact ofown behaviour on others.Seeks self-developmentopportunities.

Seeks feedback fromothers. Communicatesareas of strengths andworks with supervisorto identify developmentneeds. Reflects on ownbehaviour and recognisesthe impact on others.Seeks self-developmentopportunities.


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5. Communicates with influence


5.1 Communicates clearly Gets message across. Communicates messagesclearly and concisely.Focuses on key points and

uses appropriate language.

Structures written and oralcommunication so it is easy

to follow.

Communicates messagesclearly and concisely.Focuses on key points anduses appropriate language.Structures written and oralcommunication so it iseasy to follow.

Confidently presentsmessages in a clear andprecise manner. Focuseson key points and usesappropriate language.Structures written and oralcommunication to ensureclarity.

5.2 Listens, understandsand adapts to audience

Listens carefullyand checks theyunderstand.

Adapts communication

style and approach to

ensure they address the

needs of different people oraudiences. Listens carefully

to others and checks toensure their views havebeen understood. Checksown understanding of

others comments.

Adapts communicationstyle and approach toensure they addressthe needs of differentpeople or audiences.

Listens carefully to othersand checks to ensuretheir views have beenunderstood. Checks ownunderstanding of otherscomments.

Seeks to understand

the audience and tailors

communication style and

message accordingly.Listens carefully to others

and checks to ensuretheir views have beenunderstood. Checks ownunderstanding of otherscomments.

5.3 Negotiates confidently Explains a problemand helps find asolution.

Listens to, and considers

different ideas. Discussesissues without getting

personal or aggressive.

Listens to, and considersdifferent ideas. Discussesissues without gettingpersonal or aggressive.

Listens to, and considersdifferent ideas anddiscusses issues crediblyand thoughtfully. Identifies

relevant stakeholders.




1. Supports strategic direction

Components CLF5 CLF6 CLF7

1.1 Supports shared purpose anddirection

Understands and supports theorganisation's vision, missionand business objectives.Communicates and follows

direction provided by supervisor.Recognises how own workcontributes to the achievement oforganisational goals. Understandsthe reasons for decisions andrecommendations.

Understands and supports theorganisation's vision, missionand business objectives.Identifies the relationship

between organisational goals andoperational tasks. Communicates

with others regarding the purpose

of their work. Understands andcommunicates the reasons fordecisions and recommendationsto others.

Understands, supports andpromotes the organisation'svision, mission, and businessobjectives. Identifies therelationship betweenorganisational goals andoperational tasks. Clearlycommunicatesgoals andobjectives to others. Understands,

supports and communicatesthe reasons for decisions andrecommendations.

1.2 Thinks strategically Understands the work

environment and contributesto the development of plans,

strategies and team goals.Identifies issues and problems

that may impact on own work

objectives. Demonstrates anawareness of the implications ofissues for own work.


environment and contributesto the development of plans,strategies and team goals.Identifies broader influences

that may impact on the teams

work objectives. Demonstratesan awareness of the implicationsof issues for own work and workarea.


environment and initiates anddevelops team goals, strategiesand work plans. Identifies broader

factors, trends and influencesthat may impact on the teamswork objectives. Considers theramifications of issues and longer-term impact of own work and work

area.

1.3 Harnesses information andopportunities

Draws on information from

multiple sources and uses agreedguidelines to analyse whatinformation is important and how

it should be used. Keeps self andothers well informed on workprogress.

Draws on information from diversesources and uses experienceto analyse what information isimportant and how it should beused. Maintains an awarenessof the organisation and keepsself and others well informedon issues that may affect workprogress.

Gathers and investigatesinformation from diversesources and explores new ideasand different viewpoints. Usesexperience to analyse whatinformation is important and howit should be used. Maintains anawareness of the organisationand keeps self and others wellinformed on work issues and

finds out about best practiceapproaches.

1.4 Shows judgement,intelligence and commonsense

Undertakes analysis and draws

accurate conclusions based

on evidence. Thinks laterally

and identifies and implementsimproved work practices.

Undertakes objective, systematicanalysis and draws accurateconclusions based on evidence.Identifies problems and worksto resolve them. Thinks laterally,

identifies and implements

improved work practices.

Undertakes objective, systematicanalysis and draws accurateconclusions based on evidence.Recognises the links betweeninterconnected issues. Identifiesproblems and works to resolvethem. Thinks laterally, identifies,

implements andpromotesimproved work practices.


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2. Achieves results


2.1 Identifies and uses resourceswisely

Reviews task performance andcommunicates outcomes tosupervisor. Makes effective use ofindividual and team capabilities.

Is responsive to changes inrequirements.

Reviewsprojectperformanceand identifies opportunities forimprovement. Makes effectiveuse of individual and teamcapabilities and negotiatesresponsibility for work outcomes.Is responsive to changes inrequirements.

Reviews project performanceand identifies opportunities forimprovement. Makes effectiveuse of individual and teamcapabilities and negotiatesresponsibility for work outcomes.Is responsive to changes inrequirements.

2.2 Applies and buildsprofessional expertise


Values specialist expertise and

capitalises on the knowledge

and skills of others within the

organisation. Contributes ownexpertise to achieve outcomes for

the business unit.

Values specialist expertise andcapitalises on the knowledgeand skills of others within theorganisation. Contributes ownexpertise to achieve outcomes for

the business unit.

2.3 Responds positively tochange

Establishes task plans and simpleproject plans with measurable

milestones to deliver objectives.Responds in a positive andflexible manner to change.Shares information with othersand adapts to a changingenvironment.

Establishes clear plansand timeframes for project

implementation. Responds in apositive and flexible manner tochange and uncertainty. Sharesinformation with others andencourages cooperation in coping

with change.

Establishes clear plansand timeframes for projectimplementation. Responds in apositive and flexible manner tochange and uncertainty. Sharesinformation with others andassists them to adapt.

2.4 Takes responsibility formanaging work projects toachieve results

Sees tasks through to completion.Works within agreed priorities.Commits to achieving qualityoutcomes and adheres todocumentation procedures.Seeks feedback from supervisorto gauge satisfaction and seeks

guidance when required.

Seesprojects through tocompletion. Monitors project

progress and manages priorities.Commits to achieving qualityoutcomes and adheres todocumentation procedures. Seeksfeedback from supervisor togauge satisfaction.

Sees projects through tocompletion. Monitors projectprogress and adjusts plans asrequired. Commits to achievingquality outcomes and adheresto documentation procedures.Seeks feedback from supervisorto gauge satisfaction.




3. Supports productive working relationships


3.1 Nurtures internal and externalrelationships

Builds and sustains positiverelationship with team members,

stakeholders and clients. Isresponsive to changes in client

needs and expectations.

Builds and sustains positiverelationship with team members,

stakeholders and clients. Isresponsive to changes in clientandstakeholderneeds andexpectations.

Builds and sustains positiverelationships with team members,stakeholders and clients.Proactively offers assistance for a

mutually beneficial relationship.Anticipates and is responsive toclient and stakeholder needs andexpectations.

3.2 Listens to, understands andrecognises the needs of others

Actively listens to colleagues andclients. Shares information andensures others are kept informedof issues. Works collaborativelyand operates as an effective teammember.

Actively listens tostaff,colleagues, clients and

stakeholders. Involves others and

recognises their contributions.

Consults and shares informationand ensures others are keptinformed of issues. Workscollaboratively and operates as aneffective team member.

Actively listens to staff,colleagues, clients andstakeholders. Involves others andrecognises their contributions.Consults and shares informationand ensures others are keptinformed of issues. Workscollaboratively and operates as aneffective team member.

3.3 Values individual differencesand diversity

Recognises the positive benefitsthat can be gained from diversity.

Recognises the different working

styles of individuals and factors

this into the management oftasks. Tries to see things fromdifferent perspectives. Treats

people with respect and courtesy.

Recognises the positive benefitsthat can be gained from diversityand explores diverse views.Recognises the different workingstyles of individuals and factorsthis into the management of

people and tasks. Tries to see

things from different perspectives.Treats people with respect andcourtesy.

Recognises the positive benefitsthat can be gained from diversity.Encourages the exploration of

diverse views and harnesses the

benefits of such views. Recognisesthe different working styles ofindividuals and factors this into

the management of people andtasks. Tries to see things fromdifferent perspectives. Treatspeople with respect and courtesy.

3.4 Shares learning and supportsothers

Identifies learning opportunities.Makes time for people andsupports the contribution ofothers. Understands and acts onconstructive feedback.

Identifies learning opportunities

for others and delegates

tasks effectively. Agrees clearperformance standards and gives

timely praise and recognition.Makes time for people andoffers full support whenrequired. Provides constructive

feedback. Recognises and

notes underperformance where

appropriate.

Identifies learning opportunitiesfor others and delegatestasks effectively. Agrees clearperformance standards and givestimely praise and recognition.Makes time for people and offersfull support when required.Provides constructive andregular feedback. Deals withunderperformance promptly.


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4. Displays personal drive and integrity


4.1 Demonstrates public serviceprofessionalism and probity

Adopts a principled approachand adheres to public servicevalues and Code of Conduct. Actsprofessionally at all times andoperates within the boundariesof organisational processesand legal and public policyconstraints. Operates as aneffective representative of thework area in internal forums.

Adopts a principled approachand adheres to public servicevalues and Code of Conduct. Actsprofessionally at all times andoperates within the boundariesof organisational processesand legal and public policyconstraints. Operates as aneffective representative of theorganisation in internal forums.

Adopts a principled approachand adheres to public servicevalues and Code of Conduct. Actsprofessionally at all times andoperates within the boundariesof organisational processesand legal and public policyconstraints. Operates as aneffective representative of theorganisation in internal forums.

4.2 Engages with risk and showspersonal courage

Provides accurate advice onissues. Acknowledges mistakes

and learns from them and seeksguidance and advice whenrequired.

Provides impartial and forthright

advice. Justifies own position

when challenged. Acknowledgesmistakes and learns from themand seeks guidance and advicewhen required.

Provides impartial and forthrightadvice. Challenges issues

constructivelyand can justifyown position when challenged.Acknowledges mistakes andlearns from them, and seeksguidance and advice whenrequired.

4.3 Commits to action Takes personal responsibility foraccurate completion of work andseeksguidance when required.Shows initiative and does what

is required. Commits energyand drive to see that goals areachieved.

Takes personal responsibilityformeeting objectives and

progressing work. Showsinitiative and does what isrequired. Commits energy anddrive to see that goals areachieved.

Takes personal responsibilityfor meeting objectives andprogressing work. Shows initiativeand does what is required.Commits energy and drive to seethat goals are achieved.

4.4 Promotes and adopts apositive and balanced approachto work

Focuses on achieving objectiveseven in difficult circumstances.Remains positive and responds topressure in a calm manner.

Persists with, and focuses onachieving objectives even indifficult circumstances. Remainspositive and responds to pressurein a calm manner.

Persists with, and focuses onachieving objectives even indifficult circumstances. Remainspositive and responds to pressurein a calm manner.

4.5 Demonstrates self-awarenessand a commitment to personaldevelopment

Seeks feedback from others.Communicates areas of strengthsand works with supervisor toidentify development needs.Reflects on own behaviourand recognises the impact onothers. Seeks self-developmentopportunities.

Seeks feedback from others.Communicates areas of strengthsand acknowledges developmentneeds. Reflects on own behaviourand recognises the impact onothers. Shows commitment tolearning and self-development.

Self-evaluates performance andseeks feedback from others.Communicates areas of strengthsand acknowledges developmentneeds. Reflects on own behaviourand recognises the impact onothers. Shows commitment tolearning and self-development.






5.1 Communicates clearly Confidently presents messagesin a clear, concise manner.Focuses on key points and usesappropriate language. Structureswritten and oral communicationto ensure clarity.

Confidently presents messagesin a clear, concise and articulatemanner. Focuses on keypoints and uses appropriate,unambiguous language. Selectsthe most appropriate medium

for conveying information andstructures written and oralcommunication to ensure clarity.

Confidently presents messagesin a clear, concise and articulatemanner. Focuses on keypoints and uses appropriate,unambiguous language. Selectsthe most appropriate mediumfor conveying information andstructures written and oralcommunication to ensure clarity.

5.2 Listens, understands andadapts to audience

Seeks to understand the audienceand tailors communicationstyle and message accordingly.Listens carefully to others andchecks to ensure their viewshave been understood. Checksown understanding of otherscomments.

Seeks to understand the audienceand tailors communicationstyle and message accordingly.Listens carefully to others andchecks to ensure their viewshave been understood. Checksown understanding of otherscomments and does not allowmisunderstandings to linger.

Seeks to understand the audienceand tailors communicationstyle and message accordingly.Listens carefully to others andchecks to ensure their viewshave been understood. Checksown understanding of otherscomments and does not allowmisunderstandings to linger.

5.3 Negotiates confidently Listens to, and considersdifferent ideas and discussesissues credibly and thoughtfully.Identifies other peoples

expectations and concerns.

Approaches negotiations with

a clear understanding of keyissues. Understands the desired

outcomes. Identifies relevantstakeholders expectations andconcerns. Discusses issuescredibly and thoughtfully.

Encourages the support of relevantstakeholders.

Approaches negotiations witha clear understanding of keyissues. Understands the desiredoutcomes.Anticipates andidentifies relevant stakeholdersexpectations and concerns.Discusses issues credibly and

thoughtfully andpresentspersuasive counterarguments.Encourages the support ofrelevant stakeholders.


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Section 2: Comparative ProfilesSection 2: Comparative Profiles CLF 8 to 12

1. Shapes strategic thinking

Components CLF8 CLF9 CLF10 CLF11 CLF12

1.1 Inspires asense of purposeand direction

Provides directionto others regarding

the purpose and

importance of their

work. Illustratesthe relationshipbetweenoperational tasksand organisationalgoals. Sets worktasks that align

with the strategic

objectives andcommunicates

expected outcomes.

Translates the strategyinto operational goals

and creates a shared

sense of purpose

within the businessunit. Engages others

in the strategic

direction of the work

area, encouragestheir contributionand communicatesexpected outcomes.

Develops the strategicdirection for the

business unitandcreates sharedsense of purposeby demonstratinghow elements of the

strategy fit together

and contributeto higher-level

goals. Encouragesothers input andcommunicatesrequired actions and

expected outcomes.

Champions theorganisation's vision and

goals and promotes a

shared commitment to the

strategic direction. Helpscreate organisational

strategies that are

aligned with government

objectives and likelyfuture requirements.Encourages othersinput and communicatesexpected outcomes fromorganisational strategies.

Champions theorganisation's visionand goals and unifiesbusiness unitswith the strategicdirection. Helps createorganisational strategiesthat are alignedwith governmentobjectives and likelyfuture requirements.Encouragesothers input andcommunicates

expected outcomesfrom organisationalstrategies.

1.2 Focusesstrategically

Understands the

organisation'sobjectives and

aligns operational

activities

accordingly.Considers theramifications ofissues and longer-term impact of ownwork and work area.

Understands theorganisation'sobjectives and linksbetween the business

unit, organisation

and the whole-of-government agenda.Considers theramifications of awide range of issues,anticipates priorities

and develops long-term plans for own

work area.

Understands theorganisation'sdirection and rolewithin governmentand society includingthe whole-of-government agenda.Considers multiple

perspectives whenassessing theramifications of

issues. Developsplans that addressboth currentand likely futurerequirements. Seeksto align businessunit activities with

strategic priorities.

Understands theorganisation's role withinsociety and considersmultiple perspectives

when assessing the

ramifications of key issueson the organisation and

community. Provides

advice to government

that reflects analysis of abroad range of issues and

the whole-of-governmentagenda. Considers

emerging trends,identifies long-term

opportunities and aligns

organisational operationswith strategic priorities.

Understands theorganisation's currentandpotential futurerole within society.Considers multipleperspectives whenassessing theramifications of keyissues and develops

solutions with long-term viabilityfor the

organisation andsociety. Provides adviceto government thatreflects analysis of abroad range of issues.Considers emergingtrends, identifies long-term opportunities andbalances organisational

requirements withdesired whole-of-

government outcomes.

1.3 Harnessesinformation andopportunities

Gathers andinvestigatesinformation from avariety of sourcesand explores newideas and differentviewpoints. Probesinformation and

identifies any criticalgaps. Maintainsan awareness ofthe organisation,monitors thecontext in which

the organisation

operates and

finds out aboutbest practice

approaches.

Gathers andinvestigatesinformation from avariety of sourcesand explores newideas and differentviewpoints. Probesinformation andidentifies any criticalgaps. Maintains anawareness of theorganisation, looks forrecent developmentsthat may impact

on own business

area and finds outabout best practiceapproaches.

Draws on informationand alternative

viewpoints and

monitors information

channels tounderstand new

issues of importance

to the government.

Monitors change inthe environment.

Seizes opportunities

and adjusts approach

to respond to threats.Addresses any critical

information gaps.

Uses knowledge of

the organisation toprovide a context for

others.

Draws on information andalternative viewpointsand monitors informationchannels to understandnew issues of importanceto the government.Monitors change in theenvironment. Positionsthe organisation to

seize opportunities

and minimise threats.Addresses any criticalinformation gaps.Uses knowledge of theorganisation to tailorapproaches to differentissues.

Draws on informationand alternativeviewpoints and monitorsinformation channelsto understand newissues of importanceto the government.Monitors change in theenvironment. Positionsthe organisation toseize opportunitiesand minimise threats.Addresses any criticalinformation gaps.Uses knowledge of theorganisation to tailorapproaches to differentissues. Recognises the

opportunities offeredthrough whole-of-

government approachesand seeks to realise

them.



CLF 8 to 12Section 2: Comparative Profiles


1.4 Showsjudgement,intelligence andcommon sense

Undertakes objective,systematic analysisand draws accurateconclusions based onevidence. Recognisesthe links betweeninterconnectedissues. Breaksthrough problems

and weighs up the

options to identify

solutions. Explorespossibilities

and innovative

alternatives.

Undertakesobjective, criticalanalysis and distils

the core issues.Presents logical

arguments and draws

accurate conclusions.

Anticipates andseeks to minimise

risks. Breaks throughproblems and weighsup the options toidentify solutions.Explores possibilities

and creativealternatives.

Applies intellect

and knowledge to

weigh up complex

information andidentify critical

factors and issues.

Works effectively

when all of theinformation is not

available. Explores

the options in full

and makes sounddecisions under

pressure. Considers

opportunities andanticipates risk.

Applies lateral

thinking and

identifies innovative

solutions.

Applies intellectand knowledge toweigh up informationand identify criticalfactors and issues.Demonstrates effective

judgement to weigh up

options and developrealistic solutions.Anticipates risks,addresses them

quickly and helpsothers to recognise

them. Capitalises on

innovative alternativesto resolve complexproblems.

Engages in high-levelcritical thinking toidentify links anddiscern the criticalissues. Identifies theimplications for the

organisation and applies

effective judgementto develop solutions.

Anticipates long-term

and strategic risks,

addresses them quicklyand helps others

to recognise them.

Capitalises on innovativealternatives to resolvecomplex problems.


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2. Achieves results


2.1 Buildsorganisationalcapability andresponsiveness

Reviews projectperformanceandfocuseson identifying

opportunities

for continuousimprovement.

Identifies key

talent to support

performance.Remains flexibleand responsiveto changes inrequirements.

Evaluates ongoing

project performanceand identifies criticalsuccess factors.Instigates continuousimprovementactivities. Respondsflexibly to changingdemands. Buildsteams withcomplementary

skills and allocates

resources in amanner that delivers

results.

Investigates ways to

improve effectivenessby harnessing

technologyandimplementingcontinuousimprovementactivities. Buildsteams withcomplementaryskills and engagesin succession

planning. Respondsflexibly to changing

circumstances,deploys resourcesastutely andidentifies optimum

resourcing

combinations.Creates a flexibleenvironment thatenables othersto meet changingdemands.

Focuses on activities

that supportorganisational

sustainability. Nurtures

talent and engages in

succession planning.Facilitates information

accessibility and

sharing. Investigatesways to improveeffectiveness byharnessing technologyand implementingcontinuous

improvementactivities. Monitorsand managesresourcing pressures

for optimum outcomes.Creates a flexibleenvironment thatenables others to meetchanging demands.

Focuses on activities thatsupport organisationalsustainability. Nurturestalent and engages insuccession planning.Facilitates informationaccessibility andsharing. Seeksoperational efficiency

and streamlines andadapts processes.Investigates ways toimprove effectiveness byharnessing technology

and implementingcontinuous improvementactivities. Engagesin flexible resource

management and

looks beyond the

organisationsboundaries to achieve

the optimum resourcing

combination.

2.2 Marshalsprofessionalexpertise

Values specialistexpertise andcapitalises on theexpertknowledge

and skills of others.Contributes ownexpertise to achieveoutcomes for thebusiness unit.

Values specialistexpertise andcapitalises on the

knowledge within

the organisation aswell as consulting

externally as

appropriate.

Manages contractsjudiciously.Contributes ownexpertise to achieveoutcomes for thebusiness unit.

Integratesprofessional

expertise into the

organisation to

improve overallperformance and

delivery of business

outcomes. Managescontracts judiciously.Actively ensuresrelevant professionalinput from others isobtained and sharesown experience.

Integrates professionalexpertise into theorganisation toimprove overall

performanceand delivery oforganisationaloutcomes. Managescontracts judiciously.Actively ensuresrelevant professionalinput from others isobtained and sharesown experience.

Integrates professionalexpertise into theorganisation to improveoverall performance and

delivery of organisationaloutcomes. Managescontracts judiciously.Actively ensures relevantprofessional input fromothers is obtained andshares own experience.

2.3 Steers andimplementschange and dealswith uncertainty

Establishesclear plans andtimeframesfor project

implementation andoutlines specific

activities. Respondsin a positive andflexible mannerto change anduncertainty. Sharesinformation withothers and assiststhem to adapt.

Establishes clearplans and timeframesfor projectimplementation and

outlines specificactivities. Respondsin a positive andflexible mannerto change anduncertainty. Sharesinformation withothers and assiststhem to adapt.

Adopts a plannedapproach to the

management of

programs. Defines

high-level objectivesand supports

translation into

implementationstrategies. Operates

effectively in an

environment of

ongoing changeand uncertainty and

maintains flexibility.

Actively ensures

stakeholders arekept informed during

times of change.

Oversees theimplementation of

multiple change

initiatives with

a focus on thedesired outcomes.Defines high-levelobjectives andensures translationinto practicalimplementationstrategies. Operateseffectively in anenvironment ofongoing changeand uncertainty andmaintains flexibility.Actively ensuresstakeholders are kept

informed during timesof change.

Drives the changeagenda, defines high-level objectives andensures translation into

practical implementationstrategies. Coordinates

projects across multiple

agencies. Recognisesthe constant nature of

change and maintains

flexibility. Secures

stakeholder commitmentto change and maintains

open communication

channels during the

change process.





2.4 Ensuresclosure anddelivers onintended results

Sees projectsthrough tocompletion. Monitorsproject progress andadjusts plans asrequired. Commitsto achievingquality outcomesand ensuresdocumentation

procedures are

maintained. Seeksfeedback fromstakeholders to

gauge satisfaction.

Strives to achieve and

encourages others

to do the same.Monitors progressand identifies risksthat may impact onoutcomes. Adjustsplans as required.Commits to achievingquality outcomesand ensuresdocumentationprocedures aremaintained. Seeks

feedback fromstakeholders togauge satisfaction.

Drives a culture

of achievement.

Ensures ideas and

intended actionsbecome reality and

that planned projects

result in expected

outputs. Strivesfor quality, and

ensures compliance

with regulatory

requirements.Puts systems in

place to establish

and measureaccountabilities.Manages risks that

may impede on

project outcomesand ensures that

key stakeholders are

across all relevant

issues.

Drives a culture ofachievement and

fosters a quality focus

in the organisation.Ensures ideas andintended actionsbecome reality andthat planned projectsresult in expectedoutputs. Enablesthe achievement

of outcomes byidentifying and

removing potential

barriers to success.Keeps stakeholdersinformed of progressand any issues thatarise.

Drives a culture ofachievement, andfosters a quality focusin the organisation.Ensures ideas andintended actionsbecome reality and thatplanned projects resultin expected outputs.Enables the achievementof outcomes byidentifying and removingpotential barriersto success. Keeps

stakeholders informed ofprogress and any issuesthat arise.


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3. Cultivates productive working relationships


3.1 Nurturesinternal andexternalrelationships

Builds and sustainsrelationships witha network of key

people internally

and externally.Proactively offersassistance for amutually beneficialrelationship.Anticipates andis responsiveto internal andexternal clientneeds.

Builds and sustainsrelationships witha network of keypeople internally andexternally. Recognises

shared agendas

and works toward

mutually beneficial

outcomes. Anticipatesand is responsive tointernal and externalclient needs.

Builds and sustainsrelationships within

the organisation,

the Ministers

office, across thepublic service and

with a diverse

range of external

stakeholders. Looksfor shared agendas

and uses these

to bring people

together. Showsa commitment

to client servicethrough own actionsand those of the

business unit.

Builds and sustainsrelationships withinthe organisation, theMinisters office, acrossthe public service andwith a diverse range ofexternal stakeholders.Encouragesstakeholders towork together, andestablishes cross-

agency approaches to

address issues. Showsa commitment to client

service through ownactions and those of theorganisation.

Builds and sustainsrelationships that

provide a rich

intelligence network.

Establishes an effectiveworking relationship

with the Minister.Encourages stakeholdersto work together, andestablishes cross-agency approaches toaddress issues. Showsa commitment to clientservice through own

actions and those of theorganisation.

3.2 Facilitatescooperation andpartnerships

Involves people,

encourages themand recognisestheir contribution.Consults and sharesinformation andensures othersare kept informedof issues. Workscollaboratively

and operates asan effective teammember.

Brings peopletogether andencouragesinput from keystakeholders. Findsopportunities toshare informationand ensures thatothers are keptinformed of issues.

Fosters teamwork andrewards cooperative

and collaborative

behaviour.Resolves conflict

using appropriate

strategies.

Brings peopletogether andencouragesinput from keystakeholders.Facilitatescooperation within

and between

organisations.

Promotes the

reciprocal sharing ofinformation to build

knowledge. Fostersteamwork andrewards cooperativeand collaborativebehaviour.Resolves conflict

and manages

the sensitivities

involved.

Consults broadly to

obtain buy-in. Drawson the knowledge

of key stakeholders

within and outside

the organisationand facilitates

cooperation by sharing

information. Promotes

information exchange

by maintaining opencommunication

channels. Personally

manifests stronginterpersonal

relations and rewards

cooperative andcollaborative behaviour.

Anticipates and resolves

conflict.

Consults broadly toobtain buy-in andrecognises when input isrequired. Communicatesthe importance of

consultation withstakeholders to

others. Overcomes

organisational silos by

facilitating cooperation

between organisations.Engages the Ministers

office on key issues.Personally manifestsstrong interpersonalrelations and rewardscooperative andcollaborative behaviour.Anticipates and resolvesconflict.

3.3 Valuesindividualdifferences anddiversity

Recognises thepositive benefitsthat can be gainedfrom diversity

and encouragesthe explorationof diverse views.Harnessesunderstanding

of differences

to enhance

interactions.Recognisesthe differentworking styles ofindividuals, andtries to see thingsfrom differentperspectives.

Recognises thepositive benefitsthat can be gainedfrom diversity and

encourages theexploration of diverseviews. Harnessesunderstandingof differences toanticipate reactionsand enhanceinteractions.Recognises thedifferent workingstyles of individualsand tries to seethings from differentperspectives.

Recognises thepositive benefitsthat can be gainedfrom diversity and

capitalises on thesefor the benefit

of the business

unit. Harnessesunderstandingof differences toanticipate reactionsand enhanceinteractions.Recognises thedifferent workingstyles of individuals,and tries to seethings from differentperspectives.

Capitalises on the

positive benefits that

can be gained from

diversity and harnesses

different viewpoints.Uses understanding

of differences to

anticipate reactions andenhance the operation

of the organisation.Recognises the differentworking styles ofindividuals, anticipatesreactions and triesto see things fromdifferent perspectives.

Communicates the value

of harnessing diversity

for the organisation.Capitalises on the

positive benefits thatcan be gained fromdiversity and harnessesdifferent viewpoints.Uses understandingof differences toanticipate reactions andenhance the operationof the organisation.Recognises the differentworking styles ofindividuals, anticipatesreactions and tries tosee things from differentperspectives.





3.4 Guides,mentors anddevelops people

Identifies learningopportunities forothers and empowersthem by delegating

tasks. Agreesclear performancestandards and givestimely praise andrecognition. Makestime for people andoffers full supportwhen required.Delivers constructive,

objective feedback

in a manner thatgains acceptance

and achieves

resolution. Deals withunderperformancepromptly.

Encourages and

motivates peopleto engage in

continuous learningand empowersthem by delegatingtasks. Agrees onclear performancestandards and givestimely praise andrecognition. Makestime for people andoffers full supportwhen required.

Delivers constructivefeedback in a mannerthat gains acceptanceand achievesresolution. Deals withunderperformancepromptly.

Encourages andmotivates peopleto engage incontinuous learning,and empowersthem by delegatingresponsibility for

work. Sets clearperformancestandards and givestimely praise andrecognition. Makestime for people andoffers full support

when required.Delivers constructivefeedbackand managesunderperformance.Offers support

in times of high

pressure andengages in activities

to maintain morale.

Identifies and develops

talent. Encouragesand motivatespeople to engage incontinuous learning,and empowersthem by delegatingresponsibility for work.Sets clear performancestandards and givestimely praise andrecognition. Makestime for people andoffers full support

when required.Delivers constructivefeedback and managesunderperformance.Offers support in timesof high pressure.Celebrates success andengages in activities tomaintain morale.

Identifies and developstalent. Encourages andmotivates people toengage in continuouslearning and empowersthem by delegatingresponsibility for work.Sets clear performancestandards and givestimely praise andrecognition. Makestime for people andoffers full supportwhen required.

Delivers constructivefeedback and managesunderperformance.Offers support in timesof high pressure.Celebrates success andengages in activities tomaintain morale.


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4. Exemplifies personal drive and integrity


4.1 Demonstratespublic serviceprofessionalismand probity

Adopts a principledapproach andadheres to publicservice values andCode of Conduct.Acts professionallyand impartiallyat all times andoperates withinthe boundariesof organisationalprocesses andlegal and publicpolicy constraints.

Operates asan effectiverepresentative ofthe organisation in

publicand internalforums.

Adopts a principledapproach andadheres to publicservice values andCode of Conduct.Acts professionallyand impartially at alltimes and operateswithin the boundariesof organisationalprocesses and legaland public policyconstraints. Operatesas an effective

representative of theorganisation in publicand internal forums.

Adheres to andpromotes public

service values and

Code of Conduct

and acts withutmost integrity and

professionalism.

Encourages these

standards inothers. Operatesprofessionallyand within theboundaries oforganisational

processes andlegal and publicpolicy constraints.Represents theorganisationeffectively in publicand internal forums,and advocates the

corporate agenda.

Adheres to andpromotes publicservice valuesand Code ofConduct and alignsbusiness processes

accordingly.

Addresses breaches

of protocol andprobity. Operatesprofessionally andwithin the boundariesof organisationalprocesses and

legal and publicpolicy constraints.Represents theorganisationeffectively in publicand internal forumsand advocates thecorporate agenda.

Adheres to andpromotes public servicevalues and Code ofConduct and alignsbusiness processesaccordingly. Addressesbreaches of protocoland probity. Operatesprofessionally andwithin the boundariesof organisationalprocesses and legaland public policyconstraints. Represents

the organisationeffectively in public andinternal forums andadvocates the corporateagenda.

4.2 Engages withrisk and showspersonal courage

Provides impartialand forthrightadvice. Challengesimportantissuesconstructively,

stands by own

position whenchallenged.Acknowledgesmistakes and learnsfrom them and seeksguidance and advicewhen required.

Provides impartialand forthright advice.Challenges importantissues constructively,stands by own positionand supports others

when required.Acknowledgesmistakes and learnsfrom them and seeksguidance and advicewhen required.

Provides impartialand forthrightadvice. Is preparedto make tough

corporate decisions

to achieve desired

outcomes.Challenges and

encourages

debate on difficultor controversial

issues. Stands byown position andsupports otherswhen required. Takesresponsibility for

mistakes and learnsfrom them. Seeksguidance and advicewhen required.

Provides impartialand forthright advice.Is prepared to maketough corporatedecisions to achievedesired outcomes.

Clearly voicesown opinion andchallenges difficult

or controversial

issues. Stands byown position andsupports otherswhen required. Takesresponsibility formistakes and learnsfrom them. Seeksguidance and advicewhen required.

Acts as a role model

for leadership courage

by consistently raising

critical and difficultissues. Providesimpartial and forthright

advice. Is prepared tomake tough corporatedecisions to achievedesired outcomes.

Accepts accountability

for mistakes made inthe organisation and

ensures corrective action

is taken. Seeks guidanceand advice whenrequired.

4.3 Commits to

action

Takes personal

responsibility formeeting objectivesand progressingwork. Showsinitiative and

proactively steps inand does what isrequired. Commitsenergy and drive tosee that goals areachieved.

Takes personal

responsibility formeeting objectivesand progressing work.Shows initiative andproactively steps inand does what isrequired. Commitsenergy and drive tosee that goals areachieved.

Commits to achieving

key outcomes forthe organisation.

Demonstrates

personal drive,

focus and energy.Galvanises others to

act. Acts decisivelyand initiates urgentaction to overcome

difficult problems.

Commits to achieving

key outcomes forthe organisation anduses personal drive,focus and energyto enthuse others.Galvanises others toact. Acts decisivelyand initiates urgentaction to overcomedifficult problems.

Acts decisively to

ensure strategies areimplemented and

issues are addressed.Demonstrates personaldrive, focus and energy.Galvanises others toact. Commits to gettingthe job done. Maintainscontrol and initiatesurgent action to resolveissues when required.





4.4 Displaysresilience

Persists andfocuses onachieving objectiveseven in difficultcircumstances.Remains positiveand respondsto pressure in acontrolled manner.

Continues to moveforward despite

criticism or setbacks.

Persists and focuseson achievingobjectives even indifficult circumstances.Remains positive andresponds to pressurein a controlled manner.Maintains momentum

and sustains effortdespite criticism orsetbacks.

Persists and focuseson achievingorganisationalobjectiveseven in difficultcircumstances.Monitors own

emotional reactionsand respondsto pressure ina controlledmanner. Displaysa positive outlookand maintains

momentum indifficult situations.

Persists and focuseson achievingorganisationalobjectiveseven in difficultcircumstances.Monitors ownemotional reactionsand respondsto pressure in acontrolled manner.Overcomes obstaclesand rapidly recovers

from setbacks.

Displays a positiveoutlook in difficultsituations.

Persists and focuses onachieving organisationalobjectives throughout

periods of extremepressure. Monitors ownemotional reactions andresponds to pressurein a controlled manner.Retains focus on the end

goal and overcomes

significant barriers

and obstacles. Rapidlyrecovers from setbacks.Displays a positive

outlook in difficultsituations.

4.5 Demonstratesself-awarenessand a commitmentto personaldevelopment

Self-evaluates

performance andseeks feedbackfrom others.Communicates andacts on strengths

and development

needs. Reflectson own behaviourand recognises theimpact on others.Showsstrong

commitment tolearning and self-development andaccepts challenging

new opportunities.

Critically analyses

own performance andseeks feedback fromothers. Confidentlycommunicatesstrengths andacknowledgesdevelopment needs.Acts on negativefeedback to improveperformance. Reflectson own behaviour andrecognises the impacton others. Showsstrong commitmentto learning and self-development, andembraces challengingnew opportunities.

Examines ownperformance andregularly seeksfeedback fromothers. Confidentlypromotes areasof strength,acknowledgesdevelopmentneeds and

proactively identifiesrelated learning

opportunities to

extend skills and

experience. Reflectson own behaviourand recognises theimpact on others.

Demonstrates ahigh level of self-awareness andacknowledges areasof both strengthand limitation.Confidently promotesareas of strengthand proactivelyidentifies learningopportunities toextend skills andexperience. Reflectson the impact of ownbehaviour on othersand is responsive inadjusting behaviour.

Demonstrates ahigh level of self-awareness and actsas a role model by

openly communicatingstrengths and

development needs.

Uses self-insight to

identify areas in whichown capabilities

complement other

peoples. Is open

to feedback and isresponsive in adjustingbehaviour. Strives forcontinual learning.


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5.1 Communicatesclearly

Confidentlypresents messagesin a clear, conciseand articulatemanner. Focuseson key points anduses appropriate,unambiguouslanguage.Selects the mostappropriatemedium forconveyinginformationand structureswritten and oralcommunication toensure clarity.

Confidently presentsmessages in aclear, conciseand articulatemanner. Translatesinformation for

others, focusingon key points andusing appropriate,unambiguouslanguage.Selects the mostappropriate mediumfor conveyinginformationand structureswritten and oralcommunication toensure clarity.

Confidently presentsmessages in a clear,concise and articulatemanner. Focuseson key points forthe audience anduses appropriate,unambiguouslanguage, and explainsthe implications

and ensures the

conclusion is clearly

conveyed. Selectsthe most appropriatemedium for conveyinginformation andstructures written andoral communication toensure clarity.

Confidently presentsmessages in a clear,concise and articulatemanner. Focuses onkey points for theaudience and statesthe facts. Structuresmessage for brevity

and presents message

with precisionand confidence,harnessing the mostappropriate methodsof communication.Creates meaning for

the audience by using

analogies and storiesto illustrate key points.

Confidently presentsmessages in a clearand articulate manner.Focuses on key pointsfor the audience andselects the mostappropriate medium forconveying information.States the facts anduses straightforward

language to aid

transparency. Createsmeaning for theaudience by usinganalogies and stories toillustrate key points.

5.2 Listens,understands andadapts to audience

Seeks tounderstandthe audienceand tailorscommunicationstyle and messageaccordingly.Listens carefullyto others andchecks to ensure

their views havebeen understood.Checks ownunderstanding ofothers commentsand does not allowmisunderstandingsto linger.

Seeks to understandthe audienceand tailorscommunicationstyle and messageaccordingly. Listenscarefully to othersand checks to ensuretheir views havebeen understood.

Anticipates reactionsand is prepared to

respond. Checksown understandingof others commentsand does not allowmisunderstandingsto linger.

Seeks to understandthe audience andtailors communicationstyle and messageaccordingly. Listenscarefully to othersand checks to ensuretheir views havebeen understood.

Anticipates reactions

and prepares aresponse to address

the audiencesconcerns. Checksown understandingof others commentsand does not allowmisunderstandings tolinger.

Seeks to understandthe audienceand adaptscommunicationstyle and messageto meet their needs.Listens carefully toothers and ensurestheir views havebeen understood.Anticipates reactions

and prepares aresponse to addressthe audiencesconcerns. Checksown understandingof others commentsand does not allowmisunderstandings tolinger.

Seeks to understandthe audience and readstheir nonverbal cues.Adapts communicationstyle and messageto meet their needs.Listens carefully toothers and ensurestheir views have beenunderstood. Anticipatesreactions and preparesa response to addressthe audiencesconcerns. Checksown understandingof others commentsand does not allowmisunderstandings tolinger.





5.3 Negotiatespersuasively

Approachesnegotiations witha strong grasp of

the key issues,having prepared

in advance.Understands thedesired objectivesand associatedstrengths andweaknesses.Anticipates theposition of theother party and

frames arguments

accordingly.Encourages thesupport of relevantstakeholders.Strives to achievean outcome that

delivers benefits for

both parties.

Approachesnegotiations witha strong grasp ofthe key issues,having preparedwell in advance.Understands thedesired objectivesand associatedstrengths andweaknesses.Anticipates theposition of theother party, andadapts approach

accordingly.Encourages thesupport of relevantstakeholders.Encourages debateand identifies

common groundtofacilitate agreementand acceptance ofmutually beneficialsolutions.

Approachesnegotiations with astrong grasp of thekey issues. Presentsa convincing and

balanced rationale.Anticipates theposition of the otherparty, and is aware ofthe extent of potentialfor compromise.

Acknowledgesand addresses

disagreements tofacilitate mutuallybeneficial solutions.Engages the supportof credible others.Focuses on the desired

objectives and ensuresnegotiations remain

on track.

Approachesnegotiations with astrong grasp of thekey issues. Presentsa convincing andbalanced rationale.Focuses on the way

in which the messageis delivered, and

uses techniques to

illustrate the argument

persuasively.Anticipates theposition of the otherparty, and is aware ofthe extent of potentialfor compromise.Acknowledgesand addressesdisagreements tofacilitate mutuallybeneficial solutions.Identifies key

stakeholders and

engages their support.Focuses on thedesired objectives andensures negotiationsremain on track.

Approachesnegotiations with astrong grasp of thekey issues. Presentsa convincing andbalanced rationale.Focuses on the wayin which the messageis delivered, anduses techniquesto illustrate theargument persuasively.Anticipates the positionof the other party,and is aware of theextent of potentialfor compromise.Acknowledgesand addressesdisagreements tofacilitate mutuallybeneficial solutions.Identifies keystakeholders andengages their s

capability leadership entire

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