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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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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
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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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4 Queensland Public Service Capability and Leadership Framework
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
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Section 1: Introducing the CLF
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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Section 1: Introducing the CLF
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.
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Section 1: Introducing the CLF
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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8 Queensland Public Service Capability and Leadership Framework
Section 1: Introducing the CLF
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?
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Section 1: Introducing the CLF
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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12 Queensland Public Service Capability and Leadership Framework
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.
Understands the work
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.
Understands the work
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.
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Section 2: Comparative Profiles CLF 1 to 4
2. Achieves results
Components CLF1 CLF2 CLF3 CLF4
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.
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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14 Queensland Public Service Capability and Leadership Framework
Section 2: Comparative Profiles CLF 1 to 4
3. Supports productive working relationships
Components CLF1 CLF2 CLF3 CLF4
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.
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Section 2: Comparative Profiles CLF 1 to 4
4. Displays personal drive and integrity
Components CLF1 CLF2 CLF3 CLF4
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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16 Queensland Public Service Capability and Leadership Framework
Section 2: Comparative Profiles CLF 1 to 4
5. Communicates with influence
Components CLF1 CLF2 CLF3 CLF4
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.
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18/15317Queensland Public Service Capability and Leadership Framework
Section 2: Comparative Profiles CLF 5 to 7
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.
Understands the 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.
Understands the work
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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18 Queensland Public Service Capability and Leadership Framework
Section 2: Comparative Profiles CLF 5 to 7
2. Achieves results
Components CLF5 CLF6 CLF7
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
Contributes own expertiseto achieve outcomes for thebusiness unit.
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.
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20/15319Queensland Public Service Capability and Leadership Framework
Section 2: Comparative Profiles CLF 5 to 7
3. Supports productive working relationships
Components CLF5 CLF6 CLF7
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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20 Queensland Public Service Capability and Leadership Framework
Section 2: Comparative Profiles CLF 5 to 7
4. Displays personal drive and integrity
Components CLF5 CLF6 CLF7
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.
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22/15321Queensland Public Service Capability and Leadership Framework
Section 2: Comparative Profiles CLF 5 to 7
5. Communicates with influence
Components CLF5 CLF6 CLF7
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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22 Queensland Public Service Capability and Leadership Framework
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.
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CLF 8 to 12Section 2: Comparative Profiles
Components CLF8 CLF9 CLF10 CLF11 CLF12
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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24 Queensland Public Service Capability and Leadership Framework
Section 2: Comparative ProfilesSection 2: Comparative Profiles CLF 8 to 12
2. Achieves results
Components CLF8 CLF9 CLF10 CLF11 CLF12
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.
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CLF 8 to 12Section 2: Comparative Profiles
Components CLF8 CLF9 CLF10 CLF11 CLF12
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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26 Queensland Public Service Capability and Leadership Framework
Section 2: Comparative ProfilesSection 2: Comparative Profiles CLF 8 to 12
3. Cultivates productive working relationships
Components CLF8 CLF9 CLF10 CLF11 CLF12
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.
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Components CLF8 CLF9 CLF10 CLF11 CLF12
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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Section 2: Comparative ProfilesSection 2: Comparative Profiles CLF 8 to 12
4. Exemplifies personal drive and integrity
Components CLF8 CLF9 CLF10 CLF11 CLF12
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.
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Components CLF8 CLF9 CLF10 CLF11 CLF12
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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Section 2: Comparative ProfilesSection 2: Comparative Profiles CLF 8 to 12
5. Communicates with influence
Components CLF8 CLF9 CLF10 CLF11 CLF12
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.
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Components CLF8 CLF9 CLF10 CLF11 CLF12
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