Topic: Practical strategies for reviewing, planning and improving team performance
William Shakespeare said ‘we know what we are but not what we may be’. One of the many
roles of leaders is to assist team members to realise, and reach their full potential.
Assessment and rating data shows that element 7.2.2 of the National Quality Standard
(NQS) is among the top five most challenging to meet, requiring that ‘the performance of
educators, coordinators and staff members is evaluated and individual development plans
are in place to support performance improvement’.
Professional development supports educators in their work to provide quality outcomes for
children and families. We know when education and care services establish and maintain a
culture of ongoing reflection and self-review, team members are more likely to feel
challenged and motivated, and experience job satisfaction (Early Years Learning Framework
p. 13, Framework for School Age Care p. 12).
The Guide to the National Quality Standard refers to a cyclical process for performance
review and improvement, but doesn’t set specific guidelines around timing or how the
process should work in practice. Services should establish a process that works best for
their staff and management structure. The process should be one that identifies staff
members’ strengths and assesses and enhances staff performance.
Strategies
When implementing a performance review system, (including Professional Development
Plans for each team member) a self-assessment tool developed by the Professional Support
Coordinators Alliance is a useful resource. The tool can be used to establish goals and
identify areas for professional development.
When education and care professionals engage in self-assessment with managers, they’re
able to build on strengths, identify areas they would like to develop and celebrate the
successes and contributions of all team members. Whatever system is used, it’s important
the purpose is communicated clearly to staff and they feel empowered and supported in the
process.
Another approach to self-assessment might be regular one-on-one catch ups to discuss
current achievements and challenges. Meeting regularly ensures the team is supported on
an ongoing basis and through periods of change. This is especially helpful when teams
consist of casual or short term members. It can also reduce the sometimes onerous task of
undertaking the process annually.
Additional strategies to self-assessment can be found in our previous article on professional
development planning, as well as the Gowrie Tasmania fact sheet – Leadership in Early
Childhood Education and Care Services.
Quality Improvement Plan
Reviewing your current process for planning, supporting and improving team performance is
important and can form part of your Quality Improvement Plan. How does the team feel
about the process? Are there opportunities to share achievements? How do other services
approach professional development? These are some questions you might like consider
when reviewing your service’s plan.
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