Place-based approaches: capability framework

What are place-based approaches?

Place-based approaches are initiatives which target the specific circumstances of a place, and engage the community and a broad range of local organisations from different sectors as active participants in developing and implementing solutions.

Place-based approaches tackle interconnected factors at the local level, rather than responding to individual issues. They require government to work differently and share decision making with communities.

They are community driven and take a holistic approach, leveraging existing government investment and services to build authentic cross-sector collaborations to tackle the root causes of local challenges.

They are different because they start with the community at the centre. The community decides what it wants to achieve then uses local data, knowledge and expertise to determine how. Partners such as government, philanthropic organisations, service providers and business work flexibly together with the community to implement actions.

Different places around Victoria have different needs, so place based approaches tailor their actions to local circumstances, evolve over time as local needs change and build community leadership, strength and resilience.

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About the place-based capability framework

What is the Place-based capability framework?

The Place-based capability framework defines and describes the capabilities required by the Victorian Public Service (VPS) to work effectively with place-based approaches, and to use the Place-based Framework which provides a common starting point for understanding place-based approaches within the VPS.

Who is the Place-based capability framework for?

The Place-based capability framework is designed for use by VPS employees who work with place-based approaches - and their managers, to support the development of capabilities required for their role. As government has been increasingly partnering with place-based approaches across Victoria in recent years, employees working in policy and strategy roles would also benefit from using the capability framework and developing capabilities in place-based approaches.

How is the Place-based capability framework used?

Like the VPS capability framework, the Place-based capability framework can be used in different ways – for example, recruitment staff may use it to assist in developing position descriptions and interview questions, or a manager might use it to support the onboarding of an employee or to assess where their team requires development. Implementation quick guides and Behaviourally Anchored Rating Scales have also been developed to support the use of the capability framework.

Why was a Place-based capability framework developed?

The Place-based Reform and Delivery team at the Department of Jobs, Skills, Industry and Regions commissioned the Victorian Public Sector Commission to develop a Place-based capability framework. This is part of the Whole-of-Victorian Government Place-based Agenda to enhance the capability and confidence of VPS employees to work with place-based approaches and to use the Place-based Framework.

How was the Place-based capability framework designed?

The Place-based capability framework has been co-designed by stakeholders and subject matter experts across government who work with place-based approaches.

How does the Place-based capability framework link to the VPS capability framework and the Enterprise Agreement?

The Place-based capability framework aligns with the format of the VPS capability framework and describes four levels of proficiency (Foundational, Applied, Accomplished, Leading).

It is designed to be used alongside the VPS capability framework and should also be read in conjunction with the VPS Enterprise Agreement and the Classification or Value Range Descriptors contained in the agreement.

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Place-based capability framework

Adaptive and facilitative leadership

• Demonstrates adaptive and facilitative leadership
• Helps move a group of people towards a goal
• Promotes a test and learn culture
• Encourages an iterative, learning approach

Balancing power and sharing accountability

• Awareness of own power
• Shared accountability and trust
• Flexibility during co-creation
• Awareness of power dynamics

Information and data sharing

• Information and data sharing advocacy
• Accessing information and data through others
• Improving data access, quality and relevance
• Adherence to relevant legislation

Joined up work

• Connecting and convening
• Working better in government

Knowledge and application of place-based approaches

• Application of place-based knowledge, tools and methodologies
• Enabling place-based approaches
• Flexible funding models

Place-based monitoring, evaluation and learning

• Implementing place-based monitoring evaluation and learning
• Leveraging lessons learned
• Communicating the benefits

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Capabilities from the VPS capability framework that enable place-based work

Authentic relationships

• Influence and persuasion

Meaningful outcomes

• Systems thinking
• Partnering and co-creation

People leadership

• Develop capability

Personal attributes

• Promote inclusion
• Working collaboratively

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Detailed capabilities

Adaptive and facilitative leadership

Contribute to and foster a culture of iteration and learning from successes and failures.

Uses adaptive and facilitative leadership

• Foundational: Applies the basic principles of adaptive and facilitative leadership to proactively learn about the viewpoints of various stakeholders.
• Applied: Appropriately exercises own authority to vary from own organisation's agenda.
• Accomplished: Creates an environment where all government and community stakeholders have an equal voice and contribution to decision making.
• Leading: Leads the development and implementation of organisational frameworks and structures that enable adaptive and facilitative leadership to thrive.

Helps move groups of people toward a goal

• Foundational: Identifies a common goal as a first priority and articulates associated benefits.
• Applied: Facilitates diverse stakeholders towards a common goal.
• Accomplished: Balances diverse group motivations, needs and values to find common ground.
• Leading: Puts the needs of the group as a whole above the needs of any group member to help people move towards a goal.

Promoting a ‘test and learn’ culture

• Foundational: Develops plans that include possibilities of failure and what the positive outcomes of those may be.
• Applied: Creates opportunities for stakeholders to share successes and failures and learn from them.
• Accomplished: Creates an environment where people feel safe to ‘test and learn’ and take appropriate risks.
• Leading: Fosters a ‘test and learn’ culture by placing value on and promoting innovative approaches, lessons learned and trying new ways of working.

Encourages iterative, learning approach

• Foundational: Uses self-reflection to identify ways to improve the current state.
• Applied: Consistently adopts an iterative approach and learning mindset to problem solving and learning.
• Accomplished: Encourages and participates in regular review discussions to evaluate lessons learned and apply these to next steps.
• Leading: Creates and leads a culture of continuous improvement and learning.

Balancing power and sharing accountability

Understand and utilise power dynamics to share accountability and build trusting relationships with government and community partners.

Awareness of own power

• Foundational: Identifies own power in each interaction and acts accordingly.
• Applied: Declares own agenda to help make power dynamics more transparent.
• Accomplished: Balances dynamics of power to ensure all stakeholders are empowered to make decisions.
• Leading: Role models effective use of own power to create a culture where power-sharing is expected and embraced.

Shared accountability and trust

• Foundational: Outlines how transparency and shared accountability can build trust.
• Applied: Consistently delivers on commitments to build and maintain trusting relationships.
• Accomplished: Role-models respectful and trusting relationships amongst stakeholders, encouraging shared accountability.
• Leading: Fosters a culture of shared accountability and transparency by prioritising community needs to build and maintain trusting relationships.

Flexibility during co-creation

• Foundational: Discusses the importance of collaborative engagement principles and how they relate to place-based approaches.
• Applied: Demonstrates openness when working with new ideas or suggestions during collaborative engagement.
• Accomplished: Encourages openness and flexibility when collaborating under challenging circumstances.
• Leading: Acts as a role model for collaboration by owning mistakes and encouraging similar openness and flexibility in others.

Awareness of power dynamics

• Foundational: Articulates and maps intersecting power dynamics.
• Applied: Uses understanding of power dynamics to get better outcomes for a place-based initiative.
• Accomplished: Supports others to understand power dynamics and their impact on place-based initiatives.
• Leading: Holds others to account for the ethical use of power dynamics to achieve effective place-based outcomes.

Balances government and community needs appropriately

• Foundational: Balances listening with contributing, in order to represent government and community appropriately.
• Applied: Balances government priorities with community needs and opportunities when making recommendations.
• Accomplished: Advocates for government priorities while seeking alignment amongst diverse stakeholder groups.
• Leading: Anticipates how changing government priorities may impact various stakeholder groups and manages these relationships accordingly.

Information and data sharing

Improve information and data quality and sharing in line with privacy standards and other relevant legislation.

Information and data sharing/advocacy

• Foundational: Describes information and data sharing requirements and restrictions, and why these exist.
• Applied: Appropriately accesses and shares information and data internally and externally.
• Accomplished: Proactively shares information and data with relevant internal and external stakeholders.
• Leading: Leads or contributes to a culture of greater data transparency and efficiency and influences information and data sharing protocols both within and across organisations and communities.

Accessing information and data through others

• Foundational: Knows how and where to find relevant information and data and shares appropriately.
• Applied: Confidently works with relevant internal and external stakeholders to obtain, share and interpret information and data.
• Accomplished: Proactively develops and maintains relationships with government and community stakeholders to build a culture of information and data sharing.
• Leading: Leads, champions or enhances sustainable and ongoing information and data sharing arrangements between government and community data custodians.

Improving data access, quality and relevance

• Foundational: Recognises the importance of quality and relevance when collecting information and data.
• Applied: Prepares carefully considered data requests to relevant stakeholders to ensure that data received is appropriate and relevant.
• Accomplished: Identifies data access, quality and relevance issues, flagging concerns or seeking to influence change where possible.
• Leading: Leads or contributes to a culture of continuous improvement in data access, quality and relevance.

Adherence to relevant legislation

• Foundational: Describes how seeking and sharing information is impacted by privacy standards and other relevant legislation.
• Applied: Appropriately applies and communicates privacy standards and other relevant legislation related to own work.
• Accomplished: Complies with privacy standards and other relevant legislation, flagging or addressing concerns.
• Leading: Promotes compliance with government standards to create an expectation of legislation-informed practice.

Joined up work

Balance government and community needs to deliver effective place-based outcomes.

Connecting and convening

• Foundational: Identifies the roles of local government and community in place-based approaches.
• Applied: Acts as a conduit between government and community to ensure the communities needs are met.
• Accomplished: Connects and convenes across government organisations and communities to provide seamless solutions for partners.
• Leading: Uses convening and influencing skills to promote collective buy-in and influence the agenda for how community needs can be met.

Working better in government

• Foundational: Identifies the nuances of the relationship between government and community when undertaking place-based work.
• Applied: Effectively uses organisational politics to achieve effective community-led outcomes.
• Accomplished: Leverages lateral relationships to achieve effective community-led outcomes.
• Leading: Effectively breaks down silos internally to improve community-led outcomes.

Knowledge and application of place-based approaches

Apply specialised knowledge to establish, support and successfully enable place-based approaches

Application of place-based knowledge, tools and methodologies

• Foundational: Researches and discusses the basic principles and stages of place-based and place-focused approaches.
• Applied: Applies knowledge of place-based approaches, tools and methodologies to identify and interpret emerging trends.
• Accomplished: Applies in-depth knowledge of place-based approaches, tools and methodologies to address emerging trends and to support community-led work.
• Leading: Draws on own expert knowledge of place-based approaches, tools and methodologies to support community-led work in diverse settings.

Enabling place-based approaches

• Foundational: Recognises when place-based approaches might be useful to a community.
• Applied: Supports government and community partners to enable the delivery of place-based approaches.
• Accomplished: Enables place-based approaches, proactively modifying the approach or cycling back to earlier stages in the process as needed.
• Leading: Identifies local strengths as well as local capability and capacity gaps to ensure the success of place-based approaches.

Flexible funding models

• Foundational: Articulates the importance of flexibility, security, and coordination in place-based funding models.
• Applied: Identifies opportunities associated with potential funding partners, seeking flexibility and alignment where possible.
• Accomplished: Proactively partners with funders from other organisations or jurisdictions to influence and align flexible funding agreements.
• Leading: Advocates for changes to government funding systems and processes to ensure best practice flexible funding principles are met.

Place-based monitoring, evaluation and learning

Conduct monitoring, evaluation and learning of place-based approaches

Implementing place-based monitoring, evaluation and learning

• Foundational: Discusses the importance of monitoring, evaluation and learning when supporting place-based approaches.
• Applied: Undertakes monitoring, evaluation and learning in a way that is informed by the needs and interests of community stakeholders.
• Accomplished: Discusses and develops monitoring, evaluation and learning approaches with a variety of stakeholders to enhance outcomes and to strengthen this capability in others.
• Leading: Promotes monitoring, evaluation and learning practice and approaches that enhance outcomes and responds to local context including the diverse needs of stakeholders.

Leveraging lessons learned

• Foundational: Carefully listens to and reviews partners’ feedback to identify and address opportunities for continuous improvement.
• Applied: Proactively and confidently uses lessons learned to identify and address opportunities for continuous improvement.
• Accomplished: Shares lessons learned to anticipate community partner concerns and leverage opportunities for continuous improvement.
• Leading: Leads and promotes a culture of continuous improvement alongside community partners based on lessons learned through monitoring, evaluation and learning.

Communicating the benefits

• Foundational: Describes the benefits of monitoring, evaluation and learning for place-based approaches.
• Applied: Clearly documents and communicates monitoring, evaluation and learning outcomes for a variety of stakeholder audiences.
• Accomplished: Proactively shares monitoring, evaluation and learning outcomes with the community so that all parties can benefit equally.
• Leading: Uses evidence gained from shared monitoring, evaluation and learning to advocate the value of lessons learned.

Authentic Relationships

Influence and Persuasion

Adapt the content style and message or tone of communications to suit the audience to gain agreement to proposals and idea using an effective written and verbal communication skills

• Foundational: Understands the pros/cons of a different approaches; Uses direct logical persuasion in a discussion or presentation by using concrete examples, facts and figures to support their argument.
• Applied: Consistently adapts the content, style, message or tone of a presentation to suit the audience and plans how to tackle objections; Applies own ideas by linking them to others’ values, needs and goals.
• Accomplished: Gains agreement to proposals and ideas; Builds behind the scenes support for ideas to ensure buy-in and ownership; Uses chains of indirect influence to achieve outcomes; Involves experts or other third parties to strengthen case.

Meaningful outcomes

Systems thinking

Consider the wider context, break complex topics or situations into smaller parts to gain better insights and inform actions required

• Foundational: Understands and can identify how own work is part of a system that connects to and interacts with other processes, people and structures; Understands systems thinking concepts and the role that systems thinking can play in solving complex problems and apply in own area of work.
• Applied: Assesses situations and identifies the best systems tools for analysing, understanding the system and addressing problems; Can apply system archetypes to identify common dynamics that appear in different situations; Identifies and understands the impact of particular courses of action on other parts of the organisation or more broadly.
• Accomplished: Diagnoses trends, obstacles and opportunities in the internal and external environment that connect to own work and teams work; Coaches others in using systems thinking to solve problems and create solutions; Understands the linkages between systems and communities to inform policy; Conceptualises and defines the systems working within the organisation.
• Leading: Formulates potential courses of action to achieve objectives based on an in-depth understanding of the business environment and its systems; Champions system thinking across the organisation and VPS more broadly acting as a thought leader in this area; Establishes an integrated perspective of the organisation’s systems and identifies the leverage points where intervention will add value.

Partnering and co-creation

Build effective partnerships with the client/ customer/community throughout problem solving process to gain critical insights and develop effective solutions

• Foundational: Understands the importance of partnering with the customer or community in developing successful strategies, programs or products; Supports the design process by explaining what needs to be done and ensuring people have the necessary information to engage in the process and work effectively; Understands stages of co-design.
• Applied: Identifies and partners with users/stakeholders/ experts to ensure active collaboration in the design process to understand user needs, obtain ideas, insights and input. Work with stakeholders/users to build prototypes and coordinate testing to validate the strategy, program or product. Ensures decisions are made within agreed timeframes.
• Accomplished: Builds and maintains partnerships to achieve objectives; Coaches others on the co-creation process and builds team commitment to co-creation by demonstrating personal commitment; Builds trust in partnerships through timely and quality delivery of outcomes; Facilitates discussion and navigates differences of opinion to reach decisions.
• Leading: Champions the importance of partnership through co-creation approaches; Brings people together to share resources, tools and case studies to build capability and confidence around co-design; Takes the lead in complex and high profile VPS wide co-create activities; Identifies potential issues and setbacks and is aware of the broader political, organisational and demographic landscape that may influence co-design, sharing expertise with others.

Personal Attributes

Promote inclusion

Embrace diversity, draw on insights into the community’s beliefs, needs, and values to inform required actions

• Foundational: Is respectful, seeks to understand needs, beliefs, ability and values of people from diverse backgrounds; Understands the importance of diversity in successful service delivery to the community.
• Applied: Pays attention to words, expression and body language; Recognises behaviours that promote a culture of inclusion. Hold self and team accountable towards being inclusive to individuals from diverse backgrounds. Takes corrective actions when behaviours displayed do not promote an inclusive work place.
• Accomplished: Establishes a workforce that is diverse and takes advantage of relevant knowledge and skills; Creates opportunities to improve knowledge of teams in the area of diversity and inclusion.
• Leading: Creates a culture that supports and respects the individuality of others and recognises the benefits of diverse ideas and approaches; Communicates well with, relates to and sees issues from the perspective of people from a diverse range of cultures and backgrounds.

Working collaboratively

Builds trust and rapport with others; Sets common goals through a high degree of empathy; Display willingness to share control and responsibility with peers the service, external partners, and community) in the delivery of work and outcomes

• Foundational: Cooperates and works well with others in pursuit of team goals; Share information and acknowledge others’ efforts; Step in to help others where required.
• Applied: Build a supportive and cooperative team environment; Engages other teams to share information in order to understand or respond to issues; Support others in challenging situations.
• Accomplished: Guides others to create a culture of collaboration; Identifies, and works to overcome, barriers to knowledge or information sharing; Identifies opportunities to work with other teams to deliver outcomes.
• Leading: Build a culture of collaboration across the organisation; Looks for and facilitates opportunities to collaborate with external stakeholders; Identifies and overcomes barriers to communication with internal and external stakeholders.

People Leadership

Develop capability

Improve knowledge, skills, and ability of others to deliver against performance expectations and outcomes for the community

• Foundational: Shares knowledge to support team capability development; Identifies and improves on own areas of capability for development; Provides constructive feedback.
• Applied: Actively seeks to improve others’ skills and talents by providing knowledge, constructive feedback, coaching and learning opportunities; Consistently develops team capability; Recognise and develop potential in others.
• Accomplished: Develops and applies frameworks to develop capability at organisation level; Clearly defines role expectations, monitors performance, provides timely and constructive feedback and facilitates employee development; Empowers others by providing them with the authority and latitude to accomplish tasks; Creates learning opportunities and appropriately delegates responsibilities to further the development of others.
• Leading: Provides thought leadership and high level advice around capability development at VPS level; Has knowledge of external factors relating to capability development such as demographic trends, skills shortages and future workforce requirements; Appropriately delegates responsibilities to further the development of others; Fosters talent and builds capability of others across the organisation.

About quick guides

The Place-based capability framework quick guides have been created for VPS managers and employees working with place-based approaches.

They are designed to help you use the Place-based capability framework in your day to day work.

There are five guides that align with each stage of the employee lifecycle:

1. Job design
2. Recruitment
3. Performance management
4. Learning and development
5. Career development

Each guide contains:

• an overview of how the capability framework relates to each stage of the employee lifecycle.
• practical steps on how to use the place-based capability framework in each stage.

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Quick guide: Job analysis and design

This quick guide provides information for managers on how to use the Place-based capability framework to support job analysis and design of place-based roles.

Job analysis and design determines the purpose of a role and the key accountabilities and capabilities required.

The Place-based capability framework can be used to support job analysis and design by:

• determining the capabilities and proficiency levels required for a role.
• creating a position description for the role using the capabilities as key selection criteria.

Using place-based capabilities in Job analysis and design

1. Job analysis

1. Consider the purpose, accountabilities and capabilities (knowledge, skills and behaviours) required for the role.
2. Review the Place-based capability framework and those capabilities relevant to place-based work in the VPS capability framework.
3. Make a list of all of the capabilities that are important in the role.
4. Rank the capabilities in order of importance.

2. Job design

1. Select your top 3 to 4 capabilities from the place-based capability framework and/or the VPS capability framework. These are the key capabilities required for the role.
2. Select the proficiency level required for each of the key capabilities identified.

3. Position description

1. Develop a position description in line with your department’s recruitment guidelines, using the capabilities as the key selection criteria for the role.
2. Work with your People and Culture team to determine the VPS grade for the role.

Key resources

• Place-based capability framework and BARS.
• VPS capability framework.
• Your department’s recruitment and selection guidelines.
• VPSC Getting Recruitment Right.

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Quick guide: Recruitment

This quick guide provides information for managers on how to use the Place-based capability framework and the behaviourally anchored rating scales (BARS) to support the recruitment of employees for place-based roles.

Recruitment involves identifying the right person with the right experience and the right knowledge, skills and behaviours (capabilities) for a role.

The Place-based capability framework and the BARS can assist you in recruitment and selection by:

• identifying the Place-based capabilities required by an individual for success within a role.
• distinguishing between unsatisfactory, competent and outstanding behaviours, as reported by the candidate.
• enabling fair and consistent appraisal by minimising interpretation and unconscious bias.

Using place-based capabilities in Recruitment

1. Advertise

1. Review the key capabilities for the role identified in the job analysis and design stage.
2. Develop a job advertisement, using your department’s templates, highlighting the accountabilities and the key capabilities (key selection criteria) you are looking for in a candidate.
3. Work with your People and Culture team to finalise the job advertisement and advertise on the JSE and/or externally.

2. Shortlist

1. Select the BARS that relate to the capabilities required for the job.
2. Review the candidate applications, using the BARS to determine the level to which they meet the criteria:
   • 1 – unsatisfactory
   • 2 – needs improvement
   • 3 – meets expectations
   • 4 – exceeds expectations
3. Rank the candidates based on the degree to which they meet the BARS for the role.

3. Interview

1. Develop interview questions that relate to the key capabilities required for the role. Review your departmental recruitment guidelines or the VPSC Recruitment tools for support with this.
2. During the interview use the BARS to determine the extent to which the candidates answers meet the key selection criteria.
3. Select the candidate whose responses to the interview questions best meet or exceeds the expectations for the key capabilities required for the role, in line with your department guidelines.

Key resources

• Place-based capability framework and BARS.
• VPS capability framework.
• Your department’s recruitment and selection guidelines.
• VPSC Getting Recruitment Right.

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Quick guide: Performance management

This quick guide provides information for managers on how to use the Place-based capability framework and the behaviourally anchored rating scales (BARS) to support the performance management of employees working in place-based roles.

Performance management supports the individual, team and organisation to achieve their goals in the most efficient and effective way.

The Place-based capability framework and the BARS can assist you in performance management to:

• identify unsatisfactory, competent and outstanding behaviours, as observed by the manager and as reported by the employee.
• compare an individual’s performance against specific examples of behaviour that are anchored to numerical ratings.
• allow both positive and negative behaviours displayed to be incorporated into assessment and evaluation.
• enable fair and consistent appraisal by minimising interpretation and unconscious bias

Using place-based capabilities in Performance management

1. Ongoing feedback and development

1. Use the Place-based capability framework and BARS in ongoing discussions with your employee to identify the behaviours required for success in their role.
2. Work with your employee to identify any capabilities that require development.
3. Provide your employee with regular feedback on their performance and the behaviours observed using BARS.

2. PDP goal setting

1. Following your department’s PDP guidelines work with your employee to identify any capabilities that require development.
2. Develop SMART (specific, measurable, achievable, realistic and time bound) goals to plan for the development of the capabilities required.

3. PDP review

1. Work with your employee to review their performance using your departmental guidelines.
2. Use the BARS to identify alignment between the behaviours observed and those required for the role, using the following ratings as a guideline:
   • 1 – unsatisfactory.
   • 2 – needs improvement.
   • 3 – meets expectations.
   • 4 – exceeds expectations.

Key resources

• Place-based capability framework and BARS.
• VPS capability framework.
• Your department’s performance development process (PDP) guidelines.

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Quick guide: Learning and development

This quick guide provides information for managers on how to use the Place-based capability framework and the behaviourally anchored rating scales (BARS) to support the learning and development of teams and individuals working in place-based roles.

Learning and development is about ensuring employees have the capabilities (knowledge, skills and behaviours) to succeed in their roles.

The Place-based capability framework and the BARS can be used in learning and development to:

• identify the place-based capabilities required for development by an individual or teams.
• develop learning outcomes for learning interventions.
• track and monitor the development of capabilities.

Using place-based capabilities in Learning and development

1. Identify

1. Work with your team member to identify the capabilities and behaviours they want to develop using the place-based capability framework and BARS relevant to their roles.

2. Develop

1. Use the BARS to inform the development of learning outcomes.
2. Focus on the capabilities that are critical or will have the biggest impact on the business.
3. Create a capability development plan tailored to each employee’s needs and individual preferences to support them to develop their capabilities.
4. Consider following the 70:20:10 model of learning where approximately :
   • 70% of learning is on the job in day to day work situations.
   • 20% is through social learning through interactions with others e.g. coaching or mentoring.
   • 10% is undertaken through formal learning and development programs.

3. Track

1. Regularly track the development of your team capabilities, through the PDP process and regular one to one meetings. Remember – capabilities need to be used to be maintained.

Key resources

• Place-based capability framework and BARS.
• VPS capability framework.
• Your department’s learning and development opportunities.
• The place-based guide.

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Quick guide: Career development

This quick guide provides information for employees and their managers on how to use the Place-based capability framework and the behaviourally anchored rating scales (BARS) to support career development in place-based roles.

Career development supports people to understand and develop their capabilities and preferences to manage their career. It also supports the retention of talent, employee engagement and succession planning.

The Place-based capability framework and the BARS can be used in career development to:

• help your employees identify the place-based capabilities required for roles they aspire to move into.
• develop plans to help your employees build their capabilities and realise their career ambitions.
• ensure succession plans are in place for when employees leave the team.

Using place-based capabilities in Career development

1. Discover

1. Meet with your employee to discuss their career ambitions, the capabilities they enjoy using and those they wish to develop further. Use the place-based capability framework and BARS to prompt discussion.
2. Support your employee to identify potential opportunities and the capabilities required for this. Consider networking events, community of practice and career discovery conversations.

2. Plan and support

1. Develop a Career Development Plan with your employee to help them stay on track with their career development goals. Consider including these in the PDP process.
2. Support your employee to develop their capabilities in line with the BARS to achieve their career development goals. Consider on the job opportunities, social learning (e.g. coaching and mentoring) and through formal training where required.

3. Transition

1. Support mobility within your team to provide opportunities for your employees to take on new opportunities, build their capabilities and realise their career ambitions.
2. Plan for team transitions by creating succession plans ensuring others have the capabilities to move into vacant roles.

Key resources

• Place-based capability framework and BARS.
• VPS capability framework.
• Your department’s learning and development opportunities.
• VPSC Career Development plan.

Introduction

What are behaviourally anchored rating scales?

Behaviourally Anchored Rating Scales (BARS) are a standardised scoring method to distinguish between unsatisfactory, competent and outstanding behaviours within a capability proficiency.

BARS compare an individual’s performance against specific examples of behaviour that are anchored to numerical ratings. BARS allow both established and developing behaviours displayed to be incorporated into assessment and evaluation.

This allows a more accurate assessment of an individual’s performance than more traditional methods where typically only positive behaviours are recorded. BARS also enable fairer and more consistent selection decisions by minimising interpretation and unconscious bias.

BARS can be used throughout the employee life cycle, from recruitment and selection through to performance development and career development.

The Place-based capability framework BARS have been developed to support the implementation of the Place-based capability framework.

BARS have also been developed by the Department of Justice and Community Safety (DJCS) for the VPS Capability framework. The following introduction has been adapted based on the DJCS BARS guides.

How do you use BARS?

BARS have a 4-point rating system which ranges from Unsatisfactory (1) to Exceeds expectations (4) and have specific, observable behaviours as descriptors for each score.

The following table describes the standard of behaviours you would expect to see at each rating.

1 – Unsatisfactory

The behaviours (described or observed) do not meet expectations. Performance/ examples are consistently below the expectations of the role and agreed performance goals / key selection criteria were not met. Performance / example displays considerable and consistent deficiency in work compared to the required standard and significant improvement is required to achieve performance goals.

2 – Needs improvement

Performance / examples regularly did not meet the expectations of the role and achievement of performance goals /key selection criteria was deficient in on or more areas and needs improvement. Sometimes performs /provides examples to the required standard however performance /example is inconsistent tor regularly deficient and needs improvement to achieve performance goals.

3 – Meets expectations

Consistently performs/ provides examples to the required standard meeting all agreed performance goals/ key selection criteria.

4 – Exceeds expectations

Has exceeded one or more of the agreed performance goals/key selection criteria. Performs / provides examples to a standard that consistently produces a high-quality outcome / exceeds the requirements for the role.

Each row of the BARS focuses on a specific behaviour across a capability proficiency level. As you assess each capability, you read across row by row to determine whether the behaviour was evidenced in the candidate’s response (for recruitment) or in the individual’s performance, and if so, whether the behaviour was unsatisfactory, needed improvement, met expectations or exceeded expectations.

In some cases, there will be descriptors that do not best describe the evidence presented by the candidate or reported by the employee. Should this happen, consider an appropriate score based on the capability statement.

Using BARS for behavioural based interviews

Behaviourally based interview questions should be developed with consideration for how they will be scored. For example, take the following behavioural question for assessing working collaboratively:

‘Please describe a situation that required you to consider a different perspective from your own when exploring an issue. How did you approach the situation? What would you do differently next time?’

Some considerations for refining this question might be:

• Does the question itself give the candidate the opportunity to score or ‘hit’ the Unsatisfactory or Exceeds expectations behaviours?
  • The above question might not elicit the collaborative aspects of working collaboratively. An alternative might be: In your opinion, please tell us what makes up a successful team culture. How have you individually contributed to a successful team culture/s in the past?
• Does the question target the capability you are asking about?
  • The original question might elicit a response to partnering and co-creation rather than working collaboratively. An alternative might be: Can you tell us about a time you worked collaboratively with your team to achieve a goal? How did you contribute to the team’s goals?

N.B. In circumstances where the problem cannot be solved by amending the question, you may need to amend some of the minor wording in the BARS.

Using BARS for observable behaviours

As well as using the BARS to assess a behavioural interview, you can use BARS for performance development with your employee where you directly observe an employee’s behaviour.

When BARS should not be used

BARS are not advisable when:

• Asking hypothetical or questions that assess a candidate’s situational judgement, e.g., ‘what would you do if’.
• None of the assessors on the panel have an understanding of how to use BARS correctly.
• Reviewing reference check or other probity/security information.

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Place-based capabilities: Behaviourally Anchored Rating Scales

Knowledge and application of place-based approaches

Capability cluster definition: apply specialised knowledge to establish, support and successfully enable place-based approaches.

Capabilities under this domain include:

• Application of place-based knowledge, tools and methodologies
• Enabling place-based approaches
• Flexible funding models

Application of place-based knowledge, tools and methodologies

Application of place-based knowledge, tools and methodologies – Foundational

FOUNDATIONAL - CAPABILITY DEFINITION - Researches and discusses the basic principles and stages of place-based and place-focused approaches.

Behaviourally Anchored Rating Scale

1 – Unsatisfactory

☐ Minimal or no understanding of the basic principles of place-based approaches.

2 – Needs improvement

☐ Explains some of the stages of place-based and place-focused approaches.

3 – Meets expectations

☐ Researches and discusses the basic principles and stages of place-based and place-focused approaches.

4 – Exceeds expectations

☐ Identifies the stage a place-based initiative is at.

☐ Explains the different stages of place-based approaches to others.

Application of place-based knowledge, tools and methodologies – Applied

APPLIED - CAPABILITY DEFINITION - Applies knowledge of place-based approaches, tools and methodologies to identify and interpret emerging trends.

Behaviourally Anchored Rating Scale

1 – Unsatisfactory

☐ Fails to identify emerging trends or trends identified are not relevant.

2 – Needs improvement

☐ Limited understanding of place-based approaches, tools and methodologies.

3 – Meets expectations

☐ Applies knowledge of place-based approaches, tools and methodologies to identify and interpret emerging trends.

4 – Exceeds expectations

☐ Applies knowledge of place-based approaches, tools and methodologies to identify and interpret emerging trends and articulates how these could impact own work with place-based initiatives.

Application of place-based knowledge, tools and methodologies – Accomplished

ACCOMPLISHED - CAPABILITY DEFINITION – Applies in-depth knowledge of place-based approaches, tools and methodologies to address emerging trends and to support community-led work.

Behaviourally Anchored Rating Scale

1 – Unsatisfactory

☐ Approaches, tools and methodologies not applied or used in own work.

☐ Fails to identify and / or take into consideration relevant trends

2 – Needs improvement

☐ Limited knowledge of how to apply place-based approaches, tools and methodologies to address emerging trends and to support community-led work.

3 – Meets expectations

☐ Applies in-depth knowledge of place-based approaches, tools and methodologies to address emerging trends and to support community-led work.

4 – Exceeds expectations

☐ Supports others to address emerging trends by sharing knowledge of place-based approaches, tools and methodologies.

☐ Uses in-depth knowledge of place-based approaches to identify emerging trends and adapt work accordingly.

Application of place-based knowledge, tools and methodologies – Leading

LEADING - CAPABILITY DEFINITION - Draws on own expert knowledge of place-based approaches, tools and methodologies to support community-led work in diverse settings.

Behaviourally Anchored Rating Scale

1 – Unsatisfactory

☐ Fails to apply practical knowledge of place-based tools and methodologies to support community-led work

☐ Uses same approach in different settings without consideration for context.

2 – Needs improvement

☐ Uses limited knowledge of place-based approaches, tools and methodologies to support community-led work in diverse settings.

3 – Meets expectations

☐ Draws on own expert knowledge of place-based approaches, tools and methodologies to support community-led work in diverse settings.

4 – Exceeds expectations

☐ Shares expert knowledge of place-based approaches, tools and methodologies to support and empower communities to adapt these to their own context.

☐ Uses in-depth knowledge of place-based approaches to identify emerging trends and adapt work accordingly.

Enabling place-based approaches

Enabling place-based approaches – Foundational

FOUNDATIONAL - CAPABILITY DEFINITION - Recognises when place-based approaches might be useful to a community.

Behaviourally Anchored Rating Scale

1 – Unsatisfactory

☐ Has limited understanding of when place-based approaches might be useful to a community.

2 – Needs improvement

☐ Recognises when place-based approaches might be useful to a community on some occasions.

3 – Meets expectations

☐ Recognises when place-based approaches might be useful to a community.

4 – Exceeds expectations

☐ Identifies when place-based approaches might be useful to a community and is able to articulate the benefits of place-based work.

Enabling place-based approaches – Applied

APPLIED - CAPABILITY DEFINITION - Supports government and community partners to enable the delivery of place-based approaches.

Behaviourally Anchored Rating Scale

1 – Unsatisfactory

☐ Supports government only in the delivery of place-based approaches.

2 – Needs improvement

☐ Tries to lead, rather than support delivery of place-based approaches.

3 – Meets expectations

☐ Supports government and community partners to enable the delivery of place-based approaches.

4 – Exceeds expectations

☐ Creates an environment for sharing and collaboration between government and community partners.

Enabling place-based approaches – Accomplished

ACCOMPLISHED - CAPABILITY DEFINITION – Enables place-based approaches, proactively modifying the approach or cycling back to earlier stages in the process as needed.

Behaviourally Anchored Rating Scale

1 – Unsatisfactory

☐ Does not modify approach.

☐ Lacks understanding of when to cycle back to earlier stages in the process.

2 – Needs improvement

☐ Has limited understanding of when to modify approach or cycle back to earlier stages in the process.

3 – Meets expectations

☐ Enables place-based approaches, proactively modifying the approach or cycling back to earlier stages in the process as needed.

4 – Exceeds expectations

☐ Coaches and empowers others to identify when the approach should be modified and stages in the process should be revisited.

Enabling place-based approaches – Leading

LEADING - CAPABILITY DEFINITION - Identifies local strengths as well as local capability and capacity gaps to ensure the success of place-based approaches.

Behaviourally Anchored Rating Scale

1 – Unsatisfactory

☐ Does not support capability and capacity building.

☐ Fails to effectively leverage local strengths.

2 – Needs improvement

☐ Identifies only capability and capacity gaps within place-based approaches.

3 – Meets expectations

☐ Identifies local strengths as well as local capability and capacity gaps to ensure the success of place-based approaches.

4 – Exceeds expectations

☐ Leverages local strengths to enhance place-based approaches.

☐ Supports plans to build capability and capacity when gaps are identified.

Flexible Funding Models

Flexible Funding Models – Foundational

FOUNDATIONAL - CAPABILITY DEFINITION - Articulates the importance of flexibility, security, and coordination in place-based funding models.

Behaviourally Anchored Rating Scale

1 – Unsatisfactory

☐ Does not understand why flexibility, security and coordination are important in place-based funding models.

2 – Needs improvement

☐ Limited ability to articulate or explain why flexibility, security and coordination are important in place-based funding models.

3 – Meets expectations

☐ Articulates the importance of flexibility, security, and coordination in place-based funding models.

4 – Exceeds expectations

☐ Articulates and supports others to understand the importance of flexibility, security and coordination in place-based approaches.

Flexible Funding Models – Applied

APPLIED - CAPABILITY DEFINITION - Identifies opportunities associated with potential funding partners, seeking flexibility and alignment where possible.

Behaviourally Anchored Rating Scale

1 – Unsatisfactory

☐ Fails to create opportunities with potential funding partners.

2 – Needs improvement

☐ Creates funding arrangements without flexibility.

3 – Meets expectations

☐ Identifies opportunities associated with potential funding partners, seeking flexibility and alignment where possible.

4 – Exceeds expectations

☐ Actively seeks out opportunities with potential funding partners to create aligned, flexible funding arrangements.

Flexible Funding Models – Accomplished

ACCOMPLISHED - CAPABILITY DEFINITION –Proactively partners with funders from other organisations or jurisdictions to influence and align flexible funding agreements.

Behaviourally Anchored Rating Scale

1 – Unsatisfactory

☐ Does not engage effectively with funding partners resulting in inflexible and/or misaligned funding agreements.

2 – Needs improvement

☐ Partners with funders from other organisations or jurisdictions but fails to adequately influence and align flexible funding agreements.

3 – Meets expectations

☐ Proactively partners with funders from other organisations or jurisdictions to influence and align flexible funding agreements.

4 – Exceeds expectations

☐ Coaches others in how to partner with funders and influence and align flexible funding agreements.

☐ Creates opportunities for flexibility.

Flexible Funding Models – Leading

LEADING - CAPABILITY DEFINITION - Advocates for changes to government funding systems and processes to ensure best practice flexible funding principles are met

Behaviourally Anchored Rating Scale

1 – Unsatisfactory

☐ Does not identify opportunities to promote changes to government funding to create more flexibility.

2 – Needs improvement

☐ Fails to effectively leverage opportunities to promote changes to government funding to create more flexibility.

3 – Meets expectations

☐ Advocates for changes to government funding systems and processes to ensure best practice flexible funding principles are met.

4 – Exceeds expectations

☐ Effectively brokers changes to government funding systems and processes, in line with best practice flexible funding principles.

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Balancing Power and Sharing Accountability

Capability cluster definition: Understand and utilise power dynamics to share accountability and build trusting relationships with government and community partners.

Capabilities under this domain include:

• Awareness of own power
• Shared accountability and trust
• Flexibility during co-creation
• Awareness of power dynamics
• Balances government and community needs appropriately

Awareness of own power

Awareness of own power – Foundational

FOUNDATIONAL - CAPABILITY DEFINITION - Identifies own power in each interaction and acts accordingly.

Behaviourally Anchored Rating Scale

1 – Unsatisfactory

☐ Uses own power inappropriately.

2 – Needs improvement

☐ Has limited understanding of own power.

3 – Meets expectations

☐ Identifies own power in each interaction and acts accordingly.

4 – Exceeds expectations

☐ Identifies and articulates own power in interactions with others.

☐ Shows consideration of different power dynamics in interactions with others.

Awareness of own power – Applied

APPLIED - CAPABILITY DEFINITION - Declares own agenda to help make power dynamics more transparent.

Behaviourally Anchored Rating Scale

1 – Unsatisfactory

☐ Uses own power inappropriately.

2 – Needs improvement

☐ Does not declare own agenda.

3 – Meets expectations

☐ Declares own agenda to help make power dynamics more transparent.

4 – Exceeds expectations

☐ Declares own agenda to help make power dynamics more transparent and encourages others to do so.

Awareness of own power – Accomplished

ACCOMPLISHED - CAPABILITY DEFINITION – Balances dynamics of power to ensure all stakeholders are empowered to make decisions.

Behaviourally Anchored Rating Scale

1 – Unsatisfactory

☐ Uses power or allows others to use their power to create outcomes which favour some stakeholders over others.

2 – Needs improvement

☐ Is unaware of power dynamics in stakeholder groups.

3 – Meets expectations

☐ Balances dynamics of power to ensure all stakeholders are empowered to make decisions.

4 – Exceeds expectations

☐ Coaches others on power dynamics and how to balance this to empower stakeholders to make decisions.

Awareness of own power – Leading

LEADING - CAPABILITY DEFINITION - Role models effective use of own power to create a culture where power-sharing is expected and embraced.

Behaviourally Anchored Rating Scale

1 – Unsatisfactory

☐ Uses power or allows others to use their power to create outcomes which favour some stakeholders over others.

2 – Needs improvement

☐ Has limited understanding of power dynamics in stakeholder groups.

3 – Meets expectations

☐ Role models effective use of own power to create a culture where power-sharing is expected and embraced.

4 – Exceeds expectations

☐ Provides thought leadership and direction on how to share power and create a culture where this is expected and embraced.

Anticipates power imbalances and takes proactive action to address this.

Shared accountability and trust

Shared accountability and trust – Foundational

FOUNDATIONAL - CAPABILITY DEFINITION - Outlines how transparency and shared accountability can build trust.

Behaviourally Anchored Rating Scale

1 – Unsatisfactory

☐ Fails to outline how transparency and accountability can build trust.

2 – Needs improvement

☐ Has limited understanding of how transparency and accountability can build trust.

3 – Meets expectations

☐ Outlines how transparency and shared accountability can build trust.

4 – Exceeds expectations

☐ Is transparent in interactions with others.

☐ Encourages shared accountability with stakeholders.

Shared accountability and trust – Applied

APPLIED - CAPABILITY DEFINITION - Consistently delivers on commitments to build and maintain trusting relationships.

Behaviourally Anchored Rating Scale

1 – Unsatisfactory

☐ Fails to deliver on commitments to stakeholders.

2 – Needs improvement

☐ Inconsistently delivers on commitments to build and maintain trusting relationships.

3 – Meets expectations

☐ Consistently delivers on commitments to build and maintain trusting relationships.

4 – Exceeds expectations

☐ Builds and maintains long-term trusting relationships by consistently delivering on commitments.

Shared accountability and trust – Accomplished

ACCOMPLISHED - CAPABILITY DEFINITION – Role-models respectful and trusting relationships amongst stakeholders, encouraging shared accountability.

Behaviourally Anchored Rating Scale

1 – Unsatisfactory

☐ Fails to build trust with stakeholders.

2 – Needs improvement

☐ Inconsistent relationships with stakeholders where trust and shared accountability is limited.

3 – Meets expectations

☐ Role-models respectful and trusting relationships amongst stakeholders, encouraging shared accountability.

4 – Exceeds expectations

☐ Seeks input from stakeholders on working relationship with a view to developing trust and respect and encouraging accountability.

Shared accountability and trust – Leading

LEADING - CAPABILITY DEFINITION - Fosters a culture of shared accountability and transparency by prioritising community needs to build and maintain trusting relationships.

Behaviourally Anchored Rating Scale

1 – Unsatisfactory

☐ Does not share responsibility for outcomes with community.

☐ Is not transparent with stakeholders.

2 – Needs improvement

☐ Focuses on government needs above those of the community.

☐ Fails to sufficiently advocate for community needs within government.

3 – Meets expectations

☐ Fosters a culture of shared accountability and transparency by prioritising community needs to build and maintain trusting relationships.

4 – Exceeds expectations

☐ Provides thought leadership and direction within government on creating shared accountability and transparency.

☐ Creates long term strategies to develop shared accountability and transparency between communities, government and other stakeholders.

Flexibility during co-creation

Flexibility during co-creation – Foundational

FOUNDATIONAL - CAPABILITY DEFINITION - Discusses the importance of collaborative engagement principles and how they relate to place-based approaches.

Behaviourally Anchored Rating Scale

1 – Unsatisfactory

☐ Fails to articulate the importance of collaborative engagement principles and how they relate to place-based approaches.

2 – Needs improvement

☐ Has limited understanding of collaborative engagement principles and their relevance to place-based approaches.

3 – Meets expectations

☐ Discusses the importance of collaborative engagement principles and how they relate to place-based approaches.

4 – Exceeds expectations

☐ Discusses how collaborative engagement principles relate to own work with place-based initiatives.

Flexibility during co-creation – Applied

APPLIED - CAPABILITY DEFINITION - Demonstrates openness when working with new ideas or suggestions during collaborative engagement.

Behaviourally Anchored Rating Scale

1 – Unsatisfactory

☐ Is not open to the ideas of others.

2 – Needs improvement

☐ Demonstrates limited openness to new ideas or suggestions during collaborative engagement.

3 – Meets expectations

☐ Demonstrates openness when working with new ideas or suggestions during collaborative engagement.

4 – Exceeds expectations

☐ Actively encourages different ideas and suggestions from a wide range of stakeholders during collaborative engagement.

Flexibility during co-creation – Accomplished

ACCOMPLISHED - CAPABILITY DEFINITION – Encourages openness and flexibility when collaborating under challenging circumstances.

Behaviourally Anchored Rating Scale

1 – Unsatisfactory

☐ Does not engage with stakeholders or is inflexible under challenging circumstances.

2 – Needs improvement

☐ Shows limited flexibility when collaborating in challenging circumstances.

3 – Meets expectations

☐ Encourages openness and flexibility when collaborating under challenging circumstances.

4 – Exceeds expectations

☐ Uses openness and flexibility as a strategy to navigate through challenging circumstances to seek mutually beneficial outcomes.

Flexibility during co-creation – Leading

LEADING - CAPABILITY DEFINITION - Acts as a role model for collaboration by owning mistakes and encouraging similar openness and flexibility in others.

Behaviourally Anchored Rating Scale

1 – Unsatisfactory

☐ Hides mistakes from others.

☐ Repeats same mistakes in future work.

2 – Needs improvement

☐ Fails to take adequate ownership of mistakes or encourage openness in others.

3 – Meets expectations

☐ Acts as a role model for collaboration by owning mistakes and encouraging similar openness and flexibility in others.

4 – Exceeds expectations

☐ Creates opportunities for others to learn from their own mistakes and those of others.

Awareness of power dynamics

Awareness of power dynamics – Foundational

FOUNDATIONAL - CAPABILITY DEFINITION - Articulates and maps intersecting power dynamics.

Behaviourally Anchored Rating Scale

1 – Unsatisfactory

☐ Is unaware of power dynamics within a place-based initiative.

2 – Needs improvement

☐ Shows limited awareness of power dynamics within a place-based initiative.

3 – Meets expectations

☐ Articulates and maps intersecting power dynamics.

4 – Exceeds expectations

☐ Articulates, maps and creates transparency around intersecting power dynamics.

Awareness of power dynamics – Applied

APPLIED - CAPABILITY DEFINITION - Uses understanding of power dynamics to get better outcomes for a place-based initiative.

Behaviourally Anchored Rating Scale

1 – Unsatisfactory

☐ Shows limited understanding of power dynamics and how they can impact a place-based initiative.

2 – Needs improvement

☐ Fails to use understanding of power dynamics to create opportunities for a place-based initiative.

3 – Meets expectations

☐ Uses understanding of power dynamics to get better outcomes for a place-based initiative.

4 – Exceeds expectations

☐ Shares knowledge with others about how to leverage power dynamics to create opportunities for better outcomes for a place-based initiative.

Awareness of power dynamics – Accomplished

ACCOMPLISHED - CAPABILITY DEFINITION – Supports others to understand power dynamics and their impact on place-based initiatives.

Behaviourally Anchored Rating Scale

1 – Unsatisfactory

☐ Does not share information on power dynamics with others.

2 – Needs improvement

☐ Fails to support others to understand power dynamics and their impact on place-based initiatives.

3 – Meets expectations

☐ Supports others to understand power dynamics and their impact on place-based initiatives.

4 – Exceeds expectations

☐ Supports others to understand power dynamics in place-based initiatives and creates transparency around this.

Awareness of power dynamics – Leading

LEADING - CAPABILITY DEFINITION - Holds others to account for the ethical use of power dynamics to achieve effective place-based outcomes.

Behaviourally Anchored Rating Scale

1 – Unsatisfactory

☐ Fails to hold others to account when unethical use of power dynamics is occurring in a place-based initiative.

2 – Needs improvement

☐ Limited understanding of what an unethical use of power looks like in a place-based initiative.

3 – Meets expectations

☐ Holds others to account for the ethical use of power dynamics to achieve effective place-based outcomes.

4 – Exceeds expectations

☐ Provides thought leadership across government about power dynamics in place-based initiatives.

☐ Creates policies and/or systems to hold others to account for the ethical use of power dynamics to achieve outcomes in place-based initiatives.

Balances government and community needs appropriately

Balances government and community needs appropriately – Foundational

FOUNDATIONAL - CAPABILITY DEFINITION - Balances listening with contributing, in order to represent government and community appropriately.

Behaviourally Anchored Rating Scale

1 – Unsatisfactory

☐ Does not effectively listen to others.

2 – Needs improvement

☐ Takes an overactive role in contributing to government and community discussions at the expense of providing others with the opportunity to contribute.

3 – Meets expectations

☐ Balances listening with contributing, in order to represent government and community appropriately.

4 – Exceeds expectations

☐ Has awareness of the right opportunities and forums to contribute and when it is more appropriate to listen and learn.

Balances government and community needs appropriately – Applied

APPLIED - CAPABILITY DEFINITION - Balances government priorities with community needs and opportunities when making recommendations.

Behaviourally Anchored Rating Scale

1 – Unsatisfactory

☐ Makes recommendations that are unduly favoured towards government or community.

2 – Needs improvement

☐ Inconsistently balances government priorities with community needs and opportunities when making recommendations

3 – Meets expectations

☐ Balances government priorities with community needs and opportunities when making recommendations.

4 – Exceeds expectations

☐ Makes recommendations that create mutually beneficial opportunities for both government and communities.

Balances government and community needs appropriately – Accomplished

ACCOMPLISHED - CAPABILITY DEFINITION – Advocates for government priorities while seeking alignment amongst diverse stakeholder groups.

Behaviourally Anchored Rating Scale

1 – Unsatisfactory

☐ Fails to create alignment between diverse stakeholders.

☐ Unable to get buy-in for government priorities from stakeholders.

2 – Needs improvement

☐ Advocates inconsistently for government priorities while seeking alignment amongst diverse stakeholder groups.

3 – Meets expectations

☐ Advocates for government priorities while seeking alignment amongst diverse stakeholder groups.

4 – Exceeds expectations

☐ Creates win-win solutions and outcomes for both government and diverse stakeholder groups.

Balances government and community needs appropriately – Leading

LEADING - CAPABILITY DEFINITION - Anticipates how changing government priorities may impact various stakeholder groups and manages these relationships accordingly.

Behaviourally Anchored Rating Scale

1 – Unsatisfactory

☐ Fails to communicate with stakeholders about changing government priorities.

2 – Needs improvement

☐ Does not recognise impact of changed priorities on stakeholders.

3 – Meets expectations

☐ Anticipates how changing government priorities may impact various stakeholder groups and manages these relationships accordingly.

4 – Exceeds expectations

☐ Scans horizon and strategically influences government priorities to minimise any negative impact on stakeholders.

☐ Provides clear advice on how changing priorities may impact stakeholders and works with stakeholders to manage any resulting issues.

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Adaptive and facilitative leadership

Capability cluster definition: Contribute to and foster a culture of iteration and learning from successes and failures.

Capabilities under this domain include:

• Demonstrates adaptive and facilitative leadership
• Helps move groups of people toward a goal
• Promotes a ‘test and learn culture’
• Encourages iterative learning approach

Demonstrates adaptive and facilitative leadership

Demonstrates adaptive and facilitative leadership – Foundational

FOUNDATIONAL - CAPABILITY DEFINITION - Applies the basic principles of adaptive and facilitative leadership to proactively learn about the viewpoints of various stakeholders.

Behaviourally Anchored Rating Scale

1 – Unsatisfactory

☐ Does not take into consideration the viewpoints of various stakeholders.

2 – Needs improvement

☐ Has limited understanding of adaptive and facilitative leadership.

3 – Meets expectations

☐ Applies the basic principles of adaptive and facilitative leadership to proactively learn about the viewpoints of various stakeholders.

4 – Exceeds expectations

☐ Uses adaptive leadership principles to learn from other viewpoints and apply learnings to own work / perspectives.

Demonstrates adaptive and facilitative leadership – Applied

APPLIED - CAPABILITY DEFINITION - Appropriately exercises own authority to vary from own organisation's agenda.

Behaviourally Anchored Rating Scale

1 – Unsatisfactory

☐ Adopts a rigid mindset prioritising only government objectives.

2 – Needs improvement

☐ Requires support to understand authority to vary from own organisation's agenda.

3 – Meets expectations

☐ Appropriately exercises own authority to vary from own organisation's agenda.

4 – Exceeds expectations

☐ Acts as an effective facilitator between stakeholders to support an agenda outside government.

Demonstrates adaptive and facilitative leadership – Accomplished

ACCOMPLISHED - CAPABILITY DEFINITION – Creates an environment where all government and community stakeholders have an equal voice and contribution to decision making.

Behaviourally Anchored Rating Scale

1 – Unsatisfactory

☐ Prioritises government or specific stakeholders’ voices over others.

2 – Needs improvement

☐ Decisions are made by some stakeholders and not others.

3 – Meets expectations

☐ Creates an environment where all government and community stakeholders have an equal voice and contribution to decision making.

4 – Exceeds expectations

☐ Effectively brokers and supports decision making where all government and community stakeholders have an equal voice and contribution.

Demonstrates adaptive and facilitative leadership – Leading

LEADING - CAPABILITY DEFINITION - Leads the development and implementation of organisational frameworks and structures that enable adaptive and facilitative leadership to thrive.

Behaviourally Anchored Rating Scale

1 – Unsatisfactory

☐ Has limited understanding of the organisational frameworks or systems that support adaptive and facilitative leadership.

2 – Needs improvement

☐ Requires support to develop and implement the organisational frameworks and structures that enable adaptive and facilitative leadership to thrive.

3 – Meets expectations

☐ Leads the development and implementation of organisational frameworks and structures that enable adaptive and facilitative leadership to thrive.

4 – Exceeds expectations

☐ Champions organisational and government wide frameworks that enable and support adaptive and facilitative leadership

Helps move groups of people toward a goal

Helps move groups of people toward a goal – Foundational

FOUNDATIONAL - CAPABILITY DEFINITION - Identifies a common goal as a first priority and articulates associated benefits.

Behaviourally Anchored Rating Scale

1 – Unsatisfactory

☐ Unable to identify common goal.

2 – Needs improvement

☐ Requires significant support to identify a common goal as a first priority and articulate associated benefits.

3 – Meets expectations

☐ Identifies a common goal as a first priority and articulates associated benefits.

4 – Exceeds expectations

☐ Supports others to identify common goals and benefits.

Helps move groups of people toward a goal– Applied

APPLIED - CAPABILITY DEFINITION - Facilitates diverse stakeholders towards a common goal.

Behaviourally Anchored Rating Scale

1 – Unsatisfactory

☐ Unable to identify common goal.

☐ Fails to see the needs and perspectives of diverse stakeholders.

☐ Engages with some but not all stakeholders.

2 – Needs improvement

☐ Requires significant support to facilitate diverse stakeholders towards a common goal.

3 – Meets expectations

☐ Facilitates diverse stakeholders towards a common goal.

4 – Exceeds expectations

☐ Able to support stakeholders individually and as a group to see the benefits of moving towards a common goal.

Helps move groups of people toward a goal–Accomplished

ACCOMPLISHED - CAPABILITY DEFINITION – Balances diverse group motivations, needs and values to find common ground.

Behaviourally Anchored Rating Scale

1 – Unsatisfactory

☐ Prioritises the needs of some stakeholders over others.

☐ Unable to articulate common ground for stakeholders.

2 – Needs improvement

☐ Requires support to articulate common ground for stakeholders.

3 – Meets expectations

☐ Balances diverse group motivations, needs and values to find common ground.

4 – Exceeds expectations

☐ Understands stakeholder motivations, needs and values and balances these to find common ground and shared goals.

Helps move groups of people toward a goal – Leading

LEADING - CAPABILITY DEFINITION - Puts the needs of the group as a whole above the needs of any group member to help move groups of people towards a goal.

Behaviourally Anchored Rating Scale

1 – Unsatisfactory

☐ Prioritises the needs of some stakeholders over others.

☐ Gives some stakeholders more opportunities for contribution and/or decision making than others.

2 – Needs improvement

☐ Requires support to articulate common ground for stakeholders.

3 – Meets expectations

☐ Puts the needs of the group as a whole above the needs of any group member to help move groups of people towards a goal.

4 – Exceeds expectations

☐ Influences stakeholders to prioritise the needs of the group above their own individual needs.

☐ Seeks opportunities to strengthen relationships with individual stakeholders to enhance the overall strength of the group.

Promotes a ‘test and learn’ culture

Promotes a ‘test and learn’ culture – Foundational

FOUNDATIONAL - CAPABILITY DEFINITION - Develops plans that include possibilities of failure and what the positive outcomes of those may be.

Behaviourally Anchored Rating Scale

1 – Unsatisfactory

☐ Does not take risks and fears failure.

2 – Needs improvement

☐ Requires significant support to develop plans that include possibilities of failure and what the positive outcomes of those may be.

3 – Meets expectations

☐ Develops plans that include possibilities of failure and what the positive outcomes of those may be.

4 – Exceeds expectations

☐ Turns failures into learning opportunities for self and others.

Promotes a ‘test and learn’ culture – Applied

APPLIED - CAPABILITY DEFINITION - Creates opportunities for stakeholders to share successes and failures and learn from them.

Behaviourally Anchored Rating Scale

1 – Unsatisfactory

☐ Discourages sharing of failures with/between stakeholders.

2 – Needs improvement

☐ Fails to create opportunities for stakeholders to share successes and failures and learn from them.

3 – Meets expectations

☐ Creates opportunities for stakeholders to share successes and failures and learn from them.

4 – Exceeds expectations

☐ Is transparent with own successes and failures so others can learn from them.

Promotes a ‘test and learn’ culture – Accomplished

ACCOMPLISHED - CAPABILITY DEFINITION – Creates an environment where people feel safe to “test and learn” and take appropriate risks.

Behaviourally Anchored Rating Scale

1 – Unsatisfactory

☐ Critical of others’ mistakes.

2 – Needs improvement

☐ Fails to take calculated risks when it would be appropriate to do so.

3 – Meets expectations

☐ Creates an environment where people feel safe to “test and learn” and take appropriate risks.

4 – Exceeds expectations

☐ Seeks regular feedback from others about culture and how this can support opportunities to “test and learn”.

Promotes a ‘test and learn’ culture – Leading

LEADING - CAPABILITY DEFINITION - Fosters a “test and learn” culture by placing value on and promoting innovative approaches, lessons learned and trying new ways of working.

Behaviourally Anchored Rating Scale

1 – Unsatisfactory

☐ Does not acknowledge or is critical of failure.

2 – Needs improvement

☐ Celebrates success only. Struggles to adopt “test and learn” culture and learn from the lessons of others.

3 – Meets expectations

☐ Fosters a ‘test and learn’ culture by placing value on and promoting innovative approaches, lessons learned and trying new ways of working.

4 – Exceeds expectations

☐ Role models and encourages others to share the benefits of creating a ‘test and learn’ culture to promote learning.

Encourages an iterative, learning approach

Encourages an iterative, learning approach – Foundational

FOUNDATIONAL - CAPABILITY DEFINITION - Uses self-reflection to identify ways to improve the current state.

Behaviourally Anchored Rating Scale

1 – Unsatisfactory

☐ Blames others for challenges or errors.

2 – Needs improvement

☐ Limited self-reflection and identification of ways to improve the current state.

3 – Meets expectations

☐ Uses self-reflection to identify ways to improve the current state.

4 – Exceeds expectations

☐ Takes accountability for making changes to own way of working to help improve current state.

Encourages an iterative, learning approach – Applied

APPLIED - CAPABILITY DEFINITION - Consistently adopts an iterative approach and learning mindset to problem solving and learning.

Behaviourally Anchored Rating Scale

1 – Unsatisfactory

☐ Gives up when things don’t go according to plan.

2 – Needs improvement

☐ Limited application of past learnings to current work.

3 – Meets expectations

☐ Consistently adopts an iterative approach and learning mindset to problem solving and learning.

4 – Exceeds expectations

☐ Role models using an iterative approach and learning mindset to solving problems and overcome setbacks.

Encourages an iterative, learning approach – Accomplished

ACCOMPLISHED - CAPABILITY DEFINITION – Encourages and participates in regular review discussions to evaluate lessons learned and apply these to next steps.

Behaviourally Anchored Rating Scale

1 – Unsatisfactory

☐ Does not undertake review sessions to evaluate lessons learned.

2 – Needs improvement

☐ Lessons learned are not applied effectively to next steps.

3 – Meets expectations

☐ Encourages and participates in regular review discussions to evaluate lessons learned and apply these to next steps.

4 – Exceeds expectations

☐ Leads review and evaluation sessions to evaluate lessons learned and shares findings with others.

Encourages an iterative, learning approach – Leading

LEADING - CAPABILITY DEFINITION - Creates and leads a culture of continuous improvement and learning.

Behaviourally Anchored Rating Scale

1 – Unsatisfactory

☐ Does not encourage, value or apply continuous improvement and learning.

2 – Needs improvement

☐ Inconsistently values and encourages continuous improvement and learning across team.

3 – Meets expectations

☐ Creates and leads a culture of continuous improvement and learning.

4 – Exceeds expectations

☐ Leads and embeds a culture of continuous improvement and learning by being transparent with own lessons learned.

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Place-based monitoring, evaluation and learning

Capability cluster definition: Conduct monitoring, evaluation and learning of place-based approaches.

Capabilities under this domain include:

• Application of place-based monitoring, evaluation and learning
• Leveraging lessons learned
• Communicating the benefits

Application of place-based monitoring, evaluation and learning

Application of place-based monitoring, evaluation and learning – Foundational

FOUNDATIONAL - CAPABILITY DEFINITION - Discusses the importance of monitoring, evaluation and learning when supporting place-based approaches.

Behaviourally Anchored Rating Scale

1 – Unsatisfactory

☐ Does not encourage or discuss monitoring, evaluation or learning with stakeholders.

2 – Needs improvement

☐ Inconsistently discusses monitoring, evaluation or learning with stakeholders.

3 – Meets expectations

☐ Discusses the importance of monitoring, evaluation and learning when supporting place-based approaches.

4 – Exceeds expectations

☐ Coaches others in monitoring, evaluation and learning.

Application of place-based monitoring, evaluation and learning – Applied

APPLIED - CAPABILITY DEFINITION - Undertakes monitoring, evaluation and learning in a way that is informed by the needs and interests of community stakeholders.

Behaviourally Anchored Rating Scale

1 – Unsatisfactory

☐ Monitoring, evaluation and learning is not consistently undertaken.

2 – Needs improvement

☐ Conducts monitoring, evaluation and learning using standard approach with no tailoring to the needs of the community and stakeholders.

3 – Meets expectations

☐ Undertakes monitoring, evaluation and learning in a way that is informed by the needs and interests of community stakeholders.

4 – Exceeds expectations

☐ Supports active engagement and ownership by community and stakeholders in monitoring, evaluation and learning processes.

Application of place-based monitoring, evaluation and learning –Accomplished

ACCOMPLISHED - CAPABILITY DEFINITION – Discusses and develops monitoring, evaluation and learning approaches with a variety of stakeholders to enhance outcomes and to strengthen this capability in others.

Behaviourally Anchored Rating Scale

1 – Unsatisfactory

☐ Undertakes monitoring, evaluation and learning with little discussion with stakeholders.

☐ Develops monitoring, evaluation and learning outcomes in isolation.

2 – Needs improvement

☐ Requires support to discuss and develop monitoring, evaluation and learning approaches with stakeholders

3 – Meets expectations

☐ Discusses and develops monitoring, evaluation and learning approaches with stakeholders to enhance outcomes and to strengthen this capability in others.

4 – Exceeds expectations

☐ Generates enthusiasm in others to develop collaborative outcomes in monitoring, evaluation and learning.

☐ Creates opportunities for capability development of others in monitoring, evaluation and learning.

Application of place-based monitoring, evaluation and learning – Leading

LEADING - CAPABILITY DEFINITION - Promotes monitoring, evaluation and learning practice and approaches that enhance outcomes and responds to local context including the diverse needs of stakeholders.

Behaviourally Anchored Rating Scale

1 – Unsatisfactory

☐ Stakeholders are not consulted on monitoring, evaluation and learning approaches.

2 – Needs improvement

☐ Stakeholders are consulted on monitoring, evaluation and learning approaches designed by government.

3 – Meets expectations

☐ Promotes monitoring, evaluation and learning practice and approaches that enhance outcomes and responds to local context including the diverse needs of stakeholders.

4 – Exceeds expectations

☐ Creates high levels of partner engagement in the development of collaborative outcomes in monitoring, evaluation and learning approaches.

Leveraging lessons learned

Leveraging lessons learned – Foundational

FOUNDATIONAL - CAPABILITY DEFINITION - Carefully listens to and reviews partners’ feedback to identify and address opportunities for continuous improvement.

Behaviourally Anchored Rating Scale

1 – Unsatisfactory

☐ Does not consider feedback about areas for improvement.

2 – Needs improvement

☐ Requires considerable support to identify areas for continuous improvement.

3 – Meets expectations

☐ Carefully listens to and reviews partners’ feedback to identify and address opportunities for continuous improvement.

4 – Exceeds expectations

☐ Identifies and implements opportunities for continuous improvement based on partners’ feedback.

Leveraging lessons learned – Applied

APPLIED - CAPABILITY DEFINITION - Proactively and confidently uses lessons learned to identify and address opportunities for continuous improvement.

Behaviourally Anchored Rating Scale

1 – Unsatisfactory

☐ Adopts an attitude of blame.

2 – Needs improvement

☐ Is resistant to self- reflection and identifying when things didn’t go well.

3 – Meets expectations

☐ Proactively and confidently uses lessons learned to identify and address opportunities for continuous improvement.

4 – Exceeds expectations

☐ Role models learning from failure or mistakes to create opportunities for improvement.

Leveraging lessons learned – Accomplished

ACCOMPLISHED - CAPABILITY DEFINITION - Shares lessons learned to anticipate community partner concerns and leverage opportunities for continuous improvement.

Behaviourally Anchored Rating Scale

1 – Unsatisfactory

☐ Does not share learnings with partners.

☐ Fails to identify opportunities for improvement based on past failures.

2 – Needs improvement

☐ Requires support to adequately identify opportunities for improvement based on past failures.

3 – Meets expectations

☐ Shares lessons learned to anticipate community partner concerns and leverage opportunities for continuous improvement

4 – Exceeds expectations

☐ Addresses community partner concerns and builds support for continuous improvement opportunities.

Leveraging lessons learned – Leading

LEADING - CAPABILITY DEFINITION - Leads and promotes a culture of continuous improvement alongside community partners based on lessons learned through monitoring, evaluation and learning.

Behaviourally Anchored Rating Scale

1 – Unsatisfactory

☐ Creates a culture where people are afraid to make mistakes or fail.

2 – Needs improvement

☐ Takes the lead in continuous improvement without adequate input or buy-in from community partners.

3 – Meets expectations

☐ Leads and promotes a culture of continuous improvement alongside community partners based on lessons learned through monitoring, evaluation and learning.

4 – Exceeds expectations

☐ Works across government to promote the benefits of working with community partners to identify lessons learned and build a culture of continuous improvement.

Communicating the benefits

Communicating the benefits – Foundational

FOUNDATIONAL - CAPABILITY DEFINITION - Describes the benefits of monitoring, evaluation and learning for place-based approaches.

Behaviourally Anchored Rating Scale

1 – Unsatisfactory

☐ Is unable to describe the benefits of monitoring, evaluation and learning for place-based approaches.

2 – Needs improvement

☐ Has limited understanding of benefits of monitoring, evaluation and learning.

3 – Meets expectations

☐ Describes the benefits of monitoring, evaluation and learning for place-based approaches.

4 – Exceeds expectations

☐ Describes and promotes the benefits of monitoring, evaluation and learning to both government and community partners.

Communicating the benefits – Applied

APPLIED - CAPABILITY DEFINITION - Clearly documents and communicates monitoring, evaluation and learning outcomes for a variety of stakeholder audiences.

Behaviourally Anchored Rating Scale

1 – Unsatisfactory

☐ Documentation of monitoring, evaluation and learning outcomes is unclear or incomplete.

2 – Needs improvement

☐ Communication of documented monitoring, evaluation and learning outcomes is sporadic or unclear.

3 – Meets expectations

☐ Clearly documents and communicates monitoring, evaluation and learning outcomes for a variety of stakeholder audiences.

4 – Exceeds expectations

☐ Clearly documents and communicates monitoring, evaluation and learning outcomes, tailoring these to different audiences and proactively engaging with stakeholders to ensure clear understanding.

Communicating the benefits – Accomplished

ACCOMPLISHED - CAPABILITY DEFINITION - Proactively shares monitoring, evaluation and learning outcomes with the community so that all parties can benefit equally.

Behaviourally Anchored Rating Scale

1 – Unsatisfactory

☐ Does not share monitoring, evaluation and learning outcomes.

2 – Needs improvement

☐ Only shares monitoring, evaluation and learning outcomes within government.

3 – Meets expectations

☐ Proactively shares monitoring, evaluation and learning outcomes with the community so that all parties can benefit equally.

4 – Exceeds expectations

☐ Shares monitoring, evaluation and learning outcomes with the community and explains the learnings, benefits and opportunities this presents.

Communicating the benefits – Leading

LEADING - CAPABILITY DEFINITION - Uses evidence gained from shared monitoring, evaluation and learning to advocate the value of lessons learned.

Behaviourally Anchored Rating Scale

1 – Unsatisfactory

☐ Fails to identify evidence from shared monitoring, evaluation and learning

2 – Needs improvement

☐ Does not advocate the value of mistakes or lessons learned.

3 – Meets expectations

☐ Uses evidence gained from shared monitoring, evaluation and learning to advocate the value of lessons learned.

4 – Exceeds expectations

☐ Champions shared monitoring, evaluation and learning across government and the community.

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Information and data sharing

Capability cluster definition: Improve information and data quality and sharing in line with privacy standards and other relevant information.

Capabilities under this domain include:

• Information and data sharing / advocacy
• Accessing information and data through others
• Improving data access, quality and relevance
• Adherence to relevant legislation

Information and data sharing advocacy

Information and data sharing advocacy – Foundational

FOUNDATIONAL - CAPABILITY DEFINITION - Describes information and data sharing requirements and restrictions, and why these exist.

Behaviourally Anchored Rating Scale

1 – Unsatisfactory

☐ Lacks an understanding about own responsibilities relating to data sharing

2 – Needs improvement

☐ Limited understanding of data sharing requirements and restrictions and the reasons for these.

3 – Meets expectations

☐ Describes information and data sharing requirements and restrictions, and why these exist.

4 – Exceeds expectations

☐ Supports others to understand responsibilities around data sharing requirements and restrictions.

Information and data sharing advocacy – Applied

APPLIED - CAPABILITY DEFINITION - Appropriately accesses and shares information and data internally and externally.

Behaviourally Anchored Rating Scale

1 – Unsatisfactory

☐ Shares information internally or externally that should not be shared.

2 – Needs improvement

☐ Unsure how to seek advice or further information on whether it would be appropriate to access and share information and data.

3 – Meets expectations

☐ Appropriately accesses and shares information and data internally and externally.

4 – Exceeds expectations

☐ Anticipates what information is required and accesses and shares this appropriately internally and externally.

☐ Supports others to access and share information appropriately.

Information and data sharing advocacy – Accomplished

ACCOMPLISHED - CAPABILITY DEFINITION - Proactively shares information and data with relevant internal and external stakeholders.

Behaviourally Anchored Rating Scale

1 – Unsatisfactory

☐ Shares information or data internally or externally that should not be shared

2 – Needs improvement

☐ Requires prompting and ongoing follow up to share information and data with relevant internal and external stakeholders

3 – Meets expectations

☐ Proactively shares information and data with relevant internal and external stakeholders.

4 – Exceeds expectations

☐ Proactively seeks requests from stakeholders on data and information required and shares this as appropriate.

Information and data sharing advocacy – Leading

LEADING - CAPABILITY DEFINITION - Leads or contributes to a culture of greater data transparency and efficiency and influences information and data sharing protocols both within and across organisations and communities.

Behaviourally Anchored Rating Scale

1 – Unsatisfactory

☐ Fails to encourage and support culture of data transparency and efficiency in own organisation or with communities.

☐ Represents government needs and requirements only

2 – Needs improvement

☐ Does not effectively influence information and data sharing protocols within and across organisations and communities.

3 – Meets expectations

☐ Leads or contributes to a culture of greater data transparency and efficiency and influences information and data sharing protocols both within and across organisations and communities.

4 – Exceeds expectations

☐ Champions a culture of data transparency and efficiency across both government and community, influencing information and data sharing protocols at a whole of government level.

Accessing information and data through others

Accessing information and data through others – Foundational

FOUNDATIONAL - CAPABILITY DEFINITION - Knows how and where to find relevant information and data and shares appropriately.

Behaviourally Anchored Rating Scale

1 – Unsatisfactory

☐ Shares information or data internally or externally that should not be shared.

2 – Needs improvement

☐ Requires substantial support to find relevant data.

3 – Meets expectations

☐ Knows how and where to find relevant information and data and shares appropriately.

4 – Exceeds expectations

☐ Finds new sources of relevant data and determines how to share this appropriately.

Accessing information and data through others – Applied

APPLIED - CAPABILITY DEFINITION - Confidently works with relevant internal and external stakeholders to obtain, share and interpret information and data.

Behaviourally Anchored Rating Scale

1 – Unsatisfactory

☐ Shares information or data internally or externally that should not be shared.

☐ Interprets information or data incorrectly.

2 – Needs improvement

☐ Requires substantial support to work with internal and external stakeholders to obtain, share and interpret information and data.

3 – Meets expectations

☐ Confidently works with relevant internal and external stakeholders to obtain, share and interpret information and data.

4 – Exceeds expectations

☐ Supports others to obtain, share and interpret information and data.

Accessing information and data through others – Accomplished

ACCOMPLISHED - CAPABILITY DEFINITION - Proactively develops and maintains relationships with government and community stakeholders to build a culture of information and data sharing.

Behaviourally Anchored Rating Scale

1 – Unsatisfactory

☐ Has limited engagement with stakeholders and community around the need to share information and data.

2 – Needs improvement

☐ Does not proactively develop and maintain relationships with government and community stakeholders to build a culture of information and data sharing.

3 – Meets expectations

☐ Proactively develops and maintains relationships with government and community stakeholders to build a culture of information and data sharing.

4 – Exceeds expectations

☐ Coaches others to building strong relationships between government and communities to creating information and data sharing culture.

Accessing information and data through others – Leading

LEADING - CAPABILITY DEFINITION - Leads, champions or enhances sustainable and ongoing information and data sharing arrangements between government and community data custodians.

Behaviourally Anchored Rating Scale

1 – Unsatisfactory

☐ Fails to create ongoing data sharing arrangements between government and community data custodians.

2 – Needs improvement

☐ Creates information and data sharing arrangements between government and community data custodians that are not sustainable.

3 – Meets expectations

☐ Leads, champions or enhances sustainable and ongoing information and data sharing arrangements between government and community data custodians.

4 – Exceeds expectations

☐ Provides thought leadership and direction around sustainable information and data sharing between government and community data custodians.

Improving data access, quality and relevance

Improving data access, quality and relevance – Foundational

FOUNDATIONAL - CAPABILITY DEFINITION - Recognises the importance of quality and relevance when collecting information and data.

Behaviourally Anchored Rating Scale

1 – Unsatisfactory

☐ Does not understand the importance of quality and relevance when collecting information and data.

2 – Needs improvement

☐ Information and data collected is of limited relevance.

3 – Meets expectations

☐ Recognises the importance of quality and relevance when collecting information and data.

4 – Exceeds expectations

☐ Consults carefully with data custodians to ensure data and information collected is relevant

Improving data access, quality and relevance – Applied

APPLIED - CAPABILITY DEFINITION - Prepares carefully considered data requests to relevant stakeholders to ensure that data received is appropriate and relevant.

Behaviourally Anchored Rating Scale

1 – Unsatisfactory

☐ Data requests are incomplete or inadequate to collect data or information required.

2 – Needs improvement

☐ Requires support to prepare data requests to relevant stakeholders.

3 – Meets expectations

☐ Prepares carefully considered data requests to relevant stakeholders to ensure that data received is appropriate and relevant.

4 – Exceeds expectations

☐ Supports others to develop high quality data requests to obtain appropriate and relevant data.

Improving data access, quality and relevance – Accomplished

ACCOMPLISHED - CAPABILITY DEFINITION - Identifies data access, quality and relevance issues, flagging concerns or seeking to influence change where possible.

Behaviourally Anchored Rating Scale

1 – Unsatisfactory

☐ Gives up when it is difficult to obtain data.

2 – Needs improvement

☐ Requires support to identify opportunities to influence or change data access, quality or relevance issues.

3 – Meets expectations

☐ Identifies data access, quality and relevance issues, flagging concerns or seeking to influence change where possible.

4 – Exceeds expectations

☐ Proactively partners with stakeholders to improve access, quality and relevance of data and information.

Improving data access, quality and relevance – Leading

LEADING - CAPABILITY DEFINITION - Leads or contributes to a culture of continuous improvement in data access, quality and relevance.

Behaviourally Anchored Rating Scale

1 – Unsatisfactory

☐ Fails to create and build a culture of continuous improvement in data access, quality and relevance.

2 – Needs improvement

☐ Maintains the same approach despite the need to make changes to the improvement of data access, quality and relevance.

3 – Meets expectations

☐ Leads or contributes to a culture of continuous improvement in data access, quality and relevance.

4 – Exceeds expectations

☐ Identifies champions to create and build a culture of continuous improvement in data access, quality and relevance.

Adherence to relevant legislation

Adherence to relevant legislation – Foundational

FOUNDATIONAL - CAPABILITY DEFINITION - Describes how seeking and sharing information is impacted by privacy standards and other relevant legislation.

Behaviourally Anchored Rating Scale

1 – Unsatisfactory

☐ Is unable to describe how seeking and sharing information is impacted by privacy standards and other relevant legislation up when it is difficult to obtain data.

2 – Needs improvement

☐ Has limited understanding of privacy standards and/or relevant legislation relating to data sharing.

3 – Meets expectations

☐ Describes how seeking and sharing information is impacted by privacy standards and other relevant legislation

4 – Exceeds expectations

☐ Actively applies understanding of privacy standards and other legislation by sharing information and data appropriately.

Adherence to relevant legislation – Applied

APPLIED - CAPABILITY DEFINITION - Appropriately applies and communicates privacy standards and other relevant legislation related to own work.

Behaviourally Anchored Rating Scale

1 – Unsatisfactory

☐ Shares or fails to share information appropriately.

2 – Needs improvement

☐ Has limited understanding of privacy standards and/or relevant legislation.

3 – Meets expectations

☐ Appropriately applies and communicates privacy standards and other relevant legislation related to own work.

4 – Exceeds expectations

☐ Supports others to apply and communicate privacy standards and relevant legislation as they apply to sharing information and data.

Adherence to relevant legislation – Accomplished

ACCOMPLISHED - CAPABILITY DEFINITION - Complies with privacy standards and other relevant legislation, flagging or addressing concerns.

Behaviourally Anchored Rating Scale

1 – Unsatisfactory

☐ Fails to comply with privacy standards or relevant legislation.

☐ Shares information inappropriately.

☐ Fails to share relevant information.

2 – Needs improvement

☐ Has limited understanding of privacy standards and/or relevant legislation.

3 – Meets expectations

☐ Complies with privacy standards and other relevant legislation, flagging or addressing concerns.

4 – Exceeds expectations

☐ Coaches others on privacy standards and legislation and their relevance to data and information sharing.

Adherence to relevant legislation – Leading

LEADING - CAPABILITY DEFINITION - Promotes compliance with government standards to create an expectation of legislation-informed practice.

Behaviourally Anchored Rating Scale

1 – Unsatisfactory

☐ Fails to identify opportunities to promote or encourage compliance with government standards around sharing data and information.

2 – Needs improvement

☐ Limited compliance with government standards to create an expectation of legislation-informed practice.

3 – Meets expectations

☐ Promotes compliance with government standards to create an expectation of legislation-informed practice.

4 – Exceeds expectations

☐ Champions compliance with government standards to create an expectation of legislation-informed practice at a whole of government level.

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Joined up work

Balance government and community needs to delivery effective place-based outcomes.

Capabilities under this domain include:

• Connecting and convening
• Working better in government

Connecting and convening

Connecting and convening – Foundational

FOUNDATIONAL - CAPABILITY DEFINITION - Identifies the roles of local government and community in place-based approaches.

Behaviourally Anchored Rating Scale

1 – Unsatisfactory

☐ Does not understand the different roles played by government and community in place-based approaches.

2 – Needs improvement

☐ Has limited understanding of the different roles played by government and community in place-based approaches.

3 – Meets expectations

☐ Identifies the roles of local government and community in place-based approaches.

4 – Exceeds expectations

☐ Supports others to identify the roles of government and community in place-based approaches.

Connecting and convening – Applied

APPLIED - CAPABILITY DEFINITION - Acts as a conduit between government and community to ensure the communities’ needs are met.

Behaviourally Anchored Rating Scale

1 – Unsatisfactory

☐ Has a limited understanding of the community’s needs.

2 – Needs improvement

☐ Prioritises government needs over those of the community.

3 – Meets expectations

☐ Acts as a conduit between government and community to ensure the communities needs are met.

4 – Exceeds expectations

☐ Supports and coaches others to act as a conduit between government and community to ensure the communities needs are met.

Connecting and convening – Accomplished

ACCOMPLISHED - CAPABILITY DEFINITION - Connects and convenes across government organisations and communities to provide seamless solutions for partners.

Behaviourally Anchored Rating Scale

1 – Unsatisfactory

☐ Gives up easily when facing resistance.

2 – Needs improvement

☐ Requires considerable support to identify and connect with government and stakeholders.

3 – Meets expectations

☐ Connects and convenes across government organisations and communities to provide seamless solutions for partners.

4 – Exceeds expectations

☐ Builds long term relationships by connecting and convening government organisations and communities to provide sustainable solutions for partners.

Connecting and convening – Leading

LEADING - CAPABILITY DEFINITION - Uses convening and influencing skills to promote collective buy-in and influence the agenda for how community needs can be met.

Behaviourally Anchored Rating Scale

1 – Unsatisfactory

☐ Uses own power to create solutions that benefit one stakeholder over another.

2 – Needs improvement

☐ Limited use of convening and influencing skills to promote collective buy-in and influence the agenda for how community needs can be met.

3 – Meets expectations

☐ Uses convening and influencing skills to promote collective buy-in and influence the agenda for how community needs can be met.

4 – Exceeds expectations

☐ Coaches others to convene and influence to create collective buy in.

Working better in government

Working better in government – Foundational

FOUNDATIONAL - CAPABILITY DEFINITION - Identifies the nuances of the relationship between government and community when undertaking place-based work.

Behaviourally Anchored Rating Scale

1 – Unsatisfactory

☐ Rushes in without taking time to adequately understand the dynamic between government and community in place-based approaches.

2 – Needs improvement

☐ Has a limited understanding of the nuances of the relationship between government and community when undertaking place-based work.

3 – Meets expectations

☐ Identifies the nuances of the relationship between government and community when undertaking place-based work.

4 – Exceeds expectations

☐ Identifies and can explain to others the nuances of the relationship between government and community when undertaking place-based work.

Working better in government – Applied

APPLIED - CAPABILITY DEFINITION - Effectively uses organisational politics to achieve effective community-led outcomes.

Behaviourally Anchored Rating Scale

1 – Unsatisfactory

☐ Is unaware of organisational politics and how they could impact community led outcomes.

2 – Needs improvement

☐ Requires significant support to use organisational politics to achieve effective community-led outcomes.

3 – Meets expectations

☐ Effectively uses organisational politics to achieve effective community-led outcomes.

4 – Exceeds expectations

☐ Has a strong understanding of organisational politics and advocates within this for community-led outcomes.

Working better in government – Accomplished

ACCOMPLISHED - CAPABILITY DEFINITION - Leverages lateral relationships to achieve effective community-led outcomes.

Behaviourally Anchored Rating Scale

1 – Unsatisfactory

☐ Fails to identify and build lateral relationships with relevant stakeholders.

2 – Needs improvement

☐ Requires support to leverage lateral relationships to achieve effective community-led outcomes.

3 – Meets expectations

☐ Leverages lateral relationships to achieve effective community-led outcomes.

4 – Exceeds expectations

☐ Builds strong lateral relationships with key stakeholders across government to achieve lasting community-led outcomes.

Working better in government – Leading

LEADING - CAPABILITY DEFINITION - Effectively breaks down silos internally to improve community-led outcomes.

Behaviourally Anchored Rating Scale

1 – Unsatisfactory

☐ Fails to identify and build lateral relationships with relevant stakeholders.

2 – Needs improvement

☐ Operates in a silo within own department / team only.

3 – Meets expectations

☐ Effectively breaks down silos internally to improve community-led outcomes.

4 – Exceeds expectations

☐ Works seamlessly across government to improve community-led outcomes.

☐ Acts as a role model to others demonstrating how to break down silos across government to achieve community-led outcomes.