a resource for agencies · a resource for agencies. 2 leading for the regions enquiries: ... across...

Leading for the regions

A resource for agencies

Leading for the regions2

Enquiries:

Public Sector CommissionDumas House, 2 Havelock Street, West Perth 6005Locked Bag 3002, West Perth WA 6872Telephone: (08) 6552 8500 Fax: (08) 6552 8710Email: [email protected] Website: www.publicsector.wa.gov.au

© State of Western Australia 2014There is no objection to this publication being copied in whole or part, provided there is due acknowledgement of any material quoted or reproduced from the publication. Published by the Public Sector Commission (Western Australia), June 2014. Copies of this publication are available on the Public Sector Commission website at www.publicsector.wa.gov.au

DisclaimerThe Western Australian Government is committed to quality service to its customers and makes every attempt to ensure accuracy, currency and reliability of the data contained in these documents. However, changes in circumstances after time of publication may impact the quality of this information. Confirmation of the information may be sought from originating bodies or departments providing the information.

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Leading for the regions 5

As community needs and expectations continue to increase, the Western Australian public sector must attract, support and retain skilled leaders. Approximately one in four employees work in the regions, but the number of senior leaders with regional experience is limited. Those responsible for decision making and policy development must have strong regional knowledge and networks, especially in the areas of succession planning, knowledge sharing and efficiency. They particularly need exposure to regional issues and trends, regardless of where they work.

This resource offers ideas and discussion points for agencies to share regional knowledge, experience and understanding around:

• employee capability and development

• workforce planning

• performance management

• succession planning

• collection and sharing of corporate knowledge

• communication

• recognition of achievements and best practice

• evaluation of time, effort and other resources

• particular challenges unique to the regions.

Consultation with regional and metropolitan leaders provided strong direction for the content of this resource. The focus areas relate to the sections in this resource.

Figure 1: This guide

Overview


In 2012/13, the Public Sector Commission secured ‘Royalties for Regions’ funding for a regional leadership feasibility study. This included a review of the regional employment profile and current regional leadership development offerings, followed by consultation to investigate leaders’ experiences, needs and expectations.

State public sector employment in the regions largely involves service delivery roles across diverse agencies including Education, Health, Corrective Services, Parks and Wildlife, Child Protection and Family Support, Agriculture and Food, Main Roads Western Australia, Housing, and Fire and Emergency Services, plus regional state training providers. This does not include entities listed in Schedule 1 of the Public Sector Management Act 1994 – for example, just under one third of sworn police officers are working regionally. These varied functions, in addition to the geographical sprawl of the state, make service delivery and leadership development critical and complex.

Managers and leaders were invited to focus groups held across the state to explore the current situation and future needs. Consultation showed that:

• attracting, retaining and developing regional employees and preparing for the future was challenging for many leaders

• there was strong enthusiasm for new and diverse approaches to leadership development

• regional leaders and those in metropolitan areas with regional responsibilities must be well supported and connected to promote success.

Five topic areas were discussed in focus groups:

Factors making regional leadership unique

Capabilities for regional leaders

Capabilities for metropolitan leaders with a regional focus

Successful policy delivery in the regions

Strategies for regional leadership development

Figure 2: Topic areas

Regional leadership study


Factors making regional leadership unique

A key finding was that regional leaders do not require different capabilities to metropolitan leaders. However, there are nuances which make regional leadership unique. Regional leadership is influenced by many factors including regional priorities, population, demographics, infrastructure, culture, environment, regional government presence (Commonwealth, state, local) and resources available to regional leaders.

Across the state, regional leaders:

• are the face of their agency within the local community

• are affected by geographic isolation and distance from Perth

• are subjected to increased occupational safety and health (OSH) considerations such as travel fatigue, isolation and work/life balance

• need to interpret policy to fit their regional context

• require greater generalist management skills

• have more autonomy and often greater responsibility for decisions made than some metropolitan colleagues

• manage the cultural considerations relevant to their region

• do not always have access to resources including information technology (IT), mobile reception and people.

I am the only person in the office so when I have to make a difficult decision, I need to ring colleagues to talk it through.

Regional public sector leader

Work/home life is different in the region. When I leave the office, I am still ‘on duty’. People in our community know where I work. A quick trip to the bakery on Saturday morning can turn into a half hour work discussion. We are accountable for agency decisions and have to deal with the public even when they do not like our response.


In addition, regional leaders may:

• access leadership opportunities earlier in their career

• have broad and diverse roles, often with significant responsibility

• experience limited vertical career progression while working regionally

• have more people to manage than their metropolitan counterparts, often over greater distances

• manage a workforce of lower classifications.


Regional leaders mentioned the need for a strong breadth of knowledge on all management and leadership principles. The notion of ‘master of all trades’ was widely stated.

As a regional leader in the Pilbara, you need to be adept at managing natural disasters when they occur. It is not just the emergency response needs for the community, there are OSH considerations to keep our staff safe in times of cyclones and floods.


Capabilities for regional leaders and metropolitan leaders with a regional focus

During consultation, leadership skills, attributes and behaviours were often mentioned rather than capabilities. These are summarised in Appendix A. The regional leadership model captures capabilities needed by all leaders regardless of location.

Because of our location, few people apply for advertised roles and even fewer have the experience we need. They are important roles and I need to fill them. I need all the help I can get.


Successful policy delivery in the regions

Leaders stated that policy was successful when it addressed a regional need and had clear purpose and scope. Sound political engagement, senior leadership priority and support from metropolitan managers was critical, as was the engagement of regional staff and community stakeholders. Cultural awareness was vital, together with relevant measures and effective reporting.

It is an advantage being in the country with an MP in the same street, and he certainly knows what we are about and what we are working on. I feel a bit like the agency is ‘on show’ though and the buck stops with me. If I make a mistake, everyone gets to see it. Visibility has its downsides!


Leaders strongly emphasised that policy positions and decision making must occur with a ‘regional lens’. This involves challenging conventional thinking, seeking diverse perspectives, taking an ‘outside-in’ view to strategic planning, having a whole-of-state mindset, managing trade-offs and ambiguity, and collaborating across boundaries.


Strategies for regional leadership development

Regional leaders are looking for more than formal leadership training.

Do not just fly us down to Perth and provide a week long leadership program delivered by ‘experts’. We want to share our knowledge, experience and success stories and learn from agency and regional leaders who understand our business.


Suggestions on ways to best meet the different learning styles, experience levels and expertise include:

• regional public sector leaders as facilitators

• regional case studies and other customised content

• bringing regional and metropolitan leaders together in person or through technology to build relationships, share perspectives and experiences

• a variety of blended learning options such as forums, webinars, exchanges or projects

• flexible timing and locations.

Regional leaders face many competing demands, they work and deliver services to thin markets having to do much more with less coupled with the increasing accountability for all services delivered. They demonstrate resourcefulness and resilience, and they build and maintain networks of support and share knowledge and experience.


Public sector leadership capabilities, influenced by a range of factors, are expressed through blended learning options to suit different learning styles and business priorities. A focus on all areas, together with ongoing evaluation, promotes long-term outcomes.

Face of the agency

geographic isolation

policy adaptation

generalist management

autonomy/responsibility

culture

resources

Influences

shapes and manages strategy

achieves results

builds productive relationships

exemplifies personal integrity and awareness

communicates and influences

effectively

Leadership capability profile

stretch assignments, secondment and acting

opportunities, vertical and horizontal moves

increasing authority, job design, key projects,

learning from experiences

internships, boards, committees, community

activities and life experiences

conversations, feedback, networking

coaching, mentoring, job shadowing, action learning, peer learning

Blended learning70:20:10

formal training, qualifications, professional

development, seminars

Improved and lasting outcomes;

• metropolitan and regional leaders

• agencies• regions• the sector• the community.

Regional leadership model

development needs development needs development needs

Figure 3: The regional leadership model

Regional leadership model


Blended learning is a tested methodology and an approach particularly for different learning styles – it is a mindset, not just a formula. Compared with traditional learning, blended learning provides a more flexible and accommodating approach to meet their needs.

Research indicates that leaders are looking for up-to-date information and new challenges as part of their specific development, formal training on its own is not enough. Learning for leaders needs to be supplemented with building networks, strong working relationships and on the job experience.

The 70:20:10 blended learning model – widely attributed to Morgan McCall, Robert Eichinger and Michael Lombardo at the Center for Creative Leadership – helps meet these expectations for a diverse workforce.

70:20:10The blended learning approach

70

20 10

On the job

Relationships and networking

Formal training programs

Figure 4: 70:20:10 blended learning

Blended learning


Generally seventy (70) per cent of learning happens in the workplace – through experiences, job expectations, agreed outcomes, special projects or when practicing new skills, with twenty (20) per cent of the learning from others – through colleagues, managers, mentors and other networks. The other ten (10) per cent takes place in a formal setting. However, knowledge must be applied in practice and requires flexibility, highlighting that the percentages are a general guide.

Leaders with responsibilities in the regions are often highly knowledgeable, with a range of expertise and experience. They can draw on this experience to seek options that best address their different learning styles and promote long-term outcomes. Through blended learning, leaders are empowered to source their desired development opportunities throughout the year to suit their busy working schedules.


Blended learning options can be aligned to the leadership capabilities at low or no cost. They should reflect the regional context, chosen objectives, performance development needs and learning preferences.

Some options should be tested in advance, perhaps with colleagues, to check on timing, pace, clarity, questions raised and equipment needed. Colleagues can offer new perspectives and options may be combined for variety and impact.

Case studies

Case studies are an important and engaging way to share stories of success, best practice and learning, discuss critical incidents (positive and negative) and encourage collaboration.

Asking participants to do pre-reading or consider questions in advance helps secure their interest and it shows that the information is important. Consider using different methods for variety when sharing case studies (e.g. video, storytelling or inviting presenters). Guided discussion points prepared in advance can be adapted as topics emerge and experience is shared. Some case studies may cover particular corporate messages or focus areas, so a balance between preparation and flexibility will maximise learning.

Case studies do not need to be complex or too formal. Some can be explored through a series of activities over time, with different facilitators helping connect the information and ideas.

Recent case studies included:

• Morawa Education and Industry Training Alliance is an example of government best practice in mining and agriculture http://www.morawa.wa.gov.au/education-in-morawa.aspx

• Great Southern Development Commission and the University of Western Australia e.g. the Perth International Arts Festival Great Southern Festival program www.gsdc.wa.gov.au/node/22

• The Port of Broome ‘Work Safety Awards Western Australia public sector leadership for injury prevention and management’ www.publicsectorsafety.wa.gov.au/media/Port_of_Broome-Case_.pdf

Blended learning options


ConversationsConversations (e.g. informal brown bag lunches) are a useful and engaging way to explore topics of interest and encourage collaboration. Discussion leaders and topics can be listed on a schedule – perhaps bi-monthly or quarterly – for planning, based on agency and business needs. Allow some flexibility for emerging topics and consider how to gain manager support so employees can attend. Over time, a conversation series can be rolled out across agencies or locations.

Leaders talking with leaders

The Australian Taxation Office holds teleconferences three or four times a year about topics such as preparing for change, strategic leadership and the development scorecard. A senior Tax Office leader has a conversation with a guest, and they are joined by individuals or small groups who have dialed in from across the country. Questions can be emailed in advance or by SMS during the hour timeslot. Past conversations are available on the Tax Office intranet for reflection and further discussion across teams, business and service lines.

Existing programsRegional leadership content and key messages can be incorporated into existing programs through discussion points, online materials, guest speakers, forums and follow-up activities. It is essential to strongly connect objectives, activities and outcomes to make best use of the time.

The Premier’s Awards

The Premier’s Awards for Excellence in Public Sector Management recognise quality service delivery and innovation across the sector. Recent regional achievements included:

• The East Kimberley development package transitional housing program (Improving Aboriginal outcomes category winner, Department of Housing)

• Esperance cleanup and recovery project (Managing the environment category winner, Department of Transport)

• Pilbara Cities project (Revitalising the regions category winner, LandCorp supported by Pilbara Development Commission and Department of Regional Development and Lands).

• Joining the dots: Aboriginal workforce development centres (Improving Aboriginal outcomes overall and category winner, Department of Training and Workforce Development).

The Public Sector Commission’s Graduate Future Leaders Program and the Public Sector Management Program partner with the Premier’s Awards to learn from winners and finalists, share best practice and promote future nominations.


Exchange visits and secondments

There is no substitute for first-hand regional experience over an extended time. Exchange visits, and particularly secondments, give leaders valuable exposure to metropolitan or regional agencies, networks and decision makers, beyond their normal roles. They can explore different regional issues, opportunities and challenges and work with local government and communities. Exchange programs, be they at a state or international level, achieve strong outcomes.

Keeper exchanges

Zoos worldwide are increasingly collaborating across borders for conservation and species management. Perth Zoo’s keeper exchange program allows employees to work in a different location to learn from others, share information and contribute to the profession and body of knowledge.

Perth Zoo keepers find a colleague interested in an exchange and secure the support of managers and the organisation. They are paid by their home employers during the exchange, but travel and other arrangements are self-funded. Keepers have exchanged with Germany, Ireland and Switzerland in recent years. Zoo horticulturalists have also taken advantage of the program with an exchange to San Diego recently occurring. While exchanges happen infrequently, they are seen as a privilege for participants and an important part of the Zoo’s professional development and global focus.

When leaders are travelling to different regions or agencies, structure and context is critical. Agencies could design workshops or discussion points for individuals or small groups covering:

• overview and objectives for participants, agency and the sector

• key contacts during the exchange at both agency and local level

• mentoring process

• maximising benefits from online collaboration tools

• strategies for success (e.g. information from a past participant)

• communication

• logistics

• OSH considerations

• evaluation and reporting.


External providers

Industry groups, professional associations and training and development providers all provide important contributions to regional leadership development, but they should not be the first option. When external providers are used, leaders can be supported to share information and learning with colleagues back in the workplace or perhaps trial a presentation or facilitation style which worked well. This promotes capability building in both content and delivery.

Information about various providers is given in Appendix E.

Higher duties

Leaders mentioned difficulties in attracting and retaining suitably skilled and motivated staff in the regions, so it is valuable to look beyond immediate work areas for backfill and relief work. Agencies are encouraged to find opportunities for short-term higher duties across regional and metropolitan areas. Formal and informal networks can help leaders identify and facilitate arrangements.

I would like to see more sharing of employees for higher duties within and across regions and agencies. It offers variety of work, new perspectives and a sense of us working together. We need to look more widely instead of just ‘my team’, ‘my office’ or ‘my people’.

Metropolitan public sector leader

Job shadowing

Structured job shadowing helps leaders learn from others, share experience and build a whole of sector perspective. A metropolitan leader can shadow a colleague with regional responsibilities to gain a better understanding of demands and opportunities, or a regional leader can spend time with a colleague from another agency. It is useful if job shadowing is arranged around important meetings, key initiatives and events or to reinforce formal training.


Meetings, presentations and events

To increase regional understanding, agencies are encouraged to build opportunities for collaboration through meetings, presentations, events and similar. Some suggestions are:

• inviting regional leaders to present or facilitate at metropolitan meetings and vice versa, to share examples or experience and increase regional awareness

• using Westlink to invite regional leaders into metropolitan managers’ discussions

• recording regional presentations and activities for sharing across regions and the sector

• encouraging further use of online resources including presentations from senior managers and leaders in real time–live streaming. These can provide valuable perspectives and useful prompts for local discussions.

Regional conferences

In 2013, Northam hosted one of seven Regional Outlook conferences held across the nation. The one day conferences promote innovation, productivity, community vitality and environmental sustainability and offer many strategies for regional leadership development.

The Northam conference covered topics including impacts from the global economy, future directions for the Wheatbelt, change management and regional communication. Facilitated sessions offered strong variety and regular time for questions.

The conferences are an important opportunity for leaders to collaborate, network and share good practice.

Mentoring

Well-matched mentoring pairs provide a rich learning experience for both parties. Mentoring requires trust, respect, open communication and commitment. Benefits include:

• new perspectives and approaches to consider

• enhanced relationship building skills

• recognition of experience

• increased motivation and work satisfaction.

Mentoring across the regions (e.g. a regional leader in the north west and a metropolitan leader) and agencies (e.g. colleagues who worked together previously but are now in very different roles) are two examples which support capability building.

The Commission provides ongoing support for mentors and mentees.


Professional development assistance

For maximum benefit, professional development must be well structured with clear links to the agency business direction and performance management system and sound preparation, approval and reporting arrangements.

Professional development assistance program

At Perth Zoo, learning and development extends well beyond the training room. The professional development assistance program links employees’ passions with the Zoo’s values and goals through activities such as volunteer work, projects, visits, conference attendance or research.

Employees initiate and drive the process which is subject to satisfactory performance, recommendations of senior staff, the Zoo’s financial and operational capacity and overall merit. Limited funding is available. A report or presentation to staff must be provided on return.

The program strongly promotes career development, workforce capability building and the sharing of best practice. Types of activities initiated by staff and supported by the Zoo include attendance at conferences in areas of professional relevance and volunteer work in conservation projects locally and overseas.


Relationships and networking

The study showed regional leaders highly value their relationships and networks. There is scope to further develop networks in some regional areas and events can be arranged so leaders can collaborate, share success stories and learn from others. Technology offers many options to bring people together.

Blackboard Elluminate

The Department of Training and Workforce Development (DTWD) makes good use of technology to connect colleagues across the regions.

Blackboard Elluminate is an online meeting/training facility accessed using a computer, internet connection, headphones and camera, if available. DTWD sends login details to participants and instruction is given through the program. Participants often learn to use it in just ten minutes.

Elluminate promotes democracy in meetings. Participants click on an icon to contribute, names are automatically placed in order and emoticons allow them to give feedback about clarity, agreement, disagreement and similar. A noticeboard is used for written comments in real time and information can be uploaded for sharing and review.

DTWD believes Elluminate is easier to participate in than a teleconference or videoconference, and much cheaper. While there are sometimes problems with sound quality or logins, this can occur in any medium.

Relationships and networking also includes collaboration about professional development. The Department for Child Protection and Family Support, for example, have a statewide learning and development network to actively support blended learning by identifying opportunities, sharing resources and promoting best practice.

Stretch assignments

Stretch assignments are a key development activity to put leaders outside of their comfort zones, knowledge and expertise. Stretch assignments need to be more than ‘sink or swim’, and leaders should be encouraged to develop networks, find a mentor and include reflection time to enhance learning. Clear key performance indicators (e.g. goals which are specific and measurable) are needed so leaders can work towards achievable outcomes. Results of stretch assignments may inform future case studies, presentations, activities or initiatives.


Work-based projects

Targeted work-based projects can be helpful for consolidation of training and development and to build upon other blended learning options. For maximum outcomes, it is useful to incorporate content (e.g. the chosen issue, approach, results and future directions) and process (e.g. the leader’s development, expressed personally).

The Public Sector Management (PSM) Program includes a structured project proposal and report focused on the needs of participants, agencies and the sector. A similar approach can be used for regional leadership, with information shared widely.

Recent PSM Program work-based projects

The PSM Program concludes with a significant work-based project where participants highlight their achievements, personal development and the relationships they have established.

Regional projects such as a Human Resources strategy for Kalgoorlie/Boulder and a knowledge management study in the Southern Wheatbelt Primary Health Service supported innovation, research capacity and good practice across the state.

Video clips

Many short, topical video clips are available for discussion or reflection. The challenge is to be discerning about what is used and have clear reasons for time spent. Agencies may need to investigate dedicated logins, terminals or mobile access based on IT policies.

Online information supports leadership development processes too, such as blended learning:

• The 70:20:10 Forum https://www.702010forum.com

• Charles Jennings and Fuse Universal – 70:20:10 www.youtube.com/watch?v=t6WX11iqmg0

• Charles Jennings on why he supports the 70:20:10 model www.youtube.com/watch?v=FkB0ECkXd_U

• Kelly Kajewski - Demystifying the 70:20:10 model www.youtube.com/watch?v=LQ2HMtFwmY0


Blended learning is efficient and dynamic because it caters for different abilities, interests, learning styles and motivations. Working through the steps of the regional leadership model will help align development needs to options and outcomes.

Regional leaders: building a new team

Jemma is a level 8 regional employee. Her agency is starting a program for ‘at risk’ customers and she needs to build a team of ten people in the next quarter. Jemma worked for many years in customer service, but has not led teams before. She and her Perth manager, Rachel, identified generalist management skills (the regional influence) as an immediate development focus. They have linked this to the ‘achieves results’ leadership capability, particularly two indicators:

• Builds effective teams with complementary skills

• Allocates resources in a flexible manner across work areas to deliver the best results for the organisation.

Jemma and Rachel are not looking for training. It would not be easy to attend, and Jemma prefers to experience things in an active way and apply her learning on the job. They have thought about blended learning options, what needs to be achieved and when. They are using job shadowing and a stretch assignment. Job shadowing will be one day a week over six weeks with a leader from another agency who manages a team out of the region, and the stretch assignment is building the new team.

Jemma and Rachel agreed to this task in a performance development session and they mapped out goals, milestones and evidence. They discussed sources of support, including Jemma’s mentor who was able to offer different perspectives and some ‘distance’ from the day-to-day demands of the task.

Desired outcomes include experience and increased capability for Jemma, formation of the team for the agency and stakeholders, and collaboration across the sector. Evaluation will be used by Jemma, Rachel and others.

Jemma’s agency may need another team in future. She can share her skills and experience down the track.

Blended learning in practice


Metropolitan leaders with regional responsibilities can also take a comprehensive approach.

Metropolitan leaders with regional responsibilities: media liaison arrangements

Kylie coordinates media liaison for her agency which manages significant projects statewide. This is a 24/7 on call role, centralised from Perth for many years. The executive has now decided that senior regional leaders (five people at level 9 or above) can contribute to media liaison to help with succession planning, sharing of duties and unplanned situations. It is critical that community and media relations are not compromised, so many people are closely monitoring the changeover.

In the past, Kylie talked with relevant regional employees (including the five executives) and then responded to the media. This often took time, including repeat phone calls or emails to clarify information, but Kylie could always make sure corporate messages were consistent.

The change requires great trust across the organisation and Kylie needs to use a different skillset in working with regional colleagues. This is much more than a change to business process.

The regional leadership model will help align Kylie’s development needs with agency outcomes and her regional colleagues can do the same.

Kylie and her manager, John, will focus on the ‘face of the agency’ as a regional influence because it links well to media relations. The chosen leadership capability for the moment is ‘communicates and influences effectively’. The blended learning approach is to use a stretch assignment for Kylie to develop and test the new media liaison policies and processes, and two outcomes are having a local media contact in five regions and the quality of this contact over time. Both outcomes will be closely evaluated.

Gaining support

With so many blended learning options, it is vital to gather support in the short and long term. It is worth considering:

• how blended learning fits the agency culture — culture should drive but not limit the approach, and change may be needed

• endorsement from the corporate executive and senior leaders – they may need further information or time to discuss options

• current blended learning examples that can be shared

• suitable people across the agency or sector who can motivate and influence others and help address concerns e.g. some people may be pleased that training is not the first choice, but others may worry about consistency and control

• information available about regional colleagues, their work and what they can offer to capability building to help with action and planning.


Leaders’ expertise can be harnessed in many ways, such as:

• subject matter experts to support colleagues on the job – e.g. with higher duties or stretch assignments in person or remotely

• skilled leaders and managers who are role models with strong networks

• buddying and mentoring programs

• those who prefer to work with individuals or small groups

• others willing to share their experience at sessions or formal events.

The preparation checklist (Appendix B) has further detail.

By setting up a group of regional contacts, I built my own skills in networking and collaboration. It was not easy, but it has been worth it. I did not need to go far to find the opportunity and I used it as evidence for the leadership capability profiles. It has been a good strategy for the business and my own development.


Agency-specific factors

Agencies should consider factors specific to their operations, as these are not covered in this resource. Examples include:

• governing legislation

• agency vision, values and behaviours

• size, regional presence, structure, funding levels and dynamics

• leadership preferences of the Chief Executive Officer (CEO) and leadership team

• relationships with stakeholders (e.g. government, other agencies and sectors)

• work types, systems, policies and procedures

• human resource (HR) access, systems, practices and support

• IT support and availability.

We would like to do so much for regional leadership. To scope our efforts, we reviewed the legislation and matched this against local, regional and agency business plans and consultation feedback. Legislation gives us the power to act.

Metropolitan public sector leader


Evaluation covers preparation, decisions, actions and outcomes. This can include:

• what happened as planned

• what was unexpected – positive or negative

• the focus areas (e.g. parts of the regional leadership model or feedback from some stakeholders)

• the future options and directions

Employees, teams, managers, leaders and other stakeholders can all contribute. Decide on the information sought, then devise a suitable process and questions. Otherwise, the answers can be incomplete, poorly focused or difficult to use.

The New World Kirkpatrick Model

A quick online search will generate many evaluation strategies and examples. Structure promotes depth and relevance, but it does not need to be too complicated. Donald Kirkpatrick’s evaluation model, recently updated and expanded by Kirkpatrick Partners, is widely used for evaluation. While Kirkpatrick Partners refer to evaluation of training, the table below covers blended learning.

Table 1: Levels - The New World Kirkpatrick Model

Level Focus areas

1 Reaction Participants’ responses and involvement Potential for them to apply the experience back in the workplace

2 Learning Participants’ knowledge, skill and attitude Their confidence and commitment to making use of the experience

3 Behaviour Application in the workplace Structures to support the transfer of learning

4 Results How well outcomes were achieved Relevant indicators

Evaluation and follow-up


Consider the objective:

‘To harness regional leadership networks to share case studies and best practice in forums over the next two years.’

Evaluation levels can be matched to objectives and focus areas as follows:

Table 2: Evaluation matched to objectives and focus areas

Level Focus areas

1 Reaction Involves more than ‘happy sheets’–quick written comments – or ‘water cooler discussion’ such as ‘how was the forum?’. Targeted questions can be used to explore participants’ experience and involvement in the leadership networks and whether they will be able to apply this in different settings.

2 Learning Can cover the learning in more detail, plus participants’ confidence about using the experience and when and how they will do so.

3 Behaviour May occur later to see how well participants actually used their knowledge and experience from the network and what support was available.

4 Results May be assessed later to review which networks were used, content discussed, forums where this occurred and other results.

Aim for a balance between evaluation questions which are quick to answer (such as a five point scale) and those which take time but give depth. A template with sample questions is at Appendix D.

Evaluation feedback

It is tempting to quickly react to feedback, but it is worth taking time to reflect and allow colleagues to offer perspective.

Positive feedback can confirm that the blended learning approach was well designed and relevant for leaders and the situation. However, consistent positive feedback may mean that people are not being challenged enough, or perhaps what is offered is just entertaining or a change of scenery.

Negative feedback offers opportunities to listen and adjust plans. It can reflect circumstances such as organisational change and confirm why the difficult work is necessary. Sometimes logistics such as communication, location or break times can prevent leaders from being fully engaged – possibly these can be revised.

Neutral feedback may offer little direction either way. Perhaps employees’ motivation is of concern, or the types of evaluation and questions asked need to be revised.


Communication

The next step is to communicate the feedback.

Keeping people informed promotes future involvement. This can include:

• a feedback summary

• plans to update or expand current options

• new blended learning approaches

• examples of best practice

• verbatim feedback (de-identified)

• what participants are now doing or are doing differently

• connections to regional outcomes, local or agency key performance indicators (KPIs) or strategic plans.

Effective evaluation and communication can reveal new achievements as well.

Celebrating milestones and successes

It is vital to acknowledge individuals and networks of skilled people who support regional leadership development. Celebrating milestones for employees, teams and the agency builds momentum and a sense of leaders working together, even when they cannot all be in the same room. This is a chance to recognise cross-agency collaboration, build partnerships and plan for the future.


Best practice in leadership development must be recognised and shared. As shown in the Centre’s Strategic Plan, the Centre for Public Sector Excellence partners with many stakeholders, including an Advisory Board with CEOs and Directors General of agencies with employees across the state.

The Centre and the Public Sector Commission provide information, advice and support to the sector and would be pleased to connect colleagues working on regional leadership development. While various leadership initiatives are held across the year, leaders, regardless of location, can drive their own development, share knowledge and best practice and build lasting relationships.

For information and to register for upcoming leadership programs, visit www.publicsector.wa.gov.au/news-events/events

For more information or to provide feedback about this resource, please contact the Centre on (08) 6552 8803 or [email protected]

Feedback and further information


For Public Sector Commission information and publications including the Aboriginal Employment Strategy, Centre for Public Sector Excellence, Human Resource Minimum Obligatory Information Requirement (HRMOIR), Leadership Capability Profiles, Premier’s Awards, State of the Sector Report and Workforce Planning Toolkit, please refer to the Commission’s website www.publicsector.wa.gov.au

Australian Institute of Management Western Australia 2014, Australian Institute of Management (AIM) Western Australia, www.aimwa.com

Australian Public Service Commission 2005, eval(u)ating learning and development, www.apsc.gov.au/__data/assets/pdf_file/0020/7706/evaluation.pdf

Australian Public Service Commission 2012, APS Leadership and Core Skills Strategy 2012-13, www.apsc.gov.au/learn/leadership-and-core-skills

Australian Public Service Commission 2013, Leading Australia’s Future in the Asia-Pacific (LAFIA), www.apsc.gov.au/learn/leadership/lafia

Australian Public Service Commission and Australian National Audit Office 2003, Building capability: A framework for managing learning and development in the APS, www.apsc.gov.au/publications-and-media/current-publications/building-capability

Australian Rural Leadership Foundation 2013, Australian Rural Leadership Program: for established leaders, http://rural-leaders.com.au/general.php?type=content&section=programs&content=australian-rural-leadership-program-for-established-leaders

Australian Taxation Office, Australian Taxation Office, www.ato.gov.au

Blackboard Inc. 2014, Elluminate Live! : Elluminate, www.elluminate.com/Services/Training/Elluminate_Live!/?id=418

Center for Creative Leadership 2014, Center for Creative Leadership at CCL.org, www.ccl.org/leadership/index.aspx?v=1.1

Committee for Economic Development of Australia (CEDA) 2013, Copland Leadership Program, www.ceda.com.au/events/copland-program

References and resource materials

http://rural-leaders.com.au/general.php?type=content&section=programs&content=australian-rural-leadership-program-for-established-leaders

http://rural-leaders.com.au/general.php?type=content&section=programs&content=australian-rural-leadership-program-for-established-leaders


Corporate Leadership Council 2008, Identifying high potential employees, https://clc.executiveboard.com/Public/PDF/HIPOTools.pdf

DeakinPrime 2013, Demystifying 70:20:10 White Paper, http://deakinprime.com/media/47821/002978_dpw_70-20-10wp_v01_fa.pdf

Department for Child Protection and Family Support 2013, People Development Framework 2013-2014, www.dcp.wa.gov.au/Organisation/Documents/People_Development_Framwork_2013-14.pdf

Department of Agriculture 2014, 2014 Regional Outlook conferences – Department of Agriculture, Fisheries and Forestry, www.daff.gov.au/abares/pages/conferences-events/regional-outlook.aspx?wasRedirectedByModule=true

Department of Commerce 2009, Finalists 2007 – WorkSafe – Department of Commerce, www.commerce.wa.gov.au/worksafe/Content/Services/Work_Safe_Awards/Finalists_2007.html

Department of Regional Development 2013, About the RRR Network, www.rrr.wa.gov.au/about/Pages/default.aspx

Department of the Premier and Cabinet, Public Sector Management Act 1994, www.slp.wa.gov.au/legislation/statutes.nsf/main_mrtitle_771_homepage.html

Department of Training and Workforce Development, The Department of Training and Workforce Development – Training and Workforce Development, www.dtwd.wa.gov.au/dtwd/detcms/portal/

Department of Training and Workforce Development 2013, Workforce Essential – templates and resources page, www.workplace-essentials.dtwd.wa.gov.au/useful-resources/templates-and-resources

Great Southern Development Commission 2014, Great Southern Festival | Great Southern Development Commission, www.gsdc.wa.gov.au/node/22

Hayward, S 2011, ‘Connecting leadership development to bottom line benefits’, Strategic HR Review, Vol. 10, No. 1, pp. 28-34, www.emeraldinsight.com/

infed.org 2001, infed.org | Peter Senge and the learning organization, http://infed.org/mobi/peter-senge-and-the-learning-organization

Institute of Public Administration Australia W.A., IPAA WA: Institute of Public Administration Australia (IPAA) WA Division, www.wa.ipaa.org.au

Jawun Indigenous Corporate Partnerships, Jawun: Indigenous Corporate Partnerships: Welcome, www.jawun.org.au/Home.aspx

www.dcp.wa.gov.au/Organisation/Documents/People_Development_Framwork_2013-14.pdf

www.dcp.wa.gov.au/Organisation/Documents/People_Development_Framwork_2013-14.pdf

www.daff.gov.au/abares/pages/conferences-events/regional-outlook.aspx?wasRedirectedByModule=true

www.daff.gov.au/abares/pages/conferences-events/regional-outlook.aspx?wasRedirectedByModule=true

www.commerce.wa.gov.au/worksafe/Content/Services/Work_Safe_Awards/Finalists_2007.html

www.commerce.wa.gov.au/worksafe/Content/Services/Work_Safe_Awards/Finalists_2007.html


Jennings, C & Wargnier, J 2010, ‘Experiential learning – a way to develop agile minds in the knowledge economy?’, Development and Learning in Organizations, Vol. 24, No. 3, 2010, pp. 14-16, www.emeraldinsight.com

Jung, C 2009, Evaluation in Instructional Design – Kirkpatrick’s 4 Level Model, http://etec.ctlt.ubc.ca/510wiki/Evaluation_in_Instructional_Design_-_Kirkpatrick’s_4_Level_Model

Kirkpatrick Partners 2014, Kirkpatrick Partners, The One and Only Kirkpatrick Company, www.kirkpatrickpartners.com

Leadership Western Australia 2012, Leadership Western Australia, www.leadershipwa.org.au

Local Government Association of South Australia 2011, Local Government Association of South Australia – LGA, www.lga.sa.gov.au/page.aspx?c=23138

Lombardo, M & Eichinger, R 2010, The Career Architect Development Planner, 5th edn, Korn/Ferry International powered by Lominger, Minneapolis, MN.

New South Wales Government, Public Service Commission 2012, How it is: State of the NSW Public Sector Report 2012, www.psc.nsw.gov.au/ArticleDocuments/220/SOPSR_WEB.pdf.aspx

Office of the Commissioner for Public Employment, Northern Territory Government 2011, Office of the Commissioner for Public Employment - Building Leadership Capability, www.ocpe.nt.gov.au/building_capability/leadership

Perth Zoo, Perth Zoo | Western Australia, www.perthzoo.wa.gov.au

PSM Program, Other Learning Resources – PSM Program, www.psmprogram.gov.au

Queensland Government: Public Service Commission 2013, Performance and development – For managers – Public Service Commission, www.psc.qld.gov.au/for-managers/performance-and-development.aspx

Shire of Morawa, More Success for MEITA!, www.morawa.wa.gov.au/news.asp?newsid=127

South Australian Regional Community Leadership Program, South Australian Regional Community Leadership Program, www.sarclp.org.au

State Services Authority 2013, State Services Authority: the state of the public sector in Victoria 2011-12, www.ssa.vic.gov.au/component/content/article/15/284-the-state-of-the-public-sector-in-victoria-2011-12.html

http://etec.ctlt.ubc.ca/510wiki/Evaluation_in_Instructional_Design_-_Kirkpatrick’s_4_Level_Model

http://etec.ctlt.ubc.ca/510wiki/Evaluation_in_Instructional_Design_-_Kirkpatrick’s_4_Level_Model

www.ssa.vic.gov.au/component/content/article/15/284-the-state-of-the-public-sector-in-victoria-2011-12.html

www.ssa.vic.gov.au/component/content/article/15/284-the-state-of-the-public-sector-in-victoria-2011-12.html


TAFE NSW, eZine – ICVET promoting emerging practice, http://lrrpublic.cli.det.nsw.edu.au/lrrSecure/Sites/Web/13289/ezine/year_2008/dec/article_workforce_capability.htm

The Australia and New Zealand School of Government, Overview | Australia and New Zealand School of Government, www.anzsog.edu.au/programs/overview

The Cranlana Programme 2013, The Cranlana Programme, www.cranlana.org.au

The Training Consortium (TTC), The Training Consortium, www.ttc.tas.gov.au

Victorian Leadership Development Centre 2009, VLDC, www.vldc.vic.gov.au

Work Safety Awards WA 2007, ‘Case study 2: Port of Broome’, http://publicsectorsafety.wa.gov.au/media/Port_of_Broome-Case_.pdf

http://lrrpublic.cli.det.nsw.edu.au/lrrSecure/Sites/Web/13289/ezine/year_2008/dec/article_workforce_capability.htm

http://lrrpublic.cli.det.nsw.edu.au/lrrSecure/Sites/Web/13289/ezine/year_2008/dec/article_workforce_capability.htm


Skills, attributes and behaviours are listed as stated during consultation. They have not been reclassified under the public sector leadership capabilities.

Regional and metropolitan leaders

• problem solving and decision making

• stakeholder consultation and community liaison

• influencing, negotiation and communication

• resilience and confidence to back decisions.

Regional leaders

Face of the agency:

• comprehensive understanding of the agency’s vision, values and priorities

• outstanding community relations skills

• media and public relations skills

• well-developed political astuteness

• strong interpersonal and influencing skills

• effective stakeholder management

• authenticity and courage.

Geographic isolation:

• ability to provide emotional and practical support to staff

• ability to develop innovative solutions

• capability to develop staff including mentoring and coaching

• an active approach to succession planning.

Policy adaptation:

• background of policy rationale

• a broad technical understanding

• excellent interpersonal and influencing skills

• well-developed political astuteness

• willingness to collaborate within and across agencies.

Generalist management:

• sound understanding of principles for HR, finance, government housing and compliance

• sound grasp of OSH principles and associated risk management

• a broad knowledge of technical functions.

Appendix A – Leadership skills, attributes and behaviours


Regional leaders

Autonomy/responsibility:

• sound judgement and approaches to ethical decision making

• advanced problem solving skills

• a willingness to seek advice or test assumptions

• sharing knowledge and experience

• strong relationships with key influencers across agency business streams.

Culture:

• understanding of Aboriginal cultural sensitivities

• ability to engage with Aboriginal people

• community engagement skills

• capacity to respond to natural disasters and manage needs of many stakeholders.

Resources:

• making the most of available resources

• innovative problem solving

• sharing resources across agencies

• influencing and persuading others.

Metropolitan leaders with regional responsibilities

• consider regional issues, including differing needs in each region

• genuinely consult and engage stakeholders within the regions

• understand the agency’s clients, products and service provision

• devolve authority and build decision making capability

• build an awareness of regional issues within their agencies

• support regional leaders to build a profile within their agency

• appreciate the resourcing available in the regions

• be mindful of the ‘tyranny of distance’

• understand the limitations of technology.


This checklist can help with planning for strong blended learning outcomes. All tasks may not be needed and some may occur in a different order.

Task Consideration Involvement Date/s 3

Assess current needs

Purpose of consultation

Existing information (e.g. employee feedback, KPIs, trends, influences)

Consultation format (e.g. discussions, focus groups, online survey)

Consultation topics and questions

Attendees/respondents

How to manage expectations

Timeframes

Key contacts

Collate and report on consultation feedback

Develop aims Input of corporate executive and senior leaders

Incorporate existing strategies (e.g. workforce, HR and agency)

Create broad and specific objectives

Test objectives with stakeholders

Appendix B – Preparation checklist


Task Consideration Involvement Date/s 3

Determine scope

Current priorities

Funding

Interest and expertise

Availability of key staff

Timeframes

Consider options

Identify risks

Clarify areas of responsibility

Agency

Leaders

Managers

Human resources

Employees

Public Sector Commission

External stakeholders

Other

Review leadership capability profiles

Familiarity

Level of use

Questions / follow up needed

Confirm development needs

Employee level (see Appendix C)

Team level

Employee objectives

Team objectives

Timeframes

Evaluation, reporting and communication (see Appendix D)


This template can help managers and leaders to identify development needs and decide on focus areas which can be progressed through blended learning.

Templates are intended to supplement existing agency documents and can be adapted as necessary.

Name Team

Role Division

Rating*

Leadership capability

Key skills relevant to the role

O P S IBackground / further detail

Shapes and manages strategy

Achieves results

Builds productive relationships

Appendix C – Skills gap analysis template


Rating*

Leadership capability

Key skills relevant to the role

O P S IBackground / further detail

Exemplifies personal integrity and self-awareness

Communicates and influences effectively

*O = outstanding, P= proficient, S = satisfactory, I = improvement needed

Action item/s Date


The regional leadership evaluation template makes use of the New World Kirkpatrick Model through focus areas and sample questions. The Australian Public Service Commission and Australian National Audit Office’s ‘Building Capability’ framework document gives further background and examples.

Questions used should reflect the development aims, chosen approach and agency needs. They are written for participants but can be adapted to suit managers, other leaders, presenters, facilitators and external stakeholders.

Prompts such as ‘why/why not?’ and ‘please explain’ encourage thoughtful responses but should not be overused.

Focus area Sample questions

Reaction Did the – blended learning activity – meet your objectives and expectations?

For the activity itself:

• Did you have enough background information?

• Was there time to prepare?

• Was the location suitable?

• Were start, finish and break times appropriate?

• Were your questions addressed?

• How were you involved?

In your role:

• Will you be able to use the – experience, skills, information?

• How do you plan to do this?

Appendix D – Evaluation template


Focus area Sample questions

Learning Thinking about your development need/s:

• What was your level of – understanding, knowledge, skills – before the–activity?

• What is your level of – understanding, knowledge, skills – now?

In your role, considering this change:

• What do you plan to do differently?

• How confident are you in doing so?

Behaviour Think back to the blended learning option on day, time, venue:

• How are you going with the – development area, need?

• You planned to do – activity – differently. When did this happen?

• How useful is the – new knowledge, skill, experience – now?

• Have you had feedback from others?

Do you need anything further to maximise the learning and development?

Results Think back to the blended learning option on day, time venue:

• Have the objectives now been met?

• What was the strongest outcome for:

– you

– the team

– the agency – as appropriate?

• What results did you achieve? What evidence do you have?

• Are you working towards new objectives?

• How can you share this experience with others?


Other providers

Leadership development is available through commercial and not-for-profit providers – a sample of providers is included below. However, inclusion in this sample is not an endorsement by the Commission of that provider’s validity or the appropriateness of their services. Public sector employees are responsible for researching a provider in full prior to using their services. The Commission also provides the InterSector events calendar to help public sector employees find professional development opportunities. For more information, see www.intersector.wa.gov.au

Australian Institute of Management Western Australia

The Australian Institute of Management Western Australia (AIM WA) offers a variety of programs and other initiatives across the year relevant to regional leaders, with a focus on helping participants build lasting professional networks. The Institute customises professional development to suit different audiences and locations, at times leading to qualifications.

Australian Rural Leadership Foundation

The Australian Rural Leadership Program is a comprehensive offering for regional leaders with six modules held over approximately eighteen months, including an overseas study tour. TRAIL (Training Rural Australians in Leadership) is the Foundation’s eight day residential program for emerging leaders with a focus on capability building in business and the community. The Foundation customises programs for particular sectors.

Copland Leadership Program

The Copland Leadership program through the Committee for Economic Development of Australia is delivered in Western Australia in partnership with Curtin University. Participants from different sectors and professions undertake seven monthly modules including case studies, group discussions and information about theory and practice.

Appendix E – Some existing leadership development


Cranlana Programme

The Cranlana Programme offers a values-based approach to contemporary leadership challenges. Facilitated discussions of varying length and structure help leaders from different sectors build capability, manage priorities and promote useful change. Cranlana does not currently offer any regional leadership initiatives.

Institute of Public Administration Western Australia

The Institute of Public Administration Australia (IPAA) Western Australia holds events, training and development across the year relevant to regional leaders. The Institute partners with TLC Solutions to offer a leadership development program with workshops, action learning and coaching, and customised programs are available. Sessions have been presented in the regions, but no specific regional leadership programs are currently offered.

Jawun Indigenous Corporate Partnerships

Jawun Indigenous Corporate Partnerships is a not-for-profit organisation which links the corporate sector to Aboriginal communities to develop programs for positive change. Public sector employees share their experience and expertise through secondments in Aboriginal organisations.

The program supports the Commission’s Aboriginal Employment Strategy by providing a unique development opportunity for public sector leaders to live and work in a local Aboriginal community, to build capacity and share business skills.

Leadership Western Australia

Leadership WA facilitates programs aimed at developing leadership skills and fostering an understanding of regional issues. Programs enabled leaders in the Gascoyne, Mid-West and Pilbara to collaborate and enhance their skills without leaving their region, and targeted projects delivered meaningful outcomes to communities. Participants from across the state also joined Leadership WA’s Signature Leadership and Rising Leadership Programs. Customised programs are available.

Leading Australia’s Future in the Asia-Pacific

Leading Australia’s Future in the Asia-Pacific (LAFIA) is offered by the Australian Public Service Commission, the Department of Foreign Affairs and Trade and the Australian National University. Participants undertake an overseas study tour focused on Australia’s involvement with Asia and the South Pacific.


Rural, Remote and Regional Women’s Network of Western Australia

The Rural, Remote and Regional (RRR) Women’s Network of Western Australia commenced in 1996 and is funded by the Department of Regional Development. The RRR supports regional communication and collaboration through a reference group, regional events, online strategies and a magazine.

Awards and grants recognise the contribution of women across the sector. Several regionally based women currently represent state government agencies on the reference group.

Other Australian states and territories

Offerings across the country vary in scope, target audience and design. Mostly, regional leaders are invited to participate in existing programs which sometimes include modules addressing the regional context.

The Local Government Association of South Australia held a program with a focus on leadership in metropolitan and regional settings. A two day introductory workshop was followed by eight full day sessions, including one dedicated to regional issues.

In some locations, regional leadership development is the responsibility of individual agencies so there may be many resources and useful contacts to be found.