Who participates in APD

Each person, staff member or manager, is responsible for driving their own development journey at UQ.

Who is required to participate in the Annual Performance and Development (APD) process?

All continuing staff
Fixed-term staff employed for more than one (1) year

Staff who are not required to participate will still receive the APD template and are encouraged to connect with their Leader to have a performance and development discussion and clarify their goals.

Who is included in the three staff cohorts?

Academic Staff

Professional Staff

Executive Staff

The Academic Process applies to Levels A - E.

Academic staff set goals and reflect against the following goal domains (as aligned with the Criteria for Academic Performance):

Teaching
Research
Supervision and Researcher Development
Citizenship and Service

The Professional process applies to Professional Staff (HEW 1 - 10*).

Professional staff set goals and reflect against the following goal categories:

* HEW 10 staff at Management Level 3 or 4 will be included in the Executive Process (see next column).

The Executive process applies to Management Levels 1 - 4 (e.g. Heads of School and above, Institute Deputy Directors and above).

Executive staff set goals and reflect against the following goal categories:

APD Roles and Responsibilities

Staff

Complete self-evaluation and draft goals via Workday ahead of APD conversation.
If an APD conversation hasn't yet been set, proactively book time with your leader for the APD conversation.
Consider the development opportunities or career aspirations you might wish to discuss with your manager.  
Reflect on opportunities to contribute to the broader organisational unit or University strategy.
Approach the APD conversation with a growth mindset.
For further learning, complete the online course APD Foundations for further information and support around effectively engaging in the APD process.

Manager

Schedule the APD conversation with your staff.
Prepare for the APD conversation by reviewing the staff member's self-evaluation and drafted goals.
Model and reinforce a dedication to UQ's vision, mission, and values. 
Review and assess staff member performance to achieve alignment, celebrate and build on successes, and flag problems early.
- Determine a rating for each relevant domain (Academic staff) or each goal category (for Professional / Executive staff) as well as an overall rating.
- Diagnose gaps between goals and results (considering the impacts of the individual, team, and UQ more broadly on individual performance) and help create a development plan to close those gaps. Clarify the results and timeline required, resources available, and create shared expectations and accountabilities.  If required, contact your HR Client Partnering team to create a performance improvement plan.
Support each team member to solve challenges, identify priorities, and remove obstacles to be more efficient and effective whilst maintaining engagement. 
Plan for the coming year through goal setting. Communicate UQ-wide or organisational unit priorities and help team members set and track goals that link up to these priorities. 
Encourage and support development through coaching, feedback, training, reflection, recommending resources, and making introductions. 
Ask for feedback on how you can better support your team members.
For further learning, attend Leading Annual Performance and Development for skills-based learning in leading effective performance and development conversations and/or complete the online course APD Foundations for further information and support around effectively engaging in the APD process.