Performance Summary

Guidelines and template

Purpose of Performance summary
The Performance summary is a self-evaluation for the purpose of improving the business. It
closes the quality cycle for the year as it documents the organisation’s successes throughout
the year. This will help with:

 Measuring actual results against projections in the year’s projected Strategic plan
 Capturing good practice so that it can be repeated
 Indicating areas for that might benefit from improvement in coming year

Successive Performance summaries will also provide evidence of strategic trends that can
inform business decisions in the future.

Format of Performance summary

The Excellence Criteria provide a framework to describe the quality of performance and
outcomes and to identify areas of particular strength and/or good practice. As it is designed
specifically for the education and training environment, it is also a useful framework for a
performance summary. However, the Performance summary is not a report against all of the
Excellence Criteria elements.

Audience for Performance summary

The Performance Summary is intended to be a report to management as it will provide useful
information to inform the preparation of the following year’s Strategic plan. It may also be
made available to staff. It is important to remember that this is not a report for an auditor or
an outside evaluator. It doesn’t have to be a lengthy formal document – it should reflect the
size and culture of the organisation.

Compiling a Performance summary

There are five result areas. Each result area has two parts:

Summary
Several sentences/paragraphs summing up organisational performance in the area over the
calendar year. Use the information in these guidelines to decide on the topics to be covered in
a result area. It is not necessary to mention each item. These lists are suggestions only. Focus
on the achievements of the year.
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Evidence
Then provide evidence to support the statement. This may be in the form of dot points or
paragraphs. The evidence must be verifiable – that is, it must actually exist in an observable
form. Where possible, present evidence that shows performance targets being achieved,
improvement trends and examples of good practice.

Data as evidence
Raw data is not evidence. The results and recommendations are evidence. Data is simply a
collection of organised information. It may consist of numbers, words or images. It must be
processed in some way to give it meaning before it becomes useful intelligence that can inform
decision making.

1. Collect data
Data can be collected in two ways:

Quantitative data is collected in numeric format and allows for measurement. Researchers
identify variables and then collect data specifically related to those variables. This is usually
done by survey or questionnaire. The data can then be analysed so that results display as a
graph, chart or similar. The quantitative approach yields statistical results that can be used to
make comparisons.

Qualitative research is useful when looking to understand why and how certain outcomes were
achieved, not just what the outcomes were. It is particularly effective for evaluating aspects
such as implementation of an initiative or effectiveness of processes. Some methods of
collecting qualitative data include action research, forums, interviews, formal group
discussions, case studies, content analysis, Delphi method, nominal group technique.

2. Analyse data
Data must be systematically examined to identify patterns in the information so that it can be
organised, classified, compared and displayed.

3. Results
The findings from the analysis must be displayed in some meaningful way. Some examples
would be a written summary, a chart, graph or comparative table.

4. Recommendations
The results become intelligence when they are interpreted in a way that helps the organisation
learn from them. Intelligence results when information is evaluated. Usually this is expressed
as recommendations. The organisation is then able to act on these recommendations to
improve processes, outputs and outcomes.

This process should be followed when collecting evidence using:

 Annual competency completion data

 Attendance records
 Complaints and appeals
 Employer questionnaire
 Learner anecdotal notes
 Learner questionnaire
 Staff survey
 Workplace personnel feedback

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Result area 1 Leadership

This relates to the establishment and implementation of purpose, values, directions and performance expectations to
achieve a sustainable and reputable training organisation

Key outcomes could include:

 Clear vision and strategic focus/direction consistent with client and stakeholder needs
 Strategic plan(s) aligned with direction and purpose and requirements of key client groups
 Vision and strategy being shared and understood across all organisational levels
 Strategic focus that aligns to national, regional and local imperatives
 Alignment of the values the leadership team espouses with the actions and behaviour of leaders and staff
 Responsiveness to employer, industry and other client needs
 Leadership team’s commitment to excellence, continuous improvement and innovation

These could be measured by:

 Indicators of the accomplished organisational strategy and plans

 Indicators of effective governance arrangements
 Demonstration of the leadership team’s clear direction and purpose
 Benchmarking results

Possible sources of information:

 Strategic plan and Performance summary from previous year

 RTO management meeting minutes
 Quality Group meeting minutes
 RTO Quality Framework Self Assessment results
 Alliances, partnerships and networks information
 Examples of innovative approach to a business priority

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Result area 2 Learning and assessment

This relates to the achievement of high quality learning and assessment outcomes that meet or exceed client,
industry and community expectations.

Key outcomes could include:

 Products and services that exceed employer, learner and community expectations
 Innovative, customised and high-impact training pathways that empower clients to achieve their goals
 Success in responding with to the changing training requirements of industry, government and the economy
 Strategic influence in both policy decisions and implementation activities for training packages to ensure
that needs of clients are met
 Using current theory and research relating to high quality training, learning and assessment design
 A contribution by the organisation to regional, state/territory national learning and assessment goals

These could be measured by:

 Indicators of employer, industry and government satisfaction

 Learner transition/destinations information such as employment outcomes
 Learner satisfaction with competency development and career progression
 Benchmarking results, nationally/internationally, regarding the products and services the organisation offers
 Data that reflects improvement over time with learner engagement and satisfaction and completion rates

Possible sources of information:

 Analysis of attendance records

 Analysis of learner anecdotal notes
 Annual competency completion data
 Assessment validation
 Employer questionnaire
 Learner questionnaire
 Training program reviews
 Workplace personnel feedback
 Participation in industry consultation processes

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Result area 3 People development

This relates to management of the workforce to ensure that it is motivated, skilled and capable of delivering the
planned high-quality learning and assessment outcomes.

Key outcomes could include:

 Strong and highly capable leadership team
 Committed, innovative and highly skilled workforce, consistent with client needs and expectations
 Alignment of work roles with performance management plans and organisational objectives
 Responsive, respectful relationships among all staff
 Successful management of the organisation’s workforce diversity.

These could be measured by:

 Indicators of staff wellbeing, satisfaction, engagement and involvement
 A profile of the skills and competencies of staff, including industry qualifications
 Data on investment in innovation and staff development
 Indicators of staff performance
 Human resources indicators including absenteeism, injuries, turnover, access, equity and equal opportunity
 Benchmarking results
 Structured professional development pathways for staff
 Specific examples of outstanding performance supported by industry comparisons

Possible sources of information:

 Annual staff survey

 Analysis of staff performance reviews
 Analysis of staff professional development registers
 Analysis of Trainer and Assessor observation reports
 An organisation wide professional development strategy

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Result area 4 Relationship management

This relates to management and development of relationships with clients and other stakeholders to add value for
clients and the wider community.

Key outcomes could include:

 Integration of relationship management with business practices throughout the organisation

 Integration of organisation goals with those of relevant community, industry and enterprises
 Responsiveness to changing client needs
 High levels of client/stakeholder satisfaction with the quality and consistency products and services.

These could be measured by:

 Extent of engagement with industry, including the contribution to building an industry skills base
 Extent to which training and assessment practices are customised as a result of client feedback
 Contribution made to communities and regions through learning and skill development
 Client/stakeholder satisfaction with and confidence in the quality of skills outcomes
 Client group support for the organisation’s activities expressed through alliances, partnerships, repeat
business and customised training arrangements
 Benchmarking results or outcomes

Possible sources of information:

 Analysis of complaints and appeals

 Analysis of learner anecdotal notes
 Annual staff survey
 Employer questionnaire
 Learner questionnaire
 Workplace personnel feedback

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Result area 5 Integrated information systems

This relates to the management of resources, assets and knowledge base to improve overall performance

Key outcomes could include:

 Highly efficient and effective processes and equitable outcomes for clients
 Sustainable financial performance
 Buildings, equipment, information technology systems and associated infrastructure that meet or exceed
client and other stakeholder expectations
 Continuous improvement of products and services
 Overall performance that is comparable to the best results of like organisations

These could be measured by:

 Key performance data

 Key budgetary and financial performance, such as income/expenditure, administration and expenses
 Percentage of the budget devoted to development
 Budget trends
 Sustainability indicators
 Management reviews
 Structured succession planning processes
 Benchmarking results

Possible sources of information:

 Annual budget
 Annual financial results
 Annual staff survey
 Quality checks on management systems
 Risk management results
 Improvements register

Process:

1. Remove these guidelines and complete the template

2. Present it to the Quality group and management
3. Publish to all personnel
4. File in Quality docs: completed

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 LOGO HERE

Performance Summary
200X

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 Performance summary
This Performance summary captures the achievements and highlights of the year for our
organisation. It is one of a suite of quality documents and will be used to inform next year’s
Strategic plan. Information is grouped under five result areas. For each result area there is a
short summary followed by the evidence that is available to verify the summary statement.

Leadership
This relates to the establishment and implementation of purpose, values, directions and
performance expectations to achieve a sustainable and reputable training organization.

Learning and assessment

This relates to the achievement of high quality learning and assessment outcomes that
meet or exceed client, industry and community expectations.

People development
This relates to management of the workforce to ensure that it is motivated, skilled and
capable of delivering the planned high-quality learning and assessment outcomes.

Relationship management
This relates to management and development of relationships with clients and other
stakeholders to add value for clients and the wider community.

Integrated information systems

This relates to the management of resources, assets and knowledge base to improve
overall performance.

Document author/s: XXXXXXXXXXXXXX

Date of completion: XX/XX/20XX

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Result area 1 Leadership

General summary

Evidence

Result area 2 Learning and assessment

General summary

Evidence

Result area 3 People development

General summary

Evidence

Result area 4 Relationship management

General summary

Evidence

Result area 5 Integrated information systems

General summary

Evidence

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