Managing Staff Performance Fairly

Underperformance in disability and aged care is never just a staffing problem, because the people we support rely on consistent, skilled and respectful help. This lesson explains what we mean by performance, how it differs from conduct, and why early action is kinder and fairer than waiting. Key points: performance is about how well someone does the job, conduct is about how they behave; small issues left alone tend to grow; participants, families and colleagues all feel the impact; and your role as a leader is to notice, ask and support before you judge.

You cannot fix a performance problem until you understand what is driving it. This lesson walks through the most common causes in our services: unclear expectations, a skills or knowledge gap, missing resources or unworkable rosters, health, wellbeing or personal pressures, low motivation or engagement, and genuine conduct concerns. Key points: start by checking what you and the organisation have provided; gather facts rather than opinions; ask open questions; consider reasonable adjustments where health or disability is involved; and match your response to the cause rather than using one approach for everything.

The first conversation about performance sets the tone for everything that follows. This lesson shows how to prepare, choose a private time and place, describe what you have noticed using specific examples, and invite the worker's view. Key points: keep it informal and supportive; focus on behaviour and impact rather than personality; ask open questions and listen; agree on one or two clear next steps; and make a brief note afterwards. A well handled early conversation often resolves the issue without any formal process at all.

Most performance problems improve with the right support. This lesson covers practical coaching: observing practice, giving timely feedback, modelling good support on shift, arranging training or buddy shifts, and checking in regularly. It also covers supporting wellbeing, including pointing workers to our employee assistance program where we have one. Key points: coach the specific skill that is missing; give feedback soon and in private; recognise improvement; keep a simple record of support offered; and set a realistic time to review progress together.

When informal coaching has not worked, a performance improvement plan gives structure and fairness to the next stage. This lesson explains how to write clear, measurable expectations, what a good plan includes, and how to run review meetings. Key points: involve HR before starting a formal plan; describe the gap between the current and required standard; set specific goals, support and a realistic timeframe; review progress at agreed points; and record outcomes honestly. A plan is a genuine chance to improve, not a paper trail toward dismissal.

Procedural fairness means treating the worker fairly throughout: telling them the concerns, giving them a genuine chance to respond, allowing a support person to formal meetings, and keeping accurate records. This lesson explains these principles and the basics of unfair dismissal protection under the Fair Work Act, including the minimum employment period of 6 months, or 12 months for a small business employer with fewer than 15 employees, and the Small Business Fair Dismissal Code. Key points: never decide the outcome in advance, keep records factual and secure, and always involve HR before any formal warning or dismissal.

Sometimes what looks like a performance issue is actually a conduct or safeguarding matter. This lesson helps you recognise when to stop coaching and start reporting. Key points: any suspected abuse, neglect, unexplained injury, unauthorised restrictive practice or serious breach of the NDIS Code of Conduct or the Code of Conduct for Aged Care must be reported immediately through our incident process; participant safety comes first; some incidents must be notified to the NDIS Quality and Safeguards Commission or the Aged Care Quality and Safety Commission within strict timeframes; and you must not investigate on your own.

HR is your partner in managing performance fairly and lawfully. This lesson explains when to involve HR, what information to bring, how to keep the matter confidential, and how to close the loop well, whether the worker improves or the process ends. Key points: involve HR early for any formal step, health or disability issue, or conduct concern; bring your factual records; keep the matter confidential; look after yourself and the team; and reflect on what the situation teaches us about our training, rosters and systems.

This case study follows Anh, a support worker with a strong reputation with participants, whose case notes have become late and brief over two months. Her team leader, Grace, is under pressure from a family complaint. The lesson walks through how Grace gathers the facts, holds a supportive first conversation, finds the real cause and agrees a simple plan with Anh. Key points: check what we provided first, describe facts and impact, listen before deciding, and keep a short factual record. This is general information, so always follow our policies and seek HR advice.

This case study follows Tariq, a support worker on a performance improvement plan for missing steps in participants' mealtime plans. At a review meeting, his team leader learns something that suggests a participant may have been put at serious risk. The lesson shows how to recognise when a performance matter has become a safeguarding matter, what to do straight away, how to involve HR, and how to keep the process fair to the worker. It finishes by bringing together the key messages of the whole course.