In our recent Masterclass Re‑framing Performance Management – from process to empowerment, we talked a lot about how performance conversations aren’t defined by an annual review. They happen in the everyday moments — especially in our positive performance conversations (PPCs…aka your regular 1-1s).

Yet many managers tell us they worry they’re not “doing” PPCs right. Some feel pressure to arrive with solutions. Others feel unsure how to create the kind of space where colleagues feel genuinely heard.

Recent research into leadership in higher education echoes this. A 2025 Times Higher Education (THE) article argues that leaders must “talk less and listen more,” emphasising that effective one‑to‑ones depend on leaders engaging with the tone, emotion and intent of what’s being shared (not just the words). Active listening, they say, builds psychological safety, improves collaboration, and allows managers to pick up “subtle cues, unspoken concerns and emotional undercurrents” that are often the key to understanding what someone really needs.

This aligns closely with a powerful example shared by one of our managers, who has reframed their PPC practice with noticeable impact. Their experience shows that supportive performance conversations aren’t about complexity, they’re about presence, curiosity and genuine listening.

A Manager’s Story: Re‑framing the PPC

This manager described a shift in how they approach their Positive Performance Conversations. While team meetings in their area focus on “doing,” they treat one‑to‑ones very differently, as a space for listening, reflection and empowerment.

Here’s how they do it:

Be present & unplugged

This mirrors the THE guidance that active listening requires “undivided focus” and avoiding distractions such as screens or notifications.

Use non‑verbal cues to create a safe space

Engagement isn’t only verbal. They described using eye contact, open body language, and even arranging chairs at a 45° angle rather than directly opposite, creating a more relaxed, less formal environment where colleagues feel comfortable taking their time to think.

Reflective listening

They para­phrase and summarise what they hear to check understanding and validate emotion:

“It sounds like you’re frustrated because…”

This aligns with THE’s emphasis on “reflecting and paraphrasing” to confirm understanding and show genuine engagement.

Ask, don’t tell

One of the strongest habits they’ve built is resisting the urge to jump to solutions. Instead, they rely on open questions:

• “What happened next?”
• “How did that make you feel?”
• “What do you think would help?”

This encourages deeper insight and helps colleagues find their own answers rather than defaulting to the manager’s.

Resist the ‘fixing’ instinct

They admitted that this is the hardest shift. As a manager — and previously a teacher — their instinct was to help by solving the issue. But stepping back, listening fully, and showing empathy enables the colleague to reflect, articulate thoughts, and develop their own approach.

This approach embodies what THE describes as listening “without judgement” and creating conditions where colleagues feel “safe, seen and aligned” in uncertainty or change.

Conclusion

What this manager demonstrates so clearly is that effective PPC’s don’t require a new framework or a complex script. Small shifts, being fully present, listening deeply, using reflective questions — have a meaningful impact on how supported, empowered and heard colleagues feel.

In a time when so much has changed at CCCU, the way we connect with each other matters more than ever. Positive Performance Conversations give us a powerful opportunity to slow down, listen differently and help colleagues think, grow and move forward with clarity.

If you take one idea from this: you don’t need to have all the answers — you just need to create the space where people can explore their own.

Harriet Robb, Learning and Organisational Development; Giles Polglase and Kevin White, Student and Academic Services