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transcript
The C
ompeten
cy Framew
ork Gu
ide
Con
tents
Introdu
ction
2
C
ompeten
cies
2
Wh
at is a competen
cy framew
ork?
2 W
hat are th
e levels?
3 H
ow th
ey were developed
4 W
hy do w
e need a com
petency fram
ework?
4
How
will th
ey be used?
5
How
they all fit togeth
er
5
Core C
ompeten
cy Framew
ork
Diagram
6
O
utlin
e
7
E
xplanation
8
Introduction B
ritish M
ilitary Fitness’s n
ew com
petency fram
ework h
as been developed to
support th
e compan
y’s ambition
s to contin
ually im
prove the services w
e provide to ou
r custom
ers. Th
e framew
ork is focused on
attitudin
al and beh
avioural com
petencies,
rather th
an th
ose that look at tech
nical skills. Th
is is because w
e address tech
nical gaps in
know
ledge throu
gh establish
ed trainin
g and developm
ent
activities. Beh
avioural an
d attitudin
al developmen
t has n
ot had th
e same
inten
sity of attention
, and th
e framew
ork aims to address th
is, as it is a cru
cial aspect of contin
ually im
proving th
e services we provide.
The fram
ework applies to all w
orkers and em
ployees of British
Military
Fitness.
Below
are answ
ers to some of th
e question
s you m
ay have abou
t the
framew
ork. C
ompetencies
The w
ay we approach
a task usu
ally determin
es how
successfu
l we are in
ach
ieving ou
r goals. This is w
here com
petencies fit in
. They are beh
aviours,
skills, know
ledge and attitu
des that lead to effective job perform
ance. If
objectives can be described as th
e ‘ends’, th
en com
petencies can
be described as th
e ‘mean
s’. W
hat is a Com
petency Framew
ork? Th
e competen
cy framew
ork is a meth
od of describing th
e un
derpinn
ing
values th
at shape an
d define th
e cultu
re of British
Military Fitn
ess. They
also provide clear focus to su
pport the developm
ent of staff in
order to deliver th
e best possible services. Th
e competen
cies with
in th
e framew
ork have been
substan
tially derived from
the People S
trategy, the S
taff Su
rvey, and con
sultation
with
the
man
agemen
t team, an
d are focused on
ensu
ring w
e have th
e capacity to deliver th
e strategic objectives of British
Military Fitn
ess and m
ake the
compan
y a better place to work.
2
What are the levels?
The core com
petency fram
ework h
as nin
e competen
cies, each w
ith fou
r levels. Th
ese levels build u
pon each
other – m
eanin
g that to h
ave reached
level two it is assu
med th
at you h
ave also exhibited an
y behaviou
rs iden
tified in level on
e. Th
e list is not exh
austive bu
t is designed to give a flavou
r of the approach
th
at British
Military Fitn
ess encou
rages in all staff.
There are also som
e examples of n
egative indicators at th
e end of each
com
petency to in
dicate the sort of beh
aviour th
at is actively discouraged,
as it works again
st the prin
ciple of contin
ual im
provemen
t that B
ritish
Military Fitn
ess is striving for.
3
Personal E
ffectiveness
Level
Description
0 N
o know
ledge or skills
1 Low
N
ew to post, developin
g in th
e job role and requ
ires fu
rther learn
ing an
d developmen
t to reach an
acceptable level of com
petence
2 A
cceptable D
emon
strates a satisfactory level of skills and
know
ledge and m
ay require fu
rther developm
ent to
become m
ore effective
3 G
ood C
onsisten
tly achieves an
d sustain
s a good standard of
skills, know
ledge and w
orking practice
4 A
dvanced
Dem
onstrates an
advanced level of expertise an
d kn
owledge an
d is contin
uou
sly looking to im
prove w
orking practices
How
they were developed
We began
with
our gu
iding prin
ciples: •
Deliverin
g quality services
• Fosterin
g partnersh
ips •
Respon
sibility and eth
ical workin
g A
nd ou
r seven valu
es: •
Be accou
ntable
• B
e open
• B
e indepen
dent
• B
e fair •
Adopt best practice
• A
ct efficiently
• D
eal with
everyone w
ith respect
The com
petencies bu
ild on th
ese core values to clarify an
d sum
marise th
e ran
ge of skills and beh
aviours you
need to be effective in
all types of roles across B
ritish M
ilitary Fitness. Th
ey provide a comm
on lan
guage.
Why do w
e need a competency fram
ework?
The com
petency fram
ework serves several pu
rposes, wh
ich togeth
er enable
British
Military Fitn
ess to improve an
d develop its staff and services. Th
e fram
ework:
• In
forms prospective recru
its wh
at is expected of them
•
Inform
s staff of the sort of attitu
des and beh
aviours B
ritish M
ilitary Fitn
ess encou
rages wh
en carryin
g out th
eir duties
• In
forms staff of w
hat th
ey can expect from
their m
anagers
• S
hapes an
d defines a cu
lture based arou
nd stron
g principles su
ch as
partnersh
ip, contin
uou
s improvem
ent, con
structive ch
allenge, an
d being
client cen
tred •
Su
pports staff at all levels in th
eir developmen
t in order to m
aximise
their poten
tial Th
e framew
ork also links to som
e of the key strategies th
at drive the
objectives of British
Military Fitn
ess, such
as the Train
ing &
Developm
ent
Strategy &
Policy. Th
e headlin
e competen
cies are closely linked w
ith B
ritish M
ilitary Fitness’s
strategic objectives, as these are cru
cial to fulfillin
g our obligation
s to our
custom
ers.
4
How
will they be used?
Initially all staff w
ill receive inform
ation abou
t the fram
ework an
d be en
couraged to in
formally assess th
emselves again
st the fram
ework, w
ith a
view to developin
g their skills in
all areas of the fram
ework.
Man
y of British
Military Fitn
ess’s processes will u
tilise the com
petencies,
for example:
• R
ecruitm
ent an
d selection
• S
uccession
plann
ing
• Perform
ance m
anagem
ent
• Train
ing an
d developmen
t Th
e framew
ork will be review
ed and revised to en
sure th
ey reflect the n
eeds of B
ritish M
ilitary Fitness an
d its staff. H
ow they all fit together
5
Core C
ompeten
cy Framew
ork
6
Leadership in
Delivering quality services
Organisational awareness Understands British Military Fitness’s purpose, context, goals, objectives and their relevance to my role
Making an impact Personally accountable for delivering effective and quality services
Passion for results Understands what needs to be done and stretching myself to deliver results effectively
CORE COMPETENCIES DEFINITION
Leadership in
Responsibility and ethical working
Leadership in
Fostering partnerships
Managing relationships Collaborates effectively across the organisation and with external stakeholders
Team play Cooperates and supports each other to produce better results
Learning and improving Develops self, helps others to excel at what they do, values individuals
Clear communication Sharing information, experience and ideas to ensure understanding
Problem definition/solving Using analysis to find solutions
Applying judgment and taking decisions Making sound and timely decisions that are evidence based 7
Core Competency framework
ORGANISATIONAL AWARENESS Understands British Military Fitness’s purpose, context, goals, objectives and their relevance to my role
Level 1 • Awareness of operational
context • Understands the internal
organisation and what each part contributes and why
• Describe what British Military Fitness does
Level 3 • Understands external context
at national and local level • Translates context and
purpose to enable their p e op l e t o s e e the i r contribution
• Promotes the role of British Military Fitness confidently to internal and external audiences
• Ensures that team awareness is maintained
• Takes responsibility for updating and explaining the wider context
Level 4 • Informed understanding of
external context and drivers • Strategic awareness of
external stakeholders • Advocate and champions
British Military Fitness’s purpose and priorities
• Sensitive to wider political and organisational priorities
• Ability to think commercially to create added value
Level 2 • Understands external context
and what impacts on it • Helps colleagues understand
the organisation • Describes the role of the
organisation to both internal or external audiences
• Encourages and supports others to stay informed about the organisation
Negative indicators • Low awareness of business context: takes no interest in acquiring
better understanding • Assumes everyone knows, understands and is engaged with the
work of British Military Fitness
• Has goals that contradict or duplicate other areas: does work that
is not useful to purpose and priorities • Works from own perspective or assumptions about the world • Fails to consider the needs of a diverse community
Leadership
8
MAKING AN IMPACT Personally accountable for delivering effective and quality services
Level 1 • Understands del iveries
required in role • Responsible for performance
in role • Delivers to time, quality in all
aspects of role • M o n i t o r s o w n w o r k
performance, and prioritises appropriately
• Demonstrates personal initiative within own sphere of influence
Level 3 • Re-prioritises team deliveries
as necessary • Communicates changing
priorities, and delivery shortfalls to ensure outcomes are achieved
• Visible and approachable to all
• Recognised by others as someone who delivers what they say they will
• Accountable for the deliveries of others
Level 4 • Imp l eme nt s c o rpo ra t e
decisions with energy and commitment
• Takes personal responsibility for organisation performance and delivery
• Provides strategic direction to individuals and teams
• Says what people may not want to hear – is brave and focussed
• Acts to ensure good practice is systematically spread
Level 2 • Re-prioritises own deliveries
and those of others as required
• Maintains oversight of the deliveries of others
• Uses initiative to create solutions that get the job done
Negative indicators • Fails to accept personal accountability for work undertaken or
achieved • Demonstrates low awareness of deliveries, targets or plans
• Fails to recognise need for re-prioritising/re-scheduling work/
services, and fails to do so • Blames others/the organisation for shortcomings/non-delivery • Demonstrates lack of urgency in delivering
Leadership
9 Core Competency framework
PASSION FOR RESULTS Understands what needs to be done, and stretches to deliver it effectively
Level 1 • Sets ‘stretch’ personal goals
for achievement that ‘raise the bar’
• Realist ic in assessing progress towards delivery
• Overcomes obstacles • Plans and prioritises own
work to achieve outcomes • S h o w s r e s i l i e n c e i n
achievement – never disowns under delivery
• A c c e p t s t a r g e t s f o r achievement and delivers
• Celebrates success • Demonstrates ‘can do’
behaviour
Level 3 • Agrees ‘stretch’ goals and
targets for delivery of teams • Recognises and recovers
under delivery • Negotiates the prioritisation
of work targets and resources • Champions measurable
achievement of outcomes • Makes best use of diverse
talent, capabilities and technologies to achieve optimum results
Level 4 • Builds a culture of delivery • Continuous performance
measurement to ensure key performance indicators are identified and met
• Provides clear and stretching vision of success for stakeholders and those led
• Manages across boundaries to ensure delivery
• Challenges and stretches definitions of success
• Translates strategy, setting out clear priorities and strategic plans; ensures priorities are planned, c o s t e d , s c h e d u l e d , coordinated making inter dependencies explicit
Level 2 • Determines strategies to
overcome problems that threaten delivery
• Encourages and contributes to the achievement of results of self and others
• Monitors progress towards achievement
Negative indicators • Low awareness of progress against desired outcome(s) • Fails to respond to changing priorities so misses delivery
outcomes • Demonstrates lack of energy and commitment to achievement of
the result
• Fails to act to achieve effective outputs and deliveries • Someone else’s responsibility • Focus on process rather than getting results
Leadership
10 Core Competency framework
MANAGING RELATIONSHIPS Collaborating effectively across the organisation, and with external stakeholders
Level 1 • Understands interna l/
ex t e rna l s t akeho lde r s necessary to deliver effective performance
• Harnesses the contribution of others/teams
• Works collaboratively with others
Level 3 • Networks and partnerships
to ensure effective delivery • Promotes partnership and
collaborative working in teams
• Demonstrates ability to seek out and harness the views and contribution of others
• Builds positive personal and organisational relationships
Level 4 • Seizes opportunities to
develop long term and strategic alliances
• Creates an organisation that is externally aware and focussed
• Builds and maintains bridges • Overcomes t rad i t i ona l
organisational constraints • Demonstrates pro-active
understanding of others’ agendas
• Actively promotes a culture of organisational and cultural diversity
Level 2 • Builds appropriate internal/
external partnerships/links for effective delivery
• Awareness of, and works collaboratively with key decision makers in area of operation
• Builds rapport based on mutual respect, trust and collaboration
• Actively seeks and listens to the contribution of others – values differences
Negative indicators • Fails to work in a collaborative and supportive manner • Demonstrates over competitive and anti trust behaviours • Shows lack of consideration for the views, contributions of others
• Critical of others behind their backs • Demonstrates insular behaviour – only comfortable with others of
similar background or type
Leadership
11 Core Competency framework
TEAM PLAY Cooperates and supports each other to produce a better result
Level 1 • Demonstrates openness, tact • Listens to the contributions
of others irrespective of difference
• Collaborates effectively with others
• Sees things from others point of view
• Responds positively to requests for help and support
Level 3 • Demonstrates collaborative
team management style • Promotes the active use of
teams • Collaborates with temporary
cross functional as well as permanent teams (e.g. line managed)
• Responds positively to resources requests
• Recognises contribution of others/teams to deliveries
Level 4 • Builds and promotes a
c l i m a t e t h a t v a l u e s collaboration and teamwork
• Promotes cross team working as principle means of delivery
• Builds a team of teams; promoting the value of ‘team outcome’ above that of the individual
• Actively promotes the building of diversity in teams to optimise delivery
Level 2 • Promotes the use of teams to
deliver • Recognises the inputs of
others • Comfortable contributing in a
variety of teams
Negative indicators • ‘Silo’ mentality or behaviour • Puts own interests/agenda before those of others/teams and or
organisation • Takes credit which rightly belongs to others
• Is uncomfortable working with people from diverse backgrounds • Blames others when things go wrong
Leadership
12 Core Competency framework
LEARNING AND IMPROVING Develops self, helps others to excel at what they do, values individuals
Level 1 • Owns responsibility for
personal learning and development
• Learns by doing • Applies learning in role • Seeks out opportunity to
extend skill and knowledge • Demonstrates awareness of
own strengths, weaknesses, motivations
• Adaptive and receptive to change
• Hungry to learn
Level 3 • Actions strategies that build
a s u p p o r t i v e a n d developmental climate in teams
• Provides open, timely and constructive feedback to staff ... tells how it really is
• Adapts quickly and flexibly to change
Level 4 • Sets strategies that build a
s u p p o r t i v e a n d developmental climate
• Creates opportunities to c o a c h , m e n t o r a n d systematically develop staff
• Promotes opportunities for growth and to realise people potential
• Identifies and empowers future leaders
• Understands and specifies the capabilities needed in British Military Fitness to achieve organisation strategy and long term goals
Level 2 • Participates in and promotes
the learning and development of others
• Readily shares ideas and information with others
Negative indicators • Waits for someone else to ‘make training happen’ – not my
responsibility • Fails to plan personal learning and development – allows
‘pressure of work’ to restrict personal development or development of others
• Sees limits in potential of self/others, rather than opportunities
for development and growth
Leadership
13 Core Competency framework
CLEAR COMMUNICATION Sharing information, experience and ideas to ensure understanding
Level 1 • Listens actively to others’
points of view • C l e a r a n d c o n c i s e
communication • Tells it how really is • Gives open and honest
feedback
Level 3 • Builds rapport through
consistent, confident and open communication style
• Rout ine l y checks f o r understanding to test receipt of messages
• Conveys credibility, and positive message delivery
• Ene rg i s e s , c onv ince s , persuades
• Encourages honesty of message
Level 4 • Builds climate of clear,
t i m e l y , c o n c i s e a n d persuasive communication
• C a p t i v a t e s a u d i e n c e s through message, style and delivery
• Inspires and persuades, motivates and energises
• Translates strategy into e f f e c t i v e o p e r a t i o n a l messages
Level 2 • Comfortable with a variety of
communication styles • Translates accurately and
appropriately • Facilitates meetings, and
teams to achieve collective objectives
Negative indicators • Fails to structure messages or convince • Uses inappropriate communication vehicles or styles
• Questions inappropriately; interrupts; over promises; misleads;
impatient • Mumbles, expresses ideas in a woolly and unclear way
Leadership
14 Core Competency framework
PROBLEM DEFINITION / SOLVING Using analysis to find solutions
Level 1 • Defines what is essential to
do the job • Understands when/where to
seek information and advice • Breaks down information and
problems to derive solutions • Uses appropriate information
and data • Applies experience, common
sense to understand issues and resolve problems
Level 3 • Encourages rigour and
provides critical challenge in determining outcomes
• P r e s e n t s d a t a a n d conclusions in logical and defensible ways
• Undertakes robust risk and impact management
• Seeks others views to test own thinking
Level 4 • Creates a culture that values
and promotes analytical rigour
• Views business problems from multiple perspectives
• Creates simplicity from complexity
• Champions decisions based on sound investigation and analysis
• ‘Homes in’ on the key business critical issues
• Anticipates and manages risks and consequences
Level 2 • Collects, collates, sifts and
concludes systematically • Rigorously thinks through
underlying causes and effects • D r a w s r a t i o n a l a n d
defensible conclusions • Provides detailed analysis in
support of conclusions
Negative indicators • Demonstrates narrow and conventional approach to solving
problems • Over awed by data
• Fails to apply rigour to analysis • Overcomplicates
Leadership
15 Core Competency framework
APPLYING JUDGEMENT AND TAKING DECISIONS Making sound and timely decisions that are evidence based
Level 1 • Understands scope for
decisions • Takes timely decisions within
role • Demonstrates accountability
for decisions taken
Level 3 • Applies sound judgement in
reaching evidence based/justified decisions
• Translates ‘British Military Fitness’s world’ to assist in decision taking
• Decisive even in times of change, challenge and ambiguity
Level 4 • Sensitive to wider political
and organisational issues • Encourages others to think
creatively and flexibly • Identif ies options and
alternatives when analysing and determining solutions/outcomes
• Builds a culture that values defensible ‘breakthrough’ thinking
• Translates strategic direction to support individuals and teams
• Decisive even in times of change, challenge and ambiguity, taking measured risks as appropriate
Level 2 • We i g h s u p a v a i l a b l e
information and applies sound and timely judgement
• Considers consequences, impacts and implications
• Supports others in decision taking
• Offers timely guidance and alternatives
Negative indicators • Low awareness of the decisions that need to be taken • Stalls and delays to avoid being accountable for decisions taken
• Unable to balance fact/intuition/judgement • Seeks to find the right rather than the practical answer
Leadership
16 Core Competency framework
© 2007 B
ritish Military Fitness
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ilitary Fitness Lim
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oad Lon
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ess Limited
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