Core competence framework - guidance booklet - Justice · PDF fileCore Competence Framework...

Core Competence FrameworkGuidance booklet

Applies from 1 April 2007 Revised April 2008

� - Core Competence Framework

Foreword

Introduction to competences

What are competences?

What are competences for?

Benefits of using competences

The core competence framework

An overview

Building Professional Skills for Government (PSG) into our framework

Linking the competences with our values

Core competences and professional expertise

The structure of our core competence framework

Main features

The levels

Showing competence

How to measure competence

How can an individual show their ability?

What is ‘evidence’?

Tips when collecting evidence

Recording evidence

How the core competence framework is used

Other support available

Glossary

Annex A – the Core Competence Framework


Core Competence Framework

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Foreword

by the Permanent Secretary

I believe that success is made up not just by “what we do” but also “how we do it”. Having the skills, experience and behaviours (competence) to do our jobs well is an important part of being in the MoJ. I want us all to continue to build our confidence and competence in delivery and to be proud of what we have achieved and how we have accomplished our work. I expect us to be firmly focused on delivering our priorities whilst behaving in a way that defines us as a highly regarded deliverer of a public service.

The core competence framework is a tool to help you. It will enable you to identify the skills and behaviours you need to do your job to the highest standard and, if you are a manager, how you can support people in your teams to do this.

As an integral part of the performance management system, you and your manager will use the framework to help you do well in your current job, and also to select the right development activi-ties to assist you in planning your career.

Based on the principles of “what you do” – using your skills and experience and “how you do it” – the core competence framework applies to you whatever general or specialist skills your job requires.

I want you to become familiar with the framework. I want you to use it to help you deliver excellence in your job and get real satisfaction from your career with the MoJ.

SumA ChAkrAbArTI

Plain English Campaign’s Crystal Mark does not apply to this foreword.

What are competences?There are many definitions of what a competence is. Throughout this guidance and within the Ministry of Justice (MoJ), we use the following definition.

‘A competence represents the skills, knowledge and behaviours required toperform effectively in a given job, role or situation’.

We use competences to help define what an individual should be doing and how they should go about doing it, to meet the needs of their role. Competences are based on how individuals carry out the tasks their job involves.

What are competences for?Competences focus on factors that contribute to individuals’ and organisations’ success. They provide a set of statements that can be used to show achievements and identify learning needs or gaps in people resources.

Competences are a vital part of many people-management processes, helping organisations perform better in the following important areas.

• recruitment – by providing fair and unbiased criteria (conditions) and for choosing who to employ, and making sure everyone is assessed against the same framework.

• Performance management – by providing fair and unbiased statements to help managers and their staff discuss and assess performance.

• Learning and development – by helping the organisation and individuals identify areas to prioritise their learning and development needs.

• Career development – by providing clear expectations of what skills, knowledge and behaviours are needed at each level and by showing individuals how they can develop their career by building on their current skills.


Introduction to competences


benefits of using competencesCompetences provide a useful tool for everyone.

Individuals:• know what is expected in their role; • are recognised for the skills, knowledge and behaviours that are vital to every role; • have a tool for discussing how to improve in their current job, or how to improve their chances of moving to other jobs; and • can identify and adapt their skills and behaviours when moving into a new role.

managers:• have clear, fair and unbiased statements to use when discussing performance, which also help in setting job objectives for their staff; • have a common language to use when giving employees feedback on their performance; • can identify individual learning or development needs, as well as resources, meaning they can better structure employees’ development and training; and • have a tool to help define career paths, provide support for planning how to fill vacant jobs and help people move to different jobs.

We, the moJ:• can identify the organisation’s needs, which helps with targeting resources for staff learning and development;

• can be confident that we will be recruiting, developing and promoting the right people, who have the core skills and qualities we need to meet our goals;

• can contribute to and help to shape the culture of our organisation; and

• can make sure we are making the most of our staff’s abilities and contributions.


The core competence framework

An overviewThe core competence framework sets out the skills, knowledge and behaviours that we base our work on. The framework contains five main competence areas and offers a guide to the needs of every role across our organisation.

Focusing on the customer Meeting customers’ needs, and being able to continually improve the services we provide to make sure our customers and stakeholders receive an excellent service.

Developing our people Behaving ethically and professionally within your role, being aware of your and other people’s strengths and weaknesses, and taking steps to develop over the course of your career and achieve high levels of performance in yourself and others.

using evidence to make decisions Identifying and using various sources of evidence, and interpreting it to understand how relevant and valid it is, to make sure your decision-making helps increase your performance and success.

Planning and managing resources Making sure the organisation delivers its priorities, tasks and forecasts, managing relationships and risks and using resources appropriately to achieve success.

Working as a team Working effectively with other people and using the diversity of the team to create a working environment which helps to achieve the task.

These five areas reflect the core skills and leadership needs of Professional Skills for Government (PSG) and our values.

Competence

building Professional Skills for Government (PSG) into our frameworkProfessional Skills for Government (PSG) is a major, long-term programme agreed by the Civil Service Management Board to make sure that civil servants have the right mix of skills and expertise to allow our departments to deliver their priorities.

One of the aims is to clearly set out the skills individuals need to develop to progress in the civil service, and to provide access to opportunities to further develop those skills within a structured framework.

The PSG skills frameworkPlain English Campaign’s Crystal Mark does not apply to the diagram below.


10 - Core Competence Framework

As part of the PSG skills framework, senior civil servants (SCS) must show their expertise in four clear areas.

• Leadership – the vital qualities the civil service expects from its leaders.• Core skills • People management • Financial management • Project and programme management • Analysis and use of evidence • Strategic thinking and communications and marketing (applies to the SCS only).• Professional expertise – the individual skills specifically related to the job you do.• broader experience – working in more than one career area is a condition of working in the SCS. Our core competence framework builds the PSG core skills into our organisation in such a way that, as you move through it, you will gradually develop all the skills you need to work at senior levels.

ExampleThe PSG core skill of ‘Analysis and use of evidence’ is built into level 1 of our ‘using evidence to make decisions’ competence area.

For more details about PSG, please refer to the pages on the intranet or the civil service website at www.civilservice.gov.uk.

Linking the competences with our valuesValues are the beliefs, principles and behaviours that describe what is important to us and our organisation. The values influence the way we do our jobs and how we go about achieving our vision and mission statement, by outlining our organisation’s expectations.

‘I base my decisions on as much evidence as is realistically available.’

‘I identify the issue and select the types of evidence I need to support, modify or reject decisions.’

‘I understand the decision-making process and how to influence decisions.’

‘I understand how different sources of evidence can vary in their validity, relevance and limitations.’

Level 1 Level 2 Level 3 Level 4

11 - Core Competence Framework

Our values are as follows. (Plain English Campaign’s Crystal Mark does not apply to these values.)

• Customers – we put our customers and all whose lives we touch in many different ways at the heart of everything we do.

• Achievement – we have a proven track record of successful delivery, contributing effectively to the delivery of the Ministry’s critical success factors.

• Leadership and teamwork – our leadership style creates an environment in which our people can deliver successfully and are encouraged to develop themselves and the organisation. We recognise that teamwork, within and across the Ministry and with our partners, is critical to success.

• Personal responsibility – we take personal responsibility for everything we do. As leaders, we have a responsibility to be role models and deliver what we promise.

• Diversity – we recognise that we are all different and we believe these differences benefit our organisation and our customers.

The competences provide a strong link to the values, which makes sure that, by displaying the competences, staff will also be displaying the values. As a result, the values are not measured against themselves, but through the core competences.

Core competences and professional expertiseIf you are hoping to move into the senior civil service, or are in certain specialist roles, you will need to show that you have PSG professional expertise as well as the core competences.

The PSG professional expertise framework applies in the following ways.

Professional expertise and core competences together provide a greater understanding of the wide range of skills, knowledge and behaviours needed to work successfully within our organisation.

This area could include the following.• Operations• IT• Programme and Project Management

This area could include the following. • Policy• Research• Statistics• Economics

This area could include the following. • Human Resources• Finance• Procurement• Communications• Legal

We recognise that these categories are quite broad and that some professions will work across all of the career groupings. The groupings shown are based on the main areas where the activities are delivered.

Operational delivery Policy delivery Corporate services

1� - Core Competence Framework

• Core competences identify the general skills and behaviours that can apply across our organisation, and which are independent of specific roles and can be transferred across teams, offices or levels.

• Professional expertise depends on the particular set of skills and behaviours needed to carry out specific jobs, within specific teams or offices.

For example, people who work in our organisation as lawyers need to have the skills of a legal professional, and those who work in IT may specialise in managing databases. These are the specialist skills and knowledge (set out in the professional expertise framework) which are needed to carry out the specific role.

However, roles may also involve working effectively in teams and making sure customers and stakeholders receive an excellent service. These skills, knowledge and behaviours are highlighted within the core competence framework.

Each PSG area of professional expertise is supported and sponsored by a Head of Profession, who is a senior manager within the Ministry. Their role is to set out the professional expertise elements and agree with their teams how they apply to individual roles within their area.

These individual skills complement the core competences and are delivered through its own competence area called Professional/Specialist Skills, which sits alongside the core framework.

You can get more details about professional expertise and the Heads of Profession from the Professional Skills for Government (PSG) pages on the intranet.



The structure of our core competence framework

main featuresThe framework itself is five pages long, with each competence fitting on an A� page. A lot of information is contained within the framework and the following diagram shows the main features.

The full core competence framework is included at annex A.

remember:The framework does not give the specific details about what is needed – that is for managers and their individual members of staff to agree between themselves.

Focusing on the customer Meeting customers’ needs and being able to continually improve the services we provide to

make sure our customers and stakeholders receive an excellent service.


1 I listen to and respect all customers and ask questions about their needs.

2 I respond to customers’ requests quickly and politely.

3 I can identify both my internal and external customers.

4 I know when to get help with customers’ concerns.

5 I work with my team to help deal with customers’ questions.

6 I explain processes and timescales to the customers.

1 I act as a role model by setting clear standards of customer service.

2 I monitor the levels of customer service.

3 I manage systems so customers can give feedback and use their comments to improve the service.

4 I handle complaints quickly and fairly, explaining the outcome to the customer.

5 I work with customers to find other solutions to their questions when necessary.

1 I communicate and set the appropriate standards of behaviour for customer service.

2 I communicate clear, achievable standards for excellent customer service.

3 I create opportunities for the team to become involved in schemes which are designed to improve our knowledge and service.

4 I explain and value the needs and expectations of customers.

5 I maintain effective partnerships with stakeholders.

1 I promote and value the different needs and expectations of customers.

2 I create strategies and set achievable targets for excellent customer service.

3 I make the most of opportunities when it comes to changes in customers’ expectations.

4 I build relationships with stakeholders to help deliver an excellent service.

5 I consider and manage stakeholders’ expectations, keeping them up to date with progress.

Someone who needs developing in this area might do the following. Fail to understand the customer’s needs or not give accurate information to the customer.

Not respond to customer feedback about poor service, and look for reasons why something can’t be done rather than find solutions.

Not set clear standards of customer service, or see customer service as a priority.

Overlook the importance and role of the customer when developing long-term business plans.

Examples of sources of evidence Customer complaints, evidence,

written correspondence. Customer surveys, personal feedback from customers, quality of service, how quickly and accurately the issue was dealt with.

Customer service standards, customer feedback, customer service trends.

Customer service awards for standards, external benchmarking, customer surveys, annual business plans.

Each competence contains four levels.

Each competence area has a statement outlining the behaviour associated with it.

Each level contains specific statements about the type of behaviour that needs to be shown to be classed as a competence.

Examples of types of evidence that might be collected are listed. This is not a full list.

Each level also has examples of types of behaviour that could be developed. This is not a full list.


The levelsEach competence has four levels containing statements describing the skills, knowledge and behaviours needed to perform effectively at each level.

The framework should be used flexibly to suit the needs of different roles. The needs of the job should help set the expected level of competence needed to perform effectively.

Below are some examples of how the framework can be used flexibly to suit the needs of the role.

Example 1: When an employee is expected to perform at level 3 in ‘Focusing on the customer’, but at level 1 in ‘Developing our people’ because the role does not include a line manager’s responsibilities.

Example 2: When an employee needs most areas of competence at level 2 but level 3 for ‘Planning and managing resources’ due to the needs of that particular role.

Example 3: When three of the statements in level 4 (‘Using evidence to make decisions’) are relevant to the role, and two do not apply.

The table below offers a guideline to competence levels. However, the levels should always be used flexibly to suit the needs of the role.

Focusing on the customer Meeting customers’ needs and being able to continually improve the services we provide to

make sure our customers and stakeholders receive an excellent service.


1 I listen to and respect all customers and ask questions about their needs.

2 I respond to customers’ requests quickly and politely.

3 I can identify both my internal and external customers.

4 I know when to get help with customers’ concerns.

5 I work with my team to help deal with customers’ questions.

6 I explain processes and timescales to the customers.

1 I act as a role model by setting clear standards of customer service.

2 I monitor the levels of customer service.

3 I manage systems so customers can give feedback and use their comments to improve the service.

4 I handle complaints quickly and fairly, explaining the outcome to the customer.

5 I work with customers to find other solutions to their questions when necessary.

1 I communicate and set the appropriate standards of behaviour for customer service.

2 I communicate clear, achievable standards for excellent customer service.

3 I create opportunities for the team to become involved in schemes which are designed to improve our knowledge and service.

4 I explain and value the needs and expectations of customers.

5 I maintain effective partnerships with stakeholders.

1 I promote and value the different needs and expectations of customers.

2 I create strategies and set achievable targets for excellent customer service.

3 I make the most of opportunities when it comes to changes in customers’ expectations.

4 I build relationships with stakeholders to help deliver an excellent service.

5 I consider and manage stakeholders’ expectations, keeping them up to date with progress.

Someone who needs developing in this area might do the following. Fail to understand the customer’s needs or not give accurate information to the customer.

Not respond to customer feedback about poor service, and look for reasons why something can’t be done rather than find solutions.

Not set clear standards of customer service, or see customer service as a priority.

Overlook the importance and role of the customer when developing long-term business plans.

Examples of sources of evidence Customer complaints, evidence,

written correspondence. Customer surveys, personal feedback from customers, quality of service, how quickly and accurately the issue was dealt with.

Customer service standards, customer feedback, customer service trends.

Customer service awards for standards, external benchmarking, customer surveys, annual business plans.

Level 1 • Should be shown by all employees.• Applies to those employees who do not have a line manager’s responsibilities.• Examples of roles at this level could include court ushers or administration officer or assistants.

Level 2 • Should be shown by those employees who are responsible for how other employees perform. • Not everyone at this level will be responsible for managing people – some might have professional or specialist roles.• Examples of roles could include team or section leaders or supervisors.

Level 3 • Should be shown by those employees who work in roles that need more plan and longer-term focus.• Can describe roles that are responsible for managing managers.• Can also describe roles which need a high degree of professional or specialist expertise, such as lawyers.• Not everyone at this level will be responsible for managing people, although it includes those employees who are involved in project and programme management.

Level 4 • Should be shown by those employees who have wide leadership responsibilities, or professional or specialist roles which involve some leadership, and those employees who work in a strategic role.• Examples of roles include those employees who are responsible for managing people, projects and budgets.

The competence levels are cumulative so, for example, those employees on level � are expected to be able to show competence at level 1 as well as level �, so long as they meet the needs of the role.


Showing competence

how to measure competenceThe following steps will make sure that the framework is used effectively to measure competence.

Step 1: The line manager defines the needs of the role.

Step 2: The manager then identifies the competence level that most accurately reflects the needs of the role for each competence. (Remember, the level may vary between competences.)

Step 3: They then review the statements within the level and choose the statements that are relevant to the role. (Remember, some of the statements within each level may not apply to every role.)

Step 4: The manager discusses and agrees with the panel members how the statements, which have been recorded in the job description, can be specifically shown.

Step 5: The member of staff provides relevant evidence on the application form and during the interview, to show competence against the chosen statements.

Step 4: The manager discusses and agrees with the member of staff which of the statements need to be specifically shown. These are recorded as objectives throughout the performance management process.

Step 5: The member of staff collects and provides evidence to show their ability against their competence-based objectives.

For recruitment For performance management

Providing evidence, or how often skills or behaviours are shown, is vital in measuring competence, and should be agreed between individual members of staff and their manager. It is the individual’s responsibility to provide enough evidence to show competence against the chosen statements at the relevant level.

how can an individual show their ability?Managers will need to measure an individual’s ability for a variety of reasons, including the following. • During performance management discussions.• When recruiting new members of staff and moving existing staff to other roles within the Ministry.

While individuals need to be showing all of the competences, at a level relevant to their role, they should be encouraged to put the competences they need to develop in order of priority, either for their current position or to support their career development.

Members of staff should agree with their managers what type of evidence would best show competence and reflect the needs of their role. It is important that opportunities to collect evidence are continually reviewed.

1� - Employee Handbook

Managers must be aware of an individual’s performance against the competence to make sure that the evidence they present accurately reflects the employee’s ability in that area.

What is evidence?There are two types of evidence that can be collected – product evidence and process evidence. Some pieces of work may show both.

1 Product evidence – examples of what an individual did, or something that was produced. For example:• a piece of written work, such as a report;• a completed project; or• a completed questionnaire.

2 Process evidence – examples that show how an individual went about doing something. For example:• a statement from someone who witnessed the behaviour being shown (a testimonial); or• feedback from a customer, manager, colleague and so on.

Each competence includes some examples on what could be considered as suitable evidence to show the employee’s ability in that area. This is not a full list, and individuals should identify more specific sources of evidence to show competence.

Tips when collecting evidence

• Start by looking for pieces of work that you are particularly proud of or where your manager gave you good feedback. Then look to see what behaviours and skills you need to complete the work. • Remember to look for evidence that shows how you completed a task as well as what you completed. • If possible, use facts and information (such as staff opinion survey results, customer complaints and so on).• You may have examples from outside of work that show your ability, especially if you are new to the job. Discuss with your manager whether these are relevant to your role.• Remember, simple or routine things can often show competence as well – so don’t overlook them.

recording evidenceIt is each individual member of staff’s responsibility to collect and record enough evidence to prove competence. Employees can record and present evidence in any format, including spoken statements describing what was done (however, you must agree this with your manager beforehand).

There are a number of tools available on the intranet, such as the achievement and learning log, to help staff collect and record evidence. However an individual agrees to present their evidence, it will need to be structured in the following way.


This is the background which sets the scene.

What action you took and how you went about it.

The end result and any follow-up actions.

The situation What happened The outcome

how the core competence framework is used

recruitment• You will need to agree the core competence levels needed to successfully carry out the role.• Job descriptions need to reflect the level of competence needed for the role and outline the specific statements, along with any professional or specialist skills which are needed. • Candidates need to provide evidence of core competence at the relevant level.• Each competence area needs to be tested during the recruitment process.

Performance management• Competences provide a starting point for performance management interviews. • You should agree the specific things that need to be shown when setting performance objectives or completing annual staff performance records.• The aim is not only to look at what is done but also how it is done. • Competences are used throughout the year to track progress, identify learning and development needs and assess performance at the end of the year.

Learning and development• Learning opportunities within our organisation are designed around the core competences This makes sure that learning is relevant and linked to career development, and that it applies to work.• Helps to identify individuals’ and teams’ strengths and areas which need developing.• Helps you discuss and agree learning opportunities with individuals. • You can plan and prioritise learning to meet needs both now and in the future.

Career development• Core competences and professional or specialist skills set out what is needed to progress into another role by making it clear what behaviours and skills are needed at each level.• You can support individuals’ career and personal development by agreeing objectives based on higher competence levels.

For more detailed information, please refer to the specific recruitment, learning and development and performance management areas on the intranet.

The core competence framework is used in the following ways.


�0 - Core Competence Framework

Other support available

There is a range of extra support available. This includes the following. • Intranet pages with: - tools to help staff collect evidence, such as the achievement and learning log; and - frequently asked questions about the framework.• Learning and development solutions for managers who are new to competence frameworks - these are available from the regional learning and development representative.• A range of updated skills courses, such as recruitment, performance management, and so on.

Glossary The following words are used either in this guidance or within the core competence framework itself.

bands is our term for what were previously spans, grades, pay ranges or spine points. All roles within our organisation have a MoJ deal band.

behaviour is showing some capability, skill or characteristic. The behavioural statements outline a set of actions that can be taught, learned and measured.

Competence is a statement describing the behaviour needed to perform a task to a set standard. It describes the skills, knowledge and behaviours involved in performing the task. Core skills are the general skills and behaviours that apply across our organisation. They are independent for specific roles and can be transferred across teams, offices and levels.

Customers are the individuals or groups that receive and use, or are directly affected by, our products and services.

Deliverables are what you need to achieve or produce as the outcome to a project or piece of work.

Diversity is about recognising the different skills, knowledge, experience and views that each person brings to the organisation and valuing those differences.

Evidence is collecting relevant testimonials, records, documents, objects or other proof to help show competence.

External customers are people or organisations who receive our products or services direct.

Goals are broad aims, generally more wide-ranging than objectives. They apply to the whole organisation and direct our work for the future.

Internal customers use services or products produced by other parts of our organisation.

Objectives are tasks which can clearly be measured and which are set within a specific timescale that relate to your role at work.

�1 - Core Competence Framework

Professional Skills for Government (PSG) is a civil service programme to make sure that there is the right mix of skills and expertise to allow all government departments to deliver their priorities. Stakeholders are people or organisations that have an interest, or ‘stake’, in our organisation. These include ministers, employees, managers, the community and the Government.

Targets are used to describe the specific outputs or outcomes for a work team. They will be adapted over time depending on our organisation’s needs.

Testimonials are written or spoken statements, from a colleague or customer, confirming the competence of an individual in a specific task or activity.

Transferable skills are the abilities, knowledge and skills that can be used in a variety of work situations or roles (such as communication skills).

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or e

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lent

cust

omer

ser

vice

.3

I cre

ate

oppo

rtun

ities

for t

he

te

am to

bec

ome

invo

lved

in

sc

hem

es w

hich

are

des

igne

d to

impr

ove

our k

now

ledg

e an

d se

rvice

.4

I exp

lain

and

val

ue th

e ne

eds

and

ex

pect

atio

ns o

f cus

tom

ers.

5 I m

aint

ain

effe

ctiv

e pa

rtne

rshi

ps

w

ith s

take

hold

ers.

1 I p

rom

ote

and

valu

ethe

diff

eren

t

need

s an

d ex

pect

atio

ns o

f

cust

omer

s.2

I cre

ate

stra

tegi

es a

nd s

et

achi

evab

le ta

rget

s for

exc

elle

nt

cu

stom

er s

ervi

ce.

3 I m

ake

the

mos

t of o

ppor

tuni

ties

whe

n it

com

es to

cha

nges

in

cu

stom

ers’

exp

ecta

tions

.4

I bui

ld re

latio

nshi

ps w

ith

stak

ehol

ders

to h

elp

deliv

er a

n

ex

celle

nt s

ervi

ce.

5 I c

onsi

der a

nd

m

anag

e st

akeh

olde

rs’

ex

pect

atio

ns, k

eepi

ng th

em

up

to d

ate

with

pro

gres

s.


Dev

elop

ing

our p

eopl

e

Beha

ving

eth

ical

ly a

nd p

rofe

ssio

nally

with

in y

our r

ole,

bei

ng a

war

e of

you

r and

oth

er p

eopl

e’s

stre

ngth

s an

d w

eakn

esse

s, an

d ta

king

st

eps t

o le

arn

and

deve

lop

over

the

cour

se o

f you

r car

eer a

nd a

chie

ve h

igh

leve

ls o

f per

form

ance

in y

ours

elf a

nd o

ther

s.

Som

eone

who

nee

ds d

evel

opin

g in

this

are

a m

ight

do

the

follo

win

g.

Igno

re fe

edba

ck fr

om o

ther

peo

ple,

an

d no

t tak

e th

e op

port

uniti

es to

le

arn

and

impr

ove.

Prev

ent o

ther

peo

ple

deve

lopi

ng

thei

r pot

entia

l, an

d ha

ve a

fixe

d m

anag

emen

t sty

le.

Fail

to d

evel

op ta

lent

, set

cle

arm

easu

res o

f per

form

ance

and

suc

cess

Fail

to re

cogn

ise

the

valu

e of

an

orga

nisa

tion

whi

ch le

arns

and

perf

orm

s wel

l.

Exam

ples

of s

ourc

es o

f evi

denc

e

Trai

ning

eve

nts,

annu

al s

taff

pe

rfor

man

ce re

view

s, le

arni

ng lo

gs a

nd

appl

ying

new

ski

lls.

Use

of n

on-fi

nanc

ial r

ewar

ds,

evid

ence

of s

taff

dev

elop

men

t, sh

arin

g an

d pr

omot

ing

best

pra

ctic

e.

Bett

er le

vels

of k

eepi

ng h

igh

perf

orm

ers

in th

e or

gani

satio

n, s

taff

su

rvey

s an

d fe

edba

ck.

Cele

brat

ing

succ

esse

s, re

gula

rly

com

mun

icat

ing

goal

s an

d st

rate

gies

.

Leve

l 1Le

vel 2

Leve

l 3Le

vel 4

1 I k

eep

my

area

of e

xper

tise

up to

dat

e.2

I beh

ave

in li

ne w

ith th

e ci

vil

serv

ice

code

of c

ondu

ct a

nd th

e

M

oJ e

xpec

tatio

ns.

3 I a

sk fo

r and

resp

ond

to fe

edba

ck

an

d le

arn

from

the

wor

k I h

ave

done

.4

I con

trib

ute

to d

efini

ng a

nd

ag

reei

ng m

y jo

b ob

ject

ives

and

ask

ques

tions

whe

n I d

o no

t

un

ders

tand

exp

ecta

tions

.5

I am

aw

are

of m

y in

divi

dual

stre

ngth

s an

d w

eakn

esse

s an

d ta

ke

re

spon

sibili

ty fo

r my

cont

inuo

us

pe

rson

al d

evel

opm

ent.

6 I b

alan

ce m

Y re

spon

sibi

litie

s in

wor

k an

d m

y lif

e.

1 I l

ead

by e

xam

ple

by k

eepi

ng m

y

ow

n ar

ea o

f exp

ertis

e up

to d

ate.

2 I g

ive

and

rece

ive

feed

back

in a

help

ful w

ay.

3 I s

et c

lear

sta

ndar

ds o

f

perf

orm

ance

thro

ugh

shor

t-

te

rm o

bjec

tives

and

mak

e su

re

th

ey a

re in

line

with

the

or

gani

satio

n’s

long

-ter

m g

oals

.4

I coa

ch te

ams t

o im

prov

e th

eir

pe

rfor

man

ce a

nd d

evel

opm

ent.

5 I m

ake

sure

I le

arn

from

my

own

and

othe

r peo

ple’

s su

cces

ses

and

mis

take

s by

reco

gnis

ing

good

per

form

ance

and

tack

ling

po

or p

erfo

rman

ce.

1 I t

ake

resp

onsi

bilit

y fo

r my

own

pr

ofes

sion

al d

evel

opm

ent.

2 I c

oach

and

men

tor i

ndiv

idua

ls

to

impr

ove

thei

r per

form

ance

and

deve

lopm

ent.

3 I c

omm

unic

ate

expe

ctat

ions

and

mak

e su

re p

eopl

e’s

ob

ject

ives

are

in li

ne w

ith th

e

or

gani

satio

n’s

prio

ritie

s.4

I tak

e re

spon

sibi

lity

for w

hat

happ

ens w

ithin

my

busi

ness

ar

ea a

nd fo

r my

cont

ribut

ion

to th

e bu

sine

ss o

bjec

tives

.5

I use

a ra

nge

of a

ppro

pria

te

tech

niqu

es to

pro

mot

e eq

ual

op

port

uniti

es a

nd d

iver

sity

(v

alui

ng p

eopl

e’s d

iffer

ence

s).

1 I a

ctiv

ely

prom

ote

cont

inuo

us

prof

essi

onal

dev

elop

men

t. 2

I cre

ate

a su

ppor

tive

envi

ronm

ent

w

here

peo

plef

eel s

afe

to ta

ke

re

spon

sibi

lity.

3 I u

nder

stan

d an

d co

mm

unic

ate

the

orga

nisa

tion’

s pr

iorit

ies.

4 I p

rom

ote

cont

inuo

us c

oach

ing

and

flexi

ble

lear

ning

with

in th

e

or

gani

satio

n.

5 I s

et c

lear

sta

ndar

ds fo

r

pe

rfor

man

ce m

anag

emen

t and

stra

tegi

es fo

r tac

klin

g po

or

perf

orm

ance

.6

I cel

ebra

te in

divi

dual

s’ a

nd

te

ams’

suc

cess

whe

re th

eir

co

ntrib

utio

n ha

s im

prov

ed h

ow

th

e or

gani

satio

n de

liver

s its

serv

ices

.


usi

ng e

vide

nce

to m

ake

deci

sion

s

Iden

tifyi

ng a

nd u

sing

var

ious

sou

rces

of e

vide

nce,

inte

rpre

ting

it to

und

erst

and

how

rele

vant

and

val

id

it is

, to

mak

e su

re y

our d

ecis

ion-

mak

ing

help

s in

crea

se y

our p

erfo

rman

ce a

nd s

ucce

ss.

Som

eone

who

nee

ds d

evel

opin

g in

this

are

a m

ight

do

the

follo

win

g.

Mis

s vita

l inf

orm

atio

n an

d m

ake

poor

de

cisi

ons

as a

resu

lt, a

nd fa

il to

gat

her

all t

he re

leva

nt fa

cts.

Mak

e po

or d

ecis

ions

bas

ed u

pon

limite

d ev

iden

ce, a

nd n

ot q

uest

ion

whe

ther

the

issu

es a

re v

alid

bef

ore

actin

g on

them

.

Fail

to u

nder

stan

d th

e w

orki

ng

envi

ronm

ent o

f the

org

anis

atio

n,

and

to re

cogn

ise

the

pote

ntia

l ris

ks

whe

n m

akin

g de

cisi

ons.

Rely

on

othe

rs to

mak

e di

fficu

lt de

cisi

ons,

and

fail

to u

nder

stan

d an

d in

terp

ret i

nfor

mat

ion,

lead

ing

to p

oor d

ecis

ion-

mak

ing.

Exam

ples

of s

ourc

es o

f evi

denc

e

Usi

ng a

var

iety

of s

ourc

es to

get

in

form

atio

n.Kn

owin

g th

e ty

pes o

f inf

orm

atio

n ne

eded

in d

iffer

ent c

ircum

stan

ces,

defin

ing

risks

that

may

aris

e fr

om

usin

g ev

iden

ce.

Bala

ncin

g th

e tim

e an

d co

st o

f ge

ttin

g ev

iden

ce, j

udge

men

t sho

wn

in p

ublis

hing

form

al re

port

s.

Org

anis

ing

evid

ence

from

sou

rces

w

ithin

the

orga

nisa

tion.

Leve

l 1Le

vel 2

Leve

l 3Le

vel 4

1 I w

ork

confi

dent

ly w

ith in

form

atio

n

w

hen

mak

ing

deci

sion

s.2

I bas

e m

y de

cisi

ons o

n as

muc

h

evid

ence

as i

s rea

listic

ally

ava

ilabl

e.3

I use

var

ious

sou

rces

of e

vide

nce

to g

et in

form

atio

n.4

I und

erst

and

whe

re to

go

and

who

to in

volv

e w

hen

mak

ing

deci

sion

s

to

ach

ieve

my

goal

s.

1 I i

dent

ify th

e is

sue

and

choo

se

th

e ty

pes o

f evi

denc

e I n

eed

to

su

ppor

t, al

ter o

r rej

ect d

ecis

ions

.2

I mak

e de

cisi

ons

usin

g re

leva

nt

in

form

atio

n an

d m

etho

ds, a

nd

pr

ompt

ly te

ll ot

her p

eopl

e w

hat

th

e ou

tcom

e is

.3

I ant

icip

ate

prob

lem

s, us

e

evid

ence

to id

entif

y th

e ca

uses

and

then

pre

sent

a w

orka

ble

solu

tion.

4 I l

ook

at is

sues

in d

etai

l to

deci

de

w

heth

er th

e ev

iden

ce is

rele

vant

.

1 I t

ell t

he re

leva

nt p

eopl

e ab

out

de

cisio

ns o

n po

licie

s and

stra

tegi

es.

2 I u

nder

stan

d th

e de

cisio

n-m

akin

g

pr

oces

s an

d ho

w to

influ

ence

deci

sion

s.3

I com

mun

icat

e th

e ris

ks a

nd

limita

tions

ass

ocia

ted

with

us

ing

and

reje

ctin

g ev

iden

ce

whe

n m

akin

g de

cisi

ons.

4 I a

ct d

ecis

ivel

y an

d pr

actic

ally

in th

e in

tere

st o

f the

who

le

busin

ess u

nit.

1 I a

m p

repa

red

to m

ake

toug

h

deci

sion

s whe

n ne

cess

ary.

2 I u

nder

stan

d ho

w d

iffer

ent

sour

ces o

f evi

denc

e ca

n va

ry

in

how

val

id, r

elev

ant a

nd

limite

d th

ey a

re.

3 I u

nder

stan

d an

d ca

n in

terp

ret

th

e m

ost c

omm

only

use

d

met

hods

for s

umm

aris

ing

data

.4

I use

evi

denc

e to

ass

ess

polic

ies,

proj

ects

and

pro

gram

mes

.5

I wor

k co

nfide

ntly

with

fina

ncia

l

info

rmat

ion

whe

n m

akin

g de

cisio

ns.


Plan

ning

and

man

agin

g re

sour

ces

Mak

ing

sure

the

orga

nisa

tion

deliv

ers

its p

riorit

ies,

task

s an

d fo

reca

sts,

man

agin

g re

latio

nshi

ps a

nd ri

sks

and

usin

g re

sour

ces

appr

opria

tely

to a

chie

ve s

ucce

ss.

Som

eone

who

nee

ds d

evel

opin

g in

this

are

a m

ight

do

the

follo

win

g.

Mak

e re

gula

r mis

take

s an

d m

iss

dead

lines

, and

fail

to re

cogn

ise

the

effe

cts o

f the

ir ta

sks o

n ot

her p

eopl

e.

Fail

to e

ffec

tivel

y m

anag

e th

e av

aila

ble

reso

urce

s, an

d to

adj

ust

them

in li

ne w

ith n

eces

sary

cha

nges

.

Fail

to o

rgan

ise

enou

gh re

sour

ces

for t

he b

usin

ess

area

, and

not

kee

p st

akeh

olde

rs u

p to

dat

e.

Fail

to s

ecur

e en

ough

reso

urce

s, an

d pr

ovid

es p

oor l

eade

rshi

p w

hen

man

agin

g re

latio

nshi

ps.

Exam

ples

of s

ourc

es o

f evi

denc

e

Del

iver

ing

task

s, fo

llow

ing

finan

cial

pr

oced

ures

acc

urat

ely,

and

con

trib

utin

g to

a b

usin

ess

prog

ram

me

or p

roje

ct.

Get

ting

the

corr

ect r

esou

rces

to

ach

ieve

obj

ectiv

es, r

egul

arly

up

datin

g fin

anci

al p

lans

, con

trib

utin

g to

dev

elop

ing

busi

ness

cas

es.

Man

agin

g bu

dget

s act

ivel

y, m

aint

aini

ng

appr

opria

te c

ontr

ols,

mak

ing

sure

th

e or

gani

satio

n co

mm

unic

ates

ef

fect

ivel

y w

ith s

take

hold

ers.

Prov

idin

g le

ader

ship

in d

evel

opin

g an

d co

mm

unic

atin

g pl

ans,

prod

ucin

g ac

cura

te fo

reca

sts,

taki

ng p

art i

n G

atew

ay a

nd p

eer r

evie

ws.

Leve

l 1Le

vel 2

Leve

l 3Le

vel 4

1 I p

riorit

ise ta

sks t

o ac

hiev

e m

y go

als.

2 I m

anag

e m

y tim

e th

roug

h

effe

ctiv

e pl

anni

ng.

3 I c

onsi

sten

tly c

ompl

ete

my

task

s

on

tim

e.4

I use

reso

urce

s ap

prop

riate

ly

an

d am

aw

are

of h

ow th

ese

af

fect

the

orga

nisa

tion’

s co

sts.

5 I u

nder

stan

d th

e bu

sine

ss p

lan

an

d ho

w m

y ta

sks

cont

ribut

e

to

war

ds it

.6

I fol

low

the

corr

ect fi

nanc

ial

proc

edur

es.

1 I t

ake

resp

onsi

bilit

y fo

r ach

ievi

ng

re

sults

usi

ng a

vaila

ble

reso

urce

s

(p

eopl

e, b

udge

ts a

nd a

sset

s).

2 I u

nder

stan

d ho

w m

y te

am

co

ntrib

utes

to a

chie

ving

the

orga

nisa

tion’

s fina

ncia

l goa

ls.

3 I a

ntic

ipat

e ho

w c

hang

es a

nd

tr

ends

mig

ht a

ffec

t the

team

’s ab

ility

to d

eliv

er b

usin

ess

proj

ects

and

pro

gram

mes

.4

I act

ivel

y m

anag

e ris

ks th

roug

h

effe

ctiv

e co

ntin

genc

y pl

anni

ng.

5 I m

anag

e m

y te

am’s

task

s to

mak

e su

re th

ey a

chie

ve

the

busi

ness

pla

n.

1 I t

ake

resp

onsi

bilit

y fo

r mak

ing

sure

my

area

has

the

appr

opria

te

sk

ills

and

reso

urce

s. 2

I con

trib

ute

to d

evel

opin

g an

d

ac

hiev

ing

the

busi

ness

pla

n an

d its

finan

cial

obj

ectiv

es.

3 I m

ake

sure

pub

lic m

oney

and

asse

ts a

re s

ecur

ed a

nd u

sed

appr

opria

tely

.4

I ide

ntify

and

man

age

deliv

erab

les

us

ing

Prog

ram

me

and

Proj

ect

Man

agem

ent (

PPM

) tec

hniq

ues.

5 I c

ontr

ibut

e to

the

defin

ition

and

deliv

ery

of p

rogr

amm

e be

nefit

s

a

nd d

evel

opin

g th

e bu

sine

ss c

ase.

6 I m

anag

e ho

w w

e co

nsul

t and

com

mun

icat

e w

ith s

take

hold

ers

and

und

erst

and

the

risks

of n

ot

do

ing

so.

1 I s

et a

nd in

fluen

ce s

tret

chin

g

ta

rget

s for

impr

ovin

g th

e va

lue

of re

sour

ces.

2 I t

ake

pers

onal

resp

onsi

bilit

y fo

r

deliv

erin

g se

rvic

es a

gain

st th

e

bu

sine

ss p

lan

and

accu

rate

ly

fore

cast

our

wor

k.3

I lea

d by

exa

mpl

e w

hen

incu

rrin

g

ex

pend

iture

and

man

agin

g

busi

ness

rela

tions

hips

and

risk

s.4

I und

erst

and

the

purp

ose

of a

nd

pa

rtic

ipat

e in

pee

r and

OG

C

Gat

eway

Rev

iew

s (‘G

atew

ay’).

5 I m

ake

sure

bus

ines

s ca

ses

are

de

velo

ped

(whe

n ne

eded

) and

that

I gi

ve m

y fin

al a

ppro

val

be

fore

they

are

put

forw

ard.

6 I p

lan

and

deliv

er st

rong

rela

tions

hips

with

sta

keho

lder

s, m

akin

g su

re

th

at th

e or

gani

satio

n is

a re

spec

ted

cust

omer

and

pro

vide

r.


Wor

king

as

a te

am

Wor

king

eff

ectiv

ely

with

oth

er p

eopl

e an

d us

ing

the

dive

rsity

of t

he te

am to

cre

ate

a w

orki

ng e

nviro

nmen

t whi

ch h

elps

ach

ieve

the

task

.

Som

eone

who

nee

ds d

evel

opin

g in

this

are

a m

ight

do

the

follo

win

g.

Not

resp

ect i

ndiv

idua

l diff

eren

ces

and

opin

ions

, loo

k to

bla

me

othe

r peo

ple

whe

n pr

oble

ms

aris

e, o

r mak

e jo

kes

at

othe

r peo

ple’

s ex

pens

e.

Fail

to c

omm

unic

ate

impo

rtan

t in

form

atio

n to

the

team

, and

to

shar

e cr

edit

for a

chie

vem

ents

.

Mak

e de

cisi

ons w

ithou

t inv

olvi

ng

othe

r peo

ple

and

not c

lear

ly s

et o

ut

role

s an

d re

spon

sibi

litie

s.

Fail

to c

omm

unic

ate

an in

spiri

ng

visi

on fo

r the

team

.

Exam

ples

of s

ourc

es o

f evi

denc

e

Peer

feed

back

, sta

ff s

urve

ys.

Staf

f mee

tings

, tea

m fe

edba

ck, a

nd

perf

orm

ance

app

rais

als.

Feed

back

acr

oss d

epar

tmen

tsO

rgan

isatio

nal f

eedb

ack,

staf

f sur

veys

Leve

l 1Le

vel 2

Leve

l 3Le

vel 4

1 I v

alue

div

ersi

ty a

nd s

uppo

rt

diff

eren

t way

s of w

orki

ng.

2 I w

elco

me

new

idea

s an

d

diff

eren

t opi

nion

s an

d va

lue

othe

r peo

ple’

s co

ntrib

utio

n to

achi

evin

g re

sults

.3

I giv

e in

divi

dual

s he

lpfu

l

fe

edba

ck a

nd tr

eat p

eopl

e

with

cou

rtes

y an

d re

spec

t at

al

l tim

es.

4 I d

eal w

ith n

egat

ive

or

host

ile v

iew

s in

a h

elpf

ul w

ay a

nd

ac

know

ledg

e th

e ot

her p

erso

n’s v

iew

.5

I tak

e re

spon

sibi

lity

for m

y

own

actio

ns a

nd d

eliv

er m

y

com

mitm

ents

to th

e te

am.

6 I s

hare

info

rmat

ion,

kno

wle

dge

and

idea

s on

best

pra

ctic

e w

ith

m

y te

am a

nd o

ther

s.

1 I l

iste

n to

and

bui

ld o

n th

e

team

’s co

ntrib

utio

ns a

nd

resp

ect o

ther

peo

ple’

s opi

nion

s. 2

I sha

re c

redi

t and

reco

gniti

on

w

ith th

e w

hole

team

whe

re

appr

opria

te.

3 I m

anag

e th

e te

am a

nd ta

ke

st

eps t

o cr

eate

a p

ositi

ve w

orki

ng

en

viro

nmen

t.4

I tak

e tim

e ge

ttin

g to

kno

w

peop

le s

o th

ey c

an a

ppro

ach

me

abou

t any

mat

ter.

5 I h

old

regu

lar m

eetin

gs to

mak

e

su

re in

form

atio

n is

sha

red.

6 I a

dapt

how

I co

mm

unic

ate

depe

ndin

g on

the

audi

ence

.

1 I s

et a

nd c

omm

unic

ate

clea

r

valu

es fo

r mai

ntai

ning

an

ef

fect

ive

team

.2

I mee

t reg

ular

ly w

ith p

eopl

e

fr

om o

ther

dep

artm

ents

to s

hare

info

rmat

ion

and

best

prac

tice.

3 I k

now

how

and

whe

n to

co

nsul

t exp

erts

and

val

ue

thei

r adv

ice

to m

ake

sure

the

te

am is

sup

port

ed.

4 I b

uild

trus

t thr

ough

sha

ring

info

rmat

ion,

kno

wle

dge,

ex

perie

nce

and

expe

rtis

e.5

I use

a v

arie

ty o

f met

hods

to g

ain

supp

ort f

or id

eas.

1 I i

nspi

re th

e te

am th

roug

h

sett

ing

and

com

mun

icat

ing

a

clea

r vis

ion

for t

hem

to fo

llow

.2

I pro

vide

lead

ersh

ip to

del

iver

resu

lts, e

ven

if th

is m

eans

I am

not

pop

ular

.3

I bui

ld tr

ust a

cros

s the

team

th

roug

h fa

irnes

s, co

mm

itmen

t,

re

spec

t,con

siste

ncy

and

open

ness

.4

I pro

mot

e th

e te

am a

nd it

s

ab

ilitie

s whe

n di

scus

sing

them

with

sta

keho

lder

s.5

I cre

ate

oppo

rtun

ities

to m

ake

sure

the

team

reac

hes i

ts p

oten

tial

a

nd to

get

the

best

from

eve

ryon

e.

If you would like the information in this booklet in an alternative format, please e-mail [email protected]

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