HOMES ENGLAND COMPETENCY BASED INTERVIEW PACK

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HOMES ENGLAND

COMPETENCY BASED

INTERVIEW PACK

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Contents

Documentation To Print For The Interview

Page

Introduction p. 3 Practical issues to be addressed p. 4 During the Interview p. 6

Post interview p. 8

Form A - Competency Based Interview Rating Form Form B – Moderated Individual Candidate Summary Form Form C – Homes England Recruitment Final Decision Form

(1 per Interviewer)

(1 per Panel) (1 per Panel)

p. 49 p. 50 p. 51

Competency Framework

Competency Framework - Definitions Homes England Competency Framework (Director/Senior Manager/Heads of Manager/Professional/Administrator)

p. 12 p. 13

Interview Questions

All Levels (Competency Questions) Competency Question Template

(1 per Interviewer)

p. 25 p. 39

Job Specific Question Template (1 per Interviewer) p. 46

General guidance and tools Competencies- information about Homes England Competencies p. 53 Competency Based Interviewing p. 53 STAR Model- to assist probing, when asking questions p. 54 ORSCE model – to assist suspending judgment in assessment scenarios p. 54 Checklist for interviews p. 54 Things to avoid p. 55 Other uses for Competencies in the organisation p. 55

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Introduction

This guide is designed to aid you in conducting interviews accurately, objectively and consistently across the organisation. It explains what you need to do prior to, during and after the interview.

The guide contains a bank of competency based questions to be used at interview. There is space provided within the guide for you to enter your selected competency based questions and job specific questions (p.39 - p.46).

The hiring manager is responsible for selecting the questions to be used at interview.

The same interview questions should be used for all candidates.

Rating sheets for the interviews are also included in this document (p.49 - p.51). Additional support is available in the document in this pack entitled ‘General guidance and tools’ (p.52 - p.55), which provides a checklist for conducting competency based interviews, some suggestions about techniques for probing during interviews, benefits of using a competency based approach, suggestions for ensuring objectivity / consistency and things to avoid.

If you have any queries in relation to any aspect of this please contact your relevant HR Adviser.

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Practical Issues To Be Addressed

Before the candidate arrives: Prepare your room with adequate seating and positioning of chairs either around a

round table or across the corner of a desk. Across the table may be too formal, given that candidates are likely to be nervous.

Provide paper and pen for panel members and the candidate.

Ensure that you will receive no interruptions; unplug any telephones, turn off your

mobile phone and use a door sign where necessary.

Identify which questions you will ask from the competency question bank for each

competency area in advance of the interview.

Enter your chosen competency and job specific questions into the space (p.39 –

p.46) provided prior to interview. Print the documentation required for interview (p.39 - p.46 and p.49 - p.51)

Print the candidates Application form for the role.

Familiarise yourself with the competencies to be assessed during the interview.

There must be 2 interviewers to interview each candidate – agree in advance who

will do what– who will start, ask the questions and conclude the interview. It is recommended that both interviewers take notes during the interview. Consider experience in conducting these sorts of interviews when selecting roles.

Review the document ‘General Guidance and tools’ (p.52) at the back of this guide

about probing for information / evidence.

REMEMBER

Remember the questions are a tool to help you elicit relevant information and

evidence. It is important that you probe deeply around the examples to gain a full understanding of the candidate’s behaviour/skills shown on the Rating Sheets.

It is very important, due to ensuring consistency that the script is used and the

same questions are asked of all candidates. You may need to use the probe questions given here in this guide if a candidate does not give a full answer. Some candidates will answer fully without you needing to prompt.

As a reminder capturing written notes and evidence during the interview is

important as a record of the discussion and reasons for selection or non-selection. Notes should capture only the responses given by the candidates and a brief factual description of why you have rated the candidate a particular score and the evidence you have to back this up. Both interviewers should take notes, and then these can be reviewed in discussion at the end of the interview. If more space is needed to capture notes they may be written on a separate sheet of paper and attached to the back of each question. Candidates are entitled to see written notes captured at interview, if they request this.

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Notes should reflect what the candidate actually says – not your summarised opinion or view of their response.

Ratings given should reflect the interview responses only and not be influenced by

any prior knowledge of the candidate. Stick to interview times in the interests of consistency.

Do not give feedback to the candidate either during or straight after the interview.

Remain neutral throughout.

Complete paperwork straight after the interview, while the information is fresh in

your mind – it will save you time and is fairer to the candidate (see p.9). For successful candidates appointed to roles, copies of your notes from the

interview may prove valuable to them to help identify strengths or development needs going forward.

No interview materials should be left lying around before/during/after the interview

to ensure confidentiality is maintained at all times and data protection risks are minimised.

‘During the interview’ the next page should be used like a script to aid

consistency. Even if you have interviewed previously and have experience of this you should still follow this format.

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During The Interview

Introduction (5 minutes) please follow these guidelines:

Introduction

Your role in the process and the purpose of the interview.

Time

Tell the candidate the interview will last up to 1 hour

* This will be longer if presentation/ additional tests are involved.

Style of interview

Please explain :

The interview will be structured and competency based, i.e. ‘I'll be asking for specific examples of when you've demonstrated some important key skill areas. These have been established as vital for the successful performance for this role in Homes England.’

The main part of the interview will be covering seven competencies for all levels.

Strategic Thinking, Creative Thinking, Analysis and Planning, Networking and Influencing, Communication, Focus on Results and Leadership

These will then be followed by job specific questions.

There will be an opportunity at the end to cover any additional information that they think relevant but that has not been covered.

If you have sufficient information in relation to a competency, you may let them know this and move them on to the next competency area.

At the start of each competency area you will let them know that this is the competency area you are now focusing on and to ensure they understand this before starting to ask questions.

Type of examples

Ask them to bear in mind that you’ll be interested in:

Recent examples – the last 2-3 years ideally

What they specifically did or said, not the team as a whole

They are allowed to take time to think of an example.

Examples should be drawn from work or other relevant activities to support each competency.

Note Taking

Mention you’ll be taking notes, and may not always maintain eye contact, but you’ll be listening closely.

As there will be two of you conducting the interview, one of you will normally be asking the questions and you will both be taking notes during the interview.

Questions?

Ask if they have any questions about the process.

Warm Up question

Ask the candidate for a brief overview of their current role.

Ask the Questions

Ensure you ask the same questions to all candidates – irrespective of how well you know the applicant.

Competency x 7– 5 mins

Job specific questions -10 mins

Leave a few minutes at the end for any applicant questions.

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Ask them - Are there any particular circumstances you would like to make me aware of?

Probe using the prompts provided with the questions and the ‘STAR’ model – see p.52 the “General guidance and tools for managers interviewing”.

Thank them and explain when / how they will know the outcome.

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Post Interview

Review evidence/notes collated from the answers the candidate has given against each competency area. Do this independently of the other interviewer to begin with.

Identify which competency indicators have been met (p.13 - p.22) and assess which rating will apply (1-5), referring to the relevant level i.e. Manager, Senior Manager/Heads Of Level.

Tick the relevant column to indicate your ratings at the bottom of each question page. Transfer this rating to Form A ‘Competency Based Interview Rating Form’ for each competency (no half scores).

Be clear that your evidence supports the description for that particular rating e.g. a rating of 4 overall for a competency means the candidate shows clear evidence of competence and little negative evidence. What specific information do you have to support this? Look back through the evidence you have captured. Numerical ratings are shorthand but not a substitute for good behavioural evidence.

Be clear about the difference between a rating of ‘1’ and ‘No evidence’ - a rating of 1 means ‘Meets little or none of the capability definition and no substantial positive evidence’. A ‘No evidence rating’ is that the candidate can’t think of an example in answer to the question at all therefore there is no evidence to base a decision on.

Consider the ratings you have each given as individual interviewers and then discuss to moderate and agree your final rating and add this to Form B ‘Moderated Individual Candidate Summary Form’ capturing brief factual reasons and evidence for your final agreed rating on the form.

The comments section on the rating form should be a brief factual summary of why you have rated the competency in the way you have. Evidence summaries should accurately reflect evidence gathered during the interview and how this relates to the competency definition and indicators.

Complete Form C ‘Homes England Recruitment Final Decision Form’ with your final scores for all candidates.

Conflicting views during moderation

Whenever you have a conflicting view with the other assessor it is important to go back over the evidence in detail and check that:

There has been thorough evaluation of the actual data.

You were not too harsh or lenient rating in relation to the evidence described?

Notes made recorded what the candidate actually said rather than assessor judgments or opinions at that point.

There has been clear assessment of/referral to the actual competency definitions assessors may have own interpretation of what leadership means but it needs to be against the definitions).

There has been no outside knowledge about the participant brought into the discussion.

There has been no overemphasis on one aspect of the competency.

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There has been no overemphasis on the numbers without a discussion of what this really means in terms of the competency.

Remember the information you capture is accessible to the individual so objective

views backed up with evidence should be the only comments recorded. PAPERWORK – WHAT TO DO WITH THIS WHEN COMPLETE:

Complete Forms A, B and C (p.49 - p.51) and send to your local HR Assistant via email so that HR can facilitate the offers of employment letters to staff.

In the subject line type the successful applicant’s name, job applied for and date of interview – Official Sensitive, Personal.

All other interview records/notes should be securely kept by the interviewing manager until feedback to applicants has been completed (within one month). They should be destroyed within 6 months of the interview date.

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Homes England Competency Framework

Competency Matrix

Director

Senior Manager/Head

Manager

Professional

Administration

Thinking Skills

Strategic Thinking

✔

✔

✔

✔

✔

Creative Thinking

✔

✔

✔

✔

✔

Analysis & Planning

✔

✔

✔

✔

✔

Delivery Skills

Leadership

✔

✔

✔

✔

✔

Networking & Influencing

✔

✔

✔

✔

✔

Communication

✔

✔

✔

✔

✔

Focus on Results

✔

✔

✔

✔

✔

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Competency Definitions

Thinking Skills Strategic Thinking

Considers and understands own role and contribution in delivering Homes England priorities and the bigger picture.

Looks for patterns and relationships across differing and varied sources; continually develops clear strategies and plans for the future.

Creative Thinking

Challenging the conventional way of doing things

Generates new ideas and commercial solutions in order to improve performance and delivery.

Analysis and Planning

Thinks logically and analytically to get to the core of problems; manages and assimilates complex information resulting in effective decisions based on sound commercial knowledge and expertise.

Works quickly and accurately through the planning and prioritising of own workload.

Delivery Skills Leadership

Everyone in Homes England has the potential to lead.

Articulates the vision in a clear and transparent way; role models through being clearly visible as a leader.

Manages change effectively; develops and retains talented people through a clear focus on people development and knowledge management.

Promotes team working.

Everyone has the responsibility to take ownership of challenges and problems and seek to resolve them.

Networking and Influencing

Proactively develops robust relationships with stakeholders and partners; creates and develops these relationships to increase and broaden spheres of own and Homes England influence.

Shows sound emotional maturity which has a positive impact when working with stakeholders.

Communication Communicates with others clearly, concisely, confidently, with consideration and respect in a way that engages the audience and achieves the desired result.

Focus on Results

Achieves results through a positive approach.

Focuses on goals and targets.

Looks critically at systems, policies, processes and procedures.

Is able to contextualise KOPs and use to drive successful outcomes and improvements.

Enables effective teamwork by encouraging the team to achieve more through combined efforts than by the sum of all their individual parts.

Ensures Performance Management processes are used to support and improve staff development, competency and results.

Competency Effective Behaviours

Thinking Skills: Strategic Thinking – Director

Effective Behaviours

Develops an in-depth insight, and identifies issues and implications on policies and programmes resulting from government departments and legislation.

Works effectively with ambiguity and open ended-ness e.g. develops plans for different scenarios.

Thinks in long term timeframes of 3 years when developing future focused ideas and strategies.

Identifies and considers the corporate risk arising from changing circumstances.

Demonstrates commercial awareness relevant to role.

Generates a range of scenarios to test the impact of strategic options.

Fully engages with, and utilises non- executive directors and Advisory Boards’ wider experience and knowledge to support strategic decision making.

Thinking Skills: Creative Thinking - Director


Challenges the status quo to achieve improvements change, and commercial solutions. Embraces technical developments.

Seeks and encourages new ideas and improvements and takes measured risks to deliver better outcomes.

Introduces new ideas and a culture of flexibility, responsiveness and change that leads to improvement in Homes England performance.

Proactively seeks ideas which develop personal and professional strategic capabilities e.g. active membership of professional bodies/networks.

Directs and implements necessary change to address strategic issues.

Thinking Skills: Analysis & Planning – Director


Assimilates and manages complex information quickly, to find solutions to issues of strategic importance.

Has a broad based awareness and knowledge of the interaction of national, regional and local housing and regeneration policies in line with the commercial environment.

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Balances stakeholder and Homes England needs and risks when analysing decision-making.

Champions the use of appropriate techniques to ensure delivery on complex programmes/projects.

Identifies new ways of simplifying complex issues.

Identifies and pursues commercial opportunities to deliver Homes England strategy.

Delivery Skills: Leadership – Director


Articulates clear vision and direction for Homes England. Ensures a clear understanding of commercial factors.

Role models self-development and improvement.

Seeks and adopts the best principles of leadership e.g. flexible leadership style depending on the nature of task and the knowledge and skills of team members.

Understands how the strategic challenges impact across the skills and competencies required throughout Homes England.

Aligns resources and effort and shares leadership to deliver integrated change across Homes England.

Puts in place clear succession plans through identifying and developing talent in own team or wider Homes England.

Promotes a culture of continuous learning, development and improvement across Homes England.

Devolves, delegates and gives responsibility to the team to work effectively.

Is visible to staff and stakeholders; regularly and confidently engaging with people at all levels to generate commitment to goals.

Proactively promotes a culture of collaborative and effective working across Homes England promoting a One Organisation Approach.

Recognises and rewards innovative thought and ideas from within the team.

Delivery Skills: Networking and Influencing – Director


Builds high level relationships with public and private sector organisations in order to shape and influence.

Develops networks to support commercial awareness and developments.

Works effectively with non-Executive Directors to bring together political and official leadership to improve governance at board level.

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Is politically astute e.g. targets key partners with whom to build relationships to shape and influence events.

Confronts issues, and challenges assumptions at the highest levels with delivery partners and stakeholders in an assertive and constructive way.

Actively pursues engagement and involvement with politicians on key policy issues.

Uses appropriate influencing strategies to deliver sustainable change and improvements.

Delivery Skills: Communication – Director


Engages and debates on key areas of policy and Homes England strategy at the highest level.

Commands instant attention and respect of audience with confident tone and robust content.

Demonstrates appropriate use of different/appropriate styles of media to communicate important messages and maximise understanding and impact.

Cascades information frequently, accurately, and in a timely manner, engaging staff in the process.

Delivery Skills: Focus on Results – Director


Delivers successful strategic, outcomes and outputs on all projects and programmes using commercial knowledge.

Stimulates and encourages a positive approach adopting KOPS to achieve results throughout Homes England.

Acts decisively and engenders strategic commitment and understanding of decisions and change.

Ensures risk and legal implications, resources and commercial decisions/recommendations are fully considered in policy decision making.

Acts promptly to resolve poor performance across individuals, teams and functions.

Ensure that expected objectives are clearly defined within objective setting as part of Performance Management.

Thinking Skills: Strategic Thinking – Senior Manager/Head


Thinks in medium term timeframes; 12 to 18 months, to develop ideas, strategies and plans.

Understands the impact of decisions on the wider Homes England business; working collaboratively to problem solve and decision-make.

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Establishes and maintains a clear overview of all business plans, programmes and projects; making links across them to allocate resources effectively and efficiently.

Explains corporate programmes and policies appropriately; understanding and addressing local needs and priorities.

Uses own experience and expertise to contribute to and challenge existing strategies and business plans.

Demonstrates commercial awareness relevant to role

Thinking Skills: Creative Thinking - Senior Manager/Heads Of


Implements a culture of improvement focussed on adding value, business efficiency – encouraging people to think creatively and challenge the normal way of doing things.

Proactively seeks ideas which develop personal and professional leadership capabilities e.g. active membership of professional bodies/networks.

Creates a culture of flexibility, responsiveness and improvement.

Provides constructive challenge to Directors to develop ideas.

Integrates ideas and inputs from different sources to provide innovative commercial solutions identifying any areas of risk.

Identifies within own function/team the opportunity to develop new ideas and approaches leading to improvements.

Thinking Skills: Analysis & Planning - Senior Manager/Heads Of


Assimilates and manages complex information to provide solutions to issues of strategic/operational importance.

Translates ideas into broad plans and projects; building plans that overcome conflicts of priorities and resources.

Makes informed decisions; thinking ahead to anticipate consequences and risks of key decisions. Ensures and maintains a commercial awareness.

Uses appropriate techniques to ensure delivery of complex programmes/projects.

Anticipates problems and addresses them promptly to minimise impact.

Develops achievable plans to deliver Homes England strategy.

Uses commercial expertise to secure best value for Homes England.

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Delivery Skills: Leadership - Senior Manager/Heads


Understand the motives and drives of own team members; inspiring and motivating teams to deliver high performance.

Actively develops team performance through coaching methods and interventions and using SMART objectives.

Role models Homes England Operating Principles and articulates clear direction.

Role models Senior Management self- development and improvement.

Thinks ahead to ensure that the capability of the team match future Homes England requirements.

Works across teams to generate commitment and enthusiasm during change.

Is visible to staff and stakeholders; regularly and confidently engaging with people at all levels to generate commitment to goals.

Has a clear understanding of the commercial environment and shares this with the team.

Delivery Skills: Networking and Influencing Senior Manager/Heads


Creates local and national networks of contacts that transcend functional boundaries within Homes England.

Demonstrates political astuteness and utilises networks/contacts and relationships in order to influence.

Takes an active lead in building internal and external relationships to build mutual trust and commitment.

Consults appropriately and meaningfully with others, in order to resolve a problem or issue.

Proactively seeks to share ideas and resources across boundaries.

Understands and communicates commercial considerations.

Delivery Skills: Communication – Senior Manager/Heads Of


Interprets Homes England strategy and business plans and communicates it effectively across the team/function.

Thinks carefully about the delivery content of messages to achieve the greatest impact.

Cascades information credibly and effectively and checks to ensure that the message has been correctly understood.

Communicates clearly throughout Homes England the purpose and value of own team/function.

Maximises opportunities to gather feedback and use as a basis to inform.

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Delivery Skills: Focus on Results - Senior Manager/Heads Of


Sets targets for the monitoring, measurement and improvement of outputs and outcomes on every project and programme, and functional objectives.

Initiates and drives significant changes to practices, processes, policies and procedures to improve performance. Manages team performance effectively ensuring poor performance is identified and addressed.

Ensures Business Plan objectives for the team are documented, agreed and performance management guidelines followed.

Demonstrates a determined approach to difficult tasks e.g. persists until a problem is solved.

Demonstrates a positive outlook on Homes England strategy in times of change.

Uses own initiative and takes well calculated risks to improve performance.

Demonstrates personal accountability for the delivery of results and adoption of the KOPS.

Thinking Skills: Strategic Thinking – Manager


Understands Homes England strategy, Business plans and relevance to own role and own team’s work.

Contributes to and challenges existing strategies and business plans.

Improves delivery and business planning, contributing to the whole Homes England effort.

Understands the strategies and plans of Stakeholders and uses this knowledge to plan and deliver relevant projects and programmes.

Ensures that the team are fully updated with relevant changes in standards, legislation, policies, systems and procedures.

Thinking Skills: Creative Thinking – Manager


Adopts a commercial approach. Identifies and implements new ideas, approaches, and improvements.

Encourages the sharing of knowledge and learning within teams.

Proactively seeks ideas which develop personal and professional management capabilities e.g. active membership of professional bodies/networks.

Contributes to and delivers improvements and new ideas whilst managing identified risks.

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Consistently generates value for money and efficient solutions.

Thinking Skills: Analysis & Planning – Manager


Identifies problems and implements timely solutions efficiently and effectively.

Understands and links unrelated, complex or diverse issues.

Utilises relevant information to support decision making.

Applies a good understanding of commercial principles.

Manages activities and resources effectively. Uses appropriate tools/techniques to ensure programmes, projects and services are delivered on time and to required standard.

Delivery Skills: Leadership – Manager


Communicates clear direction, translates into SMART objectives, in line with Homes England Operating principles.

Identifies areas of potential conflict within the team and manages conflict assertively and consistently.

Uses an adaptable leadership style to suit the situation, team and individual needs.

Manages change sensitively with the team.

Identifies and develops talented people within own team. Carries out regular discussions to identify needs and support; acting as a coach and mentor.

Encourages and supports staff to develop and improve. Proactively seeks feedback from others to assist in developing own team members.

Skilfully manages team’s workload and performance improvement.

Role models and demonstrates active self- development and improvement.

Actively encourages collaborative working and invests time to build a positive team culture.

Delivery Skills: Networking and Influencing – Manager


Takes an active lead in building relationships through trust and respect.

Listens carefully to views of stakeholders and uses this understanding to negotiate win-win outcomes.

Knows who the key influencers are and how to involve them as required.

Networks to build support and buy in for ideas.

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Manages up skilfully and regularly to ensure that senior management are aware of developments and plans; draws attention to key priorities.

Delivery Skills: Communication – Manager


Represents and communicates Homes England strategy convincingly and credibly.

Encourages constructive debate to improve understanding of key issues.

Looks for simplification in communication through breaking down complex information into manageable chunks.

Demonstrates effective open communication skills and varies style and method appropriate to context.

Delivery: Focus on Result – Manager


Consistently delivers on targets, to time, quality and budget.

Establishes and maintains a clear focus on key priorities and works to achieve results and improvements.

Works at pace to deliver local programmes and projects; demonstrates a sense of measured energy in delivering goals.

Manages own and team work confidently; challenges where necessary with a solutions based approach to results.

Sets stretching goals/objectives for the team that exceed previously achieved results. Ensures objectives for the team are documented, agreed and performance management guidelines followed.

Encourages and develops high performance and supports staff to overcome challenges. Manages team performance and ensures poor performance is identified and addressed.

Identifies and calculates risk. Ensures completion of tasks.

Thinking Skills: Strategic Thinking – Professional


Understands Homes England strategy and business plans and relevance to own work.

Understands the strategies and plans of stakeholders; using this knowledge to plan and deliver relevant projects and services.

Considers the impact of own work across other areas and other teams.

Identifies emerging developments in their area of expertise.

Identifies ways to contribute to business plans.

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Thinking Skills: Creative Thinking - Professional


Proactively seeks ideas which develop personal and professional management capabilities e.g. active membership of professional bodies/networks.

Considers how to achieve more with less; generating value for money and efficient solutions openly – discussing commercially based ideas for improvement within the team.

Contributes ideas and expertise to challenge and improve systems, procedures and policies.

Adopts new ideas and improvements and implements where appropriate.

Takes a flexible and adaptable approach to change and new ideas.

Supports and proactively works to improve processes.

Thinking Skills: Analysis & Planning – Professional


Critically reviews a range of information sources to ensure sound judgments.

Uses appropriate knowledge and skills effectively in practical applications.

Demonstrates a high level of personal organisation; consistently meeting deadlines.

Prioritises what is important, understands the compromise between quality and expedient output.

Evaluates situations and makes timely and effective decisions.

Applies a good understanding of commercial principles.

Delivery Skills: Leadership – Professional


Visible as a technical expert within the business - proactively sharing own expertise with others.

Skilfully handles difficult conversations and challenges to ensure tasks are achieved and completed on time.

Demonstrates Homes England Operating Principles and helps to maintain professional standards and knowledge in teams.

Actively encourages collaborative working, adopting a positive approach when interacting with others.

Proactively seeks opportunity to enhance and improve own knowledge and behaviours.

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Delivery Skills: Networking and Influencing – Professional


Builds relationships at all levels through trust and respect.

Negotiates effectively but fairly in pursuit of the interests of Homes England.

Works effectively under stress and pressure, maintains resilience in the face of adversity.

Listens carefully to views of stakeholders and uses this understanding to negotiate win-win outcomes.

Manages up skilfully and regularly to ensure that management are aware of and draws attention to key risks and issues.

Delivery Skills: Communication – Professional


Demonstrates effective communication skills and adapts style and method relevant to context.

Manages conflict assertively and consistently e.g. works as a neutral arbiter between competing partners.

Communicates Homes England strategy convincingly and credibly.

Able to constructively challenge, using appropriate questions.

Seeks and shares knowledge, information and understanding with others.

Delivery Skills: Focus on Results – Professional


Consistently delivers on targets, to time, quality and budget.

Challenges authoritatively and confidently.

Demonstrates personal accountability for the delivery of results and adoption of the KOPS.

Identifies opportunities to improve high performance for self and team.

Keeps a clear focus on key priorities and works to achieve and improve them.

Offers to support colleagues proactively to ensure team goals are met.

Thinking Skills: Strategic Thinking – Administration


Has a corporate overview e.g. understands how own function aligns with other areas of Homes England.

Can articulate clearly how own role helps to deliver Homes England goals.

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Shares with team updates and changes to systems, processes, procedures, guidelines and policies.

Takes the initiative to ask questions and find out more about Homes England.

Thinking Skills: Creative Thinking – Administration


Has an awareness of others workload and is considerate of their skills and time.

Supports and proactively works to improve processes.

Flags up limitations in systems and processes; ensures they are kept updated, current and fit for purpose by suggesting improvement or new ways of working.

Thinking Skills: Analysis and Planning – Administration


Considers the impact of actions when planning and before making a decision.

Plans workload accurately to deliver on time.

Multi tasks effectively and maintains focus (even when under stress and pressure).

Understands and follows appropriate procedures, processes and guidelines, standards and policies.

Delivery Skills: Leadership – Administration


Recognises that everyone can lead and has responsibility for identifying and solving problems/addressing issues.

Displays a high regard for own team and demonstrates positive team working behaviours e.g. recognises a team member for a job well done.

Seeks every opportunity to develop own skills. Seeks opportunities for continual improvement and development.

Shows enthusiasm and commitment to the role; demonstrates a sense of pride in own work and that of team.

Shows commitment and welcomes further responsibility, variety and change.

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Delivery Skills: Networking and Influencing – Administration


Understands and manages the impact of change; remaining committed to individual objectives.

Challenges options with confidence in order to seek clarity or present alternatives.

Shows resilience under stress and pressure; when deadlines are tight or challenging.

Listens and considers others opinions when reaching conclusions and making recommendations.

Uses appropriate language and behaviour.

Interpersonal Skills: Communication - Administration


Ensures knowledge of key projects, processes and programmes; understands and empathises with colleagues, and partner’s positions and challenges.

Listens and pays attention to customer needs through asking the right questions, looks for effective ways to improve.

Ensures all systems are accurate and up to date in order to provide a consistent, quality service.

Delivers a consistent quality service by ensuring systems run efficiently and effectively.

Builds and maintains sustainable relationships with colleagues and partners.

Delivery Skills: Focus on Results – Administration


Actively shares knowledge and good practice with others.

Regularly attends team meetings ensuring team involvement and the pursuit of common goals.

Offers support to colleagues. Goes the extra mile to make sure that team goals are met.

Shows willingness to work flexibly across teams to get things done e.g. through pooling resources.

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Thinking Skills

Strategic Thinking

Considers and understands own role and contribution in delivering Homes England priorities and the bigger picture.


1. Can you provide an example of when you have analysed a complex

organisational problem?

- What was the organisational wide problem? - Why were you reviewing the problem/idea/ what was your role? - What did you determine through your analysis? - What strategy did you take following the analysis? - What was the outcome? - What did you learn?

2. Can you provide an example of when you used organisational objectives to

develop your teams’ objectives/business plan?

- Context of the team? - What role did you play? - How did you devise the objectives/business plan? - What was the outcome? - What did you learn?

3. Can you provide an example of a (strategic) planning activity for which you were

responsible?

- What was the activity? - What role did you play? - What was the outcome? - What did you learn?

4. Tell me about a situation where you had to consider the long-term business

implications of a decision you made for your department or team?

- What was the situation/context? - What reference did you make to business strategy? - What action did you take? - What was the outcome? - What did you learn?

5. Tell me about a time when your ability to translate a strategic goal into your

team’s day to day work had a positive impact?

- What was the situation/context?

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- What reference did you make to the strategy and why?

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- How did you ensure your team understanding? - What was the outcome? - What did you learn?

6. Provide an example of when you have introduced a change which supports

organisational goals?

- What was the situation/context? - What actions did you take to introduce the change? - How did these changes support organisational objectives? - What was the outcome? - What did you learn?

7. Give an example of how you have proactively sought additional information

regarding the wider organisation to complete your work?

- What did you ask? - Who did you seek the info from? - How did you apply it to your work? - What effect did it have on the outcome?

8. Tell me about a time when you have sought alternative views and opinions

regarding a project or task you were undertaking?

- What was the project? - How did you seek alternative views? - What actions did you take following this feedback? - What was the outcome? - What did you learn?

9. Tell me about a time when you have supported another team to contribute to

organisational success?

- What was the situation/context? - What actions did you take to support other areas of the organisation? - What was the outcome? - What did you learn?

10. Tell us about a time when you anticipated the future and made changes to

current responsibilities or processes to meet future needs?

- What was the situation/context? - Why did you need to make changes? - What actions did you take? - What was the outcome? - What did you learn?

28

Creative Thinking



1. Tell us about a time when you have identified process limitations and how you

have addressed these?

- What was the situation/context? - What were the limitations identified? - What actions did you take to address the limitations? - What was the outcome? - What did you learn?

2. Tell us about a time when you have had to make a decision on the basis of

ambiguous information that illustrates creative thinking?

- What was the situation/context? - What decision did you make and why? - What was the outcome? - What did you learn?

3. What new ideas have you come up with in the last 6 months that have benefited

your previous/current organisation?

- What was your idea? - What were the benefits? - How did you try and take it forward? - Were your ideas implemented? - What recognition did you receive? - What did you learn?

4. Tell us about a project, task or situation where you believed a conventional

approach wasn't appropriate?

- What was the situation/context? - What was your preferred approach? - Why was it better? - What objections did you face? - What was the outcome? - What did you learn?

5. Describe a situation when you challenged your team to come up with a new

approach to a longstanding problem?

- What was the problem? - What approach did they suggest? - Did you agree with the approach? - How was it implemented? - What was the result?

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- What did you learn?

6. Describe a time when you questioned an established process or procedure which resulted in an alternative action being implemented?

- What was the process? - Why did you question it? - What challenges did you face and how did you overcome them? - What was the end outcome? - What did you learn?

7. Describe a problem in your organisation that was solved in a highly imaginative

manner. What role did you play?

- What was the problem? - What was the idea? - What actions did you take to support? - What was the result? - What did you learn?

8. Can you provide an example of when you have discussed and worked with

colleagues to think up new systems and styles of working?

- What was the situation/context? - How did you work with your colleagues? What was your role? - What was the idea? - How did you introduce the idea? - What was the outcome? - What did you learn?

9. Tell us about a time when you have found a positive solution in the face of

something that others saw as negative?

- What was the situation/context? - What were the negative perceptions? - Why and how did you ensure positivity? - What was the outcome? - What did you learn?

10. Describe a time when you had to work with another team to ensure resources

were optimised across different parts of the business?

- What was the situation/context? - What did you do? - Why was this so important? - What was the outcome?

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1. Tell me about a challenging business problem that you have recently faced and

explain how you resolved it?

- What was the situation/context? - How did you respond to the problem? - What actions did you take? - What was the outcome? - What did you learn?

2. Provide details about a situation where you conducted a SWOT analysis

(strengths, weaknesses, opportunities, and threats)?

- What was the situation/context? - Why were you reviewing the situation/context? - What did you determine through your analysis? - What actions did you take following the analysis? - What was the outcome? - What did you learn?

3. Please can you provide an example of a recent problem you have worked on and

how you overcame the problem?

- What was the problem? - How did you analyse the problem? - What approach did you take? - What was the outcome? - What did you learn?

4. Provide an example of a time when you have successfully involved your team in

problem solving?

- What was the problem? - How did you involve your team? - What was the outcome? - What did you learn?

5. Explain how you research and ensure you keep aware of the problems and

issues within your organisation?

- What do you need to keep abreast of? - What sources do you turn to? - What actions have you taken following receiving information?

31

- What was the outcome? - What did you learn?

6. Can you give me an example of a time when you have had to coordinate the

work of other people?

- What was the situation/context? - How did you organise others? - What challenges did you face / how did you overcome these? - What was the outcome? - What did you learn?

7. Please describe a situation in which you had to absorb and analyse a lot of

complex information?

- What was the context/ situation? - How did you approach it? - How successful were you? - What did you learn?

8. Describe a situation where you had to adapt and change your approach, mid-

way through?

- What was the context/ situation? - Why did you need to change your approach? - What new approach did you adopt? - What was the outcome? - What did you learn?

9. Provide an example of a project where you planned effectively?

- What was the project? - How did you organise the project? - Why was this successful? - What was the outcome? - What did you learn?

10. Please provide an example of when you have had to work to a tight deadline,

with multiple commitments?

- What were the deadlines? - How did you plan your workloads? - What challenges did you face and how did you overcome them? - Did you meet the deadline? - What did you learn?

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Delivery Skills

Leadership




Promotes team working.

Everyone has the responsibility to take ownership of challenges and problems and seek to resolve them.

1. Explain how you previously encouraged ideas in others/your team?

- What was the scenario/situation? - What methods did you use? - Who implemented the ideas? - What feedback do you give? - What was the result/ what did you learn?

2. Tell me about a time when you developed a vision or strategy and

communicated this to a team?

- What was your vision/strategy? - How did you communicate it? - How did you get buy-in from the team? - What was the outcome/result?

3. Describe a time when you successfully managed a team through change?

- What was the situation/context? - What was the change? - How did you ensure success? - What was the outcome and was it successful? - What would your team have said about you?

4. Tell us about a time when you needed to inspire a team to

deliver in challenging times?

- What was the situation/context? - What were the challenges? - How did your inspire the team? - What obstacles did you face? - What was the outcome?

5. Tell me about a time when you had to deal promptly and appropriately with poor

performance?


33

- What did you do? - How did you feel about your actions? - What was the outcome?

6. Tell me about a time when you have encouraged your team

to follow the organisation’s vision, strategy or goals?

- What was the situation/context? - What behaviours/direction did you advocate? - How did you encourage them? - Why is this important? - What was the outcome?

7. Describe a situation where you had to ensure that your “actions spoke louder

than your words” to a team?

- Briefly describe the situation? - How did you approach this? - How successful were you? - What did you learn from it?

8. Tell me about a time when you had to lead a group to achieve an objective?

- How did you communicate the objective? - How did you get the group to work together? - What were the challenges? - What steps did you take to overcome these? - What was the outcome?

9. Please tell me about a time when you have had concerns regarding quality or

performance issues and there was a risk to the company’s reputation. What did you do?

- What was the situation/context? - What were the risks identified? - What actions did you take? - What was the outcome? - What did you learn?

10. Can you give me a specific example of when you have had to exert extra effort to

accomplish a task or reach a target?

- What was the situation/context? - What actions did you take? - What was the outcome? - What did you learn?

34




1. Provide an example of when you have recommended an alternative solution to

one being proposed?

- What was the situation/context? - What was your recommendation? - What analysis did you undertake prior to suggesting this solution? - What was the outcome? - What did you learn?

2. Tell us about a time when you had to influence a senior colleague that change

was necessary?

- What was the situation/context? - Why did you believe the change was required? - What did you recommend/put forward? - How did you convince your colleague? - What was the outcome? - What did you learn?

3. Tell us about a time when you have used your influencing skills to encourage

others to strive for excellence?

- What was your objective? - What methods did you use and why? - What challenges did you face? - What was the outcome?

4. Describe a situation where you have needed to influence multiple stakeholders

to achieve a successful outcome?

- What was the situation/context? - What approaches or strategies did you use? - What obstacles did you face? - How did you overcome these?

5. Tell me about a time when you needed to influence different stakeholders who

had different agendas?

- What were the challenges? - What approaches or strategies did you use? - What was the outcome? - How did your approach influence the outcome?

35

6. Describe a situation in which you developed an effective win/win relationship with a stakeholder or client?

- Who was the stakeholder? - How did you go about building the relationship? - What was the outcome? - What was the impact on the business?

7. Tell me about a time when you relied on a contact in your network to help you

with a work-related task or problem?

- What was the task? - How did you utilise the relationship? - Did you face any challenges? - How did you overcome the challenges? - What did you learn?

8. Tell us about a time when you persuaded your management team of your

preferred approach to dealing with an issue or project etc.?

- What was the situation/context? - What preparation did you do? - What was your approach? - What was the outcome? - What did you learn?

9. Tell me about a time when you have found it difficult to persuade someone of

your point of view?

- What was the situation/context? - What were the challenges? - What was the outcome? - What did you learn?

10. Tell us about a time when you have had to persuade someone to your point of

view; how did you do this and why did they think you were wrong?

- What was the situation/context? - What was your view? - How did you persuade them? - What was the outcome? - What did you learn?

36

Communication Communicates with others clearly, concisely, confidently,

with consideration and respect in a way that engages the audience and achieves the desired result.

1. Tell us about when you have been challenged and describe how you explained yourself?

- What was the situation/context? - Why were you challenged? - How did you respond? - What was the outcome? - What did you learn?

2. Tell us about a time when you have failed to communicate your message

effectively; how did you overcome this?

- What was the situation/context? - How did you communicate the message? - How did you amend your style? - What was the outcome? - What did you learn?

3. Can you give me an example of when you have been required to deliver a

presentation, how did you prepare for this and present and what was the outcome?

- What was the situation/context? - How did you prepare? - What was the outcome? - What did you learn?

4. Tell us about a time when you have had to summarise complex information?

- What was the situation/context? - How did you summarise/communicate the information? - What was the outcome? - What did you learn?

5. Can you tell me about a time when you have had to mediate between two parties

to resolve the situation?

- What was the situation/context? - What role did you play? - What was the outcome? - What did you learn?

6. Can you provide an example of when you have you tailored your communication

skills to the audience?


37

- How did you communicate the information and why? - What was the outcome? - What did you learn?

7. Can you provide an example when your communication skills helped to resolve

a situation or issue?

- What was the situation/context? - How did you communicate and why? - What was the outcome? - What did you learn?

8. Tell us about a time when you worked with someone who was difficult to get on

with; how did you overcome this?

- What was the situation/context? - How did you communicate? - What barriers did you face and how did you overcome them? - What was the outcome? - What did you learn?

9. Tell me about a time when you have had to deliver a negative message; how did

you overcome this?

- What was the situation/context? - How did you deliver the message and why? - What was the outcome? - What did you learn?

10. Can you give me an example of when you have tailored your communication

style to respond to objections raised regarding your work?

- What was the situation/context? - How did you communicate your reaction and response? - What was the outcome? - What did you learn?

38

Focus on Results

Achieves results through a positive approach. Focuses on goals and targets. Looks critically at systems, policies, processes and procedures. Is able to contextualise KOPs and use to drive successful

outcomes and improvements. Enables effective teamwork by encouraging the team to achieve

more through combined efforts than by the sum of all their individual parts.

Ensures Performance Management processes are used to support and improve staff development, competency and results.

1. Provide an example of when you have been driven to achieve an urgent

deadline?

- What was the situation/context? - What actions did you take? - Why were you driven? - What was the outcome? - What did you learn?

2. Tell us about a project you successfully accomplished in your last job?

- What was the scenario/context? - How was it accomplished? - What was your involvement? - What was the outcome?

3. Tell me about a challenging goal you set for yourself and steps you took to

reach it?

1. What inspired you to set it? 2. What made it challenging? 3. What setbacks did you have? 4. How did you overcome these? 5. What made it successful?

4. Describe something you have done to maximise or improve the use of resources

beyond your own work unit to achieve improved results?

- What was the objective? - What inspired you to do it? - How did you communicate this? - How did it impact the organisation and others?

5. Tell us about a time when you have been working on a project under stress and

pressure. How did you plan your approach and remain motivated?

- What was the project and why was the project stressful? - How did you organise and plan the project?

39

- How did you maintain motivation? - What was the outcome? - What did you learn?

6. Give an example of a time when you have learnt quickly in an unfamiliar

environment?

- What was the situation/context? - Why did you have to learn quickly? - What approach did you adopt? - What was the outcome? - What did you learn?

7. Give an example of when you have been determined to see a project through to

a high standard, despite encountering obstacles?

- What was the project? - What obstacles did you face? - How did you maintain high standards? - What was the outcome? - What did you learn?

8. Tell us about a time where you may have received negative feedback and how

you handled it?

- What was the situation/context? - What was the feedback? - How did you respond to this feedback? - What was the outcome? - What did you learn?

9. Tell us about a time when you have had to maintain composure and

professionalism in times of adversity?

- What was the situation/context? - What actions did you take to maintain composure and professionalism? - What was the outcome? - What did you learn?

10. Tell me about a time when you have suspected that a deadline may not be met

and how did you react to this?

- What were the conflicting priorities and why? - What did you focus on? - What did you achieve? - What feedback did you get?

40

Interview Questions

Strategic Thinking Considers and understands own role and contribution in delivering Homes

England priorities and the bigger picture.


Question (Please enter selected question here)

Notes

Reason for Rating

RATING

5 4 3 2 1 n/e

41

Creative Thinking




Notes

Reason for Rating

RATING

5 4 3 2 1 n/e

42





Notes

Reason for Rating

RATING

5 4 3 2 1 n/e

43

Leadership




Promotes team working. Everyone has the responsibility to take ownership of challenges and problems and

seek to resolve them.


Notes

Reason for Rating

RATING

5 4 3 2 1 n/e

44





Notes

Reason for Rating

RATING

5 4 3 2 1 n/e

45

Communication

Communicates with others clearly, concisely, confidently, with consideration and respect in a way that engages the audience and achieves the desired result.


Notes

Reason for Rating

RATING

5 4 3 2 1 n/e

46

Focusing on Results Achieves results through a positive approach. Focuses on goals and targets. Looks critically at systems, policies, processes and procedures. Is able to contextualise KOPs and use to drive successful outcomes and

improvements. Enables effective teamwork by encouraging the team to achieve more through

combined efforts than by the sum of all their individual parts. Ensures Performance Management processes are used to support and improve

staff development, competency and results. Question (Please enter selected question here)

Notes

Reason for Rating

RATING

5 4 3 2 1 n/e

47

Job specific questions- Technical / professional knowledge and experience for

(job title)………………………………………………………………………………………..…..

To design job specific questions: Identify a maximum of four of the key job specific technical/professional knowledge areas/skills. These should relate to each of the role profiles and be required to ensure high performance in each role. Design, for each role, one question for each of these four areas/skills. If roles are similar but one at a slightly senior level then include more complex job requirements/questions to reflect the more senior role.

Some questions might be constructed around: Core job activities Trends and developments Procedures

Please use current and up to date role profiles and any updated team briefs to assist with this.

Use the rating scale on page 8 or 9 for each question and give evidence to back this up

Q1

RATING 5 4 3 2 1 n/e

Evidence

48

Q2


Evidence

Q3


Evidence

49

Q4


Evidence

50

FORM A (All levels)

Competency Based Interview Rating form (one per interviewer)

Candidate: Date:

Role applied for: Directorate:

Interviewer: Notes:

Instructions for using these scoring guidelines Please use the following rating scale when evaluating candidates

Rating Level Description

5

Excellent Multiple clear examples/ evidence of high level of competence and no negative evidence

4

Strong Multiple clear examples/ evidence of competence and little negative evidence

3

Benchmark Overall shows more positive evidence than negative evidence

2

Marginal

Meets some of the capability definition; sufficient negative evidence to be judged lacking in competence

1

Poor Meets little or none of the capability definition and no substantial positive evidence

Overall candidate rating

(n/e = no evidence)

HOMES ENGLAND COMPETENCY

5 4 3 2 1 n/

e

Score Comments

Strategic Thinking

Creative Thinking



Communication

Focus on Results

Leadership

Job specific Questions

TOTAL

51

Form B (All levels)

Moderated Individual Candidate Summary form (Print one form for each candidate)

Candidate: Date:

Role applied for: Directorate:

Interviewer: Interviewer:

Rating scale

Rating Level Description

5

Excellent Multiple clear examples/ evidence of high level of competence and no negative evidence

4

Strong Multiple clear examples/ evidence of competence and little negative evidence

3

Benchmark Overall shows more positive evidence than negative evidence

2

Marginal Meets some of the capability definition; sufficient negative evidence to be judged lacking in competence

1

Poor Meets little or none of the capability definition and no substantial positive evidence

Overall candidate rating (n/e = no evidence )

HOMES ENGLAND COMPETENCY

5 4 3 2 1 n/

e

Score Comments

Strategic Thinking

Creative Thinking



Communication

Focus on Results

Leadership

Job specific questions – overall rating

TOTAL score

Form C – Homes England Recruitment Final Decision Form

Job Title: Division/Location –

Competencies →

Strategic Thinking

Creative Thinking



Communication

Focus on results

Leadership

Job Specific/ Technical

Applicant Total

Applicant Names↓

Rating of evidence

Score 1 – Evidences little or none of the competency

Score 2 – Evidences some of the competency

Score 3 – Evidences most or meets the competency (benchmark)

Score 4 – Evidences strength in the competency

Score 5 – Evidences excellence in the competency

Signed/ name: Job title:_ Date: _

52

General Guidance and Tools for Managers interviewing

Contents

1. Competencies- information about Homes England Competencies

2. Competency Based Interviewing

3. STAR Model- to assist probing, when asking questions

4. ORSCE model – to assist suspending judgment in assessment scenarios

5. Checklist for interviews

6. Things to avoid

7. Other uses for Competencies in the organisation

53

1. Competencies

What are competencies?

They are a dimension of behaviour or a skill which are necessary for successful job performance. They are not tasks which have to be performed but the abilities and behaviours necessary for those tasks.

How was our framework developed?

A research project was undertaken by an external supplier with staff from across the organisation to identify strategic direction going forward and what behaviours were key to success.

2. Competency Based Interviewing

It is not possible to predict with absolute accuracy how someone will perform within their recruited role. But adopting a systematic and objective competency-based approach will give you the best chance of getting it right. Recent thinking in recruitment and selection has focused on the realisation that past performance is the most reliable and best predictor of future success in the job.

A structured interview that probes past behaviours is most beneficial when using a competency-based approach. This style of interview will seek responses to questions about previous history and experience. The questions and potentially suitable answers should be determined around the competencies set out in the role remit.

3. Benefits of a competency-based approach

The experience of many organisations across a wide range of industries shows that the use of competencies increases accuracy in assessing people’s suitability or potential for different jobs.

They help us achieve a closer match between a person’s skills and interests and the demands of the job.

They help to prevent interviewers and assessors from making incorrect judgements about people based on characteristics that are irrelevant to the job in question.

They can be used to underpin and structure the full range of assessment and development techniques – application forms, interviews, tests, assessment centres and appraisal ratings.

By breaking down an individual’s profile into specific skills and characteristics, development plans can be targeted more accurately to areas of real development needs.

54

4. The STAR model

A key skill required in a competency based interview is to probe the candidates responses to ensure you have sufficient evidence of what they have done in previous situations.

Use the STAR model below to help you probe.

Although the questions detail prompts – it is useful to know that they are based on the principle below.

Situation – What were the circumstances/situation?

Task- What did the individual need to do/tasks?

Actions- How did they approach the situation/actions taken? What process did they follow? How did they decide that these were the best actions?

Results – What was the outcome? Was the individual successful? What would they have done differently? What did they learn?

5. ORSCE MODEL

Use the ORSCE model to help you suspend judgement and evaluate responses based on the evidence you actually hear. This provides a consistent and practical way of thinking to assess.

Observe- listen to what is actually said by the candidate without making immediate evaluations.

Record- write down the exact question responses not your interpretation of the answer.

Summarise – Summarise the key points in relation to the competency indicators.

Classify – decide if the evidence you have against the indicators is positive or negative? Does it relate to the competency you are rating? How much positive / negative evidence is there?

Evaluate – using the evidence you have what rating will you give and why – decide what evidence you have to support a specific rating.

6. Things to do - checklist

Build rapport immediately, as candidates will be nervous.

Outline how the interview will run; manage expectations.

Clearly flagging the competency up at the start of each question will help candidates keep on track.

Probing to ensure you have full and clear answers about what the individual has actually achieved.

Don’t spend too long on the first few competencies and questions and run out of time.

55

Move the candidate on to the next question if you have sufficient information in a competency area.

Give them time after asking the question to consider a response.

Give them an opportunity to ask questions at the end of the interview.

Take accurate notes.

7. Things to avoid:

As a reminder it is important that the following are avoided:

Snap judgments – putting too much weight on the first few moments of the interview.

Negative bias – jumping to conclusions and writing a candidate off as a result of

emerging negatives.

Halo effect – High scores against one or two of your competencies lead you to

assume the candidate is perfect from then on.

Horns – the opposite of the halo – don’t assume a candidate is a lost cause because

he or she struggles to impress on a particular criterion.

Bias – can take many forms, social class, age, physical appearance, shared interest

(with you, the interviewer) etc.

Prejudice - what can bias you in favour of one candidate can prejudice you against

another.

Stereotypes – whether on physical, racial, social or any other grounds, stereotyping

candidates has no objective validity and must be avoided.

8. Competencies can also be used for :

In addition to recruitment, competencies can also be used during:

Appraisals: to highlight which competencies are key for completing tasks successfully

and as a consistent measure against which to review performance.

Development planning: to use the behavioural indicators to ensure development

planning is specific. Homes England Development guides are being produced for the Competency framework to give suggestions against each indicator to provide practical development suggestions per Competency area.

Career Planning: so staff can see what is required in different roles for successful

performance and help them ascertain if they may wish to acquire these and also what stage they are currently at.

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