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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
Core Competence Framework
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� - Core Competence Framework
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.
� - Core Competence Framework
Introduction to competences
� - Core Competence Framework
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.
� - Core Competence Framework
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.
� - Core Competence Framework
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.
1� - Core Competence Framework
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.
Level 1 Level 2 Level 3 Level 4
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.
1� - Core Competence Framework
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.
Level 1 Level 2 Level 3 Level 4
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.
1� - Core Competence Framework
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.
1� - Core Competence Framework
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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�� - Core Competence Framework
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appr
opria
te s
tand
ards
of
be
havi
our f
or c
usto
mer
ser
vice
. 2
I com
mun
icat
e cl
ear,
achi
evab
le
st
anda
rds f
or e
xcel
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.
�� - Core Competence Framework
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
.
�� - Core Competence Framework
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.
�� - Core Competence Framework
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.
�� - Core Competence Framework
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.
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