cs comp framework
TRANSCRIPT
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Civil Service
CompetencyFramework2012 - 2017
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About this frameworkWe are introducing a new competency framework to support the Civil Service Reform Plan and thenew performance management system. The competency framework sets out how we want peoplein the Civil Service to work. It puts the Civil Service values of honesty, integrity, impartiality andobjectivity at the heart of everything we do and it aligns to the three high level leadership behavioursthat every civil servant needs to model: Set Direction; Engage People and Deliver Results. Civilservants work in a huge range of jobs across the country and overseas but one thing we have in
common is that we are here to support the elected Government, providing advice to help shape itspolicies and ensuring seamless and practical implementation in line with those policies.
Competencies are the skills, knowledge and behaviours that lead to successful performance. Theframework outlines 10 competencies, which are grouped into 3 clusters as set out above. For eachcompetency there is a description of what it means in practice and some examples of effective andineffective behaviours at all levels. The competencies are intended to be discrete and cumulative,with each level building on the levels below i.e. a person demonstrating a competency at level 3should be demonstrating levels 1 and 2 as a matter of course. These indicators of behaviour arenot designed to be comprehensive, but provide a clear sense of and greater understanding and
consistency about what is expected from individuals in the Civil Service.
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What does it mean for me?The framework will be used for recruitment, performance management and developmentdiscussions and for decisions about progression. Some Departments introduced it in April 2012with the rest of Government doing so from April 2013. In these new arrangements your businessobjectives will set out what you need to achieve over the year and this competency frameworkwill set out how you need to work to achieve those objectives.
Most of you will need to focus on a number of competencies, usually around six, identied with yourmanager as being essential to your role. You are encouraged to discuss the framework with your linemanager to identify the competencies that apply most to your job role.
This framework has been developed in partnership with Civil Service professions. If you work as partof a profession with a separate framework this will complement your professional framework andshould be used alongside it.
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Strategic Cluster Setting Direction
1. Seeing the Big Picture
Seeing the big picture is about having an in-
depth understanding and knowledge of howyour role ts with and supports organisationalobjectives and the wider public needs. For allstaff, it is about focusing your contribution onthe activities which will meet Civil Service goalsand deliver the greatest value. At senior levels,it is about scanning the political context andtaking account of wider impacts to develop longterm implementation strategies that maximiseopportunities to add value to the citizen andsupport economic, sustainable growth.
2. Changing and Improving
People who are effective in this areaare responsive, innovative and seek outopportunities to create effective change.For all staff, its about being open to change,suggesting ideas for improvements to theway things are done, and working in smarter,more focused ways. At senior levels, this is
about creating and contributing to a culture ofinnovation and allowing people to consider andtake managed risks. Doing this well meanscontinuously seeking out ways to improvepolicy implementation and build a leaner, moreexible and responsive Civil Service. It alsomeans making use of alternative delivery modelsincluding digital and shared service approacheswherever possible.
3. Making Effective Decisions
Effectiveness in this area is about being
objective; using sound judgement, evidenceand knowledge to provide accurate, expertand professional advice. For all staff, it meansshowing clarity of thought, setting priorities,analysing and using evidence to evaluate optionsbefore arriving at well reasoned justiabledecisions. At senior levels, leaders will becreating evidence based strategies, evaluatingoptions, impacts, risks and solutions. They willaim to maximise return while minimising risk andbalancing social, political, nancial, economicand environmental considerations to providesustainable outcomes.
The framework is made up of ten competencies. Below is a list of all the
competencies with a high-level summary of each one.
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4. Leading and Communicating
At all levels, effectiveness in this area is aboutleading from the front and communicating withclarity, conviction and enthusiasm. Its aboutsupporting principles of fairness of opportunityfor all and a dedication to a diverse range ofcitizens. At senior levels, it is about establishinga strong direction and a persuasive futurevision; managing and engaging with peoplewith honesty and integrity, and upholding thereputation of the Department and the CivilService.
5. Collaborating and Partnering
People skilled in this area create and maintainpositive, professional and trusting working
relationships with a wide range of peoplewithin and outside the Civil Service to help getbusiness done. At all levels, it requires workingcollaboratively, sharing information and buildingsupportive, responsive relationships withcolleagues and stakeholders, whilst having thecondence to challenge assumptions. At seniorlevels, its about delivering business objectivesthrough creating an inclusive environment,encouraging collaboration and building effectivepartnerships including relationships withMinisters.
6. Building Capability for All
Effectiveness in this area is having a strongfocus on continuous learning for oneself, othersand the organisation. For all staff, its beingopen to learning, about keeping ones ownknowledge and skill set current and evolving.At senior levels, its about talent managementand ensuring a diverse blend of capability andskills is identied and developed to meet currentand future business needs. Its also aboutcreating a learning and knowledge culture acrossthe organisation to inform future plans andtransformational change.
People Cluster - Engaging People
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7. Achieving Commercial Outcomes
Being effective in this area is about maintainingan economic, long-term focus in all activities. Forall, its about having a commercial, nancial andsustainable mindset to ensure all activities andservices are delivering added value and workingto stimulate economic growth. At senior levels,its about identifying economic, market andcustomer issues and using these to promoteinnovative business models, commercialpartnerships and agreements to deliver greatestvalue; and ensuring tight commercial controlsof nances, resources and contracts to meetstrategic priorities.
8. Delivering Value for Money
Delivering value for money involves the efcient,effective and economic use of taxpayers moneyin the delivery of public services. For all staff, itmeans seeking out and implementing solutionswhich achieve the best mix of quality andeffectiveness for the least outlay. People whodo this well base their decisions on evidencedinformation and follow agreed processes andpolicies, challenging these appropriately wherethey appear to prevent good value for money.At senior levels, effective people embed aculture of value for money within their area/ function. They work collaboratively acrossboundaries to ensure that the Civil Servicemaximises its strategic outcomes within theresources available.
9. Managing a Quality Service
Effectiveness in this area is about beingorganised to deliver service objectives andstriving to improve the quality of service,taking account of diverse customer needs andrequirements. People who are effective plan,organise and manage their time and activitiesto deliver a high quality and efcient service,applying programme and project managementapproaches to support service delivery. At seniorlevels, it is about creating an environment todeliver operational excellence and creating themost appropriate and cost effective deliverymodels for public services.
10. Delivering at Pace
Effectiveness in this area means focusing ondelivering timely performance with energy andtaking responsibility and accountability forquality outcomes. For all staff, its about workingto agreed goals and activities and dealingwith challenges in a responsive andconstructive way. At senior levels, it is aboutbuilding a performance culture to deliveroutcomes with a rm focus on prioritisationand addressing performance issues resolutely,fairly and promptly. It is also about leaders
providing the focus and energy to drive activitiesforward through others and encourage staffto perform effectively during challenging andchanging times.
Performance Cluster - Delivering Results
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Setting Direction Engaging People Delivering Results
1. Seeing the Big Picture
Seeing the big picture is about having an in-depth understanding and knowledge of how your rolets with and supports organisational objectives and the wider public needs. For all staff, it is aboutfocusing your contribution on the activities which will meet Civil Service goals and deliver thegreatest value. At senior levels, it is about scanning the political context and taking account of widerimpacts to develop long term implementation strategies that maximise opportunities to add value tothe citizen and support economic, sustainable growth.
Strategic Cluster Setting Direction
Effective BehaviourPeople who are effective are likely to Ineffective BehaviourPeople who are less effective are likely to
Level 6 (Director General and Director)Develop an in-depth insight into the dynamics andissues surrounding the Department and Government,including political, economic, social, environmental andtechnological impacts
Focus on short term concerns, neglect long-term thinkingabout evolving and future issues and considerations forthe Civil Service and Department
Clarify and shape the Departments role and purposein delivering Civil Service priorities for the public andeconomic good
Show limited insight into Government expectations of theDepartment in generating value and growth in the UK
Understand where the Department sits within and alignsacross the Civil Service
Focus on own immediate area of concern and not seeinterconnections across Civil Service
Articulate the Departments business model and helppeople see their role within it
Lack clarity about own role and that of staff in deliveringthe work of the Department
Create clear long-term strategies focused on adding valueto the citizen and making real, lasting change beyond theCivil Service
Focus primarily on continuing historical activities based onshort term priorities not linked to clear value and deliveryfor the citizen and the economy
Fully engage with and utilise Non Executive Directorswider experience and knowledge to support strategicdecision making
Operate independently, without reference to the widersystem of knowledge and experience around them
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Setting Direction Engaging People Delivering Results
Effective BehaviourPeople who are effective are likely to
Ineffective BehaviourPeople who are less effective are likely to
Level 5 (Deputy Directors)Anticipate and predict the long term impact of national andinternational developments, including economic, political,environmental, social and technological, on own area
Have limited insight into the changes and developmentssurrounding own area
Identify and shape how own area ts within and supportsthe work of the Department
Give limited attention to the bigger issues and interactionsacross departments and outside the Civil Service whendening strategy
Develop an in-depth insight into customers, citizens,services, communities and markets affected by their areaand the wider public sector context
Lack insight into the wider context for own area takea simplistic perspective on the issues and concerns ofstakeholders
Create joined up strategies and plans that have positiveimpact and add value for stakeholders, citizens andcommunities
Develop strategies and plans with limited reference to theimpact and value they will bring to the key stakeholdersand to citizens now and in the future
Shape strategies and plans which help put into practiceand support the Departments vision and long-termdirection, including those shared with other departments
Maintain a narrow perspective allow own area tobecome out of step or work against the overall objectivesof the Department
Level 4 (Grade 7 & 6 or equiv)Anticipate economic, social, political, environmentaland technological developments to keep activity relevantand targeted
Demonstrate lack of knowledge and insight into widerissues, developments and impacts related to ownbusiness area
Identify implications of Departmental and political prioritiesand strategy on own area to ensure plans and activitiesreect these
Operate within own area without sufcient regard to howit creates value and supports the delivery of Departmentalgoals
Create policies, plans and service provision to meetcitizens diverse needs based on an up-to-date knowledgeof needs, issues and relevant good practice
Continue to apply outdated practices which are unable tomeet the diverse needs of citizens
Ensures relevant issues relating to their activity/policyarea are effectively fed into strategy and big pictureconsiderations
Miss opportunities to ensure important issues areconsidered by senior staff, raises small details as bigpicture issues
Adopt a Government-wide perspective to ensurealignment of activity and policy
Only consider the context of own business area and notthose of others or of the organisation as a whole
Bring together views and perspectives of stakeholdersto gain a wider picture of the landscape surroundingactivities and policies
Lack clarity of or interest in gaining wider stakeholderperspectives
1. Seeing the Big Picture
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Setting Direction Engaging People Delivering Results
Effective BehaviourPeople who are effective are likely to
Ineffective BehaviourPeople who are less effective are likely to
Level 3 (HEO & SEO or equiv)Be alert to emerging issues and trends which mightimpact or benet own and teams work
Ignore changes in the external environment that haveimplications for Departmental policy and considerations
Develop an understanding of own areas strategy and howthis contributes to Departmental priorities
Shows limited interest in or understanding ofDepartmental priorities and what they mean for activitiesin their area
Ensure own area/team activities are aligned toDepartmental priorities
Be overly focused on team and individual activitieswithout due regard for how they meet the demands of theDepartment as a whole
Actively seek out and share experience to develop
understanding and knowledge of own work and of teamsbusiness area
Take actions which conict with or mis-align to
other activities
Seek to understand how the services, activities andstrategies in the area work together to create value for thecustomer/end user
Commit to actions without consideration of the impact onthe diverse needs of customers/end users apply a onesize ts all approach
Level 2 (EO or equiv)Keep up to date with a broad set of issues relating to thework of the Department
Have a narrow view of their role, without understandingthe Departments wider activities
Develop understanding of how own and teams worksupports achievement of Departmental priorities anddelivery to the citizen
Carry out own tasks without considering how their workimpacts or interacts with other teams
Focus on the overall goal and intent of what they aretrying to achieve, not just the task
Fail to identify occasions when professional judgementand personal initiative are called for in order to deliverbusiness objectives
Take an active interest in expanding their knowledge ofareas related to own role
Rely solely on the knowledge they have alreadyestablished about their role
Level 1 (AA and AO or equiv)Gather information from a range of relevant sources insideand outside their Department to inform own work
Take actions/decisions without regard to the bigger picture
Understand what is required of them in their role and howthis contributes to team and Departmental priorities
Show little interest in the work of the Department, notappreciating they have a role in meeting priorities
Consider how their own job links with and impacts oncolleagues and others in partner organisations
Work on own tasks in isolation showing little interest inthe wider context and relevant developments outside theirimmediate area
1. Seeing the Big Picture
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Setting Direction Engaging People Delivering Results
Strategic Cluster Setting Direction
2. Changing and Improving
People who are effective in this area are responsive, innovative and seek out opportunities to createeffective change. For all staff, its about being open to change, suggesting ideas for improvementsto the way things are done, and working in smarter, more focused ways. At senior levels, thisis about creating and contributing to a culture of innovation and allowing people to consider andtake managed risks. Doing this well means continuously seeking out ways to improve policyimplementation and build a leaner, more exible and responsive Civil Service. It also means makinguse of alternative delivery models including digital and shared service approaches wherever possible.
Effective BehaviourPeople who are effective are likely to
Ineffective BehaviourPeople who are less effective are likely to
Level 6 (Director General and Director)Challenge bureaucratic decision making, resourcingstructures and processes across the Department and CivilService to create a lean, at and effective organisation
Create/tolerate bureaucracies and inefcient ways ofworking which hinder effectiveness
Seek out opportunities for innovation and have thecourage to take risks and make step changes to howthings are done
Argue to retain the status quo, support currentapproaches, activities and processes without challenge,avoiding innovations and risks
Rethink systems and partnership approaches to simplifythe Department and Civil Service
Continue with ineffective systems and partnershipapproaches
Create a culture of exibility and responsiveness,mobilising the Department to respond swiftly to changingpriorities
Tolerate colleagues operating in rigid, bureaucratic ways
Challenge the status quo and accepted assumptions atthe highest levels across the Civil Service
Support incremental improvements within isolated areasrather than any fundamental shifts in approach
Consider fully the impact of change on organisationculture, wider Government structures and economicgrowth
Adopt a piecemeal approach to change management,focusing on tasks at the expense of culture and morale
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Setting Direction Engaging People Delivering Results
Effective BehaviourPeople who are effective are likely to
Ineffective BehaviourPeople who are less effective are likely to
Level 5 (Deputy Directors)Seek and encourage ideas, improvements and measuredrisk taking within own area to deliver better approachesand services
Restrict changes to own portfolio do not integrate oralign with change in other areas
Encourage a culture of imaginative thinking, seek toexpand mindsets and genuinely listen to ideas fromemployees and stakeholders
Create a punitive environment for risk taking andresponsive decision making show intolerance ofmistakes
Identify step changes that quickly transform exibility,responsiveness and quality of service
Allow own area to become outdated and out of step withevolving changes and wider service requirements
Challenge the status quo in own and related areas toachieve value-adding improvements and change
Contribute to a culture of inertia across own portfolio ofactivities by focusing managers on delivering things asthey always have
Lead the transformation of services to users, moving to adigital approach whenever possible
Miss opportunities to use alternative delivery models
Create effective plans, systems and governance tomanage change and respond promptly to critical events
Adopt an unsystematic approach to change management cause confusion about priorities and timelines
Level 4 (Grade 7 & 6 or equiv)Understand and identify the role of technology in publicservice delivery and policy implementation
Ignore developments in technology that could benetpublic service delivery and policy implementation
Encourage a culture of innovation focused on adding value give people space to think creatively
Take a narrow and risk averse approach to proposednew approaches by not taking or following up on ideasseriously
Effectively capture, utilise and share customer insightand views from a diverse range of stakeholders to ensurebetter policy and delivery
Fail to effectively capture, utilise and share customerinsight appropriately in the development of policies andservices
Spot warning signs of things going wrong and provide adecisive response to signicant delivery challenges
Remain wedded to the course that they have set andunresponsive to the changing demands of the situation
Provide constructive challenge to senior management onchange proposals which will affect own business area
Spend limited time on engaging experts and relevantindividuals in developing and testing proposals, failing topass on relevant staff feedback
Consider the cumulative impact on own business areaof implementing change (culture, structure, service andmorale)
Give limited time to acknowledging anxieties andovercoming cynicism
2. Changing and Improving
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Setting Direction Engaging People Delivering Results
2. Changing and Improving
Effective BehaviourPeople who are effective are likely to
Ineffective BehaviourPeople who are less effective are likely to
Level 3 (HEO & SEO or equiv)Find ways to improve systems and structures to deliverwith more streamlined resources
Retain resource intensive systems and structures that areconsidered too difcult to change
Regularly review procedures or systems with teamsto identify improvements and simplify processes anddecision making
Repeat mistakes and overlook lessons learned fromchanges that have been less effective in the past
Be prepared to take managed risks, ensuring these areplanned and their impact assessed
Have ideas that are unfocused and have little connectionto the realities of the business or customer needs
Actively encourage ideas from a wide range of sourcesand stakeholders and use these to inform own thinking
Not listen to suggested changes and not give reasons asto why the suggestion is not feasible
Be willing to meet the challenges of difcult or complexchanges, encouraging and supporting others to do thesame
Resist changing own approach in response to the newdemands - adopting a position of always done things likethis
Prepare for and respond appropriately to the range ofpossible effects that change may have on own role/team
Take little responsibility for suggesting or progressingchanges due to perceived lack of control of processes
Level 2 (EO or equiv)Understand and apply technology to achieve efcient andeffective business and personal results
Avoid use of technology and stick to tried and testedmeans of delivering business objectives
Consider and suggest ideas for improvements, sharingthis feedback with others in a constructive manner
Be reluctant to consider ways to improve services in ownarea, even when improvements are urgently required
Conduct regular reviews of what and who is required tomake a project/activity successful and make on-goingimprovements
Stick rigidly to the original brief, not adapting support/inputto changing needs
Put aside preconceptions and consider new ideas on theirown merits
Avoid considering different approaches, accepting theestablished way of doing things
Help colleagues, customers and corporate partners tounderstand changes and why they have been introduced
Dismiss colleagues concerns about change and missopportunities to discuss with them what is behind theirconcerns
Identify, resolve or escalate the positive and negativeeffects that change may have on own role/team
Implement change in a thoughtless and unstructuredway, having not considered the possible effects it mayhave on others
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Setting Direction Engaging People Delivering Results
2. Changing and Improving
Effective BehaviourPeople who are effective are likely to
Ineffective BehaviourPeople who are less effective are likely to
Level 1 (AA and AO or equiv)Review working practices and come up with ideas toimprove the way things are done
Remain attached to outdated procedures and technologies
Learn new procedures, seek to exploit new technologiesand help colleagues to do the same
Adopt new processes without reporting difcultiesthat occur
Co-operate with and be open to the possibilities of changeand consider ways to implement and adapt to change inown work role
Unwilling to consider how change could help in own role
Be constructive in raising issues with managers aboutimplemented changes and the impact these are having onthe service
Be resistant to listening to ideas or plans for change,showing little interest in the reasons for change and howthey can adapt their behaviour to thrive in thenew environment
Respond effectively to emergencies Resistant to sudden changes to usual work routine
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Setting Direction Engaging People Delivering Results
Strategic Cluster Setting Direction
3. Making Effective Decisions
Effectiveness in this area is about being objective; using sound judgement, evidence and knowledgeto provide accurate, expert and professional advice. For all staff, it means showing clarity ofthought, setting priorities, analysing and using evidence to evaluate options before arriving at wellreasoned justiable decisions. At senior levels, leaders will be creating evidence based strategies,evaluating options, impacts, risks and solutions. They will aim to maximise return while minimisingrisk and balancing social, nancial, political, economic and environmental considerations to providesustainable outcomes.
Effective BehaviourPeople who are effective are likely to
Ineffective BehaviourPeople who are less effective are likely to
Level 6 (Director General and Director)Navigate and balance a range of political, national andinternational pressures to shape the Departmentsstrategy and priorities
Omit consideration of sustainable long-term developmentin strategy and give limited consideration to social,environmental or economic factors in analysis
Swiftly analyse complex and ambiguous data to provideclarity of thinking to the Department
Lack condence in making decisions when the situation isunclear and constantly call for more information
Involve the right stakeholders and partners in makingrecommendations or decisions early on and continue toengage them
Provide recommendations or decisions without full andproper consultation
Identify and evaluate risks and options and developDepartment wide strategies to manage and mitigate
Provide advice without full evaluation of risk, scenariosand options
Make unpopular decisions and defend them at the highestlevel when required
Constantly change decisions based on new opinions,information or challenge
Give unbiased advice to Ministers based on robustanalysis, not just what is welcomed
Opt to give advice which the Minister/stakeholder wantsto hear and ignore contrary evidence
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Setting Direction Engaging People Delivering Results
3. Making Effective Decisions
Effective BehaviourPeople who are effective are likely to
Ineffective BehaviourPeople who are less effective are likely to
Level 5 (Deputy Directors)Interpret a wide range of political and national pressuresand inuences to develop strategies
Give limited consideration to long-term sustainability ordiversity impacts when shaping strategies and plans
Weigh up competing views to generate ways forwardwhich will meet organisational goals
Have to continually revisit decisions due to lack of or poorquality analysis and evidence
Ensure involvement and consultation where necessaryand take decisive action when required
Fail to follow a broad consultation process when comingto key decisions
Articulate options and large-scale reputational risks andimpacts, including economic, environmental, political andsocial, and recommend plans to manage and mitigate
Provide advice without full consideration of risk, scenariosand options
Take quick, condent decisions at a strategic level tomove things forward
Constantly change decisions based on new opinions,information or challenge
Outline direction of travel, recommendations anddecisions for their area, taking account of nancial andimplementation issues
Overlook key information relating to cost andimplementation issues
Level 4 (Grade 7 & 6 or equiv)Push decision making to the right level within their teams,not allow unnecessary bureaucracy and structure tosuppress innovation and delivery
Involve only those in their peer group or direct reportingline in decision making
Weigh up data from various sources, recognising when tobring in experts/researchers to add to available information
Underestimate the work required to consider all theevidence needed and do not involve experts sufcientlyearly
Analyse and evaluate pros and cons and identify risks inorder to make decisions that take account of the widercontext, including diversity and sustainability
Take decisions without regard for the context, organisationrisk, alignment with wider agendas or impacts (economic,social and environmental)
Draw together and present reasonable conclusions from awide range of incomplete and complex evidence and data able to act or decide even when details are not clear
Get confused by complexity and ambiguity and consideronly simple or straightforward evidence
Identify the main issues in complex problems, clarifyunderstanding or stakeholder expectations, to seekbest option
Rely too heavily on gut instinct and provide unclear,incoherent or illogical analysis of core issues
Make difcult decisions by pragmatically weighing thecomplexities involved against the need to act
Make expedient decisions that offer less resistance orrisk to themselves rather than decisions that are best forthe business
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Setting Direction Engaging People Delivering Results
3. Making Effective Decisions
Effective BehaviourPeople who are effective are likely to
Ineffective BehaviourPeople who are less effective are likely to
Level 3 (HEO & SEO or equiv)Make decisions when they are needed, even if they provedifcult or unpopular
Miss opportunities or deadlines by delaying decisions
Identify a range of relevant and credible informationsources and recognise the need to collect new data whennecessary from internal and external sources
Only use evidence sources that support arguments or areeasily accessible
Recognise patterns and trends in a wide range ofevidence/data and draw key conclusions
Come to conclusions that are not supported by evidence
Explore different options outlining costs, benets, risksand potential responses to each
Give little consideration to the people and resourcesimpacted by decisions
Recognise scope of own authority for decision making andempower team members to make decisions
Create confusion by omitting to inform relevantpeople of amendments or decisions causing delays inimplementation
Invite challenge and where appropriate involve others indecision making to help build engagement and presentrobust recommendations
Consistently make decisions in isolation or with aselect group
Level 2 (EO or equiv)Demonstrate accountability and make unbiased decisions Avoid making decisions that lie within own remit;
continually push decisions up
Examine complex information and obtain furtherinformation to make accurate decisions
Miss important evidence or make hasty judgements
Speak with the relevant people in order to obtain the mostaccurate information and get advice when unsure of howto proceed
Encounter problems by failing to check issues andrelevance of information before using it
Explain clearly, verbally and in writing, how a decision hasbeen reached
Share decisions in a way that leads to frustration oradditional work
Provide advice and feedback to support others to makeaccurate decisions
Provide limited or no assurance that the right decisionsare being made in team/work area
Monitor the storage of critical data and customer
information to support decision making and conductregular reviews to ensure it is stored accurately,condentially and responsibly
Take little care with data and information storage; allow
inaccuracies and mishandling to occur
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Setting Direction Engaging People Delivering Results
3. Making Effective Decisions
Effective BehaviourPeople who are effective are likely to
Ineffective BehaviourPeople who are less effective are likely to
Level 1 (AA & AO or equiv)Make and record effective decisions following theappropriate decision making criteria, framework orguidance
Compromise the consistency and quality ofdecision making
Ask questions when unsure what to do Fail to research or use relevant information or support tocarry out tasks
Undertake appropriate analysis to support decisions orrecommendations
Make decisions or recommendations without theevidence to back them up
Investigate and respond to gaps, errors and irregularitiesin information
Overlook anomalies in evidence presented
Speak up to clarify decisions and query theseconstructively
Miss opportunities to take part in constructiveconversations about decisions made
Think through the implications of own decisions beforeconrming how to approach a problem/issue
Give limited consideration to the impact of their decisions
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Setting Direction Engaging People Delivering Results
4. Leading and Communicating
At all levels, effectiveness in this area is about leading from the front and communicating with clarity,conviction and enthusiasm. Its about supporting principles of fairness of opportunity for all and adedication to a diverse range of citizens. At senior levels, it is about establishing a strong directionand a persuasive future vision; managing and engaging with people with honesty and integrity, andupholding the reputation of the Department and the Civil Service.
People Cluster - Engaging People
Effective BehaviourPeople who are effective are likely to Ineffective BehaviourPeople who are less effective are likely to
Level 6 (Director General and Director)Actively develop and protect the reputation of theDepartment and the Civil Service create a sense of pride
Overlook opportunities to champion achievements ofemployees in the Department and the Civil Service
Shape, promote and exemplify desired Departmental andthe Civil Service values and culture
Act in ways which are at odds with desired culture andvalues damages the Civil Service leadership reputationinternally and externally
Be highly articulate and credible at the most seniorlevels across and outside the Civil Service, consistentlydelivering inspiring, engaging and meaningful messagesabout the future direction
Lack condence or impact at high levels, struggle withmedia spotlight, miss opportunities to communicatemessages or give a confused or uninspiring narrativeabout whats important
Engage positively in debate and seek to resolve issueswith peers across the Civil Service
Operate independently, rarely asking for input from seniorcolleagues and communicating infrequently
Demonstrate insight into the link between the moral andbusiness case for equality and diversity and achievingorganisational priorities
Disregard the link between the moral and business casefor diverse and sustainable outcomes
Negotiate with and inuence external partners,stakeholders and customers successfully at thehighest levels
Lack insight into the different motivations and agendas ofthe variety of stakeholders
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4. Leading and Communicating
Effective BehaviourPeople who are effective are likely to
Ineffective BehaviourPeople who are less effective are likely to
Level 5 (Deputy Directors)Lead from the front, communicating and motivatingpeople towards stretching goals
Unable to translate, articulate and inspire people aroundvision and goals
Actively promote the Departments reputation externallyand internally publicise successes widely
Avoid activities to build prole within or outside theDepartment
Inspire staff and delivery partners to engage fully with longterm vision and purpose of the Department, supportingthem to make sense of change
Make limited effort to create clarity for others aroundstrategy or purpose, leave staff to work through changeson their own
Actively promote diversity and equality of opportunityinside and outside the Civil Service
Disregard the need to consistently promote gooddiversity practice
Communicate with conviction and clarity in the face oftough negotiations or challenges
Back down readily in the face of challenge or toughnegotiations
Inuence external partners, stakeholders and customerssuccessfully secure mutually benecial outcomes
Lose focus under pressure and neglect the need to agreejoint outcomes
Level 4 (Grade 7 & 6 or equiv)Be visible to staff and stakeholders and regularlyundertake activities to engage and build trust with peopleinvolved in area of work
Only speak to staff and stakeholders in a face-to-faceenvironment when pressured to do so
Clarify strategies and plans, giving clear sense of directionand purpose for self and team
Leave team unclear about vision and goals of theirimmediate business area
Stand by, promote or defend own and teams actions anddecisions where needed
Leave team members to cope alone in difcult situations provide little support for their teams
Condently engage with stakeholders and colleagues at alllevels to generate commitment to goals
Miss opportunities to transform the team, wait for othersto take the lead
Lead by example, role modelling ethics, integrity,impartiality and the elimination of bias by building diverseteams and promoting a working environment thatsupports the Civil Service values and code
Act in ways that are at odds with their expressed beliefs
Be open and inviting of the views of others and responddespite pressure to ignore, revert or concede
Set out a course of action and apply it without listening toothers or adapting where relevant
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4. Leading and Communicating
Effective BehaviourPeople who are effective are likely to
Ineffective BehaviourPeople who are less effective are likely to
Level 3 (HEO & SEO or equiv)Take opportunities to regularly communicate and interactwith staff, helping to clarify goals and activities and thelinks between these and Departmental strategy
Be rarely available to staff and others, communicateinfrequently
Recognise, respect and reward the contribution andachievements of others
Take the credit for others achievements
Communicate in a succinct, engaging manner and standground when needed
Give in readily when challenged
Communicate using appropriate styles, methodsand timing, including digital channels, to maximise
understanding and impact
Communicate in a set way with little variation, withouttailoring messages, style and timing to the needs of the
target audiencePromote the work of the Department and play an activepart in supporting the Civil Service values and culture
Be ignorant of and/or dismissive of broader organisationalvalues and goals, such as equality and diversity
Convey enthusiasm and energy about their work andencourage others to do the same
Communicate information without consideration forthe audience or with limited/low levels of enthusiasmand effort
Level 2 (EO or equiv)Display enthusiasm around goals and activities adoptinga positive approach when interacting with others
Express limited interest in goals and activities
Listen to, understand, respect and accept the value ofdifferent views, ideas and ways of working
Adopt a biased, exclusive or disrespectful manner in theirdealings with others
Express ideas effectively, both orally and in writing, andwith sensitivity and respect for others
Demonstrate no awareness of the impact of theirbehaviour on others nor consider the potential reactions ofothers to the ideas put forward
Condently handle challenging conversations or interviews Unable to deal objectively with conicts and disputeswhen they arise
Confront and deal promptly with inappropriate languageor behaviours, including bullying, harassment ordiscrimination
Avoid challenging inappropriate language or behaviours
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4. Leading and Communicating
Effective BehaviourPeople who are effective are likely to
Ineffective BehaviourPeople who are less effective are likely to
Level 1 (AA and AO or equiv)Put forward their own views in a clear and constructivemanner, choosing an appropriate communication method,e.g. email/ telephone/ face to face
Miss opportunities to contribute positively to discussionsabout the organisation or team
Act in a fair and respectful way in dealing with others Show bias or a lack of respect and treat some groupsmore favourably than others
Write clearly in plain simple language and check work forspelling and grammar, learning from previous inaccuracies
Make little effort to ensure they express themselves in aneffective manner that others can easily understand
Ask open questions to appreciate others point of view Withhold work information and refuse to share knowledgethat would help others do a better job
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5. Collaborating and Partnering
People skilled in this area create and maintain positive, professional and trusting workingrelationships with a wide range of people within and outside the Civil Service to help get businessdone. At all levels, it requires working effectively, sharing information and building supportive,responsive relationships with colleagues and stakeholders, whilst having the condence to challengeassumptions. At senior levels, its about delivering business objectives through creating an inclusiveenvironment, encouraging collaboration and building effective partnerships including relationshipswith Ministers.
People Cluster - Engaging People
Effective BehaviourPeople who are effective are likely to
Ineffective BehaviourPeople who are less effective are likely to
Level 6 (Director General and Director)Build a strong network of collaborative relationships andpartnerships across the Civil Service, at the highest levelsin Government and beyond (UK, EU and globally) to helpDepartmental and wider Civil Service objectives
Restrict collaboration to existing relationships, give limitedattention to the importance of building networks
Be a full partner on the Board and act for the wider goodof the Civil Service
Encourage own Department to focus on its pressures andagenda at the expense of wider collaboration
Drive a diverse and collaborative working culture whichencourages transparency and open communication
Create and allow cliques and narrow ways of workingwithin and across functions, promoting a knowledge ispower culture
Confront issues and challenge assumptions at the highestlevels with delivery partners, stakeholders and clients inan assertive yet constructive way
Not involve partners and stakeholders early on in thedevelopment of policies, services and delivery options
Work effectively with Non Executive Directors to bringtogether political and ofcial leadership to improve
governance at board level
Fail to utilise the experience and input offered by NonExecutive Directors
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5. Collaborating and Partnering
Effective BehaviourPeople who are effective are likely to
Ineffective BehaviourPeople who are less effective are likely to
Level 5 (Deputy Directors)Proactively create, maintain and promote a strong networkof connections with colleagues across the Department,wider Civil Service and externally
Focus on delivery at the expense of building networks andeffective relationships across and beyond their area
Actively promote knowledge and resource sharing withpeers and across functions
Consistently protect resources and interests of own areaat the expense of Departmental priorities
Encourage and establish principles of working effectivelyacross boundaries to support the business
Act selshly to protect own area and resist involvementfrom external colleagues or experts
Encourage teams to engage with a variety of deliverypartners and stakeholders and listen to their feedback
Give teams limited support about how to workcollaboratively with delivery partners, discourage early
engagementBuild high performing teams within own area, alignedaround common goals
Struggle to address low morale or de-motivation withinteams; create boundary or resource tensions betweenthe teams
Set out clear expectations that bullying, harassment anddiscrimination are unacceptable
Permit unacceptable or disrespectful behaviour to persistin own area and with other teams
Level 4 (Grade 7 & 6 or equiv)Actively build and maintain a network of colleaguesand contacts to achieve progress on objectives andshared interests
Only seek to build contacts in immediate work group,neglect to create a wider network beyond this
Demonstrate genuine care for staff and others buildstrong interpersonal relationships
Neglect to maintain relationships during difcult times
Encourage contributions and involvement from a broadand diverse range of staff by being visible and accessible
Operate within a narrow frame of reference and avoidadopting a fuller perspective with associated complexity
Effectively manage team dynamics when working acrossDepartmental and other boundaries
Be overly protective of own initiatives and missopportunities to network across boundaries
Actively involve partners to deliver a businessoutcome through collaboration that achieves betterresults for citizens
Struggle to manage, or actively ignore other partiesagendas
Seek constructive outcomes in discussions, challengeassumptions but remain willing to compromise when it isbenecial to progress
Push forward initiatives on basis of personal agenda oradvantage and refuse to compromise; stay wedded toone outcome
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5. Collaborating and Partnering
Effective BehaviourPeople who are effective are likely to
Ineffective BehaviourPeople who are less effective are likely to
Level 3 (HEO & SEO or equiv)Establish relationships with a range of stakeholders tosupport delivery of business outcomes
Devote little or no time to networking or engaging withimmediate stakeholders, preferring to work in isolation
Invest time to generate a common focus and genuineteam spirit
Demonstrate limited capability to get the best from peopleand create barriers or negative feelings between andwithin teams
Actively seek input from a diverse range of people Display little appreciation of the value of differentcontributions and perspectives
Readily share resources to support higher priority work,showing pragmatism and support for the shared goals of
the organisation
Create reasons why resources and support cannot beshared
Deal with conict in a prompt, calm and constructivemanner
Show a lack of concern for others perspectives
Encourage collaborative team working within own teamand across the Department
Support individual or silo ways of working
Level 2 (EO or equiv)Demonstrate interest in others and develop a range ofcontacts outside own team to help get the job done
Ignore the knowledge and expertise that a widernetwork of colleagues and partners can bring to thework of the team
Change ways of working to facilitate collaboration for thebenet of the teams work
Continue to work in set ways that make it difcultfor colleagues to contribute to or benet from theteams work
Proactively seek information, resources and support fromothers outside own immediate team in order to helpachieve results
Take a narrow approach to resolving resourcing issues inown area and fail to explore other resourcing opportunitiesand possibilities
Readily identify opportunities to share knowledge,information and learning and make progress by workingwith colleagues
Rarely share information, or restrict it to immediatecolleagues only
Listen attentively to others and check their understandingby asking questions
Show a lack of interest or skill in interacting with others
Take responsibility for creating a working environment thatencourages equality, diversity and inclusion
Adopt a biased, exclusive or disrespectful manner in theirdealings with others
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5. Collaborating and Partnering
Effective BehaviourPeople who are effective are likely to
Ineffective BehaviourPeople who are less effective are likely to
Level 1 (AA and AO or equiv)Proactively contribute to the work of the whole team Focus on own objectives at the expense of supporting
colleagues
Get to know fellow team members/colleagues andunderstand their viewpoints and preferences
Is overly critical and blaming of people who have differentworking styles or development needs
Seek help when needed in order to complete ownwork effectively
Miss opportunities to generate better outcomes for thecustomer through collaboration with others
Be open to taking on different roles Assume specic, unvarying role responsibilities
Try to see issues from others perspectives and checkunderstanding
Look at issues from own viewpoint only
Listen to the views of others and show sensitivitytowards others
Not treat all colleagues fairly, equitably or with respect
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6. Building Capability for All
Effectiveness in this area is having a strong focus on continuous learning for oneself, others and theorganisation. For all staff, its being open to learning, about keeping ones own knowledge and skillset current and evolving. At senior levels, its about talent management and ensuring a diverse blendof capability and skills is identied and developed to meet current and future business needs. Itsalso about creating a learning and knowledge culture across the organisation to inform future plansand transformational change.
People Cluster - Engaging People
Effective BehaviourPeople who are effective are likely to Ineffective BehaviourPeople who are less effective are likely to
Level 6 (Director General and Director)Champion the strategic importance of people, talentmanagement and development issues, building a strongculture of continuous learning and knowledge sharing
Allow organisational learning to be lost and fail to create aclimate where colleagues can apply new learning relevantto the business
Operate with an acute awareness of inclusiveness,equality and diversity and build capability strategies tosupport careers for all employees
Show little ability or commitment to enabling equalopportunities for people to realise their aspirations
Develop and maintain organisational commitment toproblem solving, empowering people to experiment andachieve organisational results together
Allow a sense that problem solving is only for a fewindividuals and only at certain times
Be renowned as an effective coach and sounding boardfor senior people
Invest little personal time to develop talent andfuture leaders
Take a strategic perspective to identifying the capabilityneeds of the Department and identifying and nurturingfuture leaders
Adopt a short term perspective to people and talentmanagement issues struggle to assess long-term andevolving people requirements for the Department
Role model continuous learning and self development,evaluating own effectiveness and growth and planningnext learning steps accordingly
Be resistant to or dismissive of personal feedback and seepersonal growth as not relevant at their level
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Effective BehaviourPeople who are effective are likely to
Ineffective BehaviourPeople who are less effective are likely to
Level 5 (Deputy Directors)Champion development, talent and career managementfor all staff and make learning a reality by encouraging andproviding a range of development experiences
Allow delivery to dominate to the exclusion of learningand development activities, missing out on longer termbusiness benets and ignoring the organisational learningdimension
Create an inclusive environment, one from which all staff,including under-represented groups, can benet
Tolerate discriminatory thinking and practices whenbuilding capability in the organisation
Encourage work-place based learning, ensure colleaguestake responsibility for their own learning and share it tobuild organisational capability
Fail to ensure colleagues practise and share new learningof benet to the business
Devote dedicated time to supporting and empoweringpeople through coaching and mentoring and sharingexpertise/knowledge
Focus resources on technical knowledge/ skills gapsat the expense of leadership skills or development offuture talent
Identify capability requirements to deliver Departmental3-5 year strategy and grow sustainable capability across allgroups including those identied as havinghigh potential
Allow ineffective performance management which failsto narrow capability gaps for the organisation or growavailable talent
Role model continuous learning and self development,evaluating own effectiveness and growth and planningnext learning steps accordingly
Seldom seek feedback and fail to seize opportunities forpersonal development
Level 4 (Grade 7 & 6 or equiv)Ensure that individual and organisational learning andtalent development opportunities are fully exploited inorder to enhance organisational capability
Ignore emerging learning and development opportunitiesand the sharing of that learning to benet the organisation
Role model work-place based learning and encouragedevelopment, talent and career management for all staff
Not follow up on learning to ensure colleagues practiseand apply new learning to the benet of the organisation
Coach and support colleagues to take responsibility fortheir own development (through giving accountability,varied assignments and on-going feedback)
Make token efforts to coach and develop people, allowstaff to de-prioritise own development
Establish and drive intra and inter team discussions tolearn from experience and adapt organisational processesand plans
Stay ignorant of the experience of colleagues and takelittle notice of the potential learning available
Identify capability requirements needed to deliver futureteam objectives and manage team resources to meetthese needs
Allow team capability needs to go unaddressed and fail touse development opportunities and effective performancemanagement to maximise team capability
Prioritise and role model continuous self learning anddevelopment, including leadership, management andpeople skills
Place low priority on people management anddevelopment, seldom seek feedback or challenge,and prioritise professional expertise over leadership,management and people skills
6. Building Capability for All
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6. Building Capability for All
Effective BehaviourPeople who are effective are likely to
Ineffective BehaviourPeople who are less effective are likely to
Level 3 (HEO & SEO or equiv)Identify and address team or individual capabilityrequirements and gaps to deliver current and future work
Manage others in a weak or ineffective manner, allowingcapability gaps to persist
Identify and develop all talented team members to supportsuccession planning, devoting time to coach, mentor anddevelop others
Choose to only develop team members who reect owncapabilities, styles and strengths
Value and respond to different personal needs in the teamusing these to develop others and promote inclusiveness
Be insensitive to and unaware of the diverse aspirationsand capability of all members of the team
Proactively manage own career and identify own learningneeds with line manager, plan and carry out work-place
learning opportunities
Passively expect others to identify and manage theirlearning needs
Continually seek and act on feedback to evaluate andimprove their own and teams performance
Make no attempt to learn from or apply lessons offeedback
Level 2 (EO or equiv)Take ownership of team and individual development byidentifying capability needs and consistently achievingdevelopment objectives
Fail to address own capability needs or identify learningopportunities
Take responsibility for the quality of own work and seekingopportunities for improvement through continuouslearning
Resist opportunities to broaden work responsibilities
Proactively support the development plans of others Resist learning and development requests from others
Take account of the diverse contributions of teammembers and delegate work to improve capabilities of all
Tend to keep work to themselves that could be a helpfuldevelopment opportunity for a team member, failing toensure equality of opportunity
Encourage and be open to developmental feedback fromothers
Be disinterested in giving or receiving constructivefeedback
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Effective BehaviourPeople who are effective are likely to
Ineffective BehaviourPeople who are less effective are likely to
Level 1 (AA and AO or equiv)Identify own skills, knowledge and behaviour gaps toinform own development plan and discuss these with theline manager
Take a passive approach to personal development, mostlyrelying on others to identify learning points or dismissingconstructive feedback
Recognise and take time to achieve own learning anddevelopment objectives
Lack interest in personal development, decline allopportunities to learn e.g. through attending programmesor engaging in work-place learning
Find ways to learn and personally improve in the
completion of day-to-day tasks
Maintain a rigid view of daily tasks, missing opportunities
to learn or to improve how they do things
Improve own performance by taking on board feedbackfrom colleagues from different backgrounds
Ignore or undervalue the contributions and views of othersfrom different backgrounds
Share learning with team and colleagues; contribute to theteams shared learning and understanding
Keep knowledge and expertise to themselves rather thanshare for the benet of the whole team
React constructively to developmental feedback and makechanges as a result
Do little to follow through on constructive developmentalfeedback, ignore or dismiss its value
6. Building Capability for All
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7. Achieving Commercial Outcomes
Being effective in this area is about maintaining an economic, long-term focus in all activities. For all,its about having a commercial, nancial and sustainable mindset to ensure all activities and servicesare delivering added value and working to stimulate economic growth. At senior levels, its aboutidentifying economic, market and customer issues and using these to promote innovative businessmodels, commercial partnerships and agreements to deliver greatest value; and ensuring tightcommercial controls of nance, resources and contracts to meet strategic priorities.
Performance Cluster - Delivering Results
Effective BehaviourPeople who are effective are likely to Ineffective BehaviourPeople who are less effective are likely to
Level 6 (Director General and Director)Role model strong leadership, inuence and accountabilityfor the achievement of commercial outcomes relevant toorganisational goals
Show little evidence of leadership and accountability fordelivering commercial outcomes
Draw on insights about the current and future dynamicsin the economy to seize opportunities to stimulateeconomic growth
Pay little regard to social needs or protecting andenhancing the resources required to sustain economicgrowth
Seek out and facilitate the introduction of innovativebusiness models, systems and approaches to delivergreater commerciality and sustainability
Allow ineffective business models or systems to continue,leading to a clear waste of money or resource
Commission strategic commercial relationships withdelivery partners using strong inuencing skills
Pay little attention to the delivery of outcomes andbenets from strategic commercial relationships
Ensure that all staff have appropriate levels ofcommercial awareness while creating and embedding anorganisational culture that supports this
Do little to ensure that staff are equipped to considercommercial issues in shaping and developing policy and/oroperational services
Ensure that commercial considerations and risks are fullyconsidered in policy and implementation decision making,formation and delivery
Show little evidence of commercial understanding whenshaping policies with senior stakeholders
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7. Achieving Commercial Outcomes
Effective BehaviourPeople who are effective are likely to
Ineffective BehaviourPeople who are less effective are likely to
Level 5 (Deputy Directors)Identify and implement different ways of workingdeployed in other sectors e.g. using resources, assets andcommercial arrangements
Overlook opportunities for collaboration with commercialpartners to deliver more sustainable outcomes
Promote a strong focus on the needs of customers,suppliers and other delivery partners to develop newcommercial models for the delivery of policy andbusiness goals
Dene success too narrowly and focus mostly on ownconcerns, ignoring opportunities to form commercialalliances which could support delivery
Manage strategic commercial relationships and deliveryarrangements actively and effectively to provide ongoingvalue for money to the tax payer
Show limited active management of commercialarrangements associated with delivery of policy andbusiness outcomes
Develop and apply market and economic understandingand insights, working with commercial experts, to supportsound commercial decision-making and recommendations
Rarely approach or see limited value in working proactivelywith commercial experts to support commercial activities
Take a wide view, successfully achieving common goalswith organisations that have different priorities
Do little to manage the strategic commercial relationshipwith delivery partners resulting in little or no longer terminformation sharing or planning
Ensure teams appreciate how market demands,investment decisions and other commercialconsiderations such as funding and pricing modelsinuence suppliers and the delivery of services
Allow teams to be unaware of important commercialconsiderations for suppliers and other delivery partners
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7. Achieving Commercial Outcomes
Effective BehaviourPeople who are effective are likely to
Ineffective BehaviourPeople who are less effective are likely to
Level 4 (Grade 7 & 6 or equiv)Work effectively with different organisations such asprivate sector and voluntary groups (in tandem withcommercial experts) to commission and source solutionsto achieve policy and organisational goals
Take a narrow view on options for delivering policy andbusiness goals
Understand the commercial drivers that will inuencea private or third sector organisation and the leversthat can be used in negotiating/inuencing contractualarrangements
Show little or no understanding or appreciation of theeconomic or commercial drivers that will inuence thebehaviour of suppliers
Be able to recognise and understand the commercial toolssuch as pricing models, open book accounting, supplychain management that commercial experts can deploy toextract value from contracts
Has little or no knowledge or understanding of thecommercial tools used to extract value from contracts
Interact condently and effectively as an intelligent andhighly credible customer with counterparts from thecommercial delivery organisations and commercial experts
Demonstrate low levels of knowledge or commercialunderstanding, and lose respect from suppliers or othercommercial counterparts
Question and challenge the value being delivered throughcommercial arrangements with delivery partners
Overlook or ignore the detail or shortcomings incontract delivery
Motivate improved performance by suppliers, challengeany gaps between contractual commitments andactual delivery through joint working with commercial / procurement experts
Take it for granted that suppliers are delivering whatis needed
Level 3 (HEO & SEO or equiv)Consider, in consultation with commercial experts,alternative ways of working with partners and contractorsto identify more efcient outcomes, balancing cost, qualityand turn around times
Overlook opportunities for continuous improvement inservice delivery
Work with commercial experts in engaging effectively andintelligently with delivery partners in order to dene and/orimprove service delivery
Lack impact when engaging with commercial expertsand delivery partners through misunderstandingcommercial issues
Gather and use evidence to assess the costs, benetsand risks of a wide range of delivery options when makingcommercial decisions
Take a narrow view of options and focus only on cost,rather than long term value and impact
Identify and understand relevant legal and commercialterms, concepts, policies and processes (including projectapprovals and assurance procedures) to deliver agreedoutcomes
Show a lack of understanding about relevant commercialconcepts processes and systems
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7. Achieving Commercial Outcomes
Effective BehaviourPeople who are effective are likely to
Ineffective BehaviourPeople who are less effective are likely to
Level 2 (EO or equiv)Be able to identify and access departmental procurementand commercial expertise
Make poor quality commercial decisions or take actionswithout having engaged with departmental commercialexperts
Understand and be able to explain departmental approachto assigning contractual and nancial delegations
Enter into commercial arrangements without having theauthority to do so
Recognise when deliverables and/or services derivedfrom a commercial arrangement are not being delivered
to the required level of quality or standard and takeappropriate action
Not raise issues when cost or outcomes drift signicantlyfrom agreements
Fully meet commercial condentiality and data securityrequirements in contracts
Put condentiality and other security requirements at risk
Level 1 (AA and AO or equiv)Understand the relevant terms and conditions, includingdeliverables of relevant contracts
Demonstrate little understanding of what suppliers areobliged to deliver, how or by when
Be aware of and comply with Departmental procurementprocesses and know when to access commercialexpertise
Not recognise or understand Departmental procurementprocedures
Check suppliers and partners are providing relevant andtimely data to monitor contracts
Allow inaccurate or late records
Learn about customers and suppliers needs Take no steps to learn who their suppliers and customersare or to understand their interests and concerns
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8. Delivering Value for Money
Delivering value for money involves the efcient, effective and economic use of taxpayers moneyin the delivery of public services. For all staff, it means seeking out and implementing solutionswhich achieve a good mix of quality and effectiveness for the least outlay. People who do this wellbase their decisions on evidenced information and follow agreed processes and policies, challengingthese appropriately where they appear to prevent good value for money. At senior levels, effectivepeople embed a culture of value for money within their area/function. They work collaborativelyacross boundaries to ensure that the Civil Service maximises its strategic outcomes within theresources available.
Performance Cluster - Delivering Results
Effective BehaviourPeople who are effective are likely to
Ineffective BehaviourPeople who are less effective are likely to
Level 6 (Director General and Director)Drive and deliver a culture that emphasises continuousimprovement, efciency and value for money
Sign off spending with insufcient challenge or scrutiny
Maintain a clear focus on maximising resource efciency,continually questioning the value of activities againststrategic priorities
Allow non-core activities to divert funds and makedecisions not in the best long-term nancial interest of theDepartment
Be uent at interpreting a wide range of nancial andperformance information and use this to determine policyand strategy delivery
Develop policy or strategy with insufcient exploration andconsideration of nancial or management information
Maintain good nancial and budgetary discipline byensuring accountability for nancial controls and systems
Fail to deliver outcomes or strategy by signicantly underor over-spending against agreed plans
Demonstrate transparency both in terms of decisionsmade around nancial choices and money spent
Fail to demonstrate a full consideration of the nancialaspects of a business decision and ignore the need fortransparency and audit
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8. Delivering Value for Money
Effective BehaviourPeople who are effective are likely to
Ineffective BehaviourPeople who are less effective are likely to
Level 5 (Deputy Directors)Understand the nancial position of own area, theorganisation and the wider economy and recogniseimpacts of this when delivering services
Overlook opportunities to gather and make use of nancialinformation in development of policy and plans
Make and encourage strategic choices on spend,challenge high risk costly projects and forgo non-priorityexpenditure
Take narrow view that low cost equates to good value
Promote and visibly demonstrate a culture of value formoney in own area/function in order to focus managers ongetting a good return for taxpayers money
Adopt a short-term, incremental view of resource thuscompromising sustainability of resource savings
Interpret a wide range of nancial and managementinformation and use nancial data effectively in decisions
Rarely use nancial or management information to supportanalysis and decision making
Develop robust business cases, with fully costed optionsidentifying clear policy advantages and/or returns oninvestment to assist decision making
Recommend investment or cost not justied by thelikely return
Understand and manage the risks and cost-drivers for ownareas of responsibility in the context of strategic priority
Take a narrow approach to costs and cost-drivers
Level 4 (Grade 7 & 6 or equiv)Understand impacts of nancial position in own areaand that of the organisation and use insight to curtail orsupport business and investment activities
Overlook the impact of decisions on the wholeorganisation and make recommendations withoutawareness of the wider nancial position
Achieve the best return on investment and deliver morefor less on specic budgets by managing resources andmaximising the use of assets
Deliberately spend money up to the level of theavailable budget, ignoring the effectiveness of committingthe expenditure
Balance policy aspiration and delivery, outline riskand benets of different options to achieve value formoney ensuring all submissions contain appropriatenancial information
Be overly focused on minimising expenditure ratherthan ensuring it is well spent and will provide lastingadded value
Weigh up priority and benets of different actionsand activities to consider how to achieve cost effectiveoutcomes
Omit nancial information from decision making andbusiness planning
Work with nancial processes and tools to evaluateoptions and ensure nancial and management informationare accurately reected in business plans
Present business plans and cases that are not supportedby robust or accurate nancial and managementinformation
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8. Delivering Value for Money
Effective BehaviourPeople who are effective are likely to
Ineffective BehaviourPeople who are less effective are likely to
Level 3 (HEO & SEO or equiv)Recommend actions to achieve value for money andefciency
Ignore nancial experts not ask for advice or seek adviceat the right time
Cultivate and encourage an awareness of cost, usingclear simple examples of benets and how to measureoutcomes
Reserve resources for own team without consideringwider business priorities or the organisations nancialenvironment
Work condently with performance management andnancial data to prepare forecasts and manage andmonitor budget against agreed plans
Misinterpret or over-estimate performance and nancialdata used to forecast and monitor budgets and plans
Follow appropriate nancial procedures to monitor
contracts to ensure deliverables are achieved
Ignore the organisations nancial procedures or break
rules for the sake of expediency
Monitor the use of resources in line with organisationalprocedures and plans and hold team to account
Be unable to justify own and their teams use of resources
Level 2 (EO or equiv)Manage information and nancial data so that it isaccurate, easily located and reusable
Ignore nancial management information procedures
Can account for expenditure and create well supportedargument for extra expenditure e.g. overtime
Misunderstand basic nancial concepts
Take opportunities to challenge misuse of resources inorder to achieve value for money and sustainable waysof working
Favour the easiest method even if it is not the mostcost effective struggle to identify value for moneyopportunities
Understand that all actions have a cost and choose themost effective way to do something in a resourceefcient way
Avoid using recommended tools and allow their team todo likewise
Ensure that recognised control procedures and practicesare maintained
Use control and governance procedures and practicesinappropriately or irregularly and allow their teams to dothe same
Monitor resources against plans and budget, identify andag up variances
Not manage resources against plan
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9. Managing a Quality Service
Effectiveness in this area is about being organised to deliver service objectives and striving toimprove the quality of service, taking account of diverse customer needs and requirements. Peoplewho are effective plan, organise and manage their time and activities to deliver a high quality andefcient service, applying programme and project management approaches to support servicedelivery. At senior levels, it is about creating an environment to deliver operational excellence andcreating the most appropriate and cost effective delivery models for public services.
Performance Cluster - Delivering Results
Effective BehaviourPeople who are effective are likely to Ineffective BehaviourPeople who are less effective are likely to
Level 6 (Director General and Director)Ensure an in-depth and evolving understanding of thebroad range of customer requirements is embedded inthe Department
Allow the Department to operate with only supercialunderstanding of the customer/end user requirements
Determine and drive customer service outcomes at abroad strategic level and work across Government todeliver best quality service to customers
Give little attention to dening the customer requirementin setting strategic priorities
Ensure all parts of the delivery chain fully understand therequired outcomes for the customer and articulate theimpact of poor service on the Departments reputationto all involved
Give insufcient clarity around customer needs to thedelivery partners and lose sight of which partner isresponsible for delivery
Create a culture of working with and through deliverypartners to achieve outcomes, establish and negotiateservice levels and deliverables
Not give sufcient attention to managing customerexpectations and outcomes at the highest levels
Dene and integrate clear structures, systems andresources required across the Department to promoteefcient service delivery
Establish unrealistic or confusing priorities andstrategies at the highest level, leading to inefcienciesin service delivery
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Setting Direction Engaging People Delivering Results
9. Managing a Quality Service
Effective BehaviourPeople who are effective are likely to
Ineffective BehaviourPeople who are less effective are likely to
Level 5 (Deputy Directors)Facilitate exible use of resources across gradesthrough innovative structuring of teams and resourceswithin own area
Maintain status quo in organisational structures and lack aexible approach to manage resources and services
Clarify and articulate the diverse requirements ofcustomers and delivery partners to supporteffective delivery
Spend limited time on seeking out and clarifying customerrequirements of the Department
Use customer insight to determine and drive customerservice outcomes and quality throughout own area
Not involve delivery partners sufciently in deliveringquality and customer service outcomes
Translate complex aims into clear and manageable
plans and determine resource requirements to supportimplementation
Be unclear about overall service deliverables and
resources required for implementation
Maintain and improve service by managing risks to ensureown area and partners deliver against dened outcomes
Establish unrealistic or confusing priorities andplans, leading to inefciency in service/overlapsbetween activities
Work collaboratively with customers or service deliverypartners to manage, monitor and deliver against servicelevel agreements
Set service level agreements which cannot be deliveredand fail to engage effectively or manage expectations withdelivery partners
Level 4 (Grade 7 & 6 or equiv)Exemplify positive customer service behaviours andpromote a culture focused on ensuring customer needsare met
Take little action when customer needs are not being met
Establish how the business area compares to customerservice expectations and industry best practice andidentify necessary improvements in plans
Ignore external trends that impact on the business area
Make clear, pragmatic and manageable plans for servicedelivery using programme and project managementdisciplines
Allow programmes or service delivery to lose momentumand focus and have no contingencies in place
Create regular opportunities for staff and customers tohelp improve service quality and demonstrate a visibleinvolvement
Make changes to service delivery with minimalinvolvement from others
Ensure the service offer thoroughly considers customersneeds and a broad range of available methods to meetthis, including new technology where relevant
Maintain a limited or out-dated view of how to respond tocustomers needs
Ensure adherence to legal and regulatory requirementsin service delivery and build diversity and equalityconsiderations into plans
Disregard noncompliance with policies, rules and legalrequirements and allow unfair or discriminatory practices
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39Competency Framework < Back to Page 1
Setting Direction Engaging People Delivering Results
9. Managing a Quality Service
Effective BehaviourPeople who are effective are likely to
Ineffective BehaviourPeople who are less effective are likely to
Level 3 (HEO & SEO or equiv)Make effective use of project management skills andtechniques to deliver outcomes, including identifying risksand mitigating actions
Has minimal understanding of what could go wrong orneeds to be resolved as a priority
Develop, implement, maintain and review systems andservice standards to provide quality, efciency and valuefor money
Focus on delivering the task to the exclusion of meetingcustomer/end user requirements and needs
Work with team to set priorities, goals, objectivesand timescales
Allocate or delegate work without clarifying deadlines orpriorities
Establish mechanisms to seek out and respond to
feedback from customers about service provided
Be unable to explain common customer problems or
needs and how these are evolvingPromote a culture that tackles fraud and deception,keeping others informed of outcomes
Not give sufcient priority and attention to ensuring thatfraud and deception is being tackled.
Develop proposals to improve the quality of service withinvolvement from a diverse range of staff, stakeholders ordelivery partners
Generate limited proposals to create serviceimprovements and do so with little involvement of staff
Level 2 (EO or equiv)Explain clearly to customers what can be done Give customers and delivery partners an unrealistic picture
of what is possible or focus on what cannot be done
Work with team to set priorities, create clear plans andmanage all work to meet the needs of the customer andthe business
Always rely on others to focus and plan their work
Ensure that levels of service are maintained ag up risksor concerns in order to meet customer requirements
Focus on immediate service delivery problems andneglect overall quality or customer /end user needs
Keep internal teams, customers and delivery partners fullyinformed of plans and possibilities
Provide infrequent, unclear, insufcient updates to othersin need of the information
Promote adherence to relevant policies, procedu