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Introduction and explanation of behavioural co
Behavioural Competencies
Examples of Models
Cultural cornerstones
Request for suggestions and comments
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Introduction
The purpose of the British Council is to build mutually
beneficial relationships betwe
countries and to increase appreciation of the UKs ideas and
achievements.
The work of every British Council member of staff contributes in
some way to the achietherefore important that we all have a clear
understanding of what our role is and whapoint for this is our Job
Description.
In drawing up Job Descriptions, you should choose only the most
important and relevmore than 6 or 7: specifying more makes for
unnecessarily complicated recruitment, giveand record every
candidates performance against each. And we should all resist
the
competence higher than those essential to carry out the duties
of a post.
This dictionary is intended for use throughout the Council and
will form, along with the Grecruitment, performance management and
personal development. An associated workbto help staff to develop
elements of these behavioural competencies.
In section two, we describe the 13 behavioural competencies.
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In section three, we present some examples of possible
combinations of behaviours for pa
Further information on Performance Management and Professional
Developmehttp://bcnet.britishcouncil.org8000/personnel/performanceportal.htm
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There are 13 behavioural competencies listed in alphabetical
order in Section 2 of this doout across the page. The broad layout
of the page is shown below:
Why th
Council
Compet
sophisti
compete
Behavi
specific
level, pr
can be s
Warning signs and positive
indicators: these give examples ofpositive and negative
behaviours.
A competency definition: this defines in moredetail what the
competency is about and what
involves
Competency title
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1. Achievement
2. Analytical Thinking
3. Customer Service Orientation
4. Entrepreneurship
5. Flexibility
6. Holding People Accountable
7. Intercultural Competence
8. Leading and D
9. Professional C
10. Relationship B
Influence
11. Self Awarenes
12. Team Working
13. Working Strate
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DEFINITION WHY IS IT I
Analytical Thinking is about bringing disciplined analysis to
data andsituations, to see cause and effect and to use this to make
effectivedecisions.
This is important in enabling us to prioriton an assessment of
the impact and im
LEVEL 1BREAKS DOWN ISSUES
LEVEL 2SEES KEY ISSUES
LEVEL 3TESTS ALL ANGLES
Breaks down an issue into itscomponent parts (A, B, C).
Lists
items, tasks or activities withoutsetting priorities.
Looks at data and identifies keyissues. Identifies causes
and
effects, by using if A then Bthinking, and uses this to
prioritiseissues.
Looks objectively at every side of an ideor situation to ensure
that all outcome
are thoroughly assessed before decidinon the appropriate course
of actioAnalyses complex situations by lookinat multiple causes and
effects.
WARNING SIGNS: POSITIVE IN
n Takes action without thinking of the full range of
outcomes.
n Is overwhelmed by a problem; fails to break this down
intomanageable parts.
n
Over-analyses every situation and gets bogged down in the
detail.n Fails to assess the positive and negative aspects of a
proposed
course of action before going ahead.
n Says yes to an activity without assessing whether it is the
highestpriority at that time.
n When faced with a problem, gathabout it before identifying
root caus
n Bounces ideas off others to underst
nBreaks down large pieces of wmanageable parts.
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DEFINITION WHY IS
Flexibility is the ability to adapt to and work with a variety
of situations,individuals and groups. It is about being able to
think on your feet, and notbeing disconcerted or stopped by the
unexpected.
This behaviour is necessary to resand work across a range of
activitinterpreting rules, procedures andservices tailored to local
needs. Dbe in line with the Councils values
LEVEL 1ACCEPTS NEED FOR
FLEXIBILITY
LEVEL 2APPLIES PROCEDURES FLEXIBLY
LEVEL 3ADAPTS TACTICS/APPROACH
Demonstrates willingnessto change ideas orperceptions based on
newinformation or contraryevidence. Is open to newideas and listens
to otherpeoples points of view.
Applies rules or procedures flexibly, dependingon the individual
situation, to accomplish tasksor activities more effectively.
Respondseffectively to changing circumstances. Remainsfocused when
faced with competing demands.Makes reasonable adjustments to
ensuremaximum effectiveness and motivation of selfand others.
Identifies a pragmatic approach inorder to get the job done
quickly aeffectively. Uses an awareness obigger picture along with
commonsense to interpret and implementpolicy. Is comfortable with
ambigu
WARNING SIGNS: POSITIV
n Sticks rigidly to procedures even when inappropriate.
n Is not open to new ideas or ways of doing things.n Is slow to
adapt to feedback.
n Fails to reassess priorities in the light of change.
n Resists change without full consideration of what is
proposed.
n Displays only superficial recognition of the need for
flexibility in managingindividuals with diverse skills, backgrounds
and needs.
n Is open to the benefits of chan
n Considers alternative approachost cultures.
n Weighs up costs and benefits
n Is willing to investigate optionsof others.
n Thinks laterally and creatively
n Is not inappropriately rigid abo
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understanding; motivated to learnand use other languages
wherethe work context presents theopportunity to do so
miscommunication; makes use ofopportunities to improve skills in
otherlanguages
beneficial results; integratespeople of differentbackgrounds
into teams inorder to achieve businessobjectives
co
WARNING SIGNS: POSITIVE IN
n Unreceptive and slow to adapt; has difficulty recognising
differentcultural norms and behaviours
n Has low levels of curiosity, openness and interest in the
possibility oflearning from others
n Makes false assumptions and evaluations of people and
situationswhich cause offence and set up barriers to building
trust
n Conveys a lack of sensitivity; makes mistaken assumptions
aboutthe level of common understanding; is perceived as making
irrationaland inappropriate demands
n Receptive to new ideas and in and understanding of own an
n Observes personal impact inexternal contacts and adapts b
n Effective in reducing or reve
n Recognised as an effective situations
n Uses experience to improvecultural knowledge
n Demonstrates critical self-re
Final version: January 2004
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DEFINITION WHY IS I
Professional confidence is a justified belief in ones ability to
do the job,providing an opinion or advice when necessary and being
prepared to takea decisive course of action.
This behaviour is particularly importplaced in challenging
situations or cadvice may be questioned. It enabto work
independently without consIndividuals who demonstrate this
bedifferent challenges in their role. It ibehaviour is about having
confidencabout having a confident personalit
LEVEL 1
CONFIDENT IN OWN ROLE
LEVEL 2
ACTS INDEPENDENTLY
LEVEL 3
PRESENTS CONFIDENTLY
Presents him- or herself in aconfident manner and workswithout
needing directsupervision. Says no in the faceof unreasonable
demands.
Provides an opinion from his or her ownarea of expertise. Makes
decisionswithout deferring unnecessarily toothers, and is decisive
when thesituation demands it. Has theconfidence to admit when they
do notknow a fact or cannot commit to animmediate view without more
research.
States confidence in his or her ownability and is prepared to
stand bydifficult or unpopular decisions. Loofor and gets new
responsibilities.Praises the work of others. Does noadvance own
career by tarnishing treputation of others.
WARNING SIGNS: POSITIVE
n Appears arrogant.
n Sticks to familiar ground all the time.n Is hesitant with
others and prevaricates in decision-making.n Constantly questions
or doubts his or her own ability.n Does not volunteer for new
challenges or assignments.
n Does not admit to ignorance of a fact. Makes up information to
maskunpreparedness.
n Avoids unwelcome and/or unfamiliar tasks.
n Addresses problems as they arn Considers the ideas and
opin
for the final decision without exc
n Represents unpopular causebelieves the cause valid.
n Seeks new responsibilities.n Considers new approaches, and
her/his idea is valid.
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DEFINITION WHY IS I
Self-awareness is an understanding of your own emotions and
triggers andhow they impact on your own behaviour and/or the
behaviour of others. It isalso about understanding your own
strengths and limitations.
Understanding oneself enables indto others. This behaviour is
therefoa number of the other behaviours, iand Relationship Building
for Influe
LEVEL 1KNOWS OWN LIMITATIONS
LEVEL 2RECOGNISES EMOTIONS
LEVEL 3UNDERSTANDS IMPACT ON OTHERS
Knows and acknowledges strengths,
limitations and preferences. Open abouthow they are feeling at
certain times andin particular situations. Recognises howones value
base has been shaped byones ideas, belief systems and
opinions.Recognises when ones own valuesystems are offended and how
thisraises assumptions and biases.
Recognises the situations that
arouse strong emotions andpersonal bias or preference,
butresists temptation to act on themimmediately. Accepts
feedbackfrom others without beingdefensive.
Understands how feelings and
emotions may impact onperformance and controls emotionsto
minimise negative impact.Maintains a sense of humour andstays calm,
even in tryingmoments.
WARNING SIGNS: POSITIVE
n Takes anger or stress out on nearest person loses temper.
n
Closes down or is defensive when receiving feedback.n Does not
question own feelings about a subject or a person.
n Remains isolated through stressful periods.
n Volunteers for assignments for which he or she is not best
suited.
n Give importance to own feelings, but not to those of
others..
n Seeks feedback and considers
n
Works with others to bring stren Looks for appropriate oppo
weakness.
n Manages emotions so as to mi
n Considers her/his approach at mothers, rather than own
prefere
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The models on the next few pages provide examples of possible
competency sets for part
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CustomerServiceOrientation
ProfessionalSelf-confidence
Self-awareness
Achievement
AnalyticalThinking
Flexibility
Design Manager
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CustomerServiceOrientation
Flexibility
ProfessionalSelf-confidence
Self-awareness
Leading &DevelopingOthers
Teamworking
Personnel Records Manager
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Customer ServiceOrientation
Flexibility
Enterpreneurship
Self-awareness
Teamworking
Teacher
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Customer ServiceOrientation
ProfessionalConfidence
AnalyticalThinking
Flexibility
Teamworking
Leading andDevelopingOthers
Country Services GroupProgramme Officer
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Managing People
Holding PeopleAccountable
Leading &DevelopingOthers
Judgement & Drive
Achievement
AnalyticalThinking
Entrepreneurial
Working
Strategically
Country Director
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Cultural Cornerstones
We believe that by creating an organisational culture
characterised by risk-taking,diversity, inclusivity and tolerance,
the British Council will become a better place towork and more
effective for the UK.
The culture we want to move towards is one in which:
1. We listen to and value different ideas and opinions
2. We confront and discuss difficult ideas openly, and conflict
and differenceare seen as a normal part of organisational life and
are dealt with
collaboratively
3. We are able to express our feelings
4. We give constructive feedback upwards as well as downwards
without fear,and we receive constructive, helpful feedback directly
from colleagues on aregular basis
5. We all feel empowered to make decisions about the way we
work
6. We take personal risks and learn from our mistakes
7. We deliver on our promises to internal and external customers
and clients.These are our Cultural Cornerstones.
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Request for comments or suggestions about the Competency
Dictionary
To: Estelle Mason, Central HR (or e-mail to
[email protected])
From:
..................................................................................
(name)..................................................................................(job
title and
department/country)..................................................................................(date)
Comments/suggestions
Reason (s) for comments/suggestions
