FrameworkCompetency
1.ContentsWhatistheCollege’s Competency Framework? 2. Why choose a competence based approach? 3. What are the benefits of using a Competency Framework? 4. The Core Competences Appendix 1 The Competence Framework Appendix 2 Competence Mapping Exercise Competency Framework Page 2
Page 3Competency Framework 1. What is the CompetencyCollege’sFramework? The Competency Framework details the knowledge, skills and behaviours required by staff working within Southern Regional College. It describes ‘the way we work at the College” and puts our core values at the heart of everything we do. LEADING • Skills and Expertise • Leadership and Strategic Thinking SUPPORTING • Communication • Working with People and Team Working IMPROVING • Customer Focus and Continuous Improvement • Planning and Organising Management & Employee Standards MissionVision,&CoreValuesPuttingtheLearner irst Workingt o geth e r t o ca eveih Serom trivingfor excellence f
CORE VALUES
The core values are the beliefs, principles and behaviours that describe what is important to the College. Setting core values at an organisational level makes a clear statement about the College’s aspirations and expectations of staff. The core values influence the way individuals do their jobs and how they achieve the College’s vision and mission statement. All staff should be able to see how their role relates to the core values and how they can live the values within their working lives.
Management & Employee Standards
The Competency Framework is derived and flows from the College’s core values. This means that if an individual can demonstrate the competences in their role, they will also be displaying the core values.
• Leading - to act in line with organisational values, empowering staff to deliver on objectives, making effective decisions and creating a culture of openness and trust;
The Competency Framework has been developed around the Colleges’ core values which help define the culture of the College.
• Improving - to provide a framework within which excellence can be delivered and to build, sustain and deliver high quality services.
Core Competences
MISSION The mission statement sets out how the College will make a difference to all our stakeholders, including staff and students. “To positively transform lives through meaningful and enjoyable learning experiences”.
“To be the provider of first choice for professional and technical education and training in the region - prized by individuals and employers”.
Core competences can best be described as a mixture of knowledge, skills and attributes which provide a clear definition of what is needed for an individual to carry out their job role effectively, in order to achieve and improve upon key performance objectives. There are competences: People
The vision statement sets out the future aspirations for the College and is intended to engender support from all staff.
& Team Working 4. Customer Focus & Continuous Improvement 5. Planning & Organising 6. Leadership & Strategic Thinking Competency Framework Page 4
1. Skills & Expertise 2. Communication 3. Working with
Staff can promote and support our organisational values and the principles of a high performing organisation by continuously developing their skills in:
Vision, Mission & Core Values
• Putting the Learner First • Working Together to Achieve More • Striving for Excellence.
VISION
• Supporting - to build and sustain trust, commitment and engagement between themselves and the staff that they manage; and
six core
The Competency Framework is reflective of the College’s Management and Employee Standards which set out the standards of professional conduct and practice expected of all staff. By upholding the College’s Management and Employee Standards, employees demonstrate behaviour which is compliant with College expectations, policies and procedures on which the Competency Framework is founded.
The College’s Vision, Mission and Core Values are the foundation for all activities within the organisation.
The key competences required for a post are tested at regular intervals and can be used throughout the academic year to review progress; assess and identify any gaps in performance; and to provide regular feedback that will identify potential future development needs.
During the probation period, new employees should be able to demonstrate how they have successfully achieved the key competences required for their role. During appraisal meetings, the aim is not only to check progress against objectives i.e. what has been achieved, but also demonstration of behaviours or competences i.e. how objectives have been achieved.
Career Development
• Learning and reflection from those situations and actions;
Performance Management
The Competency Framework helps us to create a learning and teaching culture. Learning and development opportunities within the College are designed around the core competences. This ensures that learning is relevant, and that it applies to specific roles and can be linked to career development. The Competency Framework enables the College to become a productive, sustainable, and high performing organisation by creating a culture whereby individuals and teams recognise the importance of continuous improvement to deliver our future aspirations.
Selection is based on the premise that past behaviour is the best predictor of future behaviour. Selection usually consists of an in-depth interview, which can be supplemented by other activities. Interviews are structured and tend to focus on previous situations and behaviour rather than hypothetical situations.
Page 5Competency Framework 2.
Interviewers are looking for evidence of competency with questions relating to:
• Ability to adapt to the requirements of the new role; and
Learning & Development
• Performance management - by providing fair and unbiased behavioural indicators to help managers and their staff discuss and assess performance;
• Past actions, behaviours and performance;
The Framework provides a transparent guide, which can be used in the assessment, management, monitoring and enhancement of staff performance. When used effectively it adds value to the following people management processes:
• Learning and development - by helping managers and individuals identify areas to prioritise their learning and development needs; and
Why choose a competence based approach?
• Recruitment and selection - by providing fair and unbiased criteria in selecting who to employ and ensuring all applicants are assessed against the same framework;
Recruitment & Selection
• Knowledge and understanding of the new post and relevance of previous experience and behaviour.
• Career progression – by providing clear expectations of what skills, knowledge and behaviours are needed at each level and by showing individuals how they can develop their career by building on their current skills.
The Competency Framework sets out the behaviours and skills that are needed at each level. This provides a clear career pathway for individuals to follow, to enable them to build upon the skills and behaviours within their own role and progress through the organisation. Where possible, managers will support individuals’ personal development and career progression by offering opportunities to develop their skills at a higher level.
In a competency-based recruitment scheme, roles are defined according to the skills or competencies which are required to perform that role effectively.
Competency Framework Page 6
Individuals are given a clear indication of the skills, knowledge, behaviours and attributes required for each role within the College. Not only does this approach set out clearly what is required by each individual in each role in the College, it also provides clear guidance on what is required to improve in the individual’s job as well as the competences that will need to be developed in order to progress within the organisation.
What are the benefits of using a Competency Framework?
The Competency Framework brings a number of benefits for individuals, managers and the College as a whole.
The Competence Framework will support Managers in the selection of staff and identifying future learning and development needs. The approach enables managers not only to identify the behaviours that are required in a role, but also levels of competence. The Framework allows the College to easily identify the behaviours that drive successful performance and to deliver expertise. It provides a clear behavioural link to our corporate objectives i.e. clarifying how staff are expected to deliver their priorities.
3.
Each of the core competences has five levels and each level has six behavioural indicators that highlight how an individual can demonstrate that competency. The Framework provides examples of what effective and ineffective behaviours might look like and a detailed breakdown of each of the six core competences is set out in Appendix 1. How to apply the Behavioural Indicators
The levels of competence are incremental and cumulative. If a role requires level 3 of a particular competence, the behavioural indicators for levels 1 and 2 will also apply.
Page 7Competency Framework 4. The Core Competences
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4.1
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All roles within the College will be reflective of the six core competences. The behavioural indicators for each of the core competences are grouped into levels 1 to 5.
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• Each role in the College will require specific levels of competence and a mapping exercise has been undertaken, aligning each role to one of the five levels. The mapping exercise is detailed in Appendix 2.
Appendix 1 1. Skills & Expertise 2. Communication 3. Working with People & Team Working 4. Customer Focus & Continuous Improvement 5. Planning & Organising 6. Leadership & Strategic Thinking Competency Framework Page 8 Level One: Bands 2-3 Level Two: Bands 4-6, Lecturer including those with 1-2 Responsibility Points Level Three: Bands 7-10, Lecturer with 3-4 Responsibility Points, Curriculum Area Manager Level Four: Bands 11-15, Head of Faculty, Principal Lecturer and Assistant Director Level Five: Director, Chief Executive Officer Core Competences
Share knowledge and learning with team. Adopt a silo approach to knowledge.
Learn from experience. Not learn from feedback or experience.
Level One: Bands 2-3 Have the necessary skills, knowledge and expertise for the role. Not display appropriate skills, knowledge and expertise.
Level Three: Bands 7-10, Lecturer with 3-4 Responsibility Points, Curriculum Area Manager
Understand how own skills, knowledge and expertise impacts upon other individuals, the College, and key stakeholders. Show a lack of understanding of how skills, knowledge and expertise contribute to the College wider aims.
1. Skills & Expertise
Display a positive approach to developing own knowledge base. Adopt a negative approach to development. Seek opportunities for continuing learning and professional self-development. Adopt a negative approach to continuous learning.
Page 9Competency Framework
Level Two: Bands 4-6, Lecturer including those with 1-2 Responsibility Points
This competence assesses and measures the skills, knowledge, and expertise required to carry out a specified role and to apply job knowledge and experience in a variety of work situations. It also includes the ability to learn from own experience, identify development needs and engage in continuing professional development.
Keep up to date with a broad set of issues relating to the College. Have a narrow view of their role, without understanding the College’s wider activities.
Focus on the overall goal and intent of what they are trying to achieve, not just the task. Fail to identify occasions when professional judgement and personal initiative are called for to deliver business objectives.
Contribute to the development and implementation of strategy. Adopt a negative approach to development and operate in a silo.
Understand how own skills, knowledge and expertise contributes to the wider aims and objectives of the College. Show a lack of understanding of how skills, knowledge and expertise contributes to the College wider aims. Be aware of own strengths and development needs. Focus on weaknesses and lack of opportunities. Take a positive approach to developing own and others’ knowledge base. Take a negative approach to developing own and others’ knowledge base.
Consider how their own job links with, and influences, colleagues and others in partner organisations. Work on own tasks in isolation, showing little interest in the wider context and relevant developments outside their immediate area.
Know when to refer or seek advice. Be unable to ascertain when to seek advice.
Effective Behaviour - People who are effective are likely to… Ineffective Behaviour - People who are ineffective are likely to…
Lead on the development and implementation of College strategy. Be unable to understand the need to take the lead on development and implementation of strategy.
Restrict their interests, knowledge and capabilities in their own area and fails to show a commitment to developing skills.
Fully engage with and utilise the Governing Body’s wider expertise and knowledge to support strategic decision-making.
Lead on the development of College wide initiatives related to their skills, knowledge and expertise. Show limited understanding about development of wider initiatives.
Demonstrate a lack of knowledge and insight into wider issues, developments and impacts related to own business area.
Actively engage in knowledge sharing to develop understanding and knowledge of own work and that of team’s business area. Take action which conflicts with or misaligns to other activities in the College/business area.
Operate independently, without reference to the wider system of knowledge and experience around them.
Level Five: Director, Chief Executive Officer
Develop policies, plans and service provision to meet diverse requirements, based on an up-todate knowledge of needs, issues and relevant good practice. Make limited contribution or apply outdated practices, which are unable to meet the diverse needs of the College.
Display a limited insight into the change and developments surrounding own business area.
Understand where the College strategic objectives align across the FE sector and Department. Focus on own immediate area of concern and not see interconnections across the FE sector or College.
Provide professional advice and direction to others linked to own knowledge and expertise. Work in a silo and are unable/unwilling to share professional advice. Be an expert in own vocational/professional area. Need upskilling in professional area.
Undertake work of a highly complex and diverse nature, which requires advanced/high level knowledge.
Undertake work of an advanced nature, which requires advanced/high level knowledge and skills across a range of specialist disciplines.
Undertake work of a highly complex and diverse nature, which requires advanced/high level knowledge, a high degree of self-awareness and skills in a range of specialist disciplines. Restrict their interests, knowledge and capabilities to their own area and fail to show a commitment to developing skills, having a low degree of selfawareness.
1. Skills & Expertise Competency Framework Page 10
Anticipate economic, social, political, legislative, environmental and technological developments to keep activity relevant and targeted.
Be unable/unwilling to undertake work of an advanced nature.
Level Four: Bands 11-15, Head of Faculty, Principal Lecturer, Assistant Director
Drive the development of College, Sector and Department wide initiatives related to their skills, knowledge and expertise. Show limited understanding about development of wider initiatives.
To be a visionary leader on the development and implementation of strategy. Not understand the need to take the lead on development and implementation of strategy.
Explain College policy and its impact on the different academic and support areas. Be negative or dismissive about College policy and procedures.
Develop and predict the long-term impact of national and international developments, including economic, political, legislative, environmental, social and technological, on own business area.
Level One: Bands 2-3
Identify key players and seek to gain their cooperation in advance of formal communications. Give views without any logic or reasoning. Develop a network of formal and informal contacts outside the organisation. Have a lack of insight into the different motivations and agendas of a variety of stakeholders.
Explain technical and unfamiliar terms. Not to be forthcoming with information.
Communicate clearly and coherently with colleagues at all levels, external contacts and customers. Show a lack of respect and express themselves in a negative manner.
Convey sensitive or unwelcome information tactfully and persuasively. Speak without thinking or fail to get to the point. Persuade and influence both internally and with external stakeholders. Be unable to use communication mechanisms to persuade people internally or externally.
Page 11Competency Framework
Choose content, style and language to suit the audience and the context. Not consider the target audience.
This competence assesses and measures the ability to convey accurate information effectively using the most appropriate methods to ensure mutual understanding. This includes the ability to negotiate, persuade, convince and influence, with clarity, conviction and enthusiasm both verbally and written.
Level Two: Bands 4-6, Lecturer including those with 1-2 Responsibility Points
2. Communication
Effective Behaviour - People who are effective are likely to… Ineffective Behaviour - People who are ineffective are likely to…
Produce written communication ensuring accurate spelling, grammar and punctuation. Make little effort to ensure accuracy of written work and expresses themselves in a negative way.
Present as enthusiastic, approachable, mannerly and professional. Display negative communications about their team and Department. Be an effective representative of the organisation. Talk negatively about the organisation.
Produce straightforward drafts requiring little or no amendment. Demonstrate unstructured and poorly presented written work.
Level Three: Bands 7-10, Lecturer with 3-4 Responsibility Points, Curriculum Area Manager
Express ideas effectively, both orally and in writing, and with sensitivity and respect for others. Demonstrate no awareness of the impact of their behaviour on others or consider the potential reactions of others to the ideas put forward.
Tactfully probe the assumption of others and advise on the feasibility of their request. Not listen or interrupt at inappropriate times. Make and/or present a case persuasively, convincingly and coherently. Be unable to convey important information effectively.
Listen, question and check understanding. Adopt a biased view and are reluctant to confirm understanding.
Ensure messages and other information are accurate and passed on promptly. Withhold work and refuse to share knowledge.
Have proven ability in leading negotiations and dispute resolution involving staff and trade unions. Be hesitant, nervous or uncertain when speaking. Lead in representing the organisation effectively both internally and externally including the development of professional networks.
Be highly articulate when presenting the most sensitive and complex cases persuasively at the highest levels. Be ineffective at using communication to influence or persuade people or situations.
Develop and protect the reputation of the College, Sector and Department and create a sense of pride.
Persuade and influence at the highest levels both internally and externally.
Recognise, respect and reward the contribution and achievements of others. Take credit for others’ achievements and fail to acknowledge contributions.
Communicate in a set way with little variation, without tailoring messages, style and timing to the needs of the target audience.
Analyse, interpret and present complex information for a variety of audiences.
Recognise, respect and reward the contribution and achievements of others. Take credit for others’ achievements and fail to acknowledge contributions.
Be rarely available to staff and others; communicates infrequently.
Operate independently, rarely asking for input from senior colleagues and communicates infrequently.
Level Four: Bands 11-15, Head of Faculty, Principal Lecturer, Assistant Director
Communicate using appropriate styles, methods and timing, including digital channels, to maximise understanding and impact.
Lack confidence or impact at higher levels, struggle with media spotlight, miss opportunities to communicate messages or give a confused or uninspiring narrative about what is important.
Lose focus under pressure and neglect the need to agree joint outcomes.
Overlook opportunities to champion achievements of employees in the College. Be highly articulate and credible at the most senior levels, inside and outside the College, Sector and Department, consistently delivering inspiring, engaging and meaningful messages about the future direction.
Regularly communicate and interact with staff, clarifying goals and activities and the links between these and College policy and strategy.
Network effectively, negotiate and influence external partners, stakeholders and customers successfully at the highest levels.
Level Five: Director, Chief Executive Officer
Lack insight into the different motivations and agendas of a variety of stakeholders.
Demonstrate insight into the link between the moral and business case for equality and diversity and achieving organisational priorities. Disregard the link between the moral and business case for diverse and sustainable outcomes.
Demonstrate insight into the various motivators and agendas of all stakeholders. Lack insight into the different motivations and agendas of a variety of stakeholders.
2. Communication Competency Framework Page 12
Demonstrate lack of insight into the different motivations and agendas of a variety of stakeholders.
This competence assesses and measures the ability to work openly, sensitively, fairly and in co-operation with others in order to get a task completed. This includes the ability to influence, build and maintain effective working relationships, demonstrate flexibility, help others to develop performance, innovate and improve.
Display a positive attitude and behave in a way, which respects and values diversity. Adopt a biased, exclusive or disrespectful manner when dealing with others. Encourage team members to evaluate their development needs and facilitate their access to training and development opportunities. Be unwilling to take personal responsibility for their own or team development and performance.
Help to create a climate in the team where team roles are clear and jointly agreed. Work independently of the team and adopt a fixed approach. Help produce plans for implementation and review, agreeing clear priorities and deadlines. Be unclear regarding plans and lack of understanding regarding priorities.
Express ideas effectively, both orally and in writing, and with respect for others
Level Three: Bands 7-10, Lecturer with 3-4 Responsibility Points, Curriculum Area Manager
Level Two: Bands 4-6, Lecturer including those with 1-2 Responsibility Points
Contribute ideas for improvement and developments to the working of the team. Not work effectively as a team member and is reluctant to contribute ideas to the team.
Seek opportunities to share learning. Not support knowledge sharing and inappropriately restrict what information is shared. Have a flexible attitude to team roles. Be dismissive of others views and opinions.
Share own knowledge, experience and skills to enable others to meet team and College goals. Not support knowledge sharing and inappropriately restrict what information is shared.
Working with People & Team Working
Level One: Bands 2-3
Page 13Competency Framework
3.
Work to own agenda and show little understanding of how own objectives fit with the team.
Organise own time effectively so that teamwork is completed to deadline and agreed standards. Prefer to work alone, making little contribution to team deadlines.
Effective Behaviour - People who are effective are likely to… Ineffective Behaviour - People who are ineffective are likely to…
Demonstrate no awareness of the impact of their behaviour on others or consider the potential reactions of others to the ideas put forward.
Contribute fully to the activities of any team of which he/she is a member. Make little effort to contribute to team activities. Understand how own objectives fit into team objectives and builds effective working relationships with members of own/other teams.
Help to build and develop teams to achieve results. Not ensure the College is represented in a positive manner. Be responsible for team performance, inspire and motivate the whole team. Work on own agenda rather than contributing to team performance.
Develops cross-functional team collaboration by sharing information and building supportive, responsive relationships with colleagues and stakeholders.
Proactively create, maintain and promote a strong network of connections with colleagues across the College, Sector and externally.
Exclude partners and stakeholders early in the development of policies, services and delivery options.
Actively involve partners and stakeholders to deliver policy and business outcomes through collaboration that achieves better results for learners. Struggle to manage, or actively ignore other parties’ agendas.
Deal with conflict in a prompt, calm and constructive manner. Show lack of concern for others’ perspectives, Actively promote knowledge and resource sharing with peers across all College functions. Protect resources and interests of own business area at the expense of College priorities.
Encourage and motivate staff/team members and balance their skills against the overall requirements of the College. Not promote the interests and commitments of the College.
Working with People & Team Working
3.
Level Five: Director, Chief Executive Officer
Create and allow cliques and narrow ways of working within and across functions, promoting a ‘knowledge is power’ culture.
Discuss and plan with the team how to approach and complete tasks and provides team members with developmental opportunities.
Competency Framework Page 14
Devote little or no time to teamwork, networking or engaging with immediate stakeholders, preferring to work in isolation.
Level Four: Bands 11-15, Head of Faculty, Principal Lecturer, Assistant Director
Drive a diverse and collaborative working culture, which encourages transparency, and open communication.
Build a strong network of collaborative relationships and partnerships across the FE sector at the highest levels and beyond (UK, EU and globally) to help deliver College, Sector, Departmental and wider objectives.
Restrict collaboration to existing relationships, giving limited attention to the importance of building networks.
Build high performing teams within own business area, aligned around common goals. Struggle to address low morale or demotivation within teams; creating boundary or resource tensions between the team.
Encourage teams to engage with a variety of delivery partners and stakeholders and listen to their feedback.
Act with the highest level of integrity for the corporate good of the College, Sector and Department.
Not keep colleagues or line management advised of progress of plans. Does not support or encourage staff to develop individually or as part of a team. Delegate work to get the best from others and give credit for good work and celebrates success. Take credit for success without recognising the con tribution of others.
Build high performing teams within own business area, aligned around common goals. Struggle to address low morale or demotivation within teams; creating boundary or resource tensions between the teams.
Encourage own Department to focus on its pressures and agenda at the expense of wider collaboration.
Confront issues and challenge assumptions at the highest levels with delivery partners, stakeholders and clients in an assertive yet constructive way.
Focus on delivery at the expense of building networks and effective relationships across and beyond their business area.
Give team limited support about how to work collaboratively with delivery partners and discourage early engagement.
Establish relationships with a range of stakeholders to support delivery of policy and business outcomes. Devote little or no time to networking or engaging with immediate stakeholders, preferring to work in isolation.
Level Two: Bands 4-6, Lecturer including those with 1-2 Responsibility Points Work collaboratively with customers or service delivery partners to manage, monitor and deliver against service level agreements. Fail to work in collaboration with customers and does not adhere to service level agreements.
4.
Exemplify positive customer service behaviours and promote a culture focused on ensuring customer needs are met. Not consider the customer when taking action.
Learn new procedures, seek to exploit new technologies and help colleagues to do the same. Not be willing to embrace new technologies and work in a silo. Encourage key stakeholders and customers to access relevant information or support that will help them understand and use services more effectively. Not encourage continued support to all stakeholders and customers. Take ownership of issues; focus on providing the right solution. Consider and suggest ideas for improvement, sharing with others in a constructive way. Not work effectively as a team member and is reluctant to contribute ideas to the team. Encourage customers to access relevant information or support that will help them understand and use services more effectively. Not support knowledge sharing and inappropriately restrict what information is shared. Take personal responsibility for developing own career path and seek opportunities for personal development. Prefer to work alone, making little or no personal contribution towards development.
Work with team to set priorities, create clear plans and manage all work to meet the needs of the customer and the business. Have a short-termism attitude and does not set priorities and plan.
Continuous Improvement
This competency assesses and measures the ability to deliver a high quality, courteous and professional service to customers. This includes being responsive to customer needs; dealing with complaints; and identifying and developing new and innovative ways of delivering services by seeking excellence. It also includes creating a climate of continuous improvement where oneself and others can develop and become more effective.
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Customer Focus &
Communicate in a way that meets and anticipates the customer’s requirements and gives a favourable impression of the College. Not communicate in any meaningful way and be unaware of customers’ requirements.
Level One: Bands 2-3
Identify common problems or weaknesses; cooperates with and is open to possibilities of change and consideration of new ways of working in adapting to and implementing change. Be resistant to change.
Effective Behaviour - People who are effective are likely to… Ineffective Behaviour - People who are ineffective are likely to…
Place a low priority on the culture of innovation and adding value.
Encourage a culture of innovation, focused on adding value – giving people and delivery partners space to think creatively.
4. Customer Focus & Continuous Improvement Competency Framework Page 16
Ensure that individuals and organisational learning and development opportunities are fully exploited in order to enhance organisational capability.
Place low priority on people management and development, seldom seek feedback or challenge, and prioritise professional expertise over leadership, management and people skills.
Lack effective communication skills and creativity when developing strategy.
Ignore emerging learning and development opportunities and the sharing of that learning to benefit the organisation.
Put aside preconception and consider new ideas on their own merits. Be unwilling to change; keep the status quo and fail to take on new ideas.
Lead effective communication of College objectives and encourage a culture of imaginative thinking, seeking to expand mind-sets to enable strategic thinking.
Maintain and improve service by managing risks to ensure own business area and partners deliver against defined outcomes. Be unwilling to make any improvements or manage risks that will influence the College. Identify and address team or individual capability requirements and gaps to deliver current and future work. Manage others in a weak or ineffective manner, allowing capability gaps to persist.
Understand and apply technology to achieve efficient and effective business and personal results. Disregard technology and is inefficient in delivering day-to-day business activities.
Create a culture of working with and through delivery partners to achieve outcomes, establish and negotiate service levels and deliverables. Work in a silo and negative culture.
Level Three: Bands 7-10, Lecturer with 3-4 Responsibility Points, Curriculum Area Manager
Level Four: Bands 11-15, Head of Faculty, Principal Lecturer, Assistant Director
Effectively capture, utilise and share customer insight and views from a diverse range of stakeholders to ensure better policy development and implementation of improved service delivery. Disregard customer insight to improve service delivery.
Ensure staff/team members appreciate the importance of excellent customer service and are aware of the College standards and targets. Have no awareness of College standards and targets.
Develop proposals to improve the quality of service with involvement from a diverse range of stakeholders or delivery partners. Not consider involving stakeholders or delivery partners.
Encourage workplace-based learning, ensure colleagues take responsibility for their own learning and share it to build organisational capacity. Fail to ensure colleagues practise and share new learning of benefit to the business.
Prioritise and role model continuous self-learning and development, including leadership, management and people skills.
Determine level of College policy, service, practice and provision, think about long-term succession planning issues, and identify ways and means of addressing them. Disregard all provision of College policy and planning processes.
Allow a sense that problem solving is only for a few individuals and only at certain times.
Show little ability or commitment to enabling equal opportunities for people to realise their aspirations.
Allow organisational learning to be lost and fail to create a climate where colleagues can apply new learning relevant to the business.
Take a strategic perspective to identifying capability needs of the College and customers and in identifying future service provision.
Adopt a short-term perspective to people issues –struggle to assess long-term and evolving people requirements for the College.
Confront issues and challenge assumptions at the highest levels with internal and external stakeholders in an assertive yet constructive way.
Give insufficient clarity around customer needs to the delivery partners and lose sight of which partner is responsible for delivery.
4. Customer Focus & Continuous Improvement Page 17Competency Framework
Operate with an acute awareness of inclusiveness, equality and diversity and build capability strategies to lead improvement in service delivery.
Champion the strategic importance of people and development issues, building a strong culture of continuous learning, knowledge sharing and customer focus throughout the organisation.
Not involve partners and stakeholders early in the development of policies, services and delivery options.
Ensure service delivery is customer driven and articulate the impact of poor service on the College’s reputation.
Director, Chief Executive Officer
Develop and maintain organisational commitment to problem solving, empowering people to experiment and achieve organisational results together.
Level Five:
Level One: Bands 2-3
Plan priorities in advance and gather information from appropriate and diverse sources.
Determine and agree plans for the completion of tasks and goals. Work to own timescales and tasks. Make the best use of resources available and proactively seek new sources and respond to changing operational requirements.
Initiate forward planning to meet objectives in the short and medium term. Take a negative approach to planning objectives. Make sound decisions in own area of responsibility and offer practical ideas and innovative solutions. Not involve anyone when making a decision and does not consider the impact of their decisions.
Level Three: Bands 7-10, Lecturer with 3-4 Responsibility Points, Curriculum Area Manager
Implement change in a thoughtless and unstructured way, having not considered the possible effects it may have on others.
Challenge wrong or inaccurate information and use information effectively in support of a point of view. Work in a silo and never challenge inaccurate information.
Effective Behaviour - People who are effective are likely to… Ineffective Behaviour - People who are ineffective are likely to…
Contribute ideas to solving problems and takes personal responsibility for making things happen. Not take personal responsibility for contributing ideas to create solutions. Manage own time effectively to achieve tasks and acknowledges the views of others. Have a negative approach to own time management skills. Agree achievable objectives for self and give a consistent and reliable performance. Have inconsistent performance and never agree objectives. Understand the importance of new, updated and accurate information. Have a lack of understanding in relation to the importance of accurate information.
Dismiss colleagues concerns about change and miss opportunities to discuss with them what is behind their concerns.
This competency assesses and measures the ability to establish an appropriate course of action using the necessary resources to create evidence-based strategies, impacts, risks and solutions. This includes showing clarity of thought, setting priorities, problem solving, analysing and using evidence to evaluate options to make well-reasoned, justifiable decisions whilst adopting a results orientated approach.
Identify problems, gather and absorb relevant information quickly. Give limited consideration to identifying problems. Know when to involve others and consults colleagues and is able to make decisions within own area of responsibility.
Consider the wider implications and risks of specific proposals and take account of political and other sensitivities before taking a decision and balances different or conflicting priorities. Not involve anyone when making a decision and does not consider the impact of their decisions.
5. Planning & Organising Competency Framework Page 18
Not involve anyone when making a decision and does not consider the impact of their decisions.
Level Two: Bands 4-6, Lecturer including those with 1-2 Responsibility Points
Develop constructive working relationships and discourage destructive attitudes and behaviours. Display behaviours that do not encourage a positive and harmonious working environment.
Make unpopular decisions if appropriate and defend them at the highest level when required. Constantly change decisions based on new options, information or challenges. Be accountable for achieving strategic priorities and outcomes. Allow the Department’s focus to drift away from critical priorities and does not measure performance against them.
Navigate and negotiate a balanced range of political, national and international pressures to shape the College’s strategy and priorities.
Give little consideration to the people and resources impacted by decisions.
Manage complex problems and issues requiring significant levels of judgement and assessment of information.
Develop own and others solutions with clear recommendations and ensures projects are completed on time and within budget.
Omit consideration of sustainable long-term development in strategy and give limited consideration to legislative, social, environmental or economic factors in analysis.
Provide advice without full evaluation of risk, scenarios and options.
Develop College, Sector and Department-wide strategies to identify, evaluate, manage and mitigate against risk.
Determine and drive customer service outcomes at a broad strategic level and work across the College, Sector and Department to deliver best quality service.
Evaluate the potential impact of decisions on College objectives and priorities. Not provide clear direction for staff and demonstrates no awareness of risks or impacts.
Not consider the budgetary impact on planning and decisions.
Show limited understanding about development of wider initiatives.
Work within own area when making decisions and does not consider impact of timescales or inaccurate information.
Explore different options outlining costs, benefits, risks and potential responses to each.
Level Four: Bands 11-15, Head of Faculty, Principal Lecturer, Assistant Director
Level Five: Director, Chief Executive Officer
Identify and establish milestones to monitor the effectiveness of the programme of work. Have a negative approach to planning and organising a programme of work. Set overall performance standards and generate commitment and effect from staff by creating a productive working environment. Be unable to set performance standards and is unable to gain commitment of staff.
5. Planning & Organising Page 19Competency Framework
Identify opportunities to take controlled risks and manages the consequences, whilst setting a clear direction for staff when objectives conflict or are unclear. Be unable to take personal responsibility for decisions that will have a major impact on service delivery.
Take decisions, which have a major impact on service provision, the public or other organisations. Be unable to manage a number of complex problems effectively.
Give little attention to defining the customer’s requirement in setting strategic priorities. Be accountable for financial controls and systems ensuring good financial and budgetary discipline. Fail to deliver outcomes or strategy by significantly under or over-spending against agreed plans.
Respond quickly and on own initiative to changing complex circumstances, maintaining a clear view of overall strategic priorities. Allow others to make decisions and provides a limited view of strategic priorities.
Make timely, consistent and impartial decisions based on sound information and risk assessment.
Effective Behaviour - People who are effective are likely to… Ineffective Behaviour - People who are ineffective are likely to…
Level One: Bands 2-3
This competence assesses and measures the ability to inspire others by providing a sense of vision and purpose in the business and by creating motivation and commitment to the way forward. The ability to take responsibility for a task and give direction, structure and responsibility; delegating to others in order to prioritise and get a job done. A willingness to take responsibility for contributing to team goals. The ability to inspire trust amongst colleagues whilst respecting and valuing others.
Contribute to a common sense of purpose and direction in the team and encourage a culture of continuous improvement. Withhold work information and refuse to share knowledge that would help others do a better job.
Encourage attitudes and behaviours which respect and value diversity. Talk negatively about the organisation, their team or colleagues.
Promote a corporate approach to problem solving and decision taking. Be ignorant of and/or dismissive of broader organisational values and goals.
Balance conflicting demands and adjust quickly to changing circumstances and organise resources within budget and to agreed standards. Be unable to manage resources and budget with a disregard for the impact on College standards.
Take responsibility for the team’s contribution to section goals. Not take responsibility for team goals.
Understand and support the College vision, mission and values. Make little effort to understand College values.
Recognise how the role contributes to the achievement of College goals and objectives. Express limited interest in goals and activities.
Establish and communicate the standards and quality of performance expected, taking action when necessary. Be unable to display effective communication skills.
6. Leadership & Strategic Thinking Competency Framework Page 20
Level Two: Bands 4-6, Lecturer including those with 1-2 Responsibility Points
Take responsibility for the work of the section/ department and plan and coordinate work in line with departmental objectives. Show a lack of awareness to coordinating work or plans.
Respect and value the diverse views, experiences and perspectives of others and ensure clear accountability for roles and activities. Adopt a biased, exclusive or disrespectful manner in their dealings with others.
Lead by example, acting as a role model for the organisation’s values and co-operate with College policy and procedures. Make little effort to ensure they express themselves in an effective manner that others can easily understand.
Level Four: Bands 11-15, Head of Faculty, Principal Lecturer, Assistant Director
Show little ability or commitment to enabling equal opportunities for people to realise their aspirations. Lead from the front, communicating and motivating people towards stretching goals.
Demonstrate a negative approach to achieving the goals of the College and negative impact of not adding value.
Take responsibility for identifying, planning and delivery of the corporate strategy and managing financial budget resources. Take a negative approach to planning strategic delivery.
Level Five: Director, Chief Executive Officer
Demonstrate ineffective leadership skills and not have the ability to motivate people.
Network effectively by negotiating with and influencing external partners, stakeholders and customers successfully at the highest levels; develop business proposals and vision.
Communicate information in a set way without consideration for the audience or with limited/low levels of enthusiasm and effort.
Work with senior team, board and other key stakeholders to identify and shape strategic priorities and communicate a vision for the future.
Outline and confirm expected standards and give meaningful feedback to employees; treats others with respect and fairness. Express limited interest in goals and activities.
Inspire staff and stakeholders to engage fully with long-term vision and purpose of the College, supporting them to make sense of change.
Lead by example, role modelling ethics, integrity, impartiality and the elimination of bias by building diverse teams and promoting a working environment that supports the College’s values and standards.
Work in a silo and are unable to identify cost efficiencies in relation to financial management.
Create clear long-term strategies focused on adding value across all departments and making real, lasting change beyond the College whilst identifying key implications from external influences.
Lose focus under pressure and neglect the need to agree joint outcomes.
Support and encourage work-based learning from organisational change; ensure colleagues take responsibility for their own learning and share it to build organisational capacity. Provide limited support to work based learning. Take a negative approach to change management.
Level Three: Bands 7-10, Lecturer with 3-4 Responsibility Points, Curriculum Area Manager
Demonstrate high standards of written and oral communications; briefings and submissions have appropriate clarity, content and style. Have limited drafting or oral communication skills; use the same communication style for all.
Direct the setting and monitoring of the organisation’s financial targets including the identification of strategies for achieving cost efficiencies and value for money.
Adopt a biased, exclusive or disrespectful manner in their dealings with others.
Articulate the College’s business model and Corporate Plan and support people to align their roles within it. Be unable to articulate how the College business model supports the structures and roles.
Be highly articulate and credible at the most senior levels inside and outside the College, consistently delivering inspiring, engaging and meaningful messages about the future direction. Lack confidence or impact at high levels, struggle with media spotlight, miss opportunities to communicate messages or give a confused or uninspiring narrative about what is important.
Shape, promote and exemplify desired College values and cultures. Adapt leadership style to different people and situations. Use the same communication and leadership style for all.
6. Leadership & Strategic Thinking Page 21Competency Framework
Be effective in networking and negotiation with internal and external stakeholders, influencing successfully at the highest levels.
Develop insight into the dynamics and issues relating to the College, Sector and Department including political, legislative, economic, social, environmental and technological impacts.
Lack insight into the different motivations and agendas of a variety of stakeholders.
Show little evidence of commercial/public value understanding when shaping policies with senior stakeholders.
6.
Leadership & Strategic Thinking
Competency Framework Page 22
Focus on short-term concerns, neglect long-term thinking about evolving and future issues and considerations for the College and the Department.
Develop policy or strategy with insufficient exploration and consideration of financial or management information.
Champion and embed equality and diversity throughout the College, achieving organisational priorities.
Disregard the link between the moral and business case for diverse and sustainable outcomes.
Be fluent at interpreting a wide range of financial and performance information and use this to determine policy and strategy delivery
Ensure commercial and public value considerations and risks are fully considered in policy development/ implementation.
Appendix 2 Table 1 - Mapping for Lecturing Staff 1 2 3 4 5 6 Skills Expertise& Communication Working with People & WorkingTeam Customer Focus & ImprovementContinuous Planning Organising& &LeadershipStrategicThinking Lecturer 2 2 2 2 2 2 Lecturer including those with Responsibility1-2 Point 2 2 2 2 2 2 Lecturer with 3-4 Responsibility Points 3 3 3 3 3 3 CAM 3 3 3 3 3 3 PL 4 4 4 4 4 4 HOF 4 4 4 4 4 4 AD 4 4 4 4 4 4 Director 5 5 5 5 5 5 Chief OfficerExecutive 5 5 5 5 5 5 Table 2 - Mapping for Support Staff 1 2 3 4 5 6 Skills Expertise& Communication Working with People & WorkingTeam Customer Focus & ImprovementContinuous Planning Organising& &LeadershipStrategicThinking Band 2 1 1 1 1 1 1 Band 3 1 1 1 1 1 1 Band 4 2 2 2 2 2 2 Band 5 2 2 2 2 2 2 Band 6 2 2 2 2 2 2 Band 7 3 3 3 3 3 3 Band 8 3 3 3 3 3 3 Band 9 3 3 3 3 3 3 Band 10 3 3 3 3 3 3 Band 11 4 4 4 4 4 4 Band 12 4 4 4 4 4 4 Band 13 4 4 4 4 4 4 Band 14 4 4 4 4 4 4 Band 15 4 4 4 4 4 4 Page 23Competency Framework
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