Behavioural Competencies External

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The British Council

Behavioural Competency Dictionary

External Version: 19 August 2004

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Contents

1. Introduction and explanation ofbehavioural competencies 3

2. Behavioural Competencies 5

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1. Introduction and explanation ofbehavioural competencies

IntroductionThe purpose of the British Council is to build mutually beneficial relationships between people in the UK and othercountries and to increase appreciation of the UKs ideas and achievements.

Everything we do must contribute to one or more of the following outcomes: Improved perception of the UK in other countries Greater mutual understanding between the UK and other countries Stronger ties between the UK and other countries

The work of every British Council member of staff contributes in some way to the achievement of these outcomes, and it istherefore important that we all have a clear understanding of what our role is and what is expected of us.

To do this we use Job Descriptions which describe the aims and objectives of jobs and the behavioural competencies and job specific skills required to do a specific job. At the British Council we use a standard set of 13 behaviouralcompetencies which are described in further detail in this dictionary. Each has either 4 or 5 levels of competence They arelisted in alphabetical order in Section 2 of this document and displayed across the page in following format:

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Why the competency is important to theCouncil

Competency levels: these show the increasingsophistication or complexity at which the competency can be demonstrated

Behavioural Indicators: these provide detail on

specific behaviours for the competency at each level, providing examples of how the competency can be seen in practice

Warning signs and positiveindicators: these give examples of positive and negative behaviours.

A competency definition: this defines in more detail what the competency is about and whatinvolves

Competency title

The British Councils recruitment policy requires candidates applying for jobs to provide evidence against the behaviouralcompetencies required for the job advertised. This dictionary provides guidance on the meaning of each of thecompetencies and their levels of complexity.

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2. The Behavioural Competencies

1. Achievement 8. Leading and Developing Others2. Analytical Thinking 9. Professional Confidence3. Customer Service Orientation 10. Relationship Building for4. Entrepreneurship Influence5. Flexibility

11. Self Awareness6. Holding People Accountable 12. Team Working7. Intercultural Competence 13. Working Strategically

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Analytical Thinking

DEFINITION WHY IS IT IMPORTANT ?

Analytical Thinking is about bringing disciplined analysis to data and

situations, to see cause and effect and to use this to make effectivedecisions.

This is important in enabling us to prioritise and take important decisions based

on an assessment of the impact and implications of the likely outcomes.

LEVEL 1 L EVEL 2 L EVEL 3 L EVEL 4BREAKS DOWN ISSUES S EES KEY ISSUES TESTS ALL ANGLES DOES COMPLEX ANALYSES

Undertakes complex analysis andtraces performance implications

through complex data, or in dealingwith complex situations. Appliesanalytical tools or techniques toanalyse a range of data.

Looks objectively at every side of an ideaor situation to ensure that all outcomes

are thoroughly assessed before decidingon the appropriate course of action.Analyses complex situations by lookingat multiple causes and effects.

Looks at data and identifies keyissues. Identifies causes and

effects, by using if A then Bthinking, and uses this to prioritiseissues.

Breaks down an issue into itscomponent parts (A, B, C). Lists

items, tasks or activities withoutsetting priorities.

WARNING S IGNS : POSITIVE INDICATORS :

Takes action without thinking of the full range of outcomes. When faced with a problem, gathers as much information as necessary

about it before identifying root causes and possible solutions.Is overwhelmed by a problem; fails to break this down intomanageable parts. Bounces ideas off others to understand how they might tackle a problem.

Over-analyses every situation and gets bogged down in the detail. Breaks down large pieces of work into smaller, simplified and moremanageable parts.Fails to assess the positive and negative aspects of a proposed

course of action before going ahead.

Says yes to an activity without assessing whether it is the highestpriority at that time.

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Flexibility


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 not

being disconcerted or stopped by the unexpected.

This behaviour is necessary to respond to different and changing demandsand work across a range of activities now and in the future. Flexibility in

interpreting rules, procedures and policy is required to deliver focusedservices tailored to local needs. Demonstrating this behaviour must alwaysbe in line with the Councils values.

LEVEL 1 L EVEL 2 L EVEL 3 L EVEL 4ACCEPTS NEED FOR

FLEXIBILITY APPLIES P ROCEDURES FLEXIBLY ADAPTS TACTICS /APPROACH MAKES ORGANISATIONAL CHANGE

Changes the overall plan, goal or

project to fit the situation.Creates and supports flexibility byintroducing procedures whichensure quick turnaround andencourage flexibility in others.

Identifies a pragmatic approach in

order to get the job done quickly andeffectively. Uses an awareness of thebigger picture along with commonsense to interpret and implementpolicy. Is comfortable with ambiguity.

Applies rules or procedures flexibly, depending

on 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.

Demonstrates willingness

to change ideas orperceptions based on newinformation or contraryevidence. Is open to newideas and listens to otherpeoples points of view.


Sticks rigidly to procedures even when inappropriate. Is open to the benefits of change, embraces appropriate new ideas.Is not open to new ideas or ways of doing things. Considers alternative approaches according to needs of situations or

host cultures.Is slow to adapt to feedback.Weighs up costs and benefits impartially.Fails to reassess priorities in the light of change. Is willing to investigate options in depth, even when they are the ideas

of others.Resists change without full consideration of what is proposed.Displays only superficial recognition of the need for flexibility in managing

individuals with diverse skills, backgrounds and needs.Thinks laterally and creatively to resolve problems.

Is not inappropriately rigid about procedures and policy.

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Unreceptive and slow to adapt; has difficulty recognising differentcultural norms and behaviours

Receptive to new ideas and differences; demonstrates interest inand understanding of own and other cultures

Has low levels of curiosity, openness and interest in the possibility oflearning from others

Observes personal impact in interactions with colleagues andexternal contacts and adapts behaviour appropriately

Makes false assumptions and evaluations of people and situationswhich cause offence and set up barriers to building trust

Effective in reducing or reversing negative impact

Recognised as an effective communicator in a range of situations Conveys a lack of sensitivity; makes mistaken assumptions about the

level of common understanding; is perceived as making irrational andinappropriate demands

Uses experience to improve self-awareness and increase owncultural knowledge

Demonstrates critical self-reflection and judgement

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Self-awareness


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 is

also about understanding your own strengths and limitations.

Understanding oneself enables individuals better to understand and relateto others. This behaviour is therefore important as it underpins and enables

a number of the other behaviours, including Leading and Developing Othersand Relationship Building for Influence.

LEVEL 1 L EVEL 2 L EVEL 3 L EVEL 4KNOWS OWN LIMITATIONS RECOGNISES EMOTIONS UNDERSTANDS IMPACT ON OTHERS MANAGES EMOTIONS

Uses coping mechanisms to deal withdifficult or emotional situations overtime. Sets up support structures tomanage stress levels on a proactivebasis. Understands need to be strongand positive in the face of adversitybut also recognises areas of onesown weaknesses and when to seekguidance and support.

Understands how feelings andemotions may impact onperformance and controls emotionsto minimise negative impact.Maintains a sense of humour andstays calm, even in tryingmoments.

Recognises the situations thatarouse strong emotions andpersonal bias or preference, butresists temptation to act on themimmediately. Accepts feedbackfrom others without beingdefensive.

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.


Takes anger or stress out on nearest person loses temper. Seeks feedback and considers it carefully.Closes down or is defensive when receiving feedback. Works with others to bring strengths to projects that s/he may lack.

Does not question own feelings about a subject or a person. Looks for appropriate opportunities to improve her/his areas ofweakness.Remains isolated through stressful periods.Manages emotions so as to minimise negative impact on others.Volunteers for assignments for which he or she is not best suited.

Considers her/his approach at meetings or in projects to suit needs of

others, rather than own preferences.Give importance to own feelings, but not to those of others..

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