BMF Competency Framework

The C

ompeten

cy Framew

ork Gu

ide

Con

tents

Introdu

ction

2

C

ompeten

cies

2

Wh

at is a competen

cy framew

ork?

2 W

hat are th

e levels?

3 H

ow th

ey were developed

4 W

hy do w

e need a com

petency fram

ework?

4

How

will th

ey be used?

5

How

they all fit togeth

er

5

Core C

ompeten

cy Framew

ork

Diagram

6

O

utlin

e

7

E

xplanation

8

Introduction B

ritish M

ilitary Fitness’s n

ew com

petency fram

ework h

as been developed to

support th

e compan

y’s ambition

s to contin

ually im

prove the services w

e provide to ou

r custom

ers. Th

e framew

ork is focused on

attitudin

al and beh

avioural com

petencies,

rather th

an th

ose that look at tech

nical skills. Th

is is because w

e address tech

nical gaps in

know

ledge throu

gh establish

ed trainin

g and developm

ent

activities. Beh

avioural an

d attitudin

al developmen

t has n

ot had th

e same

inten

sity of attention

, and th

e framew

ork aims to address th

is, as it is a cru

cial aspect of contin

ually im

proving th

e services we provide.

The fram

ework applies to all w

orkers and em

ployees of British

Military

Fitness.

Below

are answ

ers to some of th

e question

s you m

ay have abou

t the

framew

ork. C

ompetencies

The w

ay we approach

a task usu

ally determin

es how

successfu

l we are in

ach

ieving ou

r goals. This is w

here com

petencies fit in

. They are beh

aviours,

skills, know

ledge and attitu

des that lead to effective job perform

ance. If

objectives can be described as th

e ‘ends’, th

en com

petencies can

be described as th

e ‘mean

s’. W

hat is a Com

petency Framew

ork? Th

e competen

cy framew

ork is a meth

od of describing th

e un

derpinn

ing

values th

at shape an

d define th

e cultu

re of British

Military Fitn

ess. They

also provide clear focus to su

pport the developm

ent of staff in

order to deliver th

e best possible services. Th

e competen

cies with

in th

e framew

ork have been

substan

tially derived from

the People S

trategy, the S

taff Su

rvey, and con

sultation

with

the

man

agemen

t team, an

d are focused on

ensu

ring w

e have th

e capacity to deliver th

e strategic objectives of British

Military Fitn

ess and m

ake the

compan

y a better place to work.

2

What are the levels?

The core com

petency fram

ework h

as nin

e competen

cies, each w

ith fou

r levels. Th

ese levels build u

pon each

other – m

eanin

g that to h

ave reached

level two it is assu

med th

at you h

ave also exhibited an

y behaviou

rs iden

tified in level on

e. Th

e list is not exh

austive bu

t is designed to give a flavou

r of the approach

th

at British

Military Fitn

ess encou

rages in all staff.

There are also som

e examples of n

egative indicators at th

e end of each

com

petency to in

dicate the sort of beh

aviour th

at is actively discouraged,

as it works again

st the prin

ciple of contin

ual im

provemen

t that B

ritish

Military Fitn

ess is striving for.

3

Personal E

ffectiveness

Level

Description

0 N

o know

ledge or skills

1 Low

N

ew to post, developin

g in th

e job role and requ

ires fu

rther learn

ing an

d developmen

t to reach an

acceptable level of com

petence

2 A

cceptable D

emon

strates a satisfactory level of skills and

know

ledge and m

ay require fu

rther developm

ent to

become m

ore effective

3 G

ood C

onsisten

tly achieves an

d sustain

s a good standard of

skills, know

ledge and w

orking practice

4 A

dvanced

Dem

onstrates an

advanced level of expertise an

d kn

owledge an

d is contin

uou

sly looking to im

prove w

orking practices

How

they were developed

We began

with

our gu

iding prin

ciples: •

Deliverin

g quality services

• Fosterin

g partnersh

ips •

Respon

sibility and eth

ical workin

g A

nd ou

r seven valu

es: •

Be accou

ntable

• B

e open

• B

e indepen

dent

• B

e fair •

Adopt best practice

• A

ct efficiently

• D

eal with

everyone w

ith respect

The com

petencies bu

ild on th

ese core values to clarify an

d sum

marise th

e ran

ge of skills and beh

aviours you

need to be effective in

all types of roles across B

ritish M

ilitary Fitness. Th

ey provide a comm

on lan

guage.

Why do w

e need a competency fram

ework?

The com

petency fram

ework serves several pu

rposes, wh

ich togeth

er enable

British

Military Fitn

ess to improve an

d develop its staff and services. Th

e fram

ework:

• In

forms prospective recru

its wh

at is expected of them

•

Inform

s staff of the sort of attitu

des and beh

aviours B

ritish M

ilitary Fitn

ess encou

rages wh

en carryin

g out th

eir duties

• In

forms staff of w

hat th

ey can expect from

their m

anagers

• S

hapes an

d defines a cu

lture based arou

nd stron

g principles su

ch as

partnersh

ip, contin

uou

s improvem

ent, con

structive ch

allenge, an

d being

client cen

tred •

Su

pports staff at all levels in th

eir developmen

t in order to m

aximise

their poten

tial Th

e framew

ork also links to som

e of the key strategies th

at drive the

objectives of British

Military Fitn

ess, such

as the Train

ing &

Developm

ent

Strategy &

Policy. Th

e headlin

e competen

cies are closely linked w

ith B

ritish M

ilitary Fitness’s

strategic objectives, as these are cru

cial to fulfillin

g our obligation

s to our

custom

ers.

4

How

will they be used?

Initially all staff w

ill receive inform

ation abou

t the fram

ework an

d be en

couraged to in

formally assess th

emselves again

st the fram

ework, w

ith a

view to developin

g their skills in

all areas of the fram

ework.

Man

y of British

Military Fitn

ess’s processes will u

tilise the com

petencies,

for example:

• R

ecruitm

ent an

d selection

• S

uccession

plann

ing

• Perform

ance m

anagem

ent

• Train

ing an

d developmen

t Th

e framew

ork will be review

ed and revised to en

sure th

ey reflect the n

eeds of B

ritish M

ilitary Fitness an

d its staff. H

ow they all fit together

5

Core C

ompeten

cy Framew

ork

6

Leadership in

Delivering quality services

Organisational awareness Understands British Military Fitness’s purpose, context, goals, objectives and their relevance to my role

Making an impact Personally accountable for delivering effective and quality services

Passion for results Understands what needs to be done and stretching myself to deliver results effectively

CORE COMPETENCIES DEFINITION

Leadership in

Responsibility and ethical working

Leadership in

Fostering partnerships

Managing relationships Collaborates effectively across the organisation and with external stakeholders

Team play Cooperates and supports each other to produce better results

Learning and improving Develops self, helps others to excel at what they do, values individuals

Clear communication Sharing information, experience and ideas to ensure understanding

Problem definition/solving Using analysis to find solutions

Applying judgment and taking decisions Making sound and timely decisions that are evidence based 7

Core Competency framework

ORGANISATIONAL AWARENESS Understands British Military Fitness’s purpose, context, goals, objectives and their relevance to my role

Level 1 • Awareness of operational

context • Understands the internal

organisation and what each part contributes and why

• Describe what British Military Fitness does

Level 3 • Understands external context

at national and local level • Translates context and

purpose to enable their p e op l e t o s e e the i r contribution

• Promotes the role of British Military Fitness confidently to internal and external audiences

• Ensures that team awareness is maintained

• Takes responsibility for updating and explaining the wider context

Level 4 • Informed understanding of

external context and drivers • Strategic awareness of

external stakeholders • Advocate and champions

British Military Fitness’s purpose and priorities

• Sensitive to wider political and organisational priorities

• Ability to think commercially to create added value

Level 2 • Understands external context

and what impacts on it • Helps colleagues understand

the organisation • Describes the role of the

organisation to both internal or external audiences

• Encourages and supports others to stay informed about the organisation

Negative indicators • Low awareness of business context: takes no interest in acquiring

better understanding • Assumes everyone knows, understands and is engaged with the

work of British Military Fitness

• Has goals that contradict or duplicate other areas: does work that

is not useful to purpose and priorities • Works from own perspective or assumptions about the world • Fails to consider the needs of a diverse community

Leadership

8

MAKING AN IMPACT Personally accountable for delivering effective and quality services

Level 1 • Understands del iveries

required in role • Responsible for performance

in role • Delivers to time, quality in all

aspects of role • M o n i t o r s o w n w o r k

performance, and prioritises appropriately

• Demonstrates personal initiative within own sphere of influence

Level 3 • Re-prioritises team deliveries

as necessary • Communicates changing

priorities, and delivery shortfalls to ensure outcomes are achieved

• Visible and approachable to all

• Recognised by others as someone who delivers what they say they will

• Accountable for the deliveries of others

Level 4 • Imp l eme nt s c o rpo ra t e

decisions with energy and commitment

• Takes personal responsibility for organisation performance and delivery

• Provides strategic direction to individuals and teams

• Says what people may not want to hear – is brave and focussed

• Acts to ensure good practice is systematically spread

Level 2 • Re-prioritises own deliveries

and those of others as required

• Maintains oversight of the deliveries of others

• Uses initiative to create solutions that get the job done

Negative indicators • Fails to accept personal accountability for work undertaken or

achieved • Demonstrates low awareness of deliveries, targets or plans

• Fails to recognise need for re-prioritising/re-scheduling work/

services, and fails to do so • Blames others/the organisation for shortcomings/non-delivery • Demonstrates lack of urgency in delivering

Leadership

9 Core Competency framework

PASSION FOR RESULTS Understands what needs to be done, and stretches to deliver it effectively

Level 1 • Sets ‘stretch’ personal goals

for achievement that ‘raise the bar’

• Realist ic in assessing progress towards delivery

• Overcomes obstacles • Plans and prioritises own

work to achieve outcomes • S h o w s r e s i l i e n c e i n

achievement – never disowns under delivery

• A c c e p t s t a r g e t s f o r achievement and delivers

• Celebrates success • Demonstrates ‘can do’

behaviour

Level 3 • Agrees ‘stretch’ goals and

targets for delivery of teams • Recognises and recovers

under delivery • Negotiates the prioritisation

of work targets and resources • Champions measurable

achievement of outcomes • Makes best use of diverse

talent, capabilities and technologies to achieve optimum results

Level 4 • Builds a culture of delivery • Continuous performance

measurement to ensure key performance indicators are identified and met

• Provides clear and stretching vision of success for stakeholders and those led

• Manages across boundaries to ensure delivery

• Challenges and stretches definitions of success

• Translates strategy, setting out clear priorities and strategic plans; ensures priorities are planned, c o s t e d , s c h e d u l e d , coordinated making inter dependencies explicit

Level 2 • Determines strategies to

overcome problems that threaten delivery

• Encourages and contributes to the achievement of results of self and others

• Monitors progress towards achievement

Negative indicators • Low awareness of progress against desired outcome(s) • Fails to respond to changing priorities so misses delivery

outcomes • Demonstrates lack of energy and commitment to achievement of

the result

• Fails to act to achieve effective outputs and deliveries • Someone else’s responsibility • Focus on process rather than getting results

Leadership


MANAGING RELATIONSHIPS Collaborating effectively across the organisation, and with external stakeholders

Level 1 • Understands interna l/

ex t e rna l s t akeho lde r s necessary to deliver effective performance

• Harnesses the contribution of others/teams

• Works collaboratively with others

Level 3 • Networks and partnerships

to ensure effective delivery • Promotes partnership and

collaborative working in teams

• Demonstrates ability to seek out and harness the views and contribution of others

• Builds positive personal and organisational relationships

Level 4 • Seizes opportunities to

develop long term and strategic alliances

• Creates an organisation that is externally aware and focussed

• Builds and maintains bridges • Overcomes t rad i t i ona l

organisational constraints • Demonstrates pro-active

understanding of others’ agendas

• Actively promotes a culture of organisational and cultural diversity

Level 2 • Builds appropriate internal/

external partnerships/links for effective delivery

• Awareness of, and works collaboratively with key decision makers in area of operation

• Builds rapport based on mutual respect, trust and collaboration

• Actively seeks and listens to the contribution of others – values differences

Negative indicators • Fails to work in a collaborative and supportive manner • Demonstrates over competitive and anti trust behaviours • Shows lack of consideration for the views, contributions of others

• Critical of others behind their backs • Demonstrates insular behaviour – only comfortable with others of

similar background or type

Leadership


TEAM PLAY Cooperates and supports each other to produce a better result

Level 1 • Demonstrates openness, tact • Listens to the contributions

of others irrespective of difference

• Collaborates effectively with others

• Sees things from others point of view

• Responds positively to requests for help and support

Level 3 • Demonstrates collaborative

team management style • Promotes the active use of

teams • Collaborates with temporary

cross functional as well as permanent teams (e.g. line managed)

• Responds positively to resources requests

• Recognises contribution of others/teams to deliveries

Level 4 • Builds and promotes a

c l i m a t e t h a t v a l u e s collaboration and teamwork

• Promotes cross team working as principle means of delivery

• Builds a team of teams; promoting the value of ‘team outcome’ above that of the individual

• Actively promotes the building of diversity in teams to optimise delivery

Level 2 • Promotes the use of teams to

deliver • Recognises the inputs of

others • Comfortable contributing in a

variety of teams

Negative indicators • ‘Silo’ mentality or behaviour • Puts own interests/agenda before those of others/teams and or

organisation • Takes credit which rightly belongs to others

• Is uncomfortable working with people from diverse backgrounds • Blames others when things go wrong

Leadership


LEARNING AND IMPROVING Develops self, helps others to excel at what they do, values individuals

Level 1 • Owns responsibility for

personal learning and development

• Learns by doing • Applies learning in role • Seeks out opportunity to

extend skill and knowledge • Demonstrates awareness of

own strengths, weaknesses, motivations

• Adaptive and receptive to change

• Hungry to learn

Level 3 • Actions strategies that build

a s u p p o r t i v e a n d developmental climate in teams

• Provides open, timely and constructive feedback to staff ... tells how it really is

• Adapts quickly and flexibly to change

Level 4 • Sets strategies that build a

s u p p o r t i v e a n d developmental climate

• Creates opportunities to c o a c h , m e n t o r a n d systematically develop staff

• Promotes opportunities for growth and to realise people potential

• Identifies and empowers future leaders

• Understands and specifies the capabilities needed in British Military Fitness to achieve organisation strategy and long term goals

Level 2 • Participates in and promotes

the learning and development of others

• Readily shares ideas and information with others

Negative indicators • Waits for someone else to ‘make training happen’ – not my

responsibility • Fails to plan personal learning and development – allows

‘pressure of work’ to restrict personal development or development of others

• Sees limits in potential of self/others, rather than opportunities

for development and growth

Leadership


CLEAR COMMUNICATION Sharing information, experience and ideas to ensure understanding

Level 1 • Listens actively to others’

points of view • C l e a r a n d c o n c i s e

communication • Tells it how really is • Gives open and honest

feedback

Level 3 • Builds rapport through

consistent, confident and open communication style

• Rout ine l y checks f o r understanding to test receipt of messages

• Conveys credibility, and positive message delivery

• Ene rg i s e s , c onv ince s , persuades

• Encourages honesty of message

Level 4 • Builds climate of clear,

t i m e l y , c o n c i s e a n d persuasive communication

• C a p t i v a t e s a u d i e n c e s through message, style and delivery

• Inspires and persuades, motivates and energises

• Translates strategy into e f f e c t i v e o p e r a t i o n a l messages

Level 2 • Comfortable with a variety of

communication styles • Translates accurately and

appropriately • Facilitates meetings, and

teams to achieve collective objectives

Negative indicators • Fails to structure messages or convince • Uses inappropriate communication vehicles or styles

• Questions inappropriately; interrupts; over promises; misleads;

impatient • Mumbles, expresses ideas in a woolly and unclear way

Leadership


PROBLEM DEFINITION / SOLVING Using analysis to find solutions

Level 1 • Defines what is essential to

do the job • Understands when/where to

seek information and advice • Breaks down information and

problems to derive solutions • Uses appropriate information

and data • Applies experience, common

sense to understand issues and resolve problems

Level 3 • Encourages rigour and

provides critical challenge in determining outcomes

• P r e s e n t s d a t a a n d conclusions in logical and defensible ways

• Undertakes robust risk and impact management

• Seeks others views to test own thinking

Level 4 • Creates a culture that values

and promotes analytical rigour

• Views business problems from multiple perspectives

• Creates simplicity from complexity

• Champions decisions based on sound investigation and analysis

• ‘Homes in’ on the key business critical issues

• Anticipates and manages risks and consequences

Level 2 • Collects, collates, sifts and

concludes systematically • Rigorously thinks through

underlying causes and effects • D r a w s r a t i o n a l a n d

defensible conclusions • Provides detailed analysis in

support of conclusions

Negative indicators • Demonstrates narrow and conventional approach to solving

problems • Over awed by data

• Fails to apply rigour to analysis • Overcomplicates

Leadership


APPLYING JUDGEMENT AND TAKING DECISIONS Making sound and timely decisions that are evidence based

Level 1 • Understands scope for

decisions • Takes timely decisions within

role • Demonstrates accountability

for decisions taken

Level 3 • Applies sound judgement in

reaching evidence based/justified decisions

• Translates ‘British Military Fitness’s world’ to assist in decision taking

• Decisive even in times of change, challenge and ambiguity

Level 4 • Sensitive to wider political

and organisational issues • Encourages others to think

creatively and flexibly • Identif ies options and

alternatives when analysing and determining solutions/outcomes

• Builds a culture that values defensible ‘breakthrough’ thinking

• Translates strategic direction to support individuals and teams

• Decisive even in times of change, challenge and ambiguity, taking measured risks as appropriate

Level 2 • We i g h s u p a v a i l a b l e

information and applies sound and timely judgement

• Considers consequences, impacts and implications

• Supports others in decision taking

• Offers timely guidance and alternatives

Negative indicators • Low awareness of the decisions that need to be taken • Stalls and delays to avoid being accountable for decisions taken

• Unable to balance fact/intuition/judgement • Seeks to find the right rather than the practical answer

Leadership


© 2007 B

ritish Military Fitness

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riting to:

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ilitary Fitness Lim

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empson R

oad Lon

don

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ess Limited

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pson Road

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BMF Competency Framework

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