cs comp framework

8/12/2019 Cs Comp Framework

1/46

Civil Service

CompetencyFramework2012 - 2017


2/46

1Competency Framework < Back to Page 1

About this frameworkWe are introducing a new competency framework to support the Civil Service Reform Plan and thenew performance management system. The competency framework sets out how we want peoplein the Civil Service to work. It puts the Civil Service values of honesty, integrity, impartiality andobjectivity at the heart of everything we do and it aligns to the three high level leadership behavioursthat every civil servant needs to model: Set Direction; Engage People and Deliver Results. Civilservants work in a huge range of jobs across the country and overseas but one thing we have in

common is that we are here to support the elected Government, providing advice to help shape itspolicies and ensuring seamless and practical implementation in line with those policies.

Competencies are the skills, knowledge and behaviours that lead to successful performance. Theframework outlines 10 competencies, which are grouped into 3 clusters as set out above. For eachcompetency there is a description of what it means in practice and some examples of effective andineffective behaviours at all levels. The competencies are intended to be discrete and cumulative,with each level building on the levels below i.e. a person demonstrating a competency at level 3should be demonstrating levels 1 and 2 as a matter of course. These indicators of behaviour arenot designed to be comprehensive, but provide a clear sense of and greater understanding and

consistency about what is expected from individuals in the Civil Service.
http://www.civilservice.gov.uk/about/values


3/46


What does it mean for me?The framework will be used for recruitment, performance management and developmentdiscussions and for decisions about progression. Some Departments introduced it in April 2012with the rest of Government doing so from April 2013. In these new arrangements your businessobjectives will set out what you need to achieve over the year and this competency frameworkwill set out how you need to work to achieve those objectives.

Most of you will need to focus on a number of competencies, usually around six, identied with yourmanager as being essential to your role. You are encouraged to discuss the framework with your linemanager to identify the competencies that apply most to your job role.

This framework has been developed in partnership with Civil Service professions. If you work as partof a profession with a separate framework this will complement your professional framework andshould be used alongside it.


4/46


Strategic Cluster Setting Direction

1. Seeing the Big Picture

Seeing the big picture is about having an in-

depth understanding and knowledge of howyour role ts with and supports organisationalobjectives and the wider public needs. For allstaff, it is about focusing your contribution onthe activities which will meet Civil Service goalsand deliver the greatest value. At senior levels,it is about scanning the political context andtaking account of wider impacts to develop longterm implementation strategies that maximiseopportunities to add value to the citizen andsupport economic, sustainable growth.

2. Changing and Improving

People who are effective in this areaare responsive, innovative and seek outopportunities to create effective change.For all staff, its about being open to change,suggesting ideas for improvements to theway things are done, and working in smarter,more focused ways. At senior levels, this is

about creating and contributing to a culture ofinnovation and allowing people to consider andtake managed risks. Doing this well meanscontinuously seeking out ways to improvepolicy implementation and build a leaner, moreexible and responsive Civil Service. It alsomeans making use of alternative delivery modelsincluding digital and shared service approacheswherever possible.

3. Making Effective Decisions

Effectiveness in this area is about being

objective; using sound judgement, evidenceand knowledge to provide accurate, expertand professional advice. For all staff, it meansshowing clarity of thought, setting priorities,analysing and using evidence to evaluate optionsbefore arriving at well reasoned justiabledecisions. At senior levels, leaders will becreating evidence based strategies, evaluatingoptions, impacts, risks and solutions. They willaim to maximise return while minimising risk andbalancing social, political, nancial, economicand environmental considerations to providesustainable outcomes.

The framework is made up of ten competencies. Below is a list of all the

competencies with a high-level summary of each one.


5/46


4. Leading and Communicating

At all levels, effectiveness in this area is aboutleading from the front and communicating withclarity, conviction and enthusiasm. Its aboutsupporting principles of fairness of opportunityfor all and a dedication to a diverse range ofcitizens. At senior levels, it is about establishinga strong direction and a persuasive futurevision; managing and engaging with peoplewith honesty and integrity, and upholding thereputation of the Department and the CivilService.

5. Collaborating and Partnering

People skilled in this area create and maintainpositive, professional and trusting working

relationships with a wide range of peoplewithin and outside the Civil Service to help getbusiness done. At all levels, it requires workingcollaboratively, sharing information and buildingsupportive, responsive relationships withcolleagues and stakeholders, whilst having thecondence to challenge assumptions. At seniorlevels, its about delivering business objectivesthrough creating an inclusive environment,encouraging collaboration and building effectivepartnerships including relationships withMinisters.

6. Building Capability for All

Effectiveness in this area is having a strongfocus on continuous learning for oneself, othersand the organisation. For all staff, its beingopen to learning, about keeping ones ownknowledge and skill set current and evolving.At senior levels, its about talent managementand ensuring a diverse blend of capability andskills is identied and developed to meet currentand future business needs. Its also aboutcreating a learning and knowledge culture acrossthe organisation to inform future plans andtransformational change.

People Cluster - Engaging People


6/46


7. Achieving Commercial Outcomes

Being effective in this area is about maintainingan economic, long-term focus in all activities. Forall, its about having a commercial, nancial andsustainable mindset to ensure all activities andservices are delivering added value and workingto stimulate economic growth. At senior levels,its about identifying economic, market andcustomer issues and using these to promoteinnovative business models, commercialpartnerships and agreements to deliver greatestvalue; and ensuring tight commercial controlsof nances, resources and contracts to meetstrategic priorities.

8. Delivering Value for Money

Delivering value for money involves the efcient,effective and economic use of taxpayers moneyin the delivery of public services. For all staff, itmeans seeking out and implementing solutionswhich achieve the best mix of quality andeffectiveness for the least outlay. People whodo this well base their decisions on evidencedinformation and follow agreed processes andpolicies, challenging these appropriately wherethey appear to prevent good value for money.At senior levels, effective people embed aculture of value for money within their area/ function. They work collaboratively acrossboundaries to ensure that the Civil Servicemaximises its strategic outcomes within theresources available.

9. Managing a Quality Service

Effectiveness in this area is about beingorganised to deliver service objectives andstriving to improve the quality of service,taking account of diverse customer needs andrequirements. People who are effective plan,organise and manage their time and activitiesto deliver a high quality and efcient service,applying programme and project managementapproaches to support service delivery. At seniorlevels, it is about creating an environment todeliver operational excellence and creating themost appropriate and cost effective deliverymodels for public services.

10. Delivering at Pace

Effectiveness in this area means focusing ondelivering timely performance with energy andtaking responsibility and accountability forquality outcomes. For all staff, its about workingto agreed goals and activities and dealingwith challenges in a responsive andconstructive way. At senior levels, it is aboutbuilding a performance culture to deliveroutcomes with a rm focus on prioritisationand addressing performance issues resolutely,fairly and promptly. It is also about leaders

providing the focus and energy to drive activitiesforward through others and encourage staffto perform effectively during challenging andchanging times.

Performance Cluster - Delivering Results


7/46


Setting Direction Engaging People Delivering Results


Seeing the big picture is about having an in-depth understanding and knowledge of how your rolets with and supports organisational objectives and the wider public needs. For all staff, it is aboutfocusing your contribution on the activities which will meet Civil Service goals and deliver thegreatest value. At senior levels, it is about scanning the political context and taking account of widerimpacts to develop long term implementation strategies that maximise opportunities to add value tothe citizen and support economic, sustainable growth.


Effective BehaviourPeople who are effective are likely to Ineffective BehaviourPeople who are less effective are likely to

Level 6 (Director General and Director)Develop an in-depth insight into the dynamics andissues surrounding the Department and Government,including political, economic, social, environmental andtechnological impacts

Focus on short term concerns, neglect long-term thinkingabout evolving and future issues and considerations forthe Civil Service and Department

Clarify and shape the Departments role and purposein delivering Civil Service priorities for the public andeconomic good

Show limited insight into Government expectations of theDepartment in generating value and growth in the UK

Understand where the Department sits within and alignsacross the Civil Service

Focus on own immediate area of concern and not seeinterconnections across Civil Service

Articulate the Departments business model and helppeople see their role within it

Lack clarity about own role and that of staff in deliveringthe work of the Department

Create clear long-term strategies focused on adding valueto the citizen and making real, lasting change beyond theCivil Service

Focus primarily on continuing historical activities based onshort term priorities not linked to clear value and deliveryfor the citizen and the economy

Fully engage with and utilise Non Executive Directorswider experience and knowledge to support strategicdecision making

Operate independently, without reference to the widersystem of knowledge and experience around them


8/46



Effective BehaviourPeople who are effective are likely to

Ineffective BehaviourPeople who are less effective are likely to

Level 5 (Deputy Directors)Anticipate and predict the long term impact of national andinternational developments, including economic, political,environmental, social and technological, on own area

Have limited insight into the changes and developmentssurrounding own area

Identify and shape how own area ts within and supportsthe work of the Department

Give limited attention to the bigger issues and interactionsacross departments and outside the Civil Service whendening strategy

Develop an in-depth insight into customers, citizens,services, communities and markets affected by their areaand the wider public sector context

Lack insight into the wider context for own area takea simplistic perspective on the issues and concerns ofstakeholders

Create joined up strategies and plans that have positiveimpact and add value for stakeholders, citizens andcommunities

Develop strategies and plans with limited reference to theimpact and value they will bring to the key stakeholdersand to citizens now and in the future

Shape strategies and plans which help put into practiceand support the Departments vision and long-termdirection, including those shared with other departments

Maintain a narrow perspective allow own area tobecome out of step or work against the overall objectivesof the Department

Level 4 (Grade 7 & 6 or equiv)Anticipate economic, social, political, environmentaland technological developments to keep activity relevantand targeted

Demonstrate lack of knowledge and insight into widerissues, developments and impacts related to ownbusiness area

Identify implications of Departmental and political prioritiesand strategy on own area to ensure plans and activitiesreect these

Operate within own area without sufcient regard to howit creates value and supports the delivery of Departmentalgoals

Create policies, plans and service provision to meetcitizens diverse needs based on an up-to-date knowledgeof needs, issues and relevant good practice

Continue to apply outdated practices which are unable tomeet the diverse needs of citizens

Ensures relevant issues relating to their activity/policyarea are effectively fed into strategy and big pictureconsiderations

Miss opportunities to ensure important issues areconsidered by senior staff, raises small details as bigpicture issues

Adopt a Government-wide perspective to ensurealignment of activity and policy

Only consider the context of own business area and notthose of others or of the organisation as a whole

Bring together views and perspectives of stakeholdersto gain a wider picture of the landscape surroundingactivities and policies

Lack clarity of or interest in gaining wider stakeholderperspectives



9/46





Level 3 (HEO & SEO or equiv)Be alert to emerging issues and trends which mightimpact or benet own and teams work

Ignore changes in the external environment that haveimplications for Departmental policy and considerations

Develop an understanding of own areas strategy and howthis contributes to Departmental priorities

Shows limited interest in or understanding ofDepartmental priorities and what they mean for activitiesin their area

Ensure own area/team activities are aligned toDepartmental priorities

Be overly focused on team and individual activitieswithout due regard for how they meet the demands of theDepartment as a whole

Actively seek out and share experience to develop

understanding and knowledge of own work and of teamsbusiness area

Take actions which conict with or mis-align to

other activities

Seek to understand how the services, activities andstrategies in the area work together to create value for thecustomer/end user

Commit to actions without consideration of the impact onthe diverse needs of customers/end users apply a onesize ts all approach

Level 2 (EO or equiv)Keep up to date with a broad set of issues relating to thework of the Department

Have a narrow view of their role, without understandingthe Departments wider activities

Develop understanding of how own and teams worksupports achievement of Departmental priorities anddelivery to the citizen

Carry out own tasks without considering how their workimpacts or interacts with other teams

Focus on the overall goal and intent of what they aretrying to achieve, not just the task

Fail to identify occasions when professional judgementand personal initiative are called for in order to deliverbusiness objectives

Take an active interest in expanding their knowledge ofareas related to own role

Rely solely on the knowledge they have alreadyestablished about their role

Level 1 (AA and AO or equiv)Gather information from a range of relevant sources insideand outside their Department to inform own work

Take actions/decisions without regard to the bigger picture

Understand what is required of them in their role and howthis contributes to team and Departmental priorities

Show little interest in the work of the Department, notappreciating they have a role in meeting priorities

Consider how their own job links with and impacts oncolleagues and others in partner organisations

Work on own tasks in isolation showing little interest inthe wider context and relevant developments outside theirimmediate area



10/46





People who are effective in this area are responsive, innovative and seek out opportunities to createeffective change. For all staff, its about being open to change, suggesting ideas for improvementsto the way things are done, and working in smarter, more focused ways. At senior levels, thisis about creating and contributing to a culture of innovation and allowing people to consider andtake managed risks. Doing this well means continuously seeking out ways to improve policyimplementation and build a leaner, more exible and responsive Civil Service. It also means makinguse of alternative delivery models including digital and shared service approaches wherever possible.



Level 6 (Director General and Director)Challenge bureaucratic decision making, resourcingstructures and processes across the Department and CivilService to create a lean, at and effective organisation

Create/tolerate bureaucracies and inefcient ways ofworking which hinder effectiveness

Seek out opportunities for innovation and have thecourage to take risks and make step changes to howthings are done

Argue to retain the status quo, support currentapproaches, activities and processes without challenge,avoiding innovations and risks

Rethink systems and partnership approaches to simplifythe Department and Civil Service

Continue with ineffective systems and partnershipapproaches

Create a culture of exibility and responsiveness,mobilising the Department to respond swiftly to changingpriorities

Tolerate colleagues operating in rigid, bureaucratic ways

Challenge the status quo and accepted assumptions atthe highest levels across the Civil Service

Support incremental improvements within isolated areasrather than any fundamental shifts in approach

Consider fully the impact of change on organisationculture, wider Government structures and economicgrowth

Adopt a piecemeal approach to change management,focusing on tasks at the expense of culture and morale


11/46





Level 5 (Deputy Directors)Seek and encourage ideas, improvements and measuredrisk taking within own area to deliver better approachesand services

Restrict changes to own portfolio do not integrate oralign with change in other areas

Encourage a culture of imaginative thinking, seek toexpand mindsets and genuinely listen to ideas fromemployees and stakeholders

Create a punitive environment for risk taking andresponsive decision making show intolerance ofmistakes

Identify step changes that quickly transform exibility,responsiveness and quality of service

Allow own area to become outdated and out of step withevolving changes and wider service requirements

Challenge the status quo in own and related areas toachieve value-adding improvements and change

Contribute to a culture of inertia across own portfolio ofactivities by focusing managers on delivering things asthey always have

Lead the transformation of services to users, moving to adigital approach whenever possible

Miss opportunities to use alternative delivery models

Create effective plans, systems and governance tomanage change and respond promptly to critical events

Adopt an unsystematic approach to change management cause confusion about priorities and timelines

Level 4 (Grade 7 & 6 or equiv)Understand and identify the role of technology in publicservice delivery and policy implementation

Ignore developments in technology that could benetpublic service delivery and policy implementation

Encourage a culture of innovation focused on adding value give people space to think creatively

Take a narrow and risk averse approach to proposednew approaches by not taking or following up on ideasseriously

Effectively capture, utilise and share customer insightand views from a diverse range of stakeholders to ensurebetter policy and delivery

Fail to effectively capture, utilise and share customerinsight appropriately in the development of policies andservices

Spot warning signs of things going wrong and provide adecisive response to signicant delivery challenges

Remain wedded to the course that they have set andunresponsive to the changing demands of the situation

Provide constructive challenge to senior management onchange proposals which will affect own business area

Spend limited time on engaging experts and relevantindividuals in developing and testing proposals, failing topass on relevant staff feedback

Consider the cumulative impact on own business areaof implementing change (culture, structure, service andmorale)

Give limited time to acknowledging anxieties andovercoming cynicism



12/46






Level 3 (HEO & SEO or equiv)Find ways to improve systems and structures to deliverwith more streamlined resources

Retain resource intensive systems and structures that areconsidered too difcult to change

Regularly review procedures or systems with teamsto identify improvements and simplify processes anddecision making

Repeat mistakes and overlook lessons learned fromchanges that have been less effective in the past

Be prepared to take managed risks, ensuring these areplanned and their impact assessed

Have ideas that are unfocused and have little connectionto the realities of the business or customer needs

Actively encourage ideas from a wide range of sourcesand stakeholders and use these to inform own thinking

Not listen to suggested changes and not give reasons asto why the suggestion is not feasible

Be willing to meet the challenges of difcult or complexchanges, encouraging and supporting others to do thesame

Resist changing own approach in response to the newdemands - adopting a position of always done things likethis

Prepare for and respond appropriately to the range ofpossible effects that change may have on own role/team

Take little responsibility for suggesting or progressingchanges due to perceived lack of control of processes

Level 2 (EO or equiv)Understand and apply technology to achieve efcient andeffective business and personal results

Avoid use of technology and stick to tried and testedmeans of delivering business objectives

Consider and suggest ideas for improvements, sharingthis feedback with others in a constructive manner

Be reluctant to consider ways to improve services in ownarea, even when improvements are urgently required

Conduct regular reviews of what and who is required tomake a project/activity successful and make on-goingimprovements

Stick rigidly to the original brief, not adapting support/inputto changing needs

Put aside preconceptions and consider new ideas on theirown merits

Avoid considering different approaches, accepting theestablished way of doing things

Help colleagues, customers and corporate partners tounderstand changes and why they have been introduced

Dismiss colleagues concerns about change and missopportunities to discuss with them what is behind theirconcerns

Identify, resolve or escalate the positive and negativeeffects that change may have on own role/team

Implement change in a thoughtless and unstructuredway, having not considered the possible effects it mayhave on others


13/46






Level 1 (AA and AO or equiv)Review working practices and come up with ideas toimprove the way things are done

Remain attached to outdated procedures and technologies

Learn new procedures, seek to exploit new technologiesand help colleagues to do the same

Adopt new processes without reporting difcultiesthat occur

Co-operate with and be open to the possibilities of changeand consider ways to implement and adapt to change inown work role

Unwilling to consider how change could help in own role

Be constructive in raising issues with managers aboutimplemented changes and the impact these are having onthe service

Be resistant to listening to ideas or plans for change,showing little interest in the reasons for change and howthey can adapt their behaviour to thrive in thenew environment

Respond effectively to emergencies Resistant to sudden changes to usual work routine


14/46





Effectiveness in this area is about being objective; using sound judgement, evidence and knowledgeto provide accurate, expert and professional advice. For all staff, it means showing clarity ofthought, setting priorities, analysing and using evidence to evaluate options before arriving at wellreasoned justiable decisions. At senior levels, leaders will be creating evidence based strategies,evaluating options, impacts, risks and solutions. They will aim to maximise return while minimisingrisk and balancing social, nancial, political, economic and environmental considerations to providesustainable outcomes.



Level 6 (Director General and Director)Navigate and balance a range of political, national andinternational pressures to shape the Departmentsstrategy and priorities

Omit consideration of sustainable long-term developmentin strategy and give limited consideration to social,environmental or economic factors in analysis

Swiftly analyse complex and ambiguous data to provideclarity of thinking to the Department

Lack condence in making decisions when the situation isunclear and constantly call for more information

Involve the right stakeholders and partners in makingrecommendations or decisions early on and continue toengage them

Provide recommendations or decisions without full andproper consultation

Identify and evaluate risks and options and developDepartment wide strategies to manage and mitigate

Provide advice without full evaluation of risk, scenariosand options

Make unpopular decisions and defend them at the highestlevel when required

Constantly change decisions based on new opinions,information or challenge

Give unbiased advice to Ministers based on robustanalysis, not just what is welcomed

Opt to give advice which the Minister/stakeholder wantsto hear and ignore contrary evidence


15/46






Level 5 (Deputy Directors)Interpret a wide range of political and national pressuresand inuences to develop strategies

Give limited consideration to long-term sustainability ordiversity impacts when shaping strategies and plans

Weigh up competing views to generate ways forwardwhich will meet organisational goals

Have to continually revisit decisions due to lack of or poorquality analysis and evidence

Ensure involvement and consultation where necessaryand take decisive action when required

Fail to follow a broad consultation process when comingto key decisions

Articulate options and large-scale reputational risks andimpacts, including economic, environmental, political andsocial, and recommend plans to manage and mitigate

Provide advice without full consideration of risk, scenariosand options

Take quick, condent decisions at a strategic level tomove things forward

Constantly change decisions based on new opinions,information or challenge

Outline direction of travel, recommendations anddecisions for their area, taking account of nancial andimplementation issues

Overlook key information relating to cost andimplementation issues

Level 4 (Grade 7 & 6 or equiv)Push decision making to the right level within their teams,not allow unnecessary bureaucracy and structure tosuppress innovation and delivery

Involve only those in their peer group or direct reportingline in decision making

Weigh up data from various sources, recognising when tobring in experts/researchers to add to available information

Underestimate the work required to consider all theevidence needed and do not involve experts sufcientlyearly

Analyse and evaluate pros and cons and identify risks inorder to make decisions that take account of the widercontext, including diversity and sustainability

Take decisions without regard for the context, organisationrisk, alignment with wider agendas or impacts (economic,social and environmental)

Draw together and present reasonable conclusions from awide range of incomplete and complex evidence and data able to act or decide even when details are not clear

Get confused by complexity and ambiguity and consideronly simple or straightforward evidence

Identify the main issues in complex problems, clarifyunderstanding or stakeholder expectations, to seekbest option

Rely too heavily on gut instinct and provide unclear,incoherent or illogical analysis of core issues

Make difcult decisions by pragmatically weighing thecomplexities involved against the need to act

Make expedient decisions that offer less resistance orrisk to themselves rather than decisions that are best forthe business


16/46






Level 3 (HEO & SEO or equiv)Make decisions when they are needed, even if they provedifcult or unpopular

Miss opportunities or deadlines by delaying decisions

Identify a range of relevant and credible informationsources and recognise the need to collect new data whennecessary from internal and external sources

Only use evidence sources that support arguments or areeasily accessible

Recognise patterns and trends in a wide range ofevidence/data and draw key conclusions

Come to conclusions that are not supported by evidence

Explore different options outlining costs, benets, risksand potential responses to each

Give little consideration to the people and resourcesimpacted by decisions

Recognise scope of own authority for decision making andempower team members to make decisions

Create confusion by omitting to inform relevantpeople of amendments or decisions causing delays inimplementation

Invite challenge and where appropriate involve others indecision making to help build engagement and presentrobust recommendations

Consistently make decisions in isolation or with aselect group

Level 2 (EO or equiv)Demonstrate accountability and make unbiased decisions Avoid making decisions that lie within own remit;

continually push decisions up

Examine complex information and obtain furtherinformation to make accurate decisions

Miss important evidence or make hasty judgements

Speak with the relevant people in order to obtain the mostaccurate information and get advice when unsure of howto proceed

Encounter problems by failing to check issues andrelevance of information before using it

Explain clearly, verbally and in writing, how a decision hasbeen reached

Share decisions in a way that leads to frustration oradditional work

Provide advice and feedback to support others to makeaccurate decisions

Provide limited or no assurance that the right decisionsare being made in team/work area

Monitor the storage of critical data and customer

information to support decision making and conductregular reviews to ensure it is stored accurately,condentially and responsibly

Take little care with data and information storage; allow

inaccuracies and mishandling to occur


17/46






Level 1 (AA & AO or equiv)Make and record effective decisions following theappropriate decision making criteria, framework orguidance

Compromise the consistency and quality ofdecision making

Ask questions when unsure what to do Fail to research or use relevant information or support tocarry out tasks

Undertake appropriate analysis to support decisions orrecommendations

Make decisions or recommendations without theevidence to back them up

Investigate and respond to gaps, errors and irregularitiesin information

Overlook anomalies in evidence presented

Speak up to clarify decisions and query theseconstructively

Miss opportunities to take part in constructiveconversations about decisions made

Think through the implications of own decisions beforeconrming how to approach a problem/issue

Give limited consideration to the impact of their decisions


18/46




At all levels, effectiveness in this area is about leading from the front and communicating with clarity,conviction and enthusiasm. Its about supporting principles of fairness of opportunity for all and adedication to a diverse range of citizens. At senior levels, it is about establishing a strong directionand a persuasive future vision; managing and engaging with people with honesty and integrity, andupholding the reputation of the Department and the Civil Service.



Level 6 (Director General and Director)Actively develop and protect the reputation of theDepartment and the Civil Service create a sense of pride

Overlook opportunities to champion achievements ofemployees in the Department and the Civil Service

Shape, promote and exemplify desired Departmental andthe Civil Service values and culture

Act in ways which are at odds with desired culture andvalues damages the Civil Service leadership reputationinternally and externally

Be highly articulate and credible at the most seniorlevels across and outside the Civil Service, consistentlydelivering inspiring, engaging and meaningful messagesabout the future direction

Lack condence or impact at high levels, struggle withmedia spotlight, miss opportunities to communicatemessages or give a confused or uninspiring narrativeabout whats important

Engage positively in debate and seek to resolve issueswith peers across the Civil Service

Operate independently, rarely asking for input from seniorcolleagues and communicating infrequently

Demonstrate insight into the link between the moral andbusiness case for equality and diversity and achievingorganisational priorities

Disregard the link between the moral and business casefor diverse and sustainable outcomes

Negotiate with and inuence external partners,stakeholders and customers successfully at thehighest levels

Lack insight into the different motivations and agendas ofthe variety of stakeholders


19/46






Level 5 (Deputy Directors)Lead from the front, communicating and motivatingpeople towards stretching goals

Unable to translate, articulate and inspire people aroundvision and goals

Actively promote the Departments reputation externallyand internally publicise successes widely

Avoid activities to build prole within or outside theDepartment

Inspire staff and delivery partners to engage fully with longterm vision and purpose of the Department, supportingthem to make sense of change

Make limited effort to create clarity for others aroundstrategy or purpose, leave staff to work through changeson their own

Actively promote diversity and equality of opportunityinside and outside the Civil Service

Disregard the need to consistently promote gooddiversity practice

Communicate with conviction and clarity in the face oftough negotiations or challenges

Back down readily in the face of challenge or toughnegotiations

Inuence external partners, stakeholders and customerssuccessfully secure mutually benecial outcomes

Lose focus under pressure and neglect the need to agreejoint outcomes

Level 4 (Grade 7 & 6 or equiv)Be visible to staff and stakeholders and regularlyundertake activities to engage and build trust with peopleinvolved in area of work

Only speak to staff and stakeholders in a face-to-faceenvironment when pressured to do so

Clarify strategies and plans, giving clear sense of directionand purpose for self and team

Leave team unclear about vision and goals of theirimmediate business area

Stand by, promote or defend own and teams actions anddecisions where needed

Leave team members to cope alone in difcult situations provide little support for their teams

Condently engage with stakeholders and colleagues at alllevels to generate commitment to goals

Miss opportunities to transform the team, wait for othersto take the lead

Lead by example, role modelling ethics, integrity,impartiality and the elimination of bias by building diverseteams and promoting a working environment thatsupports the Civil Service values and code

Act in ways that are at odds with their expressed beliefs

Be open and inviting of the views of others and responddespite pressure to ignore, revert or concede

Set out a course of action and apply it without listening toothers or adapting where relevant


20/46






Level 3 (HEO & SEO or equiv)Take opportunities to regularly communicate and interactwith staff, helping to clarify goals and activities and thelinks between these and Departmental strategy

Be rarely available to staff and others, communicateinfrequently

Recognise, respect and reward the contribution andachievements of others

Take the credit for others achievements

Communicate in a succinct, engaging manner and standground when needed

Give in readily when challenged

Communicate using appropriate styles, methodsand timing, including digital channels, to maximise

understanding and impact

Communicate in a set way with little variation, withouttailoring messages, style and timing to the needs of the

target audiencePromote the work of the Department and play an activepart in supporting the Civil Service values and culture

Be ignorant of and/or dismissive of broader organisationalvalues and goals, such as equality and diversity

Convey enthusiasm and energy about their work andencourage others to do the same

Communicate information without consideration forthe audience or with limited/low levels of enthusiasmand effort

Level 2 (EO or equiv)Display enthusiasm around goals and activities adoptinga positive approach when interacting with others

Express limited interest in goals and activities

Listen to, understand, respect and accept the value ofdifferent views, ideas and ways of working

Adopt a biased, exclusive or disrespectful manner in theirdealings with others

Express ideas effectively, both orally and in writing, andwith sensitivity and respect for others

Demonstrate no awareness of the impact of theirbehaviour on others nor consider the potential reactions ofothers to the ideas put forward

Condently handle challenging conversations or interviews Unable to deal objectively with conicts and disputeswhen they arise

Confront and deal promptly with inappropriate languageor behaviours, including bullying, harassment ordiscrimination

Avoid challenging inappropriate language or behaviours


21/46






Level 1 (AA and AO or equiv)Put forward their own views in a clear and constructivemanner, choosing an appropriate communication method,e.g. email/ telephone/ face to face

Miss opportunities to contribute positively to discussionsabout the organisation or team

Act in a fair and respectful way in dealing with others Show bias or a lack of respect and treat some groupsmore favourably than others

Write clearly in plain simple language and check work forspelling and grammar, learning from previous inaccuracies

Make little effort to ensure they express themselves in aneffective manner that others can easily understand

Ask open questions to appreciate others point of view Withhold work information and refuse to share knowledgethat would help others do a better job


22/46




People skilled in this area create and maintain positive, professional and trusting workingrelationships with a wide range of people within and outside the Civil Service to help get businessdone. At all levels, it requires working effectively, sharing information and building supportive,responsive relationships with colleagues and stakeholders, whilst having the condence to challengeassumptions. At senior levels, its about delivering business objectives through creating an inclusiveenvironment, encouraging collaboration and building effective partnerships including relationshipswith Ministers.




Level 6 (Director General and Director)Build a strong network of collaborative relationships andpartnerships across the Civil Service, at the highest levelsin Government and beyond (UK, EU and globally) to helpDepartmental and wider Civil Service objectives

Restrict collaboration to existing relationships, give limitedattention to the importance of building networks

Be a full partner on the Board and act for the wider goodof the Civil Service

Encourage own Department to focus on its pressures andagenda at the expense of wider collaboration

Drive a diverse and collaborative working culture whichencourages transparency and open communication

Create and allow cliques and narrow ways of workingwithin and across functions, promoting a knowledge ispower culture

Confront issues and challenge assumptions at the highestlevels with delivery partners, stakeholders and clients inan assertive yet constructive way

Not involve partners and stakeholders early on in thedevelopment of policies, services and delivery options

Work effectively with Non Executive Directors to bringtogether political and ofcial leadership to improve

governance at board level

Fail to utilise the experience and input offered by NonExecutive Directors


23/46






Level 5 (Deputy Directors)Proactively create, maintain and promote a strong networkof connections with colleagues across the Department,wider Civil Service and externally

Focus on delivery at the expense of building networks andeffective relationships across and beyond their area

Actively promote knowledge and resource sharing withpeers and across functions

Consistently protect resources and interests of own areaat the expense of Departmental priorities

Encourage and establish principles of working effectivelyacross boundaries to support the business

Act selshly to protect own area and resist involvementfrom external colleagues or experts

Encourage teams to engage with a variety of deliverypartners and stakeholders and listen to their feedback

Give teams limited support about how to workcollaboratively with delivery partners, discourage early

engagementBuild high performing teams within own area, alignedaround common goals

Struggle to address low morale or de-motivation withinteams; create boundary or resource tensions betweenthe teams

Set out clear expectations that bullying, harassment anddiscrimination are unacceptable

Permit unacceptable or disrespectful behaviour to persistin own area and with other teams

Level 4 (Grade 7 & 6 or equiv)Actively build and maintain a network of colleaguesand contacts to achieve progress on objectives andshared interests

Only seek to build contacts in immediate work group,neglect to create a wider network beyond this

Demonstrate genuine care for staff and others buildstrong interpersonal relationships

Neglect to maintain relationships during difcult times

Encourage contributions and involvement from a broadand diverse range of staff by being visible and accessible

Operate within a narrow frame of reference and avoidadopting a fuller perspective with associated complexity

Effectively manage team dynamics when working acrossDepartmental and other boundaries

Be overly protective of own initiatives and missopportunities to network across boundaries

Actively involve partners to deliver a businessoutcome through collaboration that achieves betterresults for citizens

Struggle to manage, or actively ignore other partiesagendas

Seek constructive outcomes in discussions, challengeassumptions but remain willing to compromise when it isbenecial to progress

Push forward initiatives on basis of personal agenda oradvantage and refuse to compromise; stay wedded toone outcome


24/46






Level 3 (HEO & SEO or equiv)Establish relationships with a range of stakeholders tosupport delivery of business outcomes

Devote little or no time to networking or engaging withimmediate stakeholders, preferring to work in isolation

Invest time to generate a common focus and genuineteam spirit

Demonstrate limited capability to get the best from peopleand create barriers or negative feelings between andwithin teams

Actively seek input from a diverse range of people Display little appreciation of the value of differentcontributions and perspectives

Readily share resources to support higher priority work,showing pragmatism and support for the shared goals of

the organisation

Create reasons why resources and support cannot beshared

Deal with conict in a prompt, calm and constructivemanner

Show a lack of concern for others perspectives

Encourage collaborative team working within own teamand across the Department

Support individual or silo ways of working

Level 2 (EO or equiv)Demonstrate interest in others and develop a range ofcontacts outside own team to help get the job done

Ignore the knowledge and expertise that a widernetwork of colleagues and partners can bring to thework of the team

Change ways of working to facilitate collaboration for thebenet of the teams work

Continue to work in set ways that make it difcultfor colleagues to contribute to or benet from theteams work

Proactively seek information, resources and support fromothers outside own immediate team in order to helpachieve results

Take a narrow approach to resolving resourcing issues inown area and fail to explore other resourcing opportunitiesand possibilities

Readily identify opportunities to share knowledge,information and learning and make progress by workingwith colleagues

Rarely share information, or restrict it to immediatecolleagues only

Listen attentively to others and check their understandingby asking questions

Show a lack of interest or skill in interacting with others

Take responsibility for creating a working environment thatencourages equality, diversity and inclusion

Adopt a biased, exclusive or disrespectful manner in theirdealings with others


25/46






Level 1 (AA and AO or equiv)Proactively contribute to the work of the whole team Focus on own objectives at the expense of supporting

colleagues

Get to know fellow team members/colleagues andunderstand their viewpoints and preferences

Is overly critical and blaming of people who have differentworking styles or development needs

Seek help when needed in order to complete ownwork effectively

Miss opportunities to generate better outcomes for thecustomer through collaboration with others

Be open to taking on different roles Assume specic, unvarying role responsibilities

Try to see issues from others perspectives and checkunderstanding

Look at issues from own viewpoint only

Listen to the views of others and show sensitivitytowards others

Not treat all colleagues fairly, equitably or with respect


26/46




Effectiveness in this area is having a strong focus on continuous learning for oneself, others and theorganisation. For all staff, its being open to learning, about keeping ones own knowledge and skillset current and evolving. At senior levels, its about talent management and ensuring a diverse blendof capability and skills is identied and developed to meet current and future business needs. Itsalso about creating a learning and knowledge culture across the organisation to inform future plansand transformational change.



Level 6 (Director General and Director)Champion the strategic importance of people, talentmanagement and development issues, building a strongculture of continuous learning and knowledge sharing

Allow organisational learning to be lost and fail to create aclimate where colleagues can apply new learning relevantto the business

Operate with an acute awareness of inclusiveness,equality and diversity and build capability strategies tosupport careers for all employees

Show little ability or commitment to enabling equalopportunities for people to realise their aspirations

Develop and maintain organisational commitment toproblem solving, empowering people to experiment andachieve organisational results together

Allow a sense that problem solving is only for a fewindividuals and only at certain times

Be renowned as an effective coach and sounding boardfor senior people

Invest little personal time to develop talent andfuture leaders

Take a strategic perspective to identifying the capabilityneeds of the Department and identifying and nurturingfuture leaders

Adopt a short term perspective to people and talentmanagement issues struggle to assess long-term andevolving people requirements for the Department

Role model continuous learning and self development,evaluating own effectiveness and growth and planningnext learning steps accordingly

Be resistant to or dismissive of personal feedback and seepersonal growth as not relevant at their level


27/46





Level 5 (Deputy Directors)Champion development, talent and career managementfor all staff and make learning a reality by encouraging andproviding a range of development experiences

Allow delivery to dominate to the exclusion of learningand development activities, missing out on longer termbusiness benets and ignoring the organisational learningdimension

Create an inclusive environment, one from which all staff,including under-represented groups, can benet

Tolerate discriminatory thinking and practices whenbuilding capability in the organisation

Encourage work-place based learning, ensure colleaguestake responsibility for their own learning and share it tobuild organisational capability

Fail to ensure colleagues practise and share new learningof benet to the business

Devote dedicated time to supporting and empoweringpeople through coaching and mentoring and sharingexpertise/knowledge

Focus resources on technical knowledge/ skills gapsat the expense of leadership skills or development offuture talent

Identify capability requirements to deliver Departmental3-5 year strategy and grow sustainable capability across allgroups including those identied as havinghigh potential

Allow ineffective performance management which failsto narrow capability gaps for the organisation or growavailable talent

Role model continuous learning and self development,evaluating own effectiveness and growth and planningnext learning steps accordingly

Seldom seek feedback and fail to seize opportunities forpersonal development

Level 4 (Grade 7 & 6 or equiv)Ensure that individual and organisational learning andtalent development opportunities are fully exploited inorder to enhance organisational capability

Ignore emerging learning and development opportunitiesand the sharing of that learning to benet the organisation

Role model work-place based learning and encouragedevelopment, talent and career management for all staff

Not follow up on learning to ensure colleagues practiseand apply new learning to the benet of the organisation

Coach and support colleagues to take responsibility fortheir own development (through giving accountability,varied assignments and on-going feedback)

Make token efforts to coach and develop people, allowstaff to de-prioritise own development

Establish and drive intra and inter team discussions tolearn from experience and adapt organisational processesand plans

Stay ignorant of the experience of colleagues and takelittle notice of the potential learning available

Identify capability requirements needed to deliver futureteam objectives and manage team resources to meetthese needs

Allow team capability needs to go unaddressed and fail touse development opportunities and effective performancemanagement to maximise team capability

Prioritise and role model continuous self learning anddevelopment, including leadership, management andpeople skills

Place low priority on people management anddevelopment, seldom seek feedback or challenge,and prioritise professional expertise over leadership,management and people skills



28/46






Level 3 (HEO & SEO or equiv)Identify and address team or individual capabilityrequirements and gaps to deliver current and future work

Manage others in a weak or ineffective manner, allowingcapability gaps to persist

Identify and develop all talented team members to supportsuccession planning, devoting time to coach, mentor anddevelop others

Choose to only develop team members who reect owncapabilities, styles and strengths

Value and respond to different personal needs in the teamusing these to develop others and promote inclusiveness

Be insensitive to and unaware of the diverse aspirationsand capability of all members of the team

Proactively manage own career and identify own learningneeds with line manager, plan and carry out work-place

learning opportunities

Passively expect others to identify and manage theirlearning needs

Continually seek and act on feedback to evaluate andimprove their own and teams performance

Make no attempt to learn from or apply lessons offeedback

Level 2 (EO or equiv)Take ownership of team and individual development byidentifying capability needs and consistently achievingdevelopment objectives

Fail to address own capability needs or identify learningopportunities

Take responsibility for the quality of own work and seekingopportunities for improvement through continuouslearning

Resist opportunities to broaden work responsibilities

Proactively support the development plans of others Resist learning and development requests from others

Take account of the diverse contributions of teammembers and delegate work to improve capabilities of all

Tend to keep work to themselves that could be a helpfuldevelopment opportunity for a team member, failing toensure equality of opportunity

Encourage and be open to developmental feedback fromothers

Be disinterested in giving or receiving constructivefeedback


29/46





Level 1 (AA and AO or equiv)Identify own skills, knowledge and behaviour gaps toinform own development plan and discuss these with theline manager

Take a passive approach to personal development, mostlyrelying on others to identify learning points or dismissingconstructive feedback

Recognise and take time to achieve own learning anddevelopment objectives

Lack interest in personal development, decline allopportunities to learn e.g. through attending programmesor engaging in work-place learning

Find ways to learn and personally improve in the

completion of day-to-day tasks

Maintain a rigid view of daily tasks, missing opportunities

to learn or to improve how they do things

Improve own performance by taking on board feedbackfrom colleagues from different backgrounds

Ignore or undervalue the contributions and views of othersfrom different backgrounds

Share learning with team and colleagues; contribute to theteams shared learning and understanding

Keep knowledge and expertise to themselves rather thanshare for the benet of the whole team

React constructively to developmental feedback and makechanges as a result

Do little to follow through on constructive developmentalfeedback, ignore or dismiss its value



30/46




Being effective in this area is about maintaining an economic, long-term focus in all activities. For all,its about having a commercial, nancial and sustainable mindset to ensure all activities and servicesare delivering added value and working to stimulate economic growth. At senior levels, its aboutidentifying economic, market and customer issues and using these to promote innovative businessmodels, commercial partnerships and agreements to deliver greatest value; and ensuring tightcommercial controls of nance, resources and contracts to meet strategic priorities.



Level 6 (Director General and Director)Role model strong leadership, inuence and accountabilityfor the achievement of commercial outcomes relevant toorganisational goals

Show little evidence of leadership and accountability fordelivering commercial outcomes

Draw on insights about the current and future dynamicsin the economy to seize opportunities to stimulateeconomic growth

Pay little regard to social needs or protecting andenhancing the resources required to sustain economicgrowth

Seek out and facilitate the introduction of innovativebusiness models, systems and approaches to delivergreater commerciality and sustainability

Allow ineffective business models or systems to continue,leading to a clear waste of money or resource

Commission strategic commercial relationships withdelivery partners using strong inuencing skills

Pay little attention to the delivery of outcomes andbenets from strategic commercial relationships

Ensure that all staff have appropriate levels ofcommercial awareness while creating and embedding anorganisational culture that supports this

Do little to ensure that staff are equipped to considercommercial issues in shaping and developing policy and/oroperational services

Ensure that commercial considerations and risks are fullyconsidered in policy and implementation decision making,formation and delivery

Show little evidence of commercial understanding whenshaping policies with senior stakeholders


31/46






Level 5 (Deputy Directors)Identify and implement different ways of workingdeployed in other sectors e.g. using resources, assets andcommercial arrangements

Overlook opportunities for collaboration with commercialpartners to deliver more sustainable outcomes

Promote a strong focus on the needs of customers,suppliers and other delivery partners to develop newcommercial models for the delivery of policy andbusiness goals

Dene success too narrowly and focus mostly on ownconcerns, ignoring opportunities to form commercialalliances which could support delivery

Manage strategic commercial relationships and deliveryarrangements actively and effectively to provide ongoingvalue for money to the tax payer

Show limited active management of commercialarrangements associated with delivery of policy andbusiness outcomes

Develop and apply market and economic understandingand insights, working with commercial experts, to supportsound commercial decision-making and recommendations

Rarely approach or see limited value in working proactivelywith commercial experts to support commercial activities

Take a wide view, successfully achieving common goalswith organisations that have different priorities

Do little to manage the strategic commercial relationshipwith delivery partners resulting in little or no longer terminformation sharing or planning

Ensure teams appreciate how market demands,investment decisions and other commercialconsiderations such as funding and pricing modelsinuence suppliers and the delivery of services

Allow teams to be unaware of important commercialconsiderations for suppliers and other delivery partners


32/46






Level 4 (Grade 7 & 6 or equiv)Work effectively with different organisations such asprivate sector and voluntary groups (in tandem withcommercial experts) to commission and source solutionsto achieve policy and organisational goals

Take a narrow view on options for delivering policy andbusiness goals

Understand the commercial drivers that will inuencea private or third sector organisation and the leversthat can be used in negotiating/inuencing contractualarrangements

Show little or no understanding or appreciation of theeconomic or commercial drivers that will inuence thebehaviour of suppliers

Be able to recognise and understand the commercial toolssuch as pricing models, open book accounting, supplychain management that commercial experts can deploy toextract value from contracts

Has little or no knowledge or understanding of thecommercial tools used to extract value from contracts

Interact condently and effectively as an intelligent andhighly credible customer with counterparts from thecommercial delivery organisations and commercial experts

Demonstrate low levels of knowledge or commercialunderstanding, and lose respect from suppliers or othercommercial counterparts

Question and challenge the value being delivered throughcommercial arrangements with delivery partners

Overlook or ignore the detail or shortcomings incontract delivery

Motivate improved performance by suppliers, challengeany gaps between contractual commitments andactual delivery through joint working with commercial / procurement experts

Take it for granted that suppliers are delivering whatis needed

Level 3 (HEO & SEO or equiv)Consider, in consultation with commercial experts,alternative ways of working with partners and contractorsto identify more efcient outcomes, balancing cost, qualityand turn around times

Overlook opportunities for continuous improvement inservice delivery

Work with commercial experts in engaging effectively andintelligently with delivery partners in order to dene and/orimprove service delivery

Lack impact when engaging with commercial expertsand delivery partners through misunderstandingcommercial issues

Gather and use evidence to assess the costs, benetsand risks of a wide range of delivery options when makingcommercial decisions

Take a narrow view of options and focus only on cost,rather than long term value and impact

Identify and understand relevant legal and commercialterms, concepts, policies and processes (including projectapprovals and assurance procedures) to deliver agreedoutcomes

Show a lack of understanding about relevant commercialconcepts processes and systems


33/46






Level 2 (EO or equiv)Be able to identify and access departmental procurementand commercial expertise

Make poor quality commercial decisions or take actionswithout having engaged with departmental commercialexperts

Understand and be able to explain departmental approachto assigning contractual and nancial delegations

Enter into commercial arrangements without having theauthority to do so

Recognise when deliverables and/or services derivedfrom a commercial arrangement are not being delivered

to the required level of quality or standard and takeappropriate action

Not raise issues when cost or outcomes drift signicantlyfrom agreements

Fully meet commercial condentiality and data securityrequirements in contracts

Put condentiality and other security requirements at risk

Level 1 (AA and AO or equiv)Understand the relevant terms and conditions, includingdeliverables of relevant contracts

Demonstrate little understanding of what suppliers areobliged to deliver, how or by when

Be aware of and comply with Departmental procurementprocesses and know when to access commercialexpertise

Not recognise or understand Departmental procurementprocedures

Check suppliers and partners are providing relevant andtimely data to monitor contracts

Allow inaccurate or late records

Learn about customers and suppliers needs Take no steps to learn who their suppliers and customersare or to understand their interests and concerns


34/46




Delivering value for money involves the efcient, effective and economic use of taxpayers moneyin the delivery of public services. For all staff, it means seeking out and implementing solutionswhich achieve a good mix of quality and effectiveness for the least outlay. People who do this wellbase their decisions on evidenced information and follow agreed processes and policies, challengingthese appropriately where they appear to prevent good value for money. At senior levels, effectivepeople embed a culture of value for money within their area/function. They work collaborativelyacross boundaries to ensure that the Civil Service maximises its strategic outcomes within theresources available.




Level 6 (Director General and Director)Drive and deliver a culture that emphasises continuousimprovement, efciency and value for money

Sign off spending with insufcient challenge or scrutiny

Maintain a clear focus on maximising resource efciency,continually questioning the value of activities againststrategic priorities

Allow non-core activities to divert funds and makedecisions not in the best long-term nancial interest of theDepartment

Be uent at interpreting a wide range of nancial andperformance information and use this to determine policyand strategy delivery

Develop policy or strategy with insufcient exploration andconsideration of nancial or management information

Maintain good nancial and budgetary discipline byensuring accountability for nancial controls and systems

Fail to deliver outcomes or strategy by signicantly underor over-spending against agreed plans

Demonstrate transparency both in terms of decisionsmade around nancial choices and money spent

Fail to demonstrate a full consideration of the nancialaspects of a business decision and ignore the need fortransparency and audit


35/46






Level 5 (Deputy Directors)Understand the nancial position of own area, theorganisation and the wider economy and recogniseimpacts of this when delivering services

Overlook opportunities to gather and make use of nancialinformation in development of policy and plans

Make and encourage strategic choices on spend,challenge high risk costly projects and forgo non-priorityexpenditure

Take narrow view that low cost equates to good value

Promote and visibly demonstrate a culture of value formoney in own area/function in order to focus managers ongetting a good return for taxpayers money

Adopt a short-term, incremental view of resource thuscompromising sustainability of resource savings

Interpret a wide range of nancial and managementinformation and use nancial data effectively in decisions

Rarely use nancial or management information to supportanalysis and decision making

Develop robust business cases, with fully costed optionsidentifying clear policy advantages and/or returns oninvestment to assist decision making

Recommend investment or cost not justied by thelikely return

Understand and manage the risks and cost-drivers for ownareas of responsibility in the context of strategic priority

Take a narrow approach to costs and cost-drivers

Level 4 (Grade 7 & 6 or equiv)Understand impacts of nancial position in own areaand that of the organisation and use insight to curtail orsupport business and investment activities

Overlook the impact of decisions on the wholeorganisation and make recommendations withoutawareness of the wider nancial position

Achieve the best return on investment and deliver morefor less on specic budgets by managing resources andmaximising the use of assets

Deliberately spend money up to the level of theavailable budget, ignoring the effectiveness of committingthe expenditure

Balance policy aspiration and delivery, outline riskand benets of different options to achieve value formoney ensuring all submissions contain appropriatenancial information

Be overly focused on minimising expenditure ratherthan ensuring it is well spent and will provide lastingadded value

Weigh up priority and benets of different actionsand activities to consider how to achieve cost effectiveoutcomes

Omit nancial information from decision making andbusiness planning

Work with nancial processes and tools to evaluateoptions and ensure nancial and management informationare accurately reected in business plans

Present business plans and cases that are not supportedby robust or accurate nancial and managementinformation


36/46






Level 3 (HEO & SEO or equiv)Recommend actions to achieve value for money andefciency

Ignore nancial experts not ask for advice or seek adviceat the right time

Cultivate and encourage an awareness of cost, usingclear simple examples of benets and how to measureoutcomes

Reserve resources for own team without consideringwider business priorities or the organisations nancialenvironment

Work condently with performance management andnancial data to prepare forecasts and manage andmonitor budget against agreed plans

Misinterpret or over-estimate performance and nancialdata used to forecast and monitor budgets and plans

Follow appropriate nancial procedures to monitor

contracts to ensure deliverables are achieved

Ignore the organisations nancial procedures or break

rules for the sake of expediency

Monitor the use of resources in line with organisationalprocedures and plans and hold team to account

Be unable to justify own and their teams use of resources

Level 2 (EO or equiv)Manage information and nancial data so that it isaccurate, easily located and reusable

Ignore nancial management information procedures

Can account for expenditure and create well supportedargument for extra expenditure e.g. overtime

Misunderstand basic nancial concepts

Take opportunities to challenge misuse of resources inorder to achieve value for money and sustainable waysof working

Favour the easiest method even if it is not the mostcost effective struggle to identify value for moneyopportunities

Understand that all actions have a cost and choose themost effective way to do something in a resourceefcient way

Avoid using recommended tools and allow their team todo likewise

Ensure that recognised control procedures and practicesare maintained

Use control and governance procedures and practicesinappropriately or irregularly and allow their teams to dothe same

Monitor resources against plans and budget, identify andag up variances

Not manage resources against plan


37/46


38/46




Effectiveness in this area is about being organised to deliver service objectives and striving toimprove the quality of service, taking account of diverse customer needs and requirements. Peoplewho are effective plan, organise and manage their time and activities to deliver a high quality andefcient service, applying programme and project management approaches to support servicedelivery. At senior levels, it is about creating an environment to deliver operational excellence andcreating the most appropriate and cost effective delivery models for public services.



Level 6 (Director General and Director)Ensure an in-depth and evolving understanding of thebroad range of customer requirements is embedded inthe Department

Allow the Department to operate with only supercialunderstanding of the customer/end user requirements

Determine and drive customer service outcomes at abroad strategic level and work across Government todeliver best quality service to customers

Give little attention to dening the customer requirementin setting strategic priorities

Ensure all parts of the delivery chain fully understand therequired outcomes for the customer and articulate theimpact of poor service on the Departments reputationto all involved

Give insufcient clarity around customer needs to thedelivery partners and lose sight of which partner isresponsible for delivery

Create a culture of working with and through deliverypartners to achieve outcomes, establish and negotiateservice levels and deliverables

Not give sufcient attention to managing customerexpectations and outcomes at the highest levels

Dene and integrate clear structures, systems andresources required across the Department to promoteefcient service delivery

Establish unrealistic or confusing priorities andstrategies at the highest level, leading to inefcienciesin service delivery


39/46






Level 5 (Deputy Directors)Facilitate exible use of resources across gradesthrough innovative structuring of teams and resourceswithin own area

Maintain status quo in organisational structures and lack aexible approach to manage resources and services

Clarify and articulate the diverse requirements ofcustomers and delivery partners to supporteffective delivery

Spend limited time on seeking out and clarifying customerrequirements of the Department

Use customer insight to determine and drive customerservice outcomes and quality throughout own area

Not involve delivery partners sufciently in deliveringquality and customer service outcomes

Translate complex aims into clear and manageable

plans and determine resource requirements to supportimplementation

Be unclear about overall service deliverables and

resources required for implementation

Maintain and improve service by managing risks to ensureown area and partners deliver against dened outcomes

Establish unrealistic or confusing priorities andplans, leading to inefciency in service/overlapsbetween activities

Work collaboratively with customers or service deliverypartners to manage, monitor and deliver against servicelevel agreements

Set service level agreements which cannot be deliveredand fail to engage effectively or manage expectations withdelivery partners

Level 4 (Grade 7 & 6 or equiv)Exemplify positive customer service behaviours andpromote a culture focused on ensuring customer needsare met

Take little action when customer needs are not being met

Establish how the business area compares to customerservice expectations and industry best practice andidentify necessary improvements in plans

Ignore external trends that impact on the business area

Make clear, pragmatic and manageable plans for servicedelivery using programme and project managementdisciplines

Allow programmes or service delivery to lose momentumand focus and have no contingencies in place

Create regular opportunities for staff and customers tohelp improve service quality and demonstrate a visibleinvolvement

Make changes to service delivery with minimalinvolvement from others

Ensure the service offer thoroughly considers customersneeds and a broad range of available methods to meetthis, including new technology where relevant

Maintain a limited or out-dated view of how to respond tocustomers needs

Ensure adherence to legal and regulatory requirementsin service delivery and build diversity and equalityconsiderations into plans

Disregard noncompliance with policies, rules and legalrequirements and allow unfair or discriminatory practices


40/46






Level 3 (HEO & SEO or equiv)Make effective use of project management skills andtechniques to deliver outcomes, including identifying risksand mitigating actions

Has minimal understanding of what could go wrong orneeds to be resolved as a priority

Develop, implement, maintain and review systems andservice standards to provide quality, efciency and valuefor money

Focus on delivering the task to the exclusion of meetingcustomer/end user requirements and needs

Work with team to set priorities, goals, objectivesand timescales

Allocate or delegate work without clarifying deadlines orpriorities

Establish mechanisms to seek out and respond to

feedback from customers about service provided

Be unable to explain common customer problems or

needs and how these are evolvingPromote a culture that tackles fraud and deception,keeping others informed of outcomes

Not give sufcient priority and attention to ensuring thatfraud and deception is being tackled.

Develop proposals to improve the quality of service withinvolvement from a diverse range of staff, stakeholders ordelivery partners

Generate limited proposals to create serviceimprovements and do so with little involvement of staff

Level 2 (EO or equiv)Explain clearly to customers what can be done Give customers and delivery partners an unrealistic picture

of what is possible or focus on what cannot be done

Work with team to set priorities, create clear plans andmanage all work to meet the needs of the customer andthe business

Always rely on others to focus and plan their work

Ensure that levels of service are maintained ag up risksor concerns in order to meet customer requirements

Focus on immediate service delivery problems andneglect overall quality or customer /end user needs

Keep internal teams, customers and delivery partners fullyinformed of plans and possibilities

Provide infrequent, unclear, insufcient updates to othersin need of the information

Promote adherence to relevant policies, procedu

cs comp framework

Documents