Competency Framework

   
   

This competency framework has 15 competencies group together in five areas:

 

Competency Framework
Five Competency GroupsBehavioural Competencies
Achieving and delivery

Drive for Results
Serving the Customer
Quality Focus
Integrity

Personal effectiveness Planning, organising and flexibility
Confidence and self-control
Problem solving and initiative
Critical information seeking
Working together

Communicating with clarity
Embracing change
Collaborating with others
Influencing and relationship building

Thinking and innovation Innovation and creativity
Conceptual and strategic thinking
Managing, leading and
developing others
Managing and leading the team

 

These are key areas that cut across most roles within the University and therefore should provide some focus as to potential areas of development that may be relevant for individual members of staff within the University. It is not expected that all would be used at any one time, but focus applied to competencies that have been recognised by the manager or the individual as areas of development either within current role or desired behaviours for roles in more senior posts. These can be flexible and change throughout the year, but should be agreed as part of the behavioural objectives on the PDPR paperwork as like any other work related objective.

Competency Framework:For each competency you will find:

Title

Indicating at high level the behavioural competence being described.

Description

Positions why and how the competency may be relevant to an individual’s work.

Behavioural Indicators

These are examples of the observable behaviours which relate to the competency. They are grouped and ordered to reflect complexity, level 1 being indicators for lower level jobs and level 4/5 indicators for senior or specialist roles and therefore demanding a higher level of competency, however, this does not mean for higher level roles the less complex indicators are not relevant or important. Note there is not a direct read across between the levels in the indicators and the grade structure, as some specialist roles at more junior levels may demand a higher level of application for some competencies. Therefore, the manager/reviewer and member of staff should have a discussion to agree the expected level of competency required for the role and level of the role holder.

Negative Indicators

These are examples of negative behaviours which relate to the competency. These aim to give examples of behaviours that have a negative impact on the successful application of the relevant competency and apply across all levels. 

Self development activities

These are examples of suggested activities owned by the individual, which can be incorporated in to an individual development plan.

Manager Activities

These are activities that could be led by the manager, which can be incorporated in to individual development plan.

 

 

 

Last edited Jan 02, 2018