Competency Model

May 2010

Developed in conjunction with the Hay Group

Competency Model
What is a competency:
A competency is a behaviour specifically chosen because of its ability to differentiate performance and define success The framework articulates underlying characteristics that staff are required to demonstrate and will ultimately be used for selection, development and Band performance management D Band Competency bands are inclusive: C Band Broader band competencies subsume narrower band competencies B

Why have we developed a competency model:

To provide a common framework for effective performance To enable people to concentrate on those behaviours that really make a difference in their role To provide a common language to improve performance and develop To enable people to focus on the how (attitudes and behaviours) not just what we do To provide criteria that are observable and measurable and so make the appraisal process more objective

Band A

Competency Model
The Model
Personal effectiveness competencies: Proactivity and planning, Working collaboratively with others, Organisational commitment and Resilience Cognitive competencies: Problem solving and decision making and Creativity & innovation Improvement competencies: Customer focus, Interpersonal understanding, Striving for excellence Leadership and development competencies: Self-development & commitment to learning, Leadership and Performance management Additional competencies are available for individual Divisions

The process
A set of competencies was initially selected by Hay Group following 60 years of research into behaviour that predicts effective performance. Their understanding of our jobs, job families and levels also fed into the framework This set of competencies has been chosen following consultation with representatives from each division and are deemed to be the key behaviours required to support the University of London mission

Personal effectiveness competencies: Proactivity and planning

Definition:
University of London staff take the initiative to identify opportunities or solve problems. Within the narrower bands this involves taking personal accountability to deal with issues that arise reactively. In the broader bands this involves pro-active and strategic thinking to deliver results or avoid issues in the long term.

Band A

Band B

Band C

Band D

Takes personal accountability to achieve own goals, tasks and objectives Responds to short-term opportunities Reacts positively to present problems, including overcoming obstacles Breaks down problems into simple list of tasks or activities in order to plan what needs to be done Works through tasks methodically

Looks ahead in the short term (3-month time-frame): Anticipates and takes action to avoid an approaching problem that might interfere with effective delivery Makes the most of forthcoming opportunities to realise incremental improvements Prioritises activities in line with team and organisational priorities

Anticipates and takes planned action to create an opportunity and / or avoid a future crisis, looking ahead to the mid term (4+ months) Puts steps in place to address / resolve looming issues that threaten current plans, with a mid term horizon Takes timely action to improve service performance in the medium term or to correct an ongoing or recurring issue Breaks work down into milestones with clear timeframes and sequencing recognising interrelationships between elements

Anticipates and takes action to create an opportunity or avoid future crisis, looking over a year ahead Taking a strategic view, identifies future opportunities and puts in place sustained initiatives to realise them Proactively seeks to identify strategic opportunities to develop and enhance service delivery in the longer term Adapts / develops strategy in light of changing circumstances to maintain momentum and direction for a future goal

Personal effectiveness competencies: Working collaboratively with others

Definition:
University of London staff work cooperatively as a single University of London team, as opposed to working as separate departments. They are open to different perspectives and build and encourage working relationships across boundaries, regardless of personal preferences both within the University and with its partners.

Band A

Band B

Band C

Band D

Cooperates, supports colleagues, is a good team player and does his or her share of the work Treats everyone they work with, with respect Keeps colleagues and team members informed and up-todate about what is happening in the group Shares all relevant or useful information

Seeks out input from others Genuinely values others input and expertise Displays willingness to learn from others, including peers and their staff Solicits ideas and opinions to help form specific decisions or plans

Acts to promote good working relationships or partnerships regardless of personal preferences Publicly credits colleagues and team members who have performed well Encourages and empowers others, making them feel involved and valued Encourages or facilitates beneficial resolutions to conflicts

Creates long-term partnerships internally and externally Proactively develops and promotes synergies and strategic, long-term relationships across the organisation and beyond with an understanding of the benefits of such for the organisation Actively seeks win-win outcomes even if there is a personal short-term cost or loss for self or immediate team Creates the conditions for collaboration for others

Personal effectiveness competencies: Organisational commitment

Definition: University of London staff are committed to the
organisation, proud to belong to the organisation and willing to champion and defend it. They support the organisations vision and act for the good of the overall organisation and the communities it serves.

Band A

Band B

Band C

Band D

Understands the ways things are done in the organisation, and does what is expected e.g. follows required policies and procedures Understands the contribution and impact of their role locally and on the organisation as a whole

Sees the bigger picture and accepts what the organisation sees as important Demonstrates commitment to the organisation Presents the organisation in a positive light by promoting and defending the organisations reputation both internally and externally

Acts to support the organisations vision, mission, strategy and values Makes choices and sets priorities that meet the organisations needs and support the organisations mission Cooperates with others to achieve objectives in the larger organisation

Stands by decisions that benefit the larger organisation, and maintains a corporate stance, even if those decisions are unpopular and could compromise divisional plans Challenges others appropriately to ensure the focus remains on the overall needs of the organisation in line with agreed goals and priorities

Additional personal effectiveness competency: Resilience

Definition: University of London staff
show reliability and resilience. They perform consistently in a range of situations and adapt behaviour appropriately. Our colleagues retain focus on a course of action or need for results in the face of challenges. They remain calm and confident, respond decisively in difficult situations and have the confidence to see decisions through.

Band A

Band B

Band C

Band D

Can tell when own emotions are affecting performance Is aware of own strengths and weaknesses Is prepared to admit their own mistakes Maintains calm under pressure Effectively self-motivates

Focuses on solutions and manages pressure

Staying calm in response to other peoples emotional displays (such as anger, grief, etc.) Understanding the impact of own emotional state on others around them Is aware of the causes of stress and proactively mitigates these Think clearly and effectively under pressure Does not take criticism personally

Successfully managing or changing other peoples emotional responses or states (calming down angry or upset people) Responding positively and constructively to challenge and confrontation by others Copes with ambiguity and deals with uncertainty and frustration Supports others to maintain focus on priority tasks and deliver results Focuses on issues that can be influenced (rather than those that cannot) and pro-actively takes control of events

Thinks clearly and stays focussed under pressure

Maintains a range and variety of support structures for themselves and others Consistently shows confidence in own capabilities Resists pressure to make quick decisions where full consideration is needed Remains focused and in control of situations at all times Motivates self and others to deliver long-term results Consistently creates successes from difficulties

Cognitive competencies: Problem solving and decision making

Definition:
University of London staff take a methodical and analytical approach to problem solving, planning and decision making. They break down problems systematically in order to understand the components and implications, set priorities on a rational basis and identify causal relationships. This ensures that people make reasoned decisions within the broader context of the University.

Band A

Band B

Band C

Band D

Acts quickly and decisively as the situation requires Identifies problems and acts on opportunities as they arise

Considers cause and effect Recognises straightforward relationships between different elements of a situation e.g. A leads to B. Applies this understanding to solve problems or plan systematically Makes decisions through consideration of pros and cons and the team and organisational priorities

Sees multiple relationships Analyses the relationships among several parts of a problem or situation (seeing multiple causal links) before making a decision on the way forward Anticipates obstacles and thinks ahead; considers the next steps in complex situations

Makes decisions that others consider risky, but has done the detailed thinking and has well considered planning to back it up. May use analytical techniques to help

Evaluates risk effectively Conducts detailed and extensive analysis to arrive at solutions for problems others couldnt crack Conducts an in-depth analysis of a complex situation, then details a comprehensive plan of action for others to follow

Cognitive competencies: Creativity and innovation

Definition: University of London staff identify opportunities, generate creative solutions to work situations and try different and novel
ways to deal with organisational challenges and issues. They are able to generate and put into practice new ideas or approaches for academic, commercial or organisational benefit. It involves thinking through multiple and unique responses to a situation and focusing on continuous improvement.

Band A

Band B

Band C

Band D

Is open to new ideas Shifts focus and activities in response to changing priorities or situations Demonstrates willingness to change ideas or perceptions based on new information or contrary evidence

Seeks improvement Appropriately questions and challenges the way things have always been done by engaging in active and meaningful dialogue Keeps up to speed with and adopts established practices, ideas or developments elsewhere and adapts them to meet their current situation and improve the way things are done locally Is open to creative suggestions and ideas from others

Keeps up to speed with whats going on in the external environment on an ongoing basis and sees where ideas or issues can be adapted, applied or exploited Generates or finds unusual or different (but effective) solutions to problems or opportunities Suggests alternatives and generates new ideas for projects and programmes May use creative analogies, pictures or metaphors to explain things

Creates new approaches Generates breakthrough ideas, fresh perspectives and new opportunities Visualises opportunities and shows how they can be put into practice Takes appropriate risks on / prepared to try out new and unusual ideas Improves performance by doing things that may be unique, leading-edge or new to the University

Improvement competencies: Customer focus

Definition:
University of London staff put the customer (whoever he or she may be) at the heart of everything they do. They focus their efforts on proactively working with customers and clients in order to understand their context and discover and meet their needs. This includes the monitoring of customer satisfaction in order to ensure that needs are met.

Band A

Band B

Band C

Band D

Responds appropriately, is polite and professional at all times Is responsive to customers and follows through on customer inquiries, requests and complaints Maintains clear communication with customers, keeping them up to date and managing their expectations

Understands the customer context and builds rapport with the customer Has a proactive, can do attitude, taking personal responsibility for correcting problems or resolving issues Acts on feedback and makes concrete attempts to make things better for the customer Goes beyond what is expected of them to make the customer happy

Seeks out information about the underlying needs of the customer, beyond those expressed initially Tailors services to meet the differing needs of customers Builds long term relationships and has in place ongoing means to gain and maintain an up-to-date understanding of customer needs Takes action to pre-empt customer needs where appropriate

Creates a collaborative relationship with the customer, becoming a trusted advisor Builds an independent opinion on customers needs, problems, or opportunities and possibilities for implementation Re-shapes services in line with customer needs to deliver significant improvements

10

Improvement competencies: Interpersonal understanding

Definition:
University of London staff have the ability to interact effectively with other individuals and groups and are sensitive to cultural and personal differences. They are able to accurately listen, understand and respond appropriately and effectively. This awareness and responsiveness to others leads to higher levels of trust and commitment.

Band A

Band B

Band C

Band D

Is approachable and receptive to the views and input of others Listens to others, whether individuals or groups respectfully, refrains from interrupting

Demonstrates objective and active listening Reflects peoples concerns, responding to them by altering their own behaviour in a helpful responsive manner Takes action to ensure that others feel they have been heard, for example reflecting back or summarising what they have said Is able to understand clues to other peoples feelings and emotions and respond to them with sensitivity

Effectively elicits information Makes use of open and clarifying questions to encourage the individual to share information and express their concerns Seeks out the facts and pertinent information with objectivity, before drawing conclusions or suggesting actions Demonstrates empathy and understanding whilst, at the same time, retaining an objective and non judgemental perspective Picks up on verbal and non verbal cues and uses these to guide the discussions

Accurately assesses the underlying root causes and concerns for individual or group behaviour patterns and dynamics Uses this understanding to plan an effective approach, tailor their response and resolve conflict.

11

Improvement competencies: Striving for excellence

Definition:
University of London staff focus on delivering excellence and seek to be top of the field. This involves a tenacious focus on delivering results to support the University of London in achieving its objectives. At the highest levels this involves entrepreneurial thinking and the taking of balanced risks to deliver significant improvements.

Band A

Band B

Band C

Band D

Takes responsibility for delivering personal objectives Focuses energy on agreed priorities Keeps track of progress measured against goals and targets Takes pride in doing the job well

Makes specific changes in the system or in their own work methods to improve performance Examples may include doing something better, faster, at lower cost, more efficiently, or improving quality, customer satisfaction, morale, revenues, without setting any specific goal Sees mistakes as learning opportunities and uses them to implement better ways of doing things

Sets and works to meet stretching goals. Stretching means it is a definite stretch, but not unrealistic or impossible Refers to specific measures of baseline performance compared with better performance at a later point in time Setting out to achieve a unique standard; innovation

Makes decisions, sets priorities, or sets goals on the basis of calculated resources required and outcomes delivered Analyses approaches and situations with a focus on what will achieve desired organisational outcomes or commercial targets Commits significant resources and/or time (in the face of uncertainty/to take calculated risks to deliver significant benefits Creates the environment for others to strive for excellence

12

Leadership and development competencies: Self development and commitment to learning

Definition:
University of London staff are committed to learning and development. They ensure they keep up to speed with developments in their work area/profession; learn from experience; actively pursue learning opportunities; seek feedback; welcome unsolicited feedback and modify their behaviour in light of feedback to continually deepen and strengthen their knowledge/skills/expertise for the benefit of the organisation.

Band A

Band B

Band C

Band D

Shows willingness to learn Learns from successes and mistakes Acts on feedback and makes changes to improve their performance Asks for help when they need it and draws on expertise and knowledge of others Keeps up-to-date with changes in relevant practice / policy / procedures / legislation

Takes action to develop themselves,

Is committed to continuous self-development

Expands and uses professional knowledge

Actively solicits feedback on their performance Accurately assesses strengths and development needs through introspection and outside feedback Works to improve in developmental areas Keeps up to date on developments in best practice within area

Reflects on experience and applies learning to present situations; continuously asks, How can I do this better? in order to develop self and improve performance Seeks out opportunities for constructive challenge of their work on an ongoing basis e.g. peer review May pursue or actively maintain relevant professional membership

Seeks to develop new areas of expertise and knowledge to improve skills and to broaden own horizons in line with organisational needs Keeps up-to-date with cutting edge knowledge in the field and pursues expert knowledge

Leadership and development competencies: Leadership

Definition:
University of London leaders create a positive working climate with a focus on developing and motivating others to deliver results in line with the Universitys goals. They have a clear sense of direction and can inspire and engage others with their personal conviction, vision and actions. They are visible, accessible exemplars who model the University of Londons values.

Band A

Band B

Band C

Band D

Provides clarity about goals, tasks and expectations. Openly explains the reasons for decisions Provides the resources/authority needed to allow team members to get the job done Takes responsibility for own actions and decisions Meets commitments and keeps promises

Creates the conditions that enable the team to perform at its best e.g. setting clear direction, providing appropriate structure, getting the right people in the right roles, taking action to build team commitment, giving praise Gets others input for the purposes of promoting the effectiveness of the group or process Provides needed support and development for both individuals and the group Acts with professional integrity at all times and is honest in all aspects of work

Establishes norms for group behaviour (rules of engagement) and challenges when people break them

Sets a good example by personally modeling desired behaviour Takes action to ensure that others support the organisational/department mission, goals, agenda, and policy Builds trust Shows integrity, fairness and consistency in relation to the team/individuals they manage

Communicates a compelling vision Inspires confidence in their leadership and the organisation Generates commitment to the organisations or departments mission Uses understanding of what motivates others to build lasting commitment Makes decisions based upon ethical considerations and organisational integrity Act as visible, accessible exemplars who model the organisations values.

Leadership and development competencies: Performance management

Definition: University of London managers give others clarity regarding targets, standards and performance expectations and
provide the resources and support others need to deliver. They monitor performance and take appropriate action to tackle poor performance whilst taking accountability for delivering results themselves.

Band A

Band B

Band C

Band D

Delegates routine tasks with clarity, demonstrating trust in their colleagues' ability to accomplish tasks to acceptable levels of performance Tells people what they need to do, making expectations and requirements clear Where appropriate gives instructions / on-the-job demonstrations of what needs to be done Asks questions or uses other methods to ensure others have understood

Sets clear standards and parameters for others behaviour. Says no to unreasonable requests Assesses individual's work results against expectations and provides constructive feedback as necessary Makes it clear where performance does not meet standards and provides necessary support to improve performance Ensures there are processes in place to support individuals in achieving standards and learning from their mistakes

Takes action swiftly against continuing poor performance using appropriate processes Challenges and confronts conflict, especially when this is impacting on service delivery and standards and contributes to brokering agreements Provides constructive challenge to peers/partners in order to ensure results are delivered Arranges appropriate and helpful assignments, formal training, coaching or other experiences to foster a persons learning and development

Introduces new / different or higher standards of performance Expects high performance not only of their own staff but of everyone they work with across the organisation Build systems that facilitate high performance in others

Additional competency - Finance Division Adapting to change

Definition:
University of London staff adapt their style to fit the needs of the situation or change their tactics to fit the circumstances in order to meet the objectives of the team, division and / or University. They are receptive to new ideas and see change as a necessity to maintain and enhance effectiveness.

Band A

Band B

Band C

Band D

Understands and accepts the need to change the way things are done to improve services on a continuous basis Demonstrates willingness to change ideas or perceptions based on new information or contrary evidence Maintains effectiveness in variety of work situations working with different colleagues, customers and contacts Willingly undertakes tasks commensurate to the role but which are outside of the usual day-to-day duties.

Is flexible and adapatable Receptive to change and adapts own ways of working as appropriate, seeking support if necessary Alters normal procedures to fit a specific situation to get a job done and / or meet organisational goals Views change situation as an opportunity to improve and develop work Works effectively in an uncertain environment Suggests improvements to processes and solutions aimed at resolving problems

Continuously seeks out opportunities for improving services and suggests more effective ways of working Applies sound principles to manage and implement organisational change in area of responsibility Identifies current issues and trends and their potential impact upon current and future work Explains why changes are necessary, communicates change in a positive manner

Drives continuous improvement, leads and embeds change programmes, demonstrating clarity of purpose, effective communication and project planning

Sets the context, communicates , motivates and encourages staff to achieve higher levels of performance Makes organisational changes to meet strategic needs Scans the wider external environment to seek opportunities to develop the University

Additional competency - Finance Division Managing resources

Definition:
University of London staff make effective use of available resources including people, information, networks and budgets. They are aware of the financial and commercial aspects of the organisation and act to ensure that short, medium and longer term strategies and objectives, such as those described in departmental and strategic plans are adequately resourced and managed in terms of finance, people, skills, equipment and buildings.

Band A

Band B

Band C

Band D

Takes personal accountability for resources Understands and meets set procedural requirements in managing resources Challenges waste, inefficiency and poor service to maintain and improve value for money Recognises that time is a cost and adjusts behaviour accordingly Considers cost-benefit implications for decisions Is willing to share resources where appropriate

Continuously manages and monitors resources (including human, financial, IT, property) Analyses financial performance for their area within agreed budget at least on a monthly basis and takes action to address any issues Ensures team operates within financial and other legislative regulations and procedures Liaises outside immediate work area to maximise use of resources within the University Develops and adjusts plans in line with available resources

Identifies short/medium term strategies to maximise resource and increase available funds; makes recommendations for securing value for money Anticipates future resources based on realistic analyses of trends and developments Identifies ways to use resources of all types flexibly and innovatively to maximise University benefit Makes decisions or recommendations that consistently deliver value for money and reflect the strategic direction and values of the University

Implements longer term strategies and financial targets that deliver continuous improvements, value for money and the best possible outcome for the University

Challenges areas of spend above benchmark levels and investigates to determine whether justified and appropriate Aligns resources, priorities and plans at organisation wide and partnership level Provides opportunities to key stakeholders to contribute to developing financial strategies

Additional competency The Careers Group Commercial awareness

Definition:
University of London staff understand both their organisations and their customers needs. They look for outcomes from existing products and services and customer relationships create new products, services and relationships that generate revenue and provide new commercial opportunities.

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Band B

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Band D

Maintains regular contact with customers Actively works to minimise costs of activities and maximise any revenue that can be derived Understands the bottom line in all products and services Communicates activities and projects with commercial potential to relevant colleagues Collaborates with colleagues by cross-selling relevant products and services or sharing resources for marketing and delivery

Concentrates on delivering results which bring the clearest commercial benefit Understands the key financial drivers for all stakeholders, internal and external, and looks for cost effective solutions. Has an understanding of the wider business context their organisation operates in Understands and applies pricing structures appropriate to the market Suggests new products or services that generate new revenue or commercial opportunities

Builds long term partnerships with customers that go beyond immediate commercial advantage Is sensitive to changing market conditions and leads appropriate changes in products and services Identifies weaknesses in competitor offerings and positions our own products and services accordingly to gain commercial advantage Uses their market understanding to create new products and services and expand market share

Constantly takes into account the long term needs of the business (18 months+) and identifies risks and opportunities which will arise Anticipates trends (social, economic, political, technological, environmental and regulatory) that potentially impact the business and acts on them Creates strategically positioned new directions for businesses in response to trends

Takes calculated risks in order to achieve significant business gains