COMPETENCY FRAMEWORK – “OUR BLUEPRINT FOR EXCELLENT PERFORMANCE”

GRADES 1 & 2

Our competency framework broadly defines the blueprint of “excellent” performance within SLCC. Each grade has its own set of competencies needed to perform the job effectively. Detailed definition of skills, knowledge and behaviours for specific roles are found in our job descriptions. The framework sets out the skills, knowledge, behaviours, attitudes and actions whichpromote excellent performance and will be applied in:

  • Recruitment – providing fair and unbiased criteria for choosing who to employ, and making sure everyone is assessed against the same framework.
  • Performance management – providing fair and unbiased statements to help managers and individuals discuss and assess performance.
  • Learning and development – helping the organisation and individuals identify areas to prioritise their learning and development needs.
  • Career development – providing clear expectations of what skills, knowledge and behaviours are needed at each level and by showing individuals how they can develop their career by building on their current skills.

The framework consists of four competencies,Service and Solutions focused; Leadership; Working Together – One Team; Proportionality, Reasoned Thinking and Resolution which can be generically applied to a grade and provides a common understanding of what ‘excellent ’performance looks like. Each competence has 4 levels which set out “what” is required and “how” it is achieved. It is designed to be cumulative eg role at Level C: individuals at this level can demonstrate Levels A and B. The framework should be used flexibly to suit the needs of different roles and is designed to be used as a supportive tool and not as prescriptive instructions.

Grades 1 and 2 – should be mainly Level A with Grade 2 straying into Level B according to the role.

Grades 3 and 4 – should be mainly Level B with Grade 4 straying into Level C according to the role.

Grades 5 and 6 – should be mainly Level C with Grade 6 straying into Level D according to the role.

Senior Management Team – operates at Level D irrespective of grade.

Competencies provide a useful tool for everyone.

Individuals:

• know what is expected in their role;

• are recognised for the skills, knowledge and behaviours that are vital to every role;

• have a tool for discussing how to improve in their current job, or how to improve their chances of moving to other jobs; and

• can identify and adapt their skills and behaviours when moving into a new role.

Managers:

• have clear, fair and unbiased statements to use when discussing performance, which also help in setting job objectives for individuals;

• have a common language to use when giving people feedback on their performance;

• can identify individual learning or development needs, as well as resources, meaning they can better structure individuals’ development and training; and

• have a tool to help define career paths, provide support for planning how to fill vacant jobs and help people move to different jobs.

We, SLCC:

• can identify the organisation’s needs, which helps with targeting resources for colleagues’ learning and development;

• can be confident that we will be recruiting, developing and promoting the right people, who have the core skills and qualities we need to meet our goals;

• can contribute to and help to shape the culture of our organisation; and

• can make sure we are making the most of our people’s abilities and contributions.

Service and SolutionsFocused
Summary Description
  • Meets our users’ needs andcontinually improves the effectiveness of the service -resolution, proportionality and improvement.
  • Builds and maintains relationships,communicating appropriately and persuasively in a confident and professional manner.
  • Treats everyone in an open, impartial, honest, objective and respectful manner.

Levels / Positive / Someone who needs developing in this area might do the following:
Level A / Knows the quality of service expected and performance measurements. Strives to improve, demonstrating drive and attention to delivery.
Promotes and communicates the culture of the organisation.
Promotes a positive user experience and interacts confidently with users; quickly builds credibility, rapport and actively listens.
Passes on enquiries to someone else if beyond own expertise and keeps the user informed.
Is polite, helpful, expresses views in a positive, persuasive and professional manner.
Can see things from others' perspective. Develops and alters approachto meet the style/needs ofdifferent individuals.
Is not afraid to say "no" when that is the correct answer.
Manages user’sexpectations early by offering a clear explanation of process, timing and remit.
Uses clear andaccurate written and verbal communication. / Blames others and does not apologise when things go wrong.
Gives out wrong or wrong, unclear or misleading information.
Does not deliver or take responsibility for the failure to provide an agreed service.
Does not volunteer help or build relationships.
Is unaware of the quality of service required and performance measurements.
Does not take responsibility for own performance and delivery.
Is inflexible in approach and communication style.
Demonstrates inappropriate behaviours eg stereotyping, tunnel vision, flippant, rude or grumpy.
Sets unrealistic timescales and expectations.
Level B / Commits to setting and achieving high standards of service and deliver, seeks to identify improvements including actively seeking feedback.
Is proactive in approaching and building relationships.
Thinks creatively to provide what is being asked for and offers options and timescales. Takes account of differing groups and tailoring approach.
Takes responsibility for handling difficult situations or people.
Speaks appropriately with authority and delivers difficult messages with tact and sensitivity.
Produces concise, clear and well-structured written work. Presents information with impact; explaining complex issues clearly.
Guides others in mostappropriate style and contentof communication.
Demonstrates an ability tonegotiate and influence using a balance of directness and diplomacy.
Anticipates challenging situations andprepares effectively for them. / Takes a negative or defensive attitude towards others.
Does not take responsibility for resolving service problems or dealing with enquiries.
Does not deliver or take responsibility for the failure to provide an agreed service.
Fails to look for opportunities to improve levels of service.
Is reluctant to commit to or contribute to service measures.
Commits to a course of action without analysing impact.
Does not understand or manage needs and expectations.
Leadership
Summary Description
  • Provides a clear sense of direction by generating and driving the strategy of SLCC
  • Establishes and manages performance requirements, empowers, motivates and develops others.
  • Sets an example, delegates responsibly and upholds our values and engages others with vision and direction.
  • Develops effective, solutions through speedy and appropriate decision making.

Levels / Positive / Someone who needs developing in this area might do the following:
Level A / Refer to Working Together – One Team
Level B: / Refer to Working Together – One Team
Working Together - One Team
Summary Description
  • Behaves ethically and professionally, being aware of your own and other people’s strengths and weaknesses.
  • Works collaboratively and supports other team members’ development through knowledge sharing, mentoring and coaching using the diversity of the team.
  • Takes responsibility for own objectives and development areas and seeks to address them.
  • Demonstrates integrity, tenacity, drive and flexibilityin the achievement of personal and organisations’ goals.

Levels / Positive / Someone who needs developing in this area might do the following:
Level A / Takes responsibility for defining and agreeing job objectives and own development areas and seeks to address them. Actively pursues learning.
Demonstrates a clear understanding of our culture and values.
Helps create an inclusive culture, promotes dignity and respect contributing to team goals.
Openly praises others’ efforts and listens to others.
Is able to stand ground appropriately in face of opposition.
Is receptive to and seeks out constructive feedback and accepts responsibility for and learning from own mistakes.
Is proactive and self-starter, seizes opportunities and acts upon them, makes positive and constructive suggestions.
Co-operates and works well with others in pursuit of team goals; shares information, knowledge, ideas and best practice and supports others, values diversity.
Takes responsibility for work life balance.
Keeps abreast of issues relevant to own role and the work of the SLCC.
Is adaptable, receptive to new ideas; willing and able to adjust to changing demands and circumstances. / Acts inconsistently with our culture and values
Openly criticises others efforts or shortcomings. Undervalues the contribution of others and is not a team player.
Takes matters personally if own or team’s performance is criticised and does not offer solutions.
Dismisses feedback and others’ views without consideration and fails to accept responsibility for own mistakes or errors
Does not challenge existing work practices even if inefficient.
Is only concerned with own performance and success and needs to be reminded to share their knowledge or experience with others.
Is uncooperative or negative and difficult to deal with and undermines colleagues and managers.
Is overly competitive and is only concerned with own performance and success.
Shows no interest in others’ roles and responsibilities and does not offer support when needed.
Level B: / Models and promotes our culture and values. Leads by example.
Is aware of own strengths and weaknesses and is able to seek support to compensate
Is independent and self-reliant, conveys a realistic confidence in own ability to select appropriate course of actions.
Is proactive and shows initiative, actively influences.
Gives and receives constructive feedback in a helpful way.
Shares experiences and learns from other people’s success and mistakes.
Celebrates individual and team’s success and shares credit and recognition.
Takes steps to create a positive working environment.
Recognises and acts upon different needs and effective approaches with colleagues.
Keeps abreast of issues affecting the wider complaints and legal industry.
Demonstrates continuous professional development and undertakes further relevant internal/external learning to increase knowledge. / Is authoritarian and does not involve or shows no interest in others’ point of view, fails to acknowledge diverse needs.
Takes little or no interest in own or other development needs.
Fails to plan ahead and anticipate problems
Passes the buck or blames others when things go wrong.
Adopts insular attitude to own role is not accessible and does not offer guidance or advice.
Resists constructive feedback and ignores positive suggestions for improvement.
Stifles learning by engendering a blame culture.
Proportionality, Reasoned Thinking and Resolution
  • Demonstrates objectivity and judgement in investigating and analysing issues.
  • Shows intellect, inquisitiveness, a critical eye in developing solutions to situations or problems.
  • Demonstrates confidence and ownership of decisions and displays good time management , planning and prioritisation of tasks.

Levels / Positive / Someone who needs developing in this area might do the following:
Level A / Makes best use of available experience, knowledge, information, common sense and procedures to deal with problems and make decisions.
Proactively pursues pertinent information to support efficient decision making.
Knows when to seek advice from others and understands when to escalate.
Responds promptly to emerging problems or issues.
Makes rational, realistic and sound decisions based on consideration of all the facts and alternatives available.
Quickly identifies salient issues and diligently document facts.
Demonstrates tenacity when faced with obstacles and remains calm, positive and optimistic.
Demonstrates confidence and ownership of decisions and is aware of wider impact.
Provides options to others to assist in decision making.
Is prepared to challenge and be challenged.
Uses relevant evidence to influence and persuade.
Assimilates and analyses information to identify the key issues / Makes off-the-cuff decisions without thinking through the issue or its implications.
Passes problems on to others without attempting to solve them.
Ignores problems and hopes that they will go away.
Fails to learn from experience and allows problems to recur.
Draws unclear or confused conclusions from information.
Does not use facts and relevant information to draw conclusions.
Makes inappropriate decisions out-with the scope of role.
Level B / Anticipates problems using evidence to identify the causes and then presents a workable solution.
Reviews issues thoroughly, seeking all possible relevant information to identify the cause and arrives at satisfactory solutions and decisions precedents may not cover.
Investigates the cause of a problem and takes steps to prevent it happening again. Develops options, identifies pros and cons and gives well-thought-out and clear
Assesses and prioritises problems according to their importance and impact and makes timely and consistent decisions even in ambiguous situations.
Consults widely, probes the facts, analyses issues from different perspective.
Balances a focus on detail with a broader perspective and applies proportionality.
Critically analyses complex information from a range of sources.
Takes ownership for problems and setbacks and is able to action solutions in a timely manner.
Identifies the issues and chooses the types of evidence needed to support, alter or reject decisions.
Supports colleagues’ decision making by acting as a sounding board for queries and
standing by others’ decisions where appropriate. / Develops ineffective solutions to problems and makes ineffectual decisions.
Misses the key points when faced with cases that are not run-of-the-mill. Fixes symptoms not causes.
Makes assumptions or jumps to conclusions when tackling problems or making decisions.
Fails to recognise when a problem is urgent and requires an immediate response.
Does not consider all aspects of a problem or decision.
Is unable to prioritise between competing problems.

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Competency Framework for Grades 1 & 2, 01/11/2013