Peak District National Park Authority
Peak District National Park Authority
Competency Framework
Introducing the competency framework
The core skills and behaviours describe the expectations that the Peak District National Park Authority (PDNPA) has about how people go about doing their work. They are the main skills, behaviours and abilities that everyone needs in order to perform effectively within PDNPA.
The framework is not intended to provide an exhaustive list of all the qualities people bring to their work – it does not, for example, describe personality characteristics or beliefs. Nor does it cover the job specific technical, professional or specialist skills, which are included in job descriptions and person specifications. The focus is on the most important common skills and behaviours that enable us to be effective in delivering our vision and objectives and represent “the way we want to work around here”.
These competencies can be:
· Observed – they are things that others can see a person do.
· Assessed – we can assess whether one individual does these things better or in more difficult situations than others.
· Developed – people can develop their skills through coaching, training and experience over time.
The competency framework has been drafted so that it can ultimately be used by all staff in PDNPA. Initially it will be rolled-out for managers (directors, heads of service and team managers). We will seek to build the language into how we work within the PDNPA.
Development of the Framework is strongly endorsed by management team and members. It was recognised as an important development in the NPAPA (National Park Authorities Performance Assessment) in October 2010 and is a key aspiration in the developing Performance Improvement Plan.
What do we hope to get out of this?
The use of a competency framework provides a number of benefits to PDNPA and individual members of staff. It enables us to be more effective in how we work by supporting a range of people-related processes and practices:
§ It gives us an open, systematic and defensible method for assessing performance and development needs
§ It provides consistent information for the development of, and inclusion in, person specifications
§ It supports our recruitment and selection process by clarifying and enabling us to assess for the competencies that are important to PDNPA
§ It provides a common language for discussing key aspects of performance
§ It enables personal development, coaching and learning to be targeted to the key areas of need
§ Use of competencies allows us to integrate our approaches, providing a common basis for appraisal, selection, development, career planning and succession planning.
How the framework can help manage and develop performance
a) In Joint Performance & Achievement Reviews and Learning & Development Planning
There is one page for each of the seven competencies. Reading from the left to right there are four levels, starting from the core requirements for every member of staff, through to the highest level required in the Authority. The descriptions are cumulative – each builds on the next. Therefore, jobs that have higher skill and behaviour requirements are expected to be demonstrating most, if not all of the competencies described in the earlier levels.
A job will not necessarily require the same level for each competency. Therefore every job will be assigned a profile that reflects the levels required in order to perform the role effectively.
The competencies illustrate what is expected for someone who is fully competent at that level. The framework can be used to highlight areas for development as well as to recognise areas of strength that can be developed even further. However the competency descriptions are not meant to be used as a checklist. They illustrate the typical skills and behaviours required for the job and using them should take into account the context that roles operate in. (For example where there are strong working partnerships the nature of those relationships should be taken into account.)
b) In succession planning
Once the framework is working in JPARs it would be appropriate to develop the succession planning process to incorporate competencies
c) In Corporate Learning & Development design & delivery
In the same way that the Values under pin current corporate learning & development needs analysis, design and delivery, the competencies will inform any corporate learning & development design and delivery.
d) In recruitment
The revised competency framework is now used in the assessment centres used to recruit Directors and Heads of Service. Once we are familiar with the framework for staff, it can be used to develop the recruitment process to use competency based interviews.
Reviewing the framework
In April 2013 we will review the use of the framework. Staff, managers and UNISON/staff committee reps will be consulted by the project team who will then review its success and suggest improvements as required.
Strategic direction
This competency is about developing and working within the strategy of the PDNPA. It includes:
§ Developing the strategy and translating strategy into workable action plans and objectives
§ Monitoring progress and identifying risks to achievement of plans
§ Organising and delivering work within agreed plans
§ Understanding how own work programme meets corporate objectives through the “Golden Thread” and delivering accordingly.
You are expected to be able to:
1 / 2 / 3 / 4§ Understand own work objectives and deliverables and the measures of success.
§ Organise own day to day work, responding quickly and positively to changing priorities.
§ Keep others informed on progress/actions and plans and pass on this information promptly. / § Set demanding but achievable objectives for others, prioritising goals and planning work to make best use of time and resources for self and others.
§ Support others to understand the outcomes, outputs, measures and standards expected of them and monitor achievements and their impact on outcomes.
§ Apply technical, professional or specialist expertise to evaluate available evidence, analyse and assess issues and generate impartial options or solutions. / § Translate strategy into realistic annual departmental plans and budgets.
§ Take a long term perspective on goals and objectives, understanding which short term actions or decisions might compromise future plans and objectives.
§ Monitor overall progress against departmental/service objectives and plans, identifying risks, building contingencies and addressing problems promptly.
§ Put corporate needs above departmental interests and focus on achieving beneficial outcomes for PDNPA as a whole.
§ Monitor and evaluate relevant legal, regulatory, governance, ethical and social requirements, issues and trends and the effect they may have on the direction and operation of own area of responsibility, including what will happen if requirements are not met. / § Create a clear, distinctive and unifying sense of purpose for the National Park.
§ Initiate and drive PDNPA strategy and direction, keeping ahead of, and contributing to developments, new thinking and challenges in the economic, political and social environment.
§ Set strategic priorities in collaboration with stakeholders and turn the vision into a realistic, viable and focused set of strategic plans/goals and performance measures for the Authority.
§ Review Authority-wide performance, identifying long term opportunities and threats to the progress/ achievements of the Authority and put plans in place to address.
Working effectively
This competency relates to:
§ Taking responsibility for own actions and decisions
§ Working to quality standards
§ Working effectively within resources
You are expected to be able to:
1 / 2 / 3 / 4§ Take decisions relating to day-to-day work within predetermined quality, service or performance standards.
§ Take personal responsibility for own actions and not pass the buck, whilst knowing when to call in help from others.
§ Make best use of available/allocated resources, seeking new sources of support when needed.
§ Adapt own approach to work to improve own effectiveness and/or efficiency.
§ Take responsibility for checking quality of own work and delivery to expectations.
§ Make own voice heard in relation to decisions that affect own work and how to work most effectively. / § Make timely and considered decisions based on analysis of available data, information and evidence.
§ Ensure that work of self and others adhere to predetermined quality standards or processes.
§ Show integrity, fairness and consistency in actions and decisions that impact on others.
§ Find new ways to use and adapt internal systems and procedures to streamline work for self and others, without sacrificing pre-determined quality standards.
§ Identify ways of reducing inefficiencies and increasing effectiveness within own area of work whilst ensuring appropriate quality standards are maintained. / § Respond quickly and decisively to crises or problems that impact on others, taking action and making decisions that are impartial, realistic for the situation and based on available evidence.
§ Act cohesively as a management team member in implementing decisions that have already been made even if you do not personally agree with them.
§ Manage and coordinate people, time and financial resources for effectiveness, quality and efficiency, within given resources.
§ Take a lead in promoting, using and demonstrating the use of processes, systems and resources that make work more effective.
§ Identify opportunities to minimise duplication of effort or resources in planning and executing work plans or initiatives. / § Promote a culture that encourages sound decision-making, ownership and accountability at all levels.
§ Take and implement difficult and /or unpopular decisions on behalf of the Authority, acting decisively when critical situations arise, taking control of situations and moving things on.
§ Promote a culture of empowerment by listening to and engaging with colleagues across the Authority, whilst being explicit about when a decision has been made and when an issue is still up for debate/ consultation.
§ Reconcile competing demands on time, quality and resources across PDNPA, and identify areas for more effective use of resources to optimise potential outcomes for the PDNPA.
§ Identify whether objectives can best be achieved using PDNPA or other resources and actively monitor and influence external partners/suppliers to ensure that the Authority’s objectives are achieved within available resources.
Working together
This competency is about:
· Building relationships, whether internally or externally.
· Having sufficient knowledge about the Authority to support collaborative working
You are expected to be able to:
1 / 2 / 3 / 4§ Be helpful and approachable when others ask for advice or assistance.
§ Show understanding and respect for others’ views, but politely and assertively say ‘No’ to unreasonable requests.
§ Keep promises and honour commitments.
§ Be aware of how your actions and words impact on others and adapt behaviour where appropriate.
§ Keep confidential information secure.
§ Demonstrate general awareness of PDNPA’s work and how own work supports the Authority’s work. / § Model positive behaviour that shows respect, helpfulness and cooperation.
§ Clearly express the value and benefits to others of a proposed course of action.
§ Develop an atmosphere of professionalism, mutual respect and support.
§ Recognise and respect the roles and responsibilities of others, taking account of their needs and authority in decisions and actions.
§ Show awareness and empathy in respect of the views, motivation and needs of others, and take an active interest in their concerns.
§ Communicate decisions and actions on a timely basis to those who are affected.
Explain own area of work and how it fits into the Authority’s broader work to others in informal or formal settings. / § Consider strategic impact on PDNPA priorities when working in partnership with others.
§ Proactively network and build strong working relationships internally and externally to achieve outcomes.
§ Clarify own and others’ expectations, anticipating interests and potential issues of others and identifying ways to help them engage in debate and dialogue.
§ Show sensitivity to stakeholders’ needs and interests and manage these effectively, taking account of their priorities, expectations and attitudes to potential risk, whilst reflecting PDNPA’s needs.
§ Identify common ground and build consensus in order to balance agendas of different groups.
§ Be an effective advocate for the Authority by applying a good understanding of PDNPA’s main areas of work in representing own area of work and interrelationships, inside and outside of PDNPA. / § Work proactively with stakeholders, partners and communities to create a joint vision for the Peak District National Park reinforcing its special qualities as a leading national park.
§ Seek to obtain the highest leverage for PDNPA by strategically selecting and managing relationships and ways of delivering outcomes through others in order to achieve PDNPA strategy and goals.
§ Apply understanding of external political, professional and business relationships /dynamics in influencing personal and organisational agendas.
§ Encourage and stimulate vigorous, open dialogue with a wide range of stakeholders and vested interests to explore issues and concerns, reach consensus where possible and implement actions that makes all parties feel that they have actively contributed.
§ Recognise when there are fundamental conflicts, acknowledging feelings and views of others and redirect their energy towards common goals.
Communicating
This competency relates to:
· The skill demonstrated in communicating with others verbally or in writing.
· Representing the Authority.
You are expected to be able to:
1 / 2 / 3 / 4§ Pay attention to the communication of others by listening and/or reading carefully and ask additional questions for clarification when needed.
§ Focus on the key issues when communicating verbally or in writing, passing on a clear message or information promptly and accurately.
§ Check that the information and knowledge you are communicating is current and complete.
§ Explain things in another way if someone appears not to have understood.
§ Explain what the Authority does in simple terms. / § Use active listening and questioning skills, restating, clarifying and then interpreting what is said to understand the real meaning.
§ Select and make information and knowledge available promptly to those who need it and have a right to it, internally or externally.
§ Make complex things simple for the benefit of others, and in a way that helps them to retain information.
§ State your view clearly, concisely and confidently, providing relevant evidence to support your case.
§ Present information in a way that is persuasive to the recipient(s)/ target audience.
§ Use a range of techniques to gain and maintain peoples’ attention and interest. / § Communicate across a wide range of situations, understanding how to manage and influence others where there are conflicting personal or organisational agendas.
§ Present complex ideas, proposals or policies verbally or in writing in a positive and compelling manner.
§ Tailor communication to reflect how different audiences are likely to prefer to receive information and knowledge taking account of the media, styles, timing and pace that are most effective for communicating with them.
§ Distil wide-ranging, complex issues into straightforward arguments and concepts, helping others to see and understand the big picture for the National Park and Authority. / § Demonstrate exceptional influencing and persuasion skills, securing commitment on highly complex, contentious or emotionally charged themes.
§ Communicate and advocate a vision of the Peak District National Park, to a wide range of audiences internally and externally, in a way that generates excitement, enthusiasm and commitment.
§ Represent the Authority authoritatively in a wide range of situations and through the media to stake-holders, the media, politicians, customers and the broader public.
Continuous improvement