The British Council

Behavioural Competency Dictionary

External Version: 19 August 2004
- 1 -
Contents
1. Introduction and explanation of
behavioural competencies 3
2. Behavioural Competencies 5

- 2 -
1. Introduction and explanation of
behavioural competencies
Introduction
The purpose of the British ouncil is to !uild "utuall# !eneficial relationships !et$een people in the %& and other
countries and to increase appreciation of the %&'s ideas and achie(e"ents)
E(er#thing $e do "ust contri!ute to one or "ore of the follo$ing outco"es:
I"pro(ed perception of the %& in other countries
*reater "utual understanding !et$een the %& and other countries
+tronger ties !et$een the %& and other countries
The $or, of e(er# British ouncil "e"!er of staff contri!utes in so"e $a# to the achie(e"ent of these outco"es- and it is
therefore i"portant that $e all ha(e a clear understanding of $hat our role is and $hat is expected of us)
To do this $e use .o! /escriptions $hich descri!e the ai"s and o!0ecti(es of 0o!s and the !eha(ioural co"petencies and
0o! specific s,ills re1uired to do a specific 0o!) At the British ouncil $e use a standard set of 12 !eha(ioural
co"petencies $hich are descri!ed in further detail in this dictionar#) Each has either 4 or 3 le(els of co"petence The# are
listed in alpha!etical order in +ection 2 of this docu"ent and displa#ed across the page in follo$ing for"at:
- 2 -


Why the competency is important to the
British Council
Competency levels: these show the increasing
increasingls of sophistication or complexity at which the
competency can be demonstrated
Behavioural Indicators: these provide detail on
specifc behaviours for the competency at each
level, providing examples of how the competency
can be seen in practice
Warning signs and positive
indicators: these give examples of
positive and negative behaviours.
A competency defnition: this defnes in more
detail what the competency is about and what
it involves



Competency title
The British ouncil's recruit"ent polic# re1uires candidates appl#ing for 0o!s to pro(ide e(idence against the !eha(ioural
co"petencies re1uired for the 0o! ad(ertised) This dictionar# pro(ides guidance on the "eaning of each of the
co"petencies and their le(els of co"plexit#)
- 4 -
2. The Behavioural Competencies
1) Achie(e"ent
2) Anal#tical Thin,ing
2) usto"er +er(ice 4rientation
4) Entrepreneurship
3) 5lexi!ilit#
6) 7olding 8eople Accounta!le
9) Intercultural o"petence
:) ;eading and /e(eloping 4thers
9) 8rofessional onfidence
10) <elationship Building for
Influence
11) +elf A$areness
12) Tea" =or,ing
12) =or,ing +trategicall#
- 3 -
chievement
D!"I#ITI$# %&' I( IT I)*$+T#T,
Achie(e"ent is a!out ha(ing the sustained energ# and deter"ination in
the face of o!stacles to set and "eet challenging targets- in co"pliance
$ith 1ualit#- ti"e and di(ersit# standards- and deli(ering the re1uired
!usiness results)
This is i"portant for the ouncil in getting the results $e need to achie(e our
+trategic 4!0ecti(es) This !eha(iour sho$s the necessar# deter"ination and
tenacit# to co"plete high 1ualit# $or, as $ell as raising perfor"ance le(els
o(er the short- "ediu" and long ter") It in(ol(es o(erco"ing o!stacles caused
!# conflicting priorities- lac, of resources or difficult or de"anding situations in
the internal or external en(iron"ent)
-!.!- 1
%#T( T$ D$ /$$D
0$B #D D$!( #$T /I.!
1*
-!.!- 2
%$+2( T$ /$-( #D
)#/!(
$B(TC-!(
-!.!- 3
D+I.!( "$+ I)*+$.!)!#T D!(*IT!
"+!31!#T $B(TC-!(
-!.!- 4
(!T( #D )!!T(
C&--!#/I#/ /$-( 5
(!!2( -$#/ T!+)
I)*+$.!)!#T
-!.!- 5
((!((!( #D T2!(
+I(2( T$ )2!
(I/#I"IC#T /I#(
larifies $hat is
expected) Is positi(e
and enthusiastic a!out
the 0o!) /oes not gi(e
up at the first o!stacle)
<espects the rights of
others $hilst achie(ing
one's o$n goals)
%nderstands and $or,s
to$ards goals set !# others)
>easures progress against
targets) +ee,s to understand
reasons for o!stacles and to
find $a#s to o(erco"e)
Ac,no$ledges the $or, and
contri!ution of others)
Is deter"ined despite fre1uent
o!stacles) Tac,les difficult
pro!le"s and ta,es personal
responsi!ilit# for reaching
solutions) +ee,s $a#s to i"pro(e
o(erall perfor"ance le(els to gi(e
higher le(els of satisfaction to
target groups)
Achie(es significant progress
in the long ter"- $ider
perfor"ance of the ouncil)
+ets out to !e the !est ? has
o$n "easures of excellence
and $or,s to these)
>a,es decisions through
$eighing up the cost-
!enefit and ris,
i"plications) Acts
entrepreneuriall# to "a,e
perfor"ance gains)
%+#I#/ (I/#(6 *$(ITI.! I#DICT$+(6
+tops and gi(es up at the first o!stacle)
+ee,s excuses rather than solutions or $a#s for$ard)
Ta,es @no' for an ans$er $ithout pro!ing further)
Exaggerates one's o$n input or clai"s another's $or, or idea as
one's o$n) 5ails to ac,no$ledge the contri!utions of others)
;oses sight of ho$ a tas, fits into $ider o!0ecti(es)
5ails to "eet deadlines or ,eep $ithin !udget $ithout proper reason)
Agrees achie(a!le goals at the start of each pro0ect)
+tri(es to$ards targets)
<efuses to settle for second !est)
&eeps a @to do' list- and specifies due dates)
>onitors tas,s for acco"plish"ent- 1ualit# and ti"eliness)
As,s for feed!ac,)
- 6 -
7as to !e chased for co"pletion of 0o!)
nalytical Thin7in8
D!"I#ITI$# %&' I( IT I)*$+T#T,
Anal#tical Thin,ing is a!out !ringing disciplined anal#sis to data and
situations- to see cause and effect and to use this to "a,e effecti(e
decisions)
This is i"portant in ena!ling us to prioritise and ta,e i"portant decisions !ased
on an assess"ent of the i"pact and i"plications of the li,el# outco"es)
-!.!- 1
B+!2( D$%# I((1!(
-!.!- 2
(!!( 2!' I((1!(
-!.!- 3
T!(T( -- #/-!(
-!.!- 4
D$!( C$)*-!9 #-'(!(
Brea,s do$n an issue into its
co"ponent parts AA- B- B) ;ists
ite"s- tas,s or acti(ities $ithout
setting priorities)
;oo,s at data and identifies ,e#
issues) Identifies causes and
effects- !# using @if A C then B'
thin,ing- and uses this to prioritise
issues)
;oo,s o!0ecti(el# at e(er# side of an idea
or situation to ensure that all outco"es
are thoroughl# assessed !efore deciding
on the appropriate course of action)
Anal#ses co"plex situations !# loo,ing
at "ultiple causes and effects)
%nderta,es co"plex anal#sis and
traces perfor"ance i"plications
through co"plex data- or in dealing
$ith co"plex situations) Applies
anal#tical tools or techni1ues to
anal#se a range of data)
%+#I#/ (I/#(6 *$(ITI.! I#DICT$+(6
Ta,es action $ithout thin,ing of the full range of outco"es)
Is o(er$hel"ed !# a pro!le"D fails to !rea, this do$n into
"anagea!le parts)
4(er-anal#ses e(er# situation and gets !ogged do$n in the detail)
5ails to assess the positi(e and negati(e aspects of a proposed
course of action !efore going ahead)
+a#s #es to an acti(it# $ithout assessing $hether it is the highest
=hen faced $ith a pro!le"- gathers as "uch infor"ation as necessar#
a!out it !efore identif#ing root causes and possi!le solutions)
Bounces ideas off others to understand ho$ the# "ight tac,le a pro!le")
Brea,s do$n large pieces of $or, into s"aller- si"plified and "ore
"anagea!le parts)
- 9 -
priorit# at that ti"e)
- : -
Psople
Systems
Processes
Relationships
Issue
Customer (ervice $rientation
D!"I#ITI$# %&' I( IT I)*$+T#T,
usto"er +er(ice 4rientation is the $illingness and a!ilit# to gi(e priorit# to
custo"ers- deli(ering high 1ualit# ser(ices $hich "eet their needs)
In this context the @custo"er' refers !oth to internal custo"ers Ai)e) other
ouncil /epart"entsB and external custo"ers Ai)e) target groups in "an#
countries around the $orldB) This !eha(iour is a!out full# understanding
custo"er needs in order to de(elop and deli(er appropriate ser(ices)
-!.!- 1
D!-I.!+( (!+.IC!
-!.!- 2
DD( .-1!
-!.!- 3
DD+!((!( 1#D!+-'I#/ #!!D(
-!.!- 4
(!+.!( -$#/ T!+) I#T!+!(T(
&eeps custo"ers up to date and
infor"ed) Acts pro"ptl# to ensure
custo"er pro!le"s are resol(ed)
>a,es hi"- or herself a(aila!le to
the custo"er) Interacts $ell $ith all
custo"ers) %nderstands that each
custo"er is different) /eli(ers $hat
is expected- not $hat the# thin, the
custo"er $ants or needs)
Thin,s a!out the custo"er $hen
underta,ing da#-to-da# $or,)
Euestions @ho$ is this adding (alue
for the custo"erF' >a,es decisions
$ith the custo"er in "ind) Ta,es
pride in deli(ering a high 1ualit#
product or ser(ice) In(estigates
ser(ice deli(er# and pro(ides
solutions to pro!le"s)
Ta,es ti"e to 1uestion and
understand the real- underl#ing
needs of custo"ers- !e#ond those
initiall# expressed) Esta!lishes
s#ste"s to collect custo"er
feed!ac,) 5ocuses resource $ithout
!ias on priorit# areas andGor ,e#
custo"er groups)
Al$a#s $or,s closel# $ith
custo"ers- de(eloping an
independent (ie$ of their needs and
acting in their long-ter" interest)
>o(es custo"er thin,ing for$ard-
helping the" understand issues
!e#ond their da#-to-da# $or,)
%+#I#/ (I/#(6 *$(ITI.! I#DICT$+(6
/oes not treat all custo"ers $ith respect)
5ails to deli(er)
5ails to recognise or esta!lish different custo"ers' needs and deli(ers
$hat he or she Arather than the custo"erB thin,s appropriate)
Assu"es one t#pe of ser(ice is (alua!le for all custo"ers)
&eeps custo"er feed!ac, to hi"- or herself and does not share
learning)
Tal,s dis"issi(el# a!out custo"ers)
Is inflexi!le a!out o$n s#ste" and $a# of doing things)
<esponds to custo"er re1uests pro"ptl#)
Treats all custo"ers $ith respect)
/oes not "a,e assu"ptions a!out custo"er needs- !ut as,s lots of
1uestions to clarif# the")
Ta,es the initiati(e in de(eloping policies to "eet custo"er needs)
Tries to see things fro" custo"ers' points of (ie$ - finds out a!out the
pressures of their $orld so as to relate to their concerns)
<e1uests feed!ac, fro" custo"ers to ensure satisfaction- and shares
the results)
- 9 -
Treats all custo"ers in the sa"e $a#) &no$s $hen- and ho$- politel# to decline an inappropriate custo"er
re1uest)
- 10 -
!ntrepreneurship
D!"I#ITI$# %&' I( IT I)*$+T#T,
This is a!out the a!ilit# to for"ulate ne$ ideas or to adapt or use existing
ideas in a ne$ or unexpected $a# to sol(e pro!le"s- and to thin, ahead to
spot or create opportunities and "axi"ise the")
It is i"portant for the ouncil to deli(er products and ser(ices that are
creati(e- inno(ati(e and culturall# appropriate) =ithin the organisation- this
!eha(iour is a!out "a,ing changes that increase the effecti(eness of our
$or,) Externall#- it is a!out increasing our sphere of influence and i"pact) It
is i"portant to understand that e(er#one can "a,e a difference)
-!.!- 1
I)*+$.!( #D CT(
#$%
-!.!- 2
D*T(
!9I(TI#/
**+$C&:
#D CT( 5
-$$2(
&!D
-!.!- 3
#TICI*T!( T&! "1T1+!: #D
D!.!-$*( #!% *+$D1CT( 5
(!+.IC!(
-!.!- 4
C+!T!( $**$+T1#ITI!( 5 CT( "$+ T&! -$#/
T!+)
Addresses current
opportunities and
pro!le"s !#
i"pro(ing and
adapting existing
approaches)
Identifies and exploits
opportunities in the
short-ter") Applies o$n
,no$ledge and expertise
to de(eloping ne$
approaches to exploiting
these)
A!le to spot opportunities and pro!le"s in the
"ediu"-ter" A2 to12 "onthsB- and de(elops
ne$ approaches- products and ser(ices !ased
on these) %nderstands the !usiness case for
di(ersit# and e1ual opportunities) %ses net$or,s
to see, fresh ideas) Encourages different
agencies to pool resources and expertise)
+ees and acts on long-ter" A!e#ond 12 "onthsB
opportunities and pro!le"s) 5or"ulates co"pletel#
ne$ and @off the $all' ideas and concepts- $hich
create a potential opportunit#- and uses inno(ati(e
approaches to allo$ the" to !e realised) These
"a# address underl#ing needs that ha(e not #et
!een identified !# custo"ers)
%+#I#/ (I/#(6 *$(ITI.! I#DICT$+(6
%ses $ell pro(en or fa"iliar approaches $ithout adapting or i"pro(ing)
>a,es "inor adaptations to existing s#ste"s or processes $hen "ore
radical change is needed)
5ails to act upon ne$ trends present $ithin the "ar,etplace)
Is internall# focused)
4(erloo,s pro!le"s and opportunities- $hich "a# affect the !usiness is
surprised continuousl# !# up and co"ing e(ents)
+ets aside thin,ing ti"e to co"e up $ith "ore creati(e ideas for getting
things done) Is $illing to !e different)
Is prepared to consider "a0or changes to processes and procedures if
reasoned anal#sis sho$s !enefits to !e greater than costs)
<esponds to ne$ ideas !# discussing $h# the# "ight $or, instead of
telling others $h# the# $on't $or,)
As,s colleagues to identif# ,e# factors that hinder perfor"ance-
alternati(e $a#s to achie(e results and use these to plan i"pro(e"ents)
- 11 -
Al$a#s puts off until to"orro$ $hat could !e done toda#)
Is una!le to step !ac, fro" current issues to identif# potential
opportunities and threats)
/oes not consider race- culture- religion or language issues)
Acts to ta,e ad(antage of ne$ technologies and ideas
;oo,s to other areas and co"panies for good ideas)
%ses !rainstor"ing techni1ues to co"e up $ith solutions to pro!le"s)
/oesn't 0ust do the sa"e as !efore)
- 12 -
"lexibility
D!"I#ITI$# %&' I( IT I)*$+T#T,
5lexi!ilit# is the a!ilit# to adapt to and $or, $ith a (ariet# of situations-
indi(iduals and groups) It is a!out !eing a!le to thin, on #our feet- and not
!eing disconcerted or stopped !# the unexpected)
This !eha(iour is necessar# to respond to different and changing de"ands
and $or, across a range of acti(ities no$ and in the future) 5lexi!ilit# in
interpreting rules- procedures and polic# is re1uired to deli(er focused
ser(ices tailored to local needs) /e"onstrating this !eha(iour "ust al$a#s
!e in line $ith the ouncil's (alues)
-!.!- 1
CC!*T( #!!D "$+
"-!9IBI-IT'
-!.!- 2
**-I!( *+$C!D1+!( "-!9IB-'
-!.!- 3
D*T( TCTIC(;**+$C&
-!.!- 4
)2!( $+/#I(TI$#- C&#/!
/e"onstrates $illingness
to change ideas or
perceptions !ased on ne$
infor"ation or contrar#
e(idence) Is open to ne$
ideas and listens to other
people's points of (ie$)
Applies rules or procedures flexi!l#- depending
on the indi(idual situation- to acco"plish tas,s
or acti(ities "ore effecti(el#) <esponds
effecti(el# to changing circu"stances) <e"ains
focused $hen faced $ith co"peting de"ands)
>a,es reasona!le ad0ust"ents to ensure
"axi"u" effecti(eness and "oti(ation of self
and others)
Identifies a prag"atic approach in
order to get the 0o! done 1uic,l# and
effecti(el#) %ses an a$areness of the
!igger picture along $ith co""on
sense to interpret and i"ple"ent
polic#) Is co"forta!le $ith a"!iguit#)
hanges the o(erall plan- goal or
pro0ect to fit the situation)
reates and supports flexi!ilit# !#
introducing procedures $hich
ensure 1uic, turnaround and
encourage flexi!ilit# in others)
%+#I#/ (I/#(6 *$(ITI.! I#DICT$+(6
+tic,s rigidl# to procedures e(en $hen inappropriate)
Is not open to ne$ ideas or $a#s of doing things)
Is slo$ to adapt to feed!ac,)
5ails to reassess priorities in the light of change)
<esists change $ithout full consideration of $hat is proposed)
/ispla#s onl# superficial recognition of the need for flexi!ilit# in "anaging
indi(iduals $ith di(erse s,ills- !ac,grounds and needs)
Is open to the !enefits of change- e"!races appropriate ne$ ideas)
onsiders alternati(e approaches according to needs of situations or
host cultures)
=eighs up costs and !enefits i"partiall#)
Is $illing to in(estigate options in depth- e(en $hen the# are the ideas
of others)
Thin,s laterall# and creati(el# to resol(e pro!le"s)
- 12 -
Is not inappropriatel# rigid a!out procedures and polic#)
- 14 -
&oldin8 *eople ccountable
D!"I#ITI$# %&' I( IT I)*$+T#T,
7olding 8eople Accounta!le in(ol(es the a!ilit# to !e totall# clear $ith
others a!out $hat has to !e achie(ed- to $hat standard- !# $hen- $ithin
$hat !udget- and then "a,e clear their accounta!ilit# for deli(er#)
This is i"portant for the ouncil as it $ill ensure that perfor"ance of
indi(iduals or tea"s supports or contri!utes to the achie(e"ent of our
+trategic 4!0ecti(es) An i"portant part of this !eha(iour is "onitoring
perfor"ance against agreed o!0ecti(es and "easures- and dealing pro"ptl#
and effecti(el# $ith poor perfor"ance)
-!.!- 1
*+$.ID!( DI+!CTI$#
-!.!- 2
D!)#D( &I/& (T#D+D(
-!.!- 3
&$-D( *!$*-! CC$1#TB-! "$+
*!+"$+)#C!
-!.!- 4
DD+!((!( -$#/!+ T!+) I((1!(
*i(es clear instructions and lets people
,no$ $hat is expected of the")
Accepts accounta!ilit# for o$n actions
and perfor"ance +ets li"its for others'
!eha(iour) /oes not !ull# or harass
and does not tolerate inappropriate
!eha(iour in others)
/e"ands high perfor"ance or
results fro" others !# setting
exa"ple) >onitors perfor"ance
against clear standards or
deadlines- pro(iding appropriate
feed!ac, $hen re1uired) 7elps
indi(iduals to start again $hen
set!ac,s occur)
7olds people accounta!le for their
actions and perfor"ance)
hallenges indi(iduals openl# and
constructi(el# a!out perfor"ance
pro!le"s- adapting a fir" !ut fair
stance) Allo$s others to ta,e credit
$hen deser(ed)
Addresses longer ter" perfor"ance
pro!le"s- re"o(ing poor perfor"ers
fro" positions $hen necessar#)
learl# states conse1uences- e)g) @if
#ou don't achie(e this goal- this is
$hat $ill happen' 8ro(ides guidance
and support as $ell as challenge
and constructi(e criticis")
%+#I#/ (I/#(6 *$(ITI.! I#DICT$+(6
Is reluctant to address poor perfor"ance)
5ails to "a,e clear the li"its of accepta!le !eha(iour)
/oes not ensure di(ersit# standards are adhered to !# all)
5ails to co""unicate perfor"ance standards)
Addresses poor perfor"ance in pu!lic)
+houts at staff
4ften fails to "onitor and enforce deadlines)
Tolerates !ull#ing- harass"ent or racialGsexual 0o,es)
Brings the tea" together regularl# to discuss $a#s of $or,ing together
"ore effecti(el#)
As,s tea" "e"!ers to descri!e $hat the# thin, current standards are)
%ses the opportunit# to correct an# "isunderstanding)
In "eetings $ith indi(iduals- outlines responsi!ilities and standards
clearl#
Encourages indi(iduals to "onitor their o$n progress against goals)
/oesn't $ait to tal, to people a!out perfor"ance pro!le"s or
achie(e"ents: tal,s to the" as soon as possi!le- $ithout causing
e"!arrass"ent)
- 13 -
4perates predo"inantl# on a Hdo as I sa#I "anage"ent st#le) onfronts people directl# and openl#- !ut discreetl#- o(er poor
perfor"ance)
Inter<cultural competence
D!"I#ITI$# %&' I( IT I)*$+T#T,
Inter-cultural co"petence is the a!ilit# to de"onstrate respect for- interest in
and understanding of a range of attitudes- !eliefs and traditions and ho$ these
affect and contri!ute to the $or, of the British ouncil and achie(e"ent of its
purpose and strateg#) It descri!es the a!ilit# to contri!ute to the cultural
dialogue needed to de(elop "utuall# !eneficial relationships) All British ouncil
staff need inter-cultural co"petence to engage creati(el# and effecti(el# $ith
custo"ers- clients and colleagues in that dialogue) This co"petenc# dra$s on
1ualities of openness- cultural a$areness- cultural understanding and e"otional
intelligence and ho$ these are rele(ant to British ouncil (alues)
4ur custo"ers- clients and contacts see our staff as representati(es of
the organisation as $ell as the %& in general) The 1ualit# of the
relationships $e de(elop $ith external contacts and $ith colleagues has a
direct i"pact on perceptions of the effecti(eness of our $or,) This
co"petenc# highlights the @cornerstone': @$e listen to and (alue different
ideas and opinions' and is a starting point for the de(elop"ent of a
nu"!er of related attitudes and !eha(iours descri!ed in the co"petenc#
dictionar#) Inter-cultural co"petence is rele(ant to all staff $hether the#
$or, o(erseas or in the %& and applies e1uall# to those $ho are @glo!all#
"o!ile' as to those $ho are not)
-$%!+ -!.!-( &I/&!+ -!.!-(
4pen to ne$ ideas and $a#s of
understandingD de"onstrates
curiosit# and see,s to !e $ell
infor"ed a!out people $ho ha(e
different (alues- !eliefs- opinions
and custo"sD recepti(e to the
positi(e contri!ution others can
"a,eD o!ser(es ho$ others
interact and uses this ,no$ledge to
deepen understanding of different
cultures- en(iron"ents and
perspecti(esD !uilds trust and
co""unicates respect for othersD
is a!le to deli(er "essages clearl#
to ensure shared understandingD
Ta,es the initiati(e in approaching and
"eeting ne$ people and acti(el#
de"onstrates an interest in their different
experiences and !ac,groundsD see,s out-
recognises and uses creati(el# $hat
different people ha(e to offerD uses
accurate o!ser(ation and understanding
of local cultural contexts to i"pro(e
o(erall perfor"anceD recognises $hen
the# ha(e "ade a social @"ista,e' and
ta,es steps to a(oid long ter" negati(e
i"pactD co""unicates clearl#-
de"onstrating the a!ilit# to "ini"ise
"isunderstandings or "isco""unicationD
"a,es use of opportunities to i"pro(e
/ra$s and accu"ulates lessons
fro" different cultures-
experiences and challenges to
de(elop self-,no$ledge and
insightD de"onstrates the a!ilit#
to tac,le the unfa"iliar or
unforeseen creati(el# and
producti(el# to achie(e !usiness
o!0ecti(esD uses other
languages in !usinessG$or,
contextsD adapts easil# to
different cultural settingsD $illing
to explore critical differences in
perspecti(e to ensure "utuall#
!eneficial resultsD integrates
+trategic decision "a,ing reflects a
!road understanding of cultural issues
and perspecti(esD de"onstrates the
a!ilit# to use ideas and concepts fro"
other cultures creati(el# and in a $a#
that de"onstrates understanding and
e"path#D is 1uic, to learn a!out ne$
cultures- using past experiences to
@read' situations and people
accuratel#D recognises and diffuses
potential negati(e i"pact arising fro"
cultural conflictG"isunderstandingsD
highl# effecti(e in de(eloping
international contacts for !usiness
de(elop"ent
- 16 -
"oti(ated to learn and use other
languages $here the $or, context
presents the opportunit# to do so
s,ills in other languages people of different !ac,grounds
into tea"s in order to achie(e
!usiness o!0ecti(es
=A<JIJ* +I*J+: 84+ITIVE IJ/IAT4<+:
%nrecepti(e and slo$ to adaptD has difficult# recognising different
cultural nor"s and !eha(iours
7as lo$ le(els of curiosit#- openness and interest in the possi!ilit# of
learning fro" others
>a,es false assu"ptions and e(aluations of people and situations
$hich cause offence and set up !arriers to !uilding trust
on(e#s a lac, of sensiti(it#D "a,es "ista,en assu"ptions a!out the
le(el of co""on understandingD is percei(ed as "a,ing irrational and
inappropriate de"ands
<ecepti(e to ne$ ideas and differencesD de"onstrates interest in
and understanding of o$n and other cultures
4!ser(es personal i"pact in interactions $ith colleagues and
external contacts and adapts !eha(iour appropriatel#
Effecti(e in reducing or re(ersing negati(e i"pact
<ecognised as an effecti(e co""unicator in a range of situations
%ses experience to i"pro(e self-a$areness and increase o$n
cultural ,no$ledge
/e"onstrates critical self-reflection and 0udge"ent
- 19 -
-eadin8 and Developin8 $thers
D!"I#ITI$# %&' I( IT I)*$+T#T,
This is a!out leading- encouraging-
inspiring and supporting others to
de(elop confidence and capa!ilit# to
help the" realise their full potential)
;eaders ha(e a critical role in securing the long-ter" future of the ouncil and its a!ilit# to achie(e our +trategic
4!0ecti(es) To do this- leaders are responsi!le for ensuring that indi(iduals and tea"s understand $hat is re1uired of
the" and $h#- for pro(iding or arranging appropriate support and coaching- and delegating full# so that indi(iduals
are e"po$ered to ta,e on "ore responsi!ilit#)
-!.!- 1
/I.!( DI+!CTI$# #D I#(T+1CTI$#
-!.!- 2
(1**$+T( T!)
D!.!-$*)!#T
-!.!- 3
I( +$-!
)$D!- "$+
!""!CTI.!
-!D!+(&I*
-!.!- 4
/I#( C$))IT)!#T 5 I#(*I+!( $T&!+( T$
C&I!.!
+ets clear direction and gi(es step-!#-
step guidance) ;ets people ,no$
exactl# $hat is expected of the")
Builds others' confidence- "a,ing the"
feel !etter e1uipped to do their 0o!s)
Allo$s their (oices to !e heard in
decision "a,ing) +ee,s feed!ac, fro"
others to challenge o$n assu"ptions
a!out an indi(idual's perfor"ance or
de(elop"ent need)
*i(es others opportunities to practise
ne$ s,ills and capa!ilities- and
pro(ides or arranges coaching) =or,s
to pro(ide supporti(e en(iron"ent !#
securing necessar# resources and
re"o(ing !loc,s to effecti(e $or,ing)
Encourages $or,-life !alance
a"ongst tea" to "aintain health#
$or,force and pro"ote long ter"
effecti(eness)
+ets a strong exa"ple
through o$n !eha(iour)
*i(es ti"el# and specific
feed!ac, on $hat has !een
done $ell and $here there is
roo" for i"pro(e"ent) 7elps
indi(iduals thin, through
issues for the"sel(es)
Encourages and acts upon
feed!ac, to self)
o""unicates and gains tea" co""it"ent
to a (ision of $hat is to !e achie(ed)
/elegates full# and creates opportunities
$hich help others to de(elop their potential)
Identifies ine1ualities of opportunit# $ithin
the $or,place and ta,es steps to address
the") Inspires and e"po$ers others to
o(erco"e difficulties and achie(e goals)
Jurtures strong tea" identit# and pride)
%+#I#/ (I/#(6 *$(ITI.! I#DICT$+(6
/elegates to indi(iduals $ithout pro(iding necessar# support or resource)
5ails to support others or lets others ta,e the !la"e $hen things go $rong)
Al$a#s assu"es indi(iduals ha(e ,no$ledge and s,ills to do the 0o!)
Expects certain !eha(iours !ut does not set personal exa"ple)
5ails to gi(e e1ual support or de(elop"ent opportunities to all "e"!ers of the
tea")
/oes not capitalise on di(erse s,ills and ideas offered !# the tea")
Accepts $ithout 1uestion the reputation of an indi(idual and denies
>a,es ti"e for the tea" - e)g) "a,es hi"Gherself (isi!le and a(aila!le)
/elegates routine ele"ents of "ore co"plex tas,s and encourages
others to do the sa"e- confir"s $hen others ha(e understood and learnt
fro" delegated tas,s)
Treats each tea" "e"!er e1uita!l#- and acts as a facilitator $hen tea"
"e"!ers experience conflict)
B# !eing non defensi(e and gi(ing feed!ac,- creates a cli"ate $here
e(er#one feels the# can ta,e ris,s- "a,e "ista,es and learn fro" the"
and are $illing to support each other)
- 1: -
de(elop"ent opportunities !ecause the person is considered @high ris,') 7elps tea" "e"!ers to co"e up $ith their o$n ans$ers rather than
sol(ing pro!le"s for the"
5inds $a#s and ti"e to coach others)
- 19 -
*rofessional Confidence
D!"I#ITI$# %&' I( IT I)*$+T#T,
8rofessional confidence is a 0ustified !elief in one's a!ilit# to do the 0o!-
pro(iding an opinion or ad(ice $hen necessar# and !eing prepared to ta,e
a decisi(e course of action)
This !eha(iour is particularl# i"portant in those 0o!s $here indi(iduals are
placed in challenging situations or circu"stances and $here their opinion or
ad(ice "a# !e 1uestioned) It ena!les indi(iduals to stand their ground and
to $or, independentl# $ithout constantl# referring to others for ad(ice)
Indi(iduals $ho de"onstrate this !eha(iour are prepared to ta,e on ne$ or
different challenges in their role) It is i"portant to understand that this
!eha(iour is a!out ha(ing confidence in one's ,no$ledge and a!ilit#- not
a!out ha(ing a confident personalit#)
-!.!- 1
C$#"ID!#T I# $%# +$-!
-!.!- 2
CT( I#D!*!#D!#T-'
-!.!- 3
*+!(!#T( C$#"ID!#T-'
-!.!- 4
*+!*+!D T$ C&--!#/! #D
T2! +I(2(
8resents hi"- or herself in a
confident "anner and $or,s
$ithout needing direct
super(ision) +a#s @no' in the face
of unreasona!le de"ands)
8ro(ides an opinion fro" his or her o$n
area of expertise) >a,es decisions
$ithout deferring unnecessaril# to
others- and is decisi(e $hen the
situation de"ands it) 7as the
confidence to ad"it $hen the# do not
,no$ a fact or cannot co""it to an
i""ediate (ie$ $ithout "ore research)
+tates confidence in his or her o$n
a!ilit# and is prepared to stand !#
difficult or unpopular decisions) ;oo,s
for and gets ne$ responsi!ilities)
8raises the $or, of others) /oes not
ad(ance o$n career !# tarnishing the
reputation of others)
+pea,s out for a course of action
e(en $hen others disagree)
Ta,es significant personal or
professional ris,s to acco"plish
i"portant goals) hallenges
others $ith respect)
%+#I#/ (I/#(6 *$(ITI.! I#DICT$+(6
Appears arrogant)
+tic,s to fa"iliar ground all the ti"e)
Is hesitant $ith others and pre(aricates in decision-"a,ing)
onstantl# 1uestions or dou!ts his or her o$n a!ilit#)
/oes not (olunteer for ne$ challenges or assign"ents)
/oes not ad"it to ignorance of a fact) >a,es up infor"ation to "as,
Addresses pro!le"s as the# arise and doesn't put the" off)
onsiders the ideas and opinions of others !ut accepts responsi!ilit# for
the final decision $ithout excuse)
<epresents unpopular causes- e(en $hen this is difficult- if sGhe !elie(es
the cause (alid)
+ee,s ne$ responsi!ilities)
onsiders ne$ approaches- and ta,es a lead in persuading others that
- 20 -
unpreparedness)
A(oids un$elco"e andGor unfa"iliar tas,s)
herGhis idea is (alid)
- 21 -
+elationship Buildin8 for Influence
D!"I#ITI$# %&' I( IT I)*$+T#T,
<elationship Building for Influence is a!out !uilding !onds $ith others
and using these to persuade- con(ince or gain support in order to
achie(e positi(e outco"es for the ouncil)
The success of the ouncil largel# depends on the i"pact $e can "a,e- in particular
$ith ,e# influencers and groups in the (arious countries in $hich $e operate- and
also $ith the %& constituenc#) +ophisticated influencing !eha(iour is re1uired in
these circu"stances) This !eha(iour is also a!out !uilding "utuall# !eneficial
partnerships to ensure that the ouncil reall# understands and "eets the needs of its
target audiences)
-!.!- 1
*!+(1D!(
-!.!- 2
B1I-D( +**$+T 5T2!(
(!.!+- (T!*( T$ *!+(1D!
-!.!- 3
)I#TI#( #!T%$+2( 5 *-#( I)*CT
-!.!- 4
!9T!#D( #!T%$+2( 51(!( I#DI+!CT
I#"-1!#C!
Acti(el# gets to ,no$ others $ho
!ring a different perspecti(e)
%ses facts- data and rational
argu"ents to influence) %ses
acti(e listening s,ills to
de"onstrate interest and curiosit#
in $hat is !eing said) Builds on
co""on interests) Identifies ,e#
influencers and decision "a,ers)
Builds positi(e and reciprocal
relationships that !enefit the
ouncil) Ta,es a nu"!er of steps
to persuade) Tailors an approach
to appeal to the needs of a
particular audience) <ecognises
the cultural di"ension and
ensures a di(erse pool of clientele
$ithin target groups)
>aintains and de(elops a range of
contacts- and ,eeps the" infor"ed)
8lans an approach to ha(e a specific
i"pact- including ta,ing !old- creati(e
or unusual actions to "a,e a point or
get through to others) >a,es personal
co""it"ents in order to !uild trust and
credi!ilit#)
Identifies and !uilds relationships $ith
those $ho $ill !e useful no$ and in the
future in achie(ing the ouncil's +trategic
4!0ecti(es) Acti(el# @lo!!ies' and $ins
support !ehind the scenes) Asse"!les
and sustains coalitions to get support and
influence others) %ses appropriate
influencing techni1ues sensiti(e to cultural
and political needs and issues)
%+#I#/ (I/#(6 *$(ITI.! I#DICT$+(6
<elies on status to influence others)
ontinues to $or, $ith the sa"e contacts $ithout extending the
net$or,
Builds one-sided relationships) /oes not put an#thing !ac, into
the relationship)
+pends ti"e !uilding net$or,s and relationships $ithout thought
as to ho$ useful these contacts are to the ouncil)
7as difficult# in identif#ing ,e# indi(iduals or functions $ithin a
go(ern"ent depart"ent- organisation or $ithin the ouncil itself)
;earns to "a,e first i"pressions count) Is friendl# and opti"istic $ith people sGhe
"eets)
Acti(el# lo!!ies !ehind the scenes)
Identifies relationships that are not strong- "eets the indi(idualAsB concerned to
esta!lish $h#- and initiates actions to !uild the relationshipAsB)
;oo,s for opportunities to introduce tea" "e"!ers personall# to significant
outside contacts Acusto"ers- other colleagues- etc)B)
In preparing for "eetings or presentations- anticipates pro!le"s and criticis"s
that others "ight raise so as to !e read# to address the")
- 22 -
%ses the sa"e approach to influence each ti"e- regardless of
culture or status)
onsiders $ho the decision-"a,ers are- and anal#ses $hat their responses $ill
!e to the ideas to !e put for$ard)
- 22 -
(elf<a=areness
D!"I#ITI$# %&' I( IT I)*$+T#T,
+elf-a$areness is an understanding of #our o$n e"otions and @triggers' and
ho$ the# i"pact on #our o$n !eha(iour andGor the !eha(iour of others) It is
also a!out understanding #our o$n strengths and li"itations)
%nderstanding oneself ena!les indi(iduals !etter to understand and relate
to others) This !eha(iour is therefore i"portant as it underpins and ena!les
a nu"!er of the other !eha(iours- including ;eading and /e(eloping 4thers
and <elationship Building for Influence)
-!.!- 1
2#$%( $%# -I)ITTI$#(
-!.!- 2
+!C$/#I(!(
!)$TI$#(
-!.!- 3
1#D!+(T#D( I)*CT $# $T&!+(
-!.!- 4
)#/!( !)$TI$#(
&no$s and ac,no$ledges strengths-
li"itations and preferences) 4pen a!out
ho$ the# are feeling at certain ti"es and
in particular situations) <ecognises ho$
one's (alue !ase has !een shaped !#
one's ideas- !elief s#ste"s and opinions)
<ecognises $hen one's o$n (alue
s#ste"s are offended and ho$ this
raises assu"ptions and !iases)
<ecognises the situations that
arouse strong e"otions and
personal !ias or preference- !ut
resists te"ptation to act on the"
i""ediatel#) Accepts feed!ac,
fro" others $ithout !eing
defensi(e)
%nderstands ho$ feelings and
e"otions "a# i"pact on
perfor"ance and controls e"otions
to "ini"ise negati(e i"pact)
>aintains a sense of hu"our and
sta#s cal"- e(en in tr#ing
"o"ents)
%ses coping "echanis"s to deal $ith
difficult or e"otional situations o(er
ti"e) +ets up support structures to
"anage stress le(els on a proacti(e
!asis) %nderstands need to !e strong
and positi(e in the face of ad(ersit#
!ut also recognises areas of one's
o$n $ea,nesses and $hen to see,
guidance and support)
%+#I#/ (I/#(6 *$(ITI.! I#DICT$+(6
Ta,es anger or stress out on nearest person ?loses te"per)
loses do$n or is defensi(e $hen recei(ing feed!ac,)
/oes not 1uestion o$n feelings a!out a su!0ect or a person)
<e"ains isolated through stressful periods)
Volunteers for assign"ents for $hich he or she is not !est suited)
+ee,s feed!ac, and considers it carefull#)
=or,s $ith others to !ring strengths to pro0ects that sGhe "a# lac,)
;oo,s for appropriate opportunities to i"pro(e herGhis areas of
$ea,ness)
>anages e"otions so as to "ini"ise negati(e i"pact on others)
- 24 -
*i(e i"portance to o$n feelings- !ut not to those of others)) onsiders herGhis approach at "eetings or in pro0ects to suit needs of
others- rather than o$n preferences)
- 23 -
Team=or7in8
D!"I#ITI$# %&' I( IT I)*$+T#T,
Tea"$or,ing is a!out $or,ing co-operati(el#- across cultures and
organisational !oundaries to achie(e shared goals)
The British ouncil $or,s across depart"ents- organisations and cultures) =ithin the
ouncil- staff "ust $or, co-operati(el# together sharing !est practice- !rea,ing do$n
depart"ental !arriers- and co""unicating full# on ne$ initiati(es and priorities) The
sa"e applies to $or,ing $ith the %& constituenc#) 4(erseas- the a!ilit# to !uild on
inter-cultural understanding to create d#na"ic local partnerships ensures that the
ouncil reall# understands and "eets the needs of its target audiences)
-!.!- 1
%$+2( C$<$*!+TI.!-'
-!.!- 2
I#.$-.!( $T&!+(
-!.!- 3
B1I-D( T&! T!)
-!.!- 4
C+!T!( T!) %$+2I#/
=illingl# co-operates) Is not
afraid to see, ad(ice fro"
others) 8uts in extra effort
$hen needed to help others)
<ecognises that the $a#s of
getting things done in different
depart"ents- organisations
and co""unities are not the
sa"e)
Acti(el# includes indi(iduals fro"
di(erse !ac,grounds in tea"
acti(ities) apitalises on di(erse
s,ills and ideas) +pends ti"e
helping others thin, through
issues) +pea,s positi(el# of
others) Ta,es the ti"e to learn
a!out and understand other
organisations and cultures)
8roacti(el# shares infor"ation and learning
$ith colleagues) Addresses conflicts or issues
$ithin the tea" in a positi(e and open "anner)
8ro(ides clear feed!ac, to tea" "e"!ers)
%ses understanding of different interests and
agendas to achie(e positi(e outco"es) %ses
e"otional intelligence to understand tea"
d#na"ics and to har"onise and s#nergise
energies of the tea")
reates ne$ opportunities for
indi(iduals to $or, together-
!rea,ing do$n !arriers that "a#
get in the $a# of effecti(e
tea"$or,ing) hallenges others to
do the sa"e) Is a "odel of co-
operati(e !eha(iour) o""its ti"e
and resources to tea"-!ased
pro0ects)
%+#I#/ (I/#(6 *$(ITI.! I#DICT$+(6
+ees hi" or herself as !etter than others and fails to respect
their contri!ution)
&eeps i"portant infor"ation to hi"- or herself or $ithin the
i""ediate depart"ent)
Assu"es all cultures or co""unities are the sa"e)
o-operates selecti(el# in accordance $ith his or her o$n
personal interests)
Agrees $ith the tea" critical success factors for the tea" as a $hole- and
!rainstor"s $a#s in $hich these can !e "easured)
/e(elops the ha!it of chec,ing $hat others are thin,ing !# as,ing @A" I !eing
clearF' @;et "e chec, $hat #ou are thin,ing at this stage')
Treats the concerns of other depart"ents as i"portant)
o-operates to "eet tea" goals e(en at expense of personal preferences)
<ecognises the need for flexi!ilit# and sensiti(it# in dealing $ith cross-cultural
- 26 -
Tal,s patronisingl# to or a!out other depart"ents or indi(iduals) issues)
- 29 -
%or7in8 (trate8ically
D!"I#ITI$# %&' I( IT I)*$+T#T,
This concerns a $illingness to align priorities- planning and action to the
ouncil's +trategic 4!0ecti(es) It is also a!out identif#ing patterns or
connections !et$een co"plex and a"!iguous situations that are not
o!(iousl# related and using these to co"e to conclusions a!out ,e# issues
that affect ouncil priorities)
This !eha(iour is i"portant to understand the co"plex cultural and political
en(iron"ent in $hich the ouncil $or,s) It is a!out !eing a!le to focus on
$hat is i"portant and to ensure that there is consistenc# and clarit# in the
"essage or i"age the ouncil presents Aas defined !# our +trateg#B across
a range of countries and cultures)
-!.!- 1
1#D!+(T#D( C1++!#T
(IT1TI$# 5 "IT( I#
-!.!- 2
-I#2( C1++!#T
CTI$# T$ (T+T!/'
-!.!- 3
"$C1(!( $# T&! -$#/!+ T!+)
-!.!- 4
*+$)$T!( -$#/!+ T!+) (T+T!/'
%nderstands the $a#
things are done $ithin the
ouncil and $or,s to
agreed standards) an
identif# si"ilarities
!et$een a current and a
past situation)
%nderstands lin, !et$een o$n
$or, and the ouncil's +trategic
4!0ecti(es) Balances local needs
$ith the longer-ter" and $ider
needs of the ouncil) %ses o$n
,no$ledge or experience of past
situations- and adapts and applies
this to current issues)
onstantl# re(ie$s o$n and depart"ental
o!0ecti(es to ensure the# support the ouncil's
long-ter" +trategic 4!0ecti(es- and "a,es
changes or challenges if the# do not) >a,es
co"plex ideas- issues and situations clear and
understanda!le- and can relate these to the
$ider context of the ouncil) Builds di(ersit#
issues into strategic planning)
<ealigns the depart"ent or operation
to "eet long-ter" o!0ecti(es !etter-
e(en if this "eans ta,ing unpopular or
difficult decisions in the short-ter")
Experi"ents and rein(ents thin,ing
using intuition as $ell as co"plex
anal#sis to create a ne$ concept or
approach not o!(ious to others)
%+#I#/ (I/#(6 *$(ITI.! I#DICT$+(6
8ursues his or her o$n personal or depart"ental interests e(en $hen
not in line $ith British ouncil o!0ecti(es and (alues)
<eacts to re1uests or priorities $ithout thin,ing a!out the longer ter")
/e"onstrates a narro$- depart"ental focus)
+ho$s no interest in learning a!out the British ouncil's strateg# or
$or, outside his or her o$n area)
>anages da# to da# !ut does not thin, a!out the future)
+upports organisational o!0ecti(es e(en $hen disad(antageous in o$n
depart"ent or sphere)
+ho$s co""it"ent to the long-ter" goals of the ouncil)
Explains the strategic !enefits of decisions to tea" "e"!ers or
colleagues)
=or,s to$ards planned career goals and personal a"!itions)
%ses !rainstor"ing techni1ues $ith others to identif# opportunities and
- 2: -
>isses o!(ious connections) sol(e pro!le"s)
- 29 -