Professional Documents
Culture Documents
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Contents
2. Behavioural Competencies 5
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1. Introduction and explanation of
behavioural competencies
Introduction
The purpose of the British Council is to build mutually beneficial relationships between people in the UK and other
countries and to increase appreciation of the UKs ideas and achievements.
The work of every British Council member of staff contributes in some way to the achievement of these outcomes, and it is
therefore important that we all have a clear understanding of what our role is and what is expected of us.
To do this we use Job Descriptions which describe the aims and objectives of jobs and the behavioural competencies and
job specific skills required to do a specific job. At the British Council we use a standard set of 13 behavioural
competencies which are described in further detail in this dictionary. Each has either 4 or 5 levels of competence They are
listed in alphabetical order in Section 2 of this document and displayed across the page in following format:
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Competency title
The British Councils recruitment policy requires candidates applying for jobs to provide evidence against the behavioural
competencies required for the job advertised. This dictionary provides guidance on the meaning of each of the
competencies and their levels of complexity.
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2. The Behavioural Competencies
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Achievement
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Analytical Thinking
Analytical Thinking is about bringing disciplined analysis to data and This is important in enabling us to prioritise and take important decisions based
situations, to see cause and effect and to use this to make effective on an assessment of the impact and implications of the likely outcomes.
decisions.
Breaks down an issue into its Looks at data and identifies key Looks objectively at every side of an idea Undertakes complex analysis and
component parts (A, B, C). Lists issues. Identifies causes and or situation to ensure that all outcomes traces performance implications
items, tasks or activities without effects, by using if A then B are thoroughly assessed before deciding through complex data, or in dealing
setting priorities. thinking, and uses this to prioritise on the appropriate course of action. with complex situations. Applies
issues. Analyses complex situations by looking analytical tools or techniques to
at multiple causes and effects. analyse a range of data.
Takes action without thinking of the full range of outcomes. When faced with a problem, gathers as much information as necessary
about it before identifying root causes and possible solutions.
Is overwhelmed by a problem; fails to break this down into
manageable parts. Bounces ideas off others to understand how they might tackle a problem.
Over-analyses every situation and gets bogged down in the detail. Breaks down large pieces of work into smaller, simplified and more
manageable parts.
Fails to assess the positive and negative aspects of a proposed
course of action before going ahead.
Says yes to an activity without assessing whether it is the highest
priority at that time.
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Relationships
Processes
Systems
Issue
Psople
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Customer Service Orientation
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request.
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Entrepreneurship
DEFINITION WHY IS IT IMPORTANT?
This is about the ability to formulate new ideas or to adapt or use existing It is important for the Council to deliver products and services that are
ideas in a new or unexpected way to solve problems, and to think ahead to creative, innovative and culturally appropriate. Within the organisation, this
spot or create opportunities and maximise them. behaviour is about making changes that increase the effectiveness of our
work. Externally, it is about increasing our sphere of influence and impact. It
is important to understand that everyone can make a difference.
LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4
IMPROVES AND ACTS ADAPTS ANTICIPATES THE FUTURE, AND CREATES OPPORTUNITIES & ACTS FOR THE LONG
NOW EXISTING DEVELOPS NEW PRODUCTS & TERM
APPROACH, SERVICES
AND ACTS &
LOOKS
AHEAD
Addresses current Identifies and exploits Able to spot opportunities and problems in the Sees and acts on long-term (beyond 12 months)
opportunities and opportunities in the medium-term (3 to12 months), and develops opportunities and problems. Formulates completely
problems by short-term. Applies own new approaches, products and services based new and off the wall ideas and concepts, which
improving and knowledge and expertise on these. Understands the business case for create a potential opportunity, and uses innovative
adapting existing to developing new diversity and equal opportunities. Uses networks approaches to allow them to be realised. These
approaches. approaches to exploiting to seek fresh ideas. Encourages different may address underlying needs that have not yet
these. agencies to pool resources and expertise. been identified by customers.
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Is unable to step back from current issues to identify potential Acts to take advantage of new technologies and ideas
opportunities and threats. Looks to other areas and companies for good ideas.
Does not consider race, culture, religion or language issues. Uses brainstorming techniques to come up with solutions to problems.
Doesnt just do the same as before.
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Flexibility
Flexibility is the ability to adapt to and work with a variety of situations, This behaviour is necessary to respond to different and changing demands
individuals and groups. It is about being able to think on your feet, and not and work across a range of activities now and in the future. Flexibility in
being disconcerted or stopped by the unexpected. interpreting rules, procedures and policy is required to deliver focused
services tailored to local needs. Demonstrating this behaviour must always
be in line with the Councils values.
Demonstrates willingness Applies rules or procedures flexibly, depending Identifies a pragmatic approach in Changes the overall plan, goal or
to change ideas or on the individual situation, to accomplish tasks order to get the job done quickly and project to fit the situation.
perceptions based on new or activities more effectively. Responds effectively. Uses an awareness of the Creates and supports flexibility by
information or contrary effectively to changing circumstances. Remains bigger picture along with common introducing procedures which
evidence. Is open to new focused when faced with competing demands. sense to interpret and implement ensure quick turnaround and
ideas and listens to other Makes reasonable adjustments to ensure policy. Is comfortable with ambiguity. encourage flexibility in others.
peoples points of view. maximum effectiveness and motivation of self
and others.
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Holding People Accountable
Holding People Accountable involves the ability to be totally clear with This is important for the Council as it will ensure that performance of
others about what has to be achieved, to what standard, by when, within individuals or teams supports or contributes to the achievement of our
what budget, and then make clear their accountability for delivery. Strategic Objectives. An important part of this behaviour is monitoring
performance against agreed objectives and measures, and dealing promptly
and effectively with poor performance.
LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4
PROVIDES DIRECTION DEMANDS HIGH STANDARDS HOLDS PEOPLE ACCOUNTABLE FOR ADDRESSES LONGER TERM ISSUES
PERFORMANCE
Gives clear instructions and lets people Demands high performance or Holds people accountable for their Addresses longer term performance
know what is expected of them. results from others by setting actions and performance. problems, removing poor performers
Accepts accountability for own actions example. Monitors performance Challenges individuals openly and from positions when necessary.
and performance Sets limits for others against clear standards or constructively about performance Clearly states consequences, e.g. if
behaviour. Does not bully or harass deadlines, providing appropriate problems, adapting a firm but fair you dont achieve this goal, this is
and does not tolerate inappropriate feedback when required. Helps stance. Allows others to take credit what will happen Provides guidance
behaviour in others. individuals to start again when when deserved. and support as well as challenge
setbacks occur. and constructive criticism.
WARNING SIGNS: POSITIVE INDICATORS:
Is reluctant to address poor performance. Brings the team together regularly to discuss ways of working together
Fails to make clear the limits of acceptable behaviour. more effectively.
Does not ensure diversity standards are adhered to by all. Asks team members to describe what they think current standards are.
Uses the opportunity to correct any misunderstanding.
Fails to communicate performance standards.
In meetings with individuals, outlines responsibilities and standards
Addresses poor performance in public. clearly
Shouts at staff Encourages individuals to monitor their own progress against goals.
Often fails to monitor and enforce deadlines. Doesnt wait to talk to people about performance problems or
Tolerates bullying, harassment or racial/sexual jokes. achievements: talks to them as soon as possible, without causing
Operates predominantly on a do as I say management style. embarrassment.
Confronts people directly and openly, but discreetly, over poor
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performance.
Inter-cultural competence
DEFINITION WHY IS IT IMPORTANT?
Inter-cultural competence is the ability to demonstrate respect for, interest in Our customers, clients and contacts see our staff as representatives of
and understanding of a range of attitudes, beliefs and traditions and how these the organisation as well as the UK in general. The quality of the
affect and contribute to the work of the British Council and achievement of its relationships we develop with external contacts and with colleagues has a
purpose and strategy. It describes the ability to contribute to the cultural direct impact on perceptions of the effectiveness of our work. This
dialogue needed to develop mutually beneficial relationships. All British Council competency highlights the cornerstone: we listen to and value different
staff need inter-cultural competence to engage creatively and effectively with ideas and opinions and is a starting point for the development of a
customers, clients and colleagues in that dialogue. This competency draws on number of related attitudes and behaviours described in the competency
qualities of openness, cultural awareness, cultural understanding and emotional dictionary. Inter-cultural competence is relevant to all staff whether they
intelligence and how these are relevant to British Council values. work overseas or in the UK and applies equally to those who are globally
mobile as to those who are not.
Open to new ideas and ways of Takes the initiative in approaching and Draws and accumulates lessons Strategic decision making reflects a
understanding; demonstrates meeting new people and actively from different cultures, broad understanding of cultural issues
curiosity and seeks to be well demonstrates an interest in their different experiences and challenges to and perspectives; demonstrates the
informed about people who have experiences and backgrounds; seeks out, develop self-knowledge and ability to use ideas and concepts from
different values, beliefs, opinions recognises and uses creatively what insight; demonstrates the ability other cultures creatively and in a way
and customs; receptive to the different people have to offer; uses to tackle the unfamiliar or that demonstrates understanding and
positive contribution others can accurate observation and understanding unforeseen creatively and empathy; is quick to learn about new
make; observes how others of local cultural contexts to improve productively to achieve business cultures, using past experiences to
interact and uses this knowledge to overall performance; recognises when objectives; uses other read situations and people
deepen understanding of different they have made a social mistake and languages in business/work accurately; recognises and diffuses
cultures, environments and takes steps to avoid long term negative contexts; adapts easily to potential negative impact arising from
perspectives; builds trust and impact; communicates clearly, different cultural settings; willing cultural conflict/misunderstandings;
communicates respect for others; demonstrating the ability to minimise to explore critical differences in highly effective in developing
is able to deliver messages clearly misunderstandings or miscommunication; perspective to ensure mutually international contacts for business
to ensure shared understanding; makes use of opportunities to improve beneficial results; integrates development
motivated to learn and use other skills in other languages people of different backgrounds
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languages where the work context into teams in order to achieve
presents the opportunity to do so business objectives
Unreceptive and slow to adapt; has difficulty recognising different Receptive to new ideas and differences; demonstrates interest in
cultural norms and behaviours and understanding of own and other cultures
Has low levels of curiosity, openness and interest in the possibility of Observes personal impact in interactions with colleagues and
learning from others external contacts and adapts behaviour appropriately
Makes false assumptions and evaluations of people and situations Effective in reducing or reversing negative impact
which cause offence and set up barriers to building trust
Recognised as an effective communicator in a range of situations
Conveys a lack of sensitivity; makes mistaken assumptions about the
Uses experience to improve self-awareness and increase own
level of common understanding; is perceived as making irrational and
cultural knowledge
inappropriate demands
Demonstrates critical self-reflection and judgement
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Leading and Developing Others
DEFINITION WHY IS IT IMPORTANT?
This is about leading, encouraging, Leaders have a critical role in securing the long-term future of the Council and its ability to achieve our Strategic
inspiring and supporting others to Objectives. To do this, leaders are responsible for ensuring that individuals and teams understand what is required of
develop confidence and capability to them and why, for providing or arranging appropriate support and coaching, and delegating fully so that individuals
help them realise their full potential. are empowered to take on more responsibility.
LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4
GIVES DIRECTION AND INSTRUCTION SUPPORTS TEAM IS A ROLE GAINS COMMITMENT & INSPIRES OTHERS TO
DEVELOPMENT MODEL FOR ACHIEVE
EFFECTIVE
LEADERSHIP
Sets clear direction and gives step-by- Gives others opportunities to practise Sets a strong example Communicates and gains team commitment
step guidance. Lets people know new skills and capabilities, and through own behaviour. to a vision of what is to be achieved.
exactly what is expected of them. provides or arranges coaching. Works Gives timely and specific Delegates fully and creates opportunities
Builds others confidence, making them to provide supportive environment by feedback on what has been which help others to develop their potential.
feel better equipped to do their jobs. securing necessary resources and done well and where there is Identifies inequalities of opportunity within
Allows their voices to be heard in removing blocks to effective working. room for improvement. Helps the workplace and takes steps to address
decision making. Seeks feedback from Encourages work-life balance individuals think through them. Inspires and empowers others to
others to challenge own assumptions amongst team to maintain healthy issues for themselves. overcome difficulties and achieve goals.
about an individuals performance or workforce and promote long term Encourages and acts upon Nurtures strong team identity and pride.
development need. effectiveness. feedback to self.
WARNING SIGNS: POSITIVE INDICATORS :
Delegates to individuals without providing necessary support or resource. Makes time for the team - e.g. makes him/herself visible and available.
Fails to support others or lets others take the blame when things go wrong. Delegates routine elements of more complex tasks and encourages
Always assumes individuals have knowledge and skills to do the job. others to do the same, confirms when others have understood and learnt
Expects certain behaviours but does not set personal example. from delegated tasks.
Fails to give equal support or development opportunities to all members of the Treats each team member equitably, and acts as a facilitator when team
team. members experience conflict.
Does not capitalise on diverse skills and ideas offered by the team. By being non defensive and giving feedback, creates a climate where
Accepts without question the reputation of an individual and denies everyone feels they can take risks, make mistakes and learn from them
development opportunities because the person is considered high risk. and are willing to support each other.
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Helps team members to come up with their own answers rather than
solving problems for them
Finds ways and time to coach others.
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Professional Confidence
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Avoids unwelcome and/or unfamiliar tasks. her/his idea is valid.
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Relationship Building for Influence
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culture or status. be to the ideas to be put forward.
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Self-awareness
Self-awareness is an understanding of your own emotions and triggers and Understanding oneself enables individuals better to understand and relate
how they impact on your own behaviour and/or the behaviour of others. It is to others. This behaviour is therefore important as it underpins and enables
also about understanding your own strengths and limitations. a number of the other behaviours, including Leading and Developing Others
and Relationship Building for Influence.
Knows and acknowledges strengths, Recognises the situations that Understands how feelings and Uses coping mechanisms to deal with
limitations and preferences. Open about arouse strong emotions and emotions may impact on difficult or emotional situations over
how they are feeling at certain times and personal bias or preference, but performance and controls emotions time. Sets up support structures to
in particular situations. Recognises how resists temptation to act on them to minimise negative impact. manage stress levels on a proactive
ones value base has been shaped by immediately. Accepts feedback Maintains a sense of humour and basis. Understands need to be strong
ones ideas, belief systems and opinions. from others without being stays calm, even in trying and positive in the face of adversity
Recognises when ones own value defensive. moments. but also recognises areas of ones
systems are offended and how this own weaknesses and when to seek
raises assumptions and biases. guidance and support.
WARNING SIGNS: POSITIVE INDICATORS:
Takes anger or stress out on nearest person loses temper. Seeks feedback and considers it carefully.
Closes down or is defensive when receiving feedback. Works with others to bring strengths to projects that s/he may lack.
Does not question own feelings about a subject or a person. Looks for appropriate opportunities to improve her/his areas of
weakness.
Remains isolated through stressful periods.
Manages emotions so as to minimise negative impact on others.
Volunteers for assignments for which he or she is not best suited.
Considers her/his approach at meetings or in projects to suit needs of
Give importance to own feelings, but not to those of others..
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others, rather than own preferences.
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Teamworking
Teamworking is about working co-operatively, across cultures and The British Council works across departments, organisations and cultures. Within the
organisational boundaries to achieve shared goals. Council, staff must work co-operatively together sharing best practice, breaking down
departmental barriers, and communicating fully on new initiatives and priorities. The
same applies to working with the UK constituency. Overseas, the ability to build on
inter-cultural understanding to create dynamic local partnerships ensures that the
Council really understands and meets the needs of its target audiences.
LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4
WORKS CO-OPERATIVELY INVOLVES OTHERS BUILDS THE TEAM CREATES TEAM WORKING
Willingly co-operates. Is not Actively includes individuals from Proactively shares information and learning Creates new opportunities for
afraid to seek advice from diverse backgrounds in team with colleagues. Addresses conflicts or issues individuals to work together,
others. Puts in extra effort activities. Capitalises on diverse within the team in a positive and open manner. breaking down barriers that may
when needed to help others. skills and ideas. Spends time Provides clear feedback to team members. get in the way of effective
Recognises that the ways of helping others think through Uses understanding of different interests and teamworking. Challenges others to
getting things done in different issues. Speaks positively of agendas to achieve positive outcomes. Uses do the same. Is a model of co-
departments, organisations others. Takes the time to learn emotional intelligence to understand team operative behaviour. Commits time
and communities are not the about and understand other dynamics and to harmonise and synergise and resources to team-based
same. organisations and cultures. energies of the team. projects.
WARNING SIGNS: POSITIVE INDICATORS:
Sees him or herself as better than others and fails to respect Agrees with the team critical success factors for the team as a whole, and
their contribution. brainstorms ways in which these can be measured.
Keeps important information to him- or herself or within the Develops the habit of checking what others are thinking by asking Am I being
immediate department. clear? Let me check what you are thinking at this stage.
Assumes all cultures or communities are the same. Treats the concerns of other departments as important.
Co-operates selectively in accordance with his or her own Co-operates to meet team goals even at expense of personal preferences.
personal interests. Recognises the need for flexibility and sensitivity in dealing with cross-cultural
Talks patronisingly to or about other departments or individuals. issues.
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Working Strategically
This concerns a willingness to align priorities, planning and action to the This behaviour is important to understand the complex cultural and political
Councils Strategic Objectives. It is also about identifying patterns or environment in which the Council works. It is about being able to focus on
connections between complex and ambiguous situations that are not what is important and to ensure that there is consistency and clarity in the
obviously related and using these to come to conclusions about key issues message or image the Council presents (as defined by our Strategy) across
that affect Council priorities. a range of countries and cultures.
LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4
UNDERSTANDS CURRENT LINKS CURRENT FOCUSES ON THE LONGER TERM PROMOTES A LONGER TERM STRATEGY
SITUATION & FITS IN ACTION TO STRATEGY
Understands the way Understands link between own Constantly reviews own and departmental Realigns the department or operation
things are done within the work and the Councils Strategic objectives to ensure they support the Councils to meet long-term objectives better,
Council and works to Objectives. Balances local needs long-term Strategic Objectives, and makes even if this means taking unpopular or
agreed standards. Can with the longer-term and wider changes or challenges if they do not. Makes difficult decisions in the short-term.
identify similarities needs of the Council. Uses own complex ideas, issues and situations clear and Experiments and reinvents thinking
between a current and a knowledge or experience of past understandable, and can relate these to the using intuition as well as complex
past situation. situations, and adapts and applies wider context of the Council. Builds diversity analysis to create a new concept or
this to current issues. issues into strategic planning. approach not obvious to others.
WARNING SIGNS: POSITIVE INDICATORS:
Pursues his or her own personal or departmental interests even when Supports organisational objectives even when disadvantageous in own
not in line with British Council objectives and values. department or sphere.
Reacts to requests or priorities without thinking about the longer term. Shows commitment to the long-term goals of the Council.
Demonstrates a narrow, departmental focus. Explains the strategic benefits of decisions to team members or
colleagues.
Shows no interest in learning about the British Councils strategy or
work outside his or her own area. Works towards planned career goals and personal ambitions.
Manages day to day but does not think about the future. Uses brainstorming techniques with others to identify opportunities and
solve problems.
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Misses obvious connections.
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