DFID CORE COMPETENCY FRAMEWORK

DFID’s Core Competency Framework presents competencies in three clusters as shown

below. The red cluster groups the work-related competencies, the green has people-
related competencies and blue relates to organisational competencies.

Contents:
DFID CORE COMPETENCY FRAMEWORK .....................................................................1
WHAT ARE CORE COMPETENCIES?............................................................................2

Planning and Delivery of Work..................................................................................4

Analysis and use of information ................................................................................5
Decision making.....................................................................................................6
Working with others................................................................................................7
Communicating with others......................................................................................8
Influencing ............................................................................................................9
Organisation awareness ........................................................................................ 10
Managing change ................................................................................................. 11
Continual improvement ......................................................................................... 12

BENEFITS OF USING A CORE COMPETENCY FRAMEWORK: ......................................... 13

HOW DO I USE IT....? ........................................................................................... 14

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WHAT ARE CORE COMPETENCIES?
Core Competencies can be defined as personal attributes or underlining characteristics,
which combined with technical or professional skills, enable the delivery of a role/job or
posting. Competencies state the expected areas and levels of performance, tell us what is
valued and rewarded. Of course other factors such as personal values, motivation and type
of work also play their part in job performance, which are NOT covered in this framework,
but are likely to feature in your discussions with your Line Manager.

Competencies need to be structured in a logical way in order to make them meaningful,

therefore we present them in a framework. The DFID Core Competency Framework is an
outline which is consistent across the organisation and helps identify the types of
behaviour the organisation wishes to promote, develop and is keen to engender. In DFID
we value our:

Ambition and determination to eliminate poverty

Ability to work effectively with others
Desire to listen, learn and be creative
Staff, their diversity and their need to balance work and private life
Professionalism and knowledge

Whilst we need to understand what competencies mean for us, we also need to be very
clear about what they are not about. The Core Competency Framework does not define
our technical roles and accountabilities, nor does it include the technical skills necessary to
do our jobs. These are found in the Professional/Technical Competency Frameworks, many
of which have been or are in the process of being developed for the various professional
groups in DFID.

The DFID Core Competency Framework comprises of nine core competencies which are
presented in three clusters as shown below:

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Each of the above core competencies has the following components:

Competency - is the title or name of the core competency. For example: Communicating
with others.

Competency Descriptor - is the definition or descriptor statement explaining what the

core competency means. For example: Communicating with others is described as - the
way you communicate ideas and information ensuring your message is understood.

Behavioural Indicators - are examples that indicate how an individual could

demonstrate that competency. Behaviour indicators are designed to show what effective
performance looks like, it is not an exhaustive list. For example: some of the behavioural
indicators for communicating with others are - actively listens to people / speaks clearly
and concisely / can write in a way that is meaningful to the reader / uses jargon free
language and so on. Some behavioural indicators are marked with an asterix (*) - these
are drawn from the Professional Skills for Government indicators.

Each competency also has Levels - which make using the behavioural indicators simple.
The levels allow us to be quite specific in determining what is required for a given role or
situation, allowing us to clearly focus our discussions and development efforts for the
greatest improvement in performance. There are four levels of complexity and also an
ineffective (just as before), they are:

0 Does not display the behaviours that would support this competency

I Displays a practical understanding of effective behaviours for this competency

II Displays impact for this competency by providing advice and guidance to others

III Displays inspiration for this competency by role-modelling and influencing their
environment

IV Displays excellence and innovation for this competency and is seen as a role model to
others

Each level is cumulative (reading from l to lV). This means the behaviours in the previous
level are prerequisites for the next level behaviour. Ineffective behaviours are indicated
with a 0. The levels of complexity are the same across all nine core competencies.

Please Note: Although there is some read across to the job grading guidance to facilitate
the differentiation in the application of people management tools, none of the levels
corresponds directly to a grade or payband. The Core Competency Framework defines
behaviours i.e. how we do a job/role - it is not a job grading tool. The job grading
guidance looks at what is required (tasks) by different grades. Different jobs make
different demands on people in different areas of activity and may call for varying levels of
individual competence.

The following pages set out all nine of the competencies and the behaviours expected at
each level.

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Planning and Delivery of Work
Plans and organises work to meet individual, team and departmental objectives
whilst achieving quality and value for money

Level IV

Structures business unit to deliver key objectives and obtain and allocate
resources*
Sets the agenda for creating policies that are consistent with the principles and
mechanisms of accountability
Leads by example in managing business relationships and project/programme
risks*
Defines a balanced set of targets and measures aligned with delivery plans*
Ensures the principles of corporate risk management are met*

Level III

Deals with varied situations with limited guidance

Leads by example when spending money and managing business relationships
and risks
Ensures appropriate resources and levels of capability to deliver to plan*
Promotes and enforces appropriate business rules
Ensures policies are consistent with the principles and mechanisms of
accountability*

Level II

Recognises and rewards good performance, and tackles poor performance*

Ensures delivery against plan, and forecasts accurately*
Uses project management techniques to deliver projects to plan and budget*
Identifies information needs and ensures systems are in place to deliver
Ensures the relevant corporate risk management actions are taken

Level I

Meets agreed performance standards*

Asks questions to clarify expectations
Keeps relevant parties informed on the progress of a plan
Manages own work to deliver on time
Prioritises work to deliver objectives

Level 0

Gets distracted, tending to hop around between jobs in a disorganised way,

creating work for themselves and/or others
Uses rules and procedures as an excuse for non-delivery
Leaves current work in a state which, when they are absent, causes
unnecessary delays to the work of others
Does just enough to get by
Tends to concentrate on the tasks they enjoy at the expense of others

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Analysis and use of information
Assesses and interprets information in order to identify issues or problems

Level IV

Develops new policy and procedures

Develops ways of applying new knowledge and ensures lesson-learning
Comprehends the whole life cost cycle, including cost relating to operation of
systems and processes*
Identifies trends from complex or conflicting data
Takes steps to address the root causes of highly complex problems

Level III

Interprets complex written information

Acquainted with the validity, relevance and limitations of different sources of
evidence*
Generates a range of policy options and appraise them based on the evidence*
Analyses the significance of external events and situations on DFID

Level II

Identifies and uses various sources of evidence [and feedback] to support

outputs*
Uses evidence to evaluate policies, projects and programmes*
Works confidently with data before making decisions: for example; interpret
trends, issues and risks*
Identifies links between events and information
Ensures systems are in place to address business needs*

Level I

Interprets methods used for gathering and summarising data*

Recognises problems within their remit
Interprets basic written information
Attentive to detail
Follows guidelines to identify issues

Level 0

Interprets data incorrectly, failing to spot obvious errors or inconsistencies

Does not use numerical, financial or statistical data effectively to identify issues
or problems
Spends an inappropriate length of time analysing the problem rather than
finding a solution
Drives through a preferred solution without considering alternatives

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Decision making
Considers the information that is available, identifies options and makes timely
decisions

Level IV

Shapes new policies and sets long-term objectives

Understands the wider strategic environment to make appropriate resource
decisions*
Strategically processes the impact of decisions
Determines results which are aligned to strategic decisions
Ensures decisions are evidence-based drawing on available knowledge and past
lessons

Level III

Thinks through the implication of decisions

Breaks down highly complex information into workable components for others
Draws together disparate information to resolve problems
Facilitates others to generate and solve problems
Empowers others to take creative decisions to meet business needs

Level II

Assesses the impact of decisions

Identifies causes rather than just symptoms to inform solutions
Uses trends and patterns in information for evidence based decisions
Confident in making decisions within policy guidelines
Assembles available knowledge to ensure evidence based decisions

Level I

Tailors own work practices

Willing to take decisions within role
Shares appropriate and timely information with others
Gathers information from appropriate sources to make routine decisions

Level 0

Does not recognise when a decision may embarrass the organisation

Makes decisions without identifying and evaluating the options
Finds it hard to make a sound judgement or take a decision when under
pressure
Uses wrong information to make a decision

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Working with others
Takes responsibility to build and maintain positive relationships and value the
opinion of others

Level IV

Develops relationships with partner/stakeholders ensuring that DFID is a

respected customer and provider*
Creates an environment to deliver shared policy outcomes on the ground
Lobbies partners/stakeholders to achieve outcomes
Influences external partners/stakeholders relevant to our business

Level III

Informs, consults and influences partners/stakeholders using a range of

communication mechanisms*
Engages with relevant experts to gather and evaluate evidence*
Shares and implements good practice with internal and external peers*
Works with senior partners/stakeholders

Level II

Proactive in providing and seeking support from expert colleagues*

Engages effectively with partners/stakeholders to better understand their
requirements and develop appropriate solutions/improvements*
Raises difficult issues with partners/stakeholders with a view to positive
resolution*
Proactive in building a rapport with a diverse range of people*

Level I

Knows who their customers are and their requirements*

Know the impact of your behaviour on others*
Treats all people with respect*
Respects and listens to different views/opinions*

Level 0

Impatient with others when they ask for help

Conveys an impression in dealings with people that they regard their gender
and their culture and values as superior to others
Openly critical of others without suggesting how things could be done
differently
Does not consult or involve other team members working on the same or
related work objectives
Takes the credit for others' work

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Communicating with others
Vary the way they communicate ideas and information ensuring their message is
understood

Level IV

Negotiates to reconcile individual competing priorities

Communicates the organisation's priorities*
Produces formal communications for external bodies
Summarises complex information in an effective manner

Level III

Varies language and content to ensure understanding of audience*

Facilitates understanding by explanation and example
Highlights key points for summary from detailed and complex documents
Meets regularly with partners/customers and staff to understand local needs
and raise awareness of products and services

Level II

Engages with partners/stakeholders to understand needs and aspirations*

Clarifies important messages using appropriate language
Considers structure and meaning when producing written communications
Makes presentations which influence and have a positive impact on audiences

Level I

Actively listens to people

Speaks clearly and concisely
Can write in a way that is meaningful to the reader
Uses jargon free language

Level 0

Does not communicate effectively resulting in misunderstandings and confusion

Dominates conversations rather than listen to the views of others
Finds it difficult to raise issues, make suggestions or voice opinions at meetings
or team discussions
Uses email when a conversation would be more effective
Fails to capture the audience’s attention

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Influencing
Positively influences others, creating acceptance and support for ideas

Level IV

Influences the international development system*

Influences DFID strategy by utilising internal and external resources*
Delivers influential advice and briefing*
Focuses on outcomes irrespective of the source of the challenge
Sets strategies to support a diverse workplace

Level III

Ensures strategies are in place to maintain a diverse workplace

Recognises and anticipate the needs of senior managers and Ministers*
Presents unpopular messages confidently
Varies style to have the maximum impact on the audience
Influences to maintain the balance between individual motives and department
requirements
Integrates logic and emotion to construct complex arguments on the spot

Level II

Encourages and provides constructive feedback to improve performance

Ensures alternative approaches to work are effective in meeting business and
individual needs
Remains constructive when disagreeing or challenging
Employs appropriate techniques to support a diverse workplace
Challenges inappropriate behaviours

Level I

Gives and receives constructive feedback

Seeks timely clarification to verify understanding
Expresses a difference of opinion in a controlled manner
Supports team members working on the same or related work objectives

Level 0

Allows more assertive individuals to take the lead

Agrees objectives and create plans that are unachievable i.e. too stretching or
over ambitious
Puts their own agenda first and expects others to manage around them

9
Organisation awareness
Understands how their job contributes and delivers DFID goals in accordance
with DFID values

Level IV

Conversant with the international aid system

Actively engages with strategic policy
Delivers strategy and delivery plans using evidence based best practice*
Politically aware and can identify key players

Level III

Puts into practise the organisations core values

Designs policies that consider the legal and political environment*
Experienced in the strategic environment in which international aid is
delivered*
Anticipates and manages risk and threats to DFID and international
development*
Understands parliamentary process, public accountability, and the roles of
Ministers and civil servants*

Level II

Can explain how they are contributing to achieving DFID’s vision

Aware of regulatory and other policy impacts in their work area
Demonstrates DFID values in all aspects of their work
Engages effectively with appropriate colleagues/experts and provides them with
routine and/or exceptional information
Can describe how the organisation’s business model contributes to the
development of delivery plans*
Can explain how their job relates to the wider international development
agenda (Millennium Development Goals)

Level I

Takes responsibility for completing the job at hand

Complies with the rules and regulations of their job
Can describe DFID core values and the millennium development goals
Knows how their job contributes to alleviating poverty
Contributes to the Director’s delivery plan

Level 0

Fails to take account of DFID values in their work

Undermines decisions that have been publicly supported
Ignores organisational procedures, and does not comply with internal controls,
guidelines and legal requirements
Fails to obtain advice and guidance on business matters

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Managing change
Supports opportunities for positive change and actively looks for ways to improve
what they do

Level IV

Evaluates the impact of change on the business*

Initiates attitudinal change across the organisation
Provides appropriate support mechanisms during change*
Drives organisational change

Level III

Encourages team members to embrace and contribute to change*

Presents the business need for change and can focus other on the positive
aspects
Enables others to implement change
Anticipates obstacles to change

Level II

Supports individuals in their team through periods of change*

Listens and responds to constructive feedback
Initiates new ways of doing things
Delivers change projects to successful outcomes*
Recognises and deals with obstacles to change

Level I

Open to change initiatives and new ways of working*

Participates in change initiatives
Willing to learn new things
Supports colleagues in understanding change

Level 0

Talks about change but doesn't put it into practice

Sticks to outdated methods, putting off making changes for as long as possible
or finding excuses for not doing things differently
Dismisses corporate initiatives or improvement proposals without consideration
or justification and ignoring political reality
Looks solely at how change benefits them, rather than the wider organisation
Doesn’t encourage/allow people to challenge the reasons for change

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Continual improvement
Continually looks to improve their skills, knowledge and the way they work

Level IV

Uses Peer and OGC Gateway Reviews (Trademark)*

Keeps up to date with developments that affect DFID and anticipate what may
affect it in future*
Creates an environment which allows people to improve the way they work*
Creates an environment where staff, customers, suppliers, and partners work
to improve the way things are done

Level III

Describes what the future looks like in terms of service improvements and
modernisation*
Motivates others to improve and develop their performance
Sets smart targets for teams and team members and evaluates them
Constructively challenges existing strategies*

Level II

Coaches and develops individuals*

Manages own development and performance
Learns lessons from successes and failures*
Freely shares knowledge and findings with others
Uses and tests new strategic tools and frameworks*

Level I

Open to learning new things*

Responds positively to feedback from others
Identifies mistakes and takes constructive action to ensure lessons are learned
Makes business and efficiency improvements through use of appropriates
systems and tools*

Level 0

Sets unrealistic training and development targets

Spends little time on their own development, claiming to be too busy
Uses the Civil Service Code as a reason for not making improvements in DFID
Withdraws from discussions that require them to challenge their point of view

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BENEFITS OF USING A CORE COMPETENCY FRAMEWORK:
DFID is committed to being a successful and effective organisation and recognises the
important role competencies play in helping to change the culture of the organisation,
build capability and improve team and individual performance. The Core Competency
Framework is a flexible tool which can be used to support a wide range of activities.

Some of the benefits of using the Core Competency Framework:

For the individual:

Enables individuals and their line managers to identify gaps and, prioritise learning
and development needs for current and future roles.
Assists in meeting your key objectives by providing supporting behavioural
evidence of how you met them.
Provides greater opportunity to improve professional and personal standing by
enhancing individual's ability to make informed career decisions.
Supports the selection of people with the right skills and behaviours for the
job/role.
Provides clarity in the behaviours needed to complement key professional/technical
skills of posts. Therefore improved professional and career development planning.
Makes a significant contribution to continuous individual improvement.

For the organisation:

Translates DFID's vision, mission and values into easily understandable behaviours.
Presents a basis for a common format, which is simple to understand and provides
a consistent language across a large diverse organisation.
Helps DFID to meet and exceed Investors in People (IiP) standard by providing a
clear framework for our recruitment, selection, development and review process
(and in future job profiling).
Provides the basis for measurable and standardised people processes across the
organisation which enhances the employee experience by providing consistent
people management processes.
Provides a foundation for developing the organisation and will underpin the Talent
Management Strategy.
Gives opportunity to increase deploy ability and employability.
Helps to better plan responses to changing and emerging needs and to improve
work force alignment around DFID's business.
Aids with succession planning.

And finally we simply believe, in line with good HR practice, it is the right way to go to
building a high performing organisation.

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HOW DO I USE IT....?
The first time you will formally be required to use the Framework will be at the mid-year
development review as part of the Performance Management System - you can
either assess yourself against a defined or agreed competency level, or you can assess
against a higher level of competency to identify possible development needs.

AS AN INDIVIDUAL:

1. Consider the objectives you have agreed with your line manager as part of the
performance management process.
2. Look at each core competency to determine whether it is relevant to your
objectives. Although all nine core competencies are important in DFID, it is
suggested for maximum impact and success, you should focus on six main core
competencies. These could be determined through a discussion with your line
manager or be already defined for a role or posting.
3. For each identified core competency, look at the behavioural indicators and
consider which ones you have to demonstrate to meet your agreed objectives.
Select the level that is most appropriate.
4. Read the behavioural indicators for each selected competency and make an
assessment of how you measure up. Consider the extent to which you meet the
indicators consistently and in a wide variety of circumstances. The self-assessment
tool can assist you with the assessment.
5. As part of the ongoing performance review with your line manager discuss your
objectives, assessment of your performance and the core competencies.
6. Think about your short term development needs and your long term career plan.
Consider the development you need to undertake to achieve your future goals.
7. Agree with your line manager the priorities for your learning and development in
light of No.6 above and the context of your team/Department's business goals.
8. Record this information in the Performance Management Form. Setting out:

ƒ the competency requiring development

ƒ the training or learning action to be taken, the target date and the benefits or
improvements that should result from this action
ƒ a date to review and discuss learning outcomes with your line manager

AS LINE MANAGER FOR A STAFF MEMBER REPORTING TO YOU:

1. Consider the role/job your staff member is assigned and identify the objectives
they need to achieve in the coming performance management period.
2. Look at each core competency to determine whether it is relevant to their
objectives. Although all nine core competencies are important in DFID, it is
suggested for maximum impact and success, you should focus on six main core
competencies. These could be validated through a discussion with your staff or be
already defined for a role or posting.
3. For each identified core competency, look at the behavioural indicators and
consider which ones the staff member has to demonstrate to meet the objectives.
Select the level that is most appropriate.

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4. Consider the extent to which the staff member meets the indicators consistently
and in a wide variety of circumstances. The self-assessment tool can assist you
with this assessment.
5. As part of the ongoing performance review(s) for your staff - discuss their
objectives, assessment of their performance and core competencies.
6. Think about immediate short term development needs for your staff and
encourage them to think about their long term career plan; looking at the
development needed to achieve their future goals.
7. Prioritise with the staff member their learning and development in light of the
above and in the context of your team/Department's business goals.
8. Record this information in the Performance Management Form. Setting out:

ƒ the competency requiring development

ƒ the training or learning action to be taken, the target date and the benefits or
improvements that should result from this action
ƒ a date to review and discuss the learning outcomes

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