Core Competencies
Direction:
- Leadership
- Diversity Awareness & Management
Management & Communication
- Communication & negotiation
- Planning & Organising
- Achieving Results
Personal Contribution:
- Continuous Self Development
- Specialised skills & Knowledge
- Reasoning & Decision making
Leadership
Standard 1:
Is able to act on own initiative, especially in the absence of a manager.
Treats others objectively, earns respect/trust.
Fosters good team morale and spirit and motivates others.
Provides direction and set example for the team.
Mentors/trains others.
Draws on others’ abilities to experience and acknowledges their contribution.
Consults others appropriately and is sensitive to their concerns, but accepts responsibility for own decisions.
Demonstrates high standards of integrity honesty and fairness.
Adopts an open, visible approach, regularly makes him/herself available to team members.
Demonstrates behaviour to support the corporate messages to help deliver business objectives.
Standard 2.
Advises and guides staff.
Is aware of others strengths and weaknesses.
Ensures staff are properly equipped to do their job.
Manages resources effectively and delegates work so as to challenge/develop others.
Completes appraisal reports on time and conducts regular reviews. Sets objectives and standards for individuals.
Monitors the performance of staff, provides guidance where appropriate and is responsible for managing poor performance.
Is responsible for ensuring staff are up to date with all communication to be effectively performing their job.
Holds regular team meetings that are conducted in an open and constructive manner; records and follows up agreements and actions.
Standard 3.
Understands CPS strategy, aims and objectives and demonstrates and secures commitment to them.
Accepts responsibility for the actions of the team by monitoring staff performance and quality of team’s work and by providing guidelines to staff as appropriate.
Represents the interest of the team with own management, whilst also recognising the wider importance of the issue in question.
Engenders team ownership of work and changes.
Creates opportunity for development, meets challenges and usually succeeds.
Encourages and supports initiative in team members.
Gains staff agreement/acceptance by persuasion and negotiation whenever possible, but is prepared to impose a course of action when s/he considers it necessary.
Is open about change and the reasons for it and puts in place mechanisms for discussing and suggesting change.
Devises and explains objectives for team members which enables them to perform in accordance with relevant working procedures, strategies and plans.
Standard 4.
Understands the external relationships of The CPS and actively influences the CJS and central Government, driving forward change.
Establishes and promotes a clear vision.
Devises and communicates a coherent strategy which enables staff to perform in line with CPS objectives.
Describe, delivers and maintains the characteristics of a high performing team.
Diversity Awareness and Management
Standard 1
Demonstrates awareness and sensitivity of both The CPS’s Equal Opportunities Policy and wider diversity issues.
Deals with others professionally and respectfully taking into consideration the individual’s needs, background and experiences.
Shares perceptions and values with others to build effective working relationships.
Draws on colleagues of different experience and background to carry out work.
Challenges own thinking, values and beliefs and the effect these may have on the work area.
Standard 2
Shows the value of diversity awareness in managing people by linking benefits to organisational aims and by embracing an inclusive working style.
Projects/working groups are set up with a diverse range of employees and incorporate diversity into their objectives and working practice.
Creates a fair environment for all staff, free from discrimination.
Manages individuals and team consistently, professionally, objectively and fairly.
Accepts responsibility for the actions of the team in promoting diversity and equality in their area of work.
Encourages and supports attendance on courses and post course evaluation which promote the value of diversity.
Anticipates and understands the impact of different lifestyles in the working environment.
Standard 3
Establishes and promotes a vision of diversity that contributes to CPS aims within The CPS and in liaison with external bodies and agencies.
Consistently looks to new approaches to demonstrate equality and the value of diversity to their team.
Introduces change effectively and with sensitivity for individual needs.
Challenges traditional approaches by encouraging different styles of working.
Considers the impact of decisions on different groups in CPS and externally.
Achieving Results
Standard 1
Is clear about own objectives and focuses on achieving them.
Follows desk notes/ manuals accurately.
Meets targets – timeliness.
Maintains appropriate quality standards.
Uses IT to enhance performance.
Deals with both difficult tasks and routine aspects of job - does not procrastinate.
Makes efficient use of CPS resources and recognises resource implications of work.
Responds positively to the needs of internal and external customers.
Standard 2
Understands the strategic aims of the organisation and works achieve these aims.
Understands how to set up and develop systems to monitor expenditure and VFM and ensures that this is done.
Understands the process of change.
Looks for ways to improve service.
Set work guidelines for others.
Establishes criteria for success and regularly reviews progress against them.
Takes appropriate corrective action when necessary to ensure targets met and quality maintained.
Allocates work to team members, taking account of individuals' different abilities and workloads; monitors staff performance.
Standard 3
Uses management information e.g. financial monitoring, PIs) competently and acts on what it reveals.
Sets clear and achievable milestones for the delivery of plans and monitors progress against them.
Negotiates for the resources necessary to do the job; justifying proposals for expenditure.
Actively manages contracts (inc. Joint Performance Management, service level agreements, etc).
Manages change successfully.
Implements change at an appropriate pace and evaluates results, redefines targets and communicates this to staff.
Changes/ proposes change to milestones for the delivery of plans in the light of interim results.
Analyses reasons for success and failure and ensures that necessary advice is given and the lessons learnt are disseminated.
Standard 4
Ensures that the importance meeting targets is communicated to and understood by all staff.
Focuses team performance on the achievement of outcomes that will maximise the resources vailable.
Finds new ways of securing deploying significant amounts of financial resource as to meet the Service's aims and objectives cost effectively.
Challenge the status quo and takes considered risks.
Planning and Organising
Standard 1
Prioritises work and anages own time effectively; thinks ahead and identifies potential problems.
Adopts a neat, tidy and logical approach to work.
Deals flexibly with interruptions.
Takes on a realistic amount work; gives early warning any difficulties.
Consults appropriately on plans.
Keeps track of work requested.
Takes resources required into account when planning; avoids waste.
Standard 2
When prioritising own work, is of impact on others.
Organises staff and work effectively; delegates appropriately. Translates team into personal tasks
Explains responsibilities to members and ensures they trained appropriately.
Manages resources so that priority tasks are achieved.
Introduces straightforward systems and monitors their use.
Communicates what needs to done to all who need to realistic timetables; monitors, consults their use.
Anticipates future demands and prepares appropriately; anticipates difficulties and develops contingency plans.
Reviews and adjusts priorities circumstances change.
Balances conflicting priorities necessary.
Standard 3
Plans over the longer term and integrates plans with overall business plan.
Takes account of the needs of others and the wider political climate in drawing up plans.
Contributes to the preparation of plans for the section and translates these plans into team plans and personal objectives.
Secures commitment to plans.
Introduces complex systems and monitors their use.
Demonstrates effective project management skills.
Sets longer-term objectives for staff, providing staff with a sense of direction.
Breaks down large tasks into separate milestones and deadlines; establishes performance indicators and review arrangements.
Standard 4
Identifies and shows sensitivity to key operational policies.
Contributes to the preparation relevant CPS plans and translates these plans into for the section.
Ensures personal objectives are in with the achievements of targets in these plans.
Develops strategy for section monitors the budget.
Ensures that all team members requisite skills to fulfil contribution to the strategy.
Establishes management and organisational structures appropriate to the current and future needs of the business.
Controls and monitors a number of programmes running simultaneously.
COMMUNICATION AND NEGOTIATION
Standard 1
COMMUNICATION
Listens and understands; keeps open mind.
Demonstrates basic written and oral skills, including telephone skills.
Uses IT (e.g. E-mail) to communicate where appropriate and available.
Communicates clearly, concisely confidently and assertively.
Knows subject and is sure of content of communication, prepares and structures communication well.
Takes clear and accurate messages.
Records/inputs information accurately and collates information appropriately.
Produces accurate basic letters, following a standard format.
Explains clearly what is required – to staff and other agencies – and gives reasons requests.
Communicates calmly, courteously and tactfully.
Standard 2
Is prepared to say what needs to be said, tactfully.
Is able to talk to groups of people as well as one to one; demonstrates effective presentation skills.
Drafts full, clear and concise reports.
Draws together a variety of ideas into a single, coherent paper, structuring information to help others understand the key points of the message.
Represents CPS effectively to outside agencies and the public.
Takes account of witness care.
Chooses the most appropriate medium (writing, face to face etc) and most appropriate language (level of formality/style) to get the message across.
Represents section/CPS at meetings.
Uses lay terms, not jargon and explains procedures to those not familiar with them.
Briefs staff at different levels, orally or in writing.
Standard 3
Is able to make complex issues understandable.
Sets out arguments clearly and logically; persuades an influences others.
Responds quickly/thinks on feet.
Adapts oral presentations to the views and level of knowledge of the audience where these are
not as anticipated.
Ensure appropriate exchange of information (by setting up team meetings etc).
Responds appropriately to complaints from members of the public or their representatives.
Deals positively with the local press, focusing on achievement.
Standard 4
Opens and maintains effective channels of communication with other criminal justice agencies.
Deals effectively with the media.
COMMUNICATION AND NEGOTIATION
Standard 1
NEGOTIATION
Proposes or accepts sensible alternatives to reach agreement.
Standard 2
Represents CPS in short term, tactical negotiations, ensuring that negotiations are focused towards the needs of The CPS.
Prepares for negotiations in advance, ensuring all relevant documentation is at hand, and identifies appropriate, achievable objectives.
Has stamina and patience in negotiation and does not give up, can handle hostility.
Listens attentively to others’ point of view and searches for common ground.
Standard 3
Represents CPS in long term, strategic negotiations, ensuring that negotiations are focused towards the needs of The CPS.
Explores/probes the other side’s case and takes the opportunity to strengthen own case.
Appreciates parameters within which to negotiate and determines appropriate strategy.
Sets an open and constructive style and scene for negotiation.
Assesses strengths and weaknesses of the position of others and develops appropriate tactics; anticipates the other party’s point of view.
Knows when to break off discussions to allow for a time of reflection.
Standard 4
Is highly persuasive in situations where strong opposition or potential conflict exists.
CONTINUOUS SELF DEVELOPMENT
Standard 1
Keeps up to date with knowledge required to perform the job.
Knows the tasks to be carried out to perform the job.
Has an understanding of other jobs in the team and how these relate to one another and is able to ‘fill in’ and carry out other jobs.
Attends internal or external courses to enhance knowledge and understanding of immediate job roles.
Standard 2
Keeps up to date with requirement of continuous Development to ensure membership of professional institution.
Learning is focused on current role but also on career development.
Understands how the roles in the team work towards meeting overall team objectives.
Attends internal/external events to enhance knowledge and understanding of area of work.
Standard 3
Contributes to professional development of others.
Learning is based on wider understanding of broad principles and application of new and innovative approaches in carrying out the job.
Attends and contributes on external events to enhance knowledge of delegates and selfknowledge through participation.
REASONING AND DECISION MAKING
Standard 1
Understands work parameters; is sensitive to and considers impact of decisions, aware of burdens that decisions place on others, consults appropriately.
Identifies the relevant issue/s.
Draws on past experience to solve current problem.
Supports own decisions with relevant facts.
Identifies improved practices and puts forward suggestions for change.
Standard 2
Considers all aspects of a situation, weighing up different options to arrive at best solution.
Collects and uses a wide range of relevant information when making a decision; uses IT to access as much relevant data as is available; consults appropriately.
Support decisions with reasoned arguments.
Makes reference to and applies the relevant authorities manuals/cases etc).
Produces practical, workable solutions.
Knows when to refer upwards, with appropriate recommendations.
Able to make decisions independently when necessary.
Balances the needs of the public, police, victims, witnesses, defendants etc.
Shows sound judgement, reaching balanced and unbiased view.
Appreciates the possible consequences of new ideas and builds on others’ ideas to suit own needs.
Standard 3
Is creative in problem solving.
Is prepared to challenge parameters to work.
Uses performance data to inform future practice.
Thinks strategically, seeing the wider importance of the issue in hand.
Grasps new and complex issues rapidly.
Able to take decisions quickly when necessary.
Standard 4
Appreciates demands on CPS senior management and takes decisions in that context.
Identifies imaginative and creative methods of aligning resources to achieve efficiency.
Analyses trends in workload and management information to anticipate future demands.
Takes decisions with longterm, strategic consequences.
SPECIALISED SKILLS AND KNOWLEDGE
Standard 1
Understands the role of The CPS within the CJS and is aware of the impact of work/behaviour on the public image of The CPS.
Understands procedures.
Is aware of the consequences of new legislation, precedents etc on working practices.
Knows limits of own knowledge.
Maintains public service standards.
Knows where to find relevant information.
Uses technical knowledge appropriately.
Can reduce technical issues into lay language.
Demonstrates a professional approach.
Standard 2
Understands and promotes The CPS strategic aims.
Applies knowledge acquired by study and experience to meet organisation aims.
Keeps up with current issues and trends.
Provides informed advice.
Communicates equally effectively with specialists and non-specialists.
Contributes to the development of others through sharing knowledge and experience.
Standard 3
Establishes credibility and earns respect by depth of knowledge.
Influences others on the basis of specialist knowledge.
Advises and guides other specialists.
Develops new approaches acceptable both to the Service and to the wider professional body.
We recognise that many areas of work will also have drawn up their own competencies or standards (for example The CPS National Standards for Advocacy for Prosecutors). Such competencies and standards complement the core competence framework; jobholders and line anagers will need to identify both the core competencies and appropriate standards of performance relevant to the role and any other specialist competencies or standards which apply.