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BMA behavioural competencies

How competencies are used in the BMA
There are nine competencies. Each competency has four levels (A to D) and there are example statements to describe the appropriate behaviours for each of these. The example statements have been split under subheadings of Positive and Negative to provide clear indicators both manager and employee of expected performance.

Level A is generally equivalent to Level 1 in the BMA Job Family
Level B is generally equivalent to Levels 2 and 3 in the BMA Job Family
Level C is generally equivalent to Levels 4 and 5 in the BMA Job Family
Level D is generally equivalent to Levels 6 and 7 in the BMA Job Family and Senior Management Group.

However, this is not set in stone and in some roles higher or lower levels may be more applicable. Equally not all competencies may be relevant to all individuals. HR guides managers to identify the most appropriate competencies and level.

Recruitment
• The appropriate competencies are built into role profiles.
• Competency based interviewing is now a mandatory part of selection.
• Psychometric assessments (both personality and ability) are now being used in recruitment for certain positions. Personality assessments help assess competencies. Further exercises which will help the assessment of both skills and competencies are being investigated.

Performance discussions
• Competencies are already in place as part of appraisals.
• Performance discussions (including the mid-year review and annual appraisal) are about an overall assessment of an individual's performance against a) objectives, b) role profile, c) competencies. The role profile and objectives set out what you should be doing. Competencies describe how a job should be done.
• Competencies are reviewed annually as part of the performance cycle.

Learning and development
• An annual ‘needs analysis’ carried out by the Learning and Development department seeks to draw out the key behaviours necessary for success.
• Performance discussions identify the behaviours that need to be developed to maintain good performance and to support future career development.
• The personal development plan (PDP) is used to capture the behaviours that need to be developed, alongside any knowledge and skill needs. From 2007 the PDP will form part of the appraisal form.
• Clear links are made between competencies and learning and development activities.
Psychometric assessment tools are available to help individuals reflect on personal strengths and areas for development in relation to competencies.

The Framework consists of the following categories

Personal responsibility Demonstrates a positive attitude and takes ownership and responsibility for work and performance	Service focus Demonstrates an understanding of customer needs and has a service orientation	Gathering information Is driven to seek out information and carries out research to the appropriate level to achieve	Team working Works with colleagues cooperatively in own department and the wider organisation	Influencing others Persuades others to support a viewpoint and achieve their participation
Creativity and innovation Takes a creative approach to work, identifies new ways of doing things and develops ideas to benefit the Association	Dealing with change Implements and adapts to new ideas and ways of working at in individual, team and organisational level	Leading people Communicates goals and motivates others to achieve	Managing and developing people Sets goals and ensures others perform to their full potential

Personal responsibility
Demonstrates a positive attitude and takes ownership and responsibility for work and performance

Positive indicators
Level A	Level B	Level C	Level D
Is reliable and consistent • Demonstrates a positive/can do attitude • Is responsive to instructions and feedback and seeks to deliver results • Complies with relevant standards and procedures • Takes pride in work and ensures output is accurate and of a high quality • Takes responsibility for actions and doesn’t blame others unfairly • Demonstrates timeliness and meets deadlines	Takes ownership and prioritises • Asks questions and seeks out information to do job • Prioritises work appropriately and organises self • Monitors workload and takes initiative to identify work • Works autonomously and can motivate self • Establishes own systems and ways of doing things • Sees things through from beginning to end • Willingly maintains knowledge and skills required to do job	Plans ahead and initiates action • Ensures knows what and why things need to be done • Plans ahead in accordance with objectives • Seeks out opportunities and overcomes obstacles • Is prepared to make decisions and justify them • Champions standards and quality in others • Provides others’ with responsibility and opportunities to develop • Seeks to maintain and develop expertise and skills	Establishes a culture of personal responsibility • Takes a holistic, organisational view of all strategic priorities • Demonstrates accountability for overall service and ensures accountability in others • Establishes and communicates standards and expectations • Champions individual ownership and leads by example • Removes obstacles to help others to achieve
Negative indicators
Level A	Level B	Level C	Level D
Work is poor quality and erratic • Displays an openly cynical, and unconstructive attitude to role, team and organisation • Individual has to be ‘chased’ to get work done • Performance is erratic with little evidence of quality and standard checks having been done • Fails to respond to instructions and meet deadlines, regularly offering excuses and blaming others	Fails to work autonomously • Only does work when asked • Starts work and does not finish things, failing to deliver • Makes false promises • Resists learning new knowledge and skills • Fails to accept constructive feedback	Does not deliver • Shows no interest in or understanding of dept and organisational strategy • Is not willing to make own decisions and refers upwards unnecessarily • Is unwilling to broaden own expertise • Puts obstacles in the way of actions • Doesn’t encourage ownership and responsibility in others • Is not accountable	Discourages autonomy and responsibility • Reinforces micro management • Provides no guidance on organisational standards • Fails to address obstacles experienced by others • Doesn’t facilitate delivery

Service focus
Demonstrates an understanding of customer needs and has a service orientation

Positive indicators
Level A	Level B	Level C	Level D
Is helpful, polite and courteous • Identifies customers and treats them fairly and consistently • Presents self in a professional, helpful, respectful and positive manner • Understands and uses appropriate protocols and the internal responsibility structure of BMA • Clarifies customer enquires and responds in timely fashion • Knows who is responsible for what and who to refer people to, and escalates issues appropriately	Builds relationships with customers • Understands role in relation to customers, maintaining good relationships with them • Understands the services on offer and promotes them where relevant • Keeps self up to date with what is happening in order to respond to service requests • Demonstrates adaptability and flexibility in order to meet customer needs and manage expectations • Contributes ideas for service improvement	Ensures good service • Understands and contributes to the strategic approach to customer service • Ensures high standards of service delivery • Consults with customers to identify their needs • Monitors and reviews service regularly and identifies areas for improvement and takes action • Takes a solution focused approach and tackles customer issues	Focuses the BMA on service • Scans the external horizon to identify BMA service needs • Takes a strategic, long-term view to customer service • Establishes and communicates service priorities • Regularly evaluates the effectiveness of BMA service, across all localities and ensures value for money • Anticipates and overcomes barriers to quality service and encourages continuous improvement • Ensures mechanisms are in place to deal with customer issues
Negative indicators
Level A	Level B	Level C	Level D
Is rude and unhelpful to customers • Acts as if customers are an annoyance • Finds excuses not to help • Demonstrates body language inappropriate to the situation • Fails to acquire accurate information needed to help • Doesn’t respond to customers in a timely fashion or keep them informed • Lets personal issues and prejudices interfere with positive customer service	Fails to build rapport with customers • Carries out role without thinking of the customers • Avoids contact with customers and overuses email rather than making more personal contact • Demonstrates a rigid attitude and does not adapt to meet customer needs • Misses opportunities to promote BMA services and improvements or explain limitations	Fails to deliver service goals • Fails to contribute to service development plans • Doesn’t consider customer needs when planning work • Fails to acquire or act on feedback • Doesn’t support direct reports in providing a good service • Lets problems fester	Fails to establish customer priorities and service culture • Fails to set and evaluate service priorities and standards • Fails to acknowledge and address customer issues • Is inward looking and fails to monitor the external factors and developments • Doesn’t consider the cost effectiveness and overall value of service initiatives

Gathering information
Is driven to seek out information and carries out research to the appropriate level to achieve objectives

Positive indicators
Level A	Level B	Level C	Level D
Obtains necessary available information • Knows where relevant information can be obtained to do job • Thinks tasks, queries and problems through and considers what they need to know • Uses relevant information when providing a service, solving a problem or dealing with a query	Seeks additional information to enhance understanding • Determines and clarifies the exact requirements of any situation • Gathers background information from a range of appropriate sources • Checks information for accuracy and raises concerns if information is inaccurate • Checks understanding of information gathered • Extracts the key points for information relevant to the situation • Presents written information, succinctly, clearly and accurately and in accordance with relevant standards	Utilises a range of sources and delves below the surface • Thinks creatively about how information can be obtained and shared • Uses questioning, analytical and probing skills to ‘dig deeper’ • Prioritises, assimilates and makes connections from diverse sources • Researches all sides of an issue and presents a balanced case/argument • Knows when enough information has been obtained • Adapts the presentation of written information to the needs of the audience	Determines research needs at a strategic level • Identifies issues, strengths, weaknesses, opportunities and threats to the organisation • Looks at issues from a broad business framework without dwelling unduly on fine detail • Sets research standards and procedures and encourages a culture of questioning and investigation
Negative indicators
Level A	Level B	Level C	Level D
Fails to use relevant information • Doesn’t think through requests and questions or responds immediately without thinking • Doesn’t know where to look for information and takes no responsibility for finding out	Fails to gather sufficient information • Doesn’t determine requirements • Assumes has all information or uses limited sources • Doesn’t check accuracy or quality of information • Doesn’t utilise information effectively and presents reams of description without extracting major points • Doesn’t provide feedback on accuracy of information	Fails to analyse requirements • Fails to analyse situation sufficiently to establish gaps • Doesn’t consider new ways of information gathering • Takes information at face value and doesn’t probe deeply enough • Fails to draw connections between different pieces of information • Fails to draw out and present key points	Fails to identify and communicate strategic research priorities • Doesn’t analyse issues at a strategic level • Provides no guidance on research and pressurises to provide answers without allowing time and resources to fully investigate • Fails to see and utilise the benefits of new information

Team-working
Works with colleagues cooperatively in own department and the wider organisation

Positive indicators
Level A	Level B	Level C	Level D
Respects and cooperates with colleagues • Understands all team roles and their purpose in BMA • Maintains an awareness of what is going on a daily basis • Listens to what others have to say and responds positively • Respects colleagues and builds good relationships • Keeps manager and team informed • Pitches in to help others out in busy times	Contributes to the success of the team • Understands relationships between teams around the BMA • Recognises the impact of what they do on others in the team • Shares information with colleagues and communicates what they are doing with whole department • Builds contacts and develops good rapport • Contributes ideas and suggestions that will benefit the team	Plays an active role in building the team • Actively contributes to strategic direction • Identifies opportunities for collaboration • Communicates and shares information with colleagues across the organisation • Encourages the contributions of all team members • Sets team working expectations and provides constructive feedback • Addresses conflict and seeks resolutions	Creates and directs effective team-working • Sets clear priorities for teams that link to business goals • Builds teams that utilise people’s strengths and creates clear roles • Seeks to break down silo working in the organisation • Encourages openness and communication within and between teams • Evaluates team working and makes improvements • Identifies and provides team with resources to do the job
Negative indicators
Level A	Level B	Level C	Level D
Refuses to participate • Shows no interest in what the team is there to achieve • Is unapproachable and isolates self from colleagues • Displays a negative attitude towards team • Breaks others' trust • Does not keep manager or colleagues informed about what they are doing •Is inflexible and refuses to help out • Distracts colleagues unnecessarily from doing their job	Does not proactively contribute to the success of the team • Doesn’t understand or appreciate others’ priorities • Works in isolation and Doesn’t see the impact of work on others • Doesn’t share information or communicate with the wider department • Fails to liaise with key people	Fails to foster effective team working • Duplicates work unnecessarily by not collaborating with others • Refuses access to resources to others in the organisation • Plays no role in developing the team or contributing to future team goals • Discounts or blocks others’ contributions • Ignores conflict	Fails to build effective teams • Fails to give direction and leaves teams to identify their own priorities • Fails to acknowledge or address barriers between teams • Fails to provide the resources needed to meet team goals • Doesn’t utilise the skills and expertise of team members • Fails to review team structures and processes

Influencing others
Persuades others to support a viewpoint and achieve their participation

Positive indicators
Level A	Level B	Level C	Level D
Communicates assertively • Uses positive jargon free language in all interactions • Explains procedures and protocols to others and reasoning behind them • Verbal and non-verbal communication is clear and assertive • Listens actively to others points in order to respond appropriately	Plans and prepares appropriate arguments • Seeks to understand the context of a situation through probing, questioning and fact finding • Plans ahead and puts together logical arguments based on facts • Chooses appropriate form of communication demonstrating, tact, diplomacy and political awareness • Consults and builds a rapport with those they are influencing and maintains contact	Networks to seek influencing and negotiation opportunities • Builds understanding of audience • Anticipates others’ arguments and is prepared to try different approaches to persuade others • Is mindful of political agendas in all interactions • Actively networks and looks for opportunities to influence appropriate parties • Facilitates discussion and takes on board ideas and feedback • Considers different options • Manages the expectations of others and negotiates to achieve a solution	Identifies and builds key relationships • Identifies key stakeholders in the wider environment • Sets an example for others to follow • Determines appropriate influencing tactics eg using right contacts to influence decisions • Seeks to balance the needs of the organisation with the needs of other key parties
Negative indicators
Level A	Level B	Level C	Level D
Cannot communicate effectively • Fails to explain clearly, acting passively or aggressively • Rigidly sticks to the rules and can’t adapt to the circumstances of the situation • Fails to listen to others and ignores their viewpoints • Uses inappropriate, negative language or jargon	Is reactive and unprepared • Fails to understand the context or the situation • Doesn’t understand or represent the BMA position • Fails to build relationships with key contacts • Enters situations without considering what will discuss or present	Fails to seek out and utilise opportunities to influence • Doesn’t network and/ or look for suitable opportunities to influence • Is unprepared and unable to respond to others arguments • Demonstrates a rigid approach and is unable to adapt style • Fails to consult and take on board the ideas of others • Manipulates rather than negotiates	Reinforces an inward looking culture • Fails to identify key stakeholders and communicate approach with teams and in wider organisation • Fails to consider what other organisations do and look ‘outwards’ • Fails to encourage teams to actively network and influence on behalf of the BMA and sets a poor example • Doesn’t attempt to build and maintain relationships at necessary higher level • Fails to analyse the positions of other parties

Creativity and innovation
Takes a creative approach to work, identifies new ways of doing things and develop ideas to benefit the association

Positive indicators
Level A	Level B	Level C	Level D
Demonstrates openness and willingness • Is open to new ideas and willing to try them • Questions new ideas constructively • Highlights problem areas in work and tells manager of any new ideas	Contributes new ideas and suggestions • Puts forward suggestions for improvement concerning current processes or systems • Tries different ways of doing things to get the best results • Contributes to others ideas to develop them further • Accepts setbacks are a normal and essential part of innovation and perseveres	Plans and develops new ideas • Regularly reviews and evaluates how things are done • Contributes new ideas that will help achieve business goals • Seeks out and uses internal and external best practice to develop ideas • Evaluates the benefits, practicalities and value for money of ideas • Considers the impact of ideas on others and obtains feedback • Draws on own and others expertise and experience to develop idea • Encourages and responds positively to ideas from others	Finds ways to capture innovation and creativity • Actively seeks the ideas and input of others • Demonstrates an open attitude to all ideas including radical and unconventional ideas • Is prepared to take risks in the interest of furthering organisational goals and give things a go • Provides encouragement guidance and feedback on identifying and developing new ideas • Commits self and appropriate resources to pursuing and developing new ideas
Negative indicators
Level A	Level B	Level C	Level D
Resists new ideas • Clings to established ways of doing things • Displays a negative attitude towards new ideas • Criticises unconstructively the ideas and suggestions of others • Fails to obtain all information around new ideas	Does not seek to improve • Doesn’t question and review current systems and processes used • Fails to seek and accept constructive feedback from colleagues on ideas • Gives up easily when faced with obstacles	Fails to develop new ideas • Works in the same way all the time and never reviews how things are done • Is inward looking and doesn’t look for new ideas • Fails to seek and accept constructive feedback on ideas from the wider organisation • Ignores or puts down ideas from others and suppresses individual creativity in favour of keeping things the same • Fails to practically evaluate the benefits of new ideas	Blocks creativity and innovation • Makes little or no attempt to communicate with others the need for ideas and creativity and provides no guidance as to what is needed • Doesn’t put in place mechanisms to capture new ideas • Fails to take any risks and takes a limited view of what sort of ideas are acceptable • Allows hierarchy to block the ideas of more junior staff

Dealing with change
Implements new ideas and ways of working at in individual, team and organisational level

Positive indicators
Level A	Level B	Level C	Level D
Is open-minded and accepts change • Constructively asks questions to understand the need for and benefits of change • Organises self appropriately to incorporate change and makes necessary adjustments to how work is carried out • Is positive and flexible and helps out to make any change work • Seeks to maintain quality standards during times of change	Proactively responds to and implements change • Proactively keeps self informed about change and progress • Supports colleagues while they adjust to change • Demonstrates a willingness to learn new ways of doing things and work differently • Participates in change by making suggestions and sharing information • Provides constructive feedback throughout the process of change and afterwards	Actively champions and delivers change • Helps others’ understand the reasons for change and deals with concerns • Turns goals into practical actions and sets self and others clear targets • Puts in place practices which facilitate the implementation of change such as meetings or training • Makes informed decisions to make change happen • Helps re-direct colleague’s efforts in the face of change and helps them acquire the skills to adjust • Reviews the effectiveness of change	Anticipates, creates and leads change • Creates and communicates a vision for the future • Assesses the business benefits of any change sufficiently and establishes success criteria • Plans change sufficiently and sets key strategic milestones • Takes on board the views of others and considers options • Communicates rationale for change and finds ways to gain commitment to change • Anticipates barriers and take steps to overcome these • Empowers others’ to make change successful
Negative indicators
Level A	Level B	Level C	Level D
Resists change • Is unreceptive to and overly critical of change • Refuses to use new business initiatives which are different to existing procedures • Doesn’t help out during change implementation • Lets work quality slip unnecessarily	Fails to proactively participate in change and make it work • Doesn’t keep self informed and expects all information to be provided • Blocks a constructive, two-way communication process around change • Does not support colleagues • Doesn’t share thoughts, ideas or information about change • Fails to provide feedback on how things are working • Doesn’t raise concerns openly or constructively	Does not support or deliver change • Doesn’t communicate or champion change effectively • Fails to set expectations of others • Doesn’t guide colleagues or provide any practical support to make change happen • Fails to address concerns • Fails to put aside personal viewpoint to manage change effectively • Is indecisive at key stages • Fails to review the implementation of change	Fails to lead and make change • Does not consult on and imposes change without communicating rationale • Fails to think change through fully and identify clear stages, barriers and outcomes at a strategic level • Fails to acknowledge people issues and concerns • Doesn’t delegate necessary responsibility and decision making to make the changes happen • Fails to provide appropriate resources and support to make change happen • Doesn’t see change through and gives up at the first hurdle

Leading people
Communicates goals, engages and motivates others to achieve

Positive indicators (N/A for Level A)
Level B	Level C	Level D
Supports, listens and guides • Builds professional relationships with team • Takes the time to know what staff are doing • Is approachable and listens to staff and their view points • Provides information clearly and accurately so others feel they are kept informed • Takes a coaching approach to helping others achieve goals and empowers, supports and encourages through feedback • Demonstrates enthusiasm to the work being undertaken and inspires others’ to meet desired goal	Confidently leads others’ and builds trust to achieve goal • Knows what’s going on around the organisation and externally and communicates relevant information to team • Adapts leadership style appropriately depending on situation and the individual • Understands staff as individuals and their strengths and weaknesses • Seeks to maintain self-awareness through development and feedback from others • Challenges and stretches others’ through coaching, feedback and providing fair opportunity • Demonstrates a belief in other’s ability to do well and encourages them • Invests time and effort in coaching and mentoring others to realise their potential • Backs up and supports staff and develops trust, loyalty and commitment	Creates an inspirational shared vision for the future • Establishes a vision for the future and provides direction and purpose by acting as an inspirational role model • Creates meaning for employees by explaining why things are important • Demonstrates enthusiasm for all that goes on and shows an interest in what others do • Provides opportunities for others to lead and gives people responsibility • Champions the development of others and finds ways to develop potential • Openly recognises the contributions of others
Negative indicators
Level B	Level C	Level D
Fails to connect with others • Shows no interest in what colleagues are doing • Is unapproachable and avoids face to face contact or overuses formal and impersonal communication • Doesn’t ask for others views or ignores their feedback • Doesn’t pass on relevant information that others need • Tells people what to do and leaves them to get on with it with little help	Fails to motivate staff • Shows no interest in the wider organisation and external environment • Demonstrates one leadership style regardless of situation and cannot adapt to different demands • Ignores or denies feedback from others about style • Fails to get to know others and cannot describe their abilities, strengths and weaknesses • Fails to look for and encourage potential in others and doesn’t provide opportunity	Fails to enthuse and gain commitment to vision • Only focuses on the here and now • Fails to gain others buy in to the BMA’s agenda • Doesn’t practice what is preached • Is prescriptive and controlling and gives others’ little autonomy or responsibility • Is unavailable and isolated and shows no interest in others, their potential or contributions • Expects people to adjust, improve, develop with little support

Managing and developing people
Sets goals and ensures others perform to their full potential and meet required standards

Positive indicators (N/A for Level A)
Level B	Level C	Level D
Supervises others’ effectively • Delegates work, communicating clear expectations, instructions, standards and deadlines • Regularly monitors progress and supports staff overcome difficulties • Ensures people know how to do their job and provides guidance • Communicates regularly with management team as to progress of staff • Prioritises supervisory responsibilities and carries them out in a timely fashion • Ensures familiarity with BMA management processes and guidance • Seeks assistance from management with difficult issues	Sets expectations of others and ensures they deliver • Sets clear objectives and expectations • Encourages a two-way dialogue about performance • Provides constructive and developmental feedback and recognises and praises good performance • Discusses development needs regularly and helps individuals establish learning objectives and solutions • Discusses with individuals in a timely fashion how new learning can be put into practice • Addresses poor performance immediately through constructive feedback and clear examples and takes responsibility for seeing the problem through to resolution • Treats all staff fairly and consistently • Identifies and acquires resources staff need to do their job	Provides clear direction • Establishes clear organisational and departmental goals • Establishes and communicates clear standards of performance and expectations across the organisation and departments • Empowers others’ by ensuring the provision of effective mechanisms and tools that create effective performance • Establishes and ensures accountability and responsibility at the right level • Allows time for people to develop knowledge, skills and behaviours and champions its importance • Evaluates and communicates progress against strategy and identifies next steps
Negative indicators
Level B	Level C	Level D
Fails to supervise others • Provides no clarity on why something needs to be done, and does not communicate standards and deadlines • Uses inappropriate language when interacting with staff or feeding back • Doesn’t take any responsibility for supervising/managing staff • Is openly cynical and unconstructive about management processes • Lets personal opinions interfere with management relationship	Fails to establish performance goals and standards • Demands performance rather than encourages it • Over or under monitors performance or interferes unnecessarily • Doesn’t help staff reflect on their development needs and takes no responsibility to help them take advantage of learning opportunities • Ignores performance issues or tackles them inappropriately against BMA guidance • Fails to move past employee mistakes after they have been resolved	Provides no direction • Doesn’t champion performance management processes and fails to hold people accountable • Doesn’t champion people development • Doesn’t review progress and fails to address non-delivery • Does not ensure consistency of treatment across the organisation