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Talent ManagementFramework of ProfessionalBehavioursProfessionalism,Quality& ReliabilityService Delivery& AchievingResultsManaging Selfand OthersCommunicatingand ListeningFRAMEWORK OFPROFESSIONALBEHAVIOURSSelf-Awarenessand ResiliencePositiveRelationships &CollaborationInnovation andChangeLeadership andIntegrityDeliveringBirkbeck’sMission &StrategiesMAY 2021
OverviewThe purpose of the Talent Management Framework of Professional Behaviours is to supportthe performance, learning and career development of all Professional and Support Staff atBirkbeck. It is for all grades, career stages and differing personal aspirations.The Framework highlights behaviours that distinguish effective performance in Birkbeckprofessional and support roles. Over 70 staff, managers and Directors were involvedin developing the framework. The process was robust with a review of good practice,including the Association of University Administrators (AUA) framework, with advice from anOrganisational Psychologist.There are nine behavioural categories: Professionalism, quality and reliability Positive relationships and collaboration Delivering Birkbeck’s Mission and strategiesLeadership and integrity Support development and career planning Assist succession planning Foster equality of opportunity by providing a transparent and accessible frameworkUsing the frameworkThe framework can also be used to support career development plans for roles at thesame level. Further, it shows behaviours at higher levels, so that staff know what isexpected at levels that are more senior and can think about career progression.Self-awareness and resilienceCommunicating and listeningManaging self and othersGenerally, all Professional and Support staff are encouraged to:We have grouped behaviours under these categories across the following grades for ease ofreference and comparison:Grades 3, 4 and 5Page3 - 11Grade 7-8Page12 - 20Page21 - 23Grade 10 and DirectorsEnhance Birkbeck’s performance through supporting effective individual performanceThe framework provides a member of staff and their manager with clarity about effectivebehaviours at the member of staff’s level. It complements and enhances the informationprovided by job descriptions and person specifications.Innovation and changeGrade 9 The framework is a useful resource when preparing the general skills/attributes sectionof the person specification in a new job description, or updating an existing one. Inrecruitment and selection, it may also guide the development of interview questions andkey criteria relating to general skills and attributes from the job description.Service delivery and achieving resultsGrade 6Overall, the framework will:PagePage3 - 1112 - 20The behaviours are not the tasks associated with a particular role. They identify howan individual performs a role. They are the key behaviours for effective performance atBirkbeck which deliver our plans and support our Mission and values.It does not assume that these are the only effective behaviours; they are the key ones. Theyare universal across all roles, though some behaviours are more important, or will be usedmore frequently, in some roles given the nature of that role.The framework is progressive with the behaviours at higher levels cumulatively building onbehaviours at a lower level. The behaviours have been prepared with a developmental andaspirational focus. Familiarise themselves with the Talent Management Framework Identify the most important behaviours for their role, in discussion with theirmanager Self assessAnd should: Use the framework to support preparation for the annual Progress andDevelopment Review (PDR) meeting and discussion at the meeting.The annual PDR meeting provides a formal opportunity for a member of staff and theirmanager to consider the framework and progress. The PDR provides a forum to agreeand review objectives, including those based on the framework, with a supportingdevelopment plan.MAY 20212
This framework is progressive with the behaviours at higher levels cumulatively building on behaviours ata lower level. Please see overview on page 2.Grades 3,4 and 5 to Grade 61.Professionalism, quality and reliabilityDemonstrates professionalism through high standards of work. Is reliable in the quality of their work. Shows attention to detail andpersonal organisation. Builds expertise in area of responsibility. Uses resources (e.g. time, money, space) effectively and efficiently.Grades 3, 4 and 5Grade 6 Accurate, reliable and timely in their work and delivers toappropriate standards, checks their work. Applies knowledge and experience to solve problems andaddress questions, knows when to refer.Sets high personal standards and oversees standards intheir work area. Explains the importance of deadlines andquality. Uses their time and other resources (e.g. space/equipment)effectively and efficiently.Uses experience and knowledge to solve “non-routine”problems. Self-organised and delivers on priorities using theirinitiative.Effectively and efficiently handles resources (e.g. time, spaceetc.) to deliver services, in line with College expectations. Keeps their knowledge up to date, shares good practice.Is responsive and ensures sufficient organisation in theirwork area to manage crises. Proactively keeps updated to deliver their service, sharesgood practice and knowledge, supports others to developtheir knowledge.3
Grades 3,4 and 5 to Grade 62.Service delivery and achieving resultsProvides great service and support. Takes personal responsibility for getting things done. Is committed to ensuring effective and timelydelivery within available resources. Is pragmatic, yet ambitious in their delivery. Confidently deals with setbacks and resistance whendelivering results. Shows drive to deliver quality services to internal and external customers.Grades 3, 4 and 5Grade 6 Understands the importance of great service delivery, itsimpact and what is required. Promotes the importance of great service delivery, explainsits impact and encourages others. Takes personal responsibility for getting the job done andis committed to effective delivery within resources andexpectations. Leads others in delivering a great service within resources. Pro-actively resolves problems, co-ordinating as required. Tackles non-routine situations and challenging behaviour,knows when to refer. Forward thinking, plans workloads and resources to delivera reliable service. Periodically reviews own and team’s progress, to informservice delivery. Owns problems and seeks support from others asappropriate. Handles challenging situations/people and knows when torefer. Plans own work so is able to deliver a consistent service.4
Grades 3,4 and 5 to Grade 63.Positive relationships and collaborationWorks collaboratively with others to deliver services and achieve objectives. Builds positive relationships with others. Is empathetic inapproach and aware of different perspectives and priorities across Birkbeck. Shares insights and experience proactively with colleagueswithin the team and across departments.Grades 3, 4 and 5Grade 6 Builds and maintains positive working relationships throughbeing helpful, timely and communicating effectively. Builds and maintains positive working relationships, takesthe opportunity to make personal contact. Supports collaborative activities with others. Uses opportunities to collaborate in areas of responsibility. Is courteous, patient and empathetic and is able to handlechallenging interactions, knowing when to refer. Addresses problems in a constructive way, able to resolvedifficult situations, knowing when to refer. Seeks to understand others’ priorities and pressures anduses this knowledge. Seeks to understand others and their priorities, shares thisinformation to support delivery. Is flexible in approach when working with different people. Is flexible in approach, values others’ expertise and respectsdifferent ways of working.5
Grades 3,4 and 5 to Grade 64.Innovation and ChangeIs adaptable to change and different approaches. Understands the benefits of change. Is willing to try new approaches in their work. Seeksto innovate and look for different ways of doing things to support service improvements. Seeks to learn from mistakes and change theirown behaviour/influence that of others.Grades 3, 4 and 5Grade 6 Is open and adaptable to changes and new approaches. Implements changes and provides practical feedback.Is positive and flexible about changes and new approaches,encourages others to engage. Suggests practical improvements in their area to enhanceservice delivery, or efficiency. Supervises change and improvement initiatives in their area,encourages and supports colleagues. Learns from experience and shares this learning to supportongoing improvements. Pro-actively suggests new ways of doing things, practicalsolutions and is able to be creative. Checks understanding of changes and considers the impacton their role. Learns from experience and systematically testing newapproaches, shares and encourages others to learn andshare. Interested in understanding the reasons for change andexplains change to others.6
Grades 3,4 and 5 to Grade 65.Delivering Birkbeck’s Mission and StrategiesUnderstands Birkbeck’s Mission and can explain this to others. Enhances contribution by understanding Birkbeck’s goals, strategies andthe wider context. Displays commitment to Birkbeck’s Mission and aims in their day to day work.Grades 3, 4 and 5Grade 6 Understands Birkbeck’s Mission and aims and can describethese to others. Describes Birkbeck’s Mission and aims, explains how theirand the team’s work contribute to Birkbeck. Can explain how their role contributes to team priorities andthe Mission. Committed to departmental priorities and the Mission. Keeps actively updated about key College initiatives,relevant strategies and challenges, considers how they mayimpact their area of work. Supports others’ understanding of their work, in relation topriorities, key strategies and the Mission. Displays commitment to the team’s and Birkbeck’s prioritiesand the overall Mission. Keeps updated about team and Birkbeck’s priorities, checkstheir understanding.7
Grades 3,4 and 5 to Grade 66.Leadership and integrityTakes ownership and leads by example. Operates with integrity and respect for others, to build trust. Wants to be accountable for theirwork and that of others. Is open and transparent in their actions. Encourages self and others to do better. Thinks ahead and plans their andothers’ activity to meet future challenges. Is positive and supportive to others. Is inclusive, treats people fairly, showing respect for everyone and applies understanding of equality and diversity.Grades 3, 4 and 5Grade 6 Takes ownership of their work and keeps to commitments. Shows ownership and leadership in their area of work. Shows integrity, as a representative of Birkbeck. Is approachable, contactable and supportive. Accountable for their work and behaviour, seeks to improve.Open, consistent and maintains integrity. Understands theimportance of building trust and working in Birkbeck’s bestinterests. Is inclusive, treats people fairly, showing respect foreveryone. Is accessible, approachable and supportive. Applies understanding of equality and diversity, respondsflexibly to others’ needs.Leads by example, “doing what they say they will do”, beingaccountable and seeks to improve. Encourages and supports others to develop and personallygrow, to support Birkbeck. Encourages tolerance, inclusiveness and respect for all.8
Grades 3,4 and 5 to Grade 67.Self-awareness and resilienceIs aware of own behaviours and the impact on others. Reflects on own actions and those of others. Gives constructive and genuinefeedback. Deals positively with feedback. Is resilient and persistent when faced with challenges. Asks for help when they cannot see a wayforward.Grades 3, 4 and 5Grade 6 Self-aware and understands their impact on others. Takes time to understand feedback and agrees developmentareas, gives feedback when invited.Self-aware and reflects on their impact in a variety ofsituations. Is patient, calm and persistent in resolving problems andhandling challenging behaviour, knows when to involveothers.Able to assess and handle feedback objectively, preparesand gives developmental feedback to others. Calm under pressure, thinks clearly in difficult situations, orwhen time is limited. Takes responsibility for personal well-being, knows personallimits and when to seek help. Demonstrates a patient, but persistent approach whendealing with challenges and set-backs. Aware of their and others’ well-being, refers when needed.9
Grades 3,4 and 5 to Grade 68.Communicating and listeningCommunicates clearly and effectively in a range of situations. Listens openly and checks understanding. Adapts their communicationstyle to their audience.Grades 3, 4 and 5Grade 6 Is proficient in a range of different communication methodsand knows when to use them. Able to use a range of different communication approachesto explain and engage, flexs to others’ needs. Writes and speaks clearly and accurately, using asuitable tone, language and provides the correct level ofinformation. Clear, accurate and effective written communication,including briefings and guidance notes. Displays effective and attentive listening, checksunderstanding. Is a clear verbal communicator, able to guide and informsmall groups. Displays effective and interactive listening skills, checks theirunderstanding and that of others. Influences others, including communicating in a timelymanner. Is an effective departmental representative at meetings. Communicates important information in a timely mannerand updates about progress.10
Grades 3,4 and 5 to Grade 69.Managing self and othersPrioritises own work and that of others. Takes accountability for own success and others. Encourages self and others to learn, develop andbuild their careers. Deals with arising issues promptly, helps others through challenging times. Keeps others informed about their activitiesand progress.Grades 3, 4 and 5Grade 6 - Managing self and othersThese apply if you have a formal linemanagement roleGrade 6 - Managing selfCore behaviours if you do not have aformal line management role Understands and maintains levels ofperformance and behavioural standardsfor the role. Sets standards, encourages and supervisesothers to deliver, flexs their approach. Sets an example in terms of successfulperformance and personal behaviour. Prepares and participates effectively inProgress and Development Review andother meetings. Performs successfully, oversees teamperformance, values good work, works toaddress poor performance. Committed to learning in line with aPersonal Development Plan, supportsothers’ learning, as required. Committed to ongoing learning throughexperience and courses, shares learningwith others. Sets the tone and works to address poorbehaviour. Plans and prioritises own work, checkingwhere appropriate. Develops self and others to a plan,supports others’ learning. Delivers a responsive service and is flexible. Prioritises and plans own and team’swork, allocates work effectively and fairly,ensures alignment across the team Keeps others informed and pro-activelyseeks updates from others. Oversees a responsive service, is flexible. Keeps others informed and pro-activelyseeks updates from others. Effectively plans and understands prioritiesin their own work. Is flexible and willing to help others, asrequired, to deliver the overall service. Keeps others updated about progress andseeks updates.11
This framework is progressive with the behaviours at higher levels cumulatively building on behaviours ata lower level. Please see overview on page 2.Grades 7, 8 and Grade 91.Professionalism, quality and reliabilityDemonstrates professionalism through high standards of work. Is reliable in the quality of their work. Shows attention to detail andpersonal organisation. Builds expertise in area of responsibility. Uses resources (e.g. time, money, space) effectively and efficiently.Grades 7-8Grade 9 Sets high personal standards, pro-actively managesstandards, consistency and timeliness. Applies expertise to resolve “difficult situations” and takesresponsibility for decisions.Builds team culture to deliver high quality timely work,within resources, emphasises the importance of “how workis carried out, not only what is achieved”. Effectively oversees the prudent management of resourcesand builds a climate of effective resource use.Resolves “difficult situations” and makes “difficult decisions”in a complex environment. Self organised, manages many competing demands.Actively manages resources, seeks efficiencies, workscollaboratively and creatively to provide value for money. Develops and maintains their own expertise to performeffectively, shares this openly with others. Self organised, managing multiple and conflicting demandsin complex environments. Encourages others to apply and grow their professionalexpertise. Develops their own expertise, displays advanced knowledgeand engages colleagues to build their expertise to benefitBirkbeck. Leads others in applying their professional expertise tochallenges.12
Grades 7, 8 and Grade 92.Service delivery and achieving resultsProvides great service and support. Takes personal responsibility for getting things done. Is committed to ensuring effective and timelydelivery within available resources. Is pragmatic, yet ambitious in their delivery. Confidently deals with setbacks and resistance whendelivering results. Shows drive to deliver quality services to internal and external customers.Grades 7-8Grade 9 An advocate for great service delivery, explains its impactand encourages others. Champions the importance of great service delivery andengages others. Leads and develops plans and projects to ensure deliveryand improve services, involving multiple stakeholders. Leads and drives overall service delivery, develops ambitiousplans with others. “Trouble-shoots” complex problems, balances being proactive and reactive. Understands and resolves complex problems from astrategic perspective. Negotiates and manages challenging situations withinservice delivery, using available resources. Negotiates and pro-actively manages difficult situations andexpectations about service delivery, within resources. Leads reviews of services, deals with challenges flexibly andis able to re-prioritise and intervene when required. Oversees multiple projects and complex pieces of work, todeliver strategic objectives. Continuously reviews the service delivered, keeps an eye onthe “bigger picture”.13
Grades 7, 8 and Grade 93.Positive relationships and collaborationWorks collaboratively with others to deliver services and achieve objectives. Builds positive relationships with others. Is empathetic inapproach and aware of different perspectives and priorities across Birkbeck. Shares insights and experience proactively with colleagueswithin the team and across departments.Grades 7-8Grade 9 Grows strategic working relationships in pursuit ofBirkbeck’s objectives and develops collaborations. Leads complex collaborative projects, working with differentagendas and expertise. Develops effective long-term relationships, with multiplestakeholders and pro-actively works to anticipatechallenges.Actively cultivates and maintains effective relationships tosupport long-term collaboration, takes the opportunity tomake personal contact. Manages collaborative projects and makes opportunities forcollaboration, works with others’ strengths and expertise. Builds effective relationships for the long term, works torecover relationships in difficult situations. Empathetic, sensitive to other agendas and priorities, buildsothers’ awareness and encourages discussion. Encourages cross-team dialogue and constructive challenge,explores priorities and agendas. Is collaborative, involves others, whilst promoting anddelivering their services. Builds respect and engagement by involving others andsharing knowledge. Empathetic and handles multiple interpersonal relationships,including with senior leaders, with emotional intelligence.14
Grades 7, 8 and Grade 94.Innovation and changeIs adaptable to change and different approaches. Understands the benefits of change. Is willing to try new approaches in their work. Seeksto innovate and look for different ways of doing things to support service improvements. Seeks to learn from mistakes and change theirown behaviour/influence that of others.Grades 7-8Grade 9 Is positive about changes, an advocate for innovation andencourages others to engage. A champion for innovation and change, open andresponsive to new ideas and possibilities. Leads and manages change plans and innovations, agreesclear milestones and schedules. Develops, leads and manages change and communications’plans, negotiates milestones and outputs with others. Takes initiative and uses analytical skills and flexible thinkingto assess opportunities for innovation and change. Cultivates a “lessons learnt” environment that enablesinnovation and improvement.Is able to abstract complex problems, model possiblesolutions and evaluate change options beforeimplementing. Assesses opportunities for improvement/innovations anddraws on the expertise of others to generate “bottom-up”change.Develops a “lessons learnt” culture and the sharing of ideasthat enable innovation and managed risk taking. Champions the need for continuous improvement andinnovation in the light of feedback, analysis of trends andresource constraints.15
Grades 7, 8 and Grade 95.Delivering Birkbeck’s Mission and StrategiesUnderstands Birkbeck’s Mission and can explain this to others. Enhances contribution by understanding Birkbeck’s goals, strategies andthe wider context. Displays commitment to Birkbeck’s Mission and aims in their day to day work.Grades 7-8Grade 9 Explains and advocates for Birkbeck’s Mission and relevantstrategies to a variety of audiences. Champions Birkbeck’s Mission and key strategies toinfluential audiences. Describes their role and service within the context of thedepartmental business plan, relevant strategies and theMission. Communicates what the department’s services mean interms of the business plan, relevant strategies and theMission. Delivers own projects and services in support of businessplans, relevant strategies and the Mission. Develops others’ understanding, explains individualcontributions and engages others in delivering the businessplan, strategies and the Mission.Develops and implements strategies and projects that aresteered by the business plan, wider Birkbeck strategies andthe Mission. Ensures that staff understand the value of their role in termsof the plan, strategies and the Mission. Proactively keeps updated and takes into account strategicpriorities and the wider environment. Responds to evolving strategic priorities and is aware ofBirkbeck’s “direction of travel”.16
Grades 7, 8 and Grade 96.Leadership and integrityTakes ownership and leads by example. Operates with integrity and respect for others, to build trust. Wants to be accountable for theirwork and that of others. Is open and transparent in their actions. Encourages self and others to do better. Thinks ahead and plans theirand others’ activity to meet future challenges. Is positive and supportive to others. Is inclusive, treats people fairly, showing respect foreveryone. Applies understanding of equality and diversity.Grades 7-8Grade 9 Owns and leads the delivery of plans, inspires others. Shows integrity and consistency, works in the best interestsof Birkbeck to build trust.Leads the service forward, anticipates challenges and agreesdirection with their Director. Is visible, accessible and approachable.Models integrity, consistency and makes decisions in thebest interests of Birkbeck. Leads by example by planning, displaying accountability,delivering effectively and looking to improve. Has high personal standards of performance and behaviour,seeks to improve. Creates a learning environment in which colleagues candevelop and grow. Manages their own visibility and accessibility to maximiseimpact. Promotes tolerance, inclusiveness and respect for all in theirarea. Champions a learning environment of personaldevelopment and growth, to support the department andBirkbeck. Inspires others to build an “inclusive and tolerant culture”,which encourages respect for all.17
Grades 7, 8 and Grade 97.Self-awareness and resilienceIs aware of own behaviours and the impact on others. Reflects on own actions and those of others. Gives constructive and genuinefeedback. Deals positively with feedback. Is resilient and persistent when faced with challenges. Asks for help when they cannot see a wayforward.Grades 7-8Grade 9 Is reflective, able to self-assess and is aware of the impact oftheir behaviours on others. Self-reflective, able to learn from experience and assessone’s impact on others. Seeks and receives feedback in a constructive and positiveway, engages others in giving and receiving feedback. Develops a feedback culture within their area and activelyseeks feedback from others. Calm under pressure, is able to think clearly in demandingcircumstances. Is resilient, deals with set-backs and difficult situations,continues to be persistent.Demonstrates calmness and the ability to think clearly withmultiple pressures, make good measured decisions andmanage risk. Knows personal limits and how to seek help for themselves.Is resilient, able to keep a sense of perspective whereexpectations are high. Promotes the benefits of well-being in their area. Develops networks of mutual support, knows when andhow to seek personal support and help. Champions and models effective well-being.18
Grades 7, 8 and Grade 98.Communicating and listeningCommunicates clearly and effectively in a range of situations. Listens openly and checks understanding. Adapts their communicationstyle to their audience.Grades 7-8Grade 9 Uses a variety of communication approaches to inform andengage a wide range of audiences. Has a strategic approach to communication, so thatimportant messages are communicated and understood. Produces clear and engaging written work, including reportsfor senior staff. Is a clear verbal communicator, who can engage theiraudience.Produces clear, analytical and persuasive written work andhas a flexible style for a range of situations, including senioraudiences. Listens actively to others, explains complex and technicalissues clearly, checks their understanding.Is an authoritative verbal communicator able to present tosenior groups. Displays a range of influencing approaches, with staff atdifferent levels.Models effective listening, proactively checks own andothers’ understanding, and seeks to understand multipledifferent positions. Is an effective departmental representative and sets anexample for colleagues. Is a role model as a departmental representative, supportingothers to effectively represent the department.19
Grades 7, 8 and Grade 99.Managing self and othersPrioritises own work and that of others. Takes accountability for own success and others. Encourages self and others to learn, develop andbuild their careers. Deals with arising issues promptly, helps others through challenging times. Keeps others informed about their activitiesand progress.Grades 7-8 - Managing self and othersThese behaviours apply if you have aformal line management roleGrades 7-8 - Managing selfCore behaviours if you do not have aformal line management roleGrade 9 Engages others to deliver, works with theirstrengths and is flexible in their approach. Oversees effective performancemanagement, encourages colleaguesto give their best, manages poorperformance.Engages with others, as required, workswith their strengths and is flexible in theirapproach.Builds commitment and accountabilityamongst others to deliver, flexible in arange of situations. Actively contributes to developing apositive work environment and is a rolemodel. Develops a climate of effectiveperformance management, challengingand supporting others. Works with others to develop a positivework environment, addresses poorbehaviour. Sets an example through selfdevelopment, engages others indevelopment through PersonalDevelopment Plans.Sets an example through selfdevelopment, builds their capability andpotential through a Personal DevelopmentPlan.Sets high standards of behaviour,collaboratively builds and maintains apositive work environment, challengespoor behaviour. Plans for the longer term, reviews prioritiesand makes recommendations to seniorcolleagues. Plans and prioritises their own and team’swork, taking a longer term view, managesa responsive service. Is flexible in providing a responsive service,taking a long term view.A role model for ongoing personaldevelopment, develops PersonalDevelopment Plans to ensure the servicecan meet current and future challenges. Manages relationships with allstakeholders, keeping senior staff updated. Manages relationships with allstakeholders, keeping senior staff updated.Plans for the future, builds a responsiveand agile service, ensures the area hascapacity to meet priorities. Manages relationships with a wide varietyof influential stakeholders.20
Grade 10 and DirectorsOverviewThis overarching document describes the behaviours that Grade 10s and Directors at Birkbeck commit to exhibit. These behaviours weredeveloped over summer 2019: “Echoing the Nolan Principles of Standards in Public life, they describe the standard of professionalism, quality andreliability we aspire to hold ourselves and others to.”Service delivery and achieving results Be ambitiousChampion the importance of great service and the need to continuously improveCreate an ethos that truly values and appreciates the skills, knowle
The Framework highlights behaviours that distinguish effective performance in Birkbeck professional and support roles. Over 70 staff, managers and Directors were involved . in developing the framework. The process was robust with a review of good practice, including the Association of University Administrators (AUA) framework, with advice from an
