We use behavioural competencies in the recruitment and selection process for all teaching and non teaching vacancies. Competencies are chosen to define the behavioural skills necessary to fulfil a job.
The competencies will apply at different levels depending on the particular job. It is important to address how you meet the behavioural competencies advertised by giving concrete examples from your own experience (work or otherwise).
We select from this list of competencies:
Achievement, Analytical thinking, Customer Service Orientation, Entrepreneurship, Flexibility, Holding People Responsible, Intercultural competence, Leading and developing others, Relationship building for influence, Self Awareness, Professional Confidence, Team Working and Working Strategically.
Each behavioural competency will be at a level relevant to the requirement of the job. Full definitions of how each competency works at designated levels are in our behavioural competency dictionary (MS Word 529 Kb).
We need to see evidence of how you have met the competency in your experience. This needs to contain the context of the situation, the part that you played in it and the conclusion or outcome. You do not need to write an essay, but you do need a few sentences on the context, role and outcome to convince the shortlisting panel that you do meet the requirement.
Here's an example:
Definition of Teamworking at level two, taken from the competency dictionary: 'Actively includes individuals from diverse backgrounds in team activities. Capitalises on diverse skills and ideas. Spends time helping others think through issues. Speaks positively of others. Takes the time to learn about and understand other organisations and cultures'.
“At university a project group working on a joint assessment piece ran into difficulty because of ongoing illness with a key member.
(This part is to describe the circumstances and impact – this should not be more than a brief sentence or two.)
I re-organised our working schedule to ease the workload and proposed this to the team. The team agreed and it was implemented. In addition to taking on extra work I supported colleagues with problems they faced with their new work load. I would brief our sick team member once a week with our progress and our problems to include them in the project.
(This part is to give Behavioural evidence – i.e. what you actually did.)
Once the team was at full strength again, the recovering team member expressed thanks for team support and wrote an email to me thanking me for co-ordinating and implementing the new schedule. As a result the team member committed to double their contribution to the final stages and this allowed for the rest of the team to focus on other work. I suggested that future projects build in extra time and consultation support with our tutors for unplanned lapses in the schedule and we agree to do this next time.”
(This part is for the results/outcome and the proportion of the achievement for which you personally claim credit.)
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