Competency Framework

for the
Housing Sector
 Introduction
This competency framework has been developed for use by all organisations in the Housing Sector. It allows for use
by all levels of staff in a wide variety of roles across the sector. It can be used:

• to aid recruitment of the right staff,

• to assist in performance management and
• to use in employee development planning.

The framework is not intended to be prescriptive. It is intended as a start point and can – indeed should - be
adapted to fit the style, language and needs of particular organisations.

The approach taken has been to identify 8 key competency areas and develop a framework building up to 4 levels
of competence for each area.

The framework has a holistic approach and therefore there are many competencies – eg Equality and Diversity –
where the theme will run throughout all other competency areas. To avoid duplication the issues have not been
made explicit in all competencies but have been centred in the named competency area.

The framework is the work of a group of people who gave their time to research existing frameworks and to
establish the current needs of their own and of other organisations. It is therefore a composite of experiences and
input from Housing - and other - organisations across England and Wales. The group members and the reference
sources are acknowledged at Appendix 1 and 2 respectively.

The Framework is available via Asset Skills with the offer of further support and assistance available for those
organisations who would welcome it. This support could come from Asset Skills, the National Housing Federation or
from the Housing Organisations who contributed to the Framework.

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 Competency Framework for the Housing Sector

There is a set of 8 behavioural competencies which are described in further detail in this document.

Each has 4 levels of competence. The competencies have been designed so that they reflect the different levels that employees would
be expected to work at, eg; level 4 will generally reflect those working at a very strategic level in the organisation. This could mean a
senior person within the organisation, or a role that is very technical or specialist. All employees should be working at a minimum of
level one across the framework. If an employee is expected to work, for example, at level 3 in a specific competence, they should also
demonstrate those competencies set out in levels 1 and 2.

When using this framework to develop competencies as a performance management tool, it is important that they can be turned into
reality for employees in terms of the job they do. Each competency may mean something slightly different for each specific role, so the
use of practical examples of behaviour will help make it clearer. Positive and negative indicators of behaviour are used within the
framework. These are intended as practical guidance to make it easier for individuals to understand where they fit in the framework.
This will also assist managers in 1 to 1s, when used in conjunction with specific examples, to articulate where behaviour can be
improved.

The competencies are listed in alphabetical order in and displayed across the page in following format:

Title

Definition to give more Why the competency is

information about what the important
competency is about

Competency levels –
showing greater depth or
levels of complexity

Positive indicators and Indicators – showing

warning signs: examples of examples of specific
positive and negative behaviours at each level
behaviours.

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 The Competencies

Commitment to the Organisation

1. Communicating and Influencing

2. Customer focus

3. Embracing Change

4. Equalities and Diversity

5. Leadership

6. Team Working

7. Working Efficiently and Effectively

4
 Commitment to the Organisation
Definition Why it is important?
The ability to demonstrate understanding of and commitment to the Company loyalty and integrity are important in ensuring that employees can
organisation and its vision and values. It is about working with consistency, be confident that the organisation in which they work is operating in a positive
integrity and accountability. and ethical way and delivers excellent services to customers.

Level 1 Level 2 (+ Level 1 ) Level 3 (+ Levels 1 & 2) Level 4 (+ Levels 1, 2 & 3)

• Demonstrates the organisation’s
values in being open and honest with
customers and others
• Maintains confidentiality in line with
organisational policy
• Is committed to the organisation’s
standards
• Understands the business of the
organisation including its vision and
values
• Is punctual and reliable
• Acts professionally at all times
• Understands how own actions impact
on the organisation
• Takes ownership for delivery of their
own work
• Can explain why they perform their
duties and how this meets the needs
of the organisation
• Analyses own performance and
offers ideas and gives feedback
• Is flexible to meet the needs of
customers and the organisation
• Takes ownership for delivering
corporate strategy
• Understands and actively promotes
the organisation’s standards and
ethics to colleagues and others
outside the organisation
• Consistently demonstrates an
understanding of commercial issues
and risk management
• Instils and embeds Company loyalty
and commitment in their teams
• Upholds at all times the fundamental
values of good corporate
governance.
• Stands up publicly for organisational
values and challenges appropriately
• Provides strategic direction for the
organisation to improve performance
• Ensures organisational compliance
with legislation, regulatory
requirements and best practice
• Reviews visions and values of
Organisation to ensure continued
relevance into the future

Positive Indicators: Warning Signs:

• Accepts responsibility for mistakes and learns from them • Focuses on own needs and benefits
• Is trusted by colleagues and managers • Does not accept responsibility for own actions
• Challenges unethical or dishonest behaviours and attitudes • Criticises company and colleagues openly to outside agencies and customers
• Ensures others receive credit for what they achieve • Fails to maintain confidentiality and is careless with information
• Is sought out by others for advice and guidance • Is secretive and evasive
• Goes the extra mile • Is inconsistent, ‘does not walk the talk’
• Takes credit for success without acknowledging others
. • Is often late and is unreliable, abuses the work life balance schemes
• Shows little knowledge of the organisation and the business

5
 Communicating and Influencing
Definition Why it is important?
The ability to communicate clearly and effectively with a diverse range of Effective communication and influencing skills are the key to creating and
people and take account of their views. Uses well reasoned arguments to maintaining sustainable relationships at all levels, both internally and
convince and persuade where necessary to achieve a win-win solution. externally. This will lead to a high quality and accessible service.
Level 1 Level 2 + (Level 1) Level 3 + (Levels 1 & 2) Level 4 + (Levels 1, 2 & 3)

• Is polite and approachable • Considers in advance the differing • Communicates complex information • Uses communication and influencing
• Listens effectively needs of others and adapts style to others effectively skills to progress complex situations
• Asks the appropriate questions to accordingly • Is a clear and persuasive and achieve significant impact
clarify understanding • Actively initiates communication with communicator • Able to effectively present to &
• Presents and passes on information others regularly • Presents succinct, well balanced facilitate large influential groups,
promptly • Communicates clearly and influences information orally and in writing, with including hostile audiences
• Presents a clear, concise and well well under pressure clear outcomes • Translates strategy into effective
thought through case using facts and • Summarises information to check • Actively seeks to influence others operational messages, easily
figures understanding prior to decisions being made understood at all levels
• Demonstrates the organisations • Uses a range of methods to influence • Understands and responds to • Demonstrates an in-depth
communication standards others, e.g. explain benefits and give organisational politics understanding of organisational
background information. • Facilitates discussions to achieve politics and uses this effectively
• Explains and justifies point of view collective objectives • Creates and implements appropriate
and objectively discusses options • Creates an environment where communication strategies to support
team/s are encouraged and complex projects
developed, to enable them to • Ensures communication
communicate effectively effectiveness throughout the
business is continuously reviewed
Positive Indicators: Warning Signs:
• Listens to the views and opinions of others and acts appropriately • Does not listen to others views
• Gives the right information at the right time taking into account individual needs • Gives information either inaccurately and/or at the wrong time
• Presents spoken and written information clearly and concisely • Presents information in a muddled, unclear or jargonised way
• Has a polite and positive approach • Is negative, rude or interrupts
• Builds and presents a positive case stressing the benefits • Does not attempt to get people on board with an idea
• Adapts approach for different audiences and occasions • Uses the same approach whatever the situation
• Prepared to work to achieve a win-win solution where possible • Does not compromise
• Is confident in contentious/conflict situations. • Gives in too easily

6
 Customer focus
Definition Why it is important?
Customer focus is the commitment to putting customers first and ability to All employees must demonstrate a full understanding of customer needs and
deliver a consistently high quality service expectations to enable the effective delivery and development of appropriate
quality services which exceed customer expectations
Customers are both internal (i.e. colleagues) and external (i.e. the
community, tenants/service users or other organisations).
Level 1 Level 2 (+ Level 1 ) Level 3 (+ Levels 1 & 2) Level 4 (+ Levels 1, 2 & 3)

• Identifies and clarifies individual • Consistently makes decisions • Acts as role model in personal • Makes sure the organisation
customers needs focussed on customer needs approach to customer focus continuously develops and
• Takes pride in delivering high • Analyses delivery of services and • Takes time to establish improves services most
quality services and seeks to provides solutions to problems underlying needs of customers important to customers
expand own skills • Finds different ways to satisfy beyond those initially expressed • Identifies good practice &
• Resolves customer enquiries customer needs • Organises processes around solutions and integrates into
promptly at point of contact and • Constantly questions “how will customer taking account of service provided
only refers to others when this benefit the customer?” complex and sensitive issues to • Translates operational feedback
genuinely appropriate • Seeks customer feedback to meet their long term needs into strategic improvements
• Interacts well with all customers investigate ways to improve • Implements systems to record • Forms strategic & diverse
taking into account customers customer experience customer feedback and groups/partnerships to improve
diverse needs • Goes beyond their day-to day communicates ideas and services
• Understands all services and work to assist customers in a information to appropriate people • Recognises need for developing
accurately matches these to positive manner • Creates an environment where new customer bases & acts
customers needs team/s are empowered to put accordingly
• Keeps customers up to date and customers first
informed
• Deals with customers fairly and
equitably
Positive Indicators: Warning Signs:
• Treats all customers with respect • Does not treat all customers with respect
• Responds to all customer enquiries promptly, positively and courteously • Makes assumptions rather than finding out the customers needs
• Asks appropriate questions to identify customers needs • Is not flexible about own way of doing things
• Tries to see things from the customers point of view • Is insensitive to customer concerns and carries out tasks without thought of
• Brings ideas of ways to improve policies, procedures and service delivery to the impact on the customer
meet customers needs • Uses jargon, bureaucracy and red tape
• Actively requests feedback from customers and acts constructively upon both • Makes promises to customers that cannot be delivered
positive and negative feedback • Does not prioritise customer needs
• Goes the “extra mile” for customers • Ignores customer feedback
• Takes negative feedback personally

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 Embracing Change
Definition Why it is important?
The ability to plan for, adapt to and work with a variety of situations, The ability of employees to adapt to changing demands and work, now and in
individuals and groups. It is having a positive attitude to change and the ability the future, is crucial in delivering a high performing service.
to identify opportunities to improve performance.
Level 1 Level 2 (+ Level 1 ) Level 3 (+ Levels 1 & 2) Level 4 (+ Levels 1, 2 & 3)

• Is open to new ideas and listens to • Contributes positively to the change • Translates strategic vision into • Creates and articulates a vision that
other people’s points of view. process and sees change as an practical and achievable plans generates excitement, enthusiasm
• Adjusts to peaks and troughs of opportunity to improve performance • Works positively in ambiguous and commitment
workloads • Recognises the impact of change on situations
• Uses intuition as well as complex
• Always gives their best – is positive others and supports them through it • Proactive in identifying barriers to analysis to create a new concept or
about change • Uses an awareness of the bigger change and seeking ways to approach not obvious to others.
• Covers for colleagues when needed picture along with common sense to overcome them
interpret and implement policy. • Promotes a learning culture, • Encourages others to create
committed to continuous strategies and innovative services.
improvement and development • Ensures that the external
• Overcomes resistance to change environment and Government
• Constantly reviews own and section policies are considered when
objectives to ensure they support the determining strategic direction
organisation’s long-term Strategic
Objectives
Positive Indicators: Warning Signs:

• Shows commitment to the long-term goals of the organisation • Pursues his or her own personal interests even when not in line with
• Gets involved in shaping new ways of doing things organisational objectives and values.
• Supports organisational objectives even when disadvantageous in own areas • Reacts to requests or priorities without thinking about the longer term or
bigger picture
• Explains the benefits of decisions to team members or colleagues
• Shows no interest in learning about the organisation’s work outside his or her
• Works towards planned career goals and personal ambitions own area.
• Is able to think on their feet • Openly discusses issues in a negative way
• Undermines new ways of doing things
• Creates barriers and does not accept change

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 Equalities and Diversity
Definition Why it is important?
The recognition and valuing of difference in the broadest sense. It is about We are all representatives of our organisation. All employees need equality
creating a working culture and practices that recognise, respect, value and and diversity competence to engage creatively and effectively with each
harness diversity for the benefit of the organisation and all individuals. other, our customers and our partners, and to ensure compliance with
legislation.
Level 1 Level 2 (+ Level 1 ) Level 3 (+ Levels 1 & 2) Level 4 (+ Levels 1, 2 & 3)

• Treats everyone with respect
• Open to new ideas and ways of
working
• Demonstrates curiosity and seeks
information
• Receptive to the positive contribution
others can make;
• Builds trust and communicates
respect for others
• Considers impact of own actions on
others
• Challenges inappropriate behaviour
• Actively demonstrates an interest in
different experiences and
backgrounds
• Seeks out, recognises and uses what
people from different backgrounds
and experiences have to offer
• Sets a personal example of good
equalities practice at all times
• Understands different learning styles
• Understands the impact of hate
crime, other harassment and
unlawful discrimination
• Develops a culture of opportunity,
equality and diversity
• Empowers people to achieve best
practice in this area
• Adapts to different audiences
• Demonstrates integrity and
consistency in decision making
• Ensures team members value the
diversity of all they work with and
integrates people of different
backgrounds and experiences into
teams effectively
• Demonstrates clear and consistent
leadership in promoting equal
opportunities
• Ensures full access to services for all
• Deals efficiently and fairly with clear
cases of evidenced wrongdoing
• Strategic decision making reflects a
good understanding of cultural issues
and perspectives gained through
consultation with others
• Demonstrates ability to incorporate
ideas and concepts that creatively
challenge norms, to allow for greater
fairness, opportunity and diversity
• Is aware of their own leadership style
and is committed to bring the best out
in others
• Considers how new legislation, EU
directives and guidance are
integrated into strategy and plans
how to manage this
• Works with partner organisations
better provide services for all minority
groups

Positive Indicators: Warning Signs:

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 • Receptive to new ideas and differences • Unreceptive and slow to adapt
• Demonstrates a willingness to understand how equality and diversity can • Has difficulty recognising the need to be responsive to equality and diversity
impact on the way services are delivered issues
• Observes personal impact in interactions with colleagues, customers and • Has low levels of curiosity, openness and interest in the possibility of learning
partners and adapts behaviour that is both consistent and appropriate from others
• Recognised as an effective communicator in a range of situations • Makes false assumptions of people and situations which cause offence and
set up barriers to building trust
• Demonstrates critical self-reflection and judgement actively demonstrating an
interest in different experiences and backgrounds • Conveys lack of sensitivity
• Makes mistaken assumptions about people
• Seeks out, recognises and uses creatively what people from different
• Treats people with a lack of respect
backgrounds and experiences have to offer
• Considers impact of own actions on others • Demonstrates resistance to introducing equality and diversity measures into
• Is aware of and updates their knowledge and responsibilities under equalities the workplace (without well reasoned argument)
legislation

Leadership
Definition Why it is important?
Leadership is the clear setting of goals and objectives linked to the We need individuals across the organisation need to demonstrate positive
organisation’s vision. It is also about encouraging, supporting and inspiring leadership qualities to motivate and support others to achieve organisational,
others to develop confidence, capability and to realise their full potential. team and personal objectives.
Level 1 Level 2 (+ Level 1 ) Level 3 (+ Levels 1 & 2) Level 4 (+ Levels 1, 2 & 3)

• Leads by example • Sets and communicates clear
• Treats people fairly and consistently direction
• Generates a team spirit • Understands in depth what
• Gives appropriate recognition for motivates and encourages team
success or good performance members and colleagues
• Trusts staff to deliver work once
delegated appropriately
• Secures necessary resources
and support
• Provides supportive environment
and removes blocks to effective
working to ensure well being
• Encourages work life balance
Positive Indicators:
• Gives timely and specific • Articulates a vision that creates
feedback on what has been done excitement, enthusiasm and
well and where there is room for commitment from others
improvement • Is a dynamic and inspirational
• Encourages and seeks out leader
feedback and makes positive • Happy to recognise individuals
improvements regardless of how with skills that surpass their own
the feedback was given and utilise them to achieve a
• Is aware of own leadership style better outcome
and adapts to get the best out of
others
• Recognises potential in others
and encourages self
development
• Delegates to develop skills of
others
Warning Signs:

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 • Empowers team members to come up with their own solutions to problems
rather than solving the issue themselves
• Uses coaching and/or mentoring to develop the skills of others
• Delegates work effectively to continually develop team members
• Gives effective feedback and checks that team members are clear about
what is expected
• Models the way in terms of behaviours expected within the team
• Has a clear vision which inspires the team to follow
• Encourages team members to try innovative approaches and think “outside
the box”
• Scrutinises how work was completed rather than celebrating achievement
• Does not delegate work
• Replaces clear objectives with menial to do lists
• Demonstrates favouritism in the team
• Does not deal with under performance or development issues
• Creates an atmosphere of fear or indifference
• Is inaccessible to others requiring direction
• Will not develop others in the team, feels threatened
• Expects certain behaviour but does not example them
• Does not capitalise on diverse skills offered by the team
• Tells others what they want to hear
• Keeps the best jobs for themselves

Team Working
Definition Why it is important?
Uses interpersonal skills to work co-operatively with colleagues, internal and To ensure that people work co-operatively together sharing best practice,
external partners, working pro-actively across cultures and organisational breaking down departmental barriers and communicating fully on new
boundaries, sharing information, new knowledge, innovation and ideas. initiatives to achieve organisational goals.
Level 1 Level 2 (+ Level 1 ) Level 3 (+ Levels 1 & 2) Level 4 (+ Levels 1, 2 & 3)

• Co-operates with others
• Asks colleagues for help when
needed
• Puts in extra effort to share the
load willingly
• Recognises that the way different
departments, communities and
cultures work are not the same
• Responds positively to requests
for help from internal and
external partners
• Is courteous, tactful and
diplomatic
• Works with others to ensure
projects and tasks are complete
• Actively includes individuals from
a diverse background and
cultures in team activities.
• Spends time thinking through
issues with others utilising their
skills and making them feel
valued
• Speaks positively of others and
gives praise and credit when due
and contributes feedback where
necessary.
• Understands what others need to
know and keeps them informed
• Encourages and supports other
colleagues
• Builds good relationships with
• Networks effectively both
internally and externally
• Addresses conflicts or issues
within the team in a timely,
positive and confidential manner
• Initiates meetings with
colleagues and external partners
to share information
• Puts team decisions above
personal interests
• Works to develop a one team
culture across the organisation
• Actively gives and receives
feedback to improve
performance
• Creates new opportunities for
individuals to work together
• Breaking down barriers that get
in the way of effective team
working and challenges others to
do the same
• Develops dynamic ways to
introduce new strategies to
improve partnership working
• Regularly maintains networks
and contacts
• Promotes partnerships as a
means of shaping and delivering
services to the community

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 others
Positive Indicators:
• Has a clear understanding of the team goals and ensures a professional
service is delivered at all times
• Treats all team members with respect
• Has a ‘can do’ attitude to achieving team goals
• Is supportive of other team members, showing diplomacy, patience and care
• Understands and considers the impact their behaviour has on others
• Makes best use of team and organisational resources, including time, ideas
and finances
• Willing to share
• Seeks out ways to improve team performance.
Warning Signs:
• Sees themself as better than others and fails to respect their contribution
• Makes negative comments about another either professionally or personally
• Can’t help, won’t help, uncooperative
• “That’s not my job” “ I’m far too busy” “Passes the buck”
• Does the bare minimum to get by
• Co-operates selectively in accordance with own personal interests or
objectives
• Fails to take on board new methods of delivering the service to accommodate
different teams, cultures and communities

Working Efficiently and Effectively

Definition Why it is important?
Producing high quality services which offer best value within the agreed To deliver products and services which are creative, innovative and culturally
timeframe irrespective of obstacles. Being creative and practical in developing appropriate. It is making changes that increase the efficiency and
new ways of working. effectiveness of our work and of the organisation.
Level 1 Level 2 (+ Level 1 ) Level 3 (+ Levels 1 & 2) Level 4 (+ Levels 1, 2 & 3)

• Ensure own targets are
completed
• Keeps people informed of
progress on key tasks
• Refers to others when necessary
• Checks for accuracy to get things
right
• Plans and organises to cater for
peaks and troughs in workloads
• Looks for and suggests ways to
improve current working
practices
• Learns from mistakes
• Takes responsibility for achieving
results.
• Uses own knowledge and
expertise to develop new ways of
working
• Obtains and uses necessary
information to make decisions
• Demonstrates high personal
standards as an example to
others
• Considers impact of own actions
on others
• Monitors and evaluates own
performance against targets
• Remains focused when faced
with competing demands
• Allocates time and resources to
reflect priorities
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• Takes responsibility for making
decisions to move things forward
• Plans ahead and is able to spot
opportunities to develop new
approaches, products and
services to meet organisational
needs
• Encourages organisational
learning and continuous
improvement
• Demonstrates integrity, fairness
and consistency in decision
making
• Sets demanding but achievable
objectives for self and others
• Achieves results through
effective management of self and
• Able to identify and put a
business case forward in
response to changing needs of
the organisation
• Works collaboratively with
external partners to ensure
keeps abreast of new
developments
• Ensures work processes and
projects are well targeted,
managed and evaluated to
deliver strategic aims
• Challenges the ‘status quo’ and
takes appropriate risks in order to
identify new and better ways of
improving strategic performance
• Works and develops new
 others initiatives that contribute to the
development of the organisation

Positive Indicators: Warning Signs:

• Sets aside thinking time to come up with more creative ways of doing things • Leaves other to resolve problems
• Asks colleagues to identify key factors that hinder performance and use these • Leaves problems until they become significant issues
to plan improvements • Struggles to effectively prioritise work load or meet deadlines
• Takes advantage of new technologies • Sets unrealistic deadlines
• Looks to other areas for good ideas • Relies on fire fighting
• Is willing to be different • Does not review or evaluate own work
• Has a “can do” attitude • Is unreliable or has ‘won’t do’ manner
• Needs minimal supervision to obtain high quality outcomes • Takes credit for others work
• Makes negative comments about other staff/teams and own organisation
• Sometimes infers blame on other staff/departments or the organisation

Appendix 1

Competency Framework for the Housing Sector

Core Working Group

The competency framework is the combined work of a group of people who gave their time to research existing frameworks and to establish the
current needs of their own and of other organisations. The group met regularly throughout 2006 to identify the common competencies and
develop the Competency Framework for the Housing Sector.

The members of the core working group are shown in the following table and, if assistance is required in the implementation and adaptation of
the competency framework to your organisation, please contact one of the group members who have provided their email address.

Name Organisation Email address

Christine Amyes New Charter Housing Trust Group Christine.Amyes@newcharter.co.uk

Amanda Livermore Bradford Community Housing Trust Group Amanda.livermore@bchtgroup.org

Kate Radovanovic Wakefield District Council K.radovanovic@wdh.co.uk

Sharon Steele National Housing Federation Sharons@housing.org.uk

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Darrell Foster Walsall Housing Group Darrell.Foster@whgrp.co.uk

Richard Burke Nottingham Community Housing Association RichardB@ncha.org.uk

Emma Walker Ewalker@ncha.org.uk

Alison Culpan Mercian Housing Association ACulpan@mercian.org.uk

Rose Smith North Hertfordshire Homes Rosemary.smith@nhh.org.uk

Anisha Waka Asset Skills Awaka@assetskills.org

Appendix 2

Reference Sources

Throughout the development of this competency framework a number of existing frameworks and reference materials were considered by the
working group. These are listed below:-

Competency frameworks

 The Accent Group – Competency Framework 2005

 The British Council – Behavioural Competency Dictionary - August 2004
 East Thames – Behavioural Competency Directory - Jan 2005
 National Competency Framework for Local Authorities
 New Charter Housing Trust – Competency Framework
 NHS Knowledge and Skills Framework
 Nottingham Community Housing Association – Performance Management Competency Framework
 Shipley Community Housing – Competency Framework
 Walsall Housing Group – Key Success Factors – October 2005
 Yorkshire Housing Group – Competency Framework

References
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 Whiddett, S. and Hollyforde, S. (2003). The Competencies Handbook. CIPD Publishing, LONDON

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