Organisational Skills Profile for Teacher

Technical Skills

Classroom Management
Course and Lesson Planning
Subject Knowledge
Understanding Your Learners
Learning Technologies

Behavioural Competencies
Team working
Customer Service Orientation
Flexibility

British Council 2008

The United Kingdoms international organisation for educational opportunities and cultural relations. We are registered in England as a charity
1

Teaching Skills
Classroom Management
It is important that we all have a clear understanding of what our role is within the British Council and what is expected of us.
To do this we have job descriptions which describe the aims and objectives of posts and a skills profile which is a mix of the
behaviours, skills, qualifications and knowledge required to do a specific job.
Enclosed you will find the Organisational Skill Profile for our teachers in our overseas network.
The individual competencies/skills are displayed across the following pages in this format:
Skill/Competency title

What this skill/competency is

Why the skill/competency is important to the
British
Council

Warning signs and positive

indicators: these give examples of
positive and negative indicators of
these skills/competencies.

Skill/Competency levels: these show the

increasing increasingls
of at which the
sophistication
or complexity
Skill/competency can be
demonstrated.
Indicators: these provide detail on the specific
skill/competency in practice at each level.

British Council 2008

The United Kingdoms international organisation for educational opportunities and cultural relations. We are registered in England as a charity
2

Teaching Skills
Classroom Management
Definition

Why is it important?

The ability to plan, control and facilitate interaction in the classroom that is
appropriate to the activity and promotes learning and takes into account
different needs and abilities of learners and demonstrates an awareness of
Equal Opportunities and Diversity issues.

It enables the teacher to manage energy levels, ensure appropriate learner participation, and create working patterns
that have a positive impact on learning. It helps to motivate learners and ensures that different styles of learning are
catered for and different needs met.

Skills focus

Level 1

Level 2

Level 3

Managing the
learning
environment

Sets up the classroom in a way that facilitates learning.

Uses an appropriate variety of resources and equipment
to facilitate learning. Demonstrates sensitivity to the
safety and well-being of students.

Varies the classroom set-up in a way that is appropriate

to the learners and activity. Uses a wide variety of
resources and equipment effectively. Ensures a safe and
supportive learning environment.

Is fully aware of the effect of the learning environment on

learners and learning. Innovates and experiments with
different learning resources and equipment. Evaluates
their effectiveness and shares findings with others.
Demonstrates flexibility and skill in setting up a safe and
purposeful learning environment.

Managing
interaction

Varies role according to the type of learners, the type and

stage of lesson. Makes use of individual, pair and group
work.
Is aware of the need to balance teacher and learner
talking time.

Managing the
lesson and
activities

Uses a variety of tasks and manages time appropriately.

Gives clear instructions.

Varies role effectively. Varies interaction according to the

type of learners, stage of the lesson and the activity type.
Demonstrates good awareness of useful and
inappropriate teacher talk and achieves a good balance
between teacher and learner talking time.
Ensures learner engagement through appropriate and
varied tasks and the use of clear classroom routines.
Demonstrates flexibility in accordance with learner
needs.

Managing
relationships and
behaviour

Has good rapport with the learners and aims to provide a

positive learning environment for all. Deals appropriately
with student problems when they arise.

Managing
oneself

Treats students with respect.

Adjusts own use of language to the type and level of the
class. Explains clearly. Uses questioning and elicitation
techniques to involve students in the lesson.

Managing
feedback

Demonstrates awareness of learner strengths and

difficulties in teaching decisions. Chooses appropriate
moments and appropriate strategies for giving feedback
and correcting learners language.

Creates and maintains a positive learning environment

for all learners. Establishes routines and has a range of
strategies for promoting appropriate learner participation
and behaviour.
Treats all learners with respect and consideration.
Demonstrates and promotes positive values through own
behaviour. Successfully adjusts own use of language to
the type and level of the class. Uses a range of effective
questioning and elicitation techniques to involve students
in the lesson.
Responds appropriately to and builds on learner
contributions. Monitors students work and gives
appropriate feedback to learners on their performance.
Encourages learner reflection on own and others
performance.

Varies role flexibly and intuitively to maximise

effectiveness of interaction. Demonstrates a principled
approach in varying interaction to fully engage all
students throughout the lesson.
Consistently demonstrates high level of skill in lesson
execution. Manages the learning of individuals, groups
and the whole class effectively.
Inspires motivation. Learners and the teacher
demonstrate mutual respect. Manages learner behaviour
constructively by establishing and maintaining a clear
and positive behaviour framework in the classroom.
Is a role model for learners and other teachers. Uses
language in a natural way but which is always
comprehensible to learners. Promotes critical thinking
skills through use of effective questioning.
Has clear insights into individual learners and their
progress, strengths and weaknesses. Gives accurate,
timely and constructive feedback to learners. Actively
involves learners in reflection on own and others
performance.

British Council 2008

The United Kingdoms international organisation for educational opportunities and cultural relations. We are registered in England as a charity
3

Teaching Skills
Classroom Management
Learning,
developing and
innovating

Evaluates own performance and demonstrates

commitment to further development.

Has a creative and constructively critical approach to

innovation. Initiates experimentation in own practice and
is prepared to change or adapt practice where benefits
and improvements can be identified.

Warning signs

Researches and evaluates innovative practice and uses

this to inform own practice. Reflects on own and others
practice and shares findings with others. Is a role model
for other teachers.

Positive indicators

individual learners dominate and disrupt classroom activity

learners reluctant to participate in tasks and / or do not understand what is required
learners do not complete tasks or are consistently unable to achieve objectives
teacher uses or allows inappropriate language e.g. sarcasm, derision or racist/ sexist
remarks
uses an insufficient range of techniques for giving learners feedback and correction
does not set and keep to time limits as appropriate
teacher responds inappropriately to students behaviour e.g. shouting or aggression
teachers regularly ill-prepared e.g. often leaves the classroom during lesson to collect
resources

clearly stages activities and lessons

gives clear checked instructions
monitors participation and task achievement
is aware of the affect that learner age has on the need for pace and focus change
shows awareness of learners needs, learning styles and backgrounds
responds flexibly to issues that arise
maintains good discipline in class referring to line manager where necessary
there is variety in grouping and room layout
teacher has excellent rapport with class, and learners with each other
uses praise appropriately

British Council 2008

The United Kingdoms international organisation for educational opportunities and cultural relations. We are registered in England as a charity
4

Teaching Skills
Course & Lesson Planning
Definition

Why is it important?

The ability to prepare courses and individual lessons that fulfill course
objectives, employ appropriate methodology and meet learners needs. In
addition, lessons demonstrate cultural awareness and reflect the diversity of
host country and UK.

Clear course and lesson planning are vital to ensuring aims and objectives are met and that learners needs are
catered for appropriately. Planning facilitates the selection, development and sequencing of relevant activities. It
helps the teacher anticipate issues that might arise during lessons. It further allows the teacher to be flexible without
losing sight of the main aim of the lesson.

Skills focus

Level 1

Level 2

Level 3

Establishing
learner needs

Demonstrates awareness of learner needs and responds

to these in lesson planning.

Establishes learner needs through appropriate means.

Builds on learners prior knowledge to ensure learner
progress.

Establishes and fully understands learners needs. Uses

understanding of second language acquisition processes
and observation of learners to inform planning.

Aims and
objectives

Has clear and appropriate aims for individual lessons

within the context of the syllabus. Considers problems
and how to deal with them.

Plans series of lessons with clear and appropriate aims

and learning outcomes within the context of the syllabus.
Ensures appropriate level of challenge. Anticipates
problems and identifies how to deal with them.

Balances awareness of course aims with clear

understanding of learner needs. All lessons are
purposeful with clear learning outcomes. Has full
awareness of what problems may arise and strategies
for dealing effectively with these.

Learner training

Includes some focus in lessons on raising learner

awareness of what and how they are learning.

Lesson plans consistently incorporate focus on learning

to learn.

Demonstrates high level of awareness of the importance

of involving learners in the learning process through
building in appropriate focus on process of learning.

Content and tasks

Lesson content and tasks are appropriate to aims.

Lessons have useful learning outcomes. Plans
interesting and age-appropriate tasks and activities.
Sequences the activities logically. Plans timing.

Materials and
resources

Uses a range of materials and resources appropriate to

the lesson aims and learners. Respects copyright and
branding.

Assessment of
learners
Learning,
development and
innovation

Develops a range of different types of lessons according

to different learning objectives. Demonstrates a
principled approach to planning. Plans varied and
motivating tasks and activities with clear learning
outcomes. Allocates appropriate timing.
Uses effectively a range of motivating materials and
resources appropriate to lesson and course aims.
Creates high quality learning materials as necessary.
Respects copyright and branding.

Plans a wide range of lesson types. Demonstrates

flexibility and creativity in lesson and course design. Can
relate lesson and course design to learning theory and
recent developments in teaching approaches.
Designs, develops and evaluates learning materials
making a significant contribution to high-quality course
design and delivery.

Incorporates assessment into lessons and courses.

Uses a varied and appropriate range of approaches to

assess learner performance.

Demonstrates a clear understanding of assessment

principles and is able to plan and incorporate effective
assessment procedures into courses and lessons.
Shares knowledge with others.

Reflects on success of lessons and makes changes

accordingly to future planning.

Invites learner feedback and takes this into account in

own evaluation of lessons. Uses insights gained to
inform future planning.

Uses a range of tools to evaluate success of lessons and

courses. Shares findings with others. Uses this to
inform future planning.

British Council 2008

The United Kingdoms international organisation for educational opportunities and cultural relations. We are registered in England as a charity
5

Teaching Skills
Course & Lesson Planning
Warning signs

Positive indicators

teacher, learners and / or parents unclear about course objectives and how activities in
individual lessons relate to these objectives
teacher regularly runs over or under time in course or lessons
teacher does not adapt materials and lessons to meet students needs
lesson aims are not apparent or are inappropriate
there is no clear link between series of activities or lessons
teacher is unaware of benefits of learner training and fails to encourage learners to adopt
appropriate strategies

course objectives are achieved

teacher, learners and or parents clear about course objectives and how activities in individual
lessons relate to these objectives
evidence of thorough preparation, e.g. research into target areas, staging and selection of
materials and activities
selects and adapts materials appropriately
learners and parents report sense of learning and direction
teacher can articulate rationale behind adapting courses and materials
ensures balance and variety in materials and activities orders lesson stages logically so that
each lesson builds on previous work
is able to adapt lesson plans appropriately to respond to the needs of the students
develops clear personal overviews of courses for specific groups of learners
is a reflective practitioner and shares knowledge with others

British Council 2008

The United Kingdoms international organisation for educational opportunities and cultural relations. We are registered in England as a charity
6

Teaching Skills
Subject Knowledge
Definition

Why is it important?

This refers to the ability to analyse and describe language systems (lexis,
discourse, grammar and phonology) and language use (through spoken and
written text) and the ability to communicate this knowledge effectively and in
ways appropriate to the learners.

Learners expect the teacher to be an expert and to use this knowledge to help them in their learning. A sound
knowledge of the target subject allows teachers to analyse the issues learners face and anticipate issues. It
helps them to select appropriate ways to focus on and develop language and language use.

Skills Focus

Level 1

Level 2

Level 3

Knowledge of the
language &
research skill

Makes use of reference materials and colleagues to

develop understanding of language and language use.
Understands key terminology used in ELT to talk about
language, language use and skills.

Researches, discusses and reflects on language and

language use with colleagues. Helps less-experienced
teachers informally. Is confident with terminology used to
describe language and language use.

Demonstrates a wide and detailed understanding of

the English language and how it is used in different
contexts and genres.

Selection &
grading of
language

Selects/grades language and examples of language use

appropriate to the learners. Demonstrates understanding
of the language area or skill focussed on in the lesson and
provides accurate examples for the learners.

Demonstrates clear awareness of learner needs and

difficulties when selecting/grading language and examples
of language use. Demonstrates a thorough understanding
of language or skill areas referred to in lesson objectives.
Provides accurate and useful models.

Shares subject knowledge and classroom

application of language and language use with
others through training, through individual coaching
and/or through line management.

Focus on and
practice of
language and
supporting
understanding

Demonstrates the ability to give basic information about

language form, meaning and use and uses different
techniques and materials effectively to facilitate this.

Demonstrates the ability to provide accurate and

appropriate information about language form, meaning
and use. In addition, uses a range of strategies and
techniques to recycle language and extend practice and
selects and supplements/adapts materials appropriately to
facilitate this.

Displays a high level of sensitivity, creativity and skill

in providing accurate and appropriate information
about language and its use. Supports learners and
colleagues in their own analysis and exploration of
language and language use. In addition creates and
shares accurate and appropriate materials to
facilitate this.

Developing
understanding and
use of spoken
language

Uses basic techniques and procedures for developing and

practising listening and speaking skills appropriate to the
age, needs and level of the learners.

Demonstrates a range of techniques for developing as

well as practising listening and speaking skills and sub
skills. Includes appropriate focus on learner strategies.

Demonstrates a wide range of techniques for

developing and practising skills and sub-skills.
Integrates work on learning skills and strategies.
Innovates and shares ideas with others.

Developing
understanding and
use of written
language

Uses basic techniques and procedures for developing and

practising literacy skills appropriate to the age, needs and
level of the learners.

Demonstrates a range of techniques for developing as

well as practising literacy skills and sub skills. Includes
appropriate focus on learner strategies.

Demonstrates a wide range of techniques for

developing and practising literacy skills and subskills. Integrates work on learning skills and
strategies. Innovates and shares ideas with others.

Demonstrates some awareness of learner difficulties and

responds appropriately to learner contributions.

Demonstrates awareness of factors which may cause

difficulties with language items or language use as a
result of cultural, L1 or other factors. Responds
appropriately to learner contributions.

Demonstrates full and sympathetic understanding of

factors affecting learner language and can respond
effectively to learner contributions. Shares
knowledge with others through training, individual
coaching and/or through line management.

Response to
learner
contributions

British Council 2008

The United Kingdoms international organisation for educational opportunities and cultural relations. We are registered in England as a charity
7

Teaching Skills
Subject Knowledge
Learning,
developing &
innovating

Seeks to expand understanding of language and

language use e.g. through reading and discussion with
colleagues.

Researches and reflects upon language and language

use. Experiments and innovates in lessons.

Warning signs

Keeps up to date with current developments in

understanding and interpretation of language and
language use. Uses knowledge to inform teaching
content. Experiments, innovates and evaluates.

Positive indicators

does not research content area in sufficient depth

teacher makes errors during explanation and or does not provide accurate and / or
appropriate information about language, language use and skills
learners do not understand the explanations
ignores learners requests for explanations or clarification
does not adapt own classroom language appropriately
teacher tests rather than develops learners skills
teacher maintains own perspective on content area to the exclusion of different
perspectives and viewpoints from learners
language selected is not appropriate to learners level, age or needs
shows little awareness of language appropriacy

receives positive feedback from learners

can provide meaningful practice activities in class
makes wise judgements in class about how and when to deal with learners questions
contributes to the training and development of other teachers in this area
keeps abreast of the latest professional reading
is frequently asked for help by colleagues
contextualises language, language use and skills appropriate to learners needs
uses a range of strategies and techniques for focussing on language, language use and
skills
demonstrates awareness of language style, register and how language is used in different
contexts and genres

British Council 2008

The United Kingdoms international organisation for educational opportunities and cultural relations. We are registered in England as a charity
8

Teaching Skills
Understanding Your Learners
Definition

Why is it important?

This refers to the understanding that a teacher demonstrates towards their

learners and of the learning process.

Understanding of these areas means that the teacher is able to employ appropriate strategies to guide and support
learners and maximise their learning potential.

Skills Focus

Level 2

Level 3

Has a good understanding of the range of factors

affecting learning and the process of second language
acquisition. Can relate what happens in lessons to this.

Is up to date with research and has an in-depth

understanding of current thinking in second language
acquisition processes and educational theory. Reflects
on own teaching and learning in relation to this.
Regularly shares knowledge with others.

Knowledge of
the Learning
Process

Level 1
Has a basic understanding of what is involved in learning
a foreign language and how age, culture, learning styles
and other factors may influence this.

Understanding
Learner Needs

Finds out about learners needs, difficulties and learning

styles and takes these into consideration when planning
lessons.

Undertakes needs analyses and adapts teaching

approach, the syllabus and materials to suit learners
needs and learning styles. Seeks feedback from
learners.

Undertakes comprehensive needs analyses and enables

learners to develop individual learning paths. Involves
learners in decision-making as appropriate.

Planning

Sets realistic learning objectives and can anticipate

student strengths and difficulties.

Sets appropriate learning objectives and provides

appropriate scaffolding for learning activities according
to student needs.

Can fully justify lesson and course content and approach

in relation to learners needs and learning styles.

Awareness of
Individuals

Treats learners fairly, involves all learners and promotes

well-being of all learners in the class.

Promotes
Learner
Autonomy

Encourages learners to adopt good learning habits and

includes learner training activities.

Learning,
developing and
innovating

Informally observes learners and their performance in

order to gain a better understanding of learning styles,
strengths and difficulties.

Has a good understanding of individuals in the class.

Caters effectively for diverse needs and is able to
personalise learning to provide opportunities for all
learners to achieve their potential.
Encourages learners to take on responsibility for their
learning and adopt appropriate strategies.
Systematically gathers information and reflects upon
learners and the learning process and how these can
best be supported. Is willing to experiment.

Has an extensive knowledge and understanding of

matters concerning equality, diversity and inclusion in
teaching.
Helps learners to reflect on their response to different
learning strategies and to maximise their own learning
potential through experimentation.
Has excellent insight into learners and the learning
process. Is flexible and innovative in teaching in order to
cater for diversity.

British Council 2008

The United Kingdoms international organisation for educational opportunities and cultural relations. We are registered in England as a charity
9

Teaching Skills
Learning Technologies
Definition

Why is it important?

The ability to integrate Learning technologies into everyday classroom practice to

enhance language learning.

Learners expect teachers to use a wide range of Learning technologies effectively in the language learning environment to help
them in their learning. In addition, competence in Learning technologies enables teachers to draw on a variety of resources to make
lessons interactive, motivating and useful for learners.

Skills focus

Level 1

Level 2

Level 3

Setting up the
classroom

Is able to use a limited range of Learning technologies in the

classroom including a CD player/DVD player/computer/IWB and
data projector. Arranges classroom furniture, lighting etc to
maximize students ability to see the board.

Is comfortable using a range of Learning technologies in their

teaching including laptops, learner software and online
resources. Troubleshoots minor problems such as audio levels,
projector modes and computer problems.

Uses a wide range of Learning technologies appropriately. Is

able to complement learning technologies to enhance learning.
Is able to set up and train others in their use and
troubleshooting. Shares techniques with colleagues.

Uses a range of ACTIVstudio tools effectively. Regularly

integrates a range of resources from other digital sources, e.g.
the Internet, audio files, Word documents, etc. Encourages
students to use the board. Thinks about the IWB from the
students perspective.

Consistently demonstrates a high level of skill in using the IWB

appropriately in the classroom including a variety of student
interaction patterns. Seamlessly integrates a wide range of
resources from digital sources, including student produced
materials. Shares techniques and materials with colleagues and
is involved in delivering IWB training.

Encourages student interaction through appropriate computer

activities. Provides clear language learning aims and critical
thinking activities. Confidently demonstrates computer activities.
Provides students with process language to carry out tasks. (e.g.
scroll down, click here.)

Consistently manages language learning using computers

effectively. Experiments with student/computer interaction
patterns. Confidently uses new technologies in the classroom
such as digital language labs and online tools/web-based tools.
Fully exploits Learning technology resources in the classroom.
Experiments with different approaches. Contributes Learning
technology resources to shared teaching resources. Encourages
students to explore and use self-study ICT/Learning Technology
resources. Plans activities that require a variety of focus and
student interaction with and away from Learning technology
resources. Actively participates in network wide
forums/discussion list to share knowledge and promote good
practice.

Managing the IWB

classroom

Managing the
laptop/fixed
computer
classroom

Uses shutter/freeze options to avoid distracting students.

Toggles smoothly between flipcharts/PowerPoint slides and
other applications. Works from the side of the IWB, standing out
of the projector beam when talking to students. Blanks the
projector image to manage smooth transitions between digital
resources.
Has a clear routine, especially at the start and end of the lesson.
Provides clear instructions. Monitors students to check they are
on task. Uses effective strategies or signals to gain students
attention. Ensures that environment (e.g. IT equipment and
furniture) is ready for another class at the end of their lesson.

Exploiting Learning
technology
resources

Accesses and selects ready prepared teaching materials, digital

language learning activities and appropriate web pages. Uses
Word and PowerPoint with students to create and save work.
Takes into account students learning preferences when
planning computer based activities. Seeks advice from
experienced colleagues on ICT resources.

Plans tasks to lead into and follow on from computer activities.

Includes a balance of traditional and Learning technologies
content and clearly communicates aims to students Confidently
demonstrates and recommends language learning software to
students for self-study use. Evaluates websites for EFL use and
creates classroom activities from these. Shares ideas with
colleagues for exploiting Learning technology resources.

Creating lesson
materials

Creates and saves basic lesson materials using Word,

PowerPoint and ACTIVstudio, including inserting images, in the
back office and accesses them in the classroom. Saves triedand-tested teaching materials in a shared space for colleagues
to use. Sources copyright friendly resources and follows British
Council copyright guidelines.

Prepares visually attractive and professional materials using

correct British Council templates in Word, PowerPoint and
ACTIVstudio. Adds interactive elements to flipcharts and
appropriate animation to PowerPoints. Inserts phonemic script
into materials. Directs students to appropriate digital resources
for self-study. Adds teachers notes for colleagues to exploit
teaching materials.

Consistently creates professional standard British Council

branded lesson materials for the classroom and shares these
with colleagues in the local office and the network. Authors
materials from a variety of language learning programs.

Troubleshooting

Uses the classroom troubleshooting guide to troubleshoot

common technology problems in the classroom. Knows where to
find help with on-the-spot ICT problems. Reports problems to
the ICT coordinator/IT support team and records them in the
appropriate place.

Demonstrates ability to find solutions to common application

problems. Uses the Help function in ACTIVstudio and Microsoft
Office applications. Can help colleagues with basic
troubleshooting.

Demonstrates a high level of skills in troubleshooting

ICT/Learning Technologies problems. Is a resource for
colleagues to seek help from in the staffroom and classroom.

British Council 2008

The United Kingdoms international organisation for educational opportunities and cultural relations. We are registered in England as a charity
10

Learning,
developing and
innovating

Seeks to expand skills and knowledge of ICT in order to

demonstrate basic competence in the classroom.

Willing to experiment with Learning technologies and integrate

new approaches into everyday classroom practice.

Warning signs

Continually experiments and innovates with Learning technology

in the classroom to inform and update teaching skills. Shares
findings with others and helps to shape future use of
technologies in the classroom.

Positive indicators

Teacher is afraid of technology and avoids using it in the classroom

Teacher integrates a variety of Learning technologies into everyday classroom practice

Teacher regularly requires troubleshooting assistance in the classroom

Learners regularly access Learning technology resources outside the classroom

Teacher doesnt save materials in correct drive, or is frequently unable to locate

Teacher promotes Learning technologies to colleagues in the staffroom

previously saved materials

ICT resources (such as computer room/laptops/visualisers/IWBs) are used regularly by

teachers and left in good condition

Learners are noisy and disruptive whilst teacher is setting up technology

Teacher is unable to access lesson materials or adapt/create own resources

Computer room/laptops/visualisers/IWBs are left untidy/not working/broken

Teacher produced resources are scruffy, not British Council branded and break

Teacher helps other teachers in the staffroom and classroom

copyright guidelines

Teacher regularly attends professional development/training to update Learning

Lesson materials created by teachers are attractive, correctly formatted and British
Council branded

technology skills

There is no link between a computer activity and the rest of the lesson

Teacher is unaware of the benefits of using technology in the classroom

Learners do not access ICT resources outside the classroom

Teacher relies on students to explain computer activities to other students

Learning technology activities.

Learners are not on task during/unable to complete activities

Learners are confident and keen to use Learning technology resources and supportive

Teacher uses learning technologies ubiquitously, regardless of their appropriacy

Learning technology activities are managed in a timely fashion/pace of lesson is

maintained before during and after l85

of each other.

Learners are clearly aware of learning outcomes/purpose.

Learners are on task throughout the activities.

British Council 2008

The United Kingdoms international organisation for educational opportunities and cultural relations. We are registered in England as a charity
11

Behavioural Competency
Flexibility
Definition

Why is it Important?

Flexibility is the ability to adapt to and work with a variety of situations, individuals and
groups. It is about being able to think on your feet, and not being disconcerted or stopped by
the unexpected.

This behaviour is necessary to respond to different and changing demands and work
across a range of activities now and in the future. Flexibility in interpreting rules, procedures
and policy is required to deliver focused services tailored to local needs. Demonstrating this
behaviour must always be in line with the Councils values.

Level 1
Accepts need for flexibility

Level 2
Applies procedures flexibly

Level 3
Adapts tactics/ approach

Level 4
Makes organisational change

Demonstrates willingness to
change ideas or perceptions
based on new information or
contrary evidence. Is open to
new ideas and listens to other
peoples points of view.

Applies rules or procedures flexibly, depending on the

individual situation, to accomplish tasks or activities more
effectively. Responds effectively to changing
circumstances. Remains focused when faced with
competing demands. Makes reasonable adjustments to
ensure maximum effectiveness and motivation of self and
others.

Identifies a pragmatic approach in order to get

the job done quickly and effectively. Uses an
awareness of the bigger picture along with
common sense to interpret and implement
policy. Is comfortable with ambiguity.

Changes the overall plan, goal or project

to fit the situation. Creates and supports
flexibility by introducing procedures which
ensure quick turnaround and encourage
flexibility in others.

Warning signs:

Sticks rigidly to procedures even when inappropriate.

Is not open to new ideas or ways of doing things.
Is slow to adapt to feedback.
Fails to reassess priorities in the light of change.
Resists change without full consideration of what is proposed.
Displays only superficial recognition of the need for flexibility in managing individuals with
diverse skills, backgrounds and needs.

Positive indicators:

Is open to the benefits of change, embraces appropriate new ideas.

Considers alternative approaches according to needs of situations or host cultures.
Weighs up costs and benefits impartially.
Is willing to investigate options in depth, even when they are the ideas of others.
Thinks laterally and creatively to resolve problems.
Is not inappropriately rigid about procedures and policy.

British Council 2008

The United Kingdoms international organisation for educational opportunities and cultural relations. We are registered in England as a charity
12

Behavioural Competency
Flexibility
Warning signs

Positive indicators

teacher is unaware of benefits of developing learner autonomy

learners do not access or use other resources outside class
learners are generally passive in class and do not ask questions
teacher has limited range of strategies and teaching techniques
teacher does not refer to learners when justifying decisions and choices
teacher is unaware of factors affecting learning
teacher does not know much about learners in class
teacher does not get feedback from students
teacher displays negative attitude towards some or all learners
teacher behaves in a culturally insensitive way

learners ask informal questions about language or ideas they have encountered both
inside class and outside
teacher recognises the value of promoting learner autonomy
learners regularly use self-access materials and materials obtained outside class to
support their learning
teacher explains lessons in terms of learners needs and their learning
evidence of reflection on learning and development both on the part of the teacher and
the learner
teacher regularly counsels learners on learning strategy use
teacher demonstrates good knowledge of learners
teacher seeks feedback and suggestions from learners and acts on this
teacher speaks of learners in positive terms

British Council 2008

The United Kingdoms international organisation for educational opportunities and cultural relations. We are registered in England as a charity
13

Behavioural Competency
Customer Service Orientation
Definition

Why is it Important?

Customer Service Orientation is the willingness and ability to give priority to customers,
delivering high quality services which meet their needs.

In this context the customer refers both to internal customers (i.e. other Council
Departments) and external customers (i.e. target groups in many countries around the
world). This behaviour is about fully understanding customer needs in order to develop and
deliver appropriate services.

Level 1
Delivers a service
Keeps customers up to date and informed.
Acts promptly to ensure customer problems
are resolved. Makes him- or herself
available to the customer. Interacts well with
all customers. Understands that each
customer is different. Delivers what is
expected, not what they think the customer
wants or needs.

Level 3
Addresses underlying needs
Takes time to question and understand the
real, underlying needs of customers, beyond
those initially expressed. Establishes
systems to collect customer feedback.
Focuses resource without bias on priority
areas and/or key customer groups.

Level 2
Adds value
Thinks about the customer when undertaking
day-to-day work. Questions "how is this
adding value for the customer?" Makes
decisions with the customer in mind. Takes
pride in delivering a high quality product or
service. Investigates service delivery and
provides solutions to problems.

Warning signs:

Does not treat all customers with respect.

Fails to deliver.
Fails to recognise or establish different customers needs and delivers what he or
she (rather than the customer) thinks appropriate.
Assumes one type of service is valuable for all customers.
Keeps customer feedback to him- or herself and does not share learning.
Talks dismissively about customers.
Is inflexible about own system and way of doing things.
Treats all customers in the same way.

Level 4
Serves long term interests
Always works closely with customers,
developing an independent view of their
needs and acting in their long-term interest.
Moves customer thinking forward, helping
them understand issues beyond their day-today work.

Positive indicators:

Responds to customer requests promptly.

Treats all customers with respect.
Does not make assumptions about customer needs, but asks lots of questions to clarify
them.
Takes the initiative in developing policies to meet customer needs.
Tries to see things from customers points of view - finds out about the pressures of their
world so as to relate to their concerns.
Requests feedback from customers to ensure satisfaction, and shares the results.
Knows when, and how, politely to decline an inappropriate customer request.

British Council 2008

The United Kingdoms international organisation for educational opportunities and cultural relations. We are registered in England as a charity
14

Behavioural Competency
Teamworking
Definition

Why is it Important?

Teamworking is about working co-operatively, across cultures and organisational

boundaries to achieve shared goals.

The British Council works across departments, organisations and cultures. Within the
Council, staff must work co-operatively together sharing best practice, breaking down
departmental barriers, and communicating fully on new initiatives and priorities. The same
applies to working with the UK constituency. Overseas, the ability to build on inter-cultural
understanding to create dynamic local partnerships ensures that the Council really
understands and meets the needs of its target audiences.

Level 1
Works co-operatively
Willingly co-operates. Is not afraid to seek
advice from others. Puts in extra effort when
needed to help others. Recognises that the
ways of getting things done in different
departments, organisations and communities
are not the same.

Level 3
Builds the team
Proactively shares information and learning
with colleagues. Addresses conflicts or
issues within the team in a positive and open
manner. Provides clear feedback to team
members. Uses understanding of different
interests and agendas to achieve positive
outcomes. Uses emotional intelligence to
understand team dynamics and to harmonise
and synergise energies of the team.

Level 2
Involves others
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.

Warning signs:

Sees him or herself as better than others and fails to respect their contribution.
Keeps important information to him- or herself or within the immediate department.
Assumes all cultures or communities are the same.
Co-operates selectively in accordance with his or her own personal interests.
Talks patronisingly to or about other departments or individuals.

Level 4
Creates team working
Creates new opportunities for individuals to
work together, breaking down barriers that
may get in the way of effective teamworking.
Challenges others to do the same. Is a
model of co-operative behaviour. Commits
time and resources to team-based projects.

Positive indicators:

Agrees with the team critical success factors for the team as a whole, and brainstorms
ways in which these can be measured.
Develops the habit of checking what others are thinking by asking Am I being clear?
Let me check what you are thinking at this stage.
Treats the concerns of other departments as important.
Co-operates to meet team goals even at expense of personal preferences.
Recognises the need for flexibility and sensitivity in dealing with cross-cultural issues.

British Council 2008

The United Kingdoms international organisation for educational opportunities and cultural relations. We are registered in England as a charity
15