British council Jobs and Vacancies- Employment Tips

This information is intended for people who might want jobs or employment at British council. If you follow all the guidelines here, there will be no way you will miss out for a job opportunity at British council

The values and culture of the British Council

The British Council has five values which govern our culture. These are described in terms of what they mean for how we treat each other and the people we deal with.

Valuing People
• We respect the people we work with: colleagues, customers and partners.
• We listen to and value the ideas and opinions of others.
• We give and listen to constructive feedback.
• We work together as a team.

Integrity
• We build trust.
• Our procedures are open and transparent.
• We work for the greater good of the organisation.
• We confront and discuss difficult ideas openly.

Mutuality
• We value diversity and difference.
• We build relationships and partnerships built on mutual benefit.
• We are aware of our impact on others.
• We are ready to learn from others.

Creativity
• We feel empowered to make decisions about the way we work.
• We take personal risks and learn from our experience.
• We respond flexibly to new challenges and opportunities.
• We are able to express our feelings.
• We share knowledge.

Professionalism
• We deliver on our promises to internal and external customers and clients.
• We comply with corporate and client requirements.
• We account for our actions.

Matching values and culture

If you know what really matters to you in life, then you are probably quite well aware of your personal values. With a good degree of self-awareness you will also be conscious of the variety of effects that your choices of behaviour have on others. You can use this sense of your own values and attitude towards others to think about the potential fit between you and the organisation you are considering as a future employer. If you feel you have an almost 100% match between you and the organisation, then in all probability you will feel very much ‘at home’! If you feel there is at least a 60% match, you will be likely to have proportionately more good days than bad. In the case of a less than 50% match, you are likely to feel that you cannot identify with the organisation and its purpose unless you can genuinely embrace the degree of personal change that comes with adopting new values, or working in an unfamiliar culture. You would have to be ready to accept the challenges that you would almost certainly face.

If you have any questions about Values and Culture is a good idea to speak to the person who has been identified as your point of contact in your Application Pack or on the Web site.

Section Two

How the British Council communicates job information

From your Application Pack or the British Council Web site you will have either, a copy of the Job Description:Person Specification for the job in which you are interested, or, an ‘Information about the Job’ document. Keep that documentation with you now and refer to it as you read this section.

Job Information is provided in two parts. The first part is the description of the job, i.e. the duties and standards and the second part is the Person Specification, i.e. the essential and desirable competencies required for the job. Understanding the fundamental importance of the relationship between them will help you when you work on your Application.

The first part of the Job Description, or the ‘Information about the Job’ document, details the duties and standards of the job.

1. Duties
These are written as a description of what you will be expected to do in the role. These activities usually begin with a verb, e.g. Write reports. Duties are given a percentage rating that indicates how much of the total job each represents.

2. Standards of performance
These are written in terms that describe an observable, measurable output from the duty that confirms that it has been carried out as specified. For example:
Duty: Write reports of meetings.
Standard: Reports are written within 2 weeks of a meeting and a hard copy is given to the line manager for approval before being distributed and filed.

The Person Specification part of the Job Description, or the ‘Information about the Job’ document, details the essential and desirable competencies for the job.

Every Job Description is accompanied by a Person Specification that is comprised of a set of competencies that may be a mix of Technical, Generic and Behavioural. I will tell you more about each of these 3 types later.

It is of great importance to note here that in the British Council, Recruitment and Selection is done on the basis of evidence, provided by the candidate, that proves their ability to fulfil each of the specified competencies at the level expected. Simply stating that you have experience of doing the duties in the Job Description is not evidence of the competencies that the recruiting manager is seeking.

A Person Specification describes the competencies that the recruiting manager has chosen and the Duty, or Duties, that each one supports is identified. Looking at how many Duties a competency supports can give an indication of its relative importance in the set. Furthermore, each competency is placed within one of two categories: Essential (E) or Desirable (D).

Essential is used to indicate a competency that a candidate absolutely ‘must have’. After the closing date for applications has passed, a Shortlisting Panel reads and assesses each one. First they look at each of the Essential competencies. If you fail to provide evidence against any one Essential competency you will not be shortlisted for interview. So it is absolutely vital to provide strong evidence of your ability to fulfil each one of these. In Section Three I will define evidence and how you can present it both in an Application Form and at Interview.

Desirable competencies are not quite as important as Essential but, even so, they are significant. Give thought and time to producing good evidence of how you satisfy each one of them. If there are a lot of candidates who satisfy the Essential criteria, the Shortlisting panel will use the published Desirable competencies as their second level of screening to select applicants. This is so as to produce a manageable number of good candidates to interview.

Section Three

Identifying what you have to offer

In your work you use knowledge, skills and experience to produce results. To be able to present evidence of them in your application and at interview you need to know

• what they are.
• when you use them.
• in what ways you use them.
• the results of your actions.

We can find it difficult to identify these aspects of our work. This is because when we think about our jobs we tend to focus on the job content, rather than paying attention to the personal and organisational processes we use to produce results. When we come home from work our family or friends tend to ask “what did you do today” rather than “what competencies did you use today; what skills, knowledge and experience did you draw on”?

To help you communicate what ‘you bring to the table’ let’s start by thinking about you at work and ask some fundamental questions. You will find it helpful to have some blank sheets of paper to hand to make notes on as we go along.

‘Do you have knowledge?’ You can probably identify several different bodies of knowledge that you use. You add to at least one of those bodies of knowledge every time you take part in training, or are coached, or observe a colleague as they show you how to do something, or read up on a subject, or talk to someone about a work-related topic. Your knowledge is rarely static for long unless you are doing very routine tasks all of the time.

If knowledge is important, and it is, then so is know-how: the ability to apply knowledge. So my next question is, ‘Do you have know-how?’ because knowledge plus know-how equals skill. As a working definition, let’s say the sign that a person has a skill is that they can produce a predicted result, to a consistent standard, time after time. A practised skill becomes expertise. So, the next question is, ‘Do you have an expertise?’ You may have more than one and so take time to identify them here.

Now rate each expertise by placing a cross on this continuum.

RARE COMMON

Since employers tend to pay more for expertise that is Rare from their point of view rather than Common, it is worth thinking about each of your expertises in this way.
The next step is to see how your experience measures up.

A person’s experience has to count because it is through experience that a person learns to recognise the differences between one situation and another. Being able to make these distinctions enables you to choose more effective ways of responding across a wider variety of situations than would a less experienced person. In order to assess the depth and breadth of your experience, you will need to ask yourself about the length of time you have used each expertise and the variety of situations in which you have worked.

Rate your experience using these two scales.

DEEP SHALLOW

BROAD NARROW

Experience that is Shallow and also Narrow might be what a ‘Beginner’ offers.

Experience that is Shallow and Broad could describe a ‘Jack of all Trades but a master of none (yet!)’.

Experience that is Deep and Narrow usually indicates a ‘Specialist’.

Experience that is Deep and also Broad is what a well-rounded ‘Generalist’ has.

Qualifications and training are essential for some jobs, like teaching. They are often used as an indicator of general competence in a particular work area. Rate your qualifications and training on the scale below.

HIGH LOW

You may be highly qualified/trained in some areas and have an entry-level (Low) qualification/training in another. In the eyes of an employer, qualifications awarded by a recognised body are a guarantee that you have attained a certified standard.

In identifying and rating your expertise, experience and qualifications you have completed the first part of your research. We will further develop it into a source of strong evidence of your capabilities. You will be able to draw from this store of evidence so as to be able to build a credible and attractive bridge between the job you have now and the job that you want. A way of doing this is offered on the following pages.

Making rich pictures

In this second stage of helping you to assemble the strong evidence you need, we will begin by focusing on the important outcomes of your work (Key Results) and then back-track to analyse the various combinations of Expertise and Experience you use in order to produce them. We will use a process called Rich Picturing as a very good way to visually represent the complexities of the things you do to get results. As they say, ‘A picture is worth a thousand words.’

A Rich Picture is a way of representing a human situation in terms of the relationships, issues, flows of inputs and outputs, decision-taking authority, communication structures and processes that are involved. To write a description of that situation with the same degree of detail and conveying the same sense of simultaneity (several things happening at the same time) would take considerably longer and be less useful in this situation.

Making a ‘Rich Picture’ of how you achieve a key result

1. Take another blank piece of A4 paper and start by identifying some of the key results of your work

A Key Result is an output of your work that is of importance to someone else – it makes a difference in the wider organisation, or it is of benefit to a client or external organisation.

2. Choose one key result

Ask yourself, ‘Who makes use of this Key Result? What importance does it have to them? How do they benefit from it?’ To think about how it is of benefit, ask yourself three questions. Does it enable them to do something they would otherwise not be able to do. Does it enable them to stop doing something they do not want to do? Does it allow them to do something that is significant to them in a different way e.g. faster, cheaper, more easily.

Make notes against the Key Result. This is a way of recognising the significance of your contribution to the wider organisation.

3. Identify and list the total set of activities that you carry out so as to achieve the key result

Beginning with a verb, give a brief description of each activity. e.g. Gather information. Brief the team. Allocate work. Agree deadlines. Monitor work in progress.

4. On a fresh sheet of paper make a drawing, like the one below, of the set of activities that you have listed in 3 above.

Represent each activity as a cloud. Beginning with a verb, write the brief description of the activity (from 3. above) in the cloud.
Use a ‘stick person’ to represent you and any other people involved in the activities. This is to remind you that you are an active agent in each of these. Sometimes you act alone and sometimes with others. Sometimes you initiate action and at other times you respond.
Number the activities and link them using arrows to show the order in which they are carried out.
Label each arrow with the output from the activity e.g. If the activity is ‘Write report’, then the output arrow from the activity will be labelled ‘Written report’.

5. Identify all of the other factors that make up the whole picture of how you achieve the key result.

• What are the important interactions in the process? Who is involved?
• What issues do you resolve? e.g. Priority? Quality? Performance? Progress? Involvement?
• What information do you use?
o Do you create information by defining the specification for future information needs?
o Do you develop information through research, say?
o Do you maintain information by weeding files or keeping databases up to date for instance?
• What resources do you use in the process?
o Money? Time? People? Equipment?
• What decision-taking authority do you have over those resources?
o Do you decide or do you refer to someone else to make the decision?
• Accountability – to whom are you accountable, and who is accountable to you in the process?

Step 6 is where you en-Rich the Picture

6. Add the new information (from 5 above) to the relevant locations in your drawing

7. All that the Rich Picture needs now are the Behavioural Competencies that you use in getting the result

A suggested process for identifying your current set of Behavioural Competencies begins on the next page. It will enable you to find them all and once you have done that, we will return to the Rich Picture so as to add the relevant detail.

How to find your behavioural competencies

You have begun the process of thinking about your personal qualities and observable patterns of action as you achieve Key Results. In this part we will translate your actions in terms of the Behavioural Competencies that are used by the British Council. To do this we will look carefully at the full description for each competency in the Behavioural Competency Dictionary (in your Application Pack, or on the Web site) and in particular we need to examine the Levels.

Example

Starting with the first competency, Achievement, you will see that it has 5 Levels and each of the levels has a description that is made up of several short statements. For the purposes of this exercise let’s call them elements. As an exercise to do now, begin at the description for Level 1 and highlight the elements that apply to you, then do the same for Level 2, and so on until you cannot highlight any more elements. This will show you the level at which you operate. You might find that an element does not apply to you in your current job but did apply in the last job you did. Identification of the specific level that applies to you is important, as we will see later when we talk about filling in your Application Form.

Now repeat the process and work through all 13 of the Behavioural Competencies to find those that most apply to you. (It is worth noting here as an aside, that as you think about a wide variety of situations you may find that you can highlight one or two elements at a competency level above the one in which you usually operate. This gives an indication of where you are developing your performance and how your current role is changing.) When you have done that, list your set of Behavioural Competencies with the level that applies to you.

Other types of competency

There is no equivalent of the dictionary for Technical and Generic Competencies. What happens is that recruiting managers write the descriptions to reflect the situation in which they would be applied. When you are writing your Application Form, follow the same principle you used for Behavioural competencies: look at the description element by element and piece together an evidence-rich story that describes you in action fulfilling that competency.

Examples of Technical Competency Descriptions

Software Development Skills Level 2
Codes, tests, debugs and documents simple programs or modules to clear design specification as part of an ICT system. Assists in design and provides input into projected plans.

Management Accounting and Financial Management Skills Level 4
Able to analyse and interpret complex financial statements to identify trends and significant messages, using ratios, percentages and comparative figures. Able to contribute to the content of business plans covering several years and to prepare the figures including cash-flow statements and investment proposals.

Examples of Generic Competency Descriptions

Programme Management Skills Level 1
Assists with the administration of programme management, the compilation of programme management reports and with the maintenance of programme files from supplied actual and forecast data.

Negotiating Skills Level 2
Monitors contracts to ensure service level agreements are met and reports on the performance of the supplier. Investigates and acts to correct problems in contract delivery. Liaises between supplier and users and arbitrates as necessary.

Revisit your Rich Picture

Now refer back to your Rich Picture and, looking at the list of competencies that you have identified for yourself, select a competency that is relevant to a specific activity or activities. Write the abbreviation for that competency into the Rich Picture in the appropriate location. At the same time, map in any Technical and Generic competencies that you use.

Note about Self Awareness as a Behavioural Competency

Self Awareness is a Behavioural Competency that could be described as necessary in every situation where you interact with others; organisational life is not a solo enterprise. It is also the competency that points to your capacity for Personal Leadership: your choice of personal conduct in relation to the circumstances you are in and what is expected of you in your role. Interviewers tend to notice to the degree of Self Awareness a person demonstrates.

Turning the Rich Picture into evidence

You could think of a Rich Picture as being about as close as we can feasibly get to following you around with a video camera so as to make a record of you in action. So, if you have been following the process and doing the work, you will now have a Rich Picture that captures the whole process, in all of the subtle detail, of where and when and how and why you use a particular set of competencies to achieve a Key (valuable) Result. What follows is how to turn a Rich Picture into written or spoken evidence of your competencies.

Using storytelling structures to present your evidence

In order to demonstrate evidence of your ability to fulfil particular competencies, whether in an Application Form or at Interview, you need to be able to write and tell effective ‘stories’. It is vitally important that your ‘stories’ are told from your own point of view and describe what you did. So you will be using the word ‘I’ quite a bit and rightly so. In a Teamworking context, ‘I’ and ‘We’ will both feature and so be aware of the proportion of the achievement for which you personally claim credit. Completing a Job Application, or being interviewed, can feel awkward for several reasons. Firstly, it is not unusual for people to feel uncomfortable telling others about their accomplishments. Secondly, talking about our achievements can feel as if we are talking about another person. The third reason is that we are often unclear about how much to say; ‘How much detail do I need to give?’

As you look at your Rich Picture and the ‘stories’ it can represent, you can use one of the following two structures to help you incorporate all you need into your written and/or spoken answers to questions relating to competencies.

Where you are asked to write your answer to a competency-based question in 200 words, using one of the two storytelling structures that follow will enable you to present your evidence in a logical flow and maximise on the necessary descriptive detail of the action you took.

The STAR structure

STAR works for times when you were in direct control of the situation. If all four steps are used, your story will be straightforward and provide the required evidence of you in action achieving a result.

S Situation Set the scene, give the context

T Target The specific aspect(s) you focused on and why.

A Action What you did, how you did it, when you did it and the
thinking behind your choice of action.

R Result What the outcome was and the difference it made.

Usually, in an interview situation, the interviewer gives you part of the S of STAR in the initial question relating to a specific competency. e.g. ‘Could you tell us about a time when you…?’ Once you have been given the question, pause briefly to remember your story and then proceed through S, T, A and R. In this way you will answer the question fully and with a logical flow. This formula gives you a memorable checklist that will help you to be self-monitoring and ensure you have included everything you need to write or say. STAR is a very useful structure for stories to do with Behavioural, Technical and Generic Competencies.

For more complex situations

The kind of examples you would give to fit the higher levels of Relationship Building for Influence, Working Strategically and Achievement for instance may need a different approach. For a situation where there are a number of diverse viewpoints (perhaps several stakeholder groups) and high degrees of complexity use PHIRO.

P Position
Set out the context. Did you create the position or did you inherit it? Give the disposition between and among the stakeholders.

H History
Briefly outline the events that shaped the viewpoints of the stakeholders.

I Implications
What was at stake? Why was taking no action not an option?
For instance, there might have been a problem that could grow, or spread, or both grow and spread.

R Recommendations
What recommendations did you make, how did they meet stakeholder criteria and what influencing strategies did you use to present them as solving the problem in way that was both feasible and desirable. Say what alternatives you considered and the thinking behind your choice.

O Outcome
What happened and are there any ongoing benefits?

Used in the same way as STAR, the PHIRO structure will lead you through the details of the scenario and ensure a comprehensive, focused, evidence-rich answer.

Writing your job application

Think of your Job Application as a marketing exercise. What you are aiming to do is position yourself in the mind of a recruiting manager as a person who can fulfil the need they have described in their advertisement and Job Description:Person Specification. The Application Form asks you to provide evidence that proves you can match the competencies quoted in the Person Specification at the level required. The evidence you offer can be drawn from relevant situations in your job or transferred from situations outside the formal workplace e.g. committee work, Territorial Army, family business, gap year job.
When you complete an Application Form, use the Behavioural Competency Dictionary to help you understand what is meant by each competency and therefore what evidence you need to offer that meets the level specified. For each competency use the STAR and PHIRO storytelling structures to give a succinct example that describes you in action. Simply saying you can fulfil the Duties is not enough. Do not write at excessive length, or attach a CV (it will not be read). Remember to keep a copy of your Application Form so that you can remind yourself of what the recruiting team already know about you and your competencies when you go for interview.
Think of your application as your ‘ambassador’; going ahead of you and getting you an interview when you will have an opportunity to give more detailed evidence, expand on what you have written in your application and give new examples.

What happens to your application form?

Your Application Form is treated as a confidential document and will be shredded one year after an appointment is made. When a recruiting manager receives job applications, the next step in the selection process is a short-listing exercise. The members of the Shortlisting Panel match candidates’ evidence against the list of what is required for the job. They look at each of the Essential competencies first. If you fail to provide evidence against any one Essential competency you will not be shortlisted for interview.

Section Four

Interview preparation

British Council managers who are involved in Recruitment and Selection are trained to use Competency-based Interview techniques. These techniques are also widely used to good effect in other organisations.

In a Competency-based Interview the questions you will be asked will be based on the Essential and Desirable competencies for the job. Interviewers will be seeking evidence taken from examples of actual situations where you have used the competencies required by the job. The stronger your evidence is, the better your chances of succeeding.

Preparing for your interview

• Re-read your copies of the advertisement, the Job Description:Person Specification and your Application Form.
• Use Rich Pictures to help you think of concrete examples of situations where you have used the competencies required, and practise describing them succinctly using either the STAR or PHIRO formats - remember you can draw on any situation where you have used the relevant competency; your evidence does not have to come solely from your most recent job.
• Identify any gaps – any areas where you don't quite meet the criteria in the Person Specification – and work out how you will ‘build a bridge’ across them. You can make a positive impression by showing that you have considered how to address this, or are already addressing it:
• Is there someone you can talk to now to start getting information?
• Is there some training you can identify, or do now, which would be useful?

• Think about the job – what might be its key issues and goals?
• Find out what opportunities and challenges the department/organisation faces
• If you are applying externally, research the organisation; get its annual report; visit its website; network or use contacts to get information.
• Know why you want the job and what you are bringing to it as benefits to the organisation.

What to expect in a Competency-Based interview

All of the participants in a competency-based interview share the same frame of reference and that is the Job Description:Person Specification (the JD:PS) for the job. For each competency in the Person Specification, your interviewers will have devised an Initial Question that is focused on the required Level. Your interviewers will also have re-read the JD:PS, your Application and any specific notes relating to evidence of competency made by the Shortlisting Panel. The interview will follow the structure that is shown below.

Introduction

The purpose of the Introduction is to manage your expectations. You will be introduced to the interviewers, their roles will be explained and you will be given an indication of how long the interview will last. You will be told that they will be taking notes as you speak because (a) it is a requirement to keep note of the evidence you offer and (b) all selection decisions are made solely on the weight of the evidence of competency that each candidate offers. You might be offered a glass of water.

Evidence seeking

The interviewers will then move on to ask you questions designed to elicit evidence of your capability to fulfil the competencies for the job. An interviewer will introduce the first competency and then pose the Initial Question. The questioning strategy is described below.

Initial Question

The same Initial Question for each competency is asked of every candidate. So all candidates share a common starting point. What comes next depends on your answer.

Probing and developing questions

The depth and breadth of your evidence is explored. The inquiry may clarify any ambiguities, identify specifics, alternative approaches and any ‘exceptions to the rule’.

At a point in developing a line of questioning a panellist might reflect what they have understood so far before posing a further question.

Occasionally your answer may be summarised by an interviewer and, having checked that the other panellists have no further questions, the line of questioning will be closed.

The pattern of introducing a competency, posing the Initial Question followed by Probing and Developing questions is carried through for each competency until they have all been covered.

The Final Evidence-seeking Question

To conclude their time for questions one of the panel will ask you The Final Evidence-seeking Question. You need to be prepared to hear this or words to this effect.

‘Is there anything that we have not asked you about that you would like now to tell us in support of your application?’
This question is your opportunity to tell the panel about any relevant training or study that you are doing. It is also a chance to add in anything that you left out of your answers to the earlier questions. If there really is nothing you want to add, it is perfectly OK to say so.

Your questions

It is important to have done your research into the job and some thinking about the organisation you are potentially about to join. You might be offered this job and so make sure you really want it. Most people cite unfulfilled expectations as the main reasons for regretting a job move.

You might want to ask:

• About the position and where it fits in the bigger picture of the organisation.
• About training and development.
• About the future ambitions of the organisation.
• About the potential for career development within the organisation.
• Ask your interviewer(s) what attracted them to the organisation.

Closure

You should be told the timescale of what happens next, when decisions will be made and how they will be communicated; never leave an interview without this information - if it is not offered, ask for it.

You are also entitled to ask for the Form that invites you to give your interviewers feedback on their performance. What you write will be sent directly to the Human Resources department and will be fedback to the interviewers when it can no longer materially affect the selection decision.

Feedback

Unsuccessful candidates can ask for feedback from the Interview panel and this will usually be given by the recruiting manager at an appropriate time.

Good Luck!

If you have read this far and done the preparation then you are giving yourself the very best chance of making a successful application and doing yourself justice at interview. All the best.