Appendix D
BOARD MEMBER
PERSON SPECIFICATION
Status: Governance Committee
Date:12th July 2011
1
Introduction
1.1
This person specification is in three parts:
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A set of core qualities expected of all board members
A set of skills, knowledge, and experience that the board need to have
amongst its membership
A set of core competencies against which the performance of board
members will be reviewed at least once a year
1.2
All board members are encouraged undertake training and other learning
opportunities in order to expand their skills, knowledge and experience and to
develop their competencies in order that they may fulfil their role and
responsibilities as effectively as possible.
2
Core Qualities Expected of all Board Members
2.1
To have and be able to demonstrate a commitment to:
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The success of the organisation as a social enterprise
Social housing and the development of sustainable communities
Meeting the needs of vulnerable people
Working effectively with other board members and with staff
The vision, strategic goals and objectives of the organisation
The values of the organisation
The involvement of residents at all levels of the business
Promoting equality and diversity
2.2
To have and demonstrate a sufficient standard of education to enable the
proper assimilation of information presented to the board and committees; to
be able to raise relevant questions about them; and to reach informed
decisions.
2.3
To have personal circumstances that enable:
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1 day induction in the first month
1-2 days familiarisation with the business over the first 2-3 months
Attendance at an average of 12-15 meetings a year, whether board,
committee or working group
Ad hoc discussions to be held between board meetings with other board
members and staff to help inform and develop the work of the organisation
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2.4
Attendance at a minimum of four days (made up either in whole or part
days) a year board training, away day, conference or similar activity.
At least a day for appraisal. Board members should be prepared to commit
more time if it becomes apparent (with reasonable notice) that this is
necessary.
To have an ability to:
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Understand their legal duties as a board member.
Work effectively in groups
Understand the concepts of budgeting and monitoring financial
performance
Understand the core elements of letting, managing and maintaining
property and monitoring performance
Take rational decisions on the basis of the information available
Use information technology in conducting their business as a board
member
3
Special Skills, Knowledge and Experience amongst the Board Members
3.1
Each board member is expected to contribute to at least one of these areas of
skills, knowledge and experience. The board as a whole will endeavour to
have at all times at least one board member who can demonstrate a strength
in one or more of each area as follows:
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3.2
Skills at evaluating detailed financial information and making major
decisions on priorities and resources
Skills in providing or managing large scale housing repairs, maintenance
or construction related services
Skills in identifying and managing risk, developing and monitoring internal
controls
Skills in developing solutions to complex problems
Direct knowledge of how residents (i.e. tenant and leaseholders) and other
customers experience the services provided by the organisation
Knowledge of how other key stakeholders (such as the Council, lenders or
other charities with whom PCH may work from time to time) [experience
the services provided by the organisation or how it conducts its business.
Direct knowledge of local communities and their needs and priorities
Experience of the housing sector at a senior level in a similar organisation
Experience of managing the activities of others within a business
environment
Knowledge of the external framework, eg financial markets, policital
imperatives and the operating environment of a registered provider.
Other relevant or specialist skills, such as commercial, financial, HR,
investment, legal, social services, property management or housing
development.
Experience of participating in community led groups, developing solutions
and securing resources to tackle neighbourhood issues
Leadership and working as an effective team
Any gaps in the skills, knowledge and experience on the board will be a
consideration when recruiting board members and succession planning.
4
Core Competencies of all Board Members
4.1
The performance of all board members will be assessed through an annual
individual appraisal process. The scheme uses core competencies expected
of board members as a tool to guide the appraisal process which will involve
self assessment prior to a meeting with the appraiser – usually the Chair.
4.2
Core competencies for Board members are:
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giving purpose and direction
thinking strategically
leading by example
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getting the best from people
focusing on outcomes
learning and improving
Core competencies are used to measure personal effectiveness in the ability
to lead, inspire and add value to the governance of the organisation. The
following table gives some examples of what each of these competencies
means in practice by illustrating the sorts of things that might typify effective or
ineffective behaviour.
Giving purpose and direction
Effective behaviour
Ineffective behaviour
 Is clear what needs to be achieved.
X Looks to others to provide
 Communicates a compelling view of
direction.
the future.
X Takes an overly cautious approach.
 Establishes standards of behaviour
X Loses sight of the big picture.
which promote diversity.
X Is pessimistic what the strategy will
 Agrees clear responsibilities in
deliver
conjunction with the rest of the board,
X Allows a culture of which is
and objectives to deliver results.
intolerant of diversity.
 Demonstrates commitment to the
X Unable to articulate a clear point of
values and policies of the organisation.
view
 Communicates clearly and
persuasively.
 Act as a role model for fellow board
members and directors.
 Inspire colleagues to achieve more.
 Influences the direction of the
organisation and adds value to the
decision-making process.
Thinking strategically
Effective behaviour
Ineffective behaviour
 Sensitive to wider political and
X Works only from own perspective or
organisational priorities.
assumptions about the world.
 Assimilates and makes sense of
X Fails to make connections between
complex or conflicting data and
ideas or people.
different perspectives.
X Focuses solely on the detail.
 Finds new ways of looking at issues.
X Focuses on intellectual debate at the
 Homes in on key issues.
expense of action.
 Identifies opportunities to improve
X Fails to consider the needs of a
delivery through partnership.
diverse community.
 Recommends business directions for
X Allow self to be mandated or
4.3
the organisation.
influenced by individuals or other
 Anticipate risks and consequences.
bodies
 Makes objective decisions based on
sound evidence and analysis.
 Acts in the best interests of the
organisation
Leading by Example
Effective behaviour
Ineffective behaviour
 Visible and approachable to all.
X Says one thing and does another.
 Acts with honesty and integrity.
X Takes contrary views as a personal
 Declares any relevant interests.
criticism.
 Prepares thoroughly for meetings.
X Argues for own interests to the
 Regularly attends meetings, is
detriment of wider interests.
reliable and punctual.
X Accepts the status quo.
 Contributes to discussion and
X Aloof and arrogant.
decision-making at the appropriate
X Aggressive, not assertive.
time.
X Unwilling to compromise when
 Challenges and is prepared to be
compromise is appropriate.
challenged.
 Says what people may not want to
hear.
 Respects confidences and
confidentiality of information.
 Takes difficult decisions and
measured risks.
 Accepts responsibility for own
decisions.
 Does not let personal relationships
interfere with Board responsibilities.
 Takes personal responsibility for
making progress in diversity issues.
Getting the best from people
Effective behaviour
Ineffective behaviour
 Gets to know individuals and their
X Works only with the most
aspirations.
competent people.
 Builds productive relationships with
X Writes rather than speaks.
people across and outside the
X Has a fixed working style.
organisation.
X Is uncomfortable working with
 Adapts working style to different
people from diverse backgrounds.
people, cultures and situations.
X Blames others.
 Knows when to step in and when not . X Wields the red pen.
 Listens and takes account of diverse
X Avoids giving constructive criticism
views.
or voicing unpopular views when he
 Gives and expects constructive
or she feels is necessary.
feedback.
X Does not respect the feelings of
 Respects the role of others inside and
others.
outside the Board.
 Praises achievements and celebrates
success.
 Encourage colleagues to challenge
conservative thinking.
Focusing on outcomes
Effective behaviour
 Puts customers first.
 Rigorous in monitoring and reviewing
progress and performance.
 Is not deflected by obstacles or
problems.
 Seeks continuously to improve
performance and service delivery.
 Supports decisions once agreed.
Learning and improving
Effective behaviour
 Aware of own strengths, weaknesses
and motivations.
 Applies learning from own and
others' experience.
 Keeps knowledge up to date and is in
touch with relevant issues.
 Understands, values and incorporate
different perspectives.
 Seeks new or different idea and
opportunities to learn.
 Readily shares ideas and information
with others.
 Encourages experimentation and
tries innovative ways of working.
 Works with partners to achieve the
best practice outcomes.
 Adapts quickly and flexibly to change.
Ineffective behaviour
X Focuses on the process rather than
getting results.
X Avoids dealing with difficult
problems.
X Makes hasty decisions under
pressure.
X Takes sole credit for achieving
results.
X Talks against collective decisions
made by the board outside the
meeting
Ineffective behaviour
X Can't see things from other people's
perspective.
X Assumes at the outset different
perspectives need not be taken on
Board.
X Does not listen.
X Sticks to outdated methods.
X Unwilling to be exposed to risk or
uncertainty.
X Fails to prepare adequately for
meetings, training or other
commitments