Civil Service Judgement Test (CSJT) Working with Others and Communication Scenarios Syllabus

Working with Others and Communication Scenarios syllabus — full chapter and topic list

Expand any chapter to see its topics and sub-topics. This is the whole examinable outline for Working with Others and Communication Scenarios in Civil Service Judgement Test (CSJT), not a summary of it.

1. 1

   Working Together

   4 topics

   • Collaboration across teams
     • Sharing information and credit
     • Resolving cross-team friction
   • Inclusion and respect
     • Valuing diverse perspectives
     • Challenging unacceptable behaviour
   • Managing conflict
     • De-escalation and mediation
     • Addressing disagreement constructively
   • Building trust and relationships
     • Reliability and follow-through
2. 2

   Communicating and Influencing

   4 topics

   • Clear and tailored communication
     • Adapting message to audience
     • Choosing the right channel
   • Influencing without authority
     • Persuasion through evidence and empathy
   • Difficult conversations
     • Delivering unwelcome news with care
     • Giving constructive feedback
   • Active listening and questioning
     • Checking understanding before responding
3. 3

   Leadership and Developing People

   4 topics

   • Setting direction and motivating
     • Communicating purpose and expectations
   • Supporting colleagues' development
     • Coaching and delegation
     • Giving stretch and recognition
   • Managing performance issues
     • Tackling underperformance fairly
   • Wellbeing and inclusive leadership
     • Recognising stress and supporting staff

Working with Others and Communication Scenarios flashcards for Civil Service Judgement Test (CSJT)

20 of 52 cards from the Working with Others and Communication Scenarios deck — real questions with worked answers.

1. What is meant by 'collaboration across teams' in the Civil Service context?

   Working cooperatively with colleagues from different teams, professions or departments — sharing information, resources and expertise toward a shared goal rather than working in silos, aligning to the Civil Service value of working as 'One Team'.

2. Name three practical behaviours that signal effective cross-team collaboration.

   Proactively sharing relevant information; seeking and offering help across team boundaries; aligning work to shared objectives; building networks; and openly acknowledging others' contributions.

3. What is a 'silo mentality' and why is it a barrier to collaboration?

   A mindset where teams hoard information and focus only on their own goals; it duplicates work, blocks knowledge-sharing, and undermines the collective outcomes the Civil Service depends on.

4. In a CSJT scenario, why is the 'most effective' collaborative response usually one that involves the wider team early?

   Early involvement surfaces different expertise, builds shared ownership, avoids rework, and reduces conflict later — producing better-informed, more sustainable decisions.

5. Define 'inclusion' as it applies to the Civil Service workplace.

   Creating an environment where everyone, regardless of background or characteristic, feels valued, respected, able to contribute fully and confident their voice will be heard.

6. Distinguish 'diversity' from 'inclusion'.

   Diversity is the mix of different people and perspectives present; inclusion is the practice of making that mix feel welcome, valued and able to participate. Diversity is 'who's in the room'; inclusion is 'whose voice is heard'.

7. What are the nine protected characteristics under the UK Equality Act 2010 that underpin inclusive behaviour?

   Age; disability; gender reassignment; marriage and civil partnership; pregnancy and maternity; race; religion or belief; sex; and sexual orientation.

8. In a scenario where a colleague makes an inappropriate remark, what is the most respectful and effective first response?

   Address it calmly and directly with the individual — explaining the impact of their words and giving them the chance to reflect — escalating only if it continues or is serious.

9. What does 'making reasonable adjustments' mean and why is it part of inclusive working?

   Adapting working practices, environment or tasks so a disabled colleague is not disadvantaged; it is a legal duty under the Equality Act and a core inclusive behaviour that lets everyone contribute on equal terms.

10. What is conflict in a workplace context, and is it always negative?

    A disagreement or clash of needs, interests or views between people. It is not inherently negative — well-managed conflict can surface problems and improve decisions; poorly managed conflict damages trust and performance.

11. List the five conflict-handling modes in the Thomas-Kilmann model.

    Competing, Collaborating, Compromising, Avoiding, and Accommodating.

12. On the Thomas-Kilmann grid, which two dimensions define each conflict mode?

    Assertiveness (the degree to which you pursue your own concerns) and Cooperativeness (the degree to which you satisfy the other person's concerns).

13. Which Thomas-Kilmann mode is high on both assertiveness and cooperativeness, and when is it best used?

    Collaborating (win-win). Best used for important issues where both parties' concerns matter and a creative, integrative solution is needed and there is time to find it.

14. When is the 'Avoiding' conflict mode appropriate?

    When the issue is trivial, when emotions are too high to be productive and a cooling-off period helps, or when the cost of engaging outweighs the benefit.

15. What is the difference between 'task conflict' and 'relationship conflict'?

    Task conflict is disagreement about the content or goals of work (often constructive); relationship conflict is interpersonal friction and personal animosity (usually destructive). Good managers channel task conflict and defuse relationship conflict.

16. In a CSJT difficult-conflict scenario, why is hearing both sides separately before mediating usually the most effective step?

    It lets each person feel heard, surfaces underlying interests, prevents escalation in front of each other, and gives you a balanced understanding before bringing them together.

17. What are the three components commonly cited as the basis of trust in working relationships?

    Competence (ability to do the job), reliability (consistently doing what you say), and integrity/honesty (acting with openness and good intent).

18. State the 'Trust Equation' and what each element represents.

    $\text{Trust} = \dfrac{\text{Credibility} + \text{Reliability} + \text{Intimacy}}{\text{Self-Orientation}}$. Credibility = expertise/words you can trust; Reliability = dependable actions; Intimacy = safety in sharing; Self-Orientation = how self-focused you are (higher self-orientation lowers trust).

19. According to the Trust Equation, what single factor most powerfully erodes trust, and why?

    Self-orientation, because it sits in the denominator — the more you appear focused on your own interests rather than the other person's, the lower the overall trust, regardless of competence.

20. Name two everyday behaviours that build trust and relationships at work.

    Following through on commitments (reliability); being transparent about reasoning and admitting mistakes (integrity). Also: showing genuine interest in colleagues and giving credit fairly.

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