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

24 sample cards from the Working with Others and Communication Scenarios deck

Sampled from the end of the deck, so these are different cards from the ones shown on the syllabus page.

1. What is a 'difficult conversation' and what are its typical three layers?

   A discussion where the stakes are high, opinions differ and emotions run strong. Its three layers (from 'Difficult Conversations', Stone et al.) are: the 'What Happened' conversation (facts/blame), the 'Feelings' conversation, and the 'Identity' conversation (what it means about us).

2. Why should difficult conversations focus on impact and behaviour rather than on character or intent?

   You can observe behaviour and its impact but cannot truly know another's intent; attacking character triggers defensiveness, whereas describing specific behaviour and impact keeps the conversation constructive and changeable.

3. What is the recommended way to open a difficult conversation effectively?

   From a 'third story' / neutral framing — stating the purpose, describing the situation objectively, expressing openness to their view, and inviting dialogue rather than leading with accusation.

4. What is 'active listening'?

   Fully concentrating on, understanding and responding to a speaker — through attention, paraphrasing, clarifying, and withholding judgement — so the speaker feels genuinely heard, rather than just passively hearing words.

5. Name four observable behaviours that demonstrate active listening.

   Maintaining appropriate eye contact and open body language; paraphrasing/summarising back; asking clarifying and open questions; not interrupting; and reflecting feelings ('it sounds like you felt...').

6. Distinguish 'open' from 'closed' questions and state a use for each.

   Open questions (who/what/why/how) invite detailed, expansive answers — used to explore and understand. Closed questions invite a short yes/no/factual answer — used to confirm, clarify or check facts quickly.

7. What is a 'leading question' and why should it usually be avoided when gathering information?

   A question phrased to suggest the desired answer (e.g. 'You agree this is fine, don't you?'). It biases the response and reduces the accuracy and honesty of the information you gather.

8. What is the difference between paraphrasing and summarising in active listening?

   Paraphrasing restates a single point in your own words to check understanding; summarising pulls together several points or the whole conversation to confirm overall meaning and agree next steps.

9. What does 'setting direction' mean for someone leading or coordinating work?

   Providing a clear sense of purpose, vision and priorities — explaining the 'why' and the goals — so people understand where they are heading and how their work contributes.

10. Why is explaining the 'why' behind a task one of the most effective motivators?

    Understanding purpose increases intrinsic motivation, ownership and discretionary effort; people who grasp the meaning of their work are more engaged and make better autonomous decisions.

11. Name the three intrinsic motivators in Daniel Pink's model.

    Autonomy (control over how you work), Mastery (getting better at something that matters), and Purpose (contributing to something larger than yourself).

12. What does the SMART acronym stand for when setting objectives that motivate?

    Specific, Measurable, Achievable, Relevant, and Time-bound.

13. What is the core idea of 'situational leadership' when setting direction and motivating?

    That you adapt your leadership style — from directing, to coaching, to supporting, to delegating — according to each individual's competence and commitment for the specific task.

14. What does 'supporting colleagues' development' involve beyond formal training?

    Coaching and feedback, stretch assignments, on-the-job learning, mentoring, encouraging reflection, removing barriers, and creating opportunities — recognising that most development happens through work itself.

15. What is the 70:20:10 model of learning and development?

    A guideline that roughly 70% of development comes from challenging on-the-job experiences, 20% from others (coaching, mentoring, feedback), and 10% from formal courses and training.

16. What is the difference between coaching and mentoring?

    Coaching is typically task/performance-focused and uses questioning to help someone find their own answers, often short-term; mentoring is a longer-term relationship where a more experienced person shares guidance, advice and perspective on career and growth.

17. What does each letter of the GROW coaching model stand for?

    Goal (what they want to achieve), Reality (current situation), Options (possible ways forward), and Will/Way Forward (commitment to specific actions).

18. When supporting development, why is asking questions usually more effective than giving the answer?

    It builds the person's own problem-solving capability, ownership and confidence, leading to lasting learning rather than dependence on you for answers.

19. What is the recommended early step when a colleague's performance starts to fall short?

    Raise it promptly, privately and supportively — clarify expectations, explore the underlying causes (capability, clarity, personal circumstances, resources), and agree support and improvement actions before it escalates to formal processes.

20. Distinguish a performance issue arising from 'can't do' versus 'won't do', and how the response differs.

    'Can't do' is a capability/skills or resource gap, addressed by training, coaching and support; 'won't do' is a motivation or conduct issue, addressed by clarifying expectations, exploring causes, and managing through feedback or, if needed, formal procedures.

21. State a simple, effective structure for giving constructive performance feedback.

    Situation–Behaviour–Impact (SBI): describe the specific Situation, the observable Behaviour, and its Impact — then discuss together. It keeps feedback factual, specific and non-judgemental.

22. In a scenario, why is documenting performance conversations important even at an informal stage?

    It creates a clear, fair record of expectations set, support offered and agreements made — ensuring consistency, protecting both parties, and providing an evidence base if formal action later becomes necessary.

23. What is 'inclusive leadership' and name two behaviours that characterise it.

    Leading in a way that values diverse perspectives and ensures everyone can contribute fully. Behaviours include: actively seeking out quieter or minority voices; checking decisions for unintended bias; modelling respect; and being open to challenge. Also championing wellbeing and fair treatment.

24. Why is attending to colleagues' wellbeing a leadership responsibility rather than an optional extra?

    Wellbeing drives engagement, performance, attendance and retention; leaders who spot signs of stress early, offer support, and model healthy working create psychologically safe, higher-performing and more inclusive teams.

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