COMPETENCY MAPPING

Contents
1. What is competency?
2. Nature of competency
3. Classification of competencies
4. How to identify competency
5. Steps to define Competencies (142)
6. What is the importance of competency mapping?
7. Competency Dictionary -145
8. What is an assessment center?
9. Classifications of Tests
10. Competency Packing workers
11. Competency Machine operator
12. Competency Mould Setter
13. Competency Color Blending
14. What is competency mapping?
15. What is the objective of competency mapping?
16. How does a one-map competency of various role holders?
17. What methods/tools can be used to assess these competencies?
1. What is competency?

“The employee’s capacity to meet or exceed a job’s requirements by producing the

job out puts at the expected level of quality within the constraints of the
organisation’s internal & external environments”.

Combining the basic idea of the above definition a simple definition of competency
could be is:-

“Competency is the combination of knowledge, skills, attitude and personality of

an individual as applied to a role or job in the context of the present and future
environment that accounts for sustained success with in the frame work of
organizational values”.

IMPORTANCE OF COMPETENCY MAPPING,

This is a competency era. It is beyond doubt that it is beneficial and cost effective to
have competent people occupy higher-level positions. Competency refers to the
intellectual, managerial, social and emotional competency. Many organizations in
India and abroad are canalizing efforts to mapping competencies and implementing
assessment and development centers. The need of the hour as indicated by many
organizations is to design and implement low cost assessment and development
centers, specially designed to meet the requirements of developing economies like
ours.

OBJECTIVES OF COMPETENCY MAPPING & ASSESSMENT AND DEVELOPMENT CENTERS

 Creating a competency based culture in the organisation
 Identifying and building competencies of individuals as efficient and effective
managers
 To ensure that right people are identified and placed in the right jobs &
employee potential is identified, developed and utilized to the fullest extent.
 Help uplift the competencies of critical groups of managers by providing them
insights into their competencies and developmental opportunities.

WHAT WILL THE WORKSHOP DELIVER?

The workshop aims at:
 Introducing concepts of assessment and development centers and give insights
on techniques used for competency mapping
 Hands on experience on some of the tools used in Assessment and Development
centers like: In-baskets, interpersonal skills exercise, leaderless group
discussions and simulation games
 To examine critically the competencies required for designing and
institutionalizing low cost assessment and development centers

COVERAGE
 Introduction to assessment centers (Origin, History and their application in
India)
 Competency mapping in a globalize economy (using sample roles and simple
mapping techniques)
  Use of Psychometric Tests to assess competencies: their
applications/limitations
 Understand and experience some of the tools used in the Assessment and
development centers:
- In-basket exercises: Application, methods of developing and using the tool
- Interpersonal skill exercise: Demonstration Role plays, examination of their
potential for assessment
- Leaderless Group Discussions
- Simulation Games and exercises: simulation and discussion of its
appropriateness
 Designing and conducting low cost Assessment and Development centers.

List of Generic Competencies

1. Communication Skills
The six competencies are core
2. Thinking Skills
3. Leadership Skills competencies considered to
4. Judgement Skills be necessary for the middle
5. Interpersonal Relations level management
6. Behavioural Flexibility

What is an assessment center?

It is interesting to note that an assessment center does not refer to a physical
place but describes an approach or a process.

Assessment center is a multi-faceted and multi-dimensional approach designed to

provide reliable and valid information about a range of competencies of an individual
considered to be necessary for successful performance at a target level in a specific
job. Assessment center constitute a battery of assessments and situational exercises,
which are competency, based and are used extensively.

Assessment centers typically require the participants to complete a range of exercises,

which simulate activities carried out in specified job. The exercises are often
supplemented with psychometric testing and interviews to assess competencies
through observation and or measurement of behaviors.
Pre-Requisites for Assessment Center
a) List of competencies or other qualities to be assessed and the procedure for
scoring and rating.
b) The weightage to be assigned to each element and exercise.
c) The various forms of assessments for a competency to ensure consistency of
judgment and the prevention of any bias

Classifications of Tests
1. Psychometric Tests
a) Test of achievements/ attainment
b) Tests of general intelligence (verbal / nonverbal test and speed / power
test)
c) Test of special ability or aptitude test batteries (verbal ability, spatial
ability, mechanical, numerical ability, dexterity, clerical aptitude, differential
aptitude)
 2. Psychometric Questionnaires
a) Personality questionnaires
b) Interest questionnaires
c) Value questionnaires
3. Situational tests
Situations are given and an individuals behavior and response is observed
4. Projective Tests
Test meant to assess deeper aspects of personality through ambiguous
material.

Nature of competency
Competencies form the basis of an individual’s consistent thinking and behavior in a
variety of situations. For clear understanding it would be helpful to define and classify
them as follows.
a) Motives: These are the needs which direct an individual’s behavior
towards or away from a goal and act as a driver. Affiliation, power and
achievement motivation directing an individual’s behavior can be cited
as an example of motives.
b) Self Concept: This is a person’s attitude towards self/ self-perception/
self-image exhibited in the form of self-confidence or an inferiority
complex.
c) Traits: These allude to the physical characteristics and enduring
attributes of an individual leading to consistent responses to stimulus /
situations.
d) Knowledge: This refers to the information a person possesses about
specific area. Knowledge comprises many factors like memory,
numerical ability, linguistic ability, and ability about special relations,
among other things, and is therefore, a complex competency. Through
measurement of knowledge it can be predicted what a person do rather
than what he /she can will do.
e) Skill: This is the application of ability or ability to perform a specific
mental or physical task, eg. Rational and logical thinking, and synthesis,
among others.

Classification of competencies
a) Central Competency
Competencies exist at both the surface as also at the core personality level. The core
motives and trait competencies reside deep within us and are difficulty to understand,
measure and develop. Since these are large number , one need to focus on specific
motives and traits with a view to developing them in a cost-effective manner.
However self-concept lies somewhere between surface and core competencies can be
developed over a longer period of time by appropriate job placement of the
employee.
b) Surface competency
The surface level competencies of knowledge and skills are visible in ones behavior or
performance and can be developed with appropriate training and development.
c) Threshold Competencies
The characteristics required by a jobholder to perform a job effectively are called
threshold competencies.
d) Differentiating competencies
The characteristics, which differentiate superior performers from average performers,
come under this category; such characteristics are not found in average performers.

How to identify competency

 STEP 1:ESTABLISH PERFORMANCE CRITERIA

The first step is to establish the performance criteria. It would be desirable to
have a group of specialists who are in agreement on the criteria for judging
superior performance for a job / role.
 STEP 2:COLLECTION OF SAMPLE
Next step is to select samples of average performers and outstanding
performers. The idea is to have two contrasting groups selected on the basis of
the performance criteria. If the size of the population is large the sample size
of the total population could be 10 percent of the total population.
 STEP 3:COLLECTION OF DATA
Collect data about the nature of competencies, which could be done through
surveys, expert panels and behavioral event interviews. Although the survey
method is a quick method of data collection, it misses out hidden
competencies that may be unique to the job as the data are based on the
questions asked.
Expert panels or focus groups comprise the managers, HR specialists, and
customers and out standing jobholders. The panel or focus group usually arrives
at the competencies required to do a job in an out standing way through
brainstorming. The limitation of this method is that the panel usually does not
arrive at a full range of competencies and its accuracy level is about 50% as
compared to BEI (Behavioral event interview.
The best way to identify a competency is through a behavioral event interview,
which is a form of structured interview focused on the individual and his
competencies rather then on the tasks. Though this method data is collected
on sample behavior leading to success in a role or behavior during events of
frustration when a person failed to achieve what he wanted. The use of BEI
requires expertise which focuses on thoughts, feelings, behavior, and out
comes to identify the patterns of intentional behavior leading to star
performance. A comparison of the two extreme groups – star performer and
average performers throws of the data on how the two groups differ on
performance criteria in a particular job/role in a particular organization.
 STEP 4: DATA ANALYSIS
Data’s so collected to be analyzed for building competency model. The analysis
involves a thematic analysis of the interview content and a statistical analysis
of the differences between the average performer and the star performers.
The analysis may finally be presented in the form of a competency dictionary
with behavior descriptions as per the requirement of an organization.
 STEP 5:ADMINISTERING THE QUESTIONNAIRE
Administering the questionnaires to a large numbers can validate the
competency model developed through the steps above. However, where the
number of jobholders is small, the data gathered for selection or appraisal can
be utilized for validation or updating of the model.
Competency modeling cannot be a one-time affair as competency requirements
change in consonance with a change in requirements on jobs. Even the
motivational aspects and resultant behavior may change with time. The
competency model has considerable value and can be utilized for various
purposes like selection, performance appraisal, succession planning, training
and human resources development where the selector can identify differentiator
competency among average performers and star performers. Competency
modeling can also help in personal and team development and in the improvement
of productivity.
DATE:
COMPETENCY MAPPING

PACKING WORKERS

POSITION: PERSON:

DEPT: DOJ: TEAM:

RATINGS
Sl.
No Competencies Criteria 1 2 3 4 5
Can read /write Hindi, Marathi
1 Literacy Gujarati, English: -
Sincerity & Punctuality &
strictly following the work
2 Discipline instruction & methods
Able to read shipping marks on
Understanding of carton, Identify sticker &
Packing items & barcode, various types of
3 Methods packing (nested & set)
Knowledge of Handling,
Operation stacking, Cleaning & packing
4 Knowledge of products
5 Proficiency Counting & weighing
Consistency in sticker sticking
6 Skill Assly / Fitting of components
First Aid & Fire fighting & safe
7 Safety Awareness operation of machine (in case)
Knows product quality
Quality requirements & compliance.
8 consciousness No damage to product
Keeping the Products &
Packing material in right
place.
House keeping & 5S Protect the Product from dust
9 cleanliness & other damages
Able to communicate senior on
10 Communication operation related matter.

Overall score

Team Leader Manager HRD.

Note:1 :below average, 2:average, 3:good, 4:very good, 5: excellent
DATE
COMPETENCY MAPPING
MOULD SETTER

POSITION: PERSON:

DEPT: DOJ: TEAM:

RATINGS
Sl.
No Competencies Criteria 1 2 3 4 5

1 Literacy 10th Pass/HSC/ITI fitter,

Sincerity & Punctuality,
2 Discipline speed in action
Start & shut down of
cooling tower motor,
setting air compressor,
Machine operation
chiller on & off,
knowledge
temperature parameters
and use of various raw
3 material
Crane Operation Able to operate overhead
4 Knowledge crane smoothly
Can set the process
parameters and start
5 Process Setting molding.
Knows hot-runner system,
Basic Knowledge of
locating ring, sprue-bush,
mould operation &
ejector pin water cooling
mould components
6 circuit etc.
first Aid & Fire fighting &
7 Safety Awareness safe operation of machine.
Knows use of Allen key,
Familiar with mould spanner, ratchet, nipple,
change tools & threading, eye bolt etc and
8 SMED Techniques SMED steps
Follow the mould unloading
procedures removing water
Mould unloading
line, spray with air to clean
procedures
the mould, greasing and
9 storage of mould.
10 Communication Able to communicate senior
on operation related
 matter.

Overall score

Team Leader Manager HRD.

DATE
COMPETENCY MAPPING

COLOUR BLENDING & GRINDING OPERATORS

POSITION: Material Blender PERSON:

DEPT: COLOUR DOJ: TEAM:

RATINGS
Sr.No Competencies Criteria 1 2 3 4 5
Can read /write Hindi,
1 Literacy Marathi Gujarati,
Sincerity & Punctuality,
2 Discipline speed in action.
Understanding raw Able to identify various
material & its plastic materials Injection,
3 usages Blow etc
Able to identify raw
material for grinding,
reprocess material, color
4 Grinding knowledge etc
Able to identify code
Color name & numbers of colors and its
5 knowledge ratio.
Able to know the % of color
6 Color loading used in different products
Knowledge about powder
loading, mixing time& tank
7 Mixing procedure capacity
Able to fix machinery as
per batch quantity & use
8 Mixing batches weighing machine
Application of face mask,
safety glass, ear plugs on
9 Safety measures work
Keeps cleanliness around
House keeping & the work area to prevent
10 cleanliness contamination

Overall score

Team Leader Manager HRD.

Note:1 :below average, 2:average, 3:good, 4:very good, 5: excellent

DATE:

MACHINE OPERATORS

POSITION: PERSON:

DEPT: Machine Operator DOJ: TEAM:

RATINGS
Sl.No Competencies Criteria 1 2 3 4 5
Can read /write Hindi,
1 Literacy Marathi Gujarati,

2 Discipline Sincerity & Punctuality

Understanding of Knows temperature
raw material & parameters for various raw
3 usages material
Operation Able to operate machine
4 Knowledge smoothly
Should be able to de-
flash / trim without
damaging aesthetics of the
5 Proficiency product.

6 Trouble shooting Able to solve problems

First Aid & Fire fighting &
7 Safety Awareness safe operation of machine.
Quality knows product quality
8 consciousness requirements & compliance
House keeping &
9 cleanliness Implements 5 S
Able to communicate
senior on operation related
10 Communication matter.

Overall score
Team Leader
Manager HRD

Note:1 :below average, 2:average, 3:good, 4:very good, 5: excellent

 DESIRED COMPETENCY FOR TEAM LEADER
RATINGS
Sr.N
o Competencies Parameter 1 2 3 4 5
Conceptual & Intellectual ability
Self management
1 Knowledge
Effective delegation
Computer literacy
Problem Solving
Analytical Planning & delivery
2
ability Creativity & Innovation
Ability to look ahead & forecasting
Drive & initiative
3 Dynamism Self Confidence
Written & Oral communication
Commercial orientation
Business
4 Cost / benefit consciousness
Awareness
Budgeting & resource allocating
Strive for excellence
Customer focus & quality
5 Operational consciousness
Global thinking & Acting
Safety, Health & Environment
Fix target for each employee
6 Goal Oriented Monitoring Performance
Creating stretch
Lead by example
Commitment
7 Personal Traits
Confidence
Managing emotion
People Development
8 Development Motivating People
Influencing
Techno commercial ability
Technical
9 Updating & Renewing knowledge
expertise
Gather knowledge constantly
Interpersonal skills
Relationship
10 Empathy
Building
Team working
Overall
score
Team Leader Manager
HRD

The following is a summarized list of the 31 competencies listed by “cluster”

(similar competencies related to a common skill set). Each competency
includes a definition and the observable behaviors that may indicate the
existence of a competency in a person.

I. Competencies Dealing with People

The Leading Others Cluster

1. Establishing Focus: The ability to develop and communicate goals in support

of the business’ mission.
•Acts to align own unit’s goals with the strategic direction of the business.
•Ensures that people in the unit understand how their work relates to the
business’ mission.
•Ensures that everyone understands and identifies with the unit’s mission.
•Ensures that the unit develops goals and a plan to help fulfill the business’
mission.

2. Providing Motivational Support: The ability to enhance others’ commitment

to their work.
•Recognizes and rewards people for their achievements.
•Acknowledges and thanks people for their contributions.
•Expresses pride in the group and encourages people to feel good about their
accomplishments.
•Finds creative ways to make people’s work rewarding.
•Signals own commitment to a process by being personally present and
involved at key events.
•Identifies and promptly tackles morale problems.
•Gives talks or presentations that energize groups.

3. Fostering Teamwork: As a team member, the ability and desire to work

cooperatively with others on a team; as a team leader, the ability to
demonstrate interest, skill, and success in getting groups to learn to work
together.

Behaviors for Team Members

•Listens and responds constructively to other team members’ ideas.
•Offers support for others’ ideas and proposals.
•Is open with other team members about his/her concerns.
•Expresses disagreement constructively (e.g., by emphasizing points of
agreement, suggesting alternatives that may be acceptable to the group).
•Reinforces team members for their contributions.
•Gives honest and constructive feedback to other team members.
•Provides assistance to others when they need it.
•Works for solutions that all team members can support.
•Shares his/her expertise with others.
•Seeks opportunities to work on teams as a means to develop experience, and
knowledge.
•Provides assistance, information, or other support to others, to build or
maintain relationships with them.

Behaviors for Team Leaders

•Provides opportunities for people to learn to work together as a team.
•Enlists the active participation of everyone.
•Promotes cooperation with other work units.
•Ensures that all team members are treated fairly.
•Recognizes and encourages the behaviors that contribute to teamwork.

4. Empowering Others: The ability to convey confidence in employees’ ability

to be successful, especially at challenging new tasks; delegating significant
responsibility and authority; allowing employees freedom to decide how they
will accomplish their goals and resolve issues.
•Gives people latitude to make decisions in their own sphere of work.
•Is able to let others make decisions and take charge.
•Encourages individuals and groups to set their own goals, consistent with
business goals.
•Expresses confidence in the ability of others to be successful.
•Encourages groups to resolve problems on their own; avoids prescribing a
solution.

5. Managing Change: The ability to demonstrate support for innovation and for
organizational changes needed to improve the organization’s effectiveness;
initiating, sponsoring, and implementing organizational change; helping others
to successfully manage organizational change.

Employee Behaviors
•Personally develops a new method or approach.
•Proposes new approaches, methods, or technologies.
•Develops better, faster, or less expensive ways to do things.

Manager/Leader Behaviors
•Works cooperatively with others to produce innovative solutions.
•Takes the lead in setting new business directions, partnerships, policies or
procedures.
•Seizes opportunities to influence the future direction of an organizational unit
or the overall business.
•Helps employees to develop a clear understanding of what they will need to
do differently, as a result of changes in the organization.
•Implements or supports various change management activities (e.g.,
communications, education, team development, coaching).
•Establishes structures and processes to plan and manage the orderly
implementation of change.
•Helps individuals and groups manage the anxiety associated with significant
change.
•Facilitates groups or teams through the problem-solving and creative-thinking
processes leading to the development and implementation of new approaches,
systems, structures, and methods.

6. Developing Others: The ability to delegate responsibility and to work with

others and coach them to develop their capabilities.
•Provides helpful, behaviorally specific feedback to others.
•Shares information, advice, and suggestions to help others to be more
successful; provides effective coaching.
•Gives people assignments that will help develop their abilities.
•Regularly meets with employees to review their development progress.
•Recognizes and reinforces people’s developmental efforts and improvements.
•Expresses confidence in others’ ability to be successful.

7. Managing Performance: The ability to take responsibility for one’s own or

one’s employees’ performance, by setting clear goals and expectations,
tracking progress against the goals, ensuring feedback, and addressing
performance problems and issues promptly.

Behaviors for employees

•With his/her manager, sets specific, measurable goals that are realistic but
challenging, with dates for accomplishment.
•With his/her manager, clarifies expectations about what will be done and
how.
•Enlists his/her manager’s support in obtaining the information, resources, and
training needed to accomplish his/her work effectively.
•Promptly notifies his/her manager about any problems that affect his/her
ability to accomplish planned goals.
•Seeks performance feedback from his/her manager and from others with
whom he/she interacts on the job.
•Prepares a personal development plan with specific goals and a timeline for
their accomplishment.
•Takes significant action to develop skills needed for effectiveness in current
or future job.

Behaviors for managers

•Ensures that employees have clear goals and responsibilities.
•Works with employees to set and communicate performance standards that
are specific and measurable.
•Supports employees in their efforts to achieve job goals (e.g., by providing
resources, removing obstacles, acting as a buffer).
•Stays informed about employees’ progress and performance through both
formal methods (e.g., status reports) and informal methods (e.g., management
by walking around).
•Provides specific performance feedback, both positive and corrective, as soon
as possible after an event.
•Deals firmly and promptly with performance problems; lets people know what
is expected of them and when.

Communication and Influencing Cluster

8. Attention to Communication: The ability to ensure that information is passed

on to others who should be kept informed.
•Ensures that others involved in a project or effort are kept informed about
developments and plans.
•Ensures that important information from his/her management is shared with
his/her employees and others as appropriate.
•Shares ideas and information with others who might find them useful.
•Uses multiple channels or means to communicate important messages (e.g.,
memos, newsletters, meetings, electronic mail).
•Keeps his/her manager informed about progress and problems; avoids
surprises.
•Ensures that regular, consistent communication takes place.

9. Oral Communication: The ability to express oneself clearly in conversations

and interactions with others.
•Speaks clearly and can be easily understood.
•Tailors the content of speech to the level and experience of the audience.
•Uses appropriate grammar and choice of words in oral speech.
•Organizes ideas clearly in oral speech.
•Expresses ideas concisely in oral speech.
•Maintains eye contact when speaking with others.
•Summarizes or paraphrases his/her understanding of what others have said to
verify understanding and prevent miscommunication.

10. Written Communication: The ability to express oneself clearly in business

writing.
•Expresses ideas clearly and concisely in writing.
•Organizes written ideas clearly and signals the organization to the reader
(e.g., through an introductory paragraph or through use of headings).
•Tailors written communications to effectively reach an audience.
•Uses graphics and other aids to clarify complex or technical information.
•Spells correctly.
•Writes using concrete, specific language.
•Uses punctuation correctly.
•Writes grammatically.
•Uses an appropriate business writing style.

11. Persuasive Communication: The ability to plan and deliver oral and written
communications that make an impact and persuade their intended audiences.
•Identifies and presents information or data that will have a strong effect on
others.
•Selects language and examples tailored to the level and experience of the
audience.
•Selects stories, analogies, or examples to illustrate a point.
•Creates graphics, overheads, or slides that display information clearly and
with high impact.
•Presents several different arguments in support of a position.

12. Interpersonal Awareness: The ability to notice, interpret, and anticipate

others’ concerns and feelings, and to communicate this awareness
empathetically to others.
•Understands the interests and important concerns of others.
•Notices and accurately interprets what others are feeling, based on their
choice of words, tone of voice, expressions, and other nonverbal behavior.
•Anticipates how others will react to a situation.
•Listens attentively to people’s ideas and concerns.
•Understands both the strengths and weaknesses of others.
•Understands the unspoken meaning in a situation.
•Says or does things to address others’ concerns.
•Finds non-threatening ways to approach others about sensitive issues.
•Makes others feel comfortable by responding in ways that convey interest in
what they have to say.

13. Influencing Others: The ability to gain others’ support for ideas, proposals,
projects, and solutions.
•Presents arguments that address others’ most important concerns and issues
and looks for win-win solutions.
•Involves others in a process or decision to ensure their support.
•Offers trade-offs or exchanges to gain commitment.
•Identifies and proposes solutions that benefit all parties involved in a
situation.
•Enlists experts or third parties to influence others.
•Develops other indirect strategies to influence others.
•Knows when to escalate critical issues to own or others’ management, if own
efforts to enlist support have not succeeded.
•Structures situations (e.g., the setting, persons present, sequence of events)
to create a desired impact and to maximize the chances of a favorable
outcome.
•Works to make a particular impression on others.
•Identifies and targets influence efforts at the real decision makers and those
who can influence them.
•Seeks out and builds relationships with others who can provide information,
intelligence, career support, potential business, and other forms of help.
•Takes a personal interest in others (e.g., by asking about their concerns,
interests, family, friends, hobbies) to develop relationships.
•Accurately anticipates the implications of events or decisions for various
stakeholders in the organization and plans strategy accordingly.

14. Building Collaborative Relationships: The ability to develop, maintain, and

strengthen partnerships with others inside or outside the organization who can
provide information, assistance, and support.
•Asks about the other person’s personal experiences, interests, and family.
•Asks questions to identify shared interest, experiences, or other common
ground.
•Shows an interest in what others have to say; acknowledges their perspectives
and ideas.
•Recognizes the business concerns and perspectives of others.
•Expresses gratitude and appreciation to others who have provided
information, assistance, or support.
•Takes time to get to know coworkers, to build rapport and establish a
common bond.
•Tries to build relationships with people whose assistance, cooperation, and
support may be needed.
•Provides assistance, information, and support to others to build a basis for
future reciprocity.

15. Customer Orientation: The ability to demonstrate concern for satisfying

one’s external and/or internal customers.
•Quickly and effectively solves customer problems.
•Talks to customers (internal or external) to find out what they want and how
satisfied they are with what they are getting.
•Lets customers know he/she is willing to work with them to meet their needs.
•Finds ways to measure and track customer satisfaction.
•Presents a cheerful, positive manner with customers.

II. Compentencies Dealing with Business

The Preventing and Solving Problems Cluster

16. Diagnostic Information Gathering: The ability to identify the information

needed to clarify a situation, seek that information from appropriate sources,
and use skillful questioning to draw out the information, when others are
reluctant to disclose it
•Identifies the specific information needed to clarify a situation or to make a
decision.
•Gets more complete and accurate information by checking multiple sources.
•Probes skillfully to get at the facts, when others are reluctant to provide full,
detailed information.
•Routinely walks around to see how people are doing and to hear about any
problems they are encountering.
•Questions others to assess whether they have thought through a plan of
action.
•Questions others to assess their confidence in solving a problem or tackling a
situation.
•Asks questions to clarify a situation.
•Seeks the perspective of everyone involved in a situation.
•Seeks out knowledgeable people to obtain information or clarify a problem.

17. Analytical Thinking: The ability to tackle a problem by using a logical,

systematic, sequential approach.
•Makes a systematic comparison of two or more alternatives.
•Notices discrepancies and inconsistencies in available information.
•Identifies a set of features, parameters, or considerations to take into
account, in analyzing a situation or making a decision.
•Approaches a complex task or problem by breaking it down into its component
parts and considering each part in detail.
•Weighs the costs, benefits, risks, and chances for success, in making a
decision.
•Identifies many possible causes for a problem.
•Carefully weighs the priority of things to be done.

18. Forward Thinking: The ability to anticipate the implications and

consequences of situations and take appropriate action to be prepared for
possible contingencies.
•Anticipates possible problems and develops contingency plans in advance.
•Notices trends in the industry or marketplace and develops plans to prepare
for opportunities or problems.
•Anticipates the consequences of situations and plans accordingly.
•Anticipates how individuals and groups will react to situations and information
and plans accordingly.

19. Conceptual Thinking: The ability to find effective solutions by taking a

holistic, abstract, or theoretical perspective.
•Notices similarities between different and apparently unrelated situations.
•Quickly identifies the central or underlying issues in a complex situation.
•Creates a graphic diagram showing a systems view of a situation.
•Develops analogies or metaphors to explain a situation.
•Applies a theoretical framework to understand a specific situation.

20. Strategic Thinking: The ability to analyze the organization’s competitive

position by considering market and industry trends, existing and potential
customers (internal and external), and strengths and weaknesses as compared
to competitors.
•Understands the organization’s strengths and weaknesses as compared to
competitors.
•Understands industry and market trends affecting the organization’s
competitiveness.
•Has an in-depth understanding of competitive products and services within the
marketplace.
•Develops and proposes a long-term (3-5 year) strategy for the organization
based on an analysis of the industry and marketplace and the organization’s
current and potential capabilities as compared to competitors.

21. Technical Expertise: The ability to demonstrate depth of knowledge and

skill in a technical area.
•Effectively applies technical knowledge to solve a range of problems.
•Possesses an in-depth knowledge and skill in a technical area.
•Develops technical solutions to new or highly complex problems that cannot
be solved using existing methods or approaches.
•Is sought out as an expert to provide advice or solutions in his/her technical
area.
•Keeps informed about cutting-edge technology in his/her technical area.

The Achieving Results Cluster

22. Initiative: Identifying what needs to be done and doing it before being
asked or before the situation requires it.
•Identifying what needs to be done and takes action before being asked or the
situation requires it.
•Does more than what is normally required in a situation.
•Seeks out others involved in a situation to learn their perspectives.
•Takes independent action to change the direction of events.

23. Entrepreneurial Orientation: The ability to look for and seize profitable
business opportunities; willingness to take calculated risks to achieve business
goals.
•Notices and seizes profitable business opportunities.
•Stays abreast of business, industry, and market information that may reveal
business opportunities.
•Demonstrates willingness to take calculated risks to achieve business goals.
•Proposes innovative business deals to potential customers, suppliers, and
business partners.
•Encourages and supports entrepreneurial behavior in others.

24. Fostering Innovation: The ability to develop, sponsor, or support the

introduction of new and improved method, products, procedures, or
technologies.
•Personally develops a new product or service.
•Personally develops a new method or approach.
•Sponsors the development of new products, services, methods, or procedures.
•Proposes new approaches, methods, or technologies.
•Develops better, faster, or less expensive ways to do things.
•Works cooperatively with others to produce innovative solutions.

25. Results Orientation: The ability to focus on the desired result of one’s own
or one’s unit’s work, setting challenging goals, focusing effort on the goals, and
meeting or exceeding them.
•Develops challenging but achievable goals.
•Develops clear goals for meetings and projects.
•Maintains commitment to goals in the face of obstacles and frustrations.
•Finds or creates ways to measure performance against goals.
•Exerts unusual effort over time to achieve a goal.
•Has a strong sense of urgency about solving problems and getting work done.

26. Thoroughness: Ensuring that one’s own and others’ work and information
are complete and accurate; carefully preparing for meetings and presentations;
following up with others to ensure that agreements and commitments have
been fulfilled.
•Sets up procedures to ensure high quality of work (e.g., review meetings).
•Monitors the quality of work.
•Verifies information.
•Checks the accuracy of own and others’ work.
•Develops and uses systems to organize and keep track of information or work
progress.
•Carefully prepares for meetings and presentations.
•Organizes information or materials for others.
•Carefully reviews and checks the accuracy of information in work reports
(e.g., production, sales, financial performance) provided by management,
management information systems, or other individuals and groups.

27. Decisiveness: The ability to make difficult decisions in a timely manner.

•Is willing to make decisions in difficult or ambiguous situations, when time is
critical.
•Takes charge of a group when it is necessary to facilitate change, overcome
an impasse, face issues, or ensure that decisions are made.
•Makes tough decisions (e.g., closing a facility, reducing staff, accepting or
rejecting a high-stakes deal).

III. Self-Management Competencies

28. Self Confidence: Faith in one’s own ideas and capability to be successful;
willingness to take an independent position in the face of opposition.
•Is confident of own ability to accomplish goals.
•Presents self crisply and impressively.
•Is willing to speak up to the right person or group at the right time, when
he/she disagrees with a decision or strategy.
•Approaches challenging tasks with a “can-do” attitude.

29. Stress Management: The ability to keep functioning effectively when under
pressure and maintain self control in the face of hostility or provocation.
•Remains calm under stress.
•Can effectively handle several problems or tasks at once.
•Controls his/her response when criticized, attacked or provoked.
•Maintains a sense of humor under difficult circumstances.
•Manages own behavior to prevent or reduce feelings of stress.

30. Personal Credibility: Demonstrated concern that one be perceived as

responsible, reliable, and trustworthy.
•Does what he/she commits to doing.
•Respects the confidentiality of information or concerns shared by others.
•Is honest and forthright with people.
•Carries his/her fair share of the workload.
•Takes responsibility for own mistakes; does not blame others.
•Conveys a command of the relevant facts and information.

31. Flexibility: Openness to different and new ways of doing things; willingness
to modify one’s preferred way of doing things.
•Is able to see the merits of perspectives other than his/her own.
•Demonstrates openness to new organizational structures, procedures, and
technology.
•Switches to a different strategy when an initially selected one is unsuccessful.
•Demonstrates willingness to modify a strongly held position in the face of
contrary evidence.