The competence assessment and the competence
development process covers the following twelve key competence areas:
| Time Management and Prioritising |
| Ability to manage time, both your own and others.
Includes such skills as: negotiating priorities; exercising self discipline; controlling
interruptions by shaping the behaviour of other whose priorities or not your own;
being time effective versus time efficient. |
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| Setting goals and standards |
| Ability to manage activities and projects towards
measurable goals and standards, setting these jointly with others so as to develop
their understanding and commitment. Includes the following skills; distinguishing
among wishes, activities and quotas; reducing barriers to the goal-setting process;
evaluating goals against the major criteria of effective goal setting; using goals
to motivate. |
|
| Planning and scheduling work |
Ability to manage projects (one-time programs)
and processes (ongoing work flow) by applying the major tools and techniques of
management. Includes the following skills: analysing complex tasks and breaking
them into manageable units; selecting and managing resources appropriate to the
tasks; using systems and techniques to plan and schedule the work; setting checkpoints
and controls for monitoring progress. |
|
| Listening and Organising |
| Ability to understand, organise and analyse what
you are hearing so as to decide what to think and do in response to a message.
Specifically, includes such skills as: identifying and testing inferences and
assumptions; overcoming barriers to effective listening; summarising and recognising
a message for recall; withholding judgment that can bias your response to the
message. |
|
| Giving clear information |
| Ability to assess a situation, determine the objectives,
and give clear concise, well organised, convincing messages that will best meet
the objective. Includes the following skills: overcoming physical, psychological,
and semantic barriers in interactions with others; keeping on target and avoiding
digressions; using persuasion effectively; maintaining a climate of mutual benefit,
trust and respect. |
|
| Getting Unbiased Information |
| Ability to use questions, probes and interviewing
techniques to obtain unbiased information and to interrupt it appropriately. Includes
such skills as: using directive, non-directive, and reflecting questions effectively;
employing the funnel technique of questioning; using probes to elicit additional
information; recognising latent and manifest meanings; confirming understanding
and confirming agreement. |
|
| Training Coaching and Delegating |
| Ability to develop people. Includes the following
skills; selecting the right people; reaching agreement on plans for action; keeping
a balance between input and output; transferring responsibility to the employee;
giving feedback effectively; providing appropriate rewards. |
|
| Appraising People and Performance |
| Ability to carry out a constructive performance
appraisal involving joint evaluation of past performance, agreement on future
expectations, and development of a plan to see that these expectations are met.
Also, the ability to give effective continuous feedback. |
|
| Disciplining and Counselling |
| Ability to provide counselling and discipline in
a positive manner ... to restore the employee's performance to within the accepted
standards or norms without loss of face (respect, trust) on anyone's part ...
to get the employee to act responsibility for correcting the deviation within
agreed upon time frame ... and to reinforce the employee for improved performance
(or take the appropriate action if no improvement occurs). |
|
| Identifying and solving problems |
Ability to identify barriers and keep you from
achieving your goals and standards, and apply a systematic set of procedures to
eliminate or reduce the causes (root problems). Includes such skills as: distinguishing
between symptoms and problems; collecting and weighing evidence relating to causes;
and implementing the most appropriate course(s) of action. |
|
| Making decisions, Weighing Risk |
| Ability to construct a decision matrix to examine
options; identify limits, desirables, and risks to be considered; assign weighs
to each alternative; and select the best option for meeting the desired goals
and standards. |
|
| Thinking clearly and Analytically |
| Ability to apply logic and think clearly so as to
effectively interpret situations and information before deciding what actions
to take. Includes the following skills; identifying valid premises and drawing
logical conclusions from them; separating fact from inference and assumption;
using inductive and deductive logic effectively; recognising fallacies, false
premises, and generalisations based on insufficient evidence. |
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