COMPETENCY CLUSTERS

Competencies have been clustered on the basis of underlying intent which is a level of analysis between deep underlying social motives and superficial behaviours. An intent is specific to a particular circumstance and has a more ephemeral and surface quality than an underlying motive or disposition.

Competent behaviors can be driven by one or more social motives in combination. For example , intent to develop a subordinates skill is and prepare the person for promotion might be motivated by power(“I want to have an impact on her”), by achievement (“if she could do X,Y and Z well , we would be able to save hours or dollars”) or by affiliation (“If I develop and promote her, she will like me, think I’m a great boss”) or a combination of these motives

DEVELOPING A COMPETENCY DICTIONARY

In 1981 ….type

Competency scale dimensions….type

Competency clusters….from net

1. Impact and Influence ClusterThis cluster reflects an individual’s underlying concern with his or her effect on others. The effectivebehaviors of competencies in this cluster are generally influenced by consideration of the good ofthe organization or of others. The desired effect of all the actions is for general good, or at least notharmful. Behaviors leading to cutthroat competition within an organization or using influence forpersonal gain at the expense of the overall organization are not included in this cluster.

Analytical ThinkingAnalytical Thinking is understanding a situation by breaking it apart into smaller pieces or tracing theimplications of a situation in a step-by-step causal way. It includes organizing the parts of a problem or asituation in a systematic way; making systematic comparisons of different features; setting priorities on arational basis; identifying time sequences, causal relationships or If à Then relationships.

People who have this competency:Set priority for tasks in order of importanceBreak down a complex task into manageable parts in a systematic wayRecognize several likely causes of events, or several consequences of actionsAnticipate obstacles and think ahead about next stepsUse several analytical techniques to identify several solutions and weigh the value of each

Target Levels:1. Breaks Down Problems: Breaks problems into simple lists of tasks or activities.2. Sees Basic Relationships: Analyses relationships among a few parts of a problem or

situation. Makes simple causal links (A causes B) or pro-and-con decisions. Set priorities fortasks in order of importance.3. Sees Multiple Relationships: Analyses relationships among several parts of a problemor situation. Breaks down a complex task into manageable parts in a systematic way. Recognizesseveral other likely causes of events or several consequences of actions. Generally anticipatesobstacles and thinks ahead about next steps.4. Makes Complex Plans or Analyses: Systematically breaks down a complex problemor process into component parts. Uses several techniques to break apart complex problems toreach a solution; or makes long chains of causal connections.5. Makes Very Complex Plans or Analyses: Systematically breaks multi-dimensionalproblems or processes into component parts ; or uses several analytical techniques to identifyseveral solutions and weigh the value of each.

People Who Do Not Demonstrate This Competency :Do each thing as it comes up and just respond to immediate needs or requests.Are unable to prioritize tasks in order of importance.Do not try to identify causes of events.Focus on immediate job tasks and pay little attention to their potential impact

Organizational AwarenessOrganizational Awareness is the ability to understand and learn the power relationships in one.s ownorganization or in other organizations (customers, suppliers, etc.). This includes the ability to identify thereal decision-makers and the individuals who can influence them, and to predict how new events orsituations will affect individuals and groups within the organization.

People who have this competency:Naturally think about power relationships and enjoy analyzing formal and informal structuresand dynamics. If they choose to act on this understanding, persons high in this competency canbe very effective at influencing organizational events. At minimum, they tend not to violate oroffend organizational norms.

Target Levels:1. Understands Formal Structure: Recognizes or uses the formal structure or hierarchyof an organization. chain of command, positional power, rules and regulations, standard operatingprocedure etc.2. Understands Informal Structures: Understands and uses informal structures: identifieskey actors, decision-influencers, etc. Applies this knowledge when formal structure doesnot work as well as desired.3. Understands Climate and Culture: Recognizes unspoken organizational limitations .what is and is not possible at certain times or in certain positions. Understands the corporateculture and uses the languages, etc. that will produce the best response.4. Understands Organizational Politics: Understands, describes, and uses ongoingpower and political relationships within the organization (alliances, rivalries) with a clear senseof organizational impact.5. Understands Underlying Organizational Issues: Understands and address thereasons for ongoing organizational behavior or the underlying problems, opportunities, or politicalforces affecting the organization (e.g. current market trends, demographic changes, tradeunion policies, national or historical issues that affect market opportunities, etc.)

People Who Do Not Demonstrate This Competency :Rely too much on formal structures and systems to get things doneUnwittingly offend organizational norms or individualsAre surprised by organizational eventsMisunderstand and make mistakes due to misunderstanding of organizational structureIgnore or disdain organizational politics

Take action outside organization limits without realizing itAct in ways that are not appropriate in the organization

2. Cognitive ClusterThe cognitive competencies indicate an individual.s working to come to an understanding of situation,task, problem, opportunity or body of knowledge. These competencies measure practical orapplied intelligence: the degree to which a performer does not accept a critical situation or problemat face value or as defined by others, but comes to his or her own understanding at a deeper ormore complex level.

Technical ExpertiseTechnical Expertise includes both the mastery of a body of job-related technical knowledge, and also themotivation to expand, use, and distribute work-related knowledge to others.

People who have this competency:Acts to keep skills and knowledge current.Shows curiosity by exploring beyond the immediate field.Volunteers to help others resolve technical problems.Takes courses or teaches self new subjects.Actively goes out as a technical missionary or change agent to spread new technology.

Target Levels:1. Is Technically Competent: Has the level of technical skill sufficient to perform his/herjob. Has the experience in his/her field and shares what he/she knows with others.2. Produces Quality Technical Work: Produces quality work in terms of technical depth.His/Her work is often times error free and he/she demonstrates good attention to detail.3. Maintains Updated Skill set: Keeps his/her technical skills and knowledge up- to .date.Knows the latest techniques and understands the current trends. Reads magazines and technologicaljournals, attends training and keeps in touch with more advanced pros.

4. Seen as a Technical Expert: Has a very strong technical base of knowledge. Can fieldboth detailed and general questions about his/her areas. Is generally considered to be an Expert.5. Accessed for Technical Expertise: Is a technical resource for others. Has become anauthority in certain technical areas and has a thorough knowledge of details. Others depend onhim/her, and the organization has benefited from his/her technical skills.

Intellectual HorsepowerIntellectual Horsepower implies the capability to apply knowledge effectively to work. It includes theability to learn and apply new skills, understand new ideas and integrate them into work.

People who have this competency:Make efforts to expand skill set.Are flexible and learns from new ideas and concepts.Think in an organized manner and carefully examine situations step by step.Think in a rational manner without allowing emotions or feelings to blur decisions.Engages in conceptual discussion

Target Levels:1. Capable of Learning New Skills: Can learn & apply new skills. Attends training coursesand seeks out ways to learn more on the job.2. Applies Knowledge Effectively to Work: Uses know how to successfully managehis/her responsibilities. Capable of handling most of the challenges he/she encounters. Able tolearn from his/her experiences and keeps his/her skill base current.3. Goes Beyond Established Framework or Pre-conceived Ideas: Considersnew ways of solving problems or taking a new approach to making decisions. Evaluates innovativeapproaches and rationally analyses their advantages as well as their shortcomings.4. Capable of Learning Complex Skills: Is bright & intelligent. Easily picks up new andhighly complex skills and integrates them into his/her work. Is comfortable with a high level of

complexity and never gets daunted or intimidated by detailed, sophisticated, or complex concepts.Continues to learn specific and valued skills that are difficult for others to acquire.5. Grasps very Complex Issues: Readily grasps very complex issues. Thoroughlyundertands underlying principles and easily conceptualizes outcomes. Is immensely skilled atanalyzing complicated information in a highly organized way.

People Who Do Not Demonstrate This Competency :Don.t challenge themselves intellectually. Don.t make enough of an effort to pursue learningindependently and gain new skills.Rely on the old way of doing things. Force fit simple solutions to complex problems.Don.t think systematically. Are overwhelmed by complexity, have trouble distinguishingopinions from facts and often let non-essential, illogical thinking cloud judgment. As aresult he/she jumps into wrong conclusions.Let emotions cloud judgment. Feelings and emotions play too much of a role in his/herdecision-making.Are uncomfortable when engaging in a conceptual discussion. Resists abstractdiscourse and avoid situations where it might crop up.

3. Helping and Human service ClusterThis cluster involves intending to meet someone else.s needs; attuning oneself to the concerns,interest, and needs of the other and working to meet those needs. This implies a stronger underlyingneed for power and for affiliation than the other clusters.

Customer service OrientationCustomer service Orientation implies a desire to help or serve others, to meet their needs. It meansfocusing one.s efforts on discovering and meeting the customer.s) or client.s needs.

People who have this competency:Work with a genuine understanding of the customer.s needs, and have a strong desire to meetthem. They are not just reactive but proactive in helping the customer or adding value. At highlevels, they may understand the customer better than the customer does, and they use thiswisdom to create a dramatically useful impact on the customer.s organization.

Target Levels:1. Follows Up: Follows through on customer inquiries, requests and complaints. Keeps customerup-to-date about progress of projects (but does not probe customer.s underlying issuesor problems.)2. Maintains Clear Communication: Maintains clear communication with customer regardingmutual expectations information, monitors customer.s satisfaction. Distributes helpfulinformation to clients. Gives friendly, cheerful service.3. Takes Action for the Customer: Makes self fully available, especially when customer isgoing through a critical period. For example, gives customer a home or vacation phone numberor other means of easy access, or may spend extra time at the customer.s location. Takesactions beyond normal expectations.4. Addresses Underlying Customers Needs: Knows the customer.s business and / or

seeks information about the real underlying needs of the customer, beyond those expressedinitially. Matches these to available (or customized) products or service.5. Uses a Long - Term Perspective : Works with a long-term perspective in addressing acustomer.s problems. May trade off immediate costs for the sake of the long-term relationship.Looks for long-term benefits to the customer. Acts as a trusted advisor; becomes involved incustomer.s decision-making process. Forms an independent opinion of client needs, problems,or opportunities and possibilities for solution implementation. Acts on this opinion (e.g., recommendsapproaches, which are new and different from those requested by the client).

People Who Do Not Demonstrate This Competency :Focus on own objectives rather than on client needsProvide client with a routine or . off-the-shelf. solutionSpeak poorly of other clients served; see clients in negative ways; don.t see them aspartnersRefuse to take a stand on behalf of the person served or give extra help

Interpersonal UnderstandingInterpersonal Understanding implies wanting to understand other people. It is the ability to accuratelyhear and understand the unspoken or partly expressed thoughts, feelings, and concerns of others. It measuresincreasing complexity and depth of understanding of others and may include cross-cultural sensitively.

People who have this competency:Know what is being felt and thought even when it is not explicitly said. They can appreciate notonly what a person is saying, but why he or she is saying it. At the highest levels they also understandwhere a person.s feelings come from in life history.

Target Levels:1. Understands Either Emotion or Content: Understands either present emotions orexplicit content, but not both together.2. Understands Both Emotion and Content: Understands both present emotions andexplicit content.3. Understands Meanings: Understands current unexpressed or poorly expressed meanings;understands current unspoken thoughts, concerns, or feelings OR uses understanding toget others to willingly take actions desired by him or her.4. Understands Underlying Issues: Understands others people.s underlying problems;understands the reason for someone.s ongoing or long-term feelings, behavior, or concerns ORpresents a balanced view or others. specific strengths and weaknesses.5. Understands Complex Underlying Issues: Understands complex causes of others.long term underlying attitudes, behavior problems or patterns.

People Who Do Not Demonstrate This Competency :See others primarily in terms of ethnic or other stereotypesMisunderstand or are surprised by others. feelings or actionsShow no explicit awareness of others but no evidence of serious misunderstandingClash with others based on not understanding their concerns or thoughts, even if obvious

4. Achievement and Action ClusterThe essence of this cluster is a bias towards action, directed more to task accomplishment than toimpact on other people. This cluster also includes actions to influence or lead other people toimprove productivity or get better results

Achievement OrientationAchievement Orientation is a concern for working well or for surpassing a standard of excellence. The standard may be one.s own past performance (striving for improvement); an objective measure (results orientation); outperforming others (competitiveness); challenging goals one has set; or even surpassing what anyone has ever done (innovation).

Target Levels:1. Wants to do Job Well: Tries to do job well or right. May express frustration at waste orinefficiency (e.g. gripes about wasted time and wants to do better) but does not cause specificimprovements.2. Creates Own Measures of Excellence: Uses own specific methods of measuringoutcomes against a standard of excellence not imposed by others. May focus on new or preciseways of meeting goals set by management.3. Improves Performance: Makes specific changes in the system or in own work methodsto improve performance (e.g., does something better, faster, at lower cost, more efficiently;improves quality, customer satisfaction, morale, revenues), without setting any specific goal.4. Sets and Works to meet Challenging Goals: .Challenging. means there is about a50-50 chance of actually achieving the goal . it is a definite stretch but not unrealistic or impossibleOR refers to specific measures of baseline performance compared with better performanceat a later point in time, e.g. .when I took over, efficiency was 20% - now it is up to 85%.5. Makes Cost - Benefit Analyses: Makes decisions, sets priorities, or chooses goals onthe basis of calculated inputs and outputs: makes explicit considerations of potential profit,return on investment, or cost-benefit analysis. Analyses for business outcomes. The personmust show 1) specific mention of costs and 2) specific benefits and 3) a decision on the balancebetween them.

People Who Do Not Demonstrate This Competency :Do each thing as it comes up and just respond to immediate needs or requests.Are unable to prioritize tasks in order of importance.Do not try to identify causes of events.Focus on immediate job tasks and pay little attention to their potential impact

Concern for Order, Quality and Accuracy

Concern for Order, Quality and Accuracy reflects an underlying drive to reduce uncertainty in the surroundingenvironment. It is expressed by:Monitoring and checking work or informationInsisting on clarity of roles and functionsSetting up and maintaining systems of information

People who have this competency:Will deliver work of high quality and accuracy. In case of an uncertainscenario they would introduce order by monitoring and developing systems.

Target Levels:1. Shows General Concern for Order and Clarity: Works for clarity . wants roles,expectations, tasks, data in a clear form.2. Checks Own Work and Monitors Others. Work: Double-checks the accuracy ofinfomation of own work. Monitors quality of others. work, checks to ensure that procedures arefollowed.Keeps clear records of own or others. activities.3. Monitors Data or Projects: Monitors progress of a project against milestones or deadlines.Monitors data, discovers weaknesses or missing data, and seeks out information to keeporder; general concern for increasing order in existing systems.4. Develops Systems: Develops and uses systems to organize and keep track of information.5. Develops Complex Systems: Puts, new, detailed, complex system in place to increaseorder and improve quality of data. Or deduces new needs (not having to do with order) fromperceived disorder.

People Who Do Not Demonstrate This Competency :Do not exhibit concern for order, despite of the problem faced by disorder.Do work which is full of errors and is below the quality standards

Information seekingInformation Seeking is driven by an underlying curiosity and desire to know more about things, people, or issues. It implies going beyond the questions that are routine or

required in the job. It may include .digging. or pressing for exact information; resolution of discrepancies by asking a series of questions; or less focused environmental scanning for potential opportunities or miscellaneous information that may be of future use.

People who have this competency:People with this competency hold the line. They can draw a line for minimum acceptable standards and hold people to it clearly and strongly. They are not afraid to state where performancedoes not meet the required standards, or to make it clear to the whole organization if necessary.These people have a clear internal understanding of what standards are and how they shouldbe carried out.

Target Levels:1. Asks Questions: Asks direct questions to the people who are there, or who are supposedto answer questions about the situation, such as people who are directly involved even if notphysically present. Uses visible information or consults other available resources.2. Personally Investigates: Gets out to personally investigate the problems or situations,when normally would not do so. Finds and question those closest to the problem. Asks, .Whathappened?.3. Digs Deeper: Asks a series of probing questions to get at the root of a situation or a problem,or potential opportunity below the surface issues presented. Calls on others, who are notpersonally involved, to get their perspective, background information, experience, etc. Does notstop with the first answer, finds out why something happened.4. Does Research : Makes a systematic effort over a limited period or of time to obtain neededdata or feedback, or in-depth investigation from unusual sources. or does formal research throughnewspapers, magazines, computer search systems, or other resources. This may include market,financial and competitor research.5. Uses Own On-Going Systems: Has personally established ongoing systems or habits

to get information (.management by walking around,. regular informal meetings, or the scanningof certain publications etc.), including setting up individuals to do regular information gatheringfor him or her.

People Who Do Not Demonstrate This Competency :Act without information: Take action without sufficient data or resourcesTake large risks: Fail to find out all the risks involved in a task or actionFail to use sources: Will not use available sources of information

InitiativeInitiative is a preference for taking action. It is doing more than what is required or expected in the job;doing things that no one has requested, which will improve or enhance job results and avoid problems, orfinding or creating new opportunities

People who have this competency:Exhibit a high level of persistence and refuse to give up when the going gets tough. They aregood at recognizing opportunities. They are able to anticipate and prepare for problems, which mightnot be easily seen by others

Target Levels:1. Shows Persistence: Takes two or more steps to overcome obstacles or rejections. Doesnot give up easily when things do not go smoothly.2. Addresses Current Opportunities or Problems: recognizes and acts on presentopportunities or addresses present problems.3. Is Decisive in a Crisis: Acts quickly and decisively in a crisis where the norm is to wait,study and hope that the problem will resolve itself.4. Creates Opportunities: Creates opportunities or minimizes potential problems by a uniqueextra effort (new program, special travel etc.).5. Anticipates long-term situations: Anticipates and prepares for a specific opportunityor problem that is not obvious to others. Takes action to create an opportunity or avoid future

crisis.

People Who Do Not Demonstrate This Competency :Think only of the pastWait to be told what to doDelays taking actionSpends to much time analyzing

5. Personal Effectiveness ClusterThese competencies reflect some aspect of an individual’s maturity in relation to others and towork. They control the effectiveness of the individual’s performance when dealing with immediateenvironmental pressures and difficulties

Self-ConfidenceSelf-Confidence is a person.s belief in his or her own capability to accomplish a task and select an effectiveapproach to a task or problem. This includes the person.s expressing confidence in dealing with increasinglychallenging circumstances, in reaching decisions or forming opinions, and in handling failures constructively

People Who Do Not Demonstrate This Competency :Have notably weak self . presentation.Assert lack of confidence, question own ability in a generalized way or express .powerlessness. or .helplessness..Avoid disapproval or conflict (with detrimental impact on job performance).Blame self in a permanent way. Make personal/ internal explanations with a tone of .thisis the way I am. as opposed to .this is the mistake I made..People who have this competency:Presents self in a forceful or impressive manner.States confidence in own judgment or ability.Takes personal responsibility for mistakes, failures, or shortcomings.Learns from mistakes, analyzes own performance to understand failures and to improve future

performance.States own position clearly and confidently in conflicts with superiorsMakes or acts on decisions in spite of disagreement from othersTarget Levels:1. Presents Self-Confidently: Makes decisions independently. Works without constantsupervision.2. Has Confidence in Own Ability or Judgment: Makes or acts on decisions inspiteof disagreement from others. Willing to voice an opinion and take a stand on critical issues.3. Has Confidence in Ability to Take on New Responsibilities or OvercomeObstacles: Sees self as an expert, compares self or own abilities favorably with others. Iswilling to take new responsibilities.4. Clearly and Politely Expresses a Different Point of View: States own positionclearly and confidently in conflicts. Actions support or justify verbal expression of self-confidence.5. Volunteers for Challenges: Is pleased or excited about challenging assignments. Seeksadditional responsibility and opportunities to learn.

People Who Do Not Demonstrate This Competency :Have notably weak self . presentation.Assert lack of confidence, question own ability in a generalized way or express .powerlessness. or .helplessness..Avoid disapproval or conflict (with detrimental impact on job performance).Blame self in a permanent way. Make personal/ internal explanations with a tone of .thisis the way I am. as opposed to .this is the mistake I made..

Self-controlSelf-Control is the ability to keep one.s emotions under control and restrain from negative actions whenfaced with opposition or hostility from others, or when working under conditions of stress.

People who have this competency:Are not impulsiveRemain calm in stressful situations.Find acceptable outlets for stress.Respond constructively to problems even under stress.

Target Levels:1. Resists Temptation: Resists the temptation to behave impulsively. Maintains a businesslikeapproach even when annoyed, disturbed or disrupted by others.2. Controls Emotions and Responds Calmly: Feels strong emotions such as anger,frustration or stress; controls these emotions and continues discussions or other actions fairlycalmly.3. Manages Stress Effectively: Uses stress management techniques to control response,prevent burnout, deals with ongoing stresses effectively.4. Copes with Difficult Situations and Responds Constructively: Controls strongemotions or other stress and takes action to respond constructively to the source of the problems.Keeps things in perspective despite frustration and maintains objectivity when interpretinginformation and defining problems.5. Calms Others: In very stressful situations, calms others as well as controlling ownmotions.

People Who Do Not Demonstrate This Competency :Are easily provoked.Cite frustration and/or negative emotions and express feelings inappropriately.Get inappropriately involved personally with peers, subordinates, or clients; or breaks downunder stress.Avoid stress, people or situations that provoke negative emotions.

Organizational CommitmentOrganizational Commitment is the individual.s ability and willingness to align his or her own behavior withthe needs, priorities, and goals of the organization, to act in ways that promote organizational goals or meetorganizational needs. It may appear as putting organizational mission before own preferences or beforeprofessional role priorities.

Target Levels:1. Models .Organizational Citizenship Behaviors.: Shows loyalty, willingness tohelp colleagues complete their tasks, respect for the wishes of those in authority.2. Sense of purpose-States Commitment: Understands and actively supportsorganization mission and goals; aligns own activities and priorities to meet organizational needs;understand need for cooperation to achieve larger organization objectives.3. Makes Personal or professional Sacrifices: Puts organizational needs before personalneeds; makes personal sacrifices to meet the organization needs over professional identity,preferences and family concerns.4. Makes unpopular decisions: Stands by decision that benefit the organization even ifthey are unpopular or controversial.5. Sacrifices Own Units good for organization: Sacrifices own department.s shorttermgood for long term good of organization (e.g. volunteers cost reduction or layoffs in owngroup, takes on extra tasks etc). Asks others to make sacrifices to meet larger organization.sneeds.

People Who Do Not Demonstrate This Competency :Work independently or against the groupIgnore others as source of supportAre unable to persuade or convince others that their goal is held in common and should befollowedArgue from opinion rather than from factFail to bridge the gap between different groupsLet people work in their own worlds without consulting each otherAllow bad feelings to fester and undermine group integrityIgnore the circle outside themselves

CreativityCreativity is the ability to generate novel and useful ideas and solutions to everyday problems andchallenges.

People who have this competency:Are open to change

Consider a wide range of possibilities while dealing with a problemContribute many unique ideasConsider ideas and opinions of othersTake risk, look beyond conventional solutions

Target Levels:1. Tests the Status Quo: Challenges standard approaches to see if there is a better, moreeffective way. Usually has a few suggestions for improvement.2. Thinks Outside the Box: Does not always accept things as they are and tries to findways to do things faster and better. When faced with a challenge, he/she considers many factorsand uses both his/her own experience and other options to develop a clever solution.3. Contributes New Ideas and Approaches: Contributes high quality thinking to thedevelopment of ideas. Creates accepting environment in which people can freely express theirideas and opinions. Pushes him/her self to think beyond the obvious and usually comes up withconstructive, value added approaches.4. Generates New and Original Ideas: Develops innovative solutions to problems. Useshis/her imagination to think up .what if. scenarios and generate original solutions, turns problemsupside down and inside out to find fresh angles and approaches.5. Makes a lot of Connections: Is seen as an original and creative thinker. Easily makesastonishing connections from seemingly unrelated sources and ideas. Is able to free him/herselffrom creative restraints, such as practicality, to consider unconventional ideas and drawfascinating parallels.

People Who Do Not Demonstrate This Competency :Value caution and do not exercise much innovation or risk taking.Prefer traditional approaches and consistently offer or use old solutions to new problems.Stay within comfort zone and do not support new ideas or approaches.Act as if there is only one way to solve a problem. Don.t look at all the options and considera wide range of possibilities when dealing with problemsRely too much on what s/he knows about his/her own area and don.t seek broad connectionsor parallels from a wide range of sources.Avoid risks, afraid to make mistakes and are too worried about what other people mightthink to come up with or promote original ideas.

Do not consider the ideas or opinions of others. Possessive of own ideas and don.t encourageothers to build on or contribute on them.

Organizational CommitmentOrganizational Commitment is the individual.s ability and willingness to align his or her own behavior withthe needs, priorities, and goals of the organization, to act in ways that promote organizational goals or meetorganizational needs. It may appear as putting organizational mission before own preferences or beforeprofessional role priorities.

People who have this competency:Align own activities and priorities to meet organizational needs. They are willing to helpcolleagues complete their tasks since they understanding the need for co-operation to achieve largerorganization objectives. They choose to meet organizational need rather than to pursue professionalinterests;

Target Levels:1. Models .Organizational Citizenship Behaviors.: Shows loyalty, willingness tohelp colleagues complete their tasks, respect for the wishes of those in authority.2. Sense of purpose-States Commitment: Understands and actively supportsorganization mission and goals; aligns own activities and priorities to meet organizational needs;understand need for cooperation to achieve larger organization objectives.3. Makes Personal or professional Sacrifices: Puts organizational needs before personal

needs; makes personal sacrifices to meet the organization needs over professional identity,preferences and family concerns.4. Makes unpopular decisions: Stands by decision that benefit the organization even ifthey are unpopular or controversial.5. Sacrifices Own Units good for organization: Sacrifices own department.s shorttermgood for long term good of organization (e.g. volunteers cost reduction or layoffs in owngroup, takes on extra tasks etc). Asks others to make sacrifices to meet larger organization.sneeds.

People Who Do Not Demonstrate This Competency :Work independently or against the groupIgnore others as source of supportAre unable to persuade or convince others that their goal is held in common and should befollowedArgue from opinion rather than from factFail to bridge the gap between different groupsLet people work in their own worlds without consulting each otherAllow bad feelings to fester and undermine group integrityIgnore the circle outside themselves

6. Managerial ClusterThese competencies are a specialized subset of the Impact & Influence competencies, expressingthe intention to have certain specific effects. These specific intentions (to develop/lead others,to improve team work & cooperation) are particularly important for managers.

Directiveness & AssertivenessDirectiveness & Assertiveness implies the intent to make others comply with one.s wishes when personal

power or the power of one.s position is used appropriately and effectively, with the long-term good of theorganization in mind. It includes a theme or tone of .telling people what to do.. The tone ranges from firmand directive to demanding or even threatening. (Attempts to reason with, persuade, or convince others tocomply are Impact and Influence, not Directiveness.)

Target Levels:1. Gives Directions: Gives adequate directions; makes needs and requirements reasonablyclear. Explicitly delegates details of routine tasks in order to free self for more valuable or longerrangeconsiderations.2. Sets Limits: Firmly says .No. to unreasonable requests, or sets limits for others. behavior.May manipulate situations to limit others. options or to force them make to desired resourcesavailable.3. Demands High Performance: Unilaterally sets standards; demands high performance,quality, or resources. Insists on compliance with own orders or requests in a .no-nonsense. or.put-my-foot-down. style.4. Maintains Visible Standards of Performance: Intrusively (or publicly ) monitorsperformance against clear standards (e.g. posts sales results next to individual goals, withshortfalls circled in red).5. Holds People Accountable for Performance: Consistently compares performanceagainst standards. States consequences and confronts others openly and directly about performanceproblems.

People Who Do Not Demonstrate This Competency :Are passive: Give in, even when it interferes with getting the job doneGive no direction: Do not give directions, orders, or requestsAre concerned with being liked: want to get along with others more than to get the job doneKeep poor performers who fail to improveDo not monitor performance. Avoid or ignore performance measures or performance againstgoals

Avoid conflict: Refuse to confront or .rock the boat.

Team leadershipTeam leadership is the intention to take a role as leader of a team or other group. It implies a desire to leadothers. Team leadership is generally, but certainly not always, shown from a position of formal authority. Itfocuses on managing and influencing a group of people and leading their overall direction.

Target Levels:1. Manages Meetings Well: States agendas and objectives, controls time, makes assignments,etc.2. Keeps People Informed: In a leadership role, lets people affected by a decision knowwhat is happening, even if not required to share such information. Makes sure the group has allthe necessary information. May explain the reasons for a decision.3. Promotes Team Effectiveness: As a leader, uses complex strategies to promote teammorale and productivity (hiring and firing decisions, team assignments, cross training etc.) Mayinclude acts intended to build team spirit as long as intended to increase team effectiveness.4. Takes Care of the Group: Protects the group and its reputation. Makes sure the practicalneeds of the group are met: obtains needed personnel, resources, and information for the group.5. Positions Self as the Leader: Ensures that others buy into his or her mission, goals,agenda, climate, tone, and policy. .Sets a good example. models desired behavior. Ensuresthat group tasks are completed. Is a credible leader.

People Who Do Not Demonstrate This Competency :

Work independently or against the groupIgnore others as source of supportAre unable to persuade or convince others that their goal is held in common and should befollowedArgue from opinion rather than from factFail to bridge the gap between different groupsLet people work in their own worlds without consulting each otherAllow bad feelings to fester and undermine group integrityIgnore the circle outside themselves

DelegationDelegation is the ability to share tasks and decisions with team members/ subordinates. A person, whodelegates, shares both responsibility and accountability and tends to trust people to perform.

Target Levels:1. Clearly Defines Tasks and Goals: Is good at defining a project being delegated to one

of the staff. Makes sure to cover what the task involves and what is the expected final outcomebefore handing off the task. Communicates the .whats. and .whens. of a job before handing itover.2. Provides Reasonable Direction & Support: Gives support and direction while delegatingwork to staff. Is available to give guidance and frees up the needed resources. Makessure that staff has the resources it needs to get the job done.3. Is Comfortable in Delegating & Usually Delegates Well: Knows that delegationis beneficial for the organization in terms of getting more work done and meeting deadlines.Likes to give subordinates a chance to stretch their skills with new projects. Is good at pinpointingthe best person for a task when delegating work. Gives people work that will be challengingand which can handled by them, even if it has components they haven.t tried before.4. Shows Trust and Confidence that Empowers People : Does a superior job ofdelegating work to people in a way that empowers them. Is excellent at laying out expectationsand filling staff in on the larger picture and then giving them the leeway and authority to do thework themselves. Trusts people enough to let them do it on their own, but is always there to offerguidance when they want it.5. Has a Keen Eye for Choosing Best People for the Task: Has a superior sensewhen it comes to delegating work to staff. Has a keen eye for choosing who can handle aparticular task and never hesitates to give out projects that stretch peoples. skills and help themdevelop.

People Who Do Not Demonstrate This Competency :Prefer to do all the important work alone and make decisions themselvesMicro Manage workDelegate work but not authorityDo not communicate the bigger pictureDon.t provide direction and support

Developing othersDeveloping Others involves a genuine intent to foster the long-term learning or development of others withan appropriate level of need analysis of other.s thoughts & efforts. Its focus is on the developmental intentand effect rather than on a formal role of training.

Target Levels:1. Express Positive Expectations of Person: Makes positive comments regardingothers. developmental future: current and expected future abilities and / or potential to learneven in .difficult. cases. Believes others want to and can learn or improve their performance.2. Gives How-to Directions: Gives detailed instructions and / or on-the-job demonstrations;tells how to do the task; make specific, helpful suggestions.3. Gives Reasons, Other Support: Gives directions or demonstrations with reasons orrationale as a training strategy. Gives practical support or assistance to make job easier forsubordinate (i.e., volunteers additional resources, tools, information, expert advice, etc.) Asksquestions, gives tests, or uses other methods to verify that others have understood explanationor directions.4. Gives Feedback to Encourage: Gives specific positive or mixed feedback for developmentalpurpose. Reassures others after a setback. Gives negative feedback in behavioral ratherthan personal terms, and expresses positive expectations for future performance or gives individualizedsuggestions for improvement.5. Does Longer-Term Coaching or Training: Arranges appropriate and helpful assignments,formal training, or other experience for the purpose of fostering a person.s learning and development.Has people work out answers to problems themselves so they really know how, ratherthan simply giving them the answer. This does not include formal training done simply to meetcorporate requirements. May include identifying a training or developmental need and establishingnew programs or materials to meet it.

People Who Do Not Demonstrate This Competency :

Fail to give instructions: Let people figure out what to do their own instead of giving instructionsor reasonsGive all-negative feedback: Do not give support after a setback or give rewarding responseafter good performanceDiscount training: Consider training as unnecessary or a waste of timeRefuse to delegate: Take on tasks that should be done by others, or monitor others. performancetoo closelyDo not give opportunities: Do not expose to higher-level management opportunities