competency dictionary -...
TRANSCRIPT
COMPETENCY DICTIONARY
BEHAVIOURAL AND TECHNICAL COMPETENCIES
Introduction
The Organizational Readiness Office, with the help of subject matter experts and CS representatives from numerous departments, developed the competency dictionaries specifically for the IT Community across government.
In today's workplace, it's not just completing tasks that's important. How people perform their jobs and the behaviors they demonstrate on the job are the key to success.
Although the focus of the competency dictionaries is on the skills, abilities and behaviors that are specific to jobs in IT Community, we assume that the behavioural dictionary will also be appropriate for other communities.
Competency Based Management
Competency Based Management is a proven methodology being used in the workplace by those who want to take an integrated approach to human resources management. At the centre of the system is the Job Competency Profile. The profile is based on the work descriptions and built by combining competency definitions from the behavioural and technical competency dictionaries.
The competency definitions describe the observable knowledge, skills, abilities and behaviors needed for successful job performance and include levels of proficiency that are described in terms of behavioral indicators. The indicators highlight the behaviors that are expected at a certain level of job performance ranging from the introductory and basic levels to the advanced and expert levels.
Using the Competency Dictionaries
The IT Community competency dictionaries are tools that can be used for developing competency profiles. The dictionaries help identify the success factors by defining the types and level of skills and behaviors needed for the job.
What is important is that we all start to use a common language when we describe the skills, abilities and behaviors needed for IT jobs.
Two Types of Dictionaries
Both behavioral and technical competencies are included in the job competency profiles.
Take a Look
You can take a look at the competency dictionaries to get a better idea of the range of requirements or qualifications needed by IT workers.
These days, managers use competencies to screen and select candidates. They develop interview questions that focus on abilities and behaviors instead of tasks and experience. You may have had experience with this type of interview process already.
Take a look at the dictionaries. Use them if you are developing competency profiles or learn more about what's needed for work in the IT Community.
Behavioural Competency Dictionary
Table of Contents
Once the Job Competency Profile has been created, it forms the foundation of the Competency Based Management system and can be used for the complete range of human resources planning and management functions. This includes developing statements of qualifications, staffing using behavioral-based interviewing techniques, implementing self-evaluation and performance management processes, and supporting learning and career development.
The Organizational Readiness Office will be developing generic job competency profiles based on the generic work descriptions that have been developed in collaboration with the IT Community. Until these are developed, you may want to refer to these dictionaries if you are developing work descriptions or statements of qualifications or are considering developing a competency profile.
The Behavioral Competency Dictionary describes the non-technical competencies that apply to IT jobs. These competencies are generic in nature and are often shared by people across the organization. They reflect the values of the organization and describe its working culture. They include things like Adaptability, Communication, Decision Making, Planning and Organizing, Teamwork and Continuous Learning.
The Technical Competency Dictionary includes the skills, abilities and behaviors that are required when applying specific technical knowledge on the job. For example, Application Development Support and Maintenance, Database Design and Management, Security/ Information and Application Protection and Service Management Processes.
The dictionaries can help you identify the level of proficiency you are working at now. You can also see what is required at the next level and assess your ability to progress to that level. You are better able to plan your career by targeting areas of strength and areas that need improvement. By focusing on the competencies, you can determine your learning needs and be specific about what you need to learn.
1. Introduction
1. INTRODUCTION
What are Competencies?
How Are the Competencies Structured?
For all competencies in the dictionary, a definition is provided. Each competency also includes a proficiency scale that indicates the full range of expression of the competency. Most proficiency scales have five levels. Each proficiency level is described in terms of behavioural indicators. The behaviours at each level of the scale are illustrative rather than definitive; that is other examples of behaviour are possible. Each competency scale is cumulative which means that, although behaviours from lower levels are not repeated at higher level, they nonetheless apply.
How to Use this Dictionary?
The contents of this dictionary represent the behavioural or non-technical competencies that apply to jobs in the federal Public Service. The dictionary can be used for a variety of purposes including recruitment and staffing, learning and career development and performance management. For each job, choose the competencies and proficiency learning that are most critical to performance excellence.
2. ADAPTABILITY
Adjusting own behaviours to work efficiently and effectively in light of new information, changing situations and/or different environments
Level 1
Recognizes how change will affect work
2. Adaptability 3. Continuous Learning 4. Communication 5. Organizational and Environmental Awareness 6. Creative Thinking 7. Networking / Relationship Building 8. Conflict Management 9. Stewardship of Resources 10. Risk Management 11. Stress Management 12. Influence 13. Initiative 14. Team Leadership 15. Change Leadership 16. Client Focus 17. Partnering 18. Developing Others 19. Planning and Organizing 20. Decision Making 21. Analytical Thinking 22. Results Orientation 23. Teamwork 24. Values and Ethics 25. Visioning and Strategic Thinking
Competencies are observable abilities, skills, knowledge, motivations or traits defined in terms of the behaviours
Accepts that things will change.
Seeks clarification when faced with ambiguity or uncertainty.
Demonstrates willingness to try new approaches.
Suspends judgment; thinks before acting.
Acknowledges the value of others’ contributions regardless of how they are presented.
Level 2
Adapts one’s work to a situation
Level 3
Adapts to a variety of changes
Level 4
Adapts to large, complex and/or frequent changes
Level 5
Adapts organizational strategies
3. Continuous Learning
Identifying and addressing individual strengths and weaknesses, developmental needs and changing circumstances to enhance personal and organizational performance
Level 1
Assesses and monitors oneself to maintain personal effectiveness
Level 2
Seeks to improve personal effectiveness in current situation
Level 3
Seeks learning opportunities beyond current requirements
Level 4
Aligns personal development with objectives of organization
Adapts personal approach to meet the needs of different or new situations.
Seeks guidance in adapting behaviour to the needs of a new or different situation.
Adapts to new ideas and initiatives across a wide variety of issues or situations.
Shifts priorities, changes style and responds with new approaches as needed to deal with new or changing demands.
Publicly supports and adapts to major/fundamental changes that show promise of improving established ways of operating.
Seeks opportunities for change in order to achieve improvement in work processes, systems, etc.
Maintains composure and shows self control in the face of challenges and change.
Anticipates change and makes large or long-term adaptations in organization in response to the needs of the situation.
Performs effectively amidst continuous change, ambiguity and, at times, apparent chaos.
Shifts readily between dealing with macro-strategic issues and critical details.
Note : "Adaptability" links to the competency "Management Excellence – Action Management," identified as relevant for federal Public Service leaders.
Continually self-assesses and seeks feedback from others to identify strengths and weaknesses and ways of improving.
Pursues learning opportunities and ongoing development.
Tries new approaches to maximize learning in current situation.
Takes advantage of learning opportunities (e.g., courses, observation of others, assignments, etc.).
Integrates new learning into work methods.
Sets challenging goals and standards of excellence for self in view of growth beyond current job.
Actively pursues self-development on an ongoing basis (technically and personally).
Pursues assignments designed to challenge abilities.
Level 5
Aligns personal learning with anticipated change in organizational strategy
4. Communication
Listening to others and communicating in an effective manner that fosters open communication
Level 1
Listens & clearly presents information
Level 2
Fosters two-way communication
Level 3
Adapts communication to others
Level 4
Communicates complex messages
Level 5
Communicates strategically
Designs personal learning objectives based on evolving needs of the portfolio or business unit.
Uses organizational change as an opportunity to develop new skills and knowledge.
Identifies future competencies and expertise required by the organization and develops and pursues learning plans accordingly.
Continuously scans the environment to keep abreast of emerging developments in the broader work context.
Note : "Continuous Learning" links to the competency "Management Excellence – Action Management" identified as relevant for federal Public Service leaders.
Makes self available and clearly encourages others to initiate communication.
Listens actively and objectively without interrupting.
Checks own understanding of others’ communication (e.g., repeats or paraphrases, asks additional questions).
Presents appropriate information in a clear and concise manner, both orally and in writing.
Elicits comments or feedback on what has been said.
Maintains continuous open and consistent communication with others.
Openly and constructively discusses diverse perspectives that could lead to misunderstandings.
Communicates decisions or recommendations that could be perceived negatively, with sensitivity and tact.
Supports messages with relevant data, information, examples and demonstrations.
Adapts content, style, tone and medium of communication to suit the target audience’s language, cultural background and level of understanding.
Takes others’ perspectives into account when communicating, negotiating or presenting arguments (e.g., presents benefits from all perspectives).
Responds to and discusses issues/questions in an understandable manner without being defensive and while maintaining the dignity of others.
Anticipates reactions to messages and adapts communications accordingly.
Handles complex on-the-spot questions (e.g., from senior public officials, special interest groups or the media).
Communicates complex issues clearly and credibly with widely varied audiences.
Uses varied communication systems, methodologies and strategies to promote dialogue and shared understanding.
Delivers difficult or unpopular messages with clarity, tact and diplomacy.
Communicates strategically to achieve specific objectives (e.g., considering such aspects as the optimal message to present, timing and forum of communication).
Identifies and interprets departmental policies and procedures for superiors, subordinates and peers.
5. Organizational and Environmental Awareness
Understanding the workings, structure and culture of the organization as well as the political, social and economic issues, to achieve results
Level 1
Understands formal structure
Level 2
Understands informal structure and culture
Level 3
Effectively operates in external environments
Level 4
Understands organizational politics, issues and external influences
Level 5
Operates effectively in a broad spectrum of political, cultural and social milieu
6. Creative Thinking
Questioning conventional approaches, exploring alternatives and responding to challenges with innovative solutions or services, using intuition, experimentation and fresh perspectives.
Level 1
Acknowledges the need for new approaches
Acknowledges success and the need for improvement.
Monitors work to ensure it aligns with formal procedures and the organization’s accountabilities.
Recognizes and uses formal structure, rules, processes, methods or operations to accomplish work.
Actively supports the public service mission and goals.
Uses informal structures; can identify key decision-makers and influencers.
Effectively uses both formal and informal channels or networks for acquiring information, assistance and accomplishing work goals.
Achieves solutions acceptable to varied parties based on understanding of issues, climates and cultures in own and other organizations.
Accurately describes the issues and culture of external stakeholders. Uses this information to negotiate goals and initiatives.
Anticipates issues, challenges and outcomes and effectively operates to best position the organization.
Supports the changing culture and methods of operating, if necessary, for the success of the organization.
Ensures due diligence by keeping informed of business and operational plans and practices.
Demonstrates broad understanding of social and economic context within which the organization operates.
Understands and anticipates the potential trends of the political environment and the impact these might have on the organization.
Operates successfully in a variety of social, political and cultural environments.
Uses organizational culture as a means to influence and lead the organization.
Note : "Organizational and Environmental Awareness" links to the competency "Action Management – Design and Execution" identified as relevant for federal Public Service leaders.
Is open to new ideas.
Questions the conventional approach and seeks alternatives.
Recognizes when a new approach is needed; integrates new information quickly while considering different options.
Level 2
Modifies current approaches
Level 3
Introduces new approaches
Level 4
Creates new concepts
Level 5
Nurtures creativity
7. Networking / Relationship Building
Building and actively maintaining working relationships and/or networks of contacts to further the organization’s goals
Level 1
Accesses sources of information
Level 2
Builds key contacts
Level 3
Seeks new networking opportunities for self and others.
Analyzes strengths and weaknesses of current approaches.
Modifies and adapts current methods and approaches to better meet needs.
Identifies alternate solutions based on precedent.
Identifies an optimal solution after weighing the advantages and disadvantages of alternative approaches.
Searches for ideas or solutions that have worked in other environments and applies them to the organization.
Uses existing solutions in innovative ways to solve problems.
Sees long-term consequences of potential solutions.
Integrates and synthesizes relevant concepts into a new solution for which there is no previous experience.
Creates new models and methods for the organization.
Identifies flexible and adaptable solutions while still recognizing professional and organizational standards.
Develops an environment that nurtures creative thinking, questioning and experimentation.
Encourages challenges to conventional approaches.
Sponsors experimentation to maximize potential for innovation.
Note : "Creative Thinking" links to the competency "Strategic Thinking," identified as relevant for federal Public Service leaders.
Seeks information from others (e.g., colleagues, customers).
Maintains personal contacts in other parts of the organization with those who can provide work-related information.
Seeks out the expertise of others and develops links with experts and information sources.
Develops and nurtures key contacts as a source of information.
Participates in networking and social events internal and external to the organization.
Seeks opportunities to partner and transfer knowledge (e.g., by actively participating in trade shows, conferences, meetings, committees, multi-stakeholder groups and/or seminars).
Cultivates personal networks in different parts of the organization and effectively uses contacts to achieve results..
Level 4
Strategically expands networks
Level 5
Creates networking opportunities
8. Conflict Management
Preventing, managing and/or resolving conflicts
Level 1
Identifies conflict
Level 2
Addresses existing conflict
Level 3
Anticipates and addresses sources of potential conflict
Level 4
Introduces strategies for resolving existing and potential conflict
Level 5
Creates an environment where conflict is resolved appropriately
9. Stewardship of Resources
Ensures the effective, efficient and sustainable use of Public Service resources and assets: human and financial resources, real property and business information.
Initiates and develops diverse relationships.
Builds networks with parties that can enable the achievement of the organization’s strategy.
Brings informal teams of experts together to address issues/needs, share information and resolve differences, as required.
Uses knowledge of the formal or informal structure and the culture to further strategic objectives.
Creates and facilitates forums to develop new alliances and formal networks.
Identifies areas to build strategic relationships.
Contacts senior officials to identify potential areas of mutual, long-term interest.
Recognizes that there is a conflict between two or more parties.
Brings conflict to the attention of the appropriate individual(s).
Listens to differing points of view and emphasizes points of agreement as a starting point to resolving differences..
Openly identifies shared areas of interest in a respectful and timely manner.
Anticipates and takes action to avoid/reduce potential conflict (e.g., by encouraging and supporting the various parties to get together and attempt to address the issues themselves).
Refocuses teams on the work and end-goals, and away from personality issues.
Provides consultation to or obtains consultation / mediation for those who share few common interests and who are having a significant disagreement.
Introduces innovative strategies for effectively dealing with conflict (e.g., mediation, collaborative and "mutual gains" strategies).
Creates a conflict-resolving environment by anticipating and addressing areas where potential misunderstanding and disruptive conflict could emerge.
Models constructive approaches to deal with opposing views when personally challenging the status quo and when encouraging others to do so as well.
Level 1
Uses resources effectively
Level 2
Ensures effective use of resources
Level 3
Controls resource use
Level 4
Implements systems to ensure stewardship of resources
Level 5
Ensures strategic stewardship of resources
Note: "Stewardship of Resources" links to the competency "Management Excellence," identified as relevant for federal Public Service leaders.
10. Risk Management
Identifying, assessing and managing risk while striving to attain objectives
Level 1
Identifies possible risks
Level 2
Takes calculated risks
Protects and uses resources and assets in a conscientious and effective manner.
Identifies wasteful practices and opportunities for optimizing resource use.
Monitors and ensures the efficient and appropriate use of resources and assets.
Explores ways of leveraging funds to expand program effectiveness.
Allocates and controls resources and assets within own area.
Implements ways of more effectively utilizing resources and assets.
Assigns and communicates roles and accountabilities to maximize team effectiveness; manages workload.
Identifies gaps in resources that impact on the organization’s effectiveness.
Develops strategies to address resource gaps/issues.
Ensures alignment of authority, responsibility and accountability with organizational objectives.
Ensures that information and knowledge sharing is integrated into all programs and processes.
Acts on audit, evaluation and other objective project team performance information.
Directs resources to those areas where they will most effectively contribute to long-term goals.
Sets overall direction for how resources and assets are to be used in order to achieve the vision and values.
Institutes organization-wide mechanisms and processes to promote and support resource management.
Describes risk factors related to a situation/activity.
Uses past experience and best practices to identify underlying issues, potential problems and risks.
Plans for contingencies.
Identifies possible cause-effect relationships.
Takes calculated risks with minor, but non-trivial, consequences of error (e.g., risks involving potential loss of some time or money but which can be rectified).
Makes decisions based on risk analysis.
Level 3
Personally takes significant risks
Level 4
Designs strategies for dealing with high-risk initiatives
Level 5
Provides organizational guidance on risk
11. Stress Management
Maintaining effectiveness in the face of stress
Level 1
Works in low level stress situations
Level 2
Adjusts to temporary peaks in stress levels
Level 3
Adapts to prolonged stress
Level 4
Employs stress management strategies
Makes decisions in the absence of complete information.
Personally takes calculated risks with significant consequences (e.g., significant loss of time or money) but which can be rectified.
Anticipates the risks involved in taking action.
Identifies possible scenarios regarding outcomes of various options for action.
Conducts ongoing risk analysis, looking ahead for contingent liabilities and opportunities and astutely identifying the risks involved.
Implements initiatives with high potential for pay-off to the organization, where errors cannot be rectified, or only rectified at significant cost.
Conducts risk assessment when identifying or recommending strategic and tactical options.
Encourages responsible risk taking, recognizing that every risk will not pay off.
Provides a supportive environment for responsible risk taking (e.g., by supporting decisions of others).
Oversees the development of guidelines, principles and approaches to assist decision-making when risk is a factor.
Provides guidance on the organizational tolerance for risk.
Develops broad strategies that reflect in-depth understanding and assessment of operational, organizational, and political realities and risks.
Keeps functioning effectively during periods of on-going low intensity stress.
Maintains focus during situations involving limited stress.
Seeks to balance work responsibilities and personal life responsibilities.
Maintains composure when dealing with short but intense stressful situations.
Understands personal stressors and takes steps to limit their impact.
Keeps issues and situations in perspective and reacts appropriately (e.g., does not overreact to situations, what others say, etc.).
Effectively withstands the effects of prolonged exposure to one or few stressors by modifying work methods.
Maintains sound judgment and decision making despite on-going stressful situations.
Controls strong emotions or other stressful responses and takes action to respond constructively to the source of the problem.
Develops and applies stress reduction strategies to cope with long exposure to numerous stressors or stressful situations.
Level 5
Deals with stress affecting the organization
12. Influence
Gaining support from and convincing others to advance the objectives of the organization
Level 1
Uses facts and available information to persuade
Level 2
Adapts rationale to influence others
Level 3
Demonstrates the benefit of ideas
Level 4
Builds coalitions, strategic relationships and networks
Level 5
Designs complex influence strategies
Recognizes personal limits for workload and negotiates adjustments to minimize the effects of stress, while still ensuring appropriate levels of productivity.
Controls own emotions and calms others in stressful situations.
Demonstrates behaviours that help others remain calm, yet focused and energized during periods of extreme stress affecting the organization.
Maintains composure and shows self-control in the face of significant challenge facing the organization.
Suspends judgment; thinks before acting.
Identifies and consistently models ways of releasing or limiting stress within the organization.
Note : "Stress Management" is included in the competency "Management Excellence – People Management", a competency identified as relevant for federal Public Service leaders.
Uses appeals to reason, data, facts and figures.
Uses concrete examples, visual aids and demonstrations to make a point.
Describes the potential impact of own actions on others and how it will affect their perception of self.
Anticipates the effect of one’s approach or chosen rationale on the emotions and sensitivities of others.
Adapts discussions and presentations to appeal to the needs or interests of others.
Uses the process of give-and-take to gain support.
Builds relationships through fair, honest and consistent behaviour.
Builds on successful initiatives and best practices internal and external to the organization to gain acceptance for ideas.
Presents pros and cons and detailed analyses to emphasize the value of an idea.
Persuades others by drawing from experience and presenting multiple arguments in order to support a position.
Assembles coalitions, builds behind-the-scenes support for ideas and initiatives.
Develops an extensive network of contacts.
Uses group process skills to lead or direct a group.
Designs strategies that position and promote ideas and concepts to stakeholders.
Uses indirect strategies to persuade, such as establishing alliances, using experts or third parties.
Gains support by capitalizing on understanding of political forces affecting the organization.
13. Initiative
Identifying and dealing with issues proactively and persistently; seizing opportunities that arise
Level
Addresses current issues
Level 2
Addresses imminent issues
Level 3
Acts promptly in a crisis situation
Level 4
Looks to the future
Level 5
Encourages initiative in others
14. Team Leadership
Leading and supporting a team to achieve results
Level 1
Keeps the team informed
Level 2
Ensures the needs of the team and of members are met
Recognizes and acts on present issues.
Offers ideas to address current situations or issues.
Works independently. Completes assignments without constant supervision.
Takes action to avoid imminent problem or to capitalize on imminent opportunity.
Looks for ways to achieve greater results or add value.
Works persistently as needed and when not required to do so.
Acts quickly to address a crisis situation drawing on appropriate resources and experience with similar situations.
Implements contingency plans when crises arise.
Exceeds requirements of job; takes on extra tasks.
Takes action to avoid or minimize potential problems or maximize potential opportunities in the future by drawing on extensive personal experience.
Defines and addresses high-level challenges that have the potential to advance the state-of-the art in an area.
Starts and carries through on new projects.
Fosters an environment that anticipates and acts upon potential threats and/or opportunities.
Coaches others to spontaneously recognize and appropriately act on upcoming opportunities.
Gets others involved in supporting efforts and initiatives.
Ensures that team members have the necessary information to operate effectively.
Establishes the direction/goal(s) for the team.
Lets team members affected by a decision know exactly what is happening and gives a clear rationale for the decision.
Sets an example for team members (e.g., respect of others’ views, team loyalty, cooperating with others).
Level 3
Ensures team member input
Level 4
Empowers the team
Level 5
Inspires team members
15. Change Leadership
Managing, leading and enabling the process of change and transition while helping others deal with their effects
Level 1
Makes others aware of change
Level 2
Underscores the positive nature of change
Level 3
Manages the process for change
Makes sure the practical needs of the team and team members are met.
Makes decisions by taking into account the differences among team members, and overall team requirements and objectives.
Ensures that the team’s tasks are completed.
Accepts responsibility for the team’s actions and results.
Values and encourages others’ input and suggestions.
Stimulates constructive discussion of different points of view, focusing on the organization’s strategic objectives, vision or values.
Builds cooperation, loyalty and helps achieve consensus.
Provides constructive feedback and recognizes all contributions.
Ensures the respective strengths of team members are used in order to achieve the team’s overall objectives.
Communicates team successes and organization-wide contribution to other organizational members.
Encourages the team to promote their work throughout the organization.
Establishes the team’s credibility with internal and external stakeholders.
Builds the commitment of the team to the organization’s mission, goals and values.
Aligns team objectives and priorities with the broader objectives of the organization.
Ensures that appropriate linkages/partnerships between teams are maintained.
Creates an environment where team members consistently push to improve team performance and productivity.
Identifies and accepts the need and processes for change.
Explains the process, implications and rationale for change to those affected by it.
Invites discussion of views on the change
Promotes the advantages of change.
Clarifies the potential opportunities and consequences of proposed changes.
Explains how change affects current practices.
Identifies important / effective practices that should continue after change is implemented
Anticipates specific reasons underlying resistance to change and implements approaches that address resistance.
Level 4
Aligns change initiatives with organizational objectives
Level 5
Champions change
16. Client Focus
Identifying and responding to current and future client needs; providing service excellence to internal and external clients
Level 1
Responds to client requests
Level 2
Builds positive client Relations
Level 3
Anticipates and adapts to client needs
Level 4
Fosters a client-focused culture
Links projects/objectives to department’s/public service’s change initiatives and describes the impact on operational goals.
Presents realities of change and, together with staff, develops strategies for managing it.
Identifies future needs for change that will promote progress toward identified objectives.
Creates an environment that promotes and encourages change or innovation.
Shares and promotes successful change efforts throughout the organization.
Personally communicates a clear vision of the broad impact of change.
Identifies client needs and expectations.
Responds to requests efficiently and effectively.
Takes action beyond explicit request within established service standards.
Refers complex questions to a higher decision-making level.
Meets client needs in a respectful, helpful and responsive manner.
Seeks feedback to develop a clear understanding of client needs and outcomes.
Uses client satisfaction monitoring methodologies to ensure client satisfaction.
Adjusts service based on client feedback.
Contacts clients to follow up on services, solutions or products to ensure that their needs have been correctly and effectively met.
Understands issues from the client’s perspective.
Keeps clients up-to-date with information and decisions that affect them.
Monitors services provided to clients and makes timely adjustments as required.
Maintains ongoing communication with clients.
Regularly and systematically contacts clients or prospective clients to determine their needs.
Uses understanding of client’s perspective to identify constraints and advocate on their behalf.
Works with clients to adapt services, products or solutions to meet their needs.
Encourages co-workers and teams to achieve a high standard of service excellence.
Anticipates areas where support or influence will be required and discusses situation/concerns with appropriate individuals.
Proposes new, creative and sound alternatives to improve client service.
Tracks trends and developments that will affect own organization’s ability to meet current and future client needs.
Identifies benefits for clients; looks for ways to add value.
Level 5
Considers the strategic direction of client focus
17. Partnering
Seeking and building strategic alliances and collaborative arrangements through partnerships to advance the objectives of the organization
Level 1
Operates effectively within partnerships
Level 2
Manages existing partnerships
Level 3
Seeks out partnership opportunities
Level 4
Facilitates partnerships
Level 5
Sets strategic direction for partnering
Seeks out and involves clients or prospective clients in assessing services, solutions or products to identify ways to improve.
Establishes service standards and develops strategies to ensure staff meet them.
Communicates the organization’s mission, vision and values to external clients.
Strategically and systematically evaluates new opportunities to develop client relationships.
Creates an environment in which concern for client satisfaction is a key priority.
Links a comprehensive and in-depth understanding of clients’ long-term needs and strategies with current and proposed projects/initiatives.
Recommends/ determines strategic business direction to meet projected needs of clients and prospective clients.
Understands the roles played by partners. Identifies and refers to areas of mutual interest as a means of establishing a business relationship.
Communicates openly, builds trust and treats partners fairly, ethically and as valued allies.
Meets partner needs by responding to requests efficiently and effectively.
Recognizes the contributions of partners.
Works with existing partners, honouring established agreements/ contracts.
Monitors partnership arrangements to ensure that the objectives of the partnership remain on target.
Seeks input from partners to ensure that objectives are achieved.
Seeks mutually beneficial solutions with partners.
Initiates partnership arrangements that promote organizational objectives.
Assesses the value of entering into partner relationships in terms of both short- and long- term return on investment.
Develops new and mutually beneficial partnerships that also serve the interests of the broader community.
Identifies benefits of a partnership and looks for ways to add value for the partner.
Provides advice and direction on the types of partner relationships to pursue, as well as ground rules for effective partner relationships.
Supports staff in taking calculated risks in partner relationships.
Negotiates, as necessary, to assist others to address issues or resolve problems surrounding partner relationships.
Identifies when modifications and terminations of partnerships are needed and takes appropriate measures.
Provides strategic direction on partnerships that the organization should be pursuing.
Sets up an infrastructure that supports effective partner arrangements (e.g., principles and frameworks for assessing the value of partnerships; expert assistance in aspects of partnering).
Takes advantage of opportunities to showcase excellent examples of partner arrangements throughout the organization.
18. Developing Others
Fostering the development of others by providing a supportive environment for enhanced performance and professional growth
Level 1
Shares expertise with others
Level 2
Supports individual development and improvement
Level 3
Promotes ongoing learning and development
Level 4
Provides opportunities for development
Level 5
Creates a continuous learning and development environment
19. Planning and Organizing
Defining tasks and milestones to achieve objectives, while ensuring the optimal use of resources to meet those objectives
Level 1
Plans tasks and organizes own work
Creates and acts on opportunities for interactions that lead to strong partnerships within and external to the organization
Note : "Partnering" links to the competency "Engagement – Mobilizing People, Organizations, Partners", identified as relevant for federal Public Service leaders.
Regularly shares expertise with team members to support continuous learning and improvement.
Advises, guides and coaches others by sharing experiences and discussing how to handle current or anticipated concerns.
Provides performance feedback and support, reinforcing strengths and identifying areas for improvement.
Encourages staff to develop and apply their skills.
Suggests to individuals ways of improving performance and competence.
Helps team members develop their skills and abilities.
Engages in development and career planning dialogues with employees.
Works with employees and teams to define realistic yet challenging work goals.
Encourages team members to develop learning and career plans and follows-up to guide development and measure progress.
Advocates and commits to ongoing training and development to foster a learning culture.
Ensures that resources and time are available for development activities.
Ensures that all employees have equitable access to development opportunities.
Provides opportunities for development through tools, assignments, mentoring and coaching relationships etc.
Provides long-term direction regarding learning needs for staff and how to pursue the attainment of this learning.
Institutes organization-wide mechanisms and processes to promote and support continuous learning and improvement.
Manages the learning process to ensure it occurs by design rather than by chance.
Note : "Developing Others" links to the competency "Management Excellence – People Management" identified as relevant for federal Public Service leaders.
Level 2
Applies planning principles to achieve work goals
Level 3
Develops plans for the business unit
Level 4
Integrates and evaluates plans to achieve business goals.
Level 5
Plans and organizes at a strategic level
20. Decision-Making
Making decisions and solving problems involving varied levels of complexity, ambiguity and risk
Level 1
Makes decisions based solely on rules
Identifies requirements and uses available resources to meet own work objectives in optimal fashion.
Completes tasks in accordance with plans.
Monitors the attainment of own work objectives and/or quality of the work completed.
Sets priorities for tasks in order of importance.
Establishes goals and organizes work by bringing together the necessary resources.
Organizes work according to project and time management principles and processes.
Practices and plans for contingencies to deal with unexpected events or setbacks.
Makes needed adjustments to timelines, steps and resource allocation.
Directs issues to appropriate bodies when unable to resolve them within own area of responsibility.
Considers a range of factors in the planning process (e.g., costs, timing, customer needs, resources available, etc.).
Identifies and plans activities that will result in overall improvement to services.
Challenges inefficient or ineffective work processes and offers constructive alternatives.
Anticipates issues and revise plans as required.
Helps to remove barriers by providing resources and encouragement as needed.
Establishes alternative courses of action, organizes people and prioritizes the activities of the team to achieve results more effectively.
Ensures that systems are in place to effectively monitor and evaluate progress.
Evaluates processes and results and makes appropriate adjustments to the plan.
Sets, communicates and regularly assesses priorities.
Develops strategic plans considering short-term requirements as well as long-term direction.
Plans work and deploys resources to deliver organization-wide results.
Secures and allocates program or project resources in line with strategic direction.
Sets and communicates priorities within the broader organization.
Ensures sufficient resources are available to achieve set objectives.
Note : "Planning and Organizing" links to the competency "Action Management" identified as relevant for federal Public Service leaders.
Makes straightforward decisions based on pre-defined options using clear criteria/procedures.
Consults with others or refers an issue/situation for resolution when criteria are not clear.
Level 2
Makes decisions by interpreting rules
Level 3
Makes decisions in situations where there is scope for interpretation of rules
Level 4
Makes complex decisions in the absence of rules
Level 5
Makes high-risk decisions in complex and ambiguous situations
21. Analytical Thinking
Interpreting, linking, and analyzing information in order to understand issues
Level 1
Analyzes and synthesizes information
Deals with exceptions within established parameters using clearly specified rules and procedures.
Makes decisions involving little or no consequence of error.
Verifies that the decision/resolution is correct.
Applies guidelines and procedures that require some interpretation when dealing with exceptions.
Makes straight - forward decisions based on information that is generally clear and adequate.
Considers the risks and consequences of action and/or decisions.
Makes decisions involving minor consequence of error.
Seeks guidance as needed when the situation is unclear.
Applies guidelines and procedures that leave considerable room for discretion and interpretation.
Makes decisions by weighing several factors, some of which are partially defined and entail missing pieces of critical information.
As needed, involves the right people in the decision-making process.
Balances the risks and implications of decisions across multiple issues.
Develops solutions that address the root cause of the problem and prevent recurrence.
Recognizes, analyzes and solves problems across projects and in complex situations.
Simplifies complex information from multiple sources to resolve issues.
Makes complex decisions for which there are no set procedures.
Considers a multiplicity of interrelated factors for which there is incomplete and contradictory information.
Balances competing priorities in reaching decisions.
Develops solutions to problems, balancing the risks and implications across multiple projects.
Recommends solutions in an environment of risk and ambiguity.
Makes high-risk strategic decisions that have significant consequences.
Balances a commitment to excellence with the best interests of clients and the organization when making decisions.
Uses principles, values and sound business sense to make decisions.
Makes decisions in a volatile environment in which weight given to any factor can change rapidly.
Reaches decisions assuredly in an environment of public scrutiny.
Assesses external and internal environments in order to make a well-informed decision.
Identifies the problem based on many factors, often complex and sweeping, difficult to define and contradictory (e.g., fiscal responsibility, the public good).
Breaks down concrete issues into parts and synthesizes succinctly.
Collects and analyses information from a variety of appropriate sources.
Identifies the links between situations and information.
Level 2
Identifies critical relationships
Level 3
Analyses complex relationships
Level 4
Applies broad analysis
Level 5
Applies a systems perspective to the analysis of enterprise-wide issues
22. Results Orientation
Focusing personal efforts on achieving results consistent with the organization’s objectives
Level 1
Strives to meet work expectations
Level 2
Consistently meets established expectations
Level 3
Surpasses established expectations
Sees connections, patterns or trends in the information available.
Identifies the implications and possible consequences of trends or events.
Draws logical conclusions, providing options and recommendations.
Analyses complex situations, breaking each into its constituent parts.
Recognizes and assesses several likely causal factors or ways of interpreting the information available.
Identifies connections between situations that are not obviously related.
Integrates information from diverse sources, often involving large amounts of information.
Thinks several steps ahead in deciding on best course of action, anticipating likely outcomes.
Develops and recommends policy framework based on analysis of emerging trends.
Gathers information from many sources, including experts, in order to completely understand a problem/situation.
Identifies multiple relationships and disconnects in processes in order to identify options and reach conclusions.
Adopts a systems perspective, assessing and balancing vast amounts of diverse information on the varied systems and sub-systems that comprise and affect the working environment.
Thinks beyond the organization and into the future, balancing multiple perspectives when setting direction or reaching conclusions (e.g., social, economic, partner, stakeholder interests, short- and long-term benefits, national and global implications).
Note : "Analytical Thinking" links to the competency "Strategic Thinking" identified as relevant for federal Public Service leaders.
Sets goals and works to meet established expectations; maintains performance levels.
Pursues organizational objectives with energy and persistence. Sets high personal standards for performance.
Adapts working methods in order to achieve objectives.
Accepts ownership of and responsibility for own work.
Consistently achieves established expectations through personal commitment.
Makes adjustments to activities/processes based on feedback.
Exceeds current expectations and pushes for improved results in own performance.
Level 4
Seeks out significant challenges
Level 5
Pursues excellence on an organizational level
23. Teamwork
Working collaboratively with others to achieve common goals and positive results
Level 1
Participates as a team member
Level 2
Fosters teamwork
Level 3
Demonstrates leadership in teams
Level 4
Capitalizes on teamwork opportunities
Takes on new roles and responsibilities when faced with unexpected changes.
Seeks significant challenges outside of current job scope.
Works on new projects or assignments that add value without compromising current accountabilities.
Guides staff to achieve tasks, goals, processes and performance standards.
Models excellence and motivates fellow organizational members to follow his/her example.
Encourages constructive questioning of policies and practices; sponsors experimentation and innovation.
Holds staff accountable for achieving standards of excellence and results for the organization.
Assumes personal responsibility and follows up to meet commitments to others.
Understands the goals of the team and each team member’s role within it.
Deals honestly and fairly with others, showing consideration and respect.
Willingly gives support to co-workers and works collaboratively rather than competitively.
Shares experiences, knowledge and best practices with team members.
Assumes responsibility for work activities and coordinating efforts.
Promotes team goals.
Seeks others’ input and involvement and listens to their viewpoints.
Shifts priorities, changes style and responds with new approaches as needed to meet team goals.
Suggests or develops methods and means for maximizing the input and involvement of team members.
Acknowledges the work of others.
Builds relationships with team members and with other work units.
Fosters team spirit and collaboration within teams .
Discusses problems/ issues with team members that could affect results.
Communicates expectations for teamwork and collaboration.
Facilitates the expression of diverse points of view to enhance teamwork.
Capitalizes on the strengths of all members.
Gives credit for success and acknowledges contributions and efforts of individuals to team effectiveness.
Initiates collaboration with other groups/ organizations on projects or methods of operating.
Level 5
Builds bridges between teams
24. Values and Ethics
Fostering and supporting the principles and values of the organization and the Public Service as a whole
Level 1
Demonstrates behaviours consistent with the organization’s values
Level 2
Identifies ethical implications
Level 3
Aligns team with organization’s values and ethics
Level 4
Promotes the organization’s values and ethics
Level 5
Exemplifies and demonstrates the organization’s values and ethics
Capitalizes on opportunities and addresses challenges presented by the diversity of team talents.
Supports and encourages other team members to achieve objectives.
Encourages others to share experience, knowledge and best practices with the team.
Encourages the team to openly discuss what can be done to create a solution or alternative.
Facilitates collaboration across the organization and with other organizations to achieve a common goal.
Builds strong teams that capitalize on differences in expertise, competencies and background.
Breaks down barriers (structural, functional, cultural) between teams, facilitating the sharing of expertise and resources.
Treats others fairly and with respect.
Takes responsibility for own work, including problems and issues.
Uses applicable professional standards and established procedures, policies and/or legislation when taking action and making decisions.
Identifies ethical dilemmas and conflict of interest situations and takes action to avoid and prevent them.
Anticipates and prevents breaches in confidentiality and/or security.
Identifies and considers different ethical aspects of a situation when making decisions.
Identifies and balances competing values when selecting approaches or recommendations for dealing with a situation.
Fosters a climate of trust within the work team.
Implements processes and structures to deal with difficulties in confidentiality and/or security.
Ensures that decisions take into account ethics and values of the organization and Public Service as a whole.
Interacts with others fairly and objectively.
Advises others in maintaining fair and consistent dealings with others and in dealing with ethical dilemmas.
Deals directly and constructively with lapses of integrity (e.g., intervenes in a timely fashion to remind others of the need to respect the dignity of others).
Defines, communicates and consistently exemplifies the organization’s values and ethics.
Ensures that standards and safeguards are in place to protect the organization’s integrity (e.g., professional standards for financial reporting, integrity/ security of information systems).
Identifies underlying issues that impact negatively on people and takes appropriate action to rectify the issues (e.g., systemic discrimination).
Note : "Ethics and Values" was identified as a competency relevant for federal Public Service leaders.
25. Visioning and Strategic Direction
Developing and inspiring commitment to a vision of success; supporting, promoting and ensuring alignment with the organization’s vision and values
Level 1
Demonstrates personal work alignment
Level 2
Promotes team alignment
Level 3
Aligns program/operational goals and plans
Level 4
Influences strategic direction
Level 5
Develops vision
Technical Competency Dictionaryfor the IT Community
Sets personal work goals in line with operational goals of work area.
Continually evaluates personal progress and actions to ensure alignment with organizational vision and operational goals.
Liaises with others to ensure alignment with the business goals and vision of the organization.
Effectively communicates and interprets the strategic vision to employees within area of responsibility.
Clearly articulates and promotes the significance and impact of employee contributions to promoting and achieving organizational goals.
Monitors work of team to ensure alignment with strategic direction, vision and values for the organization.
Identifies potential future directions for work area in line with vision.
Proactively helps others to understand the importance of the strategy and vision.
Works with teams to set program/operational goals and plans in keeping with the strategic direction.
Regularly promotes the organization, its vision and values to clients, stakeholders and partners.
Works with staff to set strategic goals for own sector of the organization.
Assesses the gap between the current state and desired future direction and establishes effective ways for closing the gap in own sector.
Foresees obstacles and opportunities for the organization and acts accordingly.
Defines issues, generates options and selects solutions, which are consistent with the strategy and vision.
Scans, seeks out and assesses information on potential future directions.
Provides direction and communicates the vision to encourage alignment within the organization.
Energetically and persistently promotes strategic objectives with colleagues in other business lines.
Leads the development of the vision for the organization.
Defines and continuously articulates the vision and strategy in the context of wider government priorities.
Describes the vision and values in compelling terms to develop understanding and promote acceptance/ commitment among staff and stakeholders.
Identifies, conceptualizes and synthesizes new trends or connections between organizational issues and translates them into priorities for the organization.
Note : "Visioning" was identified as a competency relevant for federal Public Service leaders.
Technical Competency Dictionary
Table of Contents
Introduction
How Are the Competencies Structured?
Knowledge requirements:
1. Introductory
Introduction
1. Application Development Support and Maintenance 2. Architecture 3. Business Analysis 4. Database Design and Management 5. Infrastructure/Platforms 6. IT Procurement and Asset Management 7. IT Project Management 8. Data Communications 9. Security/Information and Application Protection 10. Testing 11. Service Management Processes
Competencies are observable abilities, skills, knowledge, motivations or traits defined in terms of the behaviours
For all competencies in the dictionary, a brief definition is provided as well as a list of points of knowledge required. Each competency also includes a proficiency scale that indicates the full range of expression of the competency. Each proficiency scale has five levels indicating the depth and breadth to which knowledge and skill are required in the job. Each proficiency level is described in terms of behavioural indicators.
1. Introductory: Demonstrates introductory understanding and ability and, with guidance, applies the competency in a few simple situations.
2. Basic: Demonstrates basic knowledge and ability and, with guidance, can apply the competency in common situations that present limited difficulties.
3. Intermediate: Demonstrates solid knowledge and ability, and can apply the competency with minimal or no guidance in the full range of typical situations. Would require guidance to handle novel or more complex situations.
4. Advanced:Demonstrates advanced knowledge and ability, and can apply the competency in new or complex situations. Guides other professionals.
5. Expert: Demonstrates expert knowledge and ability, and can apply the competency in the most complex situations. Develops new approaches, methods or policies in the area. Is recognized as an expert, internally and/or externally. Leads the guidance of other professionals.
1. Application Development/Support and Maintenance[1]
-Knowledge and ability to design, define, construct, enhance, support and maintain application software on one or more platforms.
§ Systems Analysis and Design
o Requirements Analysis
o General/external design (includes design principles)
o Use of established techniques to assist in the analysis of business data/information flows and database construction (e.g., data and functional modeling)
§ Application Development and Commercial Off-The-Shelf (COTS) Management
o Programming languages (e.g., software language structures, machine, assembly, procedural, non-procedural, object-oriented languages)
o Standards and methods used in developing and maintaining a repository of information and processes (e.g., development standards including programming, user interface, design, naming, specifications)
o System development processes, tools and methodologies (e.g., Systems Development Life Cycle including principles, best practices and standards used in designing and maintaining a formal procedure and a related repository of information)
o Unit testing processes and practices
o Application development tools (e.g., COTS development tools, technical productivity tools, workstation operating systems)
o Polices and practices related to office productivity tools
o Policies and practices related to website design and use of Inter/Intranet technologies within the Public Service
2. Basic
3. Intermediate
4. Advanced
5. Expert
Demonstrates a basic level of understanding of software specifications or design techniques.
Demonstrates a basic understanding of programming concepts.
Demonstrates a general familiarity with one or more programming languages and/or methodologies.
Understands the importance of testing, documentation and production assurance.
Knows where to look for standards.
Demonstrates a working knowledge of one or more programming languages.
Writes or adapts software modules for testing and integration.
Understands and employs basic development methods and standards.
Tests/debugs program modules.
Uses a testing tool and prepares basic test cases.
Understands the migration cycle and prepares program for migration.
Prepares operational documentation.
Demonstrates a detailed knowledge of several programming environments and a good working knowledge of hardware and software interfaces.
Writes original multi-module/complex programs or applies reusable modules.
Designs, tests and integrates software modules and resolves programming errors using various debugging tools and techniques.
Provides support, guidance and production assurance for common problems.
Conducts impact analysis for proposed changes to or problems with the system.
Prepares technical documentation (e.g., user guides, technical specifications).
Undertakes routine analysis and works with designers and analysts to clarify and improve specifications or to identify alternative programming solutions.
Enforces standards (e.g., at walkthroughs).
Demonstrates in-depth knowledge and capability in software construction, testing, infrastructure, configuration, a wide range of system development methodologies and operating standards.
Demonstrates knowledge in multiple applications, data management systems and technologies or in a single area of expertise.
Demonstrates application and corporate knowledge, and understands how a change would affect multiple applications.
Makes recommendations/ decisions in application and program design, standards and program enhancements.
Debugs very complex or urgent problems.
Analyzes and models business functions, processes and information flow within or between systems.
Provides guidance/mentors on programming practices and techniques to individuals and cross-functional teams.
Demonstrates expert knowledge of software design, construction, programming trends, programming and scripting languages across government in multiple applications and data management systems or in a single area of expertise.
Provides effective strategic direction to enterprise-wide application design.
Guides and oversees multiple-concurrent software construction projects.
Works with users at all levels to define system requirements and specify appropriate system environments to meet operational needs and system performance objectives.
Presents software construction disciplines to peers in public forums.
Develops policy and standards for software construction.
[1]This competency does not include data management or database management (See Competency 4).
2. Architecture
-Knowledge and ability to apply architecture theories, principles, concepts, practices, methodologies and frameworks.
Knowledge requirements:
1. Introductory
2. Basic
3. Intermediate
4. Advanced
Enterprise Architecture/Information Technology (IT) Strategy
o Implementation/enforcement of policies and support
o Architecture functions and the interrelationships with the organization's vision
o Architecture direction, policies and practices with a focus on Government of Canada priorities
Information Architecture o Organization of information to effectively support the work of the organization
o Creation of an entity relationship model and an integrated function or process dependency model
o Transaction services architecture, configuration and interfaces
o Relationship between the information architecture and other architectures
Systems Architecture
o Design of the systems architecture and how its components are connected and operate with each other and other applications
o Relationship between the systems architecture and other architectures (e.g., integrating technology and business)
Technology Architecture
o Design of the fundamental hardware, software and telecommunications systems that provide the infrastructure on which business applications are developed and run (e.g., network topologies)
o Interrelationships of the various technologies and their respective roles
o Technical standards
o Relationship between the technology architecture and other architectures
Government and Department Policies and Standards
o Business policy and standards development
o Privacy Act
o TBS Business Transformation Enablement Program (BTEP)
o Management of Government Information (MGI)
Possesses basic understanding of architecture principles.
Reads and understands architecture specifications and models.
Distinguishes between different architecture domains.
Creates basic models based upon specifications.
Defines key terms and concepts.
Focuses on a single area of expertise.
Produces analytic and candidate design models to be used for further analysis (e.g., telecommunications, networks).
Demonstrates awareness of other architectures.
Validates models created by projects and/or junior staff.
Signs off functional models.
Demonstrates good understanding of architecture across the business lines and how they interact but focuses on a single architecture.
Produces frameworks for a single architecture.
Assesses new requirements and makes design recommendations.
Signs off architecture models.
Manages transformations.
Defines metadata models and information models.
Monitors standards.
5. Expert
3. Business Analysis
Knowledge requirements:
1. Introductory
2. Basic
3. Intermediate
Understands how architecture relates to the organization's vision, how new business fits in the current business lines, the integration of business and technology, and relates government priorities to target architectures.
Builds corporate data models.
Delivers and signs off frameworks for architectures and integration models.
Recommends priorities for business based upon the architecture.
Understands and applies TB standards (e.g., ISO, WC3 Quality standards).
Addresses governance issues.
Defines metadata models at the enterprise level, information models and the interoperability model.
Extends the body of knowledge and contributes to government standards.
- Knowledge and ability to apply the principles of business analysis in the planning, reengineering, requirement gathering for government business environments, operations, processes, and practices.
Government/business knowledge in various application areas (e.g., financial/accounting, human resources, purchasing, supply, policing, corrections)
Common government/business management and decision-making concepts, principles, activities and practices (e.g., Government and corporate planning cycles and processes, accountability and budgetary cycles and processes)
Business architecture (at a project level) and how it augments organizational design, planning systems and financial controls
Impact analysis and environmental scan methods, techniques and tools used to evaluate an organization's strengths and challenges
Business case/cost benefit methodology and standards including return on investment (ROI) and total cost of ownership (TCO)
Typical organization structures, job functions, work activities and workflow
Business process analysis and business process reengineering methods and design benefits, methodologies and tools; roles in support of business change
Costing and cost recovery
Industry, business line and the technical aspects of the business line
Relationship between the business architecture and other architectures
Transaction processing theory and principles, flow and design
Government and Department policies and standards such as: o Business policy and standards development
o Privacy Act
o TBS Business Transformation Enablement Program (BTEP)
o Management of Government Information (MGI)
§ Demonstrates awareness of business rules and concepts.
§ Understands business lines.
§ Understands basic government and departmental services.
§ Drafts simple requirements.
§ Understands client business requirements, business roles, business planning and business processes.
§ Understands and works within governance principles.
§ Understands audit and compliance principles, change management principles and the impact of changes.
§ Understands how technologies can enable business processes.
§ Translates business requirements into technical requirements.
§ Develops clear requirement statements.
§ Develops simple business cases.
§ Carries out simple business process reengineering, models and redesign processes.
4. Advanced
5. Expert
Knowledge requirements:
1. Introductory
2. Basic
§ Validates business requirements, applies government and corporate priorities.
§ Gathers/refines complex business requirements, recommends or makes decisions on business requirements/interdependencies.
§ Develops complex business cases.
§ Carries out impact analyses and environmental scans to make recommendations.
§ Leads business process reengineering.
§ Presents and defends complex positions and strategies for business decisions, processes and plans.
§ Guides other business analysts.
§ Advises on compliance, governance structures and audit principles.
§ Works at the "integration level" by understanding the business architecture and its relationship to other architectures.
§ Makes recommendations to senior management on strategies and plans.
§ Carries out environmental scans of architecture.
§ Assesses corporate impacts of changes and recommends strategies to senior management.
§ Develops complex business cases across multiple business lines and platforms.
§ Sets standards for compliance and governance structures.
4. Database Design and Management
- Knowledge and ability to apply the methods, practices and policies that are used in the design and the management of databases.
§ Concepts, policies, principles, theories, practices and techniques associated with information management and information technology as it relates to database design and management
§ Relationship between database design/management and application performance
§ Database design and architecture - logical structure and physical structure (e.g., functional, metadata and process models)
§ Database types (e.g., data warehouse, decision support, operational, query, ERP and relationship to technologies)
§ Data security and recovery
§ Database integrity, capacity planning, performance and tuning
§ DBMS and data warehouse principles, best practices and standards
§ Interoperability
§ Database software installation processes and techniques
§ Database tools to design and manage databases (e.g., data management tools, data modeling tools, database integration tools)
§ Languages for data modeling, manipulation, control and database query
§ Database trends and directions
§ Demonstrates basic understanding of database management, logical design concepts and levels of database security.
§ Understands the difference between different database structures (e.g., relational vs. network).
§ Comprehends database design (e.g., diagrams, schemas, models).
§ Demonstrates basic understanding of data manipulation language (DML).
§ Demonstrates an awareness of performance issues (e.g., distribution of data, size definitions).
§ Understands a single database management system (DBMS), its components and how they relate to each other.
§ Demonstrates a good knowledge of data manipulation language (DML) and data definition language (DDL).
§ Codes/tests basic database access modules (e.g., stored procedures).
§ Troubleshoots, at a basic level, to understand database problem and identify where to direct it (e.g., basic database accessibility).
3.Intermediate
4. Advanced
5. Expert
Knowledge requirements:
§ Recognizes the importance of database basic recovery and, with guidance, performs backup and recovery.
§ Understands database release management, applications business rules, data integrity issues, database security implementation, workload manager and interaction with DBMS (e.g., CICS, NT).
§ Performs data population, debugging and testing.
§ Conducts basic impact analysis for database change management.
§ Demonstrates working level understanding of a single DBMS relevant operating systems, applications business rules and its dependencies with other applications, databases and/or business partners.
§ Applies wide range of concepts to the corporate/vendor environment (e.g., database security and/or individual profiles).
§ Makes recommendations on logical/physical models (e.g., converts from logical model, implements and maintains physical model to meet storage, availability, and performance requirements).
§ Develops, codes, tests and reviews complex database access modules.
§ Solves problems that impact on the business or service, resolves data integrity issues and implements data integrity safeguards, and uses diagnostic and monitoring tools to prevent problems/enhance performance and availability.
§ Demonstrates a solid knowledge of system testing and integration environments.
§ Develops, selects, recommends and implements strategies for backup and recovery, data population and migration.
§ Conducts general impact analysis on database change management.
§ Demonstrates broad understanding of multiple DBMS or an in-depth knowledge of one or more DBMS.
§ Develops logical models incorporating business requirements such as high availability, redundancy and disaster recovery into the logical/physical database design.
§ Researches, pilots, evaluates new technologies and standards, identifies how they will integrate with the corporate network and recommends strategies.
§ Solves unusual problems or problems with a significant impact on the business.
§ Deals with major and/or multiple application groups.
§ Creates or reviews certification testing.
§ Develops standards and procedures for implementing new database technology.
§ Mentors people and provides input/guidance to cross-functional teams.
§ Demonstrates expert knowledge of data management, data stewardship, government-wide data management initiatives and trends in data management and how they can be applied.
§ Holds an enterprise-wide view and/or is regarded as the subject matter expert in one or more areas of expertise, and provides effective strategic direction to enterprise-wide data management.
§ Develops enterprise-wide multi-disciplinary architectural documents translating business data requirements into topographical format.
§ Demonstrates broad-based knowledge of information technology (e.g., programming, data management, platforms).
§ Develops business cases for enterprise-wide data management initiatives as a direct response to business drivers.
§ Guides and oversees multiple-concurrent data management projects.
§ Conducts procurement for data management solutions and related services.
§ Develops strategies, policy and standards for corporate data management and contributes to standards working groups - governmental and/or industry.
5. Infrastructure/Platforms[2]
- Knowledge and ability to support the enterprise computing infrastructure (e.g., enterprise servers, client server, storage devices and systems, hardware and software) in the provision, management, storage, operation, scheduling, support and maintenance of the infrastructure.
§ Principles, practices, standards, methods and techniques related to interoperability of hardware/software configuration controls
§ Platform environment (e.g., client-server environment, enterprise server/mainframe environment)
§ Storage and retrieval (e.g., area network, mainframe storage, media storage, virtual storage)
§ Systems hardware and its characteristics (e.g., mainframe computers, mini and micro-computers, CPU, memory, disk, registers, bus, channel)
§ Hardware/software and connection, implementation and maintenance
§ Operating systems, communications and software utilities used on enterprise server/mainframe and distributed computer systems
§ Cooperative processing (two or more computers simultaneously processing portions of the same program or operating on the same data such as multiple-CPU systems, distributed systems)
§ Monitoring of systems software (i.e., the operating system and all utility programs that manage computer resources at a low level) including compilers, loaders, linkers, and debuggers
§ Operations performance monitoring and capacity planning of the delivery platform
§ Treasury Board and corporate IT standards and policies regarding the development and support of infrastructure systems and networks
1. Introductory
2. Basic
3. Intermediate
4. Advanced
5. Expert
§ Demonstrates awareness of the platform principles and procedures.
§ Understands need for capacity planning and performance management.
§ Operates the platform at a simple level under supervision.
§ Demonstrates awareness of the standards for the platform.
§ Understands the platform technology and concepts.
§ Understands how basic concepts relate to each other and applies them.
§ Understands how the platform integrates with other environments, at a basic level, from an end-user perspective.
§ Operates the platform at a simple level.
§ Troubleshoots basic physical or software problems.
§ Understands and applies the standards.
§ Understands how the platform integrates with other environments (e.g., network).
§ Participates in day-to-day operations (e.g., monitoring operations of the platform).
§ Uses performance data collection tools and techniques.
§ Installs software and hardware on the platform.
§ Solves routine problems.
§ Solves typical hardware and software problems.
§ Uses diagnostic tools to solve complex problems.
§ Executes standards.
§ Demonstrates in-depth knowledge of an area of expertise.
§ Contributes to high-level architecture.
§ Evaluates/pilots new technologies, assesses the results, identifies how they integrate with the platform and implements them.
§ Carries out performance measurement and capacity planning.
§ Incorporates business requirements such as high availability, redundancy and disaster recovery into platform design.
§ Resolves complex problems.
§ Develops and monitors/enforces standards and procedures for new technology configuration and implementation.
§ Mentors/guides individuals and cross-functional teams.
§ Demonstrates expert knowledge of platform principles, technology, government-wide technology initiatives and technological trends.
§ Demonstrates an intimate knowledge of the environment, interdependencies and impact of change.
§ Provides effective strategic direction to enterprise-wide platform design and initiatives.
§ Develops enterprise-wide multi-disciplinary architectural and design documents.
§ Resolves very complex problems and recommends capacity and performance improvements.
§ Conducts procurement for platform hardware and services.
§ Sets standards and technology direction for the platform.
§ Leads the development of people in the infrastructure domain.
[2] This competency does not include network/telecommunication systems (See competency 8).
6. IT Procurement and Asset Management
Knowledge requirements:
1. Introductory
2. Basic
3. Intermediate
4. Advanced
- Knowledge and ability to evaluate, negotiate, procure, track, manage IT assets including software licenses and computer leases:
§ Vendor liaison/management, service agreements, warrantees and lease agreements
§ Procedures related to procurement and contract administration
§ Processes and procedures necessary to critically evaluate products, services and claims
§ Processes involved in vendor negotiations for substantial and/or long-term contracts for hardware, software and licence agreements, support and services
§ Systems and applications for procurement (e.g., NMSO, DISO, Software Acquisition Reference Centre, Request for Software Discounts and Supply Arrangements)
§ Roles and responsibilities of TBS and PWGSC related to asset procurement and management
§ Corporate and Government of Canada legislation, standards and policies (e.g., regulating software licence agreements and renewals, disposal, procurement ethical practices and security policies)
§ Licence management
§ Policies, guidelines and procedures for IT asset management
§ IT asset management life cycle (e.g., planning, maintenance, retirement and disposal)
§ Negotiation and contracting processes and practices
§ Federal legislative and policy framework related to IM/IT procurement for goods and services
§ Departmental processes for acquisition of goods and services, including drafting of Statements of Work (SOW), Requests for Proposals (RFPs), evaluation of responses, contract negotiations and management of contracts
§ Remedial measures for IT equipment non-performance
§ Demonstrates broad knowledge of Government of Canada and the role of PWGSC in procurement.
§ Understands the values and ethics involved in procurement.
§ Demonstrates basic understanding of procurement process for IT services and goods.
§ Understands Treasury Board and corporate processes, standards and governance structures.
§ Assists in gathering requirements from the business.
§ Understands internal procurement processes for IT services and goods.
§ Knows the procurement cycle and processes, gathering of information through RFIs and RFPs, roles of interdepartmental partners and the proposal/ evaluation processes.
§ Demonstrates a general knowledge of procurement and conducts low-level procurement.
§ Evaluates products and services and identifies the vehicle(s) to use.
§ Provides advice on reporting and inventory, policies and procedures.
§ Establishes partnerships with Finance.
§ Understands IT asset business and language.
§ Formulates and applies performance management guidelines to asset management.
§ Possesses a specific area of expertise and business knowledge of the life cycle for his/her asset area (e.g., sunset procedures).
§ Negotiates multi-level, multi-layer million dollar contracts.
§ Knows rules for Canadian and International governing bodies (e.g., NAFTA, Trade Tribunal, CITT) and negotiates CITT challenges.
§ Reviews, signs off and approves RFP/RFI documents.
§ Liaises with PWGSC to communicate requirements, terms and conditions.
§ Monitors and enforces values and ethics.
§ Consults with regions and senior management (e.g., leveraging assets, inventory and plans for sunset/refresh, professional services and training).
§ Mentors junior staff.
5. Expert
Knowledge requirements:
1. Introductory
2. Basic
3. Intermediate
4. Advanced
§ Demonstrates a very deep understanding of one area of expertise or a broad understanding of multiple areas and provides guidance to senior management.
§ Demonstrates a broad understanding of software licensing models, the market and how to leverage the knowledge.
§ Demonstrates an in-depth understanding of procurement, the industry, the vendor community and industry trends.
§ Possesses corporate knowledge and understands service levels.
§ Negotiates with vendors at a high/complex level.
§ Provides advice in large supply agreements.
§ Performs "total cost of ownership" analysis.
7. IT Project Management
- Knowledge and ability to apply formal project management principles and practices during the planning, implementation, monitoring and completion of projects, ensuring effective management of scope, resources, time, cost, quality, risk and communications.
§ Enhanced Management Framework for the management of information technology/projects
§ Project management concepts, techniques, methods and tools and industry best practices in the management of projects in an IT environment (e.g., Project Management Body of Knowledge (PMBoK))
§ Project estimating and planning techniques
§ Project progress monitoring
§ Management of change, risk and problem
§ Human resources management
§ Government of Canada policies and standards
§ Understands basic concepts (e.g., project goals, risk, scope, participants' roles, planning and the importance of project management principles such as time, cost and quality management).
§ Provides input to project plan.
§ Understands project reporting.
§ Develops simple project plans including work breakdown structure and estimates.
§ Identifies and escalates issues and potential delays.
§ Manages small, straightforward projects or specific components of larger projects.
§ Manages a complete multi-stage project in own area.
§ Identifies, allocates and manages resources needed to meet project objectives.
§ Develops and manages the project plan, including timelines, deliverables, milestones and costs.
§ Identifies potential roadblocks and risks and develops contingency plans to deal with them.
§ Oversees implementation of the project plan, monitors progress, resource usage and quality, and makes needed adjustments.
§ Manages complex, multifaceted/ interrelated projects that span own area or department boundaries.
§ Conducts comprehensive risk assessment and develops plans for eliminating or mitigating the risks identified.
§ Mentors other project managers.
§ Understands the impact of the project on the department as a whole.
§ Develops complex plans (e.g., with interdependencies or cross-department).
§ Implements standards.
5. Expert
8. Telecommunications (Data and Voice) Network
Knowledge requirements:
1. Introductory
2. Basic
3. Intermediate
§ Oversees/manages large, highly complex, diverse or strategic projects that impact the organization as a whole.
§ Develops departmental policies and standards.
§ Markets project management principles and benefits across the department.
§ Sets/evolves the vision of how project management should be done.
§ Changes project management practices.
§ Knows multiple projet management disciplines.
- Knowledge and ability to implement the methods, practices and policies governing the design, analysis, development, management and use of the hardware and software used to transfer information such as data, voice, images and video.
§ Theories and concepts, methods, policies and practices to design, develop, plan telecommunications networkinfrastructure systems (e.g., calculation of peak and mean bandwidth requirements, response time, propagation delays, priorities, traffic types, traffic flows (point-to-point, multicast, broadcast), error detection and protection, security, interoperability, growth, quality of service, availability)
§ Installation, configuration, operation and maintenance of telecommunications infrastructure hardware and software
o Telecommunication systems' operating systems, system software and utilities
o Low level interfaces (e.g., modems, CSU/DSU)
o Voice communication devices (e.g., Blackberry units, cell phones, gateways, routers, switches, PBX)
§ Standards describing the structure of data exchange between systems (e.g., OSI seven layer reference model)
§ Standards describing the format content and exchange mechanisms between systems, such as communication protocols (including protocols that relate to the convergence of technologies, such as Voice over IP), connection oriented versus connectionless protocols
§ Classes of networking systems (e.g., Local Area Network (LAN), Metropolitan Area Network (MAN), Department Wide Area Network (DWAN), Wide Area Network (WAN), Virtual Private Network (VPN), Voice Network System, Remote Access Networks, associated hardware and software, operating systems and protocols)
§ Network topologies (physical and logical) and their characteristics
§ Classes of telecommunication media, such as wire based (e.g., copper, fibre) and wireless (characteristics of various frequency bands from HF to microwave)
§ The purpose and use of different networks (e.g., Internet, Intranets, Extranets)
§ Value added networks (i.e., services added within a communications network beyond data transfer such as message routing, resource management and conversion facilities)
§ Performance analysis, diagnosis, capacity planning and data communications monitoring/management practices, protocols and tools
§ Data, voice and video requirements and services
§ Traffic and transmission management
§ Common carrier services - data transmission and telephony service offerings provided by private sector companies
§ Security, including specific methods, policies and best practices to secure information within the telecommunications network infrastructure
§ Industry regulations and tariffs (e.g., CRTC)
§ Demonstrates basic understanding of data communications and components, definitions, key concepts, communication protocols and platforms (e.g., Firewalls, Security, Frame Relay, SNA, ATM, Hubs/Routers/ Gateways switches, VOIP, ISDN, routing protocols).
§ Understands need for capacity planning and performance management.
§ Understands data communications routing and switching technology.
§ Understands how basic concepts relate to each other and applies them (e.g., vendor-specific standards).
§ Understands how data communications integrate with other environments (e.g., mainframe) and are distributed, at a basic level, from an end-user perspective.
§ Assists in the design of basic connections (e.g., connecting 100 people to a WAN or designing a small site (less than 50)).
§ Troubleshoots basic physical or software connectivity problems, network congestion (e.g., cables/connections, defective equipment, logging in to network equipment, checking configuration of routers/switches).
§ Uses data communications diagnostic tools.
§ Tests, configures, installs and supports hardware and software at any typical site.
§ Talks clients through troubleshooting.
§ Understands how data communications integrate with other environments such as mainframe, distributed, E-commerce, firewalls and external networks, at a component level.
4. Advanced
5. Expert
9. Security/Information and Application Protection
Knowledge requirements:
§ Demonstrates and applies wide range of concepts to the corporate/vendor environment.
§ Understands vendor-specific network switching and routing products.
§ Translates multiple client network connectivity requirements and limitations into technical specifications for building/site designs.
§ Designs complex building environments using existing standards (e.g., complex site layouts (many buildings and requirements)).
§ Resolves typical hardware and software problems (e.g., connectivity, network congestion, protocols, uses diagnostic tools).
§ Conducts certification testing.
§ Executes standards.
§ Incorporate business requirements (e.g., high availability, redundancy, disaster recovery) into data communications design using analytical techniques.
§ Evaluates/pilots new technologies, identifies how they integrate with the corporate network and implements.
§ Resolves unusual or atypical network problems without clear precedents and/or that have significant impact or consequence on the business or service.
§ Creates or reviews certification testing.
§ Develops standards and procedures for new technology configuration and implementation.
§ Mentors/guides individuals and cross-functional teams.
§ Deals with major client groups (e.g., regional or national client).
§ Demonstrates expert knowledge of data communications principles, network technology, government-wide technology initiatives and technological trends.
§ Demonstrates broad-based knowledge of information technology.
§ Develops enterprise-wide multi-disciplinary architectural documents.
§ Develops business cases for enterprise-wide network technology initiatives as a direct response to business drivers.
§ Provides effective strategic direction to enterprise-wide network design.
§ Guides and oversees multiple-concurrent network projects.
§ Conducts procurement for network solutions network hardware and services procurements.
§ Develops policy and standards for networking technology and contributes to governmental and/or industry standards working groups (e.g., GOL, ITU, RC).
- Knowledge and ability to ensure there are adequate technical and organizational safeguards to protect the continuity of IT infrastructure services by the implementation of IT security principles, methods, practices, policies and tools that are used in securing IT resources including information and operations security, physical security,business continuity/disaster recovery planning, methods to deal with security breaches and security assessment in a technical environment.
§ IT security principles methods, policies, practices and tools
o Information Protection/IT security principles, threat and risk assessment methodology, practices, procedures and tools (e.g., Government privacy and security related legislation and policies, biometric and cryptographic principles, firewalls, intrusion logs, encryption and digital (numeric) signature)
o Theories, processes and methodologies involved in developing, implementing, monitoring and reporting IT security planning frameworks, policies, measures, counter-measures and monitoring programs, procedures and guidelines
o Management tools such as data classification and risk assessment/analysis to identify threats, classify assets and to rate system vulnerabilities
o IT software and hardware security requirements
o Preparation and conduction of Privacy Impact Assessments (PIA), Statement of Sensitivity (SOS), Threat Risk Assessments (TRA), Vulnerability Assessments (VA)
o Accreditation procedures, policies and practices
o Security certification procedures
o Security hardware and software
o Treasury Board and corporate IT standards and policies regarding the development and support of infrastructure systems and networks, including security policies and operational standards
§ IT Operations Security
o Protection techniques for the entire facility, from the outside perimeter to the inside office space, including all of the information system resources and methods to deal with security breaches
o Requirements of hardware, media and of the operators and administrators with access privileges to these resources
o Application product level security, access management and remote access
o Auditing and monitoring the mechanisms, tools and facilities to permit the identification of security events and to assess operations security capacity
o Viruses
o Computer crimes laws and regulations and the measures and technologies used to investigate computer crime incidents
o Cryptographic, graphic and hardware applications
§ Business Continuity/Disaster Recovery Planning
1. Introductory
2. Basic
3. Intermediate
4. Advanced
5. Expert
o Disaster recovery strategies, plans, tests and management
o Preservation and business recovery planning, practices, policies and procedures
o Rollback and contingency strategies, planning practices and tools
o Business continuity analysis procedures and exercise frameworks
o Activities within the response, recovery, restoration and resumption phases applicable to business continuity plans
o Roles and responsibilities of IT operational functions during business continuity exercises
o Federal government business continuity planning policies and programs, including Treasury Board Standards
§ Demonstrates awareness of security requirements.
§ Demonstrates awareness of certification policies.
§ Demonstrates awareness of privacy requirements and standards.
§ Understands concepts of IT security and its application to computer systems architecture.
§ Executes security test plans.
§ Deals with low impact threats.
§ Acts to protect integrity of system data at operation level (e.g., single key incident).
§ Performs security certifications.
§ Provides advice on disaster recovery planning.
§ Participates in disaster recovery tests.
§ Recommends security safeguards.
§ Executes standards.
§ Demonstrates a broad understanding or very detailed area of expertise in security subject(s).
§ Demonstrates a broad knowledge of security policies and interprets policies.
§ Understands a specific security application or tool and how it works.
§ Conducts risk assessments.
§ Assesses security safeguards.
§ Deals with threats and serious incidents.
§ Deals with intrusions at a high threat level.
§ Demonstrates an expert understanding or very detailed area of expertise in multiple security subject(s).
§ Demonstrates expert knowledge of law, regulation and policies, and interprets policies and standards.
§ Is an expert in multiple security applications and tools.
§ Leads risk and security safeguards assessments.
§ Mitigates threats and serious security incidents at the enterprise level.
§ Consults on security issues and recommends corporate strategies.
§ Leads the development of enterprise policies and standards.
§ Directs employees and consultants and mentors others.
10. Testing
- Knowledge and ability to perform testing of software and/or hardware using a systematic approach (i.e., the orderly progression of testing in which software elements, hardware elements or both are combined and tested until the entire system has been integrated).
Knowledge requirements:
1. Introductory
2. Basic
3. Intermediate
4. Advanced
§ Quality assurance and control
§ Testing approaches and strategies
§ System and application testing methodologies, practices and principles (e.g., end-to-end)
§ Testing/validation in relation to the systems development life-cycle
§ Types of testing (e.g., volume, unit, compatibility, bandwidth, integration, system, end-to-end, web-stress)
§ Testing standards (e.g., Treasury Board and department, International organization for standardization (ISO))
§ Testing and readiness functions and assessments including release processes and packages, change control and system integration
§ Testing tools including automated tools, test scripts and reporting/tracking tools
§ Certification and accreditation of new applications
§ Demonstrates awareness of testing principles and processes.
§ Understands testing terminology.
§ Tests and debugs software modules.
§ Conducts unit testing.
§ Understands testing methodologies and principles.
§ Understands standards for testing.
§ Executes test scripts.
§ Reports test results.
§ Understands and applies IT system security for applications.
§ Uses a testing tool.
§ Understands systems integration principles (i.e., the methods, practices and policies that are used during a systems integration process, including hardware, software, network and applications).
§ Understands release and certification processes.
§ Prepares test cases/scripts.
§ Carries out complex testing/ validation (e.g., volume testing, integration testing).
§ Ensures other applications are not affected.
§ Matches results with expectations in the design document.
§ Troubleshoots/resolves issues.
§ Implements test tools.
§ Applies standards for testing.
§ Conducts application testing.
§ Conducts complex series test scenarios.
§ Prepares test plans and strategies.
§ Researches/tests testing tools and makes recommendations.
§ Develops test practices.
§ Implements and monitors standards for testing.
§ Tests standards.
§ Understands the impact of testing on the environment and other tests being carried out.
§ Ensures that the right/appropriate tests are being carried out.
§ Mentors others.
§ Guides application stakeholders in testing methods and tools.
5. Expert
Knowledge requirements:
1. Introductory
2. Basic
3. Intermediate
§ Manages integration testing.
§ Sets standards for cycle testing.
§ Designs testing methodologies.
§ Develops test standards, best practices and policies.
11. Service Management Processes
- Knowledge and ability to implement the methods, practices and policies governing the design, development and use of the IT support processes designed to keep the IT environment functioning efficiently, effectively and securely.
§ Service Management Principles
o Relationship between different IT support processes and between support processes and clients
o Implementation and management of services using the principles and methods associated with industry best practices (e.g., Information Technology Infrastructure Library (ITIL))
o Service level agreements
o Processes and practices to ensure the Agreement and Statements of Work or contracts are met while taking steps to minimize any adverse impact on service quality
o Government of Canada and department policies and standards (e.g., Service Management Life Cycle Framework)
§ Change Management
o Processes and practices to ensure changes to the IT infrastructure are introduced successfully and on a scheduled basis
o Planning, scheduling, distribution, application and tracking of changes to the IT environment
§ Configuration Management
o Management of the physical and logistical properties of resources and their relationships (e.g., physical connections and dependencies)
o Configuration management technologies that affect the IM/IT environment including the physical and logistical properties of resources
§ Release Management
o Processes and practices to ensure the introduction and maintenance of all IS/IT infrastructure and that existing infrastructure falls within the standards and the technology suppliers supported release levels
o Problem Management
o Detection, reporting, analysis, recovery, resolution and tracking of problems
o Help Desk/Client Support
o Concepts, techniques and practices of help desk operations and service delivery
o Provision of a single point of contact for all users of the IT infrastructure services
o Installation, configuration, troubleshooting and application software support
o Technical problem analysis, evaluation and solution proposal
o Techniques and practices for client queries, troubleshooting and problem resolution and prioritization
§ Understands service management processes and concepts (e.g., incident management, change management, release management).
§ Understands concepts, techniques and practices of help desk operations and service delivery.
§ Understands and follows a process in problem management, change management or configuration management.
§ Provides IT help desk support services.
§ Gathers information from end-users to determine the nature of problems and resolve them.
§ Monitors SLAs and escalates problems.
§ Performs initial evaluation of problem and routes as necessary.
§ Understands the requirements of process (e.g., involvement of service management early in the process).
§ Understands interrelationships and interdependencies between service management processes.
§ Installs, configures, troubleshoots and supports application software.
4. Advanced
5. Expert
§ Analyzes, evaluates and diagnoses technical problems and proposes solutions.
§ Manages process ensuring it is followed (e.g., change, problem, testing, costing, backup and recovery, QA release).
§ Schedules release after ensuring absence of conflicts.
§ Serves as a point of escalation.
§ Conducts customer satisfaction surveys.
§ Guides others in processes.
§ Implements changes to processes.
§ Implements and manages services using the principles and methods associated with Information Technology Infrastructure Library (ITIL) and other industry best practices.
§ Identifies who to call for severe or complex problems.
§ Manages the provision of help desk services and problem resolution.
§ Analyzes problem trends and makes recommendations.
§ Develops service management processes.
§ Writes/negotiates SLAs for operational level agreements and internal SLAs.
§ Develops customer satisfaction surveys.
§ Sets guidelines for others to follow.
§ Negotiates, develops, implements and manages service level agreements.
§ Develops service management standards, practices and policies.
§ Builds and maintains a network of experts.
§ Develops SLA templates.
§ Negotiates complex SLAs.
§ Provdes guidelines for service management (e.g., recommends changes based upon results of a customer satisfaction survey).
§ Recommends continual improvements in service management strategy and processes.
The Organizational Readiness Office, with the help of subject matter experts and CS representatives from numerous departments, developed the competency dictionaries specifically for the IT Community across government.
In today's workplace, it's not just completing tasks that's important. How people perform their jobs and the behaviors they demonstrate on the job are the key to success.
Although the focus of the competency dictionaries is on the skills, abilities and behaviors that are specific to jobs in IT Community, we assume that the behavioural dictionary will also be appropriate for other communities.
Competency Based Management is a proven methodology being used in the workplace by those who want to take an integrated approach to human resources management. At the centre of the system is the Job Competency Profile. The profile is based on the work descriptions and built by combining competency definitions from the behavioural and technical competency dictionaries.
The competency definitions describe the observable knowledge, skills, abilities and behaviors needed for successful job performance and include levels of proficiency that are described in terms of behavioral indicators. The indicators highlight the behaviors that are expected at a certain level of job performance ranging from the introductory and basic levels to the advanced and expert levels.
The IT Community competency dictionaries are tools that can be used for developing competency profiles. The dictionaries help identify the success factors by defining the types and level of skills and behaviors needed for the job.
What is important is that we all start to use a common language when we describe the skills, abilities and behaviors needed for IT jobs.
You can take a look at the competency dictionaries to get a better idea of the range of requirements or qualifications needed by IT workers.
These days, managers use competencies to screen and select candidates. They develop interview questions that focus on abilities and behaviors instead of tasks and experience. You may have had experience with this type of interview process already.
Take a look at the dictionaries. Use them if you are developing competency profiles or learn more about what's needed for work in the IT Community.
Once the Job Competency Profile has been created, it forms the foundation of the Competency Based Management system and can be used for the complete range of human resources planning and management functions. This includes developing statements of qualifications, staffing using behavioral-based interviewing techniques, implementing self-evaluation and performance management processes, and supporting learning and career development.
The Organizational Readiness Office will be developing generic job competency profiles based on the generic work descriptions that have been developed in collaboration with the IT Community. Until these are developed, you may want to refer to these dictionaries if you are developing work descriptions or statements of qualifications or are considering developing a competency profile.
The Behavioral Competency Dictionary describes the non-technical competencies that apply to IT jobs. These competencies are generic in nature and are often shared by people across the organization. They reflect the values of the organization and describe its working culture. They include things like Adaptability, Communication, Decision Making, Planning and Organizing, Teamwork and Continuous Learning.
The Technical Competency Dictionary includes the skills, abilities and behaviors that are required when applying specific technical knowledge on the job. For example, Application Development Support and Maintenance, Database Design and Management, Security/ Information and Application Protection and Service Management Processes.
The dictionaries can help you identify the level of proficiency you are working at now. You can also see what is required at the next level and assess your ability to progress to that level. You are better able to plan your career by targeting areas of strength and areas that need improvement. By focusing on the competencies, you can determine your learning needs and be specific about what you need to learn.
For all competencies in the dictionary, a definition is provided. Each competency also includes a proficiency scale that indicates the full range of expression of the competency. Most proficiency scales have five levels. Each proficiency level is described in terms of behavioural indicators. The behaviours at each level of the scale are illustrative rather than definitive; that is other examples of behaviour are possible. Each competency scale is cumulative which means that, although behaviours from lower levels are not repeated at higher level, they nonetheless apply.
The contents of this dictionary represent the behavioural or non-technical competencies that apply to jobs in the federal Public Service. The dictionary can be used for a variety of purposes including recruitment and staffing, learning and career development and performance management. For each job, choose the competencies and proficiency learning that are most critical to performance excellence.
Adjusting own behaviours to work efficiently and effectively in light of new information, changing situations and/or different environments
defined in terms of the behaviours needed for successful job performance. Competencies are not new. What is new is their integrated use across human resource functions.
Acknowledges the value of others’ contributions regardless of how they are presented.
Identifying and addressing individual strengths and weaknesses, developmental needs and changing circumstances to enhance personal and organizational performance
Seeks guidance in adapting behaviour to the needs of a new or different situation.
Adapts to new ideas and initiatives across a wide variety of issues or situations.
Shifts priorities, changes style and responds with new approaches as needed to deal with new or changing demands.
Publicly supports and adapts to major/fundamental changes that show promise of improving established ways of operating.
Seeks opportunities for change in order to achieve improvement in work processes, systems, etc.
Maintains composure and shows self control in the face of challenges and change.
Anticipates change and makes large or long-term adaptations in organization in response to the needs of the situation.
Performs effectively amidst continuous change, ambiguity and, at times, apparent chaos.
: "Adaptability" links to the competency "Management Excellence – Action Management," identified as relevant for federal Public Service leaders.
Continually self-assesses and seeks feedback from others to identify strengths and weaknesses and ways of improving.
Takes advantage of learning opportunities (e.g., courses, observation of others, assignments, etc.).
Sets challenging goals and standards of excellence for self in view of growth beyond current job.
Actively pursues self-development on an ongoing basis (technically and personally).
Listening to others and communicating in an effective manner that fosters open communication
Designs personal learning objectives based on evolving needs of the portfolio or business unit.
Uses organizational change as an opportunity to develop new skills and knowledge.
Identifies future competencies and expertise required by the organization and develops and pursues learning plans accordingly.
Continuously scans the environment to keep abreast of emerging developments in the broader work context.
: "Continuous Learning" links to the competency "Management Excellence – Action Management" identified as relevant for federal Public Service leaders.
Checks own understanding of others’ communication (e.g., repeats or paraphrases, asks additional questions).
Presents appropriate information in a clear and concise manner, both orally and in writing.
Openly and constructively discusses diverse perspectives that could lead to misunderstandings.
Communicates decisions or recommendations that could be perceived negatively, with sensitivity and tact.
Supports messages with relevant data, information, examples and demonstrations.
Adapts content, style, tone and medium of communication to suit the target audience’s language, cultural background and level of understanding.
Takes others’ perspectives into account when communicating, negotiating or presenting arguments (e.g., presents benefits from all perspectives).
Responds to and discusses issues/questions in an understandable manner without being defensive and while maintaining the dignity of others.
Handles complex on-the-spot questions (e.g., from senior public officials, special interest groups or the media).
Communicates complex issues clearly and credibly with widely varied audiences.
Uses varied communication systems, methodologies and strategies to promote dialogue and shared understanding.
Communicates strategically to achieve specific objectives (e.g., considering such aspects as the optimal message to present, timing and forum of communication).
Identifies and interprets departmental policies and procedures for superiors, subordinates and peers.
Understanding the workings, structure and culture of the organization as well as the political, social and economic issues, to achieve results
Questioning conventional approaches, exploring alternatives and responding to challenges with innovative solutions or services, using intuition, experimentation and fresh perspectives.
Monitors work to ensure it aligns with formal procedures and the organization’s accountabilities.
Recognizes and uses formal structure, rules, processes, methods or operations to accomplish work.
Effectively uses both formal and informal channels or networks for acquiring information, assistance and accomplishing work goals.
Achieves solutions acceptable to varied parties based on understanding of issues, climates and cultures in own and other organizations.
Accurately describes the issues and culture of external stakeholders. Uses this information to negotiate goals and initiatives.
Anticipates issues, challenges and outcomes and effectively operates to best position the organization.
Supports the changing culture and methods of operating, if necessary, for the success of the organization.
Ensures due diligence by keeping informed of business and operational plans and practices.
Demonstrates broad understanding of social and economic context within which the organization operates.
Understands and anticipates the potential trends of the political environment and the impact these might have on the organization.
: "Organizational and Environmental Awareness" links to the competency "Action Management – Design and Execution" identified as relevant for federal Public Service leaders.
Recognizes when a new approach is needed; integrates new information quickly while considering different options.
Building and actively maintaining working relationships and/or networks of contacts to further the organization’s goals
Identifies an optimal solution after weighing the advantages and disadvantages of alternative approaches.
Searches for ideas or solutions that have worked in other environments and applies them to the organization.
Integrates and synthesizes relevant concepts into a new solution for which there is no previous experience.
Identifies flexible and adaptable solutions while still recognizing professional and organizational standards.
Develops an environment that nurtures creative thinking, questioning and experimentation.
: "Creative Thinking" links to the competency "Strategic Thinking," identified as relevant for federal Public Service leaders.
Maintains personal contacts in other parts of the organization with those who can provide work-related information.
Seeks out the expertise of others and develops links with experts and information sources.
Participates in networking and social events internal and external to the organization.
Seeks opportunities to partner and transfer knowledge (e.g., by actively participating in trade shows, conferences, meetings, committees, multi-stakeholder groups and/or seminars).
Cultivates personal networks in different parts of the organization and effectively uses contacts to achieve results..
Ensures the effective, efficient and sustainable use of Public Service resources and assets: human and financial resources, real property and business information.
Builds networks with parties that can enable the achievement of the organization’s strategy.
Brings informal teams of experts together to address issues/needs, share information and resolve differences, as required.
Uses knowledge of the formal or informal structure and the culture to further strategic objectives.
Contacts senior officials to identify potential areas of mutual, long-term interest.
Listens to differing points of view and emphasizes points of agreement as a starting point to resolving differences..
Anticipates and takes action to avoid/reduce potential conflict (e.g., by encouraging and supporting the various parties to get together and attempt to address the issues themselves).
Refocuses teams on the work and end-goals, and away from personality issues.
Provides consultation to or obtains consultation / mediation for those who share few common interests and who are having a significant disagreement.
Introduces innovative strategies for effectively dealing with conflict (e.g., mediation, collaborative and "mutual gains" strategies).
Creates a conflict-resolving environment by anticipating and addressing areas where potential misunderstanding and disruptive conflict could emerge.
Models constructive approaches to deal with opposing views when personally challenging the status quo and when encouraging others to do so as well.
Note: "Stewardship of Resources" links to the competency "Management Excellence," identified as relevant for federal Public Service leaders.
Protects and uses resources and assets in a conscientious and effective manner.
Monitors and ensures the efficient and appropriate use of resources and assets.
Assigns and communicates roles and accountabilities to maximize team effectiveness; manages workload.
Ensures alignment of authority, responsibility and accountability with organizational objectives.
Ensures that information and knowledge sharing is integrated into all programs and processes.
Acts on audit, evaluation and other objective project team performance information.
Directs resources to those areas where they will most effectively contribute to long-term goals.
Sets overall direction for how resources and assets are to be used in order to achieve the vision and values.
Institutes organization-wide mechanisms and processes to promote and support resource management.
Uses past experience and best practices to identify underlying issues, potential problems and risks.
Takes calculated risks with minor, but non-trivial, consequences of error (e.g., risks involving potential loss of some time or money but which can be rectified).
Personally takes calculated risks with significant consequences (e.g., significant loss of time or money) but which can be rectified.
Conducts ongoing risk analysis, looking ahead for contingent liabilities and opportunities and astutely identifying the risks involved.
Implements initiatives with high potential for pay-off to the organization, where errors cannot be rectified, or only rectified at significant cost.
Conducts risk assessment when identifying or recommending strategic and tactical options.
Provides a supportive environment for responsible risk taking (e.g., by supporting decisions of others).
Oversees the development of guidelines, principles and approaches to assist decision-making when risk is a factor.
Develops broad strategies that reflect in-depth understanding and assessment of operational, organizational, and political realities and risks.
Keeps issues and situations in perspective and reacts appropriately (e.g., does not overreact to situations, what others say, etc.).
Effectively withstands the effects of prolonged exposure to one or few stressors by modifying work methods.
Maintains sound judgment and decision making despite on-going stressful situations.
Controls strong emotions or other stressful responses and takes action to respond constructively to the source of the problem.
Develops and applies stress reduction strategies to cope with long exposure to numerous stressors or stressful situations.
Recognizes personal limits for workload and negotiates adjustments to minimize the effects of stress, while still ensuring appropriate levels of productivity.
Demonstrates behaviours that help others remain calm, yet focused and energized during periods of extreme stress affecting the organization.
Maintains composure and shows self-control in the face of significant challenge facing the organization.
Identifies and consistently models ways of releasing or limiting stress within the organization.
: "Stress Management" is included in the competency "Management Excellence – People Management", a competency identified as relevant for federal Public Service leaders.
Describes the potential impact of own actions on others and how it will affect their perception of self.
Anticipates the effect of one’s approach or chosen rationale on the emotions and sensitivities of others.
Adapts discussions and presentations to appeal to the needs or interests of others.
Builds on successful initiatives and best practices internal and external to the organization to gain acceptance for ideas.
Presents pros and cons and detailed analyses to emphasize the value of an idea.
Persuades others by drawing from experience and presenting multiple arguments in order to support a position.
Assembles coalitions, builds behind-the-scenes support for ideas and initiatives.
Designs strategies that position and promote ideas and concepts to stakeholders.
Uses indirect strategies to persuade, such as establishing alliances, using experts or third parties.
Gains support by capitalizing on understanding of political forces affecting the organization.
Identifying and dealing with issues proactively and persistently; seizing opportunities that arise
Takes action to avoid imminent problem or to capitalize on imminent opportunity.
Acts quickly to address a crisis situation drawing on appropriate resources and experience with similar situations.
Takes action to avoid or minimize potential problems or maximize potential opportunities in the future by drawing on extensive personal experience.
Defines and addresses high-level challenges that have the potential to advance the state-of-the art in an area.
Fosters an environment that anticipates and acts upon potential threats and/or opportunities.
Coaches others to spontaneously recognize and appropriately act on upcoming opportunities.
Ensures that team members have the necessary information to operate effectively.
Lets team members affected by a decision know exactly what is happening and gives a clear rationale for the decision.
Sets an example for team members (e.g., respect of others’ views, team loyalty, cooperating with others).
Managing, leading and enabling the process of change and transition while helping others deal with their effects
Makes decisions by taking into account the differences among team members, and overall team requirements and objectives.
Stimulates constructive discussion of different points of view, focusing on the organization’s strategic objectives, vision or values.
Ensures the respective strengths of team members are used in order to achieve the team’s overall objectives.
Communicates team successes and organization-wide contribution to other organizational members.
Builds the commitment of the team to the organization’s mission, goals and values.
Aligns team objectives and priorities with the broader objectives of the organization.
Ensures that appropriate linkages/partnerships between teams are maintained.
Creates an environment where team members consistently push to improve team performance and productivity.
Explains the process, implications and rationale for change to those affected by it.
Identifies important / effective practices that should continue after change is implemented
Anticipates specific reasons underlying resistance to change and implements approaches that address resistance.
Identifying and responding to current and future client needs; providing service excellence to internal and external clients
Links projects/objectives to department’s/public service’s change initiatives and describes the impact on operational goals.
Presents realities of change and, together with staff, develops strategies for managing it.
Identifies future needs for change that will promote progress toward identified objectives.
Seeks feedback to develop a clear understanding of client needs and outcomes.
Contacts clients to follow up on services, solutions or products to ensure that their needs have been correctly and effectively met.
Monitors services provided to clients and makes timely adjustments as required.
Regularly and systematically contacts clients or prospective clients to determine their needs.
Uses understanding of client’s perspective to identify constraints and advocate on their behalf.
Encourages co-workers and teams to achieve a high standard of service excellence.
Anticipates areas where support or influence will be required and discusses situation/concerns with appropriate individuals.
Tracks trends and developments that will affect own organization’s ability to meet current and future client needs.
Seeking and building strategic alliances and collaborative arrangements through partnerships to advance the objectives of the organization
Seeks out and involves clients or prospective clients in assessing services, solutions or products to identify ways to improve.
Establishes service standards and develops strategies to ensure staff meet them.
Communicates the organization’s mission, vision and values to external clients.
Strategically and systematically evaluates new opportunities to develop client relationships.
Links a comprehensive and in-depth understanding of clients’ long-term needs and strategies with current and proposed projects/initiatives.
Recommends/ determines strategic business direction to meet projected needs of clients and prospective clients.
Understands the roles played by partners. Identifies and refers to areas of mutual interest as a means of establishing a business relationship.
Communicates openly, builds trust and treats partners fairly, ethically and as valued allies.
Monitors partnership arrangements to ensure that the objectives of the partnership remain on target.
Assesses the value of entering into partner relationships in terms of both short- and long- term return on investment.
Develops new and mutually beneficial partnerships that also serve the interests of the broader community.
Identifies benefits of a partnership and looks for ways to add value for the partner.
Provides advice and direction on the types of partner relationships to pursue, as well as ground rules for effective partner relationships.
Negotiates, as necessary, to assist others to address issues or resolve problems surrounding partner relationships.
Identifies when modifications and terminations of partnerships are needed and takes appropriate measures.
Provides strategic direction on partnerships that the organization should be pursuing.
Sets up an infrastructure that supports effective partner arrangements (e.g., principles and frameworks for assessing the value of partnerships; expert assistance in aspects of partnering).
Takes advantage of opportunities to showcase excellent examples of partner arrangements throughout the organization.
Fostering the development of others by providing a supportive environment for enhanced performance and professional growth
Defining tasks and milestones to achieve objectives, while ensuring the optimal use of resources to meet those objectives
Creates and acts on opportunities for interactions that lead to strong partnerships within and external to the organization
: "Partnering" links to the competency "Engagement – Mobilizing People, Organizations, Partners", identified as relevant for federal Public Service leaders.
Regularly shares expertise with team members to support continuous learning and improvement.
Advises, guides and coaches others by sharing experiences and discussing how to handle current or anticipated concerns.
Provides performance feedback and support, reinforcing strengths and identifying areas for improvement.
Works with employees and teams to define realistic yet challenging work goals.
Encourages team members to develop learning and career plans and follows-up to guide development and measure progress.
Advocates and commits to ongoing training and development to foster a learning culture.
Ensures that all employees have equitable access to development opportunities.
Provides opportunities for development through tools, assignments, mentoring and coaching relationships etc.
Provides long-term direction regarding learning needs for staff and how to pursue the attainment of this learning.
Institutes organization-wide mechanisms and processes to promote and support continuous learning and improvement.
Manages the learning process to ensure it occurs by design rather than by chance.
: "Developing Others" links to the competency "Management Excellence – People Management" identified as relevant for federal Public Service leaders.
Making decisions and solving problems involving varied levels of complexity, ambiguity and risk
Identifies requirements and uses available resources to meet own work objectives in optimal fashion.
Monitors the attainment of own work objectives and/or quality of the work completed.
Establishes goals and organizes work by bringing together the necessary resources.
Organizes work according to project and time management principles and processes.
Practices and plans for contingencies to deal with unexpected events or setbacks.
Directs issues to appropriate bodies when unable to resolve them within own area of responsibility.
Considers a range of factors in the planning process (e.g., costs, timing, customer needs, resources available, etc.).
Challenges inefficient or ineffective work processes and offers constructive alternatives.
Helps to remove barriers by providing resources and encouragement as needed.
Establishes alternative courses of action, organizes people and prioritizes the activities of the team to achieve results more effectively.
Ensures that systems are in place to effectively monitor and evaluate progress.
Evaluates processes and results and makes appropriate adjustments to the plan.
Develops strategic plans considering short-term requirements as well as long-term direction.
Secures and allocates program or project resources in line with strategic direction.
: "Planning and Organizing" links to the competency "Action Management" identified as relevant for federal Public Service leaders.
Makes straightforward decisions based on pre-defined options using clear criteria/procedures.
Consults with others or refers an issue/situation for resolution when criteria are not clear.
Deals with exceptions within established parameters using clearly specified rules and procedures.
Applies guidelines and procedures that require some interpretation when dealing with exceptions.
Makes straight - forward decisions based on information that is generally clear and adequate.
Applies guidelines and procedures that leave considerable room for discretion and interpretation.
Makes decisions by weighing several factors, some of which are partially defined and entail missing pieces of critical information.
Develops solutions that address the root cause of the problem and prevent recurrence.
Recognizes, analyzes and solves problems across projects and in complex situations.
Considers a multiplicity of interrelated factors for which there is incomplete and contradictory information.
Develops solutions to problems, balancing the risks and implications across multiple projects.
Balances a commitment to excellence with the best interests of clients and the organization when making decisions.
Makes decisions in a volatile environment in which weight given to any factor can change rapidly.
Assesses external and internal environments in order to make a well-informed decision.
Identifies the problem based on many factors, often complex and sweeping, difficult to define and contradictory (e.g., fiscal responsibility, the public good).
Recognizes and assesses several likely causal factors or ways of interpreting the information available.
Integrates information from diverse sources, often involving large amounts of information.
Thinks several steps ahead in deciding on best course of action, anticipating likely outcomes.
Develops and recommends policy framework based on analysis of emerging trends.
Gathers information from many sources, including experts, in order to completely understand a problem/situation.
Identifies multiple relationships and disconnects in processes in order to identify options and reach conclusions.
Adopts a systems perspective, assessing and balancing vast amounts of diverse information on the varied systems and sub-systems that comprise and affect the working environment.
Thinks beyond the organization and into the future, balancing multiple perspectives when setting direction or reaching conclusions (e.g., social, economic, partner, stakeholder interests, short- and long-term benefits, national and global implications).
: "Analytical Thinking" links to the competency "Strategic Thinking" identified as relevant for federal Public Service leaders.
Sets goals and works to meet established expectations; maintains performance levels.
Pursues organizational objectives with energy and persistence. Sets high personal standards for performance.
Exceeds current expectations and pushes for improved results in own performance.
Works on new projects or assignments that add value without compromising current accountabilities.
Models excellence and motivates fellow organizational members to follow his/her example.
Encourages constructive questioning of policies and practices; sponsors experimentation and innovation.
Holds staff accountable for achieving standards of excellence and results for the organization.
Assumes personal responsibility and follows up to meet commitments to others.
Willingly gives support to co-workers and works collaboratively rather than competitively.
Shifts priorities, changes style and responds with new approaches as needed to meet team goals.
Suggests or develops methods and means for maximizing the input and involvement of team members.
Gives credit for success and acknowledges contributions and efforts of individuals to team effectiveness.
Initiates collaboration with other groups/ organizations on projects or methods of operating.
Fostering and supporting the principles and values of the organization and the Public Service as a whole
Capitalizes on opportunities and addresses challenges presented by the diversity of team talents.
Encourages others to share experience, knowledge and best practices with the team.
Encourages the team to openly discuss what can be done to create a solution or alternative.
Facilitates collaboration across the organization and with other organizations to achieve a common goal.
Builds strong teams that capitalize on differences in expertise, competencies and background.
Breaks down barriers (structural, functional, cultural) between teams, facilitating the sharing of expertise and resources.
Uses applicable professional standards and established procedures, policies and/or legislation when taking action and making decisions.
Identifies ethical dilemmas and conflict of interest situations and takes action to avoid and prevent them.
Identifies and considers different ethical aspects of a situation when making decisions.
Identifies and balances competing values when selecting approaches or recommendations for dealing with a situation.
Implements processes and structures to deal with difficulties in confidentiality and/or security.
Ensures that decisions take into account ethics and values of the organization and Public Service as a whole.
Advises others in maintaining fair and consistent dealings with others and in dealing with ethical dilemmas.
Deals directly and constructively with lapses of integrity (e.g., intervenes in a timely fashion to remind others of the need to respect the dignity of others).
Defines, communicates and consistently exemplifies the organization’s values and ethics.
Ensures that standards and safeguards are in place to protect the organization’s integrity (e.g., professional standards for financial reporting, integrity/ security of information systems).
Identifies underlying issues that impact negatively on people and takes appropriate action to rectify the issues (e.g., systemic discrimination).
: "Ethics and Values" was identified as a competency relevant for federal Public Service leaders.
Developing and inspiring commitment to a vision of success; supporting, promoting and ensuring alignment with the organization’s vision and values
Continually evaluates personal progress and actions to ensure alignment with organizational vision and operational goals.
Liaises with others to ensure alignment with the business goals and vision of the organization.
Effectively communicates and interprets the strategic vision to employees within area of responsibility.
Clearly articulates and promotes the significance and impact of employee contributions to promoting and achieving organizational goals.
Monitors work of team to ensure alignment with strategic direction, vision and values for the organization.
Proactively helps others to understand the importance of the strategy and vision.
Works with teams to set program/operational goals and plans in keeping with the strategic direction.
Regularly promotes the organization, its vision and values to clients, stakeholders and partners.
Assesses the gap between the current state and desired future direction and establishes effective ways for closing the gap in own sector.
Foresees obstacles and opportunities for the organization and acts accordingly.
Defines issues, generates options and selects solutions, which are consistent with the strategy and vision.
Provides direction and communicates the vision to encourage alignment within the organization.
Energetically and persistently promotes strategic objectives with colleagues in other business lines.
Defines and continuously articulates the vision and strategy in the context of wider government priorities.
Describes the vision and values in compelling terms to develop understanding and promote acceptance/ commitment among staff and stakeholders.
Identifies, conceptualizes and synthesizes new trends or connections between organizational issues and translates them into priorities for the organization.
defined in terms of the behaviours needed for successful job performance. Often competencies reflect very general attributes common to all jobs (e.g., analytical thinking, problem solving, client orientation). However, the goal of the present exercise was to identify
For all competencies in the dictionary, a brief definition is provided as well as a list of points of knowledge required. Each competency also includes a proficiency scale that indicates the full range of expression of the competency. Each proficiency scale has five levels indicating the depth and breadth to which knowledge and skill are required in the job. Each proficiency level is described in terms of behavioural indicators.
: Demonstrates introductory understanding and ability and, with guidance, applies the competency in a few simple situations.
: Demonstrates basic knowledge and ability and, with guidance, can apply the competency in common situations that present limited difficulties.
: Demonstrates solid knowledge and ability, and can apply the competency with minimal or no guidance in the full range of typical situations. Would require guidance to handle novel or more complex situations.
:Demonstrates advanced knowledge and ability, and can apply the competency in new or complex situations. Guides other professionals.
: Demonstrates expert knowledge and ability, and can apply the competency in the most complex situations. Develops new approaches, methods or policies in the area. Is recognized as an expert, internally and/or externally. Leads the guidance of other professionals.
Knowledge and ability to design, define, construct, enhance, support and maintain application software on one or more platforms.
Use of established techniques to assist in the analysis of business data/information flows and database construction (e.g., data and functional modeling)
Programming languages (e.g., software language structures, machine, assembly, procedural, non-procedural, object-oriented languages)
Standards and methods used in developing and maintaining a repository of information and processes (e.g., development standards including programming, user interface, design, naming, specifications)
System development processes, tools and methodologies (e.g., Systems Development Life Cycle including principles, best practices and standards used in designing and maintaining a formal procedure and a related repository of information)
Application development tools (e.g., COTS development tools, technical productivity tools, workstation operating systems)
Policies and practices related to website design and use of Inter/Intranet technologies within the Public Service
Demonstrates a basic level of understanding of software specifications or design techniques.
Demonstrates a general familiarity with one or more programming languages and/or methodologies.
Understands the importance of testing, documentation and production assurance.
Demonstrates a detailed knowledge of several programming environments and a good working knowledge of hardware and software interfaces.
Designs, tests and integrates software modules and resolves programming errors using various debugging tools and techniques.
Conducts impact analysis for proposed changes to or problems with the system.
Undertakes routine analysis and works with designers and analysts to clarify and improve specifications or to identify alternative programming solutions.
Demonstrates in-depth knowledge and capability in software construction, testing, infrastructure, configuration, a wide range of system development methodologies and operating standards.
Demonstrates knowledge in multiple applications, data management systems and technologies or in a single area of expertise.
Demonstrates application and corporate knowledge, and understands how a change would affect multiple applications.
Makes recommendations/ decisions in application and program design, standards and program enhancements.
Analyzes and models business functions, processes and information flow within or between systems.
Provides guidance/mentors on programming practices and techniques to individuals and cross-functional teams.
Demonstrates expert knowledge of software design, construction, programming trends, programming and scripting languages across government in multiple applications and data management systems or in a single area of expertise.
Works with users at all levels to define system requirements and specify appropriate system environments to meet operational needs and system performance objectives.
[1]This competency does not include data management or database management (See Competency 4).
Knowledge and ability to apply architecture theories, principles, concepts, practices, methodologies and frameworks.
Architecture functions and the interrelationships with the organization's vision
Architecture direction, policies and practices with a focus on Government of Canada priorities
Organization of information to effectively support the work of the organization
Creation of an entity relationship model and an integrated function or process dependency model
Design of the systems architecture and how its components are connected and operate with each other and other applications
Relationship between the systems architecture and other architectures (e.g., integrating technology and business)
Design of the fundamental hardware, software and telecommunications systems that provide the infrastructure on which business applications are developed and run (e.g., network topologies)
Produces analytic and candidate design models to be used for further analysis (e.g., telecommunications, networks).
Demonstrates good understanding of architecture across the business lines and how they interact but focuses on a single architecture.
Understands how architecture relates to the organization's vision, how new business fits in the current business lines, the integration of business and technology, and relates government priorities to target architectures.
Defines metadata models at the enterprise level, information models and the interoperability model.
Knowledge and ability to apply the principles of business analysis in the planning, reengineering, requirement gathering for government business environments, operations, processes, and practices.
Government/business knowledge in various application areas (e.g., financial/accounting, human resources, purchasing, supply, policing, corrections)
Common government/business management and decision-making concepts, principles, activities and practices (e.g., Government and corporate planning cycles and processes, accountability and budgetary cycles and processes)
Business architecture (at a project level) and how it augments organizational design, planning systems and financial controls
Impact analysis and environmental scan methods, techniques and tools used to evaluate an organization's strengths and challenges
Business case/cost benefit methodology and standards including return on investment (ROI) and total cost of ownership (TCO)
Business process analysis and business process reengineering methods and design benefits, methodologies and tools; roles in support of business change
Understands client business requirements, business roles, business planning and business processes.
Understands audit and compliance principles, change management principles and the impact of changes.
Carries out simple business process reengineering, models and redesign processes.
Gathers/refines complex business requirements, recommends or makes decisions on business requirements/interdependencies.
Presents and defends complex positions and strategies for business decisions, processes and plans.
Works at the "integration level" by understanding the business architecture and its relationship to other architectures.
Assesses corporate impacts of changes and recommends strategies to senior management.
Knowledge and ability to apply the methods, practices and policies that are used in the design and the management of databases.
Concepts, policies, principles, theories, practices and techniques associated with information management and information technology as it relates to database design and management
Relationship between database design/management and application performance
Database design and architecture - logical structure and physical structure (e.g., functional, metadata and process models)
Database types (e.g., data warehouse, decision support, operational, query, ERP and relationship to technologies)
Database tools to design and manage databases (e.g., data management tools, data modeling tools, database integration tools)
Demonstrates basic understanding of database management, logical design concepts and levels of database security.
Understands the difference between different database structures (e.g., relational vs. network).
Demonstrates an awareness of performance issues (e.g., distribution of data, size definitions).
Understands a single database management system (DBMS), its components and how they relate to each other.
Demonstrates a good knowledge of data manipulation language (DML) and data definition language (DDL).
Troubleshoots, at a basic level, to understand database problem and identify where to direct it (e.g., basic database accessibility).
Recognizes the importance of database basic recovery and, with guidance, performs backup and recovery.
Understands database release management, applications business rules, data integrity issues, database security implementation, workload manager and interaction with DBMS (e.g., CICS, NT).
Demonstrates working level understanding of a single DBMS relevant operating systems, applications business rules and its dependencies with other applications, databases and/or business partners.
Applies wide range of concepts to the corporate/vendor environment (e.g., database security and/or individual profiles).
Makes recommendations on logical/physical models (e.g., converts from logical model, implements and maintains physical model to meet storage, availability, and performance requirements).
Solves problems that impact on the business or service, resolves data integrity issues and implements data integrity safeguards, and uses diagnostic and monitoring tools to prevent problems/enhance performance and availability.
Demonstrates a solid knowledge of system testing and integration environments.
Develops, selects, recommends and implements strategies for backup and recovery, data population and migration.
Demonstrates broad understanding of multiple DBMS or an in-depth knowledge of one or more DBMS.
Develops logical models incorporating business requirements such as high availability, redundancy and disaster recovery into the logical/physical database design.
Researches, pilots, evaluates new technologies and standards, identifies how they will integrate with the corporate network and recommends strategies.
Solves unusual problems or problems with a significant impact on the business.
Develops standards and procedures for implementing new database technology.
Demonstrates expert knowledge of data management, data stewardship, government-wide data management initiatives and trends in data management and how they can be applied.
Holds an enterprise-wide view and/or is regarded as the subject matter expert in one or more areas of expertise, and provides effective strategic direction to enterprise-wide data management.
Develops enterprise-wide multi-disciplinary architectural documents translating business data requirements into topographical format.
Demonstrates broad-based knowledge of information technology (e.g., programming, data management, platforms).
Develops business cases for enterprise-wide data management initiatives as a direct response to business drivers.
Develops strategies, policy and standards for corporate data management and contributes to standards working groups - governmental and/or industry.
Knowledge and ability to support the enterprise computing infrastructure (e.g., enterprise servers, client server, storage devices and systems, hardware and software) in the provision, management, storage, operation, scheduling, support and maintenance of the infrastructure.
Principles, practices, standards, methods and techniques related to interoperability of hardware/software configuration controls
Platform environment (e.g., client-server environment, enterprise server/mainframe environment)
Storage and retrieval (e.g., area network, mainframe storage, media storage, virtual storage)
Systems hardware and its characteristics (e.g., mainframe computers, mini and micro-computers, CPU, memory, disk, registers, bus, channel)
Operating systems, communications and software utilities used on enterprise server/mainframe and distributed computer systems
Cooperative processing (two or more computers simultaneously processing portions of the same program or operating on the same data such as multiple-CPU systems, distributed systems)
Monitoring of systems software (i.e., the operating system and all utility programs that manage computer resources at a low level) including compilers, loaders, linkers, and debuggers
Operations performance monitoring and capacity planning of the delivery platform
Treasury Board and corporate IT standards and policies regarding the development and support of infrastructure systems and networks
Understands how the platform integrates with other environments, at a basic level, from an end-user perspective.
Understands how the platform integrates with other environments (e.g., network).
Participates in day-to-day operations (e.g., monitoring operations of the platform).
Evaluates/pilots new technologies, assesses the results, identifies how they integrate with the platform and implements them.
Incorporates business requirements such as high availability, redundancy and disaster recovery into platform design.
Develops and monitors/enforces standards and procedures for new technology configuration and implementation.
Demonstrates expert knowledge of platform principles, technology, government-wide technology initiatives and technological trends.
Demonstrates an intimate knowledge of the environment, interdependencies and impact of change.
Provides effective strategic direction to enterprise-wide platform design and initiatives.
Develops enterprise-wide multi-disciplinary architectural and design documents.
Resolves very complex problems and recommends capacity and performance improvements.
[2] This competency does not include network/telecommunication systems (See competency 8).
Knowledge and ability to evaluate, negotiate, procure, track, manage IT assets including software licenses and computer leases:
Vendor liaison/management, service agreements, warrantees and lease agreements
Processes and procedures necessary to critically evaluate products, services and claims
Processes involved in vendor negotiations for substantial and/or long-term contracts for hardware, software and licence agreements, support and services
Systems and applications for procurement (e.g., NMSO, DISO, Software Acquisition Reference Centre, Request for Software Discounts and Supply Arrangements)
Roles and responsibilities of TBS and PWGSC related to asset procurement and management
Corporate and Government of Canada legislation, standards and policies (e.g., regulating software licence agreements and renewals, disposal, procurement ethical practices and security policies)
IT asset management life cycle (e.g., planning, maintenance, retirement and disposal)
Federal legislative and policy framework related to IM/IT procurement for goods and services
Departmental processes for acquisition of goods and services, including drafting of Statements of Work (SOW), Requests for Proposals (RFPs), evaluation of responses, contract negotiations and management of contracts
Demonstrates broad knowledge of Government of Canada and the role of PWGSC in procurement.
Demonstrates basic understanding of procurement process for IT services and goods.
Understands Treasury Board and corporate processes, standards and governance structures.
Knows the procurement cycle and processes, gathering of information through RFIs and RFPs, roles of interdepartmental partners and the proposal/ evaluation processes.
Demonstrates a general knowledge of procurement and conducts low-level procurement.
Formulates and applies performance management guidelines to asset management.
Possesses a specific area of expertise and business knowledge of the life cycle for his/her asset area (e.g., sunset procedures).
Knows rules for Canadian and International governing bodies (e.g., NAFTA, Trade Tribunal, CITT) and negotiates CITT challenges.
Consults with regions and senior management (e.g., leveraging assets, inventory and plans for sunset/refresh, professional services and training).
Demonstrates a very deep understanding of one area of expertise or a broad understanding of multiple areas and provides guidance to senior management.
Demonstrates a broad understanding of software licensing models, the market and how to leverage the knowledge.
Demonstrates an in-depth understanding of procurement, the industry, the vendor community and industry trends.
Knowledge and ability to apply formal project management principles and practices during the planning, implementation, monitoring and completion of projects, ensuring effective management of scope, resources, time, cost, quality, risk and communications.
Enhanced Management Framework for the management of information technology/projects
Project management concepts, techniques, methods and tools and industry best practices in the management of projects in an IT environment (e.g., Project Management Body of Knowledge (PMBoK))
Understands basic concepts (e.g., project goals, risk, scope, participants' roles, planning and the importance of project management principles such as time, cost and quality management).
Develops simple project plans including work breakdown structure and estimates.
Manages small, straightforward projects or specific components of larger projects.
Identifies, allocates and manages resources needed to meet project objectives.
Develops and manages the project plan, including timelines, deliverables, milestones and costs.
Identifies potential roadblocks and risks and develops contingency plans to deal with them.
Oversees implementation of the project plan, monitors progress, resource usage and quality, and makes needed adjustments.
Manages complex, multifaceted/ interrelated projects that span own area or department boundaries.
Conducts comprehensive risk assessment and develops plans for eliminating or mitigating the risks identified.
Oversees/manages large, highly complex, diverse or strategic projects that impact the organization as a whole.
Knowledge and ability to implement the methods, practices and policies governing the design, analysis, development, management and use of the hardware and software used to transfer information such as data, voice, images and video.
Theories and concepts, methods, policies and practices to design, develop, plan telecommunications networkinfrastructure systems (e.g., calculation of peak and mean bandwidth requirements, response time, propagation delays, priorities, traffic types, traffic flows (point-to-point, multicast, broadcast), error detection and protection, security, interoperability, growth, quality of service, availability)
Installation, configuration, operation and maintenance of telecommunications infrastructure hardware and software
Telecommunication systems' operating systems, system software and utilities
Voice communication devices (e.g., Blackberry units, cell phones, gateways, routers, switches, PBX)
Standards describing the structure of data exchange between systems (e.g., OSI seven layer reference model)
Standards describing the format content and exchange mechanisms between systems, such as communication protocols (including protocols that relate to the convergence of technologies, such as Voice over IP), connection oriented versus connectionless protocols
Classes of networking systems (e.g., Local Area Network (LAN), Metropolitan Area Network (MAN), Department Wide Area Network (DWAN), Wide Area Network (WAN), Virtual Private Network (VPN), Voice Network System, Remote Access Networks, associated hardware and software, operating systems and protocols)
Classes of telecommunication media, such as wire based (e.g., copper, fibre) and wireless (characteristics of various frequency bands from HF to microwave)
Value added networks (i.e., services added within a communications network beyond data transfer such as message routing, resource management and conversion facilities)
Performance analysis, diagnosis, capacity planning and data communications monitoring/management practices, protocols and tools
Common carrier services - data transmission and telephony service offerings provided by private sector companies
Security, including specific methods, policies and best practices to secure information within the telecommunications network infrastructure
Demonstrates basic understanding of data communications and components, definitions, key concepts, communication protocols and platforms (e.g., Firewalls, Security, Frame Relay, SNA, ATM, Hubs/Routers/ Gateways switches, VOIP, ISDN, routing protocols).
Understands how basic concepts relate to each other and applies them (e.g., vendor-specific standards).
Understands how data communications integrate with other environments (e.g., mainframe) and are distributed, at a basic level, from an end-user perspective.
Assists in the design of basic connections (e.g., connecting 100 people to a WAN or designing a small site (less than 50)).
Troubleshoots basic physical or software connectivity problems, network congestion (e.g., cables/connections, defective equipment, logging in to network equipment, checking configuration of routers/switches).
Tests, configures, installs and supports hardware and software at any typical site.
Understands how data communications integrate with other environments such as mainframe, distributed, E-commerce, firewalls and external networks, at a component level.
Demonstrates and applies wide range of concepts to the corporate/vendor environment.
Translates multiple client network connectivity requirements and limitations into technical specifications for building/site designs.
Designs complex building environments using existing standards (e.g., complex site layouts (many buildings and requirements)).
Resolves typical hardware and software problems (e.g., connectivity, network congestion, protocols, uses diagnostic tools).
Incorporate business requirements (e.g., high availability, redundancy, disaster recovery) into data communications design using analytical techniques.
Evaluates/pilots new technologies, identifies how they integrate with the corporate network and implements.
Resolves unusual or atypical network problems without clear precedents and/or that have significant impact or consequence on the business or service.
Develops standards and procedures for new technology configuration and implementation.
Demonstrates expert knowledge of data communications principles, network technology, government-wide technology initiatives and technological trends.
Develops business cases for enterprise-wide network technology initiatives as a direct response to business drivers.
Conducts procurement for network solutions network hardware and services procurements.
Develops policy and standards for networking technology and contributes to governmental and/or industry standards working groups (e.g., GOL, ITU, RC).
Knowledge and ability to ensure there are adequate technical and organizational safeguards to protect the continuity of IT infrastructure services by the implementation of IT security principles, methods, practices, policies and tools that are used in securing IT resources including information and operations security, physical security,business continuity/disaster recovery planning, methods to deal with security breaches and security assessment in a technical environment.
Information Protection/IT security principles, threat and risk assessment methodology, practices, procedures and tools (e.g., Government privacy and security related legislation and policies, biometric and cryptographic principles, firewalls, intrusion logs, encryption and digital (numeric) signature)
Theories, processes and methodologies involved in developing, implementing, monitoring and reporting IT security planning frameworks, policies, measures, counter-measures and monitoring programs, procedures and guidelines
Management tools such as data classification and risk assessment/analysis to identify threats, classify assets and to rate system vulnerabilities
Preparation and conduction of Privacy Impact Assessments (PIA), Statement of Sensitivity (SOS), Threat Risk Assessments (TRA), Vulnerability Assessments (VA)
Treasury Board and corporate IT standards and policies regarding the development and support of infrastructure systems and networks, including security policies and operational standards
Protection techniques for the entire facility, from the outside perimeter to the inside office space, including all of the information system resources and methods to deal with security breaches
Requirements of hardware, media and of the operators and administrators with access privileges to these resources
Application product level security, access management and remote access
Auditing and monitoring the mechanisms, tools and facilities to permit the identification of security events and to assess operations security capacity
Computer crimes laws and regulations and the measures and technologies used to investigate computer crime incidents
Preservation and business recovery planning, practices, policies and procedures
Activities within the response, recovery, restoration and resumption phases applicable to business continuity plans
Roles and responsibilities of IT operational functions during business continuity exercises
Federal government business continuity planning policies and programs, including Treasury Board Standards
Understands concepts of IT security and its application to computer systems architecture.
Acts to protect integrity of system data at operation level (e.g., single key incident).
Demonstrates a broad understanding or very detailed area of expertise in security subject(s).
Demonstrates an expert understanding or very detailed area of expertise in multiple security subject(s).
Demonstrates expert knowledge of law, regulation and policies, and interprets policies and standards.
Knowledge and ability to perform testing of software and/or hardware using a systematic approach (i.e., the orderly progression of testing in which software elements, hardware elements or both are combined and tested until the entire system has been integrated).
System and application testing methodologies, practices and principles (e.g., end-to-end)
Types of testing (e.g., volume, unit, compatibility, bandwidth, integration, system, end-to-end, web-stress)
Testing standards (e.g., Treasury Board and department, International organization for standardization (ISO))
Testing and readiness functions and assessments including release processes and packages, change control and system integration
Testing tools including automated tools, test scripts and reporting/tracking tools
Understands systems integration principles (i.e., the methods, practices and policies that are used during a systems integration process, including hardware, software, network and applications).
Carries out complex testing/ validation (e.g., volume testing, integration testing).
Understands the impact of testing on the environment and other tests being carried out.
Knowledge and ability to implement the methods, practices and policies governing the design, development and use of the IT support processes designed to keep the IT environment functioning efficiently, effectively and securely.
Relationship between different IT support processes and between support processes and clients
Implementation and management of services using the principles and methods associated with industry best practices (e.g., Information Technology Infrastructure Library (ITIL))
Processes and practices to ensure the Agreement and Statements of Work or contracts are met while taking steps to minimize any adverse impact on service quality
Government of Canada and department policies and standards (e.g., Service Management Life Cycle Framework)
Processes and practices to ensure changes to the IT infrastructure are introduced successfully and on a scheduled basis
Planning, scheduling, distribution, application and tracking of changes to the IT environment
Management of the physical and logistical properties of resources and their relationships (e.g., physical connections and dependencies)
Configuration management technologies that affect the IM/IT environment including the physical and logistical properties of resources
Processes and practices to ensure the introduction and maintenance of all IS/IT infrastructure and that existing infrastructure falls within the standards and the technology suppliers supported release levels
Detection, reporting, analysis, recovery, resolution and tracking of problems
Concepts, techniques and practices of help desk operations and service delivery
Provision of a single point of contact for all users of the IT infrastructure services
Installation, configuration, troubleshooting and application software support
Techniques and practices for client queries, troubleshooting and problem resolution and prioritization
Understands service management processes and concepts (e.g., incident management, change management, release management).
Understands concepts, techniques and practices of help desk operations and service delivery.
Understands and follows a process in problem management, change management or configuration management.
Gathers information from end-users to determine the nature of problems and resolve them.
Understands the requirements of process (e.g., involvement of service management early in the process).
Understands interrelationships and interdependencies between service management processes.
Manages process ensuring it is followed (e.g., change, problem, testing, costing, backup and recovery, QA release).
Implements and manages services using the principles and methods associated with Information Technology Infrastructure Library (ITIL) and other industry best practices.
Provdes guidelines for service management (e.g., recommends changes based upon results of a customer satisfaction survey).
Recommends continual improvements in service management strategy and processes.
The Organizational Readiness Office, with the help of subject matter experts and CS representatives from numerous departments, developed the competency dictionaries specifically for the IT Community across government.
Although the focus of the competency dictionaries is on the skills, abilities and behaviors that are specific to jobs in IT Community, we assume that the behavioural dictionary will also be appropriate for other communities.
Competency Based Management is a proven methodology being used in the workplace by those who want to take an integrated approach to human resources management. At the centre of the system is the Job Competency Profile. The profile is based on the work descriptions and built by combining competency definitions from the behavioural and technical competency dictionaries.
The competency definitions describe the observable knowledge, skills, abilities and behaviors needed for successful job performance and include levels of proficiency that are described in terms of behavioral indicators. The indicators highlight the behaviors that are expected at a certain level of job performance ranging from the introductory and basic levels to the advanced and expert levels.
The IT Community competency dictionaries are tools that can be used for developing competency profiles. The dictionaries help identify the success factors by defining the types and level of skills and behaviors needed for the job.
These days, managers use competencies to screen and select candidates. They develop interview questions that focus on abilities and behaviors instead of tasks and experience. You may have had experience with this type of interview process already.
Once the Job Competency Profile has been created, it forms the foundation of the Competency Based Management system and can be used for the complete range of human resources planning and management functions. This includes developing statements of qualifications, staffing using behavioral-based interviewing techniques, implementing self-evaluation and performance management processes, and supporting learning and career development.
The Organizational Readiness Office will be developing generic job competency profiles based on the generic work descriptions that have been developed in collaboration with the IT Community. Until these are developed, you may want to refer to these dictionaries if you are developing work descriptions or statements of qualifications or are considering developing a competency profile.
The Behavioral Competency Dictionary describes the non-technical competencies that apply to IT jobs. These competencies are generic in nature and are often shared by people across the organization. They reflect the values of the organization and describe its working culture. They include things like Adaptability, Communication, Decision Making, Planning and Organizing, Teamwork and Continuous Learning.
The Technical Competency Dictionary includes the skills, abilities and behaviors that are required when applying specific technical knowledge on the job. For example, Application Development Support and Maintenance, Database Design and Management, Security/ Information and Application Protection and Service Management Processes.
The dictionaries can help you identify the level of proficiency you are working at now. You can also see what is required at the next level and assess your ability to progress to that level. You are better able to plan your career by targeting areas of strength and areas that need improvement. By focusing on the competencies, you can determine your learning needs and be specific about what you need to learn.
For all competencies in the dictionary, a definition is provided. Each competency also includes a proficiency scale that indicates the full range of expression of the competency. Most proficiency scales have five levels. Each proficiency level is described in terms of behavioural indicators. The behaviours at each level of the scale are illustrative rather than definitive; that is other examples of behaviour are possible. Each competency scale is cumulative which means that, although behaviours from lower levels are not repeated at higher level, they nonetheless apply.
The contents of this dictionary represent the behavioural or non-technical competencies that apply to jobs in the federal Public Service. The dictionary can be used for a variety of purposes including recruitment and staffing, learning and career development and performance management. For each job, choose the competencies and proficiency learning that are most critical to performance excellence.
job performance. Competencies are not new. What is new is their integrated use across human resource functions.
Thinks beyond the organization and into the future, balancing multiple perspectives when setting direction or reaching conclusions (e.g., social, economic, partner, stakeholder interests, short- and long-term benefits, national and global implications).
job performance. Often competencies reflect very general attributes common to all jobs (e.g., analytical thinking, problem solving, client orientation). However, the goal of the present exercise was to identify
For all competencies in the dictionary, a brief definition is provided as well as a list of points of knowledge required. Each competency also includes a proficiency scale that indicates the full range of expression of the competency. Each proficiency scale has five levels indicating the depth and breadth to which knowledge and skill are required in the job. Each proficiency level is described in terms of behavioural indicators.
: Demonstrates solid knowledge and ability, and can apply the competency with minimal or no guidance in the full range of typical situations. Would require guidance to handle novel or more complex situations.
: Demonstrates expert knowledge and ability, and can apply the competency in the most complex situations. Develops new approaches, methods or policies in the area. Is recognized as an expert, internally and/or externally. Leads the guidance of other professionals.
Standards and methods used in developing and maintaining a repository of information and processes (e.g., development standards including programming, user interface, design, naming, specifications)
System development processes, tools and methodologies (e.g., Systems Development Life Cycle including principles, best practices and standards used in designing and maintaining a formal procedure and a related repository of information)
Demonstrates expert knowledge of software design, construction, programming trends, programming and scripting languages across government in multiple applications and data management systems or in a single area of expertise.
Design of the fundamental hardware, software and telecommunications systems that provide the infrastructure on which business applications are developed and run (e.g., network topologies)
Understands how architecture relates to the organization's vision, how new business fits in the current business lines, the integration of business and technology, and relates government priorities to target architectures.
Common government/business management and decision-making concepts, principles, activities and practices (e.g., Government and corporate planning cycles and processes, accountability and budgetary cycles and processes)
Understands database release management, applications business rules, data integrity issues, database security implementation, workload manager and interaction with DBMS (e.g., CICS, NT).
Demonstrates working level understanding of a single DBMS relevant operating systems, applications business rules and its dependencies with other applications, databases and/or business partners.
Solves problems that impact on the business or service, resolves data integrity issues and implements data integrity safeguards, and uses diagnostic and monitoring tools to prevent problems/enhance performance and availability.
Knowledge and ability to support the enterprise computing infrastructure (e.g., enterprise servers, client server, storage devices and systems, hardware and software) in the provision, management, storage, operation, scheduling, support and maintenance of the infrastructure.
Corporate and Government of Canada legislation, standards and policies (e.g., regulating software licence agreements and renewals, disposal, procurement ethical practices and security policies)
Departmental processes for acquisition of goods and services, including drafting of Statements of Work (SOW), Requests for Proposals (RFPs), evaluation of responses, contract negotiations and management of contracts
Knowledge and ability to apply formal project management principles and practices during the planning, implementation, monitoring and completion of projects, ensuring effective management of scope, resources, time, cost, quality, risk and communications.
Project management concepts, techniques, methods and tools and industry best practices in the management of projects in an IT environment (e.g., Project Management Body of Knowledge (PMBoK))
Knowledge and ability to implement the methods, practices and policies governing the design, analysis, development, management and use of the hardware and software used to transfer information such as data, voice, images and video.
Theories and concepts, methods, policies and practices to design, develop, plan telecommunications networkinfrastructure systems (e.g., calculation of peak and mean bandwidth requirements, response time, propagation delays, priorities, traffic types, traffic flows (point-to-point, multicast, broadcast), error detection and protection, security, interoperability, growth, quality of service, availability)
Standards describing the format content and exchange mechanisms between systems, such as communication protocols (including protocols that relate to the convergence of technologies, such as Voice over IP), connection oriented versus connectionless protocols
Classes of networking systems (e.g., Local Area Network (LAN), Metropolitan Area Network (MAN), Department Wide Area Network (DWAN), Wide Area Network (WAN), Virtual Private Network (VPN), Voice Network System, Remote Access Networks, associated hardware and software, operating systems and protocols)
Demonstrates basic understanding of data communications and components, definitions, key concepts, communication protocols and platforms (e.g., Firewalls, Security, Frame Relay, SNA, ATM, Hubs/Routers/ Gateways switches, VOIP, ISDN, routing protocols).
Troubleshoots basic physical or software connectivity problems, network congestion (e.g., cables/connections, defective equipment, logging in to network equipment, checking configuration of routers/switches).
Knowledge and ability to ensure there are adequate technical and organizational safeguards to protect the continuity of IT infrastructure services by the implementation of IT security principles, methods, practices, policies and tools that are used in securing IT resources including information and operations security, physical security,business continuity/disaster recovery planning, methods to deal with security breaches and security assessment in a technical environment.
Information Protection/IT security principles, threat and risk assessment methodology, practices, procedures and tools (e.g., Government privacy and security related legislation and policies, biometric and cryptographic principles, firewalls, intrusion logs, encryption and digital (numeric) signature)
Theories, processes and methodologies involved in developing, implementing, monitoring and reporting IT security planning frameworks, policies, measures, counter-measures and monitoring programs, procedures and guidelines
Treasury Board and corporate IT standards and policies regarding the development and support of infrastructure systems and networks, including security policies and operational standards
Protection techniques for the entire facility, from the outside perimeter to the inside office space, including all of the information system resources and methods to deal with security breaches
Knowledge and ability to perform testing of software and/or hardware using a systematic approach (i.e., the orderly progression of testing in which software elements, hardware elements or both are combined and tested until the entire system has been integrated).
Understands systems integration principles (i.e., the methods, practices and policies that are used during a systems integration process, including hardware, software, network and applications).
Knowledge and ability to implement the methods, practices and policies governing the design, development and use of the IT support processes designed to keep the IT environment functioning efficiently, effectively and securely.
Processes and practices to ensure the introduction and maintenance of all IS/IT infrastructure and that existing infrastructure falls within the standards and the technology suppliers supported release levels
Competency Based Management is a proven methodology being used in the workplace by those who want to take an integrated approach to human resources management. At the centre of the system is the Job Competency Profile. The profile is based on the work descriptions and built by combining competency definitions from the behavioural and technical competency dictionaries.
The competency definitions describe the observable knowledge, skills, abilities and behaviors needed for successful job performance and include levels of proficiency that are described in terms of behavioral indicators. The indicators highlight the behaviors that are expected at a certain level of job performance ranging from the introductory and basic levels to the advanced and expert levels.
Once the Job Competency Profile has been created, it forms the foundation of the Competency Based Management system and can be used for the complete range of human resources planning and management functions. This includes developing statements of qualifications, staffing using behavioral-based interviewing techniques, implementing self-evaluation and performance management processes, and supporting learning and career development.
The Organizational Readiness Office will be developing generic job competency profiles based on the generic work descriptions that have been developed in collaboration with the IT Community. Until these are developed, you may want to refer to these dictionaries if you are developing work descriptions or statements of qualifications or are considering developing a competency profile.
The Behavioral Competency Dictionary describes the non-technical competencies that apply to IT jobs. These competencies are generic in nature and are often shared by people across the organization. They reflect the values of the organization and describe its working culture. They include things like Adaptability, Communication, Decision Making, Planning and Organizing, Teamwork and Continuous Learning.
The Technical Competency Dictionary includes the skills, abilities and behaviors that are required when applying specific technical knowledge on the job. For example, Application Development Support and Maintenance, Database Design and Management, Security/ Information and Application Protection and Service Management Processes.
The dictionaries can help you identify the level of proficiency you are working at now. You can also see what is required at the next level and assess your ability to progress to that level. You are better able to plan your career by targeting areas of strength and areas that need improvement. By focusing on the competencies, you can determine your learning needs and be specific about what you need to learn.
For all competencies in the dictionary, a definition is provided. Each competency also includes a proficiency scale that indicates the full range of expression of the competency. Most proficiency scales have five levels. Each proficiency level is described in terms of behavioural indicators. The behaviours at each level of the scale are illustrative rather than definitive; that is other examples of behaviour are possible. Each competency scale is cumulative which means that, although behaviours from lower levels are not repeated at higher level, they nonetheless apply.
The contents of this dictionary represent the behavioural or non-technical competencies that apply to jobs in the federal Public Service. The dictionary can be used for a variety of purposes including recruitment and staffing, learning and career development and performance management. For each job, choose the competencies and proficiency learning that are most critical to performance excellence.
job performance. Often competencies reflect very general attributes common to all jobs (e.g., analytical thinking, problem solving, client orientation). However, the goal of the present exercise was to identify technical competencies - competencies required from incumbents occupying various jobs/roles in the IT Community that reflect the unique knowledge and skill set expected from these IT employees – that would complement the
For all competencies in the dictionary, a brief definition is provided as well as a list of points of knowledge required. Each competency also includes a proficiency scale that indicates the full range of expression of the competency. Each proficiency scale has five levels indicating the depth and breadth to which knowledge and skill are required in the job. Each proficiency level is described in terms of behavioural indicators. The behaviours at each level of the scale are illustrative rather than definitive; that is, other examples of behaviour are possible and can be used at each level.
Theories and concepts, methods, policies and practices to design, develop, plan telecommunications networkinfrastructure systems (e.g., calculation of peak and mean bandwidth requirements, response time, propagation delays, priorities, traffic types, traffic flows (point-to-point, multicast, broadcast), error detection and protection, security, interoperability, growth, quality of service, availability)
Classes of networking systems (e.g., Local Area Network (LAN), Metropolitan Area Network (MAN), Department Wide Area Network (DWAN), Wide Area Network (WAN), Virtual Private Network (VPN), Voice Network System, Remote Access Networks, associated hardware and software, operating systems and protocols)
Knowledge and ability to ensure there are adequate technical and organizational safeguards to protect the continuity of IT infrastructure services by the implementation of IT security principles, methods, practices, policies and tools that are used in securing IT resources including information and operations security, physical security,business continuity/disaster recovery planning, methods to deal with security breaches and security assessment in a technical environment.
Once the Job Competency Profile has been created, it forms the foundation of the Competency Based Management system and can be used for the complete range of human resources planning and management functions. This includes developing statements of qualifications, staffing using behavioral-based interviewing techniques, implementing self-evaluation and performance management processes, and supporting learning and career development.
The Behavioral Competency Dictionary describes the non-technical competencies that apply to IT jobs. These competencies are generic in nature and are often shared by people across the organization. They reflect the values of the organization and describe its working culture. They include things like Adaptability, Communication, Decision Making, Planning and Organizing, Teamwork and Continuous Learning.
For all competencies in the dictionary, a definition is provided. Each competency also includes a proficiency scale that indicates the full range of expression of the competency. Most proficiency scales have five levels. Each proficiency level is described in terms of behavioural indicators. The behaviours at each level of the scale are illustrative rather than definitive; that is other examples of behaviour are possible. Each competency scale is cumulative which means that, although behaviours from lower levels are not repeated at higher level, they nonetheless apply.
competencies - competencies required from incumbents occupying various jobs/roles in the IT Community that reflect the unique knowledge and skill set expected from these IT employees – that would complement the
The behaviours at each level of the scale are illustrative rather than definitive; that is, other examples of behaviour are possible and can be used at each level.
Knowledge and ability to ensure there are adequate technical and organizational safeguards to protect the continuity of IT infrastructure services by the implementation of IT security principles, methods, practices, policies and tools that are used in securing IT resources including information and operations security, physical security,business continuity/disaster recovery planning, methods to deal with security breaches and security assessment in a technical environment.
For all competencies in the dictionary, a definition is provided. Each competency also includes a proficiency scale that indicates the full range of expression of the competency. Most proficiency scales have five levels. Each proficiency level is described in terms of behavioural indicators. The behaviours at each level of the scale are illustrative rather than definitive; that is other examples of behaviour are possible. Each competency scale is cumulative which means that, although behaviours from lower levels are not repeated at higher level, they nonetheless apply.
competencies - competencies required from incumbents occupying various jobs/roles in the IT Community that reflect the unique knowledge and skill set expected from these IT employees – that would complement the Behavioural Competency Dictionary. The resulting Technical Competency Dictionary for the IT Community
The behaviours at each level of the scale are illustrative rather than definitive; that is, other examples of behaviour are possible and can be used at each level. Each competency scale is cumulative which means that, although behaviours from lower levels are not repeated at higher level, they nonetheless apply.
Technical Competency Dictionary for the IT Community was developed in partnership with subject matter experts in the IT Community and is the outcome of numerous interviews and discussions with CS representatives in different roles and levels from several large departments.
Each competency scale is cumulative which means that, although behaviours from lower levels are not repeated at higher level, they nonetheless apply.
was developed in partnership with subject matter experts in the IT Community and is the outcome of numerous interviews and discussions with CS representatives in different roles and levels from several large departments.
was developed in partnership with subject matter experts in the IT Community and is the outcome of numerous interviews and discussions with CS representatives in different roles and levels from several large departments.
From Wikipedia, the free encyclopedia
Some scholars see "competence" as a combination of knowledge, skills and behavior used to improve performance; or as the state or quality of being adequately or well qualified, having the ability to perform a specific role. For instance, management competency might include systems thinking and emotional intelligence, and skills in influence and negotiation.
Competency is also used as a more general description of the requirements of human beings in organizations and communities.
Competency is sometimes thought of as being shown in action in a situation and context that might be different the next time a person has to act. In emergencies, competent people may react to a situation following behaviors they have previously found to succeed. To be competent a person would need to be able to interpret the situation in the context and to have a repertoire of possible actions to take and have trained in the possible actions in the repertoire, if this is relevant. Regardless of training, competency would grow through experience and the extent of an individual to learn and adapt.
Dreyfus and Dreyfus[2] introduced nomenclature for the levels of competence in competency development. The causative reasoning of such a language of levels of competency may be seen in their paper on Calculative Rationality titled, "From Socrates to Expert Systems: The Limits and Dangers of Calculative Rationality". The five levels proposed by Dreyfus and Dreyfus were:
1. Novice: Rule-based behaviour, strongly limited and inflexible
2. Experienced Beginner: Incorporates aspects of the situation
3. Practitioner: Acting consciously from long-term goals and plans
4. Knowledgeable practitioner: Sees the situation as a whole and acts from personal conviction
5. Expert: Has an intuitive understanding of the situation and zooms in on the central aspects
Within a specific organization or professional community, professional competency, is frequently valued. They are usually the same competencies that must be demonstrated in a job interview. But today there is another way of looking at it: that there are general areas of occupational competency required to retain a post, or earn a promotion. For all organizations and communities there is a set of primary tasks that competent people have to contribute to all the time. For a university student, for example, the primary tasks could be:
Handling theory
Handling methods
Handling the information of the assignment
The four general areas of competency are:
1. Meaning Competency: The person assessed must be able to identify with the purpose of the organization or community and act from the preferred future in accordance with the values of the organization or community.
2. Relation Competency: The ability to create and nurture connections to the stakeholders of the primary tasks must be shown.
3. Learning Competency: The person assessed must be able to create and look for situations that make it possible to experiment with the set of solutions that make it possible to complete the primary tasks and reflect on the experience.
4. Change Competency: The person assessed must be able to act in new ways when it will promote the purpose of the organization or community and make the preferred future come to life.
The Occupational Competency movement was initiated by David McClelland in the 1960s with a view to moving away from traditional attempts to describe competency in terms of knowledge, skills and attitudes and to focus instead on the specific self-image, values, traits, and motive dispositions (i.e. relatively enduring characteristics of people) that are found to consistently distinguish outstanding from typical performance in a given job or role. It should be noted that different competencies predict outstanding performance in different roles, and that there is a limited number of competencies that predict outstanding performance in any given job or role. Thus, a trait that is a "competency" for one job might not predict outstanding performance in a different role.
Competence (Human Resources)
Competence (or competency) is the ability of an individual to perform a job properly. A competency is a set of defined behaviors that provide a structured guide enabling the identification, evaluation and development of the behaviors in individual employees. As defined, the term "competence" first appeared in an article authored by Craig C. Lundberg in 1970 entitled, "Planning the Executive Development Program". The term gained traction when in 1973, David McClelland, Ph.D. wrote a seminal paper entitled, "Testing for Competence Rather Than for Intelligence". It has since been popularized by one-time fellow McBer & Company (Currently the "Hay Group") colleague Richard Boyatzis and many others. Its use varies widely, which leads to considerable misunderstanding.
Competency has different meanings, and continues to remain one of the most diffuse terms in the management development sector, and the organizational and occupational literature.[1]
[edit] Dreyfus and Dreyfus on competency development
The process of competency development is a lifelong series of doing and reflecting. As competencies apply to careers as well as jobs, lifelong competency development is linked with personal development as a management concept. And it requires a special environment, where the rules are necessary in order to introduce novices, but people at a more advanced level of competency will systematically break the rules if the situations requires it. This environment is synonymously described using terms such as learning organization, knowledge creation, self-organizing and empowerment.
[edit] McClelland and Occupational Competency
Nevertheless, as can be seen from Raven and Stephenson,[3] there have been important[peacock term] developments in research relating to the nature, development, and assessment of high-level competencies in homes, schools, and workplaces.
[edit] See also
Competency-based management
Dunning–Kruger effect, the tendency for incompetent people to grossly overestimate their skills
List of management topics
Management effectiveness
Performance appraisal
Performance improvement
Personal development
Peter principle, the tendency for competent workers to be promoted just beyond the level of their competence
Professional development
Seagull manager, management style
Some scholars see "competence" as a combination of knowledge, skills and behavior used to improve performance; or as the state or quality of being adequately or well qualified, having the ability to perform a specific role. For instance, management competency might include systems thinking and emotional intelligence, and skills in influence and negotiation.
Competency is sometimes thought of as being shown in action in a situation and context that might be different the next time a person has to act. In emergencies, competent people may react to a situation following behaviors they have previously found to succeed. To be competent a person would need to be able to interpret the situation in the context and to have a repertoire of possible actions to take and have trained in the possible actions in the repertoire, if this is relevant. Regardless of training, competency would grow through experience and the extent of an individual to learn and adapt.
Dreyfus and Dreyfus[2] introduced nomenclature for the levels of competence in competency development. The causative reasoning of such a language of levels of competency may be seen in their paper on Calculative Rationality titled, "From Socrates to Expert Systems: The Limits and Dangers of Calculative Rationality". The five levels proposed by Dreyfus and Dreyfus were:
Within a specific organization or professional community, professional competency, is frequently valued. They are usually the same competencies that must be demonstrated in a job interview. But today there is another way of looking at it: that there are general areas of occupational competency required to retain a post, or earn a promotion. For all organizations and communities there is a set of primary tasks that competent people have to contribute to all the time. For a university student, for example, the primary tasks could be:
The Occupational Competency movement was initiated by David McClelland in the 1960s with a view to moving away from traditional attempts to describe competency in terms of knowledge, skills and attitudes and to focus instead on the specific self-image, values, traits, and motive dispositions (i.e. relatively enduring characteristics of people) that are found to consistently distinguish outstanding from typical performance in a given job or role. It should be noted that different competencies predict outstanding performance in different roles, and that there is a limited number of competencies that predict outstanding performance in any given job or role. Thus, a trait that is a "competency" for one job might not predict outstanding performance in a different role.
) is the ability of an individual to perform a job properly. A competency is a set of defined behaviors that provide a structured guide enabling the identification, evaluation and development of the behaviors in individual employees. As defined, the term "competence" first appeared in an article authored by Craig C. Lundberg in 1970 entitled, "Planning the Executive Development Program". The term gained traction when in 1973, David McClelland, Ph.D. wrote a seminal paper entitled, "Testing for Competence Rather Than for Intelligence". It has since been popularized by one-time fellow McBer & Company (Currently the "Hay Group") colleague Richard Boyatzis and many others. Its use varies widely, which leads to considerable misunderstanding.
The process of competency development is a lifelong series of doing and reflecting. As competencies apply to careers as well as jobs, lifelong competency development is linked with personal development as a management concept. And it requires a special environment, where the rules are necessary in order to introduce novices, but people at a more advanced level of competency will systematically break the rules if the situations requires it. This environment is synonymously described using terms such as learning organization, knowledge creation, self-organizing and empowerment.
Competency is sometimes thought of as being shown in action in a situation and context that might be different the next time a person has to act. In emergencies, competent people may react to a situation following behaviors they have previously found to succeed. To be competent a person would need to be able to interpret the situation in the context and to have a repertoire of possible actions to take and have trained in the possible actions in the repertoire, if this is relevant. Regardless of training, competency would grow through experience and the extent of an individual to learn and adapt.
Within a specific organization or professional community, professional competency, is frequently valued. They are usually the same competencies that must be demonstrated in a job interview. But today there is another way of looking at it: that there are general areas of occupational competency required to retain a post, or earn a promotion. For all organizations and communities there is a set of primary tasks that competent people have to contribute to all the time. For a university student, for example, the primary tasks could be:
The Occupational Competency movement was initiated by David McClelland in the 1960s with a view to moving away from traditional attempts to describe competency in terms of knowledge, skills and attitudes and to focus instead on the specific self-image, values, traits, and motive dispositions (i.e. relatively enduring characteristics of people) that are found to consistently distinguish outstanding from typical performance in a given job or role. It should be noted that different competencies predict outstanding performance in different roles, and that there is a limited number of competencies that predict outstanding performance in any given job or role. Thus, a trait that is a "competency" for one job might not predict outstanding performance in a different role.
) is the ability of an individual to perform a job properly. A competency is a set of defined behaviors that provide a structured guide enabling the identification, evaluation and development of the behaviors in individual employees. As defined, the term "competence" first appeared in an article authored by Craig C. Lundberg in 1970 entitled, "Planning the Executive Development Program". The term gained traction when in 1973, David McClelland, Ph.D. wrote a seminal paper entitled, "Testing for Competence Rather Than for Intelligence". It has since been popularized by one-time fellow McBer & Company (Currently the "Hay Group") colleague Richard Boyatzis and many others. Its use varies widely, which leads to considerable misunderstanding.
The process of competency development is a lifelong series of doing and reflecting. As competencies apply to careers as well as jobs, lifelong competency development is linked with personal development as a management concept. And it requires a special environment, where the rules are necessary in order to introduce novices, but people at a more advanced level of competency will systematically break the rules if the situations requires it. This environment is synonymously described using terms such as learning organization, knowledge creation, self-organizing and empowerment.
Competency is sometimes thought of as being shown in action in a situation and context that might be different the next time a person has to act. In emergencies, competent people may react to a situation following behaviors they have previously found to succeed. To be competent a person would need to be able to interpret the situation in the context and to have a repertoire of possible actions to take and have trained in the possible actions in the repertoire, if this is relevant. Regardless of training, competency would grow through experience and the extent of an individual to learn and adapt.
Within a specific organization or professional community, professional competency, is frequently valued. They are usually the same competencies that must be demonstrated in a job interview. But today there is another way of looking at it: that there are general areas of occupational competency required to retain a post, or earn a promotion. For all organizations and communities there is a set of primary tasks that competent people have to contribute to all the time. For a university student, for example, the primary tasks could be:
The Occupational Competency movement was initiated by David McClelland in the 1960s with a view to moving away from traditional attempts to describe competency in terms of knowledge, skills and attitudes and to focus instead on the specific self-image, values, traits, and motive dispositions (i.e. relatively enduring characteristics of people) that are found to consistently distinguish outstanding from typical performance in a given job or role. It should be noted that different competencies predict outstanding performance in different roles, and that there is a limited number of competencies that predict outstanding performance in any given job or role. Thus, a trait that is a "competency" for one job might not predict outstanding performance in a different role.
) is the ability of an individual to perform a job properly. A competency is a set of defined behaviors that provide a structured guide enabling the identification, evaluation and development of the behaviors in individual employees. As defined, the term "competence" first appeared in an article authored by Craig C. Lundberg in 1970 entitled, "Planning the Executive Development Program". The term gained traction when in 1973, David McClelland, Ph.D. wrote a seminal paper entitled, "Testing for Competence Rather Than for Intelligence". It has since been popularized by one-time fellow McBer & Company (Currently the "Hay Group") colleague Richard Boyatzis and many others. Its use varies widely, which leads to considerable misunderstanding.
The process of competency development is a lifelong series of doing and reflecting. As competencies apply to careers as well as jobs, lifelong competency development is linked with personal development as a management concept. And it requires a special environment, where the rules are necessary in order to introduce novices, but people at a more advanced level of competency will systematically break the rules if the situations requires it. This environment is synonymously described using terms such as learning organization, knowledge creation, self-organizing and empowerment.
The Occupational Competency movement was initiated by David McClelland in the 1960s with a view to moving away from traditional attempts to describe competency in terms of knowledge, skills and attitudes and to focus instead on the specific self-image, values, traits, and motive dispositions (i.e. relatively enduring characteristics of people) that are found to consistently distinguish outstanding from typical performance in a given job or role. It should be noted that different competencies predict outstanding performance in different roles, and that there is a limited number of competencies that predict outstanding performance in any given job or role. Thus, a trait that is a "competency" for one job might not predict outstanding performance in a different role.
) is the ability of an individual to perform a job properly. A competency is a set of defined behaviors that provide a structured guide enabling the identification, evaluation and development of the behaviors in individual employees. As defined, the term "competence" first appeared in an article authored by Craig C. Lundberg in 1970 entitled, "Planning the Executive Development Program". The term gained traction when in 1973, David McClelland, Ph.D. wrote a seminal paper entitled, "Testing for Competence Rather Than for Intelligence". It has since been popularized by one-time fellow McBer & Company (Currently the "Hay Group") colleague Richard Boyatzis and many others. Its use varies widely, which leads to considerable misunderstanding.
The Occupational Competency movement was initiated by David McClelland in the 1960s with a view to moving away from traditional attempts to describe competency in terms of knowledge, skills and attitudes and to focus instead on the specific self-image, values, traits, and motive dispositions (i.e. relatively enduring characteristics of people) that are found to consistently distinguish outstanding from typical performance in a given job or role. It should be noted that different competencies predict outstanding performance in different roles, and that there is a limited number of competencies that predict outstanding performance in any given job or role. Thus, a trait that is a "competency" for one job might not predict outstanding performance in a different role.
) is the ability of an individual to perform a job properly. A competency is a set of defined behaviors that provide a structured guide enabling the identification, evaluation and development of the behaviors in individual employees. As defined, the term "competence" first appeared in an article authored by Craig C. Lundberg in 1970 entitled, "Planning the Executive Development Program". The term gained traction when in 1973, David McClelland, Ph.D. wrote a seminal paper entitled, "Testing for Competence Rather Than for Intelligence". It has since been popularized by one-time fellow McBer & Company (Currently the "Hay Group") colleague Richard Boyatzis and many others. Its use varies widely, which leads to considerable misunderstanding.
Competency Theory
Job Related Behaviors NeededBehavioral Traits / Personality Traits
ICEBERG MODEL OF COMPETENCIES
Knowledge Skills
AttitudesValue Systems
Personality Traits / TypesPersonal / Professional Background
Basis Detailed Job / Position Descriptions defined with Competencies required
Analysis Analyse Organizations Business Strategy, Vision, Mission, GoalsUnderstand Current Organization Life Cycle StageCritical Competencies required by an Organization at a given life cycle stageCompetency Dictionery - by Spencer & SpencerBehavior Interviews (Psychometric Testing / Analysis)(Thomas Profiling - Disc Profiling softwares can be used)(In BI's 95% employee speaks, 5% interviewer probes, Open Ended Questions only)(Evaluations can be made by taking notes or video recording - recording is better option)Identify Behaviors exhibited by Poor, Average, Good, Excellent, Outstanding employeesUse these behavioral patterns in Selection & Appraisal Process.
Definitions Define & Align Competencies required by each individual, divisions and organizationCompetency Dictionery and Critical Competencies are conflicting techniquesBehavioral Interviews are most effective and realistic techniquesBehavioral Interviewers NEED to be Trained Psychologists / Consultants
Assess current proficiency levels ( rating on scale of 1 --> 5) for each competencyAssess employees current proficiency levelsMap individual, divisional and organizational competencies assessedGAP Analysis
Competency Meaning
Competency Mapping
Comptency Development Programmes
Prioritize manpower and their attitude towards competency developmentInternal / External TrainingAlign Rewards for competency improvementsIncorporate Competency Proficiencies & Ratings in Performance Management SystemCompetecy Based Recruitment & Selection Process
(Recruit candidates showing competency behaviors exhibited by good, excellent & outstanding employees etc.)
Competency Development
Competency Theory
Detailed Job / Position Descriptions defined with Competencies required
Analyse Organizations Business Strategy, Vision, Mission, Goals
Critical Competencies required by an Organization at a given life cycle stage
(In BI's 95% employee speaks, 5% interviewer probes, Open Ended Questions only)(Evaluations can be made by taking notes or video recording - recording is better option)Identify Behaviors exhibited by Poor, Average, Good, Excellent, Outstanding employeesUse these behavioral patterns in Selection & Appraisal Process.
Define & Align Competencies required by each individual, divisions and organizationCompetency Dictionery and Critical Competencies are conflicting techniquesBehavioral Interviews are most effective and realistic techniquesBehavioral Interviewers NEED to be Trained Psychologists / Consultants
Assess current proficiency levels ( rating on scale of 1 --> 5) for each competency
Map individual, divisional and organizational competencies assessed
â EASILY TRAINABLE & CAN BE ASSESSED & IMPROVED ABSOLUTELY
â DIFFICULT TO TRAIN / CHANGE
â CANNOT BE FORCED / IMPOSED
â EITHER YOU HAVE IT / OR NOT
â ATTITUDE IS MOST IMPORTANT TO ACCEPT AND CHANGE ONE’S OWN COMPETENCIES
Prioritize manpower and their attitude towards competency development
Incorporate Competency Proficiencies & Ratings in Performance Management System
(Recruit candidates showing competency behaviors exhibited by good, excellent & outstanding employees etc.)
Competency Mapping against Organizational Needs
Organization Positioning
Industry / Competitor Analysis
Mission
Vision
Business Strategy
Organization Structure Required
Business Objectives
Organizational Goals & Objectives
Divisional Goals & Objectives
Value Chain Analysis
Organizational Performance Benchmarks
Divisional Performance Benchmarks
Change Requirements / Gap Analysis
Organizational Deliverables
Divisional Deliverables
Organizational Competency Analysis
Divisional Competency Analysis
Competency Mapping against Organizational Needs
Positioning the Business, Value & Capabilities Analysis, Distinguishing from Competitor
Target Competitors / Market Segments / Revenues / Clients
Time Duration, Methods, Tactics
Cost Reduction
Vertical Integration (Forward / Backward Integration)
Utilize Internal Administrative Transactions
Tight Cost Control
Controlled Budgets
Structured Organization
Structured Authorities
Structured Responsibilities
Quantified Target Incentives
Offensive
Avenues for AttacksReconfiguration – Value Chain, Innovation Redefinition – Redefining product, services etc. Pure Spending – Investments
Reconfiguration Product Change - Performance - CostLogistics & Services Change - Efficient Logistical System - Responsive After Sales Support - Enhanced Order ProcessingMarket Change - Spending on Under-marketed Industry - New Positioning - New Sales OrganizationOperation ChangesDownstream Reconfigurations - New Channels - Emerging Channels - Go Direct (Forward Integration)
Redefinition, Focus Strategy (Buyer, Product, Channel)Integration – De integration, Geographic Redefinition Horizontal Strategies (Diversification), Multiple Redefinitions
External / Internal Boundaries
External / Internal Boundaries
Efficiency (Cost)
Pure Spending, Investment in - Buying Market Share- Brand Building - Advertising
Competency Mapping against Organizational Needs
Differentiation
Functional Coordination
Strong Marketing & Branding
Strong R&D
Product Development / Enhancement
Highly Skilled / Creative People
Subjective Measurement (Incentives)
Defensive
Defensive Strategies – 1 (Deterrence)Understand Entry / Exit Barriers, Anticipate Likely Challenges - Unsatisfied competitors - Potential Entrants - Substitutes – are they competitors?Forecast likely avenues of Attacks, Tactics to Block Attacks, Manage Firm Toughly, Realistic Profit Projections
Defensive Strategy – 2 (Reacting to Challenger)Respond to the Challenger, Invest in early discoveries- Suppliers’ Contract - Ad/Media Contacts - Trade Show Attendance - Technical Conferences - Placement Agencies - Adventurous BuyersRespond on ‘Sectors of Attack’, Deflect ChallengesTake it seriously, Respond to Gain Position
Effectiveness (Margin of Profit)
Competency Mapping against Organizational Needs
Specialization
Challenger
Optimization (Cost + Profit)
No. Managerial Competencies
1 Integrity
2 Customer Service
3 Stress Management
4 Accountability & Responsibility
5 Business & Organization Knowledge
6 Persistence
7 Team Building & Leadership Skills
8 Interpersonal Skills
9 Decision Making
10 Ethics
No. Additional Managerial Competencies
1 Analytical Thinking
2 Consensus Building
3 Achievement Orientation
4 Delegation of Work
5 Developing Sub-ordinates
6 Impact & Influence
7 Time Management
8 Communication Skills
9 Conflict Management
10 Time Management & Personal Effectiveness
There are ten steps to take in implementing a competency-based supervisory or managerial development program.
1 Identify the skills and the level of proficiency needed by supervisors and managers.
2 Determine existing skills levels of incumbent supervisor and managers.
3 Compare the current skills of your managerial workforce to future needs.
4 Identify supervisors and managers who best match the needs of the organization.
5 Align training with your organization's immediate needs and strategic plan, as well as meeting the personal interests and skills of each individual.
6 Gain commitment from each supervisor and manager by giving him or her the responsibility to develop an individual performance development plan.
7 Develop and provide training opportunities based on the skill gaps and future needs identified.
8 Establish quantifiable objectives wherever possible and tie compensation to meeting them.
9 Provide on-going feedback and opportunities for coaching.
10 Recognize management development is an on-going process and needs to be evaluated and adjusted continuously to accommodate organizational needs and objectives.
Competency Based Performance Evaluations
Focus employee reviews on behavioral examples , rather than general information.
Communicate the specific behaviors you expect employees to demonstrate on the job.
Use job-related, behavioral questions and target behaviors designed to elicit specific, behavioral examples from employees of how they have performed during the review period.
Set specific, behavioral goals for the coming review period to increase core competencies.
Meaning
Sharing or Not Sharing Confidential Information
Meeting & Exceeding Customer Expectations Regularly
Maintaining calm under stressful conditions
Taking responsibility for mistakes, inefficiencies
Understanding & linking Business & Org. Information to performance management
Following through during adversities & challenges
Training, Coaching, Appraising, Guidence, Directiveness
Relating well to all kinds of people at variety of situations
Quick & Accurate decisions even without enough information
Problem Solving Ability, out of box thinking
Getting people do what you want to do
Passoinate to succeed and achieve
Division & Fair Distribution of Work
Creating successors
Motivating staff, Recognitions, Rewards
Planning & Priority Setting against realistic deadlines
Oral, Written, Clarity of Thought, Language etc.
Resolve differences in positive manner.
Punctuality, Commitment, Reliability etc.
There are ten steps to take in implementing a competency-based supervisory or managerial development program.
Identify the skills and the level of proficiency needed by supervisors and managers.
Determine existing skills levels of incumbent supervisor and managers.
Compare the current skills of your managerial workforce to future needs.
Identify supervisors and managers who best match the needs of the organization.
Align training with your organization's immediate needs and strategic plan, as well as meeting the personal interests and skills of each individual.
Gain commitment from each supervisor and manager by giving him or her the responsibility to develop an individual performance development plan.
Develop and provide training opportunities based on the skill gaps and future needs identified.
Establish quantifiable objectives wherever possible and tie compensation to meeting them.
Provide on-going feedback and opportunities for coaching.
Recognize management development is an on-going process and needs to be evaluated and adjusted continuously to accommodate organizational needs and objectives.
behavioral examples , rather than general information.
you expect employees to demonstrate on the job.
job-related, behavioral questions and target behaviors designed to elicit specific, behavioral examples from employees of how they have performed during the review period.
for the coming review period to increase core competencies.
% importance
64%
54%
54%
45%
42%
40%
40%
33%
33%
13%
Align training with your organization's immediate needs and strategic plan, as well as meeting the personal interests and skills of each individual.
Gain commitment from each supervisor and manager by giving him or her the responsibility to develop an individual performance development plan.
Recognize management development is an on-going process and needs to be evaluated and adjusted continuously to accommodate organizational needs and objectives.
designed to elicit specific, behavioral examples from employees of how they have performed during the review period.
HR Scorecard
1 Define Business Strategy
2 HR Business Case
3 HR Strategy Map
4 HR Objectives & Deliverables Quantitative / Qualitative
5 Align HR Architecture with Deliverables
6 Design Strategic Measurement System
7 Implement Management by Measurement
Benchmarking Model
Practices Co. 1
Practice 1
Practice 2
Practice 3
Practice 4
Practice 5
Your Practice
Best Practice
GAP
Co. 2 Co. 3 Co. 4
HR MANAGER PROFILE
1.Recruitment & Selection
2.Induction & Orientation
4.Rewards & Recognitions
3.Performance Management & Review Mechanism
5.Competency Mapping
6.Training & Development
8.Employee Relations
7.Compensation & Benefits Administration
HR MANAGER PROFILE
Manpower Planning (Internal Resources / External Resources)
GAP Analysis / Future Requirements
Budgeting New Manpower, Cost Estimates
Recruitment Plan of Action (Numbers, Time Frame, Sources, Cost, Internal Movement)
Sources of Manpower
Placement Consultants
Job sites
Advertisements
Campus Recruitment
Employee Referrals
Head Hunting
Networking
Professional Institutions
Vendor Relationship Management (Agreements, Contracts, Quotes)
Manpower Requisition Process ( Authorisation, Documentation, Closures)
Selection Methodology
Interview Process (Panel, Evaluation Methodology)
Testing Processes (Test Instruments, Administration, Monitoring etc.)
Documentation
Forms & Formats (Requisition, Application Blanks, Interview Evaluations)
Appointment Letter, Provisional Offer, Comp.Sheet, Contract Letters, Consultant Agreements
Salary Fitment Benchmarks / Salary Matrix
Joining Formalities & Documentations
Documentation Coding & Revision Guidelines
Recruiment MIS Reports
Company Overview (History, Business, Market, Products/Services, Geography)
Divisional Presentations
Key Personnel Meetings
Technical / Domain / Process Training Programmes
Personnel File
Position Description
Candidate Specification
Experience Specification (Mandatory/Preferred)
Key Performance Indicators (Highest / Ideal Performance Expected)
Key Deliverables (Role Definition)
Competence Required
Position Descriptions Mapping across Organization
Performance Agreement
Goals / Objectives
Key Deliverables (Role Definition)
Developmental Deliverables (for Career / Succession Planning)
Trainings Required (Objective, Priority, Evaluation Parameters)
Organization Support Required
Performance Evaluation
Goals / Objectives (Previous Year)
Key Deliverables Assessment (3m,6m,9m,Yrly.)
Developmental Deliverables (3m,6m,9m,Yrly.)
Shortfalls in Deliverables Achievements
Significant Achievements
Strengths & Weaknesses
Competency Ratings (Managerial/Behavioral/Functional)
Trainings Received / Required Analysis
Performance Scores (Deliverables & Competencies Ratings)
Final Performance Ratings
Miscellaneous Discussions
Recommendations
What is to be Rewarded/Awarded ? (Frontline, Support, Operations)
Overall Performance
Critical Performance
Spot Performance
Personality Growth
Loyalty Recognition
Best of the Best (Individual, Team, Group Recognitions)
Career Planning
Developmental Deliverables
Succession Planning
Developmental Deliverables
Industry/Competitor Analysis
Organization Mission / Vision, Business Goals, Strategy,
Organization Life Cycle Stage
Organization Competency Identification (Key Competencies Required)
Competency Dictionary
Definitions
Proficiency Levels Defined
Existing Organization Competency Assessment
Existing Proficiency Levels
Competency Prioritization
GAP Analysis
Competency Map (Employee Ratings, Observed / Desired / Gaps)
Employee Prioritization for Competency Development
Competency Development Programme.
Training Needs Identification
Skill-Gap Analysis
Competency Map (Employee Ratings, Observed / Desired / Gaps)
Individual Analysis
Faculty Feedback & Analysis
Employee / Supervisor Feedback
Training Calender
Prioritized List of Training Programmes
Training & Development Plans (Technical / Soft Skills / Knowledge)
Competency Development Programme.
Skill Development Programme
Performance Improvement Programme
Developing Knowledge Sharing Practices
Training Effectiveness Parameters
Key Improvement Indicators Defined (Performance, Skills, Competence)
Time Frame for Improvement
Review Mechanism
Salary Structure (Fixed, Variables, Perks)
Employee Welfare Schemes
Insurance Covers
Retirement Benefits
Tax Consulting
Legal Compliances (Employment / Labor / Compensation Acts)
Incentives, Motivational Allowances
Employee Benefit Schemes
Birthdays / Anniversaries
Festival Events
Sports Events
InterGroup Events / Competitions / Games / Quizzes
Health & Safety Measures
Page # 367 of 465
KENMORE COMPETENCY CHART Dated : 28.02.2003
S.No. Position Department Min. Exp. Qualification Skills
Incoming Inspection QA Required 1 Year Diploma/ITI
Existing 5 Years DiplomaGap NIL NIL NIL
In-process Inspection QA Required 1 Year Diploma/ITI
Existing 1-15 Years Diploma & ITIGap NIL NIL NIL
Pre-Dispatch Inspection QA Required 1 Year Diploma/ITI
Existing 3 Years BEGap NIL NIL NIL
Standard Room Activities QA Required 1 Year Diploma/ITI
Existing 3 Years DiplomaGap NIL NIL NIL
Supplier Quality Assurance QA Required 5 Years Diploma
Existing 24 Years DiplomaGap NIL NIL NIL
Functional Head QA Required 8 Years BE/B.Tech
knowledge of Quality instruments/gauges, knowledge of IS Standars, Supplier development, SPC, MSA, QMS knowledge
knowledge of Quality instruments/gauges, knowledge of IS Standars, Supplier development, SPC, MSA, QMS knowledge
knowledge of Quality instruments/gauges, knowledge of IS Standars, SPC, MSA, Problem solving techniques, QMS knowledge
knowledge of Quality instruments/gauges, knowledge of IS Standars, SPC, MSA, Problem solving techniques, QMS knowledge
knowledge of Quality instruments/gauges, knowledge of IS Standars, SPC, MSA, Problem solving techniques, QMS knowledge, Liasoning with customer
knowledge of Quality instruments/gauges, knowledge of IS Standars, SPC, MSA, Problem solving techniques, QMS knowledge, Liasoning with customer
knowledge of Quality instruments/gauges/equipments, knowledge of IS Standars, SPC, MSA, knowledge of ISO/IS 17025, QMS knowledge
knowledge of Quality instruments/gauges/equipments, knowledge of IS Standars, SPC, MSA, knowledge of ISO/IS 17025, QMS knowledge
knowledge of Quality instruments/gauges, knowledge of IS Standars, Supplier development, SPC, MSA, QMS knowledge, Liasoning with supplier
knowledge of Quality instruments/gauges, knowledge of IS Standars, Supplier development, SPC, MSA, QMS knowledge, Liasoning with supplier
Quality Planning, manpower handling, Customer support, QMS knowledge, Liasoning with supplier/customer/interna departments.
Page # 368 of 465
KENMORE COMPETENCY CHART Dated : 28.02.2003
S.No. Position Department Min. Exp. Qualification Skills
Existing 9 Years BEGap NIL NIL NIL
Operators (Conventional) Production Required 1 Year
Existing 1-13 Years ITI / 1 yrs exp.Gap NIL NIL NIL
Operators (CNC) Production Required 1 Year
Existing 1-16 Years Dip & ITIGap NIL NIL NIL
Operators (RD) Production Required 1 Year
Existing 1-3 Years Dip & B.A.Gap NIL NIL NIL
Supervisor (Conventional) Production Required 5 Years Diploma/ITI
Existing 13-19 Yrs ITIGap NIL NIL NIL
Supervisor (CNC) Production Required 5 Years Diploma/ITI
Existing 6-19 Yrs Dip & ITIGap NIL NIL NIL
Quality Planning, manpower handling, Customer support, QMS knowledge, Liasoning with supplier/customer/interna departments.
Diploma/ITI or 1 yrs exp.
Operation of conventional machines, Usage of Measuring Instruments/Gauges
Operation of conventional machines, Usage of Measuring Instruments/Gauges
Diploma/ITI or 3 yrs exp.
Operation of CNC machines, Tool & M/c settings, Programming knowledge, Usage of Measuring Instruments/Gauges, engg. Drgs.
Operation of CNC machines, Tool & M/c settings, Programming knowledge, Usage of Measuring Instruments/Gauges, engg. Drgs.
Diploma/ITI or Graduate
Operation of Welding machines, Power press, Assembly knowledge, Usage of Measuring Instruments/Gauges
Operation of Welding machines, Power press, Assembly knowledge, Usage of Measuring Instruments/Gauges
Operation of conventional machines, Usage of Measuring Instruments/Gauges, Production Planning skills, Manpower handling, Problem solving skills, Tool selection skills
Operation of conventional machines, Usage of Measuring Instruments/Gauges, Production Planning skills, Manpower handling, Problem solving skills, Tool selection skills
Operation of CNC machines, Tool & M/c settings, Programming knowledge, Usage of Measuring Instruments/Gauges, understanding of Engg. Drawings, Production Planning, Manpower handling, Problem solving skills, Tool selection skills
Operation of CNC machines, Tool & M/c settings, Programming knowledge, Usage of Measuring Instruments/Gauges, understanding of Engg. Drawings, Production Planning, Manpower handling, Problem solving skills, Tool selection skills
Page # 369 of 465
KENMORE COMPETENCY CHART Dated : 28.02.2003
S.No. Position Department Min. Exp. Qualification Skills
Supervisor (RD) Production Required 5 Years Diploma/ITI
Existing 3 Years DiplomaGap (2 Yrs) NIL NIL
Engg. Application (Conv.) Production Required 5 Years Diploma
Existing 7 Years DiplomaGap NIL NIL NIL
Engg. Application (CNC) Production Required 5 Years Diploma
Existing 7 Years DiplomaGap NIL NIL NIL
Operation & setting of Welding machines, Power press, Assembly knowledge, Usage of Measuring Instruments/Gauges, Production Planning, Manpower handling, Problem solving & reporting skills.
Operation & setting of Welding machines, Power press, Assembly knowledge, Usage of Measuring Instruments/Gauges, Production Planning, Manpower handling, Problem solving & reporting skills.
Knowledge of conventional machines, Usage of Measuring Instruments/Gauges, Production Planning skills, Manpower handling, Problem solving skills, Tool selection skills, Corrective & Preventive actions.
Knowledge of conventional machines, Usage of Measuring Instruments/Gauges, Production Planning skills, Manpower handling, Problem solving skills, Tool selection skills, Corrective & Preventive actions.
Operation of CNC machines, Tool & M/c settings, Programming knowledge, Usage of Measuring Instruments/Gauges, understanding of Engg. Drawings, Production Planning, Manpower handling, Problem solving skills, Tool selection skills, Productivity improvement, Optimum utilisation of machines, tools, manpower & material, continuous improvement in process.
Operation of CNC machines, Tool & M/c settings, Programming knowledge, Usage of Measuring Instruments/Gauges, understanding of Engg. Drawings, Production Planning, Manpower handling, Problem solving skills, Tool selection skills, Productivity improvement, Optimum utilisation of machines, tools, manpower & material, continuous improvement in process.
Page # 370 of 465
KENMORE COMPETENCY CHART Dated : 28.02.2003
S.No. Position Department Min. Exp. Qualification Skills
Functional Head Production Required 8 Years BE/B.Tech
Existing 11 Years B.TechGap NIL NIL NIL
Non-production items VD/Purchase Required 2 Years
Existing 9 Years 10+2Gap NIL NIL NIL
Production items VD/Purchase Required 2 Years
Existing 5 Years 10+2Gap NIL NIL NIL
Purchase Planning VD/Purchase Required 4 Years Diploma
Existing 6 Years DiplomaGap NIL NIL NIL
Knowledge of CNC, Conventional machines and assembly line, CNC Application, Measuring Instruments/equipments, Engg. Drawings, Production Planning, Manpower selection & handling, Industrial Engg. Application, Problem solving, New Product & Process Development, Product Part Approval Process, SPC Application, Productivity, Optimum utilisation of P & M, Continuous improvement projects, QMS implementation
Knowledge of CNC, Conventional machines and assembly line, CNC Application, Measuring Instruments/equipments, Engg. Drawings, Production Planning, Manpower selection & handling, Industrial Engg. Application, Problem solving, New Product & Process Development, Product Part Approval Process, SPC Application, Productivity, Optimum utilisation of P & M, Continuous improvement projects, QMS implementation
Diploma or 5 yrs exp.
Knowledge of Market, drawings, materials, communication skills, Liasoning with parties
Knowledge of Market, drawings, materials, communication skills, Liasoning with parties
Diploma or 5 yrs exp.
Knowledge of Market, drawings, materials, communication skills, Liasoning with parties, Stock monitoring skills.
Knowledge of Market, drawings, materials, communication skills, Liasoning with parties, Stock monitoring skills.
Knowledge of Market, drawings, materials, communication skills, Liasoning with parties, Stock monitoring skills, knowledge fo lead time of critical items, Manpower handling, knowledge of machining operations.
Knowledge of Market, drawings, materials, communication skills, Liasoning with parties, Stock monitoring skills, knowledge fo lead time of critical items, Manpower handling, knowledge of machining operations.
Page # 371 of 465
KENMORE COMPETENCY CHART Dated : 28.02.2003
S.No. Position Department Min. Exp. Qualification Skills
Contract Review Mktg. & Sales Required 5 Years Diploma
Existing 10 Years B.Tech & MBAGap NIL NIL NIL
Sales Plan Mktg. & Sales Required 5 Years Diploma
Existing 10 Years B.Tech & MBAGap
Customer Satisfaction Mktg. & Sales Required 5 Years Diploma Awareness about various customer specific requirements.
Existing 10 Years B.Tech & MBA Awareness about various customer specific requirements.Gap NIL NIL NIL
New Business Development Mktg. & Sales Required 5 Years Diploma
Existing 10 Years B.Tech & MBAGap NIL NIL NIL
APQP Dev. & P.E. Required 3 Years Diploma Awareness about APQP techniques and procedures.Existing 5-24 Years BE & Diploma Awareness about APQP techniques and procedures.Gap NIL NIL NIL
Drawings/Specifications Dev. & P.E. Required 3 Years Diploma
Existing 3-5 Years DiplomaGap NIL NIL NIL
Document Control Dev. & P.E. Required 3 Years Diploma Awareness of TS/QS standards, documentation procedures.Existing 3-5 Years Diploma Awareness of TS/QS standards, documentation procedures.Gap NIL NIL NIL
Tool/Fixtures management Dev. & P.E. Required 2 Years Diploma Knowledge of tool/jigs/fixtures and their designing.
Awareness about commercial terms & conditions, prevailing practices in the industry, interpersonal & communication skills.
Awareness about commercial terms & conditions, prevailing practices in the industry, interpersonal & communication skills.
Knowledge of customer delivery schedule, buffer stock, customer forecast and sales planning procedures.
Knowledge of customer delivery schedule, buffer stock, customer forecast and sales planning procedures.
Awareness about market scenario, new trends & development, commercial terms & conditions, prevailing practices in the industry, interpersonal & communication skills.
Awareness about market scenario, new trends & development, commercial terms & conditions, prevailing practices in the industry, interpersonal & communication skills.
Knowledge of Autocad, ability to read drawings, ability to read GD&T (Geometrical Dimensioning & Tolerances).
Knowledge of Autocad, ability to read drawings, ability to read GD&T (Geometrical Dimensioning & Tolerances).
Page # 372 of 465
KENMORE COMPETENCY CHART Dated : 28.02.2003
S.No. Position Department Min. Exp. Qualification SkillsExisting 3-5 Years Diploma Knowledge of tool/jigs/fixtures and their designing.Gap NIL NIL NIL
Internal Quality Audit M.R. Required 5 Years Diploma
Existing 10 Years B.Tech & MBAGap NIL NIL NIL
Systems Implementation M.R. Required 5 Years Diploma Awareness of TS/QS standards, documentation procedures.
Existing 10 Years B.Tech & MBA Awareness of TS/QS standards, documentation procedures.Gap NIL NIL NIL
Recruitment H.R.M. Required 3 Years
Existing 7 Years MDPM&IRGap NIL NIL NIL
Training H.R.M. Required 3 Years
Existing 7 Years MDPM&IRGap NIL NIL NIL
H.R.M. Required 3 Years
Existing 7 years MDPM&IRGap NIL NIL NIL
Time Keeping P & A Required 1 Year
Existing 7 Years MDPM&IR
Qualified Internal Quality Auditor, Awareness of all functions & procedures.
Qualified Internal Quality Auditor, Awareness of all functions & procedures.
PGDPM or MBA / MSW or 5 yrs exp.
Knowledge of market sources, Interpersonal, Communication, Negotiation, Wage fixation skills.
Knowledge of market sources, Interpersonal, Communication, Negotiation, Wage fixation skills.
PGDPM or MBA / MSW or 5 yrs exp.
Training need identification skills, coordination, administration, training effect evaluation, interpersonal & communication skills.
Training need identification skills, coordination, administration, training effect evaluation, interpersonal & communication skills.
Appraisal & Development and Motivation
PGDPM or MBA / MSW or 5 yrs exp.
Coordination, administration, interpersonal & communication skills, knowledge of process of industry
Coordination, administration, interpersonal & communication skills, knowledge of process of industry
DPM or 2 yrs exp.
Knowledge of various documents to be maintained and under Labour Laws, Legible handwriting.
Knowledge of various documents to be maintained and under Labour Laws, Legible handwriting.
Page # 373 of 465
KENMORE COMPETENCY CHART Dated : 28.02.2003
S.No. Position Department Min. Exp. Qualification SkillsGap NIL NIL NIL
Salary Administration P & A Required 1 Year
Existing 7 Years MDPM&IRGap NIL NIL NIL
Office/Factory Administration P & A Required 1 Year
Existing 7 Years MDPM&IRGap NIL NIL NIL
Lieasoning with Govt. Deptts. P & A Required 3 Years
Existing 7 Years MDPM&IRGap NIL NIL NIL
Record Keeping Excise Required 2 Years Graduation
Existing 7 YearsGap NIL NIL NIL
Reports & Returns Excise Required 2 Years Graduation
Existing 7 YearsGap NIL NIL NIL
Banking & Book Keeping Finance & A/c Required 2 yrs Graduate understanding of banking functions & accounting standardsExisting 4-9 Years Graduate understanding of banking functions & accounting standardsGap NIL NIL NIL
DPM or 2 yrs exp.
Knowledge of wage components, sums deductibe under various Labour Laws, PF, ESI, Bonus, Gratuity etc.
Knowledge of wage components, sums deductibe under various Labour Laws, PF, ESI, Bonus, Gratuity etc.
DPM or 2 yrs exp.
Knowledge of general rules and Labour Laws, Knowledge of local authority's laws & licences to be taken under them like Municipal Corporation, Pollution, Telephone, Electricity etc.
Knowledge of general rules and Labour Laws, Knowledge of local authority's laws & licences to be taken under them like Municipal Corporation, Pollution, Telephone, Electricity etc.
PGDPM or MBA / MSW or 5 yrs exp.
Liasoning skills, interpersonal, coordination and communication skills, knowledge of various rules/laws related to industry.
Liasoning skills, interpersonal, coordination and communication skills, knowledge of various rules/laws related to industry.
Knowledge of Excise Act and Rules, documents maintained under them, legible handwriting, computer knowledge.
B.Com & DCCE
Knowledge of Excise Act and Rules, documents maintained under them, legible handwriting, computer knowledge.
Knowledge of Excise Act and Rules, documents maintained under them, legible handwriting, computer knowledge.
B.Com & DCCE
Knowledge of Excise Act and Rules, documents maintained under them, legible handwriting, computer knowledge.
Page # 374 of 465
KENMORE COMPETENCY CHART Dated : 28.02.2003
S.No. Position Department Min. Exp. Qualification Skills
Functional Head Finance & A/c Required 5 yrs
Existing 9 Years ICWA (Inter)Gap NIL NIL NIL
Incoming Material Stores Required 2 Years
Existing 9 Years B.ComGap NIL NIL NIL
Issue & Control of material Stores Required 2 Years
Existing 8 Years B.A. Hons.Gap NIL NIL NIL
Inventory Management Stores Required 2 Years
Existing 8 Years B.A. Hons.Gap NIL NIL NIL
Preservation Stores Required 2 Years
Existing 8 Years B.A. Hons.Gap NIL NIL NIL
Dispatch Stores Required 2 Years
Existing 6 Years DiplomaGap NIL NIL NIL
Breakdown/Trouble Shooting Maintenance Required 1 Year
CA/ICWA (Inter)
Funds Planning, manpower handling, QMS knowledge, Liasoning with supplier/customer/banks/statutory authorities.
Funds Planning, manpower handling, QMS knowledge, Liasoning with supplier/customer/banks/statutory authorities.
Dip or 5 yrs exp.
Basic understanding of book keeping, identification of the materials, knowledge of QMS
Basic understanding of book keeping, identification of the materials, knowledge of QMS
Dip or 5 yrs exp.
Basic understanding of book keeping, identification of the materials, knowledge of QMS
Basic understanding of book keeping, identification of the materials, knowledge of QMS
Dip or 5 yrs exp.
Basic understanding of book keeping, identification of the materials, knowledge of FIFO, knowledge of QMS
Basic understanding of book keeping, identification of the materials, knowledge of FIFO, knowledge of QMS
Dip or 5 yrs exp.
Basic understanding of book keeping, identification of the materials, knowledge of FIFO, knowledge of QMS
Basic understanding of book keeping, identification of the materials, knowledge of FIFO, knowledge of QMS
Dip or 5 yrs exp.
Basic understanding of book keeping, identification of the materials, knowledge of QMS
Basic understanding of book keeping, identification of the materials, knowledge of QMS
Dip/ITI or 5 yrs exp.
Basic knowledge of Electricals, Mechanical & utilities, Analysis of B/down, familiar with working of machines, knowledge of Alarm message in case of CNC M/c
Page # 375 of 465
KENMORE COMPETENCY CHART Dated : 28.02.2003
S.No. Position Department Min. Exp. Qualification Skills
Existing 2-18 YearsGap NIL NIL NIL
Preventive Maintenance Required 1 Year
Existing 2-18 YearsGap NIL NIL NIL
Predictive Maintenance Required 1 Year
Existing 2-18 YearsGap NIL NIL NIL
Spares Part Control Maintenance Required 1 Year
Existing 18 Years DiplomaGap NIL NIL NIL
Functional Head Maintenance Required 5 Years Diploma
Existing 18 Years Diploma
Dip & Non-ITI with 6-11 years experience
Basic knowledge of Electricals, Mechanical & utilities, Analysis of B/down, familiar with working of machines, knowledge of Alarm message in case of CNC M/c
Dip/ITI or 5 yrs exp.
Basic knowledge of Electricals, Mechanical & utilities, familiar with working of machines, Machine Manuals understanding.
Dip & Non-ITI with 6-11 years experience
Basic knowledge of Electricals, Mechanical & utilities, familiar with working of machines, Machine Manuals understanding.
Dip/ITI or 5 yrs exp.
Basic knowledge of Electricals, Mechanical & utilities, familiar with working of machines, Machine Manuals understanding, ability to assess future problems.
Dip & Non-ITI with 6-11 years experience
Basic knowledge of Electricals, Mechanical & utilities, familiar with working of machines, Machine Manuals understanding, ability to assess future problems.
Dip/ITI or 5 yrs exp.
Basic knowledge of Electricals, Mechanical & utilities, familiar with working of machines, Machine Manuals understanding, ability to assess future problems. Inventory management skills
Basic knowledge of Electricals, Mechanical & utilities, familiar with working of machines, Machine Manuals understanding, ability to assess future problems. Inventory management skills
Basic knowledge of Electricals, Mechanical & utilities, familiar with working of machines, Machine Manuals understanding, ability to assess future problems. Inventory management skills, Planning, Work Management, Manpower handling, Analysis & Trouble shooting of break down, Liasoning with suppliers.
Basic knowledge of Electricals, Mechanical & utilities, familiar with working of machines, Machine Manuals understanding, ability to assess future problems. Inventory management skills, Planning, Work Management, Manpower handling, Analysis & Trouble shooting of break down, Liasoning with suppliers.
Page # 376 of 465
KENMORE COMPETENCY CHART Dated : 28.02.2003
S.No. Position Department Min. Exp. Qualification SkillsGap NIL NIL NIL
Page 377 of 465
COMPETENCY CHART Dated : 01.04.2004
S.No. Position Department Min. Exp. Qualification Skills
1 Incoming Inspection QA Required 1 Year Diploma/ITI
Existing 5 Years Diploma
Gap NIL NIL NIL
2 In-process Inspection QA Required 1 Year Diploma/ITI
Existing 1-16 Years Diploma & ITI
Gap NIL NIL NIL
3 Pre-Dispatch Inspection QA Required 1 Year Diploma/ITI
Existing 4 Years BE
Gap NIL NIL NIL
4 Standard Room Activities QA Required 1 Year Diploma/ITI
Existing 4 Years Diploma
Gap NIL NIL NIL
5 Supplier Quality Assurance QA Required 5 Years Diploma
Existing 2-6 Years Diploma
Gap NIL NIL NIL
6 Functional Head QA Required 8 Years BE/B.Tech
Existing 10 Years BE
Gap NIL NIL NIL
knowledge of Quality instruments/gauges, knowledge of IS Standars, Supplier development, SPC, MSA, QMS knowledge
knowledge of Quality instruments/gauges, knowledge of IS Standars, Supplier development, SPC, MSA, QMS knowledge
knowledge of Quality instruments/gauges, knowledge of IS Standars, SPC, MSA, Problem solving techniques, QMS knowledge
knowledge of Quality instruments/gauges, knowledge of IS Standars, SPC, MSA, Problem solving techniques, QMS knowledge
knowledge of Quality instruments/gauges, knowledge of IS Standars, SPC, MSA, Problem solving techniques, QMS knowledge, Liasoning with customer
knowledge of Quality instruments/gauges, knowledge of IS Standars, SPC, MSA, Problem solving techniques, QMS knowledge, Liasoning with customer
knowledge of Quality instruments/gauges/equipments, knowledge of IS Standars, SPC, MSA, knowledge of ISO/IS 17025, QMS knowledge
knowledge of Quality instruments/gauges/equipments, knowledge of IS Standars, SPC, MSA, knowledge of ISO/IS 17025, QMS knowledge
knowledge of Quality instruments/gauges, knowledge of IS Standars, Supplier development, SPC, MSA, QMS knowledge, Liasoning with supplier
knowledge of Quality instruments/gauges, knowledge of IS Standars, Supplier development, SPC, MSA, QMS knowledge, Liasoning with supplier
Quality Planning, manpower handling, Customer support, QMS knowledge, Liasoning with supplier/customer/interna departments.
Quality Planning, manpower handling, Customer support, QMS knowledge, Liasoning with supplier/customer/interna departments.
Page 378 of 465
COMPETENCY CHART Dated : 01.04.2004
S.No. Position Department Min. Exp. Qualification Skills
7 Operators (Conventional) Production Required 1 Year
Existing 1-14 Years ITI / 1 yrs exp.
Gap NIL NIL NIL
8 Operators (CNC) Production Required 1 Year
Existing 1-17 Years Dip & ITI
Gap NIL NIL NIL
9 Operators (RD) Production Required 1 Year
Existing 1-4 Years Dip & B.A.
Gap NIL NIL NIL
10 Supervisor (Conventional) Production Required 5 Years Diploma/ITI
Existing 14-20 Yrs ITI
Gap NIL NIL NIL
11 Supervisor (CNC) Production Required 5 Years Diploma/ITI
Existing 7-20 Yrs Dip & ITI
Gap NIL NIL NIL
12 Supervisor (RD) Production Required 5 Years Diploma/ITI
Existing 4 Years Diploma
Diploma/ITI or 1 yrs exp.
Operation of conventional machines, Usage of Measuring Instruments/Gauges
Operation of conventional machines, Usage of Measuring Instruments/Gauges
Diploma/ITI or 3 yrs exp.
Operation of CNC machines, Tool & M/c settings, Programming knowledge, Usage of Measuring Instruments/Gauges, engg. Drgs.
Operation of CNC machines, Tool & M/c settings, Programming knowledge, Usage of Measuring Instruments/Gauges, engg. Drgs.
Diploma/ITI or Graduate
Operation of Welding machines, Power press, Assembly knowledge, Usage of Measuring Instruments/Gauges
Operation of Welding machines, Power press, Assembly knowledge, Usage of Measuring Instruments/Gauges
Operation of conventional machines, Usage of Measuring Instruments/Gauges, Production Planning skills, Manpower handling, Problem solving skills, Tool selection skills
Operation of conventional machines, Usage of Measuring Instruments/Gauges, Production Planning skills, Manpower handling, Problem solving skills, Tool selection skills
Operation of CNC machines, Tool & M/c settings, Programming knowledge, Usage of Measuring Instruments/Gauges, understanding of Engg. Drawings, Production Planning, Manpower handling, Problem solving skills, Tool selection skills
Operation of CNC machines, Tool & M/c settings, Programming knowledge, Usage of Measuring Instruments/Gauges, understanding of Engg. Drawings, Production Planning, Manpower handling, Problem solving skills, Tool selection skills
Operation & setting of Welding machines, Power press, Assembly knowledge, Usage of Measuring Instruments/Gauges, Production Planning, Manpower handling, Problem solving & reporting skills.
Operation & setting of Welding machines, Power press, Assembly knowledge, Usage of Measuring Instruments/Gauges, Production Planning, Manpower handling, Problem solving & reporting skills.
Page 379 of 465
COMPETENCY CHART Dated : 01.04.2004
S.No. Position Department Min. Exp. Qualification Skills
Gap (1 Yrs) NIL NIL
13 Engg. Application (Conv.) Production Required 5 Years Diploma
Existing 26 Years Diploma
Gap NIL NIL NIL
14 Engg. Application (CNC) Production Required 5 Years Diploma
Existing 8-10 Years Diploma
Gap NIL NIL NIL
15 Functional Head Production Required 8 Years BE/B.Tech
Existing 12 Years B.Tech
Gap NIL NIL NIL
Knowledge of conventional machines, Usage of Measuring Instruments/Gauges, Production Planning skills, Manpower handling, Problem solving skills, Tool selection skills, Corrective & Preventive actions.
Knowledge of conventional machines, Usage of Measuring Instruments/Gauges, Production Planning skills, Manpower handling, Problem solving skills, Tool selection skills, Corrective & Preventive actions.
Operation of CNC machines, Tool & M/c settings, Programming knowledge, Usage of Measuring Instruments/Gauges, understanding of Engg. Drawings, Production Planning, Manpower handling, Problem solving skills, Tool selection skills, Productivity improvement, Optimum utilisation of machines, tools, manpower & material, continuous improvement in process.
Operation of CNC machines, Tool & M/c settings, Programming knowledge, Usage of Measuring Instruments/Gauges, understanding of Engg. Drawings, Production Planning, Manpower handling, Problem solving skills, Tool selection skills, Productivity improvement, Optimum utilisation of machines, tools, manpower & material, continuous improvement in process.
Knowledge of CNC, Conventional machines and assembly line, CNC Application, Measuring Instruments/equipments, Engg. Drawings, Production Planning, Manpower selection & handling, Industrial Engg. Application, Problem solving, New Product & Process Development, Product Part Approval Process, SPC Application, Productivity, Optimum utilisation of P & M, Continuous improvement projects, QMS implementation
Knowledge of CNC, Conventional machines and assembly line, CNC Application, Measuring Instruments/equipments, Engg. Drawings, Production Planning, Manpower selection & handling, Industrial Engg. Application, Problem solving, New Product & Process Development, Product Part Approval Process, SPC Application, Productivity, Optimum utilisation of P & M, Continuous improvement projects, QMS implementation
Page 380 of 465
COMPETENCY CHART Dated : 01.04.2004
S.No. Position Department Min. Exp. Qualification Skills
16 Non-production items VD/Purchase Required 2 Years
Existing 10 Years 10+2
Gap NIL NIL NIL
17 Production items VD/Purchase Required 2 Years
Existing 6 Years 10+2
Gap NIL NIL NIL
18 Purchase Planning VD/Purchase Required 4 Years Diploma
Existing 7 Years Diploma
Gap NIL NIL NIL
19 Contract Review Mktg. & Sales Required 5 Years Diploma
Existing 11 Years B.Tech & MBA
Gap NIL NIL NIL
20 Sales Plan Mktg. & Sales Required 5 Years Diploma
Existing 11 Years B.Tech & MBA
Gap21 Customer Satisfaction Mktg. & Sales Required 5 Years Diploma Awareness about various customer specific requirements.
Existing 11 Years B.Tech & MBA Awareness about various customer specific requirements.
Gap NIL NIL NIL
22 New Business Development Mktg. & Sales Required 5 Years Diploma
Diploma or 5 yrs exp.
Knowledge of Market, drawings, materials, communication skills, Liasoning with parties
Knowledge of Market, drawings, materials, communication skills, Liasoning with parties
Diploma or 5 yrs exp.
Knowledge of Market, drawings, materials, communication skills, Liasoning with parties, Stock monitoring skills.
Knowledge of Market, drawings, materials, communication skills, Liasoning with parties, Stock monitoring skills.
Knowledge of Market, drawings, materials, communication skills, Liasoning with parties, Stock monitoring skills, knowledge fo lead time of critical items, Manpower handling, knowledge of machining operations.
Knowledge of Market, drawings, materials, communication skills, Liasoning with parties, Stock monitoring skills, knowledge fo lead time of critical items, Manpower handling, knowledge of machining operations.
Awareness about commercial terms & conditions, prevailing practices in the industry, interpersonal & communication skills.
Awareness about commercial terms & conditions, prevailing practices in the industry, interpersonal & communication skills.
Knowledge of customer delivery schedule, buffer stock, customer forecast and sales planning procedures.
Knowledge of customer delivery schedule, buffer stock, customer forecast and sales planning procedures.
Awareness about market scenario, new trends & development, commercial terms & conditions, prevailing practices in the industry, interpersonal & communication skills.
Page 381 of 465
COMPETENCY CHART Dated : 01.04.2004
S.No. Position Department Min. Exp. Qualification Skills
Existing 11 Years B.Tech & MBA
Gap NIL NIL NIL
23 APQP Dev. & P.E. Required 3 Years Diploma Awareness about APQP techniques and procedures.Existing 5-25 Years BE & Diploma Awareness about APQP techniques and procedures.Gap NIL NIL NIL
24 Drawings/Specifications Dev. & P.E. Required 3 Years Diploma
Existing 4 Years Diploma
Gap NIL NIL NIL25 Document Control Dev. & P.E. Required 3 Years Diploma Awareness of TS/QS standards, documentation procedures.
Existing 4 Years Diploma Awareness of TS/QS standards, documentation procedures.Gap NIL NIL NIL
26 Tool/Fixtures management Dev. & P.E. Required 2 Years Diploma Knowledge of tool/jigs/fixtures and their designing.Existing 4 Years Diploma Knowledge of tool/jigs/fixtures and their designing.Gap NIL NIL NIL
27 Internal Quality Audit M.R. Required 5 Years Diploma
Existing 6-12 Years
Gap NIL NIL NIL28 Systems Implementation M.R. Required 5 Years Diploma Awareness of TS/QS standards, documentation procedures.
Existing 6 Years Diploma Awareness of TS/QS standards, documentation procedures.Gap NIL NIL NIL
29 Recruitment H.R.M. Required 3 Years
Existing 8 Years MDPM&IR
Gap NIL NIL NIL
Awareness about market scenario, new trends & development, commercial terms & conditions, prevailing practices in the industry, interpersonal & communication skills.
Knowledge of Autocad, ability to read drawings, ability to read GD&T (Geometrical Dimensioning & Tolerances).
Knowledge of Autocad, ability to read drawings, ability to read GD&T (Geometrical Dimensioning & Tolerances).
Qualified Internal Quality Auditor, Awareness of all functions & procedures.
B.Tech, B.E. & Diploma
Qualified Internal Quality Auditor, Awareness of all functions & procedures.
PGDPM or MBA / MSW or 5 yrs exp.
Knowledge of market sources, knowledge of processes of industry, Interpersonal, Communication, Negotiation, Wage fixation skills.
Knowledge of market sources, knowledge of processes of industry, Interpersonal, Communication, Negotiation, Wage fixation skills.
Page 382 of 465
COMPETENCY CHART Dated : 01.04.2004
S.No. Position Department Min. Exp. Qualification Skills
30 Training H.R.M. Required 3 Years
Existing 8 Years MDPM&IR
Gap NIL NIL NIL
31 H.R.M. Required 3 Years
Existing 8 years MDPM&IR
Gap NIL NIL NIL
32 Time Keeping P & A Required 1 Year
Existing 1 Years DPM
Gap NIL NIL NIL
33 Salary Administration P & A Required 1 Year
Existing 8 Years MDPM&IR
Gap NIL NIL NIL
34 Office/Factory Administration P & A Required 1 Year
Existing 8 Years MDPM&IR
Gap NIL NIL NIL
35 Liasoning with Govt. Deptts. P & A Required 3 Years
Existing 8 Years MDPM&IR
Gap NIL NIL NIL
36 Record Keeping Excise Required 2 Years Graduation
PGDPM or MBA / MSW or 5 yrs exp.
Training need identification skills, coordination, administration, training effect evaluation, interpersonal & communication skills.
Training need identification skills, coordination, administration, training effect evaluation, interpersonal & communication skills.
Appraisal & Development and Motivation
PGDPM or MBA / MSW or 5 yrs exp.
Coordination, administration, interpersonal & communication skills, knowledge of process of industry
Coordination, administration, interpersonal & communication skills, knowledge of process of industry
DPM or 2 yrs exp.
Knowledge of various documents to be maintained and under Labour Laws, Legible handwriting.
Knowledge of various documents to be maintained and under Labour Laws, Legible handwriting.
DPM or 2 yrs exp.
Knowledge of wage components, sums deductibe under various Labour Laws, PF, ESI, Bonus, Gratuity etc.
Knowledge of wage components, sums deductibe under various Labour Laws, PF, ESI, Bonus, Gratuity etc.
DPM or 2 yrs exp.
Knowledge of general rules and Labour Laws, Knowledge of local authority's laws & licences to be taken under them like Municipal Corporation, Pollution, Telephone, Electricity etc.
Knowledge of general rules and Labour Laws, Knowledge of local authority's laws & licences to be taken under them like Municipal Corporation, Pollution, Telephone, Electricity etc.
PGDPM or MBA / MSW or 5 yrs exp.
Liasoning skills, interpersonal, coordination and communication skills, knowledge of various rules/laws related to industry.
Liasoning skills, interpersonal, coordination and communication skills, knowledge of various rules/laws related to industry.
Knowledge of Excise Act and Rules, documents maintained under them, legible handwriting, computer knowledge.
Page 383 of 465
COMPETENCY CHART Dated : 01.04.2004
S.No. Position Department Min. Exp. Qualification Skills
Existing 8 Years
Gap NIL NIL NIL
37 Reports & Returns Excise Required 2 Years Graduation
Existing 8 Years
Gap NIL NIL NIL
38 Banking & Book Keeping Finance & A/c Required 2 yrs Graduate understanding of banking functions & accounting standardsExisting 4-10 Years Graduate understanding of banking functions & accounting standardsGap NIL NIL NIL
39 Functional Head Finance & A/c Required 5 yrs
Existing 10 Years ICWA (Inter)
Gap NIL NIL NIL
40 Incoming Material Stores Required 2 Years
Existing 10 Years Graduate
Gap NIL NIL NIL
41 Issue & Control of material Stores Required 2 Years
Existing 9 Years Graduate
Gap NIL NIL NIL
42 Inventory Management Stores Required 2 Years
Existing 9 Years Graduate
Gap NIL NIL NIL
43 Preservation Stores Required 2 Years
Existing 9 Years Graduate
Gap NIL NIL NIL
B.Com & DCCE
Knowledge of Excise Act and Rules, documents maintained under them, legible handwriting, computer knowledge.
Knowledge of Excise Act and Rules, documents maintained under them, legible handwriting, computer knowledge.
B.Com & DCCE
Knowledge of Excise Act and Rules, documents maintained under them, legible handwriting, computer knowledge.
CA/ICWA (Inter)
Funds Planning, manpower handling, QMS knowledge, Liasoning with supplier/customer/banks/statutory authorities.
Funds Planning, manpower handling, QMS knowledge, Liasoning with supplier/customer/banks/statutory authorities.
Dip or 5 yrs exp.
Basic understanding of book keeping, identification of the materials, knowledge of QMS
Basic understanding of book keeping, identification of the materials, knowledge of QMS
Dip or 5 yrs exp.
Basic understanding of book keeping, identification of the materials, knowledge of QMS
Basic understanding of book keeping, identification of the materials, knowledge of QMS
Dip or 5 yrs exp.
Basic understanding of book keeping, identification of the materials, knowledge of FIFO, knowledge of QMS
Basic understanding of book keeping, identification of the materials, knowledge of FIFO, knowledge of QMS
Dip or 5 yrs exp.
Basic understanding of book keeping, identification of the materials, knowledge of FIFO, knowledge of QMS
Basic understanding of book keeping, identification of the materials, knowledge of FIFO, knowledge of QMS
Page 384 of 465
COMPETENCY CHART Dated : 01.04.2004
S.No. Position Department Min. Exp. Qualification Skills
44 Dispatch Stores Required 2 Years
Existing 7 Years Diploma
Gap NIL NIL NIL
45 Breakdown/Trouble Shooting Maintenance Required 1 Year
Existing 1-20 Years
Gap NIL NIL NIL
46 Preventive Maintenance Required 1 Year
Existing 1-20 Years
Gap NIL NIL NIL
47 Predictive Maintenance Required 1 Year
Existing 1-20 Years
Gap NIL NIL NIL
48 Spares Part Control Maintenance Required 1 Year
Existing 20 Years Diploma
Gap NIL NIL NIL
Dip or 5 yrs exp.
Basic understanding of book keeping, identification of the materials, knowledge of QMS
Basic understanding of book keeping, identification of the materials, knowledge of QMS
Dip/ITI or 5 yrs exp.
Basic knowledge of Electricals, Mechanical & utilities, Analysis of B/down, familiar with working of machines, knowledge of Alarm message in case of CNC M/c
Dip, BE & Non-ITI with 12 years exp.
Basic knowledge of Electricals, Mechanical & utilities, Analysis of B/down, familiar with working of machines, knowledge of Alarm message in case of CNC M/c
Dip/ITI or 5 yrs exp.
Basic knowledge of Electricals, Mechanical & utilities, familiar with working of machines, Machine Manuals understanding.
Dip, BE & Non-ITI with 12 years exp.
Basic knowledge of Electricals, Mechanical & utilities, familiar with working of machines, Machine Manuals understanding.
Dip/ITI or 5 yrs exp.
Basic knowledge of Electricals, Mechanical & utilities, familiar with working of machines, Machine Manuals understanding, ability to assess future problems.
Dip, BE & Non-ITI with 12 years exp.
Basic knowledge of Electricals, Mechanical & utilities, familiar with working of machines, Machine Manuals understanding, ability to assess future problems.
Dip/ITI or 5 yrs exp.
Basic knowledge of Electricals, Mechanical & utilities, familiar with working of machines, Machine Manuals understanding, ability to assess future problems. Inventory management skills
Basic knowledge of Electricals, Mechanical & utilities, familiar with working of machines, Machine Manuals understanding, ability to assess future problems. Inventory management skills
Page 385 of 465
COMPETENCY CHART Dated : 01.04.2004
S.No. Position Department Min. Exp. Qualification Skills
49 Functional Head Maintenance Required 5 Years Diploma
Basic knowledge of Electricals, Mechanical & utilities, familiar with working of machines, Machine Manuals understanding, ability to assess future problems. Inventory management skills, Planning, Work Management, Manpower handling, Analysis & Trouble shooting of break down, Liasoning with suppliers.
Page 386 of 465
COMPETENCY CHART
S.No. Position Department Min. Exp. Qualification
1 Incoming Inspection QA Required 1 Year Diploma/ITI
Existing 5 Years Diploma
Gap NIL NIL
2 In-process Inspection QA Required 1 Year Diploma/ITI
Existing 1-16 Years Diploma & ITI
Gap NIL NIL
3 Pre-Dispatch Inspection QA Required 1 Year Diploma/ITI
Existing 4 Years BE
Gap NIL NIL
4 Standard Room Activities QA Required 1 Year Diploma/ITI
Existing 4 Years Diploma
Gap NIL NIL
5 Supplier Quality Assurance QA Required 5 Years Diploma
Existing 2-6 Years Diploma
Gap NIL NIL
6 Functional Head QA Required 8 Years BE/B.Tech
Page 387 of 465
COMPETENCY CHART
S.No. Position Department Min. Exp. Qualification
Existing 10 Years BE
Gap NIL NIL
7 Operators (Conventional) Production Required 1 Year Diploma/ITI or 1 yrs exp.
Existing 1-14 Years ITI / 1 yrs exp.
Gap NIL NIL
8 Operators (CNC) Production Required 1 Year Diploma/ITI or 3 yrs exp.
Existing 1-17 Years Dip & ITI
Gap NIL NIL
9 Operators (RD) Production Required 1 Year Diploma/ITI or Graduate
Existing 1-4 Years Dip & B.A.
Gap NIL NIL
10 Supervisor (Conventional) Production Required 5 Years Diploma/ITI
Existing 14-20 Yrs ITI
Gap NIL NIL
11 Supervisor (CNC) Production Required 5 Years Diploma/ITI
Existing 7-20 Yrs Dip & ITI
Gap NIL NIL
Page 388 of 465
COMPETENCY CHART
S.No. Position Department Min. Exp. Qualification
12 Supervisor (RD) Production Required 5 Years Diploma/ITI
Existing 4 Years Diploma
Gap (1 Yrs) NIL
13 Engg. Application (Conv.) Production Required 5 Years Diploma
Existing 26 Years Diploma
Gap NIL NIL
14 Engg. Application (CNC) Production Required 5 Years Diploma
Existing 8-10 Years Diploma
Gap NIL NIL
15 Functional Head Production Required 8 Years BE/B.Tech
Page 389 of 465
COMPETENCY CHART
S.No. Position Department Min. Exp. Qualification
Existing 12 Years B.Tech
Gap NIL NIL
16 Non-production items VD/Purchase Required 2 Years Diploma or 5 yrs exp.
Existing 10 Years 10+2
Gap NIL NIL
17 Production items VD/Purchase Required 2 Years Diploma or 5 yrs exp.
Existing 6 Years 10+2
Gap NIL NIL
18 Purchase Planning VD/Purchase Required 4 Years Diploma
Existing 7 Years Diploma
Gap NIL NIL
19 Contract Review Mktg. & Sales Required 5 Years Diploma
Existing 11 Years B.Tech & MBA
Gap NIL NIL
20 Sales Plan Mktg. & Sales Required 5 Years Diploma
Existing 11 Years B.Tech & MBA
Page 390 of 465
COMPETENCY CHART
S.No. Position Department Min. Exp. Qualification
Gap21 Customer Satisfaction Mktg. & Sales Required 5 Years Diploma
Existing 11 Years B.Tech & MBAGap NIL NIL
22 New Business Development Mktg. & Sales Required 5 Years Diploma
Existing 11 Years B.Tech & MBA
Gap NIL NIL
23 APQP Dev. & P.E. Required 3 Years DiplomaExisting 5-25 Years BE & DiplomaGap NIL NIL
24 Drawings/Specifications Dev. & P.E. Required 3 Years Diploma
Existing 4 Years Diploma
Gap NIL NIL25 Document Control Dev. & P.E. Required 3 Years Diploma
Existing 4 Years DiplomaGap NIL NIL
26 Tool/Fixtures management Dev. & P.E. Required 2 Years DiplomaExisting 4 Years DiplomaGap NIL NIL
27 Internal Quality Audit M.R. Required 5 Years Diploma
Existing 6-12 Years B.Tech, B.E. & Diploma
Gap NIL NIL28 Systems Implementation M.R. Required 5 Years Diploma
Existing 6 Years DiplomaGap NIL NIL
Page 391 of 465
COMPETENCY CHART
S.No. Position Department Min. Exp. Qualification
29 Recruitment H.R.M. Required 3 Years PGDPM or MBA / MSW or 5 yrs exp.
Existing 8 Years MDPM&IR
Gap NIL NIL
30 Training H.R.M. Required 3 Years PGDPM or MBA / MSW or 5 yrs exp.
Existing 8 Years MDPM&IR
Gap NIL NIL
31 H.R.M. Required 3 Years PGDPM or MBA / MSW or 5 yrs exp.
Existing 8 years MDPM&IR
Gap NIL NIL
32 Time Keeping P & A Required 1 Year DPM or 2 yrs exp.
Existing 1 Years DPM
Gap NIL NIL
33 Salary Administration P & A Required 1 Year DPM or 2 yrs exp.
Existing 8 Years MDPM&IR
Gap NIL NIL
34 Office/Factory Administration P & A Required 1 Year DPM or 2 yrs exp.
Existing 8 Years MDPM&IR
Gap NIL NIL
35 Liasoning with Govt. Deptts. P & A Required 3 Years PGDPM or MBA / MSW or 5 yrs exp.
Appraisal & Development and Motivation
Page 392 of 465
COMPETENCY CHART
S.No. Position Department Min. Exp. Qualification
Existing 8 Years MDPM&IR
Gap NIL NIL
36 Record Keeping Excise Required 2 Years Graduation
Existing 8 Years B.Com & DCCE
Gap NIL NIL
37 Reports & Returns Excise Required 2 Years Graduation
Existing 8 Years B.Com & DCCE
Gap NIL NIL
38 Banking & Book Keeping Finance & A/c Required 2 yrs GraduateExisting 4-10 Years GraduateGap NIL NIL
39 Functional Head Finance & A/c Required 5 yrs CA/ICWA (Inter)
Existing 10 Years ICWA (Inter)
Gap NIL NIL
40 Incoming Material Stores Required 2 Years Dip or 5 yrs exp.
Existing 10 Years Graduate
Gap NIL NIL
41 Issue & Control of material Stores Required 2 Years Dip or 5 yrs exp.
Existing 9 Years Graduate
Gap NIL NIL
42 Inventory Management Stores Required 2 Years Dip or 5 yrs exp.
Page 393 of 465
COMPETENCY CHART
S.No. Position Department Min. Exp. Qualification
Existing 9 Years Graduate
Gap NIL NIL
43 Preservation Stores Required 2 Years Dip or 5 yrs exp.
Existing 9 Years Graduate
Gap NIL NIL
44 Dispatch Stores Required 2 Years Dip or 5 yrs exp.
Existing 7 Years Diploma
Gap NIL NIL
45 Breakdown/Trouble Shooting Maintenance Required 1 Year Dip/ITI or 5 yrs exp.
Existing 1-20 Years Dip, BE & Non-ITI with 12 years exp.
Gap NIL NIL
46 Preventive Maintenance Required 1 Year Dip/ITI or 5 yrs exp.
Existing 1-20 Years Dip, BE & Non-ITI with 12 years exp.
Gap NIL NIL
47 Predictive Maintenance Required 1 Year Dip/ITI or 5 yrs exp.
Existing 1-20 Years Dip, BE & Non-ITI with 12 years exp.
Gap NIL NIL
48 Spares Part Control Maintenance Required 1 Year Dip/ITI or 5 yrs exp.
Page 394 of 465
COMPETENCY CHART
S.No. Position Department Min. Exp. Qualification
Existing 20 Years Diploma
Gap NIL NIL
49 Functional Head Maintenance Required 5 Years Diploma
Page 395 of 465
Dated : 01.04.2004
Skills
NIL
NIL
NIL
NIL
NIL
knowledge of Quality instruments/gauges, knowledge of IS Standars, Supplier development, SPC, MSA, QMS knowledge
knowledge of Quality instruments/gauges, knowledge of IS Standars, Supplier development, SPC, MSA, QMS knowledge
knowledge of Quality instruments/gauges, knowledge of IS Standars, SPC, MSA, Problem solving techniques, QMS knowledge
knowledge of Quality instruments/gauges, knowledge of IS Standars, SPC, MSA, Problem solving techniques, QMS knowledge
knowledge of Quality instruments/gauges, knowledge of IS Standars, SPC, MSA, Problem solving techniques, QMS knowledge, Liasoning with customer
knowledge of Quality instruments/gauges, knowledge of IS Standars, SPC, MSA, Problem solving techniques, QMS knowledge, Liasoning with customer
knowledge of Quality instruments/gauges/equipments, knowledge of IS Standars, SPC, MSA, knowledge of ISO/IS 17025, QMS knowledge
knowledge of Quality instruments/gauges/equipments, knowledge of IS Standars, SPC, MSA, knowledge of ISO/IS 17025, QMS knowledge
knowledge of Quality instruments/gauges, knowledge of IS Standars, Supplier development, SPC, MSA, QMS knowledge, Liasoning with supplier
knowledge of Quality instruments/gauges, knowledge of IS Standars, Supplier development, SPC, MSA, QMS knowledge, Liasoning with supplier
Quality Planning, manpower handling, Customer support, QMS knowledge, Liasoning with supplier/customer/interna departments.
Page 396 of 465
Dated : 01.04.2004
Skills
NIL
NIL
NIL
NIL
NIL
NIL
Quality Planning, manpower handling, Customer support, QMS knowledge, Liasoning with supplier/customer/interna departments.
Operation of conventional machines, Usage of Measuring Instruments/Gauges
Operation of conventional machines, Usage of Measuring Instruments/Gauges
Operation of CNC machines, Tool & M/c settings, Programming knowledge, Usage of Measuring Instruments/Gauges, engg. Drgs.
Operation of CNC machines, Tool & M/c settings, Programming knowledge, Usage of Measuring Instruments/Gauges, engg. Drgs.
Operation of Welding machines, Power press, Assembly knowledge, Usage of Measuring Instruments/Gauges
Operation of Welding machines, Power press, Assembly knowledge, Usage of Measuring Instruments/Gauges
Operation of conventional machines, Usage of Measuring Instruments/Gauges, Production Planning skills, Manpower handling, Problem solving skills, Tool selection skills
Operation of conventional machines, Usage of Measuring Instruments/Gauges, Production Planning skills, Manpower handling, Problem solving skills, Tool selection skills
Operation of CNC machines, Tool & M/c settings, Programming knowledge, Usage of Measuring Instruments/Gauges, understanding of Engg. Drawings, Production Planning, Manpower handling, Problem solving skills, Tool selection skills
Operation of CNC machines, Tool & M/c settings, Programming knowledge, Usage of Measuring Instruments/Gauges, understanding of Engg. Drawings, Production Planning, Manpower handling, Problem solving skills, Tool selection skills
Page 397 of 465
Dated : 01.04.2004
Skills
NIL
NIL
NIL
Operation & setting of Welding machines, Power press, Assembly knowledge, Usage of Measuring Instruments/Gauges, Production Planning, Manpower handling, Problem solving & reporting skills.
Operation & setting of Welding machines, Power press, Assembly knowledge, Usage of Measuring Instruments/Gauges, Production Planning, Manpower handling, Problem solving & reporting skills.
Knowledge of conventional machines, Usage of Measuring Instruments/Gauges, Production Planning skills, Manpower handling, Problem solving skills, Tool selection skills, Corrective & Preventive actions.
Knowledge of conventional machines, Usage of Measuring Instruments/Gauges, Production Planning skills, Manpower handling, Problem solving skills, Tool selection skills, Corrective & Preventive actions.
Operation of CNC machines, Tool & M/c settings, Programming knowledge, Usage of Measuring Instruments/Gauges, understanding of Engg. Drawings, Production Planning, Manpower handling, Problem solving skills, Tool selection skills, Productivity improvement,
Operation of CNC machines, Tool & M/c settings, Programming knowledge, Usage of Measuring Instruments/Gauges, understanding of Engg. Drawings, Production Planning, Manpower handling, Problem solving skills, Tool selection skills, Productivity improvement,
Knowledge of CNC, Conventional machines and assembly line, CNC Application, Measuring Instruments/equipments, Engg. Drawings, Production Planning, Manpower selection & handling, Industrial Engg. Application, Problem solving, New Product & Process Developm
Page 398 of 465
Dated : 01.04.2004
Skills
NIL
NIL
NIL
NIL
NIL
Knowledge of CNC, Conventional machines and assembly line, CNC Application, Measuring Instruments/equipments, Engg. Drawings, Production Planning, Manpower selection & handling, Industrial Engg. Application, Problem solving, New Product & Process Developm
Knowledge of Market, drawings, materials, communication skills, Liasoning with parties
Knowledge of Market, drawings, materials, communication skills, Liasoning with parties
Knowledge of Market, drawings, materials, communication skills, Liasoning with parties, Stock monitoring skills.
Knowledge of Market, drawings, materials, communication skills, Liasoning with parties, Stock monitoring skills.
Knowledge of Market, drawings, materials, communication skills, Liasoning with parties, Stock monitoring skills, knowledge fo lead time of critical items, Manpower handling, knowledge of machining operations.
Knowledge of Market, drawings, materials, communication skills, Liasoning with parties, Stock monitoring skills, knowledge fo lead time of critical items, Manpower handling, knowledge of machining operations.
Awareness about commercial terms & conditions, prevailing practices in the industry, interpersonal & communication skills.
Awareness about commercial terms & conditions, prevailing practices in the industry, interpersonal & communication skills.
Knowledge of customer delivery schedule, buffer stock, customer forecast and sales planning procedures.
Knowledge of customer delivery schedule, buffer stock, customer forecast and sales planning procedures.
Page 399 of 465
Dated : 01.04.2004
Skills
Awareness about various customer specific requirements.Awareness about various customer specific requirements.NIL
NIL
Awareness about APQP techniques and procedures.Awareness about APQP techniques and procedures.NIL
NILAwareness of TS/QS standards, documentation procedures.Awareness of TS/QS standards, documentation procedures.NILKnowledge of tool/jigs/fixtures and their designing.Knowledge of tool/jigs/fixtures and their designing.NIL
NILAwareness of TS/QS standards, documentation procedures.Awareness of TS/QS standards, documentation procedures.NIL
Awareness about market scenario, new trends & development, commercial terms & conditions, prevailing practices in the industry, interpersonal & communication skills.
Awareness about market scenario, new trends & development, commercial terms & conditions, prevailing practices in the industry, interpersonal & communication skills.
Knowledge of Autocad, ability to read drawings, ability to read GD&T (Geometrical Dimensioning & Tolerances).
Knowledge of Autocad, ability to read drawings, ability to read GD&T (Geometrical Dimensioning & Tolerances).
Qualified Internal Quality Auditor, Awareness of all functions & procedures.
Qualified Internal Quality Auditor, Awareness of all functions & procedures.
Page 400 of 465
Dated : 01.04.2004
Skills
NIL
NIL
NIL
NIL
NIL
NIL
Knowledge of market sources, knowledge of processes of industry, Interpersonal, Communication, Negotiation, Wage fixation skills.
Knowledge of market sources, knowledge of processes of industry, Interpersonal, Communication, Negotiation, Wage fixation skills.
Training need identification skills, coordination, administration, training effect evaluation, interpersonal & communication skills.
Training need identification skills, coordination, administration, training effect evaluation, interpersonal & communication skills.
Coordination, administration, interpersonal & communication skills, knowledge of process of industry
Coordination, administration, interpersonal & communication skills, knowledge of process of industry
Knowledge of various documents to be maintained and under Labour Laws, Legible handwriting.
Knowledge of various documents to be maintained and under Labour Laws, Legible handwriting.
Knowledge of wage components, sums deductibe under various Labour Laws, PF, ESI, Bonus, Gratuity etc.
Knowledge of wage components, sums deductibe under various Labour Laws, PF, ESI, Bonus, Gratuity etc.
Knowledge of general rules and Labour Laws, Knowledge of local authority's laws & licences to be taken under them like Municipal Corporation, Pollution, Telephone, Electricity etc.
Knowledge of general rules and Labour Laws, Knowledge of local authority's laws & licences to be taken under them like Municipal Corporation, Pollution, Telephone, Electricity etc.
Liasoning skills, interpersonal, coordination and communication skills, knowledge of various rules/laws related to industry.
Page 401 of 465
Dated : 01.04.2004
Skills
NIL
NIL
NIL
understanding of banking functions & accounting standardsunderstanding of banking functions & accounting standardsNIL
NIL
NIL
NIL
Liasoning skills, interpersonal, coordination and communication skills, knowledge of various rules/laws related to industry.
Knowledge of Excise Act and Rules, documents maintained under them, legible handwriting, computer knowledge.
Knowledge of Excise Act and Rules, documents maintained under them, legible handwriting, computer knowledge.
Knowledge of Excise Act and Rules, documents maintained under them, legible handwriting, computer knowledge.
Knowledge of Excise Act and Rules, documents maintained under them, legible handwriting, computer knowledge.
Funds Planning, manpower handling, QMS knowledge, Liasoning with supplier/customer/banks/statutory authorities.
Funds Planning, manpower handling, QMS knowledge, Liasoning with supplier/customer/banks/statutory authorities.
Basic understanding of book keeping, identification of the materials, knowledge of QMS
Basic understanding of book keeping, identification of the materials, knowledge of QMS
Basic understanding of book keeping, identification of the materials, knowledge of QMS
Basic understanding of book keeping, identification of the materials, knowledge of QMS
Basic understanding of book keeping, identification of the materials, knowledge of FIFO, knowledge of QMS
Page 402 of 465
Dated : 01.04.2004
Skills
NIL
NIL
NIL
NIL
NIL
NIL
Basic understanding of book keeping, identification of the materials, knowledge of FIFO, knowledge of QMS
Basic understanding of book keeping, identification of the materials, knowledge of FIFO, knowledge of QMS
Basic understanding of book keeping, identification of the materials, knowledge of FIFO, knowledge of QMS
Basic understanding of book keeping, identification of the materials, knowledge of QMS
Basic understanding of book keeping, identification of the materials, knowledge of QMS
Basic knowledge of Electricals, Mechanical & utilities, Analysis of B/down, familiar with working of machines, knowledge of Alarm message in case of CNC M/c
Basic knowledge of Electricals, Mechanical & utilities, Analysis of B/down, familiar with working of machines, knowledge of Alarm message in case of CNC M/c
Basic knowledge of Electricals, Mechanical & utilities, familiar with working of machines, Machine Manuals understanding.
Basic knowledge of Electricals, Mechanical & utilities, familiar with working of machines, Machine Manuals understanding.
Basic knowledge of Electricals, Mechanical & utilities, familiar with working of machines, Machine Manuals understanding, ability to assess future problems.
Basic knowledge of Electricals, Mechanical & utilities, familiar with working of machines, Machine Manuals understanding, ability to assess future problems.
Basic knowledge of Electricals, Mechanical & utilities, familiar with working of machines, Machine Manuals understanding, ability to assess future problems. Inventory management skills
Page 403 of 465
Dated : 01.04.2004
Skills
NIL
Basic knowledge of Electricals, Mechanical & utilities, familiar with working of machines, Machine Manuals understanding, ability to assess future problems. Inventory management skills
Basic knowledge of Electricals, Mechanical & utilities, familiar with working of machines, Machine Manuals understanding, ability to assess future problems. Inventory management skills, Planning, Work Management, Manpower handling, Analysis & Trouble shoo
SKILL MATRIXDEPARTMENT: DESIGN & DEVELOPMENT
Sl.N
o.
Employee Name Designation Qua
lifi
cati
on
Expe
rien
ce
Skill Rating (Actual)
Com
mun
icat
ion
Skill
Lead
ersh
ip
Team
Spr
it
Dec
isio
n M
akin
g
Neg
otia
tion
& C
ost
Con
scio
us
Acc
urac
y &
Eff
icie
ncy
Prof
essi
onal
Com
pete
nce
Abi
lity
to
lear
n
Punc
tual
ity
Repo
rtin
g
Skill Rating (Required Level) 6 6 10 7 5 10 8 8 10 8
1 5 5 8 6 3 8 7 7 9 7
Scale for Skill Rating: Marking 10 to 1
Assessed by: Assessed On:
SKILL MATRIXDEPARTMENT: DESIGN & DEVELOPMENT
Skill Rating (Actual)
Resp
onsi
bility
ISO
kno
wle
dge
Dra
win
g &
sof
twar
e kn
owle
dge
Dra
win
g Cal
cula
tion
s
Dra
win
g St
anda
rds
Mat
eria
l Kn
owle
dge
Test
ing
Know
ledg
e
Tota
l
In p
erce
ntag
e8 8 7 8 7 8 7 5 136 100
7 4 6 6 6 6 5 3 108 79.41
Next Assessment Date:
Act
uato
r &
Pne
umat
ic c
ylin
ders
kn
owle
dge
SKILL MATRIXDEPARTMENT: DESIGN & DEVELOPMENT
Skill Rating Comu.Skill Leadership Team Sprit
Required 6 6 10 7 5 10 8 8
Actual 5 5 8 6 3 8 7 7
Variance 1 1 2 1 2 2 1 1
Action Plan
Assessed On:
Decision Making
Negotiation & Cost Conscious
Accuracy & Efficiency
Professional Competence
Ability to learn
Punctuality Reporting Responsibility
10 8 8 8 7 8 7 8 7
9 7 7 4 6 6 6 6 5
1 1 1 4 1 2 1 2 2
Next Assessment Date:
ISO knowledge
Drawing & software knowledge
Drawing Calculations
Drawing Standards
Material Knowledge
Actuator & Pneumatic cylinders knowledge
Total In %age
5 136 100.00
3 108 79.41
2 28 20.59
Testing Knowledge
A. FOUNDATIONAL COMPETENCIES
1 Reading skill2 Writing skill3 Computation skill4 Listening skill5 Questioning skill6 Speaking skill7 Cognitive skills8 Individual skills9 Resource skills
10 Interpersonal skill11 Informational and technological skill
B. INTERMEDIATE COMPETENCIES
1 Systems thinking
2 Personal mastery3 Mental modeling4 Shared visioning5 Team learning skill6 Self-knowledge7 Short-term memory skill8 Long-term memory skill9 Subject matter knowledge
10 Enjoyment of learning and work11 Flexibility12 Persistence and confidence13 Sense of urgency14 Honesty15 Giving respect to others
C. THE PERCEPTIVIST ROLE
1 Work environment analytical skills2 Sensory awareness3 Open-mindedness4 Humility5 Analytical skill (synthesis)6 Intuition
D. THE INFORMATION-GATHERER ROLE
1 Information-sourcing skill2 Information-gathering skill3 Information-organizing skill4 Feedback solicitation skill
E THE ANALYST ROLE
1 Willingness to experiment and gain experience2 Internalization skill3 Application of new knowledge skill4 Ability to adapt knowledge to new situations or events
F THE EVALUATOR ROLE
1 Critical examination of information skill2 Learning how to learn skill3 Self-directedness skill
Read to a level of proficiency appropriate for learning in a workplace setting.Write to a level of proficiency appropriate for learning in a workplace setting.Apply mathematics to a level of proficiency appropriate for learning in a workplace setting.Listen effectively and to a level of proficiency appropriate for learning in a workplace setting.Pose appropriate questions to others and obtain meaningful and unambiguous answers to those questions.Speak to individuals or present to groups with a level of proficiency appropriate for learning in a workplace setting.Think, draw conclusions, think creatively, make decisions, and solve problems.Demonstrate a willingness to accept responsibility and display self-esteem.Allocate such resources as time, money, people, and information appropriately to learn in the workplace.Work cooperatively with others, carry out formal or informal training or mentoring of others, and maintain effective interpersonal relations with customers.Acquire and analyze data from various sources.
View organizations and work from a systems perspective.Show willingness to learn and take pride in learning.Create, communicate, and critique ingrained (and otherwise taken-for granted) assumptions, beliefs, or values.Formulate, communicate, and build enthusiasm about shared views of the future.Participate effectively and actively in workplace groups and use dialogue and other approaches to formulate, communicate, and test ideas generated by him or her or others.Demonstrate awareness and understanding of self as learner.Remember facts, people, and situations for short time spans, usually about 48 hours or less.Remember facts, people, and situations for longer time spans, usually exceeding 48 hours.Possess a solid foundation of background knowledge on the issue or subject that he or she sets out to learn about in the workplace.Display joy in the learning process itself and in the work that he or she performs.Show a willingness to apply what he or she knows in new ways as conditions warrant their application.Show determination to pursue new knowledge or skill, even when finding it or mastering it proves more difficult than expected.Display sensitivity to the importance of time to self and others.Give information in a straightforward manner, free of deception, and elicit similar behavior from others.Defer to others with more experience or knowledge.
Examine work environments for issues or characteristics affecting human performance.Show sensitivity to stimuli received from the outside world based on the use of any one or all of the five senses.Demonstrate a willingness to see, to observe, and to internalize what the world presents and reinterpret it afresh.Display modesty about what he or she does or does not know, a willingness to listen to fresh perspectives without pretending to know when he or she does not know.Break down the components of a larger whole and reassemble them to achieve improved human performance.Show sensitivity to stimuli generated by him or her from memory or from the application of nonverbal logic.
Identify the kind of information needed to satisfy curiosity and show an ability to locate such information from credible sources.Collect information by talking to others, asking questions of others, facilitating groups to answer questions, and finding information from other sources.Organize or structure information obtained from one or many sources and categorize it into schemes that permit recall, comparison, or creative reexamination.Display an ability to solicit feedback on what he or she has learned from others.
Show an openness to try out new ideas or approaches, even when they are untested or their results are unknown.Translate general knowledge or information into specific information that can be immediately applied or tested.Use new knowledge or skill in harmony with the way it was described or characterized from the original source(s).Use new knowledge or skill in creative, unusual, or novel ways.
Reflect on what was learned critically, offering follow-up questions or new ideas based on the information.Reflect on how he or she acquired new information or knowledge and find ways to improve the acquisition and application of new knowledge or skill in the future.Display a willingness to be proactive about his or her own learning, to take action without needing to be directed to learn or to act by other people.
Competencies Measuring Work-SheetA checklist you can use to rate the competencies of a workplace learner.
Workplace learning competence is the ability to be effective in learning in real time in workplace settings. Use this instrument to rate the competence of a workplace learner who is known to you. There is not a scorecard – it is up to you to use this as you best see fit.
For each competency listed, rate his or her level of perceived competence. Use the following scale:
1 = Not applicable.
2 = I perceive him or her to be functioning at a less than effective level in his or her present workplace on this workplace learning competency.
3 = I perceive him or her to be functioning at a somewhat effective level in his or her present workplace on this workplace learning competency.
4 = I perceive him or her to be functioning at an effective level in his or her present workplace on this workplace learning competency.
5 = I perceive him or her to be functioning at a highly effective level in his or her present workplace on this workplace learning competency.
Then, place a number from 1 to 7 to indicate how important you believe it to be for this person to improve this workplace-learning competency. A 1 indicates that taking action to build this workplace-learning competency is of highest priority. A 7 indicates that improvement on the competency is of lowest priority.
FOUNDATIONAL COMPETENCIES
Not applicable: 1Less than effective: 2somewhat effective: 3Effective: 4Highly Effective: 5
Not applicable: 1Less than effective: 2somewhat effective: 3Effective: 4Highly Effective: 5
Not applicable: 1Less than effective: 2
Reading skill: Read to a level of proficiency appropriate for learning in a workplace setting.
How important do you believe it to be to improve this workplace-learning competency? (Rate from 1 to 7, with 1 = Most important)
Writing skill: Write to a level of proficiency appropriate for learning in a workplace setting.
How important do you believe it to be to improve this workplace-learning competency? (Rate from 1 to 7, with 1 = Most important)
Computation skill: Apply mathematics to a level of proficiency appropriate for learning in a workplace setting.
somewhat effective: 3Effective: 4Highly Effective: 5
Not applicable: 1Less than effective: 2somewhat effective: 3Effective: 4Highly Effective: 5
Not applicable: 1Less than effective: 2somewhat effective: 3Effective: 4Highly Effective: 5
Not applicable: 1Less than effective: 2somewhat effective: 3Effective: 4Highly Effective: 5
Not applicable: 1Less than effective: 2somewhat effective: 3Effective: 4Highly Effective: 5
How important do you believe it to be to improve this workplace-learning competency? (Rate from 1 to 7, with 1 = Most important)
Listening skill: Listen effectively and to a level of proficiency appropriate for learning in a workplace setting.
How important do you believe it to be to improve this workplace-learning competency? (Rate from 1 to 7, with 1 = Most important)
Questioning skill: Pose appropriate questions to others and obtain meaningful and unambiguous answers to those questions.
How important do you believe it to be to improve this workplace-learning competency? (Rate from 1 to 7, with 1 = Most important)
Speaking skill: Speak to individuals or present to groups with a level of proficiency appropriate for learning in a workplace setting.
How important do you believe it to be to improve this workplace-learning competency? (Rate from 1 to 7, with 1 = Most important)
Cognitive skills: Think, draw conclusions, think creatively, make decisions, and solve problems.
How important do you believe it to be to improve this workplace-learning competency? (Rate from 1 to 7, with 1 = Most important)
Individual skills: Demonstrate a willingness to accept responsibility and display self-esteem.
Not applicable: 1Less than effective: 2somewhat effective: 3Effective: 4Highly Effective: 5
Not applicable: 1Less than effective: 2somewhat effective: 3Effective: 4Highly Effective: 5
Not applicable: 1Less than effective: 2somewhat effective: 3Effective: 4Highly Effective: 5
Not applicable: 1Less than effective: 2somewhat effective: 3Effective: 4Highly Effective: 5
INTERMEDIATE COMPETENCIES
Not applicable: 1Less than effective: 2somewhat effective: 3Effective: 4
How important do you believe it to be to improve this workplace-learning competency? (Rate from 1 to 7, with 1 = Most important)
Resource skills: Allocate such resources as time, money, people, and information appropriately to learn in the workplace.
How important do you believe it to be to improve this workplace-learning competency? (Rate from 1 to 7, with 1 = Most important)
Interpersonal skill: Work cooperatively with others, carry out formal or informal training or mentoring of others, and maintain effective interpersonal relations with customers.
How important do you believe it to be to improve this workplace-learning competency? (Rate from 1 to 7, with 1 = Most important)
Informational and technological skill: Acquire and analyze data from various sources.
How important do you believe it to be to improve this workplace-learning competency? (Rate from 1 to 7, with 1 = Most important)
Systems thinking: View organizations and work from a systems perspective.
Highly Effective: 5
Not applicable: 1Less than effective: 2somewhat effective: 3Effective: 4Highly Effective: 5
Not applicable: 1Less than effective: 2somewhat effective: 3Effective: 4Highly Effective: 5
Not applicable: 1Less than effective: 2somewhat effective: 3Effective: 4Highly Effective: 5
Not applicable: 1Less than effective: 2somewhat effective: 3Effective: 4Highly Effective: 5
Not applicable: 1
How important do you believe it to be to improve this workplace-learning competency? (Rate from 1 to 7, with 1 = Most important)
Personal mastery: Show willingness to learn and take pride in learning.
How important do you believe it to be to improve this workplace-learning competency? (Rate from 1 to 7, with 1 = Most important)
Mental modeling: Create, communicate, and critique ingrained (and otherwise taken-for granted) assumptions, beliefs, or values.
How important do you believe it to be to improve this workplace-learning competency? (Rate from 1 to 7, with 1 = Most important)
Shared visioning: Formulate, communicate, and build enthusiasm about shared views of the future.
How important do you believe it to be to improve this workplace-learning competency? (Rate from 1 to 7, with 1 = Most important)
Team learning skill: Participate effectively and actively in workplace groups and use dialogue and other approaches to formulate, communicate, and test ideas generated by him or her or others.
How important do you believe it to be to improve this workplace-learning competency? (Rate from 1 to 7, with 1 = Most important)
Self-knowledge: Demonstrate awareness and understanding of self as learner.
Less than effective: 2somewhat effective: 3Effective: 4Highly Effective: 5
Not applicable: 1Less than effective: 2somewhat effective: 3Effective: 4Highly Effective: 5
Not applicable: 1Less than effective: 2somewhat effective: 3Effective: 4Highly Effective: 5
Not applicable: 1Less than effective: 2somewhat effective: 3Effective: 4Highly Effective: 5
Not applicable: 1Less than effective: 2somewhat effective: 3Effective: 4Highly Effective: 5
How important do you believe it to be to improve this workplace-learning competency? (Rate from 1 to 7, with 1 = Most important)
Short-term memory skill: Remember facts, people, and situations for short time spans, usually about 48 hours or less.
How important do you believe it to be to improve this workplace-learning competency? (Rate from 1 to 7, with 1 = Most important)
Long-term memory skill: Remember facts, people, and situations for longer time spans, usually exceeding 48 hours.
How important do you believe it to be to improve this workplace-learning competency? (Rate from 1 to 7, with 1 = Most important)
Subject matter knowledge: Possess a solid foundation of background knowledge on the issue or subject that he or she sets out to learn about in the workplace.
How important do you believe it to be to improve this workplace-learning competency? (Rate from 1 to 7, with 1 = Most important)
Enjoyment of learning and work: Display joy in the learning process itself and in the work that he or she performs.
How important do you believe it to be to improve this workplace-learning competency? (Rate from 1 to 7, with 1 = Most important)
Not applicable: 1Less than effective: 2somewhat effective: 3Effective: 4Highly Effective: 5
Not applicable: 1Less than effective: 2somewhat effective: 3Effective: 4Highly Effective: 5
Not applicable: 1Less than effective: 2somewhat effective: 3Effective: 4Highly Effective: 5
Not applicable: 1Less than effective: 2somewhat effective: 3Effective: 4Highly Effective: 5
Not applicable: 1Less than effective: 2somewhat effective: 3Effective: 4
Flexibility: Show a willingness to apply what he or she knows in new ways as conditions warrant their application.
How important do you believe it to be to improve this workplace-learning competency? (Rate from 1 to 7, with 1 = Most important)
Persistence and confidence: Show determination to pursue new knowledge or skill, even when finding it or mastering it proves more difficult than expected.
How important do you believe it to be to improve this workplace-learning competency? (Rate from 1 to 7, with 1 = Most important)
Sense of urgency: Display sensitivity to the importance of time to self and others.
How important do you believe it to be to improve this workplace-learning competency? (Rate from 1 to 7, with 1 = Most important)
Honesty: Give information in a straightforward manner, free of deception, and elicit similar behavior from others.
How important do you believe it to be to improve this workplace-learning competency? (Rate from 1 to 7, with 1 = Most important)
Giving respect to others: Defer to others with more experience or knowledge.
Highly Effective: 5
THE PERCEPTIVIST ROLE
Not applicable: 1Less than effective: 2somewhat effective: 3Effective: 4Highly Effective: 5
Not applicable: 1Less than effective: 2somewhat effective: 3Effective: 4Highly Effective: 5
Not applicable: 1Less than effective: 2somewhat effective: 3Effective: 4Highly Effective: 5
Not applicable: 1Less than effective: 2somewhat effective: 3Effective: 4Highly Effective: 5
How important do you believe it to be to improve this workplace-learning competency? (Rate from 1 to 7, with 1 = Most important)
Work environment analytical skills: Examine work environments for issues or characteristics affecting human performance.
How important do you believe it to be to improve this workplace-learning competency? (Rate from 1 to 7, with 1 = Most important)
Sensory awareness: Show sensitivity to stimuli received from the outside world based on the use of any one or all of the five senses.
How important do you believe it to be to improve this workplace-learning competency? (Rate from 1 to 7, with 1 = Most important)
Open-mindedness: Demonstrate a willingness to see, to observe, and to internalize what the world presents and reinterpret it afresh.
How important do you believe it to be to improve this workplace-learning competency? (Rate from 1 to 7, with 1 = Most important)
Humility: Display modesty about what he or she does or does not know, a willingness to listen to fresh perspectives without pretending to know when he or she does not know.
How important do you believe it to be to improve this workplace-learning competency? (Rate from 1 to 7, with 1 = Most important)
Analytical skill (synthesis): Break down the components of a larger whole and reassemble them to achieve improved human performance.
Not applicable: 1Less than effective: 2somewhat effective: 3Effective: 4Highly Effective: 5
Not applicable: 1Less than effective: 2somewhat effective: 3Effective: 4Highly Effective: 5
THE INFORMATION-GATHERER ROLE
Not applicable: 1Less than effective: 2somewhat effective: 3Effective: 4Highly Effective: 5
Not applicable: 1Less than effective: 2somewhat effective: 3Effective: 4Highly Effective: 5
Not applicable: 1Less than effective: 2somewhat effective: 3Effective: 4
How important do you believe it to be to improve this workplace-learning competency? (Rate from 1 to 7, with 1 = Most important)
Intuition: Show sensitivity to stimuli generated by him or her from memory or from the application of nonverbal logic.
How important do you believe it to be to improve this workplace-learning competency? (Rate from 1 to 7, with 1 = Most important)
Information-sourcing skill: Identify the kind of information needed to satisfy curiosity and show an ability to locate such information from credible sources.
How important do you believe it to be to improve this workplace-learning competency? (Rate from 1 to 7, with 1 = Most important)
Information-gathering skill: Collect information by talking to others, asking questions of others, facilitating groups to answer questions, and finding information from other sources.
How important do you believe it to be to improve this workplace-learning competency? (Rate from 1 to 7, with 1 = Most important)
Information-organizing skill: Organize or structure information obtained from one or many sources and categorize it into schemes that permit recall, comparison, or creative reexamination.
Highly Effective: 5
Not applicable: 1Less than effective: 2somewhat effective: 3Effective: 4Highly Effective: 5
THE ANALYST ROLE
Not applicable: 1Less than effective: 2somewhat effective: 3Effective: 4Highly Effective: 5
Not applicable: 1Less than effective: 2somewhat effective: 3Effective: 4Highly Effective: 5
Not applicable: 1Less than effective: 2somewhat effective: 3Effective: 4Highly Effective: 5
How important do you believe it to be to improve this workplace-learning competency? (Rate from 1 to 7, with 1 = Most important)
Feedback solicitation skill: Display an ability to solicit feedback on what he or she has learned from others.
How important do you believe it to be to improve this workplace-learning competency? (Rate from 1 to 7, with 1 = Most important)
Willingness to experiment and gain experience: Show an openness to try out new ideas or approaches, even when they are untested or their results are unknown.
How important do you believe it to be to improve this workplace-learning competency? (Rate from 1 to 7, with 1 = Most important)
Internalization skill: Translate general knowledge or information into specific information that can be immediately applied or tested.
How important do you believe it to be to improve this workplace-learning competency? (Rate from 1 to 7, with 1 = Most important)
Application of new knowledge skill: Use new knowledge or skill in harmony with the way it was described or characterized from the original source(s).
How important do you believe it to be to improve this workplace-learning competency? (Rate from 1 to 7, with 1 = Most important)
Ability to adapt knowledge to new situations or events: Use new knowledge or skill in creative, unusual, or novel ways.
Not applicable: 1Less than effective: 2somewhat effective: 3Effective: 4Highly Effective: 5
THE EVALUATOR ROLE
Not applicable: 1Less than effective: 2somewhat effective: 3Effective: 4Highly Effective: 5
Not applicable: 1Less than effective: 2somewhat effective: 3Effective: 4Highly Effective: 5
Not applicable: 1Less than effective: 2somewhat effective: 3Effective: 4Highly Effective: 5
How important do you believe it to be to improve this workplace-learning competency? (Rate from 1 to 7, with 1 = Most important)
Critical examination of information skill: Reflect on what was learned critically, offering follow-up questions or new ideas based on the information.
How important do you believe it to be to improve this workplace-learning competency? (Rate from 1 to 7, with 1 = Most important
Learning how to learn skill: Reflect on how he or she acquired new information or knowledge and find ways to improve the acquisition and application of new knowledge or skill in the future.
How important do you believe it to be to improve this workplace-learning competency? (Rate from 1 to 7, with 1 = Most important)
Self-directedness skill: Display a willingness to be proactive about his or her own learning, to take action without needing to be directed to learn or to act by other people.
How important do you believe it to be to improve this workplace-learning competency? (Rate from 1 to 7, with 1 = Most important)
Then, place a number from 1 to 7 to indicate how important you believe it to be for this person to improve this workplace-learning competency. A 1 indicates that taking action to build this workplace-learning competency is of highest priority. A 7 indicates that improvement on the competency is of lowest priority.
Competency Analysis
Managerial Competencies
Leadership Team ManagementEmployees Division Observed Ideal GAPS Observed IdealA HR Good 2 5 3 2 5B Finance Excellent 4 5 1 4 5C Operations Good 3 4 1 3 4D Admin Average 2 3 1 2 3E HR Outstanding 4 5 1 4 5F Finance Good 3 3 0 3 3G Finance Excellent 3 5 2 3 5H Finance Outstanding 5 5 0 5 5I Operations Average 2 4 2 2 4J Operations Average 3 5 2 3 5K Operations Good 2 5 3 2 5L Operations Good 3 4 1 3 4M Operations Good 1 3 2 1 3N Operations Good 5 5 0 5 5O Admin Excellent 4 5 1 4 5P Admin Average 2 3 1 2 3Q Delivery Outstanding 1 3 2 1 3R Delivery Good 2 4 2 2 4S Quality Good 4 5 1 4 5T Quality Excellent 5 5 0 5 5U Quality Excellent 5 5 0 5 5V HR Excellent 4 5 1 4 5W HR Excellent 5 5 0 5 5X Finance Outstanding 5 5 0 5 5Y Finance Excellent 3 5 2 3 5Z Finance Good 2 4 2 2 4
Performance Rating (P.Y.)
Planning Controlling Revenue AchievementGAPS Observed Ideal GAPS Observed Ideal GAPS Observed Ideal
3 2 5 3 2 5 3 2 51 4 5 1 4 5 1 4 51 3 4 1 3 4 1 3 41 2 3 1 2 3 1 2 31 4 5 1 4 5 1 4 50 3 3 0 3 3 0 3 32 3 5 2 3 5 2 3 50 5 5 0 5 5 0 5 52 2 4 2 2 4 2 2 42 3 5 2 3 5 2 3 53 2 5 3 2 5 3 2 51 3 4 1 3 4 1 3 42 1 3 2 1 3 2 1 30 5 5 0 5 5 0 5 51 4 5 1 4 5 1 4 51 2 3 1 2 3 1 2 32 1 3 2 1 3 2 1 32 2 4 2 2 4 2 2 41 4 5 1 4 5 1 4 50 5 5 0 5 5 0 5 50 5 5 0 5 5 0 5 51 4 5 1 4 5 1 4 50 5 5 0 5 5 0 5 50 5 5 0 5 5 0 5 52 3 5 2 3 5 2 3 52 2 4 2 2 4 2 2 4
GAPS31111020223120112210010022
Competency Analysis
Behavioral Competencies
Communication InterpersonalEmployees Division Observed Ideal GAPS Observed IdealA HR Good 2 5 3 2 5B Finance Excellent 4 5 1 4 5C Operations Good 3 4 1 3 4D Admin Average 2 3 1 2 3E HR Outstanding 4 5 1 4 5F Finance Good 3 3 0 3 3G Finance Excellent 3 5 2 3 5H Finance Outstanding 5 5 0 5 5I Operations Average 2 4 2 2 4J Operations Average 3 5 2 3 5K Operations Good 2 5 3 2 5L Operations Good 3 4 1 3 4M Operations Good 1 3 2 1 3N Operations Good 5 5 0 5 5O Admin Excellent 4 5 1 4 5P Admin Average 2 3 1 2 3Q Delivery Outstanding 1 3 2 1 3R Delivery Good 2 4 2 2 4S Quality Good 4 5 1 4 5T Quality Excellent 5 5 0 5 5U Quality Excellent 5 5 0 5 5V HR Excellent 4 5 1 4 5W HR Excellent 5 5 0 5 5X Finance Outstanding 5 5 0 5 5Y Finance Excellent 3 5 2 3 5Z Finance Good 2 4 2 2 4
Performance Rating (P.Y.)
Team Work Stress Mgt. PunctualityGAPS Observed Ideal GAPS Observed Ideal GAPS Observed Ideal
3 2 5 3 2 5 3 2 51 4 5 1 4 5 1 4 51 3 4 1 3 4 1 3 41 2 3 1 2 3 1 2 31 4 5 1 4 5 1 4 50 3 3 0 3 3 0 3 32 3 5 2 3 5 2 3 50 5 5 0 5 5 0 5 52 2 4 2 2 4 2 2 42 3 5 2 3 5 2 3 53 2 5 3 2 5 3 2 51 3 4 1 3 4 1 3 42 1 3 2 1 3 2 1 30 5 5 0 5 5 0 5 51 4 5 1 4 5 1 4 51 2 3 1 2 3 1 2 32 1 3 2 1 3 2 1 32 2 4 2 2 4 2 2 41 4 5 1 4 5 1 4 50 5 5 0 5 5 0 5 50 5 5 0 5 5 0 5 51 4 5 1 4 5 1 4 50 5 5 0 5 5 0 5 50 5 5 0 5 5 0 5 52 3 5 2 3 5 2 3 52 2 4 2 2 4 2 2 4
GAPS31111020223120112210010022
Competency Analysis
Functional / Technical Competencies
Employees Selection Skills MotivationDivision Observed Ideal GAPS Observed Ideal
A HR Good 2 5 3 2 5B Finance Excellent 4 5 1 4 5C Operations Good 3 4 1 3 4D Admin Average 2 3 1 2 3E HR Outstanding 4 5 1 4 5
Good Record Keeping Budget ManagementF Finance Excellent 3 3 0 3 3G Finance Outstanding 3 5 2 3 5H Operations Average 5 5 0 5 5I Operations Average 2 4 2 2 4J Operations Good 3 5 2 3 5
Good A B K Operations Good 2 5 3 2 5L Operations Good 3 4 1 3 4M Admin Excellent 1 3 2 1 3N Admin Average 5 5 0 5 5O Delivery Outstanding 4 5 1 4 5
Good A B P Quality Good 2 3 1 2 3Q Quality Excellent 1 3 2 1 3R Quality Excellent 2 4 2 2 4S HR Excellent 4 5 1 4 5T HR Excellent 5 5 0 5 5
Outstanding Leadership Team ManagementU Finance Excellent 5 5 0 5 5V Finance Good 4 5 1 4 5W Good 5 5 0 5 5X Good 5 5 0 5 5Y Average 3 5 2 3 5Z Average 2 4 2 2 4
Performance Rating (P.Y.)
Retention Performance Imprmt. Cost ReductionGAPS Observed Ideal GAPS Observed Ideal GAPS Observed Ideal
3 2 5 3 2 5 3 2 51 4 5 1 4 5 1 4 51 3 4 1 3 4 1 3 41 2 3 1 2 3 1 2 31 4 5 1 4 5 1 4 5
Planning MIS Debt Management0 3 3 0 3 3 0 3 32 3 5 2 3 5 2 3 50 5 5 0 5 5 0 5 52 2 4 2 2 4 2 2 42 3 5 2 3 5 2 3 5
C D E3 2 5 3 2 5 3 2 51 3 4 1 3 4 1 3 42 1 3 2 1 3 2 1 30 5 5 0 5 5 0 5 51 4 5 1 4 5 1 4 5
C D E1 2 3 1 2 3 1 2 32 1 3 2 1 3 2 1 32 2 4 2 2 4 2 2 41 4 5 1 4 5 1 4 50 5 5 0 5 5 0 5 5
Planning Controlling Revenue Achievement0 5 5 0 5 5 0 5 51 4 5 1 4 5 1 4 50 5 5 0 5 5 0 5 50 5 5 0 5 5 0 5 52 3 5 2 3 5 2 3 52 2 4 2 2 4 2 2 4
GAPS31111
02022
31201
12210
010022
Company Name & Logo
COMPETENCE LEVEL MATRIX (Gap analysis)DEPTT. / SECTION :
1 2 3LEGENDS :
Has basic knowledge
S.No. Name Designation Qualification
1 Name 1
2 Name 2
3 Name 3
4
5
6
7
8
9
10
Having no knowledge
Date of Joining
Previous Experience (Years)
11
12
13
14
15
16
17
18
19
20
COMPETENCE LEVEL MATRIX (Gap analysis)HOD :
4 5
Can do with support
Doc No: Competenices
C-1 C-2 C-3 C-4
Has knowledge and can do independently
Good in theory and practical and can train others
Previous Experience (Years)
COMPETENCE LEVEL MATRIX (Gap analysis)REVISED ON
Actual level Prepared By :
Approved by :Doc No:
Competenices
Good in theory and practical and can train others
Indicates Gap. Required Training
Company Name
Skill Matrix and Training Need Identification Sheet to the HR Department
Sl. No. Name ESI & PF Time Office
1 10 100 100 100
2 70 70 70 80
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
Not SatisfiedTraining NeedExcellent Performance
Statutory & Liaison
ISO & SA8000
Company Name
Skill Matrix and Training Need Identification Sheet to the HR Department
Recruitment Payroll Matrix
10 60 40 99 98 25 64
80 80 80 80 80 80 77
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
Relieving Formalities
House keeping
Health & Safety
Computer Skill