COMPETENCY DICTIONARY Behavioural Competency Dictionary [PDF]

COMPETENCY DICTIONARY BEHAVIOURAL AND TECHNICAL COMPETENCIES Introduction

The Organizational Readiness Office, with the help of subject matter experts and CS representatives from numerous depart

In today's workplace, it's not just completing tasks that's important. How people perform their jobs and the behaviors they de

Although the focus of the competency dictionaries is on the skills, abilities and behaviors that are specific to jobs in IT Comm

Competency Based Management

Competency Based Management is a proven methodology being used in the workplace by those who want to take an integr

The competency definitions describe the observable knowledge, skills, abilities and behaviors needed for successful job per

Once the Job Competency Profile has been created, it forms the foundation of the Competency Based Management system

Using the Competency Dictionaries The IT Community competency dictionaries are tools that can be used for developing competency profiles. The dictionaries

The Organizational Readiness Office will be developing generic job competency profiles based on the generic work descript

What is important is that we all start to use a common language when we describe the skills, abilities and behaviors needed

Two Types of Dictionaries The Behavioral Competency Dictionary describes the non-technical competencies that apply to IT jobs. These

The Technical Competency Dictionary includes the skills, abilities and behaviors that are required when applyin 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 These days, managers use competencies to screen and select candidates. They develop interview questions that focus on

The dictionaries can help you identify the level of proficiency you are working at now. You can also see what is required at th

Take a look at the dictionaries. Use them if you are developing competency profiles or learn more about what's needed for w

Behavioural Competency Dictionary Table of Contents 1. Introduction

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

1. INTRODUCTION What are Competencies? Competencies are observable abilities, skills, knowledge, motivations or traits defined in terms of the behaviours How Are the Competencies Structured?

For all competencies in the dictionary, a definition is provided. Each competency also includes a proficiency scale that indica How to Use this Dictionary?

The contents of this dictionary represent the behavioural or non-technical competencies that apply to jobs in the federal Pub 2. ADAPTABILITY

Adjusting own behaviours to work efficiently and effectively in light of new information, changing situations and/or Level 1 Recognizes how change will affect work           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           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. Level 3 Adapts to a variety of changes

          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 chang Level 4 Adapts to large, complex and/or frequent changes

          Publicly supports and adapts to major/fundamental changes that show promise of improving establishe           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. Level 5 Adapts organizational strategies

          Anticipates change and makes large or long-term adaptations in organization in response to the needs           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 fed

3. Continuous Learning

Identifying and addressing individual strengths and weaknesses, developmental needs and changing circumstance Level 1 Assesses and monitors oneself to maintain personal effectiveness

          Continually self-assesses and seeks feedback from others to identify strengths and weaknesses and w           Pursues learning opportunities and ongoing development. Level 2 Seeks to improve personal effectiveness in current situation           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. Level 3 Seeks learning opportunities beyond current requirements           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 4 Aligns personal development with objectives of organization

          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. Level 5 Aligns personal learning with anticipated change in organizational strategy

          Identifies future competencies and expertise required by the organization and develops and pursues le           Continuously scans the environment to keep abreast of emerging developments in the broader work co

Note : "Continuous Learning" links to the competency "Management Excellence – Action Management" identified as relevan

4. Communication Listening to others and communicating in an effective manner that fosters open communication Level 1 Listens & clearly presents information

          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 que           Presents appropriate information in a clear and concise manner, both orally and in writing. Level 2 Fosters two-way communication

          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 t           Supports messages with relevant data, information, examples and demonstrations. Level 3 Adapts communication to others

          Adapts content, style, tone and medium of communication to suit the target audience’s language, cultu           Takes others’ perspectives into account when communicating, negotiating or presenting arguments (e.g           Responds to and discusses issues/questions in an understandable manner without being defensive an           Anticipates reactions to messages and adapts communications accordingly. Level 4 Communicates complex messages

          Handles complex on-the-spot questions (e.g., from senior public officials, special interest groups or the           Communicates complex issues clearly and credibly with widely varied audiences.           Uses varied communication systems, methodologies and strategies to promote dialogue and shared un           Delivers difficult or unpopular messages with clarity, tact and diplomacy. Level 5 Communicates strategically

          Communicates strategically to achieve specific objectives (e.g., considering such aspects as the optima           Identifies and interprets departmental policies and procedures for superiors, subordinates and peers.

          Acknowledges success and the need for improvement.

5. Organizational and Environmental Awareness

Understanding the workings, structure and culture of the organization as well as the political, social and economic Level 1 Understands formal structure           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. Level 2 Understands informal structure and culture

          Uses informal structures; can identify key decision-makers and influencers.           Effectively uses both formal and informal channels or networks for acquiring information, assistance an Level 3 Effectively operates in external environments

          Achieves solutions acceptable to varied parties based on understanding of issues, climates and culture           Accurately describes the issues and culture of external stakeholders. Uses this information to negotiate Level 4 Understands organizational politics, issues and external influences

          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 organizati           Ensures due diligence by keeping informed of business and operational plans and practices. Level 5 Operates effectively in a broad spectrum of political, cultural and social milieu

          Demonstrates broad understanding of social and economic context within which the organization opera           Understands and anticipates the potential trends of the political environment and the impact these migh           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 Executio

6. Creative Thinking

Questioning conventional approaches, exploring alternatives and responding to challenges with innovative solutio Level 1 Acknowledges the need for new approaches

          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 diffe

Level 2 Modifies current approaches

          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 approach Level 3 Introduces new approaches

          Searches for ideas or solutions that have worked in other environments and applies them to the organi           Uses existing solutions in innovative ways to solve problems.           Sees long-term consequences of potential solutions. Level 4 Creates new concepts

          Integrates and synthesizes relevant concepts into a new solution for which there is no previous experie           Creates new models and methods for the organization.           Identifies flexible and adaptable solutions while still recognizing professional and organizational standa Level 5 Nurtures creativity           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 lead

7. Networking / Relationship Building

Building and actively maintaining working relationships and/or networks of contacts to further the organization’s g Level 1 Accesses sources of information           Seeks information from others (e.g., colleagues, customers).           Maintains personal contacts in other parts of the organization with those who can provide work-related Level 2 Builds key contacts           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. Level 3 Seeks new networking opportunities for self and others.

          Seeks opportunities to partner and transfer knowledge (e.g., by actively participating in trade shows, co           Cultivates personal networks in different parts of the organization and effectively uses contacts to achie

          Initiates and develops diverse relationships. Level 4 Strategically expands networks

          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 diffe           Uses knowledge of the formal or informal structure and the culture to further strategic objectives. Level 5 Creates networking opportunities           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.

8. Conflict Management Preventing, managing and/or resolving conflicts Level 1 Identifies conflict           Recognizes that there is a conflict between two or more parties.           Brings conflict to the attention of the appropriate individual(s). Level 2 Addresses existing conflict

          Listens to differing points of view and emphasizes points of agreement as a starting point to resolving d           Openly identifies shared areas of interest in a respectful and timely manner. Level 3 Anticipates and addresses sources of potential conflict

          Anticipates and takes action to avoid/reduce potential conflict (e.g., by encouraging and supporting the           Refocuses teams on the work and end-goals, and away from personality issues. Level 4 Introduces strategies for resolving existing and potential conflict

          Provides consultation to or obtains consultation / mediation for those who share few common interests           Introduces innovative strategies for effectively dealing with conflict (e.g., mediation, collaborative and "m Level 5 Creates an environment where conflict is resolved appropriately

          Creates a conflict-resolving environment by anticipating and addressing areas where potential misunde           Models constructive approaches to deal with opposing views when personally challenging the status qu

9. Stewardship of Resources

Ensures the effective, efficient and sustainable use of Public Service resources and assets: human and financial re

Level 1 Uses resources effectively           Protects and uses resources and assets in a conscientious and effective manner.           Identifies wasteful practices and opportunities for optimizing resource use. Level 2 Ensures effective use of resources           Monitors and ensures the efficient and appropriate use of resources and assets.           Explores ways of leveraging funds to expand program effectiveness. Level 3 Controls resource use

          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 worklo Level 4 Implements systems to ensure stewardship of resources           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. Level 5 Ensures strategic stewardship of resources

          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 va           Institutes organization-wide mechanisms and processes to promote and support resource managemen

Note: "Stewardship of Resources" links to the competency "Management Excellence," identified as relevant for federal Publ

10. Risk Management Identifying, assessing and managing risk while striving to attain objectives Level 1 Identifies possible risks           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. Level 2 Takes calculated risks

          Takes calculated risks with minor, but non-trivial, consequences of error (e.g., risks involving potential lo           Makes decisions based on risk analysis.

          Makes decisions in the absence of complete information. Level 3 Personally takes significant risks

          Personally takes calculated risks with significant consequences (e.g., significant loss of time or money)           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 id Level 4 Designs strategies for dealing with high-risk initiatives

          Implements initiatives with high potential for pay-off to the organization, where errors cannot be rectified           Conducts risk assessment when identifying or recommending strategic and tactical options.           Encourages responsible risk taking, recognizing that every risk will not pay off. Level 5 Provides organizational guidance on risk

          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 ris           Provides guidance on the organizational tolerance for risk.           Develops broad strategies that reflect in-depth understanding and assessment of operational, organiza

11. Stress Management Maintaining effectiveness in the face of stress Level 1 Works in low level stress situations           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. Level 2 Adjusts to temporary peaks in stress levels

          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 situatio Level 3 Adapts to prolonged stress

          Effectively withstands the effects of prolonged exposure to one or few stressors by modifying work meth           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 Level 4 Employs stress management strategies           Develops and applies stress reduction strategies to cope with long exposure to numerous stressors or

          Recognizes personal limits for workload and negotiates adjustments to minimize the effects of stress, w           Controls own emotions and calms others in stressful situations. Level 5 Deals with stress affecting the organization

          Demonstrates behaviours that help others remain calm, yet focused and energized during periods of ex           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 competenc

12. Influence Gaining support from and convincing others to advance the objectives of the organization Level 1 Uses facts and available information to persuade           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. Level 2 Adapts rationale to influence others

          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. Level 3 Demonstrates the benefit of ideas

          Builds on successful initiatives and best practices internal and external to the organization to gain acce           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 Level 4 Builds coalitions, strategic relationships and networks           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. Level 5 Designs complex influence strategies           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           Recognizes and acts on present issues.           Offers ideas to address current situations or issues.           Works independently. Completes assignments without constant supervision. Level 2 Addresses imminent issues           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. Level 3 Acts promptly in a crisis situation           Acts quickly to address a crisis situation drawing on appropriate resources and experience with similar           Implements contingency plans when crises arise.           Exceeds requirements of job; takes on extra tasks. Level 4 Looks to the future

          Takes action to avoid or minimize potential problems or maximize potential opportunities in the future b           Defines and addresses high-level challenges that have the potential to advance the state-of-the art in a           Starts and carries through on new projects. Level 5 Encourages initiative in others           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.

14. Team Leadership Leading and supporting a team to achieve results Level 1 Keeps the team informed

          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           Sets an example for team members (e.g., respect of others’ views, team loyalty, cooperating with other Level 2 Ensures the needs of the team and of members are met

          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 requir           Ensures that the team’s tasks are completed.           Accepts responsibility for the team’s actions and results. Level 3 Ensures team member input

          Values and encourages others’ input and suggestions.           Stimulates constructive discussion of different points of view, focusing on the organization’s strategic ob           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 obje Level 4 Empowers the team           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. Level 5 Inspires team 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 pro

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           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 Level 2 Underscores the positive nature of change           Promotes the advantages of change.           Clarifies the potential opportunities and consequences of proposed changes.           Explains how change affects current practices. Level 3 Manages the process for change

          Identifies important / effective practices that should continue after change is implemented           Anticipates specific reasons underlying resistance to change and implements approaches that address

Level 4 Aligns change initiatives with organizational objectives

          Links projects/objectives to department’s/public service’s change initiatives and describes the impact o           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. Level 5 Champions change           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.

16. Client Focus

Identifying and responding to current and future client needs; providing service excellence to internal and external Level 1 Responds to client requests           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. Level 2 Builds positive client Relations

          Contacts clients to follow up on services, solutions or products to ensure that their needs have been co           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. Level 3 Anticipates and adapts to client needs

          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 app           Proposes new, creative and sound alternatives to improve client service. Level 4 Fosters a client-focused culture

          Tracks trends and developments that will affect own organization’s ability to meet current and future clie           Identifies benefits for clients; looks for ways to add value.

          Seeks out and involves clients or prospective clients in assessing services, solutions or products to ide           Establishes service standards and develops strategies to ensure staff meet them. Level 5 Considers the strategic direction of client focus

          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 curre           Recommends/ determines strategic business direction to meet projected needs of clients and prospect

17. Partnering

Seeking and building strategic alliances and collaborative arrangements through partnerships to advance the obje Level 1 Operates effectively within partnerships

          Understands the roles played by partners. Identifies and refers to areas of mutual interest as a means o           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. Level 2 Manages existing partnerships           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. Level 3 Seeks out partnership opportunities

          Initiates partnership arrangements that promote organizational objectives.           Assesses the value of entering into partner relationships in terms of both short- and long- term return o           Develops new and mutually beneficial partnerships that also serve the interests of the broader commun           Identifies benefits of a partnership and looks for ways to add value for the partner. Level 4 Facilitates partnerships

          Provides advice and direction on the types of partner relationships to pursue, as well as ground rules fo           Supports staff in taking calculated risks in partner relationships.           Negotiates, as necessary, to assist others to address issues or resolve problems surrounding partner re           Identifies when modifications and terminations of partnerships are needed and takes appropriate meas Level 5 Sets strategic direction for partnering

          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           Takes advantage of opportunities to showcase excellent examples of partner arrangements throughout

          Creates and acts on opportunities for interactions that lead to strong partnerships within and external to

Note : "Partnering" links to the competency "Engagement – Mobilizing People, Organizations, Partners", identified as releva

18. Developing Others

Fostering the development of others by providing a supportive environment for enhanced performance and profess Level 1 Shares expertise with others

          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 a Level 2 Supports individual development and improvement

          Provides performance feedback and support, reinforcing strengths and identifying areas for improveme           Encourages staff to develop and apply their skills.           Suggests to individuals ways of improving performance and competence. Level 3 Promotes ongoing learning and development

          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           Advocates and commits to ongoing training and development to foster a learning culture. Level 4 Provides opportunities for development

          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 relationsh Level 5 Creates a continuous learning and development environment

          Provides long-term direction regarding learning needs for staff and how to pursue the attainment of this           Institutes organization-wide mechanisms and processes to promote and support continuous learning an           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

19. Planning and Organizing

Defining tasks and milestones to achieve objectives, while ensuring the optimal use of resources to meet those ob Level 1 Plans tasks and organizes own work

          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. Level 2 Applies planning principles to achieve work goals           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. Level 3 Develops plans for the business unit

          Considers a range of factors in the planning process (e.g., costs, timing, customer needs, resources av           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. Level 4 Integrates and evaluates plans to achieve business goals.

          Establishes alternative courses of action, organizes people and prioritizes the activities of the team to a           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. Level 5 Plans and organizes at a strategic level           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 Ser

20. Decision-Making Making decisions and solving problems involving varied levels of complexity, ambiguity and risk Level 1 Makes decisions based solely on rules           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.           Makes decisions involving little or no consequence of error.           Verifies that the decision/resolution is correct. Level 2 Makes decisions by interpreting rules           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. Level 3 Makes decisions in situations where there is scope for interpretation of rules

          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 pie           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. Level 4 Makes complex decisions in the absence of rules

          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 informatio           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. Level 5 Makes high-risk decisions in complex and ambiguous situations

          Makes high-risk strategic decisions that have significant consequences.           Balances a commitment to excellence with the best interests of clients and the organization when maki           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 contr

21. Analytical Thinking Interpreting, linking, and analyzing information in order to understand issues Level 1 Analyzes and synthesizes information           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           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. Level 3 Analyses complex relationships

          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. Level 4 Applies broad analysis

          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 Level 5 Applies a systems perspective to the analysis of enterprise-wide issues

          Identifies multiple relationships and disconnects in processes in order to identify options and reach con           Adopts a systems perspective, assessing and balancing vast amounts of diverse information on the va           Thinks beyond the organization and into the future, balancing multiple perspectives when setting direct

Note : "Analytical Thinking" links to the competency "Strategic Thinking" identified as relevant for federal Public Service lead

22. Results Orientation Focusing personal efforts on achieving results consistent with the organization’s objectives Level 1 Strives to meet work expectations

          Sets goals and works to meet established expectations; maintains performance levels.           Pursues organizational objectives with energy and persistence. Sets high personal standards for perfor           Adapts working methods in order to achieve objectives.           Accepts ownership of and responsibility for own work. Level 2 Consistently meets established expectations           Consistently achieves established expectations through personal commitment.           Makes adjustments to activities/processes based on feedback. Level 3 Surpasses established expectations           Exceeds current expectations and pushes for improved results in own performance.

          Takes on new roles and responsibilities when faced with unexpected changes. Level 4 Seeks out significant challenges           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. Level 5 Pursues excellence on an organizational level

          Models excellence and motivates fellow organizational members to follow his/her example.           Encourages constructive questioning of policies and practices; sponsors experimentation and innovatio           Holds staff accountable for achieving standards of excellence and results for the organization.

23. Teamwork Working collaboratively with others to achieve common goals and positive results Level 1 Participates as a team member           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. Level 2 Fosters teamwork

          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. Level 3 Demonstrates leadership in teams

          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 effectivenes Level 4 Capitalizes on teamwork opportunities           Initiates collaboration with other groups/ organizations on projects or methods of operating.

          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. Level 5 Builds bridges between teams

          Facilitates collaboration across the organization and with other organizations to achieve a common goa           Builds strong teams that capitalize on differences in expertise, competencies and background.           Breaks down barriers (structural, functional, cultural) between teams, facilitating the sharing of expertis

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

          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 ta           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. Level 2 Identifies ethical implications           Identifies and considers different ethical aspects of a situation when making decisions.           Identifies and balances competing values when selecting approaches or recommendations for dealing Level 3 Aligns team with organization’s values and ethics           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           Interacts with others fairly and objectively. Level 4 Promotes the organization’s values and ethics

          Advises others in maintaining fair and consistent dealings with others and in dealing with ethical dilemm           Deals directly and constructively with lapses of integrity (e.g., intervenes in a timely fashion to remind o Level 5 Exemplifies and demonstrates the organization’s values and ethics

          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., profess           Identifies underlying issues that impact negatively on people and takes appropriate action to rectify the 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 t Level 1 Demonstrates personal work alignment

          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           Liaises with others to ensure alignment with the business goals and vision of the organization. Level 2 Promotes team alignment

          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 an           Monitors work of team to ensure alignment with strategic direction, vision and values for the organizatio           Identifies potential future directions for work area in line with vision.           Proactively helps others to understand the importance of the strategy and vision. Level 3 Aligns program/operational goals and plans

          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 Level 4 Influences strategic direction

          Foresees obstacles and opportunities for the organization and acts accordingly.           Defines issues, generates options and selects solutions, which are consistent with the strategy and visi           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. Level 5 Develops vision

          Leads the development of the vision for the organization.           Defines and continuously articulates the vision and strategy in the context of wider government prioritie           Describes the vision and values in compelling terms to develop understanding and promote acceptance           Identifies, conceptualizes and synthesizes new trends or connections between organizational issues an Note : "Visioning" was identified as a competency relevant for federal Public Service leaders.

Technical Competency Dictionary for the IT Community

Technical Competency Dictionary Table of Contents 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

Introduction Competencies are observable abilities, skills, knowledge, motivations or traits defined in terms of the behaviours How Are the Competencies Structured?

For all competencies in the dictionary, a brief definition is provided as well as a list of points of knowledge required. Each co

1.       Introductory: Demonstrates introductory understanding and ability and, with guidance, applies the competen 2.       Basic: Demonstrates basic knowledge and ability and, with guidance, can apply the competency in common 3.       Intermediate: Demonstrates solid knowledge and ability, and can apply the competency with minimal or no g 4.       Advanced:Demonstrates advanced knowledge and ability, and can apply the competency in new or complex 5.       Expert: Demonstrates expert knowledge and ability, and can apply the competency in the most complex situ

1. Application Development/Support and Maintenance[1]

-Knowledge and ability to design, define, construct, enhance, support and maintain application software on one or more pla Knowledge requirements:

§          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 data §          Application Development and Commercial Off-The-Shelf (COTS) Management o         Programming languages (e.g., software language structures, machine, assembly, procedural, non o         Standards and methods used in developing and maintaining a repository of information and proce o         System development processes, tools and methodologies (e.g., Systems Development Life Cycle o         Unit testing processes and practices o         Application development tools (e.g., COTS development tools, technical productivity tools, worksta 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 P 1. Introductory

          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. 2. Basic           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. 3. Intermediate

          Demonstrates a detailed knowledge of several programming environments and a good working knowle           Writes original multi-module/complex programs or applies reusable modules.           Designs, tests and integrates software modules and resolves programming errors using various debug           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 specification           Enforces standards (e.g., at walkthroughs). 4. Advanced

          Demonstrates in-depth knowledge and capability in software construction, testing, infrastructure, config           Demonstrates knowledge in multiple applications, data management systems and technologies or in a           Demonstrates application and corporate knowledge, and understands how a change would affect multi           Makes recommendations/ decisions in application and program design, standards and program enhanc           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-function 5. Expert

          Demonstrates expert knowledge of software design, construction, programming trends, programming a           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 environme           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:

          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 o         Relationship between the systems architecture and other architectures (e.g., integrating technolog           Technology Architecture o         Design of the fundamental hardware, software and telecommunications systems that provide the i 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) 1. Introductory           Possesses basic understanding of architecture principles.           Reads and understands architecture specifications and models.           Distinguishes between different architecture domains. 2. Basic           Creates basic models based upon specifications.           Defines key terms and concepts. 3. Intermediate

          Focuses on a single area of expertise.           Produces analytic and candidate design models to be used for further analysis (e.g., telecommunicatio           Demonstrates awareness of other architectures.           Validates models created by projects and/or junior staff.           Signs off functional models. 4. Advanced

          Demonstrates good understanding of architecture across the business lines and how they interact but f           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

          Understands how architecture relates to the organization's vision, how new business fits in the current b           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.

3. Business Analysis

- Knowledge and ability to apply the principles of business analysis in the planning, reengineering, requirement gathering fo Knowledge requirements:

          Government/business knowledge in various application areas (e.g., financial/accounting, human resources,           Common government/business management and decision-making concepts, principles, activities and practi           Business architecture (at a project level) and how it augments organizational design, planning systems and           Impact analysis and environmental scan methods, techniques and tools used to evaluate an organization's s           Business case/cost benefit methodology and standards including return on investment (ROI) and total cost o           Typical organization structures, job functions, work activities and workflow           Business process analysis and business process reengineering methods and design benefits, methodologie           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) 1. Introductory §          Demonstrates awareness of business rules and concepts. 2. Basic §          Understands business lines. §          Understands basic government and departmental services. §          Drafts simple requirements. 3. Intermediate §          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

§          Validates business requirements, applies government and corporate priorities. §          Gathers/refines complex business requirements, recommends or makes decisions on business requirement §          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. 5. Expert

§          Works at the "integration level" by understanding the business architecture and its relationship to other arch §          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 dat Knowledge requirements:

§          Concepts, policies, principles, theories, practices and techniques associated with information managem §          Relationship between database design/management and application performance §          Database design and architecture - logical structure and physical structure (e.g., functional, metadata a §          Database types (e.g., data warehouse, decision support, operational, query, ERP and relationship to te §          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, d §          Languages for data modeling, manipulation, control and database query §          Database trends and directions 1. Introductory

§          Demonstrates basic understanding of database management, logical design concepts and levels of da §          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). 2. Basic

§          Understands a single database management system (DBMS), its components and how they relate to e §          Demonstrates a good knowledge of data manipulation language (DML) and data definition language (D §          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., ba

§          Recognizes the importance of database basic recovery and, with guidance, performs backup and recov §          Understands database release management, applications business rules, data integrity issues, databa §          Performs data population, debugging and testing. §          Conducts basic impact analysis for database change management. 3.Intermediate

§          Demonstrates working level understanding of a single DBMS relevant operating systems, applications §          Applies wide range of concepts to the corporate/vendor environment (e.g., database security and/or ind §          Makes recommendations on logical/physical models (e.g., converts from logical model, implements and §          Develops, codes, tests and reviews complex database access modules. §          Solves problems that impact on the business or service, resolves data integrity issues and implements §          Demonstrates a solid knowledge of system testing and integration environments. §          Develops, selects, recommends and implements strategies for backup and recovery, data population a §          Conducts general impact analysis on database change management. 4. Advanced

§          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 §          Researches, pilots, evaluates new technologies and standards, identifies how they will integrate with th §          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. 5. Expert

§          Demonstrates expert knowledge of data management, data stewardship, government-wide data manag §          Holds an enterprise-wide view and/or is regarded as the subject matter expert in one or more areas of §          Develops enterprise-wide multi-disciplinary architectural documents translating business data requirem §          Demonstrates broad-based knowledge of information technology (e.g., programming, data managemen §          Develops business cases for enterprise-wide data management initiatives as a direct response to busin §          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

5. Infrastructure/Platforms[2]

- Knowledge and ability to support the enterprise computing infrastructure (e.g., enterprise servers, client server, storage de Knowledge requirements:

§          Principles, practices, standards, methods and techniques related to interoperability of hardware/softwar §          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 §          Hardware/software and connection, implementation and maintenance §          Operating systems, communications and software utilities used on enterprise server/mainframe and dis §          Cooperative processing (two or more computers simultaneously processing portions of the same progr §          Monitoring of systems software (i.e., the operating system and all utility programs that manage comput §          Operations performance monitoring and capacity planning of the delivery platform §          Treasury Board and corporate IT standards and policies regarding the development and support of infra

1. Introductory §          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. 2. Basic

§          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 pe §          Operates the platform at a simple level. §          Troubleshoots basic physical or software problems. §          Understands and applies the standards. 3. Intermediate §          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. 4. Advanced

§          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 §          Carries out performance measurement and capacity planning. §          Incorporates business requirements such as high availability, redundancy and disaster recovery into pl §          Resolves complex problems. §          Develops and monitors/enforces standards and procedures for new technology configuration and imple §          Mentors/guides individuals and cross-functional teams. 5. Expert

§          Demonstrates expert knowledge of platform principles, technology, government-wide technology initiati §          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 and ability to evaluate, negotiate, procure, track, manage IT assets including software licenses and computer l Knowledge requirements:

§          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, softw §          Systems and applications for procurement (e.g., NMSO, DISO, Software Acquisition Reference Centre §          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 lice §          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 §          Remedial measures for IT equipment non-performance 1. Introductory §          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. 2. Basic §          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. 3. Intermediate

§          Knows the procurement cycle and processes, gathering of information through RFIs and RFPs, roles o §          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. 4. Advanced

§          Possesses a specific area of expertise and business knowledge of the life cycle for his/her asset area ( §          Negotiates multi-level, multi-layer million dollar contracts. §          Knows rules for Canadian and International governing bodies (e.g., NAFTA, Trade Tribunal, CITT) and §          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/ §          Mentors junior staff.

5. Expert

§          Demonstrates a very deep understanding of one area of expertise or a broad understanding of multiple §          Demonstrates a broad understanding of software licensing models, the market and how to leverage the §          Demonstrates an in-depth understanding of procurement, the industry, the vendor community and indu §          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, m Knowledge requirements:

§          Enhanced Management Framework for the management of information technology/projects §          Project management concepts, techniques, methods and tools and industry best practices in the mana §          Project estimating and planning techniques §          Project progress monitoring §          Management of change, risk and problem §          Human resources management §          Government of Canada policies and standards 1. Introductory

§          Understands basic concepts (e.g., project goals, risk, scope, participants' roles, planning and the impor §          Provides input to project plan. 2. Basic §          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. 3. Intermediate

§          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 make 4. Advanced

§          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 ide §          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 §          Oversees/manages large, highly complex, diverse or strategic projects that impact the organization as §          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.

8. Telecommunications (Data and Voice) Network

- Knowledge and ability to implement the methods, practices and policies governing the design, analysis, development, man Knowledge requirements:

§          Theories and concepts, methods, policies and practices to design, develop, plan telecommunications netwo §          Installation, configuration, operation and maintenance of telecommunications infrastructure hardware and so 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, PB §          Standards describing the structure of data exchange between systems (e.g., OSI seven layer reference mod §          Standards describing the format content and exchange mechanisms between systems, such as communica §          Classes of networking systems (e.g., Local Area Network (LAN), Metropolitan Area Network (MAN), Departm §          Network topologies (physical and logical) and their characteristics §          Classes of telecommunication media, such as wire based (e.g., copper, fibre) and wireless (characteristics o §          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 m §          Performance analysis, diagnosis, capacity planning and data communications monitoring/management prac §          Data, voice and video requirements and services §          Traffic and transmission management §          Common carrier services - data transmission and telephony service offerings provided by private sector com §          Security, including specific methods, policies and best practices to secure information within the telecommun §          Industry regulations and tariffs (e.g., CRTC) 1. Introductory

§          Demonstrates basic understanding of data communications and components, definitions, key concepts §          Understands need for capacity planning and performance management. 2. Basic

§          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 d §          Assists in the design of basic connections (e.g., connecting 100 people to a WAN or designing a small §          Troubleshoots basic physical or software connectivity problems, network congestion (e.g., cables/conne §          Uses data communications diagnostic tools. §          Tests, configures, installs and supports hardware and software at any typical site. §          Talks clients through troubleshooting. 3. Intermediate

§          Understands how data communications integrate with other environments such as mainframe, distribut

§          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 §          Designs complex building environments using existing standards (e.g., complex site layouts (many buil §          Resolves typical hardware and software problems (e.g., connectivity, network congestion, protocols, us §          Conducts certification testing. §          Executes standards. 4. Advanced

§          Incorporate business requirements (e.g., high availability, redundancy, disaster recovery) into data com §          Evaluates/pilots new technologies, identifies how they integrate with the corporate network and implem §          Resolves unusual or atypical network problems without clear precedents and/or that have significant im §          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). 5. Expert

§          Demonstrates expert knowledge of data communications principles, network technology, government-w §          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 bus §          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 indus

9. Security/Information and Application Protection - Knowledge and ability to ensure there are adequate technical and organizational safeguards to protect the continuity of IT Knowledge requirements:

§          IT security principles methods, policies, practices and tools o         Information Protection/IT security principles, threat and risk assessment methodology, practices, p o         Theories, processes and methodologies involved in developing, implementing, monitoring and rep o         Management tools such as data classification and risk assessment/analysis to identify threats, cla o         IT software and hardware security requirements o         Preparation and conduction of Privacy Impact Assessments (PIA), Statement of Sensitivity (SOS), 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 o §          IT Operations Security o         Protection techniques for the entire facility, from the outside perimeter to the inside office space, in o         Requirements of hardware, media and of the operators and administrators with access privileges t 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 o         Viruses o         Computer crimes laws and regulations and the measures and technologies used to investigate co o         Cryptographic, graphic and hardware applications §          Business Continuity/Disaster Recovery Planning

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 o         Roles and responsibilities of IT operational functions during business continuity exercises o         Federal government business continuity planning policies and programs, including Treasury Board 1. Introductory §          Demonstrates awareness of security requirements. §          Demonstrates awareness of certification policies. §          Demonstrates awareness of privacy requirements and standards. 2. Basic §          Understands concepts of IT security and its application to computer systems architecture. 3. Intermediate §          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. 4. Advanced §          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. 5. Expert

§          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 progre

Knowledge requirements:

§          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-stres §          Testing standards (e.g., Treasury Board and department, International organization for standardization §          Testing and readiness functions and assessments including release processes and packages, change §          Testing tools including automated tools, test scripts and reporting/tracking tools §          Certification and accreditation of new applications 1. Introductory §          Demonstrates awareness of testing principles and processes. §          Understands testing terminology. 2. Basic §          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. 3. Intermediate

§          Understands systems integration principles (i.e., the methods, practices and policies that are used duri §          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. 4. Advanced §          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 §          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 Knowledge requirements:

§          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 in o         Service level agreements o         Processes and practices to ensure the Agreement and Statements of Work or contracts are met w o         Government of Canada and department policies and standards (e.g., Service Management Life C §          Change Management o         Processes and practices to ensure changes to the IT infrastructure are introduced successfully an 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., ph o         Configuration management technologies that affect the IM/IT environment including the physical a §          Release Management o         Processes and practices to ensure the introduction and maintenance of all IS/IT infrastructure and 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 prioritizati 1. Introductory

§          Understands service management processes and concepts (e.g., incident management, change manageme §          Understands concepts, techniques and practices of help desk operations and service delivery. 2. Basic

§          Understands and follows a process in problem management, change management or configuration manage §          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). 3. Intermediate §          Understands interrelationships and interdependencies between service management processes. §          Installs, configures, troubleshoots and supports application software.

§          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 r §          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. 4. Advanced

§          Implements and manages services using the principles and methods associated with Information Technolog §          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. 5. Expert §          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 §          Recommends continual improvements in service management strategy and processes.

presentatives from numerous departments, developed the competency dictionaries specifically for the IT Community across government.

m their jobs and the behaviors they demonstrate on the job are the key to success.

rs that are specific to jobs in IT Community, we assume that the behavioural dictionary will also be appropriate for other communities.

e 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

haviors needed for successful job performance and include levels of proficiency that are described in terms of behavioral indicators. The indicators high

mpetency Based Management system and can be used for the complete range of human resources planning and management functions. This includes

ompetency profiles. The dictionaries help identify the success factors by defining the types and level of skills and behaviors needed for the job.

s based on the generic work descriptions that have been developed in collaboration with the IT Community. Until these are developed, you may want t

skills, abilities and behaviors needed for IT jobs.

cies that apply to IT jobs. These competencies are generic in nature and are often shared by people across the organization. They refle

rs that are required when applying specific technical knowledge on the job. For example, Application Development Support and Mainten

equirements or qualifications needed by IT workers.

op interview questions that focus on abilities and behaviors instead of tasks and experience. You may have had experience with this type of interview p

ou 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 ar

earn more about what's needed for work in the IT Community.

n terms of the behaviours needed for successful job performance. Competencies are not new. What is new is their integrated use across human resou

ncludes a proficiency scale that indicates the full range of expression of the competency. Most proficiency scales have five levels. Each proficiency leve

s 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 ca

mation, changing situations and/or different environments

they are presented.

ferent situation.

or situations. as needed to deal with new or changing demands.

how promise of improving established ways of operating. n work processes, systems, etc. ges and change.

rganization in response to the needs of the situation. times, apparent chaos.

ement," identified as relevant for federal Public Service leaders.

needs and changing circumstances to enhance personal and organizational performance

ify strengths and weaknesses and ways of improving.

ion of others, assignments, etc.).

of growth beyond current job. y and personally).

he portfolio or business unit. s and knowledge.

ization and develops and pursues learning plans accordingly. developments in the broader work context.

on Management" identified as relevant for federal Public Service leaders.

communication

s or paraphrases, asks additional questions). oth orally and in writing.

ld lead to misunderstandings. ived negatively, with sensitivity and tact. demonstrations.

he target audience’s language, cultural background and level of understanding. otiating or presenting arguments (e.g., presents benefits from all perspectives). e manner without being defensive and while maintaining the dignity of others.

fficials, special interest groups or the media). ied audiences. s to promote dialogue and shared understanding.

nsidering such aspects as the optimal message to present, timing and forum of communication). superiors, subordinates and peers.

the political, social and economic issues, to achieve results

rganization’s accountabilities. or operations to accomplish work.

acquiring information, assistance and accomplishing work goals.

nding of issues, climates and cultures in own and other organizations. rs. Uses this information to negotiate goals and initiatives.

tes to best position the organization. sary, for the success of the organization. tional plans and practices.

t within which the organization operates. vironment and the impact these might have on the organization.

Management – Design and Execution" identified as relevant for federal Public Service leaders.

challenges with innovative solutions or services, using intuition, experimentation and fresh perspectives.

mation quickly while considering different options.

sadvantages of alternative approaches.

ments and applies them to the organization.

or which there is no previous experience.

ofessional and organizational standards.

ng and experimentation.

levant for federal Public Service leaders.

acts to further the organization’s goals

those who can provide work-related information.

and information sources.

o the organization.

tively participating in trade shows, conferences, meetings, committees, multi-stakeholder groups and/or seminars). and effectively uses contacts to achieve results..

e organization’s strategy. , share information and resolve differences, as required. to further strategic objectives.

term interest.

ment as a starting point to resolving differences..

, by encouraging and supporting the various parties to get together and attempt to address the issues themselves). onality issues.

se who share few common interests and who are having a significant disagreement. (e.g., mediation, collaborative and "mutual gains" strategies).

ssing areas where potential misunderstanding and disruptive conflict could emerge. n personally challenging the status quo and when encouraging others to do so as well.

nd assets: human and financial resources, real property and business information.

ective manner.

es and assets.

team effectiveness; manages workload.

th organizational objectives. all programs and processes. ance information.

ontribute to long-term goals. in order to achieve the vision and values. e and support resource management.

dentified as relevant for federal Public Service leaders.

ues, potential problems and risks.

error (e.g., risks involving potential loss of some time or money but which can be rectified).

g., significant loss of time or money) but which can be rectified.

ities and opportunities and astutely identifying the risks involved.

ation, where errors cannot be rectified, or only rectified at significant cost. tegic and tactical options.

, by supporting decisions of others). es to assist decision-making when risk is a factor.

assessment of operational, organizational, and political realities and risks.

y (e.g., does not overreact to situations, what others say, etc.).

few stressors by modifying work methods. stressful situations. ction to respond constructively to the source of the problem.

exposure to numerous stressors or stressful situations.

ts to minimize the effects of stress, while still ensuring appropriate levels of productivity.

ed and energized during periods of extreme stress affecting the organization. ant challenge facing the organization.

ess within the organization.

– People Management", a competency identified as relevant for federal Public Service leaders.

will affect their perception of self.

emotions and sensitivities of others. terests of others.

ernal to the organization to gain acceptance for ideas. alue of an idea. tiple arguments in order to support a position.

and initiatives.

o stakeholders. s, using experts or third parties. ffecting the organization.

nities that arise

nt opportunity.

sources and experience with similar situations.

potential opportunities in the future by drawing on extensive personal experience. al to advance the state-of-the art in an area.

reats and/or opportunities. on upcoming opportunities.

erate effectively.

appening and gives a clear rationale for the decision. team loyalty, cooperating with others).

m members, and overall team requirements and objectives.

sing on the organization’s strategic objectives, vision or values.

der to achieve the team’s overall objectives.

n to other organizational members.

goals and values. the organization. e maintained. o improve team performance and productivity.

ng others deal with their effects

e affected by it.

change is implemented mplements approaches that address resistance.

nitiatives and describes the impact on operational goals. tegies for managing it. d identified objectives.

excellence to internal and external clients

and outcomes.

ensure that their needs have been correctly and effectively met.

s as required.

s to determine their needs. nd advocate on their behalf.

ervice excellence. discusses situation/concerns with appropriate individuals.

ability to meet current and future client needs.

services, solutions or products to identify ways to improve. taff meet them.

ternal clients. velop client relationships.

-term needs and strategies with current and proposed projects/initiatives. jected needs of clients and prospective clients.

partnerships to advance the objectives of the organization

areas of mutual interest as a means of establishing a business relationship. lly and as valued allies.

f the partnership remain on target.

of both short- and long- term return on investment. the interests of the broader community. for the partner.

to pursue, as well as ground rules for effective partner relationships.

olve problems surrounding partner relationships. needed and takes appropriate measures.

hould be pursuing. ents (e.g., principles and frameworks for assessing the value of partnerships; expert assistance in aspects of partnering). of partner arrangements throughout the organization.

ng partnerships within and external to the organization

ations, Partners", identified as relevant for federal Public Service leaders.

nhanced performance and professional growth

ous learning and improvement. iscussing how to handle current or anticipated concerns.

and identifying areas for improvement.

g work goals. and follows-up to guide development and measure progress. ster a learning culture.

opportunities. s, mentoring and coaching relationships etc.

how to pursue the attainment of this learning. e and support continuous learning and improvement. than by chance.

e Management" identified as relevant for federal Public Service leaders.

use of resources to meet those objectives

work objectives in optimal fashion.

e work completed.

essary resources. ples and processes. nts or setbacks.

within own area of responsibility.

ming, customer needs, resources available, etc.).

structive alternatives.

ent as needed.

oritizes the activities of the team to achieve results more effectively. ate progress. nts to the plan.

well as long-term direction.

ategic direction.

ed as relevant for federal Public Service leaders.

biguity and risk

ng clear criteria/procedures. n criteria are not clear.

specified rules and procedures.

n when dealing with exceptions. nerally clear and adequate.

or discretion and interpretation. artially defined and entail missing pieces of critical information.

d prevent recurrence. complex situations.

omplete and contradictory information.

ns across multiple projects.

ents and the organization when making decisions. any factor can change rapidly.

ell-informed decision. sweeping, difficult to define and contradictory (e.g., fiscal responsibility, the public good).

nterpreting the information available.

amounts of information. nticipating likely outcomes. emerging trends. r to completely understand a problem/situation.

der to identify options and reach conclusions. unts of diverse information on the varied systems and sub-systems that comprise and affect the working environment. iple perspectives when setting direction or reaching conclusions (e.g., social, economic, partner, stakeholder interests, short- and long-term benefits, n

elevant for federal Public Service leaders.

performance levels. ts high personal standards for performance.

own performance.

promising current accountabilities.

o follow his/her example. onsors experimentation and innovation. results for the organization.

ents to others.

her than competitively.

as needed to meet team goals. ut and involvement of team members.

ts of individuals to team effectiveness.

or methods of operating.

by the diversity of team talents.

tices with the team. e a solution or alternative.

anizations to achieve a common goal. mpetencies and background. ms, facilitating the sharing of expertise and resources.

ublic Service as a whole

es, policies and/or legislation when taking action and making decisions. kes action to avoid and prevent them.

n making decisions. hes or recommendations for dealing with a situation.

nfidentiality and/or security. organization and Public Service as a whole.

ers and in dealing with ethical dilemmas. venes in a timely fashion to remind others of the need to respect the dignity of others).

ion’s values and ethics. organization’s integrity (e.g., professional standards for financial reporting, integrity/ security of information systems). akes appropriate action to rectify the issues (e.g., systemic discrimination).

ervice leaders.

ting and ensuring alignment with the organization’s vision and values

gnment with organizational vision and operational goals. d vision of the organization.

ployees within area of responsibility. mployee contributions to promoting and achieving organizational goals. vision and values for the organization.

egy and vision.

eeping with the strategic direction. s, stakeholders and partners.

ection and establishes effective ways for closing the gap in own sector.

s accordingly. consistent with the strategy and vision.

nment within the organization. olleagues in other business lines.

context of wider government priorities. derstanding and promote acceptance/ commitment among staff and stakeholders. ons between organizational issues and translates them into priorities for the organization.

n terms of the behaviours needed for successful job performance. Often competencies reflect very general attributes common to all jobs (e.g., analytica

oints of knowledge required. Each competency also includes a proficiency scale that indicates the full range of expression of the competency. Each pro

with guidance, applies the competency in a few simple situations. an apply the competency in common situations that present limited difficulties. the competency with minimal or no guidance in the full range of typical situations. Would require guidance to handle novel or more complex situations. ly the competency in new or complex situations. Guides other professionals. competency in the most complex situations. Develops new approaches, methods or policies in the area. Is recognized as an expert, internally and/or ex

lication software on one or more platforms.

ness data/information flows and database construction (e.g., data and functional modeling)

machine, assembly, procedural, non-procedural, object-oriented languages) a repository of information and processes (e.g., development standards including programming, user interface, design, naming, specifications) g., Systems Development Life Cycle including principles, best practices and standards used in designing and maintaining a formal procedure and a rel

s, technical productivity tools, workstation operating systems)

ter/Intranet technologies within the Public Service

ions or design techniques.

languages and/or methodologies. tion assurance.

onments and a good working knowledge of hardware and software interfaces.

ramming errors using various debugging tools and techniques.

th the system.

s to clarify and improve specifications or to identify alternative programming solutions.

ruction, testing, infrastructure, configuration, a wide range of system development methodologies and operating standards. ent systems and technologies or in a single area of expertise. nds how a change would affect multiple applications. sign, standards and program enhancements.

on flow within or between systems. ques to individuals and cross-functional teams.

programming trends, programming and scripting languages across government in multiple applications and data management systems or in a single a

pecify appropriate system environments to meet operational needs and system performance objectives.

ment (See Competency 4).

ethodologies and frameworks.

nization's vision Government of Canada priorities

he organization ction or process dependency model

re connected and operate with each other and other applications hitectures (e.g., integrating technology and business)

unications systems that provide the infrastructure on which business applications are developed and run (e.g., network topologies)

her analysis (e.g., telecommunications, networks).

ness lines and how they interact but focuses on a single architecture.

how new business fits in the current business lines, the integration of business and technology, and relates government priorities to target architectures

els and the interoperability model.

ngineering, requirement gathering for government business environments, operations, processes, and practices.

ancial/accounting, human resources, purchasing, supply, policing, corrections) cepts, principles, activities and practices (e.g., Government and corporate planning cycles and processes, accountability and budgetary cycles and pro tional design, planning systems and financial controls s used to evaluate an organization's strengths and challenges on investment (ROI) and total cost of ownership (TCO)

ds and design benefits, methodologies and tools; roles in support of business change

anning and business processes.

nciples and the impact of changes.

gn processes.

s decisions on business requirements/interdependencies.

cisions, processes and plans.

ure and its relationship to other architectures.

senior management.

e design and the management of databases.

associated with information management and information technology as it relates to database design and management on performance structure (e.g., functional, metadata and process models) nal, query, ERP and relationship to technologies)

gement tools, data modeling tools, database integration tools)

cal design concepts and levels of database security. (e.g., relational vs. network).

ion of data, size definitions).

components and how they relate to each other. DML) and data definition language (DDL).

nd identify where to direct it (e.g., basic database accessibility).

guidance, performs backup and recovery. s rules, data integrity issues, database security implementation, workload manager and interaction with DBMS (e.g., CICS, NT).

ant operating systems, applications business rules and its dependencies with other applications, databases and/or business partners. ent (e.g., database security and/or individual profiles). s from logical model, implements and maintains physical model to meet storage, availability, and performance requirements).

data integrity issues and implements data integrity safeguards, and uses diagnostic and monitoring tools to prevent problems/enhance performance an environments. ckup and recovery, data population and migration.

th knowledge of one or more DBMS. h as high availability, redundancy and disaster recovery into the logical/physical database design. entifies how they will integrate with the corporate network and recommends strategies. the business.

se technology.

rdship, government-wide data management initiatives and trends in data management and how they can be applied. atter expert in one or more areas of expertise, and provides effective strategic direction to enterprise-wide data management. s translating business data requirements into topographical format. e.g., programming, data management, platforms). itiatives as a direct response to business drivers.

agement and contributes to standards working groups - governmental and/or industry.

ise servers, client server, storage devices and systems, hardware and software) in the provision, management, storage, operation, scheduling, support

o interoperability of hardware/software configuration controls server/mainframe environment) ia storage, virtual storage) ers, mini and micro-computers, CPU, memory, disk, registers, bus, channel)

enterprise server/mainframe and distributed computer systems rocessing portions of the same program or operating on the same data such as multiple-CPU systems, distributed systems) utility programs that manage computer resources at a low level) including compilers, loaders, linkers, and debuggers elivery platform the development and support of infrastructure systems and networks

at a basic level, from an end-user perspective.

(e.g., network). of the platform).

how they integrate with the platform and implements them.

ndancy and disaster recovery into platform design.

w technology configuration and implementation.

, government-wide technology initiatives and technological trends. endencies and impact of change. esign and initiatives. n documents. performance improvements.

ee competency 8).

ng software licenses and computer leases:

lease agreements

s, services and claims ng-term contracts for hardware, software and licence agreements, support and services ftware Acquisition Reference Centre, Request for Software Discounts and Supply Arrangements) ocurement and management policies (e.g., regulating software licence agreements and renewals, disposal, procurement ethical practices and security policies)

ement and disposal)

ent for goods and services uding drafting of Statements of Work (SOW), Requests for Proposals (RFPs), evaluation of responses, contract negotiations and management of cont

e role of PWGSC in procurement.

services and goods.

and governance structures.

ation through RFIs and RFPs, roles of interdepartmental partners and the proposal/ evaluation processes. low-level procurement.

sset management.

the life cycle for his/her asset area (e.g., sunset procedures).

, NAFTA, Trade Tribunal, CITT) and negotiates CITT challenges.

sets, inventory and plans for sunset/refresh, professional services and training).

or a broad understanding of multiple areas and provides guidance to senior management. , the market and how to leverage the knowledge. stry, the vendor community and industry trends.

uring the planning, implementation, monitoring and completion of projects, ensuring effective management of scope, resources, time, cost, quality, risk

ation technology/projects d industry best practices in the management of projects in an IT environment (e.g., Project Management Body of Knowledge (PMBoK))

cipants' roles, planning and the importance of project management principles such as time, cost and quality management).

and estimates. larger projects.

ct objectives. erables, milestones and costs. plans to deal with them. esource usage and quality, and makes needed adjustments.

n area or department boundaries. eliminating or mitigating the risks identified.

ects that impact the organization as a whole.

e design, analysis, development, management and use of the hardware and software used to transfer information such as data, voice, images and vide

elop, plan telecommunications networkinfrastructure systems (e.g., calculation of peak and mean bandwidth requirements, response time, propagation ations infrastructure hardware and software ware and utilities

nes, gateways, routers, switches, PBX) (e.g., OSI seven layer reference model) etween systems, such as communication protocols (including protocols that relate to the convergence of technologies, such as Voice over IP), connectio politan Area Network (MAN), Department Wide Area Network (DWAN), Wide Area Network (WAN), Virtual Private Network (VPN), Voice Network Syste fibre) and wireless (characteristics of various frequency bands from HF to microwave)

twork beyond data transfer such as message routing, resource management and conversion facilities) cations monitoring/management practices, protocols and tools

erings provided by private sector companies re information within the telecommunications network infrastructure

omponents, definitions, key concepts, communication protocols and platforms (e.g., Firewalls, Security, Frame Relay, SNA, ATM, Hubs/Routers/ Gatew

them (e.g., vendor-specific standards). nments (e.g., mainframe) and are distributed, at a basic level, from an end-user perspective. eople to a WAN or designing a small site (less than 50)). etwork congestion (e.g., cables/connections, defective equipment, logging in to network equipment, checking configuration of routers/switches).

any typical site.

nments such as mainframe, distributed, E-commerce, firewalls and external networks, at a component level.

e/vendor environment.

mitations into technical specifications for building/site designs. e.g., complex site layouts (many buildings and requirements)). ty, network congestion, protocols, uses diagnostic tools).

ncy, disaster recovery) into data communications design using analytical techniques. th the corporate network and implements. edents and/or that have significant impact or consequence on the business or service.

tion and implementation.

s, network technology, government-wide technology initiatives and technological trends.

nitiatives as a direct response to business drivers.

d services procurements. ributes to governmental and/or industry standards working groups (e.g., GOL, ITU, RC).

guards to protect the continuity of IT infrastructure services by the implementation of IT security principles, methods, practices, policies and tools that a

ssessment methodology, practices, procedures and tools (e.g., Government privacy and security related legislation and policies, biometric and cryptogr ng, implementing, monitoring and reporting IT security planning frameworks, policies, measures, counter-measures and monitoring programs, procedur sment/analysis to identify threats, classify assets and to rate system vulnerabilities

PIA), Statement of Sensitivity (SOS), Threat Risk Assessments (TRA), Vulnerability Assessments (VA)

rding the development and support of infrastructure systems and networks, including security policies and operational standards

erimeter to the inside office space, including all of the information system resources and methods to deal with security breaches dministrators with access privileges to these resources emote access o permit the identification of security events and to assess operations security capacity

d technologies used to investigate computer crime incidents

ies and procedures

mption phases applicable to business continuity plans usiness continuity exercises d programs, including Treasury Board Standards

er systems architecture.

gle key incident).

ertise in security subject(s).

pertise in multiple security subject(s). d interprets policies and standards.

atic approach (i.e., the orderly progression of testing in which software elements, hardware elements or both are combined and tested until the entire sy

iples (e.g., end-to-end)

ation, system, end-to-end, web-stress) onal organization for standardization (ISO)) e processes and packages, change control and system integration racking tools

ctices and policies that are used during a systems integration process, including hardware, software, network and applications).

ation testing).

sts being carried out.

e design, development and use of the IT support processes designed to keep the IT environment functioning efficiently, effectively and securely.

ween support processes and clients ples and methods associated with industry best practices (e.g., Information Technology Infrastructure Library (ITIL))

ments of Work or contracts are met while taking steps to minimize any adverse impact on service quality ds (e.g., Service Management Life Cycle Framework)

cture are introduced successfully and on a scheduled basis changes to the IT environment

rces and their relationships (e.g., physical connections and dependencies) environment including the physical and logistical properties of resources

enance of all IS/IT infrastructure and that existing infrastructure falls within the standards and the technology suppliers supported release levels

g of problems

and service delivery astructure services tware support

nd problem resolution and prioritization

ent management, change management, release management). ns and service delivery.

anagement or configuration management.

s and resolve them.

management early in the process).

management processes.

, costing, backup and recovery, QA release).

ssociated with Information Technology Infrastructure Library (ITIL) and other industry best practices.

es based upon results of a customer satisfaction survey). and processes.

nity across government.

other communities.

is the Job Competency Profile. The profile is based on the work descriptions and built by combining competency definitions from the behavioural and t

avioral indicators. The indicators highlight the behaviors that are expected at a certain level of job performance ranging from the introductory and basic

management functions. This includes developing statements of qualifications, staffing using behavioral-based interviewing techniques, implementing se

ehaviors needed for the job.

hese are developed, you may want to refer to these dictionaries if you are developing work descriptions or statements of qualifications or are considerin

cross the organization. They reflect the values of the organization and describe its working culture. They include things like Adaptability,

evelopment Support and Maintenance, Database Design and Management, Security/ Information and Application Protection and Servic

perience with this type of interview process already.

ble to plan your career by targeting areas of strength and areas that need improvement. By focusing on the competencies, you can determine your learn

integrated use across human resource functions.

ave five levels. Each proficiency level is described in terms of behavioural indicators. The behaviours at each level of the scale are illustrative rather tha

ruitment and staffing, learning and career development and performance management. For each job, choose the competencies and proficiency learnin

ests, short- and long-term benefits, national and global implications).

es common to all jobs (e.g., analytical thinking, problem solving, client orientation). However, the goal of the present exercise was to identify

ression of the competency. Each proficiency scale has five levels indicating the depth and breadth to which knowledge and skill are required in the job.

le novel or more complex situations.

zed as an expert, internally and/or externally. Leads the guidance of other professionals.

sign, naming, specifications) ntaining a formal procedure and a related repository of information)

management systems or in a single area of expertise.

work topologies)

ment priorities to target architectures.

ability and budgetary cycles and processes)

g., CICS, NT).

r business partners.

t problems/enhance performance and availability.

orage, operation, scheduling, support and maintenance of the infrastructure.

ecurity policies)

egotiations and management of contracts

e, resources, time, cost, quality, risk and communications.

nowledge (PMBoK))

such as data, voice, images and video.

ements, response time, propagation delays, priorities, traffic types, traffic flows (point-to-point, multicast, broadcast), error detection and protection, sec

es, such as Voice over IP), connection oriented versus connectionless protocols Network (VPN), Voice Network System, Remote Access Networks, associated hardware and software, operating systems and protocols)

ay, SNA, ATM, Hubs/Routers/ Gateways switches, VOIP, ISDN, routing protocols).

guration of routers/switches).

s, practices, policies and tools that are used in securing IT resources including information and operations security, physical security,business continuit

and policies, biometric and cryptographic principles, firewalls, intrusion logs, encryption and digital (numeric) signature) s and monitoring programs, procedures and guidelines

nal standards

urity breaches

ombined and tested until the entire system has been integrated).

applications).

ntly, effectively and securely.

liers supported release levels

definitions from the behavioural and technical competency dictionaries.

ging from the introductory and basic levels to the advanced and expert levels.

viewing techniques, implementing self-evaluation and performance management processes, and supporting learning and career development.

ents of qualifications or are considering developing a competency profile.

y include things like Adaptability, Communication, Decision Making, Planning and Organizing, Teamwork and Continuous Learning.

Application Protection and Service Management Processes.

encies, you can determine your learning needs and be specific about what you need to learn.

of the scale are illustrative rather than definitive; that is other examples of behaviour are possible. Each competency scale is cumulative which means

competencies and proficiency learning that are most critical to performance excellence.

nt exercise was to identify technical competencies - competencies required from incumbents occupying various jobs/roles in the IT Community that ref

dge 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

), error detection and protection, security, interoperability, growth, quality of service, availability)

ystems and protocols)

y, physical security,business continuity/disaster recovery planning, methods to deal with security breaches and security assessment in a technical enviro

ng and career development.

rk and Continuous Learning.

cy scale is cumulative which means that, although behaviours from lower levels are not repeated at higher level, they nonetheless apply.

bs/roles in the IT Community that reflect the unique knowledge and skill set expected from these IT employees – that would complement the

ehaviours at each level of the scale are illustrative rather than definitive; that is, other examples of behaviour are possible and can be used a

urity assessment in a technical environment.

hey nonetheless apply.

hat would complement the Behavioural Competency Dictionary. The resulting Technical Competency Dictionary for the IT Community

ur are possible and can be used at each level. Each competency scale is cumulative which means that, although behaviours from lower levels are n

r the IT Community was developed in partnership with subject matter experts in the IT Community and is the outcome of numerous interviews and disc

gh behaviours from lower levels are not repeated at higher level, they nonetheless apply.

ome of numerous interviews and discussions with CS representatives in different roles and levels from several large departments.

e departments.

Competence (Human Resources) From Wikipedia, the free encyclopedia

Competence (or competency) is the ability of an individual to perform a job properly. A competency is a set of defined beh

Some scholars see "competence" as a combination of knowledge, skills and behavior used to improve performance; or as

Competency is also used as a more general description of the requirements of human beings in organizations and commu

Competency is sometimes thought of as being shown in action in a situation and context that might be different the next tim

Competency has different meanings, and continues to remain one of the most diffuse terms in the management developm [edit] Dreyfus and Dreyfus on competency development

Dreyfus and Dreyfus[2] introduced nomenclature for the levels of competence in competency development. The causative 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

The process of competency development is a lifelong series of doing and reflecting. As competencies apply to careers as w

Within a specific organization or professional community, professional competency, is frequently valued. They are usually t 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 commun 2. Relation Competency: The ability to create and nurture connections to the stakeholders of the primary tasks must be

3. Learning Competency: The person assessed must be able to create and look for situations that make it possible to ex

4. Change Competency: The person assessed must be able to act in new ways when it will promote the purpose of the o [edit] McClelland and Occupational Competency

The Occupational Competency movement was initiated by David McClelland in the 1960s with a view to moving away from

Nevertheless, as can be seen from Raven and Stephenson,[3] there have been important[peacock term] developments in [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

in an article authored by Craig C. Lundberg in 1970 entitled, "Planning the Executive Development Program". The term gained traction

l intelligence, and skills in influence and negotiation.

e able to interpret the situation in the context and to have a repertoire of possible actions to take and have trained in the possible action

ive Rationality". The five levels proposed by Dreyfus and Dreyfus were:

der to introduce novices, but people at a more advanced level of competency will systematically break the rules if the situations requires

etain a post, or earn a promotion. For all organizations and communities there is a set of primary tasks that competent people have to c

ly enduring characteristics of people) that are found to consistently distinguish outstanding from typical performance in a given job or ro

ogram". The term gained traction when in 1973, David McClelland, Ph.D. wrote a seminal paper entitled, "Testing for Competence Rathe

ave trained in the possible actions in the repertoire, if this is relevant. Regardless of training, competency would grow through experienc

he rules if the situations requires it. This environment is synonymously described using terms such as learning organization, knowledge that competent people have to contribute to all the time. For a university student, for example, the primary tasks could be:

performance in a given job or role. It should be noted that different competencies predict outstanding performance in different roles, an

d, "Testing for Competence Rather Than for Intelligence". It has since been popularized by one-time fellow McBer & Company (Currently

cy would grow through experience and the extent of an individual to learn and adapt.

earning organization, knowledge creation, self-organizing and empowerment.

mary tasks could be:

performance in different roles, and that there is a limited number of competencies that predict outstanding performance in any given job

low McBer & Company (Currently the "Hay Group") colleague Richard Boyatzis and many others. Its use varies widely, which leads to c

ing performance in any given job or role. Thus, a trait that is a "competency" for one job might not predict outstanding performance in a

se varies widely, which leads to considerable misunderstanding.

ict outstanding performance in a different role.

Competency Theory Competency Meaning

Job Related Behaviors Needed Behavioral Traits / Personality Traits

ICEBERG MODEL OF COMPETENCIES Knowledge                                               Skills Attitudes Value Systems Personality Traits / Types Personal / Professional Background

Basis

Detailed Job / Position Descriptions defined with Competencies required

Analysis

Analyse Organizations Business Strategy, Vision, Mission, Goals Understand Current Organization Life Cycle Stage Critical Competencies required by an Organization at a given life cycle stage Competency Dictionery - by Spencer & Spencer Behavior 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 o Identify Behaviors exhibited by Poor, Average, Good, Excellent, Outstanding emplo Use these behavioral patterns in Selection & Appraisal Process.

Definitions

Define & Align Competencies required by each individual, divisions and organizatio Competency Dictionery and Critical Competencies are conflicting techniques Behavioral Interviews are most effective and realistic techniques Behavioral Interviewers NEED to be Trained Psychologists / Consultants

Competency Mapping

Assess current proficiency levels ( rating on scale of 1 --> 5) for each competency Assess employees current proficiency levels Map individual, divisional and organizational competencies assessed GAP Analysis

Comptency Development Programmes Competency Development

Prioritize manpower and their attitude towards competency development Internal / External Training Align Rewards for competency improvements Incorporate Competency Proficiencies & Ratings in Performance Management Sys Competecy Based Recruitment & Selection Process (Recruit candidates showing competency behaviors exhibited by good, excellent &

petency Theory

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

ompetencies required

Mission, Goals

at a given life cycle stage

es, Open Ended Questions only) recording - recording is better option) d, Excellent, Outstanding employees sal Process.

vidual, divisions and organization are conflicting techniques c techniques ologists / Consultants

f 1 --> 5) for each competency

tencies assessed

petency development

Performance Management System exhibited by good, excellent & outstanding employees etc.)

Compet 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 Attacks Reconfiguration – Value Chain, Innovation Redefinition – Redefining product, services etc. Pure Spending – Investments

Reconfiguration Product Change - Performance - Cost Logistics & Services Change - Efficient Logistical System - Responsive After Sales Support - Enhanced Order Processing Market Change - Spending on Under-marketed Industry - New Positioning - New Sales Organization Operation Changes Downstream 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

Pure Spending, Investment in - Buying Market Share - Brand Building - Advertising

External / Internal Boundaries External / Internal Boundaries Efficiency (Cost)

nizational 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 Buyers Respond on ‘Sectors of Attack’, Deflect Challenges Take it seriously, Respond to Gain Position

Effectiveness (Margin of Profit)

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 manag 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 meeti

6

Gain commitment from each supervisor and manager by giving him or her the responsibility

7

Develop and provide training opportunities based on the skill gaps and future needs identifie

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 an 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, beh 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.

menting a competency-based supervisory or managerial development program.

ciency needed by supervisors and managers.

umbent supervisor and managers.

anagerial workforce to future needs.

ho best match the needs of the organization. immediate needs and strategic plan, as well as meeting the personal interests and skills of each individual.

or and manager by giving him or her the responsibility to develop an individual performance development plan.

nities based on the skill gaps and future needs identified.

rever possible and tie compensation to meeting them.

rtunities for coaching.

nt is an on-going process and needs to be evaluated and adjusted continuously to accommodate organizational ne

l examples , rather than general information.

you expect employees to demonstrate on the job.

s and target behaviors designed to elicit specific, behavioral examples from employees of how they have perform

oming review period to increase core competencies.

% importance 64% 54% 54% 45% 42% 40% 40% 33% 33% 13%

of each individual.

nce development plan.

modate organizational needs and objectives.

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 Practice 1 Practice 2 Practice 3 Practice 4 Practice 5 Your Practice Best Practice GAP

Co. 1

Co. 2

Co. 3

Co. 4

HR MANAGER PROFILE 1.Recruitment & Selection

2.Induction & Orientation

3.Performance Management & Review Mechanism

4.Rewards & Recognitions

5.Competency Mapping

6.Training & Development

7.Compensation & Benefits Administration

8.Employee Relations

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

S.No. Position

Department

Incoming Inspection

In-process Inspection

QA

QA

Min. Exp. Required 1 Year

Diploma/ITI

Existing Gap

Diploma NIL

Skills 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 NIL

Diploma/ITI

knowledge of Quality instruments/gauges, knowledge of IS Standars, SPC, MSA, Problem solving techniques, QMS knowledge

QA

Supplier Quality Assurance

QA

QA

QA

1-15 Years Diploma & ITI NIL NIL

knowledge of Quality instruments/gauges, knowledge of IS Standars, SPC, MSA, Problem solving techniques, QMS knowledge NIL

Diploma/ITI

BE NIL

knowledge of Quality instruments/gauges, knowledge of IS Standars, SPC, MSA, Problem solving techniques, QMS knowledge, Liasoning with customer NIL

Required 1 Year

Diploma/ITI

knowledge of Quality instruments/gauges/equipments, knowledge of IS Standars, SPC, MSA, knowledge of ISO/IS 17025, QMS knowledge

Existing Gap

Diploma NIL

knowledge of Quality instruments/gauges/equipments, knowledge of IS Standars, SPC, MSA, knowledge of ISO/IS 17025, QMS knowledge NIL

Diploma

knowledge of Quality instruments/gauges, knowledge of IS Standars, Supplier development, SPC, MSA, QMS knowledge, Liasoning with supplier

Required 1 Year

3 Years NIL

3 Years NIL

Required 5 Years

Existing Gap Functional Head

Qualification

knowledge of Quality instruments/gauges, knowledge of IS Standars, SPC, MSA, Problem solving techniques, QMS knowledge, Liasoning with customer

Existing Gap

Standard Room Activities

5 Years NIL

Required 1 Year

Existing Gap

Pre-Dispatch Inspection

Dated : 28.02.2003

24 Years NIL

Required 8 Years

Diploma NIL BE/B.Tech

knowledge of Quality instruments/gauges, knowledge of IS Standars, Supplier development, SPC, MSA, QMS knowledge, Liasoning with supplier NIL Quality Planning, manpower handling, Customer support, QMS knowledge, Liasoning with supplier/customer/interna departments.

Page # 368 of 465

KENMORE

COMPETENCY CHART

S.No. Position

Department Existing Gap

Operators (Conventional)

Production

Dated : 28.02.2003

Min. Exp.

Qualification

9 Years NIL

BE NIL

Required 1 Year

Diploma/ITI or 1 yrs exp.

Dip & B.A. NIL

Operation of conventional machines, Usage of Measuring Instruments/Gauges Operation of conventional machines, Usage of Measuring Instruments/Gauges NIL 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. NIL 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 NIL

Diploma/ITI

Operation of conventional machines, Usage of Measuring Instruments/Gauges, Production Planning skills, Manpower handling, Problem solving skills, Tool selection skills

ITI NIL

Operation of conventional machines, Usage of Measuring Instruments/Gauges, Production Planning skills, Manpower handling, Problem solving skills, Tool selection skills NIL

Diploma/ITI

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

Dip & ITI NIL

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 NIL

Existing Gap Operators (CNC)

Production

1-13 Years ITI / 1 yrs exp. NIL NIL Diploma/ITI or Required 1 Year 3 yrs exp. Existing Gap

Operators (RD)

Production

1-16 Years Dip & ITI NIL NIL Diploma/ITI or Required 1 Year Graduate Existing Gap

Supervisor (Conventional)

Production

Required 5 Years

Existing Gap

Supervisor (CNC)

Production

1-3 Years NIL

13-19 Yrs NIL

Required 5 Years

Existing Gap

6-19 Yrs NIL

Skills Quality Planning, manpower handling, Customer support, QMS knowledge, Liasoning with supplier/customer/interna departments. NIL

Page # 369 of 465

KENMORE

COMPETENCY CHART

S.No. Position

Department

Supervisor (RD)

Production

Min. Exp.

Required 5 Years

Existing Gap

Engg. Application (Conv.)

Production

Required 5 Years

Existing Gap

Engg. Application (CNC)

Production

3 Years (2 Yrs)

7 Years NIL

Required 5 Years

Existing Gap

7 Years NIL

Dated : 28.02.2003 Qualification

Skills

Diploma/ITI

Operation & setting of Welding machines, Power press, Assembly knowledge, Usage of Measuring Instruments/Gauges, Production Planning, Manpower handling, Problem solving & reporting skills.

Diploma NIL

Operation & setting of Welding machines, Power press, Assembly knowledge, Usage of Measuring Instruments/Gauges, Production Planning, Manpower handling, Problem solving & reporting skills. NIL

Diploma

Knowledge of conventional machines, Usage of Measuring Instruments/Gauges, Production Planning skills, Manpower handling, Problem solving skills, Tool selection skills, Corrective & Preventive actions.

Diploma NIL

Knowledge of conventional machines, Usage of Measuring Instruments/Gauges, Production Planning skills, Manpower handling, Problem solving skills, Tool selection skills, Corrective & Preventive actions. NIL

Diploma

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.

Diploma NIL

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. NIL

Page # 370 of 465

KENMORE

COMPETENCY CHART

S.No. Position

Department

Functional Head

Production

Min. Exp.

Required 8 Years

Existing Gap

Non-production items

VD/Purchase

Purchase Planning

VD/Purchase

VD/Purchase

Qualification

Skills

BE/B.Tech

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

B.Tech 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 NIL

Required 2 Years

10+2 NIL Diploma or 5 yrs exp.

Existing Gap

10+2 NIL

Knowledge of Market, drawings, materials, communication skills, Liasoning with parties Knowledge of Market, drawings, materials, communication skills, Liasoning with parties NIL 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. NIL

Diploma

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.

Diploma NIL

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. NIL

Required 2 Years Existing Gap

Production items

11 Years NIL

Dated : 28.02.2003

9 Years NIL

5 Years NIL

Required 4 Years

Existing Gap

6 Years NIL

Diploma or 5 yrs exp.

Page # 371 of 465

KENMORE

COMPETENCY CHART

S.No. Position

Department

Contract Review

Min. Exp.

Mktg. & Sales Required 5 Years Existing Gap

10 Years NIL

Sales Plan

Mktg. & Sales Required 5 Years

Customer Satisfaction

Existing 10 Years Gap Mktg. & Sales Required 5 Years Existing Gap

New Business Development

10 Years NIL

Mktg. & Sales Required 5 Years

Existing Gap

10 Years NIL

Dated : 28.02.2003 Qualification

Awareness about commercial terms & conditions, prevailing practices in the industry, interpersonal & communication skills. Awareness about commercial terms & conditions, prevailing practices in B.Tech & MBA the industry, interpersonal & communication skills. NIL NIL Knowledge of customer delivery schedule, buffer stock, customer Diploma forecast and sales planning procedures. Knowledge of customer delivery schedule, buffer stock, customer B.Tech & MBA forecast and sales planning procedures. Diploma

Diploma

Diploma

Required 3 Years Diploma Existing 5-24 Years BE & Diploma Gap NIL NIL

Drawings/Specifications

Dev. & P.E.

Required 3 Years

Diploma

Existing Gap Required Existing Gap Required

Diploma NIL Diploma Diploma NIL Diploma

Dev. & P.E.

Tool/Fixtures management

Dev. & P.E.

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, B.Tech & MBA interpersonal & communication skills. NIL NIL

Dev. & P.E.

Document Control

Awareness about various customer specific requirements.

B.Tech & MBA Awareness about various customer specific requirements. NIL NIL

APQP

3-5 Years NIL 3 Years 3-5 Years NIL 2 Years

Skills

Awareness about APQP techniques and procedures. Awareness about APQP techniques and procedures. NIL 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). NIL Awareness of TS/QS standards, documentation procedures. Awareness of TS/QS standards, documentation procedures. NIL Knowledge of tool/jigs/fixtures and their designing.

Page # 372 of 465

KENMORE

COMPETENCY CHART

S.No. Position

Department Existing Gap

Internal Quality Audit

Systems Implementation

Recruitment

M.R.

Existing 10 Years Gap NIL Required 5 Years

Qualified Internal Quality Auditor, Awareness of all functions & procedures. Qualified Internal Quality Auditor, Awareness of all functions & B.Tech & MBA procedures. NIL NIL Diploma Awareness of TS/QS standards, documentation procedures.

Existing Gap

B.Tech & MBA Awareness of TS/QS standards, documentation procedures. NIL NIL

H.R.M.

H.R.M.

H.R.M.

P&A

10 Years NIL

Required 3 Years 7 Years NIL

Required 3 Years 7 Years NIL

Required 3 Years Existing Gap

Time Keeping

Skills Knowledge of tool/jigs/fixtures and their designing. NIL

Required 5 Years

Existing Gap Appraisal & Development and Motivation

Qualification Diploma NIL

M.R.

Existing Gap

Training

Min. Exp. 3-5 Years NIL

Dated : 28.02.2003

7 years NIL

Required 1 Year Existing

7 Years

Diploma

PGDPM or MBA / MSW or Knowledge of market sources, Interpersonal, Communication, 5 yrs exp. Negotiation, Wage fixation skills. Knowledge of market sources, Interpersonal, Communication, MDPM&IR Negotiation, Wage fixation skills. NIL NIL PGDPM or MBA / MSW or Training need identification skills, coordination, administration, training 5 yrs exp. effect evaluation, interpersonal & communication skills. Training need identification skills, coordination, administration, training MDPM&IR effect evaluation, interpersonal & communication skills. NIL NIL PGDPM or MBA / MSW or Coordination, administration, interpersonal & communication skills, 5 yrs exp. knowledge of process of industry Coordination, administration, interpersonal & communication skills, MDPM&IR knowledge of process of industry NIL NIL DPM or 2 yrs Knowledge of various documents to be maintained and under Labour exp. Laws, Legible handwriting. Knowledge of various documents to be maintained and under Labour MDPM&IR Laws, Legible handwriting.

Page # 373 of 465

KENMORE

COMPETENCY CHART

S.No. Position

Department

Required 1 Year

Qualification NIL DPM or 2 yrs exp.

Existing Gap

MDPM&IR NIL

Skills NIL 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. NIL

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.

MDPM&IR NIL

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. NIL

Gap Salary Administration

Office/Factory Administration

P&A

P&A

P&A

Excise

Excise

7 Years NIL

Required 2 Years Existing Gap

Banking & Book Keeping

7 Years NIL

Required 2 Years Existing Gap

Reports & Returns

7 Years NIL

Required 3 Years Existing Gap

Record Keeping

7 Years NIL

Required 1 Year

Existing Gap

Lieasoning with Govt. Deptts.

Min. Exp. NIL

Dated : 28.02.2003

7 Years NIL

Finance & A/c Required 2 yrs Existing 4-9 Years Gap NIL

PGDPM or MBA / MSW or Liasoning skills, interpersonal, coordination and communication skills, 5 yrs exp. knowledge of various rules/laws related to industry. Liasoning skills, interpersonal, coordination and communication skills, MDPM&IR knowledge of various rules/laws related to industry. NIL NIL

Graduation B.Com & DCCE NIL

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. NIL 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. NIL

Graduate Graduate NIL

understanding of banking functions & accounting standards understanding of banking functions & accounting standards NIL

Graduation B.Com & DCCE NIL

Page # 374 of 465

KENMORE

COMPETENCY CHART

S.No. Position

Department

Functional Head

Min. Exp.

Finance & A/c Required 5 yrs Existing Gap

Incoming Material

Stores

Required 2 Years Existing Gap

Issue & Control of material

Stores

Stores

Stores

Breakdown/Trouble Shooting

Stores

Maintenance

8 Years NIL

Required 2 Years Existing Gap

Dispatch

8 Years NIL

Required 2 Years Existing Gap

Preservation

9 Years NIL

Required 2 Years Existing Gap

Inventory Management

9 Years NIL

8 Years NIL

Dated : 28.02.2003 Qualification CA/ICWA (Inter) ICWA (Inter) NIL Dip or 5 yrs exp. B.Com NIL Dip or 5 yrs exp. B.A. Hons. NIL Dip or 5 yrs exp. B.A. Hons. NIL Dip or 5 yrs exp.

Required 2 Years

B.A. Hons. NIL Dip or 5 yrs exp.

Existing Gap

Diploma NIL

6 Years NIL

Required 1 Year

Skills 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. NIL Basic understanding of book keeping, identification of the materials, knowledge of QMS Basic understanding of book keeping, identification of the materials, knowledge of QMS NIL Basic understanding of book keeping, identification of the materials, knowledge of QMS Basic understanding of book keeping, identification of the materials, knowledge of QMS 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 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 NIL Basic understanding of book keeping, identification of the materials, knowledge of QMS Basic understanding of book keeping, identification of the materials, knowledge of QMS NIL

Basic knowledge of Electricals, Mechanical & utilities, Analysis of Dip/ITI or 5 yrs B/down, familiar with working of machines, knowledge of Alarm exp. message in case of CNC M/c

Page # 375 of 465

KENMORE

COMPETENCY CHART

S.No. Position

Department

Preventive

Maintenance

Min. Exp.

Maintenance

Maintenance

Functional Head

Maintenance

18 Years NIL

Required 5 Years

Existing

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 NIL Basic knowledge of Electricals, Mechanical & utilities, familiar with working of machines, Machine Manuals understanding.

Basic knowledge of Electricals, Mechanical & utilities, familiar with Dip/ITI or 5 yrs working of machines, Machine Manuals understanding, ability to assess exp. future problems.

Dip & Non-ITI with 6-11 years 2-18 Years experience NIL NIL

Required 1 Year

Existing Gap

Skills

Dip & Non-ITI with 6-11 years Basic knowledge of Electricals, Mechanical & utilities, familiar with 2-18 Years experience working of machines, Machine Manuals understanding. NIL NIL NIL

Required 1 Year

Existing Gap

Spares Part Control

Qualification

Dip & Non-ITI with 6-11 years Existing 2-18 Years experience Gap NIL NIL Dip/ITI or 5 yrs Required 1 Year exp.

Existing Gap

Predictive

Dated : 28.02.2003

18 Years

Basic knowledge of Electricals, Mechanical & utilities, familiar with working of machines, Machine Manuals understanding, ability to assess future problems. NIL

Basic knowledge of Electricals, Mechanical & utilities, familiar with Dip/ITI or 5 yrs working of machines, Machine Manuals understanding, ability to assess exp. future problems. Inventory management skills

Diploma NIL

Basic knowledge of Electricals, Mechanical & utilities, familiar with working of machines, Machine Manuals understanding, ability to assess future problems. Inventory management skills NIL

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.

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 # 376 of 465

KENMORE

COMPETENCY CHART

S.No. Position

Department Gap

Min. Exp. NIL

Dated : 28.02.2003 Qualification NIL

Skills NIL

Page 377 of 465

COMPETENCY CHART S.No. Position 1

2

3

4

5

6

Incoming Inspection

In-process Inspection

Pre-Dispatch Inspection

Standard Room Activities

Supplier Quality Assurance

Functional Head

Department QA

QA

QA

QA

QA

QA

Min. Exp.

Dated : 01.04.2004 Qualification

Required 1 Year

Diploma/ITI

Existing

5 Years

Diploma

Gap

NIL

NIL

Required 1 Year

Diploma/ITI

Existing

1-16 Years Diploma & ITI

Gap

NIL

NIL

Required 1 Year

Diploma/ITI

Existing

4 Years

BE

Gap

NIL

NIL

Skills 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 NIL 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 NIL 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 NIL

Required 1 Year

Diploma/ITI

knowledge of Quality instruments/gauges/equipments, knowledge of IS Standars, SPC, MSA, knowledge of ISO/IS 17025, QMS knowledge

Existing

4 Years

Diploma

knowledge of Quality instruments/gauges/equipments, knowledge of IS Standars, SPC, MSA, knowledge of ISO/IS 17025, QMS knowledge

Gap

NIL

NIL

Required 5 Years

Diploma

Existing

2-6 Years

Diploma

Gap

NIL

NIL

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, Liasoning with supplier knowledge of Quality instruments/gauges, knowledge of IS Standars, Supplier development, SPC, MSA, QMS knowledge, Liasoning with supplier NIL 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. NIL

Page 378 of 465

COMPETENCY CHART S.No. Position 7

8

9

10

11

12

Operators (Conventional)

Operators (CNC)

Operators (RD)

Supervisor (Conventional)

Supervisor (CNC)

Supervisor (RD)

Department Production

Production

Production

Production

Production

Production

Min. Exp. Required 1 Year

Dated : 01.04.2004 Qualification

Skills

Diploma/ITI or 1 yrs exp.

Operation of conventional machines, Usage of Measuring Instruments/Gauges Operation of conventional machines, Usage of Measuring Instruments/Gauges NIL 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. NIL 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 NIL Operation of conventional machines, Usage of Measuring Instruments/Gauges, Production Planning skills, Manpower handling, Problem solving skills, Tool selection skills

Existing

1-14 Years ITI / 1 yrs exp.

Gap

NIL

Required 1 Year

NIL Diploma/ITI or 3 yrs exp.

Existing

1-17 Years Dip & ITI

Gap

NIL

Required 1 Year

NIL Diploma/ITI or Graduate

Existing

1-4 Years

Dip & B.A.

Gap

NIL

NIL

Required 5 Years

Diploma/ITI

Existing

14-20 Yrs

ITI

Gap

NIL

NIL

Required 5 Years

Diploma/ITI

Existing

7-20 Yrs

Dip & ITI

Gap

NIL

NIL

Required 5 Years

Diploma/ITI

Existing

Diploma

4 Years

Operation of conventional machines, Usage of Measuring Instruments/Gauges, Production Planning skills, Manpower handling, Problem solving skills, Tool selection skills NIL 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 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.

Page 379 of 465

COMPETENCY CHART S.No. Position

Department Gap

13

14

15

Engg. Application (Conv.)

Engg. Application (CNC)

Functional Head

Production

Production

Production

Min. Exp. (1 Yrs)

Required 5 Years

Dated : 01.04.2004 Qualification NIL Diploma

Existing

26 Years

Diploma

Gap

NIL

NIL

Skills 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. NIL

Diploma

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.

Existing

8-10 Years Diploma

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.

Gap

NIL

NIL

NIL

BE/B.Tech

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

Required 5 Years

Required 8 Years

Existing

12 Years

B.Tech

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

Gap

NIL

NIL

NIL

Page 380 of 465

COMPETENCY CHART S.No. Position 16

17

18

19

20

Non-production items

Production items

Purchase Planning

Contract Review

Sales Plan

Department VD/Purchase

VD/Purchase

VD/Purchase

Min. Exp.

Qualification

Skills

Required 2 Years

Diploma or 5 yrs exp.

Existing

10 Years

10+2

Gap

NIL

NIL 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 NIL 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. NIL 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.

Required 2 Years Existing

6 Years

10+2

Gap

NIL

NIL

Required 4 Years

22

Customer Satisfaction

New Business Development

Diploma

Existing

7 Years

Diploma

Gap

NIL

NIL

Mktg. & Sales Required 5 Years Existing

11 Years

Gap

NIL

Mktg. & Sales Required 5 Years Existing

21

Dated : 01.04.2004

11 Years

Gap Mktg. & Sales Required 5 Years

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. NIL

Awareness about commercial terms & conditions, prevailing practices in the industry, interpersonal & communication skills. Awareness about commercial terms & conditions, prevailing practices B.Tech & MBA in the industry, interpersonal & communication skills. NIL NIL Knowledge of customer delivery schedule, buffer stock, customer Diploma forecast and sales planning procedures. Knowledge of customer delivery schedule, buffer stock, customer B.Tech & MBA forecast and sales planning procedures. Diploma

Diploma

Awareness about various customer specific requirements.

Existing

11 Years

B.Tech & MBA Awareness about various customer specific requirements.

Gap

NIL

NIL

Mktg. & Sales Required 5 Years

Diploma

NIL Awareness about market scenario, new trends & development, commercial terms & conditions, prevailing practices in the industry, interpersonal & communication skills.

Page 381 of 465

COMPETENCY CHART S.No. Position

Department

Min. Exp. Existing

11 Years

Gap

NIL

Dated : 01.04.2004 Qualification

Awareness about market scenario, new trends & development, B.Tech & MBA commercial terms & conditions, prevailing practices in the industry, interpersonal & communication skills. NIL NIL

23

APQP

Dev. & P.E.

Required 3 Years Diploma Existing 5-25 Years BE & Diploma Gap NIL NIL

24

Drawings/Specifications

Dev. & P.E.

Required 3 Years

Diploma

Existing

4 Years

Diploma

Gap Required Existing Gap Required Existing Gap

NIL 3 Years 4 Years NIL 2 Years 4 Years NIL

NIL Diploma Diploma NIL Diploma Diploma NIL

25

Document Control

Dev. & P.E.

26

Tool/Fixtures management

Dev. & P.E.

27

Internal Quality Audit

M.R.

28

Systems Implementation

M.R.

29

Recruitment

H.R.M.

Skills

Awareness about APQP techniques and procedures. Awareness about APQP techniques and procedures. NIL 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). NIL Awareness of TS/QS standards, documentation procedures. Awareness of TS/QS standards, documentation procedures. NIL Knowledge of tool/jigs/fixtures and their designing. Knowledge of tool/jigs/fixtures and their designing. NIL

Qualified Internal Quality Auditor, Awareness of all functions & procedures. B.Tech, B.E. & Qualified Internal Quality Auditor, Awareness of all functions & Existing 6-12 Years Diploma procedures. Gap NIL NIL NIL 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 Required 5 Years

Diploma

Required 3 Years

PGDPM or Knowledge of market sources, knowledge of processes of industry, MBA / MSW or Interpersonal, Communication, Negotiation, Wage fixation skills. 5 yrs exp.

Existing

8 Years

MDPM&IR

Knowledge of market sources, knowledge of processes of industry, Interpersonal, Communication, Negotiation, Wage fixation skills.

Gap

NIL

NIL

NIL

Page 382 of 465

COMPETENCY CHART S.No. Position 30

31

32

33

34

35

36

Training

Appraisal & Development and Motivation

Time Keeping

Salary Administration

Office/Factory Administration

Liasoning with Govt. Deptts.

Record Keeping

Department H.R.M.

H.R.M.

P&A

P&A

P&A

P&A

Excise

Min. Exp. Required 3 Years Existing

8 Years

Gap

NIL

Required 3 Years Existing

8 years

Gap

NIL

Required 1 Year Existing

1 Years

Gap

NIL

Required 1 Year Existing

8 Years

Gap

NIL

Required 1 Year

Dated : 01.04.2004 Qualification

Skills

PGDPM or Training need identification skills, coordination, administration, training MBA / MSW or effect evaluation, interpersonal & communication skills. 5 yrs exp. Training need identification skills, coordination, administration, training MDPM&IR effect evaluation, interpersonal & communication skills. NIL NIL PGDPM or Coordination, administration, interpersonal & communication skills, MBA / MSW or knowledge of process of industry 5 yrs exp. Coordination, administration, interpersonal & communication skills, MDPM&IR knowledge of process of industry NIL NIL DPM or 2 yrs Knowledge of various documents to be maintained and under Labour exp. Laws, Legible handwriting. Knowledge of various documents to be maintained and under Labour DPM Laws, Legible handwriting. NIL NIL DPM or 2 yrs Knowledge of wage components, sums deductibe under various exp. Labour Laws, PF, ESI, Bonus, Gratuity etc. Knowledge of wage components, sums deductibe under various MDPM&IR Labour Laws, PF, ESI, Bonus, Gratuity etc. NIL NIL Knowledge of general rules and Labour Laws, Knowledge of local DPM or 2 yrs authority's laws & licences to be taken under them like Municipal exp. 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. NIL

Existing

8 Years

MDPM&IR

Gap

NIL

NIL PGDPM or Liasoning skills, interpersonal, coordination and communication skills, MBA / MSW or knowledge of various rules/laws related to industry. 5 yrs exp. Liasoning skills, interpersonal, coordination and communication skills, MDPM&IR knowledge of various rules/laws related to industry. NIL NIL

Required 3 Years Existing

8 Years

Gap

NIL

Required 2 Years

Graduation

Knowledge of Excise Act and Rules, documents maintained under them, legible handwriting, computer knowledge.

Page 383 of 465

COMPETENCY CHART S.No. Position

37

Reports & Returns

38

Banking & Book Keeping

39

Functional Head

40

41

42

43

Incoming Material

Issue & Control of material

Inventory Management

Preservation

Department

Excise

Min. Exp. Existing

8 Years

Gap

NIL

Required 2 Years Existing

8 Years

Gap

NIL

Dated : 01.04.2004 Qualification B.Com & DCCE NIL Graduation B.Com & DCCE NIL

Finance & A/c Required 2 yrs Graduate Existing 4-10 Years Graduate Gap NIL NIL CA/ICWA Finance & A/c Required 5 yrs (Inter)

Stores

Stores

Stores

Stores

Existing

10 Years

ICWA (Inter)

Gap

NIL

NIL

Required 2 Years

Dip or 5 yrs exp.

Existing

10 Years

Graduate

Gap

NIL

NIL Dip or 5 yrs exp.

Required 2 Years Existing

9 Years

Graduate

Gap

NIL

NIL Dip or 5 yrs exp.

Required 2 Years Existing

9 Years

Graduate

Gap

NIL

NIL Dip or 5 yrs exp.

Required 2 Years Existing

9 Years

Graduate

Gap

NIL

NIL

Skills Knowledge of Excise Act and Rules, documents maintained under them, legible handwriting, computer knowledge. NIL 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. NIL understanding of banking functions & accounting standards understanding of banking functions & accounting standards NIL 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. NIL Basic understanding of book keeping, identification of the materials, knowledge of QMS Basic understanding of book keeping, identification of the materials, knowledge of QMS NIL Basic understanding of book keeping, identification of the materials, knowledge of QMS Basic understanding of book keeping, identification of the materials, knowledge of QMS 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 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 NIL

Page 384 of 465

COMPETENCY CHART S.No. Position 44

45

46

Dispatch

Breakdown/Trouble Shooting

Preventive

Department Stores

Maintenance

Maintenance

Min. Exp. Required 2 Years

Dated : 01.04.2004 Qualification Dip or 5 yrs exp.

Existing

7 Years

Diploma

Gap

NIL

NIL

Required 1 Year

Skills Basic understanding of book keeping, identification of the materials, knowledge of QMS Basic understanding of book keeping, identification of the materials, knowledge of QMS NIL

Basic knowledge of Electricals, Mechanical & utilities, Analysis of Dip/ITI or 5 yrs B/down, familiar with working of machines, knowledge of Alarm exp. message in case of CNC M/c

Existing

Dip, BE & Non- Basic knowledge of Electricals, Mechanical & utilities, Analysis of 1-20 Years ITI with 12 B/down, familiar with working of machines, knowledge of Alarm years exp. message in case of CNC M/c

Gap

NIL

Required 1 Year

NIL NIL Dip/ITI or 5 yrs Basic knowledge of Electricals, Mechanical & utilities, familiar with exp. working of machines, Machine Manuals understanding.

Dip, BE & NonBasic knowledge of Electricals, Mechanical & utilities, familiar with 1-20 Years ITI with 12 working of machines, Machine Manuals understanding. years exp. Gap NIL NIL NIL Basic knowledge of Electricals, Mechanical & utilities, familiar with Dip/ITI or 5 yrs Required 1 Year working of machines, Machine Manuals understanding, ability to exp. assess future problems. Existing

47

Predictive

Maintenance

Existing Gap 48

Spares Part Control

Maintenance

Dip, BE & Non1-20 Years ITI with 12 years exp. NIL NIL

Required 1 Year

Basic knowledge of Electricals, Mechanical & utilities, familiar with working of machines, Machine Manuals understanding, ability to assess future problems. NIL Basic knowledge of Electricals, Mechanical & utilities, familiar with Dip/ITI or 5 yrs working of machines, Machine Manuals understanding, ability to exp. assess future problems. Inventory management skills

Existing

20 Years

Diploma

Gap

NIL

NIL

Basic knowledge of Electricals, Mechanical & utilities, familiar with working of machines, Machine Manuals understanding, ability to assess future problems. Inventory management skills NIL

Page 385 of 465

COMPETENCY CHART S.No. Position

49

Functional Head

Department

Maintenance

Min. Exp.

Required 5 Years

Dated : 01.04.2004 Qualification

Skills

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. 1

2

3

4

5

6

Position

Department

Incoming Inspection

QA

In-process Inspection

Pre-Dispatch Inspection

Standard Room Activities

Supplier Quality Assurance

Functional Head

QA

QA

QA

QA

QA

Min. Exp.

Qualification

Required

1 Year

Diploma/ITI

Existing

5 Years

Diploma

Gap

NIL

NIL

Required

1 Year

Diploma/ITI

Existing

1-16 Years

Diploma & ITI

Gap

NIL

NIL

Required

1 Year

Diploma/ITI

Existing

4 Years

BE

Gap

NIL

NIL

Required

1 Year

Diploma/ITI

Existing

4 Years

Diploma

Gap

NIL

NIL

Required

5 Years

Diploma

Existing

2-6 Years

Diploma

Gap

NIL

NIL

Required

8 Years

BE/B.Tech

Page 387 of 465

COMPETENCY CHART S.No.

7

8

9

10

11

Position

Operators (Conventional)

Operators (CNC)

Operators (RD)

Supervisor (Conventional)

Supervisor (CNC)

Department

Production

Production

Production

Production

Production

Min. Exp.

Qualification

Existing

10 Years

BE

Gap

NIL

NIL

Required

1 Year

Diploma/ITI or 1 yrs exp.

Existing

1-14 Years

ITI / 1 yrs exp.

Gap

NIL

NIL

Required

1 Year

Diploma/ITI or 3 yrs exp.

Existing

1-17 Years

Dip & ITI

Gap

NIL

NIL

Required

1 Year

Diploma/ITI or Graduate

Existing

1-4 Years

Dip & B.A.

Gap

NIL

NIL

Required

5 Years

Diploma/ITI

Existing

14-20 Yrs

ITI

Gap

NIL

NIL

Required

5 Years

Diploma/ITI

Existing

7-20 Yrs

Dip & ITI

Gap

NIL

NIL

Page 388 of 465

COMPETENCY CHART S.No. 12

13

14

15

Position

Department

Supervisor (RD)

Production

Engg. Application (Conv.)

Engg. Application (CNC)

Functional Head

Production

Production

Production

Min. Exp.

Qualification

Required

5 Years

Diploma/ITI

Existing

4 Years

Diploma

Gap

(1 Yrs)

NIL

Required

5 Years

Diploma

Existing

26 Years

Diploma

Gap

NIL

NIL

Required

5 Years

Diploma

Existing

8-10 Years

Diploma

Gap

NIL

NIL

Required

8 Years

BE/B.Tech

Page 389 of 465

COMPETENCY CHART S.No.

16

17

18

19

20

Position

Non-production items

Production items

Purchase Planning

Contract Review

Sales Plan

Department

VD/Purchase

VD/Purchase

VD/Purchase

Mktg. & Sales

Mktg. & Sales

Min. Exp.

Qualification

Existing

12 Years

B.Tech

Gap

NIL

NIL

Required

2 Years

Diploma or 5 yrs exp.

Existing

10 Years

10+2

Gap

NIL

NIL

Required

2 Years

Diploma or 5 yrs exp.

Existing

6 Years

10+2

Gap

NIL

NIL

Required

4 Years

Diploma

Existing

7 Years

Diploma

Gap

NIL

NIL

Required

5 Years

Diploma

Existing

11 Years

B.Tech & MBA

Gap

NIL

NIL

Required

5 Years

Diploma

Existing

11 Years

B.Tech & MBA

Page 390 of 465

COMPETENCY CHART S.No.

Position

Department

21

Customer Satisfaction

Mktg. & Sales

22

New Business Development

Mktg. & Sales

Min. Exp.

Qualification

Gap Required Existing Gap

5 Years 11 Years NIL

Diploma B.Tech & MBA NIL

Required

5 Years

Diploma

Existing

11 Years

B.Tech & MBA

Gap

NIL

NIL

23

APQP

Dev. & P.E.

Required Existing Gap

3 Years 5-25 Years NIL

Diploma BE & Diploma NIL

24

Drawings/Specifications

Dev. & P.E.

Required

3 Years

Diploma

Existing

4 Years

Diploma

Gap Required Existing Gap Required Existing Gap

NIL 3 Years 4 Years NIL 2 Years 4 Years NIL

NIL Diploma Diploma NIL Diploma Diploma NIL

Required

5 Years

Diploma

Existing

6-12 Years

B.Tech, B.E. & Diploma

Gap Required Existing Gap

NIL 5 Years 6 Years NIL

NIL Diploma Diploma NIL

25

Document Control

Dev. & P.E.

26

Tool/Fixtures management

Dev. & P.E.

27

Internal Quality Audit

M.R.

28

Systems Implementation

M.R.

Page 391 of 465

COMPETENCY CHART S.No. 29

30

31

32

33

34

35

Position

Department

Recruitment

H.R.M.

Training

Appraisal & Development and Motivation

Time Keeping

Salary Administration

Office/Factory Administration

Liasoning with Govt. Deptts.

H.R.M.

H.R.M.

P&A

P&A

P&A

P&A

Min. Exp.

Qualification

Required

3 Years

PGDPM or MBA / MSW or 5 yrs exp.

Existing

8 Years

MDPM&IR

Gap

NIL

NIL

Required

3 Years

PGDPM or MBA / MSW or 5 yrs exp.

Existing

8 Years

MDPM&IR

Gap

NIL

NIL

Required

3 Years

PGDPM or MBA / MSW or 5 yrs exp.

Existing

8 years

MDPM&IR

Gap

NIL

NIL

Required

1 Year

DPM or 2 yrs exp.

Existing

1 Years

DPM

Gap

NIL

NIL

Required

1 Year

DPM or 2 yrs exp.

Existing

8 Years

MDPM&IR

Gap

NIL

NIL

Required

1 Year

DPM or 2 yrs exp.

Existing

8 Years

MDPM&IR

Gap

NIL

NIL

Required

3 Years

PGDPM or MBA / MSW or 5 yrs exp.

Page 392 of 465

COMPETENCY CHART S.No.

36

37

Position

Record Keeping

Reports & Returns

Department

Excise

Excise

Min. Exp.

Qualification

Existing

8 Years

MDPM&IR

Gap

NIL

NIL

Required

2 Years

Graduation

Existing

8 Years

B.Com & DCCE

Gap

NIL

NIL

Required

2 Years

Graduation

Existing

8 Years

B.Com & DCCE

Gap

NIL

NIL

38

Banking & Book Keeping

Finance & A/c

Required Existing Gap

2 yrs 4-10 Years NIL

Graduate Graduate NIL

39

Functional Head

Finance & A/c

Required

5 yrs

CA/ICWA (Inter)

Existing

10 Years

ICWA (Inter)

Gap

NIL

NIL

Required

2 Years

Dip or 5 yrs exp.

Existing

10 Years

Graduate

Gap

NIL

NIL

Required

2 Years

Dip or 5 yrs exp.

Existing

9 Years

Graduate

Gap

NIL

NIL

Required

2 Years

Dip or 5 yrs exp.

40

41

42

Incoming Material

Issue & Control of material

Inventory Management

Stores

Stores

Stores

Page 393 of 465

COMPETENCY CHART S.No.

43

44

45

46

47

48

Position

Preservation

Dispatch

Breakdown/Trouble Shooting

Preventive

Predictive

Spares Part Control

Department

Stores

Stores

Maintenance

Maintenance

Maintenance

Maintenance

Min. Exp.

Qualification

Existing

9 Years

Graduate

Gap

NIL

NIL

Required

2 Years

Dip or 5 yrs exp.

Existing

9 Years

Graduate

Gap

NIL

NIL

Required

2 Years

Dip or 5 yrs exp.

Existing

7 Years

Diploma

Gap

NIL

NIL

Required

1 Year

Dip/ITI or 5 yrs exp.

Existing

1-20 Years

Dip, BE & Non-ITI with 12 years exp.

Gap

NIL

NIL

Required

1 Year

Dip/ITI or 5 yrs exp.

Existing

1-20 Years

Dip, BE & Non-ITI with 12 years exp.

Gap

NIL

NIL

Required

1 Year

Dip/ITI or 5 yrs exp.

Existing

1-20 Years

Dip, BE & Non-ITI with 12 years exp.

Gap

NIL

NIL

Required

1 Year

Dip/ITI or 5 yrs exp.

Page 394 of 465

COMPETENCY CHART S.No.

49

Position

Functional Head

Department

Maintenance

Min. Exp.

Qualification

Existing

20 Years

Diploma

Gap

NIL

NIL

Required

5 Years

Diploma

Page 395 of 465 Dated : 01.04.2004

Skills 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 NIL 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 NIL 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 NIL 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 NIL 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 NIL Quality Planning, manpower handling, Customer support, QMS knowledge, Liasoning with supplier/customer/interna departments.

Page 396 of 465 Dated : 01.04.2004

Skills Quality Planning, manpower handling, Customer support, QMS knowledge, Liasoning with supplier/customer/interna departments. NIL Operation of conventional machines, Usage of Measuring Instruments/Gauges Operation of conventional machines, Usage of Measuring Instruments/Gauges NIL 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. NIL 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 NIL 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 NIL 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 NIL

Page 397 of 465 Dated : 01.04.2004

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. 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. NIL 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, 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

Page 398 of 465 Dated : 01.04.2004

Skills 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 NIL Knowledge of Market, drawings, materials, communication skills, Liasoning with parties Knowledge of Market, drawings, materials, communication skills, Liasoning with parties NIL 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. NIL 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. NIL 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. NIL 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 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. NIL Awareness about APQP techniques and procedures. Awareness about APQP techniques and procedures. NIL 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). NIL Awareness of TS/QS standards, documentation procedures. Awareness of TS/QS standards, documentation procedures. NIL Knowledge of tool/jigs/fixtures and their designing. Knowledge of tool/jigs/fixtures and their designing. NIL Qualified Internal Quality Auditor, Awareness of all functions & procedures. Qualified Internal Quality Auditor, Awareness of all functions & procedures. NIL Awareness of TS/QS standards, documentation procedures. Awareness of TS/QS standards, documentation procedures. NIL

Page 400 of 465 Dated : 01.04.2004

Skills 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. NIL Training need identification skills, coordination, administration, training effect evaluation, interpersonal & communication skills. Training need identification skills, coordination, administration, training effect evaluation, interpersonal & communication skills. NIL Coordination, administration, interpersonal & communication skills, knowledge of process of industry Coordination, administration, interpersonal & communication skills, knowledge of process of industry NIL 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. NIL 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. NIL 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. NIL Liasoning skills, interpersonal, coordination and communication skills, knowledge of various rules/laws related to industry.

Page 401 of 465 Dated : 01.04.2004

Skills Liasoning skills, interpersonal, coordination and communication skills, knowledge of various rules/laws related to industry. NIL 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. NIL 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. NIL understanding of banking functions & accounting standards understanding of banking functions & accounting standards NIL 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. NIL Basic understanding of book keeping, identification of the materials, knowledge of QMS Basic understanding of book keeping, identification of the materials, knowledge of QMS NIL Basic understanding of book keeping, identification of the materials, knowledge of QMS Basic understanding of book keeping, identification of the materials, knowledge of QMS NIL Basic understanding of book keeping, identification of the materials, knowledge of FIFO, knowledge of QMS

Page 402 of 465 Dated : 01.04.2004

Skills Basic understanding of book keeping, identification of the materials, knowledge of FIFO, knowledge of QMS 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 NIL Basic understanding of book keeping, identification of the materials, knowledge of QMS Basic understanding of book keeping, identification of the materials, knowledge of QMS NIL 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 NIL 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. NIL 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. NIL 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 Basic knowledge of Electricals, Mechanical & utilities, familiar with working of machines, Machine Manuals understanding, ability to assess future problems. Inventory management skills NIL 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 MATRIX DEPARTMENT: DESIGN & DEVELOPMENT

Skill Rating (Required Level)

1

Scale for Skill Rating:

Assessed by:

Marking

Reporting

Punctuality

Ability to learn

Professional Competence

Accuracy & Efficiency

Negotiation & Cost Conscious

Decision Making

Team Sprit

Leadership

Communication Skill

Designation

Experience

Employee Name

Qualification

Sl.No.

Skill Rating (Actu

6

6

10

7

5

10

8

8

10

8

5

5

8

6

3

8

7

7

9

7

10 to 1

Assessed On:

Next Assessment Date: In percentage

Total

Testing Knowledge

Actuator & Pneumatic cylinders knowledge

Material Knowledge

Drawing Standards

Drawing Calculations

Drawing & software knowledge

ISO knowledge

Responsibility

Skill Rating (Actual)

8 8 7 8 7 8 7 5

136

7 4 6 6 6 6 5 3 108 79.41 100

SKILL MATRIX DEPARTMENT: DESIGN & DEVELOPMENT

Skill Rating

Comu.Skill

Leadership

Negotiation & Cost Accuracy & Conscious Efficiency

Decision Making

Team Sprit

Professional Competence

Ability to learn

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:

Punctuality

Reporting

Drawing & software Drawing knowledge Calculations

ISO knowledge

Responsibility

Drawing Standards

Actuator & Pneumatic cylinders knowledge

Material Knowledge

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:

Testing Knowledge

Total

In %age

5

136

100.00

3

108

79.41

2

28

20.59

A. FOUNDATIONAL COMPETENCIES 1 2 3 4 5 6 7 8 9 10 11

Reading skill Writing skill Computation skill Listening skill Questioning skill Speaking skill Cognitive skills Individual skills Resource skills Interpersonal skill Informational and technological skill

B. INTERMEDIATE COMPETENCIES 1 Systems thinking 2 3 4 5 6 7 8 9 10 11 12 13 14 15

Personal mastery Mental modeling Shared visioning Team learning skill Self-knowledge Short-term memory skill Long-term memory skill Subject matter knowledge Enjoyment of learning and work Flexibility Persistence and confidence Sense of urgency Honesty Giving respect to others

C. THE PERCEPTIVIST ROLE 1 2 3 4 5 6

Work environment analytical skills Sensory awareness Open-mindedness Humility Analytical skill (synthesis) Intuition

D. THE INFORMATION-GATHERER ROLE

Information-sourcing skill 2 Information-gathering skill 3 Information-organizing skill 4 Feedback solicitation skill 1

THE ANALYST ROLE

E

Willingness to experiment and gain experience 2 Internalization skill 3 Application of new knowledge skill 4 Ability to adapt knowledge to new situations or events 1

THE EVALUATOR ROLE

F

Critical examination of information skill 2 Learning how to learn skill 3 Self-directedness skill 1

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 settin 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 effect 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, com 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 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 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 withou 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 cr Collect information by talking to others, asking questions of others, facilitating groups to answer questions, and f Organize or structure information obtained from one or many sources and categorize it into schemes that permit r 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 a Display a willingness to be proactive about his or her own learning, to take action without needing to be directed

Competencies Measuring Work-Sheet A 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 th 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 wo

3 = I perceive him or her to be functioning at a somewhat effective level in his or her present workplace on this w

4 = I perceive him or her to be functioning at an effective level in his or her present workplace on this workplace

5 = I perceive him or her to be functioning at a highly effective level in his or her present workplace on this work

Then, place a number from 1 to 7 to indicate how important you believe it to be for this person to improve this w FOUNDATIONAL COMPETENCIES Reading skill: Read to a level of proficiency appropriate for learning in a workplace setting. Not applicable: 1 Less than effective: 2 somewhat effective: 3 Effective: 4 Highly Effective: 5

    How important do you believe it to be to improve this workplace-learning competency? (Rate from 1 to 7, with Writing skill: Write to a level of proficiency appropriate for learning in a workplace setting. Not applicable: 1 Less than effective: 2 somewhat effective: 3 Effective: 4 Highly Effective: 5

    How important do you believe it to be to improve this workplace-learning competency? (Rate from 1 to 7, with

Computation skill: Apply mathematics to a level of proficiency appropriate for learning in a workplace settin Not applicable: 1 Less than effective: 2

somewhat effective: 3 Effective: 4 Highly Effective: 5

    How important do you believe it to be to improve this workplace-learning competency? (Rate from 1 to 7, with

Listening skill: Listen effectively and to a level of proficiency appropriate for learning in a workplace setting. Not applicable: 1 Less than effective: 2 somewhat effective: 3 Effective: 4 Highly Effective: 5

    How important do you believe it to be to improve this workplace-learning competency? (Rate from 1 to 7, with

Questioning skill: Pose appropriate questions to others and obtain meaningful and unambiguous answers to th Not applicable: 1 Less than effective: 2 somewhat effective: 3 Effective: 4 Highly Effective: 5

    How important do you believe it to be to improve this workplace-learning competency? (Rate from 1 to 7, with

Speaking skill: Speak to individuals or present to groups with a level of proficiency appropriate for learning in Not applicable: 1 Less than effective: 2 somewhat effective: 3 Effective: 4 Highly Effective: 5

    How important do you believe it to be to improve this workplace-learning competency? (Rate from 1 to 7, with Cognitive skills: Think, draw conclusions, think creatively, make decisions, and solve problems. Not applicable: 1 Less than effective: 2 somewhat effective: 3 Effective: 4 Highly Effective: 5

    How important do you believe it to be to improve this workplace-learning competency? (Rate from 1 to 7, with Individual skills: Demonstrate a willingness to accept responsibility and display self-esteem.

Not applicable: 1 Less than effective: 2 somewhat effective: 3 Effective: 4 Highly Effective: 5

    How important do you believe it to be to improve this workplace-learning competency? (Rate from 1 to 7, with

Resource skills: Allocate such resources as time, money, people, and information appropriately to learn in the  Not applicable: 1 Less than effective: 2 somewhat effective: 3 Effective: 4 Highly Effective: 5

    How important do you believe it to be to improve this workplace-learning competency? (Rate from 1 to 7, with

Interpersonal skill: Work cooperatively with others, carry out formal or informal training or mentoring of oth Not applicable: 1 Less than effective: 2 somewhat effective: 3 Effective: 4 Highly Effective: 5

    How important do you believe it to be to improve this workplace-learning competency? (Rate from 1 to 7, with Informational and technological skill: Acquire and analyze data from various sources. Not applicable: 1 Less than effective: 2 somewhat effective: 3 Effective: 4 Highly Effective: 5

    How important do you believe it to be to improve this workplace-learning competency? (Rate from 1 to 7, with

INTERMEDIATE COMPETENCIES Systems thinking: View organizations and work from a systems perspective. Not applicable: 1 Less than effective: 2 somewhat effective: 3 Effective: 4

Highly Effective: 5

    How important do you believe it to be to improve this workplace-learning competency? (Rate from 1 to 7, with Personal mastery: Show willingness to learn and take pride in learning. Not applicable: 1 Less than effective: 2 somewhat effective: 3 Effective: 4 Highly Effective: 5

    How important do you believe it to be to improve this workplace-learning competency? (Rate from 1 to 7, with

Mental modeling: Create, communicate, and critique ingrained (and otherwise taken-for granted) assumption Not applicable: 1 Less than effective: 2 somewhat effective: 3 Effective: 4 Highly Effective: 5

    How important do you believe it to be to improve this workplace-learning competency? (Rate from 1 to 7, with Shared visioning: Formulate, communicate, and build enthusiasm about shared views of the future. Not applicable: 1 Less than effective: 2 somewhat effective: 3 Effective: 4 Highly Effective: 5

    How important do you believe it to be to improve this workplace-learning competency? (Rate from 1 to 7, with

Team learning skill: Participate effectively and actively in workplace groups and use dialogue and other appr Not applicable: 1 Less than effective: 2 somewhat effective: 3 Effective: 4 Highly Effective: 5

    How important do you believe it to be to improve this workplace-learning competency? (Rate from 1 to 7, with Self-knowledge: Demonstrate awareness and understanding of self as learner. Not applicable: 1

Less than effective: 2 somewhat effective: 3 Effective: 4 Highly Effective: 5

    How important do you believe it to be to improve this workplace-learning competency? (Rate from 1 to 7, with

Short-term memory skill: Remember facts, people, and situations for short time spans, usually about 48 hour Not applicable: 1 Less than effective: 2 somewhat effective: 3 Effective: 4 Highly Effective: 5

    How important do you believe it to be to improve this workplace-learning competency? (Rate from 1 to 7, with

Long-term memory skill: Remember facts, people, and situations for longer time spans, usually exceeding 48 Not applicable: 1 Less than effective: 2 somewhat effective: 3 Effective: 4 Highly Effective: 5

    How important do you believe it to be to improve this workplace-learning competency? (Rate from 1 to 7, with

Subject matter knowledge: Possess a solid foundation of background knowledge on the issue or subject that  Not applicable: 1 Less than effective: 2 somewhat effective: 3 Effective: 4 Highly Effective: 5

    How important do you believe it to be to improve this workplace-learning competency? (Rate from 1 to 7, with

Enjoyment of learning and work: Display joy in the learning process itself and in the work that he or she pe Not applicable: 1 Less than effective: 2 somewhat effective: 3 Effective: 4 Highly Effective: 5

    How important do you believe it to be to improve this workplace-learning competency? (Rate from 1 to 7, with

    Flexibility: Show a willingness to apply what he or she knows in new ways as conditions warrant their applica Not applicable: 1 Less than effective: 2 somewhat effective: 3 Effective: 4 Highly Effective: 5

    How important do you believe it to be to improve this workplace-learning competency? (Rate from 1 to 7, with

Persistence and confidence: Show determination to pursue new knowledge or skill, even when finding it or m Not applicable: 1 Less than effective: 2 somewhat effective: 3 Effective: 4 Highly Effective: 5

    How important do you believe it to be to improve this workplace-learning competency? (Rate from 1 to 7, with Sense of urgency: Display sensitivity to the importance of time to self and others. Not applicable: 1 Less than effective: 2 somewhat effective: 3 Effective: 4 Highly Effective: 5

    How important do you believe it to be to improve this workplace-learning competency? (Rate from 1 to 7, with

    Honesty: Give information in a straightforward manner, free of deception, and elicit similar behavior from oth Not applicable: 1 Less than effective: 2 somewhat effective: 3 Effective: 4 Highly Effective: 5

    How important do you believe it to be to improve this workplace-learning competency? (Rate from 1 to 7, with Giving respect to others: Defer to others with more experience or knowledge. Not applicable: 1 Less than effective: 2 somewhat effective: 3 Effective: 4

Highly Effective: 5

    How important do you believe it to be to improve this workplace-learning competency? (Rate from 1 to 7, with

THE PERCEPTIVIST ROLE

Work environment analytical skills: Examine work environments for issues or characteristics affecting hum Not applicable: 1 Less than effective: 2 somewhat effective: 3 Effective: 4 Highly Effective: 5

    How important do you believe it to be to improve this workplace-learning competency? (Rate from 1 to 7, with

Sensory awareness: Show sensitivity to stimuli received from the outside world based on the use of any one o Not applicable: 1 Less than effective: 2 somewhat effective: 3 Effective: 4 Highly Effective: 5

    How important do you believe it to be to improve this workplace-learning competency? (Rate from 1 to 7, with

Open-mindedness: Demonstrate a willingness to see, to observe, and to internalize what the world presents an Not applicable: 1 Less than effective: 2 somewhat effective: 3 Effective: 4 Highly Effective: 5

    How important do you believe it to be to improve this workplace-learning competency? (Rate from 1 to 7, with

Humility: Display modesty about what he or she does or does not know, a willingness to listen to fresh perspe Not applicable: 1 Less than effective: 2 somewhat effective: 3 Effective: 4 Highly Effective: 5

    How important do you believe it to be to improve this workplace-learning competency? (Rate from 1 to 7, with

Analytical skill (synthesis): Break down the components of a larger whole and reassemble them to achieve im

Not applicable: 1 Less than effective: 2 somewhat effective: 3 Effective: 4 Highly Effective: 5

    How important do you believe it to be to improve this workplace-learning competency? (Rate from 1 to 7, with

Intuition: Show sensitivity to stimuli generated by him or her from memory or from the application of nonver Not applicable: 1 Less than effective: 2 somewhat effective: 3 Effective: 4 Highly Effective: 5

    How important do you believe it to be to improve this workplace-learning competency? (Rate from 1 to 7, with

THE INFORMATION-GATHERER ROLE

Information-sourcing skill: Identify the kind of information needed to satisfy curiosity and show an ability to lo Not applicable: 1 Less than effective: 2 somewhat effective: 3 Effective: 4 Highly Effective: 5

    How important do you believe it to be to improve this workplace-learning competency? (Rate from 1 to 7, with

Information-gathering skill: Collect information by talking to others, asking questions of others, facilitating  Not applicable: 1 Less than effective: 2 somewhat effective: 3 Effective: 4 Highly Effective: 5

    How important do you believe it to be to improve this workplace-learning competency? (Rate from 1 to 7, with

Information-organizing skill: Organize or structure information obtained from one or many sources and cate Not applicable: 1 Less than effective: 2 somewhat effective: 3 Effective: 4

Highly Effective: 5

    How important do you believe it to be to improve this workplace-learning competency? (Rate from 1 to 7, with Feedback solicitation skill: Display an ability to solicit feedback on what he or she has learned from others. Not applicable: 1 Less than effective: 2 somewhat effective: 3 Effective: 4 Highly Effective: 5

    How important do you believe it to be to improve this workplace-learning competency? (Rate from 1 to 7, with

THE ANALYST ROLE

Willingness to experiment and gain experience: Show an openness to try out new ideas or approaches, even Not applicable: 1 Less than effective: 2 somewhat effective: 3 Effective: 4 Highly Effective: 5

    How important do you believe it to be to improve this workplace-learning competency? (Rate from 1 to 7, with

Internalization skill: Translate general knowledge or information into specific information that can be immed Not applicable: 1 Less than effective: 2 somewhat effective: 3 Effective: 4 Highly Effective: 5

    How important do you believe it to be to improve this workplace-learning competency? (Rate from 1 to 7, with

Application of new knowledge skill: Use new knowledge or skill in harmony with the way it was described o Not applicable: 1 Less than effective: 2 somewhat effective: 3 Effective: 4 Highly Effective: 5

    How important do you believe it to be to improve this workplace-learning competency? (Rate from 1 to 7, with

Ability to adapt knowledge to new situations or events: Use new knowledge or skill in creative, unusual, or

Not applicable: 1 Less than effective: 2 somewhat effective: 3 Effective: 4 Highly Effective: 5

    How important do you believe it to be to improve this workplace-learning competency? (Rate from 1 to 7, with

THE EVALUATOR ROLE

Critical examination of information skill: Reflect on what was learned critically, offering follow-up question Not applicable: 1 Less than effective: 2 somewhat effective: 3 Effective: 4 Highly Effective: 5

    How important do you believe it to be to improve this workplace-learning competency? (Rate from 1 to 7, with

Learning how to learn skill: Reflect on how he or she acquired new information or knowledge and find ways Not applicable: 1 Less than effective: 2 somewhat effective: 3 Effective: 4 Highly Effective: 5

    How important do you believe it to be to improve this workplace-learning competency? (Rate from 1 to 7, with

Self-directedness skill: Display a willingness to be proactive about his or her own learning, to take action witho Not applicable: 1 Less than effective: 2 somewhat effective: 3 Effective: 4 Highly Effective: 5

    How important do you believe it to be to improve this workplace-learning competency? (Rate from 1 to 7, with

mpetency is of lowest priority.

Competency Analysis Managerial Competencies

Employees A B C D E F G H I J K L M N O P Q R S T U V W X Y Z

Division HR Finance Operations Admin HR Finance Finance Finance Operations Operations Operations Operations Operations Operations Admin Admin Delivery Delivery Quality Quality Quality HR HR Finance Finance Finance

Leadership Performance Rating (P.Y.) Observed Ideal Good 2 Excellent 4 Good 3 Average 2 Outstanding 4 Good 3 Excellent 3 Outstanding 5 Average 2 Average 3 Good 2 Good 3 Good 1 Good 5 Excellent 4 Average 2 Outstanding 1 Good 2 Good 4 Excellent 5 Excellent 5 Excellent 4 Excellent 5 Outstanding 5 Excellent 3 Good 2

GAPS 5 5 4 3 5 3 5 5 4 5 5 4 3 5 5 3 3 4 5 5 5 5 5 5 5 4

3 1 1 1 1 0 2 0 2 2 3 1 2 0 1 1 2 2 1 0 0 1 0 0 2 2

Team Management Observed Ideal 2 4 3 2 4 3 3 5 2 3 2 3 1 5 4 2 1 2 4 5 5 4 5 5 3 2

5 5 4 3 5 3 5 5 4 5 5 4 3 5 5 3 3 4 5 5 5 5 5 5 5 4

GAPS 3 1 1 1 1 0 2 0 2 2 3 1 2 0 1 1 2 2 1 0 0 1 0 0 2 2

Planning Observed Ideal 2 4 3 2 4 3 3 5 2 3 2 3 1 5 4 2 1 2 4 5 5 4 5 5 3 2

GAPS 5 5 4 3 5 3 5 5 4 5 5 4 3 5 5 3 3 4 5 5 5 5 5 5 5 4

3 1 1 1 1 0 2 0 2 2 3 1 2 0 1 1 2 2 1 0 0 1 0 0 2 2

Controlling Observed Ideal 2 4 3 2 4 3 3 5 2 3 2 3 1 5 4 2 1 2 4 5 5 4 5 5 3 2

GAPS 5 5 4 3 5 3 5 5 4 5 5 4 3 5 5 3 3 4 5 5 5 5 5 5 5 4

3 1 1 1 1 0 2 0 2 2 3 1 2 0 1 1 2 2 1 0 0 1 0 0 2 2

Revenue Achievement Observed Ideal 2 4 3 2 4 3 3 5 2 3 2 3 1 5 4 2 1 2 4 5 5 4 5 5 3 2

5 5 4 3 5 3 5 5 4 5 5 4 3 5 5 3 3 4 5 5 5 5 5 5 5 4

GAPS 3 1 1 1 1 0 2 0 2 2 3 1 2 0 1 1 2 2 1 0 0 1 0 0 2 2

Competency Analysis Behavioral Competencies

Employees A B C D E F G H I J K L M N O P Q R S T U V W X Y Z

Division HR Finance Operations Admin HR Finance Finance Finance Operations Operations Operations Operations Operations Operations Admin Admin Delivery Delivery Quality Quality Quality HR HR Finance Finance Finance

Communication Performance Rating (P.Y.) Observed Ideal Good 2 Excellent 4 Good 3 Average 2 Outstanding 4 Good 3 Excellent 3 Outstanding 5 Average 2 Average 3 Good 2 Good 3 Good 1 Good 5 Excellent 4 Average 2 Outstanding 1 Good 2 Good 4 Excellent 5 Excellent 5 Excellent 4 Excellent 5 Outstanding 5 Excellent 3 Good 2

GAPS 5 5 4 3 5 3 5 5 4 5 5 4 3 5 5 3 3 4 5 5 5 5 5 5 5 4

3 1 1 1 1 0 2 0 2 2 3 1 2 0 1 1 2 2 1 0 0 1 0 0 2 2

Interpersonal Observed Ideal 2 4 3 2 4 3 3 5 2 3 2 3 1 5 4 2 1 2 4 5 5 4 5 5 3 2

5 5 4 3 5 3 5 5 4 5 5 4 3 5 5 3 3 4 5 5 5 5 5 5 5 4

GAPS 3 1 1 1 1 0 2 0 2 2 3 1 2 0 1 1 2 2 1 0 0 1 0 0 2 2

Team Work Observed Ideal 2 4 3 2 4 3 3 5 2 3 2 3 1 5 4 2 1 2 4 5 5 4 5 5 3 2

GAPS 5 5 4 3 5 3 5 5 4 5 5 4 3 5 5 3 3 4 5 5 5 5 5 5 5 4

3 1 1 1 1 0 2 0 2 2 3 1 2 0 1 1 2 2 1 0 0 1 0 0 2 2

Stress Mgt. Observed Ideal 2 4 3 2 4 3 3 5 2 3 2 3 1 5 4 2 1 2 4 5 5 4 5 5 3 2

GAPS 5 5 4 3 5 3 5 5 4 5 5 4 3 5 5 3 3 4 5 5 5 5 5 5 5 4

3 1 1 1 1 0 2 0 2 2 3 1 2 0 1 1 2 2 1 0 0 1 0 0 2 2

Punctuality Observed Ideal 2 4 3 2 4 3 3 5 2 3 2 3 1 5 4 2 1 2 4 5 5 4 5 5 3 2

5 5 4 3 5 3 5 5 4 5 5 4 3 5 5 3 3 4 5 5 5 5 5 5 5 4

GAPS 3 1 1 1 1 0 2 0 2 2 3 1 2 0 1 1 2 2 1 0 0 1 0 0 2 2

Competency Analysis Functional / Technical Competencies Employees A B C D E

Division HR Finance Operations Admin HR

F G H I J

Finance Finance Operations Operations Operations

K L M N O

Operations Operations Admin Admin Delivery

P Q R S T

Quality Quality Quality HR HR

U V W X Y Z

Finance Finance

Performance Rating (P.Y.) Good Excellent Good Average Outstanding Good Excellent Outstanding Average Average Good Good Good Good Excellent Average Outstanding Good Good Excellent Excellent Excellent Excellent Outstanding Excellent Good Good Good Average Average

Selection Skills Observed Ideal 2 4 3 2 4 Record Keeping 3 3 5 2 3 A 2 3 1 5 4 A 2 1 2 4 5 Leadership 5 4 5 5 3 2

GAPS 5 5 4 3 5

3 1 1 1 1

3 5 5 4 5

0 2 0 2 2

5 4 3 5 5

3 1 2 0 1

3 3 4 5 5

1 2 2 1 0

5 5 5 5 5 4

0 1 0 0 2 2

Motivation Observed Ideal 2 5 4 5 3 4 2 3 4 5 Budget Management 3 3 3 5 5 5 2 4 3 5 B 2 5 3 4 1 3 5 5 4 5 B 2 3 1 3 2 4 4 5 5 5 Team Management 5 5 4 5 5 5 5 5 3 5 2 4

GAPS 3 1 1 1 1 0 2 0 2 2 3 1 2 0 1 1 2 2 1 0 0 1 0 0 2 2

Retention Observed Ideal 2 4 3 2 4 Planning 3 3 5 2 3 C 2 3 1 5 4 C 2 1 2 4 5 Planning 5 4 5 5 3 2

GAPS 5 5 4 3 5

3 1 1 1 1

3 5 5 4 5

0 2 0 2 2

5 4 3 5 5

3 1 2 0 1

3 3 4 5 5

1 2 2 1 0

5 5 5 5 5 4

0 1 0 0 2 2

Performance Imprmt. Observed Ideal GAPS 2 5 4 5 3 4 2 3 4 5 MIS 3 3 3 5 5 5 2 4 3 5 D 2 5 3 4 1 3 5 5 4 5 D 2 3 1 3 2 4 4 5 5 5 Controlling 5 5 4 5 5 5 5 5 3 5 2 4

3 1 1 1 1 0 2 0 2 2 3 1 2 0 1 1 2 2 1 0 0 1 0 0 2 2

Cost Reduction Observed Ideal 2 5 4 5 3 4 2 3 4 5 Debt Management 3 3 3 5 5 5 2 4 3 5 E 2 5 3 4 1 3 5 5 4 5 E 2 3 1 3 2 4 4 5 5 5 Revenue Achievement 5 5 4 5 5 5 5 5 3 5 2 4

GAPS 3 1 1 1 1 0 2 0 2 2 3 1 2 0 1 1 2 2 1 0 0 1 0 0 2 2

COMPETENCE LEVEL MATRIX (Gap analysis) Company Name & Logo

DEPTT. / SECTION :

1 LEGENDS :

2 Having no knowledge

S.No.

Name

1

Name 1

2

Name 2

3

Name 3

4

5

6

7

8

9

10

3 Has basic knowledge

Designation

Qualification

Date of Joining

Previous Experience (Years)

11

12

13

14

15

16

17

18

19

20

analysis) HOD : 4 Has knowledge and can do independently

Can do with support

Previous Experience (Years)

C-1

5

C-2

C-3

C-4

Good in theory and practica and can train others Doc No: Competenices

Good in theory and practical and can train others Doc No: petenices

REVISED ON Actual level

Prepared By :

Indicates Gap. Required Training

Approved by :

Company Name

Skill Matrix and Training Need Identification Sheet to the HR Departm

Sl. No. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17

Name

Statutory & Liaison ESI & PF 10 100 70 70

Not Satisfied Training Need Excellent Performance

ISO & SA8000 Time Office 100 100 70 80

Name

cation Sheet to the HR Department

Recruitment 10 80

Relieving Payroll Formalities 60 40 80 80

House keeping 99 80

Health & Computer Safety Skill 98 25 80 80

Matrix 64 77 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0