competency catalog

　　If an organization wishes to systematically develop job descriptions based on competencies, improve selection systems by assessing skill level in the required competency, and/or train to needed competencies, then it is in the best interests of the organization to first establish a comprehensive list of competencies that will be used in the organization. This is valuable because using a common set of competencies will eliminate the confusion which will result if different jobs use different terms to describe the same or similar behaviors. For example, most managerial jobs will probably include some form of decision making as an essential component of the job. It makes no sense to label or define that competency differently in two separate job descriptions (perhaps calling it decision making in one and problem solving in the other). To do so will create questions and confusion. How are they different? What competencies are required in one that are different than in the other? And, how can data be compared?

　　Obviously, there are good reasons for using a common set of titles. By using one set of competencies throughout the organization, personnel specialists can evaluate components of the HR system and make strategic decisions. Employees can compare jobs and determine what competencies they may have already acquired, and what new competencies will be required in a different position. Developers of training can identify competencies that are shared by several different jobs and develop generic training programs that will be applicable to a number of positions.

　　The following matrix of competencies has been divided into seven categories for easy reference. Most jobs can be described using the competencies that are defined in this matrix of competencies. However, positions with unique requirements may require the creation of specialized competencies, and it is certainly possible to add or modify this competency list to fit the needs of a particular organization. 　　

　　A. Leadership

　　While leadership is often thought of as a quality needed in individuals at the top of the organization, it is increasingly recognized that leadership may be a valued competency in positions throughout the organization. In positions of upper management, these skills are essential. Whether it is gaining commitment from staff to a particular course of action, or lobbying support for products, services, or programs, the ability to create a unified direction for the organization, and focus the energies of the organization, are critical.

　　Coaching - Provide feedback on performance that is useful and germane, and which assists the individual to improve their performance; gives others opportunities to have new assignments and experiences that will help them grow.

　　Empowerment - Enable others to act by providing clear directions, assigning needed resources, arriving at mutually agreed upon expectations, and being available to assist if needed.

　　Influencing Individuals - Utilizing appropriate interpersonal styles to guide and persuade individuals to meet organizational expectations, accomplish tasks, and follow directions.

　　Team Work - Utilizing appropriate interpersonal styles and methods during group interactions to ensure that the team accomplishes it’s goal by facilitating group process, cohesiveness, and teamwork.

　　Vision - Define the ideal or desired outcome for the group or organization; take action based on one’s beliefs or convictions; set and demonstrate values; and maintain a focus on future needs as well as present problems. 　　

　　B. Management

　　The term management is used to describe those specific activities that have to do with identifying tasks, deciding how they will be done, directing the work of subordinates, and following up to assure the work is done. While it includes supervision of staff, the competencies are task focused and not work focused. The people element is contained within the interpersonal arena of competencies.

　　The importance of management competencies should not be underestimated. This is especially true in today’s work environment in which delegation of authority, flatter organizations, and complex organizational structures are being advocated as solutions to rapid changes in technology, work demands, and operational costs.

　　Customer Focused - Maintain clear focus on customer satisfaction; take action when needed to meet the expectations of the customer.

　　Delegation - Assign decision making and work functions to subordinates in an appropriate manner, and utilize those individuals effectively.

　　Follow Up - Check to assure the work assigned or delegated has been completed as expected.

　　Organizing - Allocate resources to accomplish the objectives defined during the planning process; this includes the effective use of personnel, facilities, equipment, and capital.

　　Planning - Articulate the mission of the organization; set long and short term goals; define specific objectives that will help achieve the organization’s goals.

　　Quality Focused - Strive to continually improve the services and products of the organization; evaluate the organization’s practices to identify ways to operate more effectively and efficiently.

　　Supervision - Provide direction to subordinates, oversee their work, and provide feedback. 　　

　　C. Decision Making

　　Research clearly shows that success or failure in a given position is contingent upon the ability to make the right decisions. The higher the position in the organization, the larger the amount of the agency’s resources which may be at risk with a given decision. The process of taking in information, deciding what additional information is needed, developing a range of alternatives, and selecting a viable course of action in a timely manner makes up the competencies within the category of decision making.

　　Analysis - Identify problems, determine the key pieces of information needed to solve the problem, and recognize relationships between pieces of information.

　　Decisiveness - Look at a fact situation or dilemma, make a decision, and implement that solution in a timely manner; commit oneself to a course of action.

　　Innovation - Look at information and situations and develop new and creative solutions; applies developments in related or outside fields to problems within the organization.

　　Judgement - Consider alternative courses of action, and select the logical alternative given the data available at the time of the decision.

　　Risk Taking - Take stances or make decisions that involve personal risk, but are judged advantageous to the individual and the agency. 　　

　　D. Interpersonal

　　A great deal of the work of people in any organization is interacting with others - be it other staff, customers, or individuals outside the organization. This is especially true of people in positions of leadership or management. Many positions require the incumbent be able to interact with others and, through the use of positive means, convince others that a particular course of action, outcome, or concept is desirable and/or attainable. This is especially true in an era when the work force is becoming more culturally diverse and gender balanced. The level of sophistication needed to function effectively in the work place today is increasing exponentially.

　　Conflict Resolution - Recognizes differences of opinion, brings them out into the open for discussion, and looks for win-win solutions; find agreement on issues.

　　Diversity Awareness - Recognizes the differences in others and values those differences; shows respect for people regardless of race, gender, disability, lifestyle, or viewpoint.

　　Relationships - Seeks to establish friendly, long term relationships with others; demonstrates concern for and interest in the lives of others, both inside and outside of the organization.

　　Sensitivity - Concern for and sensitivity to the feelings, beliefs, and needs of others. 　　

　　E. Communications

　　The ability to pass information along to others is a critical element of most jobs. Oral communication skills are consequently present in most positions. Written communication, however, is an essential competency that often diminishes as positions become more senior, because individuals find themselves delegating most of the writing chores. In organizations that require administrators to do a great deal of public speaking, presentation skills may also be considered a separate competency. As organizations put more emphasis on teams, customer service, and an atmosphere with high levels of cooperation, listening skills have become a critical competency as well.

　　Giving Presentations - Communicate in formal settings through the use of lectures, speeches, and/or organized talks.

　　Listening - Respond to the statements and comments of others; use reflective responses and clarifying questions to assure the other person that they have been heard.

　　Oral Communication - Use verbal communication to effectively convey ideas and information; nonverbal communication such as eye contact, body language and gestures would also be included.

　　Written Communication - Convey ideas and information clearly and concisely in grammatical form. 　　

　　F. Personal/Motivation

　　A job may require that a person be able to perform physically or hold up under difficult or stressful conditions. For example, no one would argue that candidates for a professional football team would need to be evaluated on their physical fitness; an individual with a heart condition would not be a good prospect. Similarly, an individual expected to spend long periods under the ocean’s surface in a submarine and perform in combat would need to be able to tolerate confined spaces, and to have good reality testing.

　　While a person would generally need to be free of serious physical or mental illnesses to satisfactorily perform most jobs, these competencies are listed on a job description when the unique requirements of the position would make them critically important. There are qualities within some individuals that make them suitable for a particular position or increase their likelihood of success.

　　Some individuals function better in some settings than in others. Competencies like integrity, adaptability, and tolerance for stress can help determine that job fit and ability to handle the demands of the job.

　　Adaptability - Able to adjust to new environments, work effectively in varied situations, and function in changing circumstances with a minimum of confusion or loss of productivity.

　　Career Focused - A commitment to a particular profession or occupation; following a career path that is logical and progressive.

　　Initiative - Taking action when it is not required; starting projects or tasks without being told to; asking for additional responsibilities.

　　Integrity - Possess and maintain a high level of personal, organizational, and societal values; be honest and trustworthy; engage in law abiding behavior; and respect the property and possessions of others.

　　Mental Fitness - Being psychologically capable of handing the responsibilities of the position.

　　Physical Fitness - Being physically capable of handling the demands of the position.

　　Stress Tolerance - Perform under conditions where pressure, resistance, or opposition make completing the work difficult; remain productive in times of crisis or critical events.

　　Tenacity - Follow through on projects or tasks even if unforeseen complications arise; complete work in spite of complications. 　　

　　G. Proficiencies

　　While all jobs require an understanding of the organization and the position, some positions require specialized knowledge and/or skills to function effectively in the job. For example, for a person to function as a full time instructor of judo, that person would have specialized knowledge of the moves, be able to be able to perform the moves, and know how to teach the moves to students. A policeman would have to be competent with firearms, if expected to carry a weapon and use it for self defense or to protect others. A typist would have to be proficient at a typewriter or computer keyboard.

　　Some positions would require both professional knowledge as well as professional proficiency. For example, to function successfully an architect would have to have professional knowledge (design, building codes, etc) and professional proficiency (creating architectural drawings).

　　Job Knowledge - Detailed knowledge of the job, its unique requirements, and what is expected of an incumbent.

　　Professional Knowledge - Knowledge necessary to perform in a technical or professional area - medicine, architecture, law, counseling, etc.

　　Technical Proficiency - Skills necessary to perform in a technical or professional area - surgery, drafting, carpentry, weapons, typing, weapons, etc.