COMPETENCY CLUSTERS

Competencies have been clustered on the basis of underlying intent

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

Competent behaviors can be driven by one or more social motives in

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

DEVELOPING A COMPETENCY DICTIONARY

In 1981 ….type

Competency scale dimensions….type

Competency clusters….from net

1. Impact and Influence Cluster

This cluster reflects an individual’s underlying concern with his or her
effect on others. The effective
behaviors of competencies in this cluster are generally influenced by
consideration of the good of
the organization or of others. The desired effect of all the actions is for
general good, or at least not
harmful. Behaviors leading to cutthroat competition within an
organization or using influence for
personal gain at the expense of the overall organization are not
included in this cluster.

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

People who have this competency:

Set  priority for tasks in order of importance
Break
 down a complex task into manageable parts in a systematic
way
Recognize
 several likely causes of events, or several consequences of
actions
Anticipate
 obstacles and think ahead about next steps
Use  several analytical techniques to identify several solutions and
weigh the value of each

Target Levels:
1. Breaks Down Problems: Breaks problems into simple lists of tasks or
activities.
2. Sees Basic Relationships: Analyses relationships among a few parts
of a problem or
situation. Makes simple causal links (A causes B) or pro-and-con
decisions. Set priorities for
tasks in order of importance.
3. Sees Multiple Relationships: Analyses relationships among several
parts of a problem
or situation. Breaks down a complex task into manageable parts in a
systematic way. Recognizes
several other likely causes of events or several consequences of
actions. Generally anticipates
obstacles and thinks ahead about next steps.
4. Makes Complex Plans or Analyses: Systematically breaks down a
complex problem
or process into component parts. Uses several techniques to break
apart complex problems to
reach a solution; or makes long chains of causal connections.
5. Makes Very Complex Plans or Analyses: Systematically breaks multi-
dimensional
problems or processes into component parts ; or uses several
analytical techniques to identify
several solutions and weigh the value of each.

People Who Do Not Demonstrate This Competency :

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

Organizational Awareness
Organizational Awareness is the ability to understand and learn the
power relationships in one.s own
organization or in other organizations (customers, suppliers, etc.). This
includes the ability to identify the
real decision-makers and the individuals who can influence them, and
to predict how new events or
situations will affect individuals and groups within the organization.
People who have this competency:
Naturally
 think about power relationships and enjoy analyzing formal
and informal structures
and dynamics. If they choose to act on this understanding, persons
high in this competency can
be very effective at influencing organizational events. At minimum,
they tend not to violate or
offend organizational norms.

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

People Who Do Not Demonstrate This Competency :

Rely
 too much on formal structures and systems to get things done
Unwittingly
 offend organizational norms or individuals
Are  surprised by organizational events
Misunderstand
 and make mistakes due to misunderstanding of
organizational structure
Ignore  or disdain organizational politics
Take  action outside organization limits without realizing it
Act  in ways that are not appropriate in the organization

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

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

People who have this competency:

Acts
 to keep skills and knowledge current.
Shows
 curiosity by exploring beyond the immediate field.
Volunteers
 to help others resolve technical problems.
Takes  courses or teaches self new subjects.
Actively goes out as a technical missionary or change agent to spread
new technology.
Target Levels:
1. Is Technically Competent: Has the level of technical skill sufficient to
perform his/her
job. Has the experience in his/her field and shares what he/she knows
with others.
2. Produces Quality Technical Work: Produces quality work in terms of
technical depth.
His/Her work is often times error free and he/she demonstrates good
attention to detail.
3. Maintains Updated Skill set: Keeps his/her technical skills and
knowledge up- to .date.
Knows the latest techniques and understands the current trends.
Reads magazines and technological
journals, attends training and keeps in touch with more advanced pros.
4. Seen as a Technical Expert: Has a very strong technical base of
knowledge. Can field
both detailed and general questions about his/her areas. Is generally
considered to be an Expert.
5. Accessed for Technical Expertise: Is a technical resource for others.
Has become an
authority in certain technical areas and has a thorough knowledge of
details. Others depend on
him/her, and the organization has benefited from his/her technical
skills.

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

People who have this competency:

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

Target Levels:
1. Capable of Learning New Skills: Can learn & apply new skills.
Attends training courses
and seeks out ways to learn more on the job.
2. Applies Knowledge Effectively to Work: Uses know how to
successfully manage
his/her responsibilities. Capable of handling most of the challenges
he/she encounters. Able to
learn from his/her experiences and keeps his/her skill base current.
3. Goes Beyond Established Framework or Pre-conceived Ideas:
Considers
new ways of solving problems or taking a new approach to making
decisions. Evaluates innovative
approaches and rationally analyses their advantages as well as their
shortcomings.
4. Capable of Learning Complex Skills: Is bright & intelligent. Easily
picks up new and
highly complex skills and integrates them into his/her work. Is
comfortable with a high level of
complexity and never gets daunted or intimidated by detailed,
sophisticated, or complex concepts.
Continues to learn specific and valued skills that are difficult for others
to acquire.
5. Grasps very Complex Issues: Readily grasps very complex issues.
Thoroughly
undertands underlying principles and easily conceptualizes outcomes.
Is immensely skilled at
analyzing complicated information in a highly organized way.

People Who Do Not Demonstrate This Competency :

Don.t
 challenge themselves intellectually. Don.t make enough of an
effort to pursue learning
independently and gain new skills.
Rely
 on the old way of doing things. Force fit simple solutions to
complex problems.
Don.t think systematically. Are overwhelmed by complexity, have
trouble distinguishing
opinions from facts and often let non-essential, illogical thinking cloud
judgment. As a
result he/she jumps into wrong conclusions.
Let
 emotions cloud judgment. Feelings and emotions play too much
of a role in his/her
decision-making.
Are
 uncomfortable when engaging in a conceptual discussion. Resists
abstract
discourse and avoid situations where it might crop up.

3. Helping and Human service Cluster

This cluster involves intending to meet someone else.s needs; attuning
oneself to the concerns,
interest, and needs of the other and working to meet those needs. This
implies a stronger underlying
need for power and for affiliation than the other clusters.

Customer service Orientation

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

People who have this competency:

Work
 with a genuine understanding of the customer.s needs, and
have a strong desire to meet
them. They are not just reactive but proactive in helping the customer
or adding value. At high
levels, they may understand the customer better than the customer
does, and they use this
wisdom to create a dramatically useful impact on the customer.s
organization.

Target Levels:
1. Follows Up: Follows through on customer inquiries, requests and
complaints. Keeps customer
up-to-date about progress of projects (but does not probe customer.s
underlying issues
or problems.)
2. Maintains Clear Communication: Maintains clear communication with
customer regarding
mutual expectations information, monitors customer.s satisfaction.
Distributes helpful
information to clients. Gives friendly, cheerful service.
3. Takes Action for the Customer: Makes self fully available, especially
when customer is
going through a critical period. For example, gives customer a home or
vacation phone number
or other means of easy access, or may spend extra time at the
customer.s location. Takes
actions beyond normal expectations.
4. Addresses Underlying Customers Needs: Knows the customer.s
business and / or
seeks information about the real underlying needs of the customer,
beyond those expressed
initially. Matches these to available (or customized) products or
service.
5. Uses a Long - Term Perspective : Works with a long-term perspective
in addressing a
customer.s problems. May trade off immediate costs for the sake of
the long-term relationship.
Looks for long-term benefits to the customer. Acts as a trusted advisor;
becomes involved in
customer.s decision-making process. Forms an independent opinion of
client needs, problems,
or opportunities and possibilities for solution implementation. Acts on
this opinion (e.g., recommends
approaches, which are new and different from those requested by the
client).
People Who Do Not Demonstrate This Competency :
Focus
 on own objectives rather than on client needs
Provide
 client with a routine or . off-the-shelf. solution
Speak
 poorly of other clients served; see clients in negative ways;
don.t see them as
partners
Refuse to take a stand on behalf of the person served or give extra
help

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

People who have this competency:

Know
 what is being felt and thought even when it is not explicitly
said. They can appreciate not
only what a person is saying, but why he or she is saying it. At the
highest levels they also understand
where a person.s feelings come from in life history.
Target Levels:
1. Understands Either Emotion or Content: Understands either present
emotions or
explicit content, but not both together.
2. Understands Both Emotion and Content: Understands both present
emotions and
explicit content.
3. Understands Meanings: Understands current unexpressed or poorly
expressed meanings;
understands current unspoken thoughts, concerns, or feelings OR uses
understanding to
get others to willingly take actions desired by him or her.
4. Understands Underlying Issues: Understands others people.s
underlying problems;
understands the reason for someone.s ongoing or long-term feelings,
behavior, or concerns OR
presents a balanced view or others. specific strengths and
weaknesses.
5. Understands Complex Underlying Issues: Understands complex
causes of others.
long term underlying attitudes, behavior problems or patterns.

People Who Do Not Demonstrate This Competency :

See
 others primarily in terms of ethnic or other stereotypes
Misunderstand
 or are surprised by others. feelings or actions
Show  no explicit awareness of others but no evidence of serious
misunderstanding
Clash  with others based on not understanding their concerns or
thoughts, even if obvious

4. Achievement and Action Cluster

The essence of this cluster is a bias towards action, directed more to
task accomplishment than to
impact on other people. This cluster also includes actions to influence
or lead other people to
improve productivity or get better results

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

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

People Who Do Not Demonstrate This Competency :

Do
 each thing as it comes up and just respond to immediate needs or
requests.
Are unable to prioritize tasks in order of importance.
Do  not try to identify causes of events.
Focus  on immediate job tasks and pay little attention to their
potential impact
Concern for Order, Quality and Accuracy

Concern for Order, Quality and Accuracy reflects an underlying drive to

reduce uncertainty in the surrounding
environment. It is expressed by:
Monitoring
 and checking work or information
Insisting
 on clarity of roles and functions
Setting
 up and maintaining systems of information

People who have this competency:

Will
 deliver work of high quality and accuracy. In case of an uncertain
scenario they would introduce order by monitoring and developing
systems.

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

People Who Do Not Demonstrate This Competency :

Do
 not exhibit concern for order, despite of the problem faced by
disorder.
Do work which is full of errors and is below the quality standards
Information seeking
Information Seeking is driven by an underlying curiosity and desire to
know more about things, people, or issues. It implies going beyond the
questions that are routine or required in the job. It may include
.digging. or pressing for exact information; resolution of discrepancies
by asking a series of questions; or less focused environmental
scanning for potential opportunities or miscellaneous information that
may be of future use.

People who have this competency:

People
 with this competency hold the line. They can draw a line for
minimum acceptable stan
dards and hold people to it clearly and strongly. They are not afraid to
state where performance
does not meet the required standards, or to make it clear to the whole
organization if necessary.
These people have a clear internal understanding of what standards
are and how they should
be carried out.

Target Levels:
1. Asks Questions: Asks direct questions to the people who are there,
or who are supposed
to answer questions about the situation, such as people who are
directly involved even if not
physically present. Uses visible information or consults other available
resources.
2. Personally Investigates: Gets out to personally investigate the
problems or situations,
when normally would not do so. Finds and question those closest to the
problem. Asks, .What
happened?.
3. Digs Deeper: Asks a series of probing questions to get at the root of
a situation or a problem,
or potential opportunity below the surface issues presented. Calls on
others, who are not
personally involved, to get their perspective, background information,
experience, etc. Does not
stop with the first answer, finds out why something happened.
4. Does Research : Makes a systematic effort over a limited period or
of time to obtain needed
data or feedback, or in-depth investigation from unusual sources. or
does formal research through
newspapers, magazines, computer search systems, or other resources.
This may include market,
financial and competitor research.
5. Uses Own On-Going Systems: Has personally established ongoing
systems or habits
to get information (.management by walking around,. regular informal
meetings, or the scanning
of certain publications etc.), including setting up individuals to do
regular information gathering
for him or her.

People Who Do Not Demonstrate This Competency :

Act
 without information: Take action without sufficient data or
resources
Take
 large risks: Fail to find out all the risks involved in a task or
action
Fail  to use sources: Will not use available sources of information

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

People who have this competency:

Exhibit
 a high level of persistence and refuse to give up when the
going gets tough. They are
good at recognizing opportunities. They are able to anticipate and
prepare for problems, which might
not be easily seen by others

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

People Who Do Not Demonstrate This Competency :

Think
 only of the past
Wait
 to be told what to do
Delays
 taking action
Spends to much time analyzing

5. Personal Effectiveness Cluster

These competencies reflect some aspect of an individual’s maturity in
relation to others and to
work. They control the effectiveness of the individual’s performance
when dealing with immediate
environmental pressures and difficulties

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

People Who Do Not Demonstrate This Competency :

Have
 notably weak self . presentation.
Assert
 lack of confidence, question own ability in a generalized way
or express .powerlessness
. or .helplessness..
Avoid disapproval or conflict (with detrimental impact on job
performance).
Blame  self in a permanent way. Make personal/ internal explanations
with a tone of .this
is the way I am. as opposed to .this is the mistake I made..
People who have this competency:
Presents
 self in a forceful or impressive manner.
States
 confidence in own judgment or ability.
Takes personal responsibility for mistakes, failures, or shortcomings.
Learns  from mistakes, analyzes own performance to understand
failures and to improve future
performance.
States  own position clearly and confidently in conflicts with superiors
Makes  or acts on decisions in spite of disagreement from others
Target Levels:
1. Presents Self-Confidently: Makes decisions independently. Works
without constant
supervision.
2. Has Confidence in Own Ability or Judgment: Makes or acts on
decisions inspite
of disagreement from others. Willing to voice an opinion and take a
stand on critical issues.
3. Has Confidence in Ability to Take on New Responsibilities or
Overcome
Obstacles: Sees self as an expert, compares self or own abilities
favorably with others. Is
willing to take new responsibilities.
4. Clearly and Politely Expresses a Different Point of View: States own
position
clearly and confidently in conflicts. Actions support or justify verbal
expression of self-confidence.
5. Volunteers for Challenges: Is pleased or excited about challenging
assignments. Seeks
additional responsibility and opportunities to learn.

People Who Do Not Demonstrate This Competency :

Have
 notably weak self . presentation.
Assert
 lack of confidence, question own ability in a generalized way
or express .powerlessness
. or .helplessness..
Avoid disapproval or conflict (with detrimental impact on job
performance).
Blame  self in a permanent way. Make personal/ internal explanations
with a tone of .this
is the way I am. as opposed to .this is the mistake I made..
Self-control
Self-Control is the ability to keep one.s emotions under control and
restrain from negative actions when
faced with opposition or hostility from others, or when working under
conditions of stress.

People who have this competency:

Are
 not impulsive
Remain
 calm in stressful situations.
Find acceptable outlets for stress.
Respond
 constructively to problems even under stress.

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

People Who Do Not Demonstrate This Competency :

Are
 easily provoked.
Cite
 frustration and/or negative emotions and express feelings
inappropriately.
Get  inappropriately involved personally with peers, subordinates, or
clients; or breaks down
under stress.
Avoid  stress, people or situations that provoke negative emotions.
Organizational Commitment
Organizational Commitment is the individual.s ability and willingness to
align his or her own behavior with
the needs, priorities, and goals of the organization, to act in ways that
promote organizational goals or meet
organizational needs. It may appear as putting organizational mission
before own preferences or before
professional role priorities.

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

People Who Do Not Demonstrate This Competency :

Work
 independently or against the group
Ignore
 others as source of support
Are unable to persuade or convince others that their goal is held in
common and should be
followed
Argue from opinion rather than from fact
Fail  to bridge the gap between different groups
Let  people work in their own worlds without consulting each other
Allow  bad feelings to fester and undermine group integrity
Ignore  the circle outside themselves

Creativity
Creativity is the ability to generate novel and useful ideas and
solutions to everyday problems and
challenges.

People who have this competency:

Are
 open to change
Consider
 a wide range of possibilities while dealing with a problem
Contribute
 many unique ideas
Consider
 ideas and opinions of others
Take  risk, look beyond conventional solutions

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

People Who Do Not Demonstrate This Competency :

Value
 caution and do not exercise much innovation or risk taking.
Prefer
 traditional approaches and consistently offer or use old
solutions to new problems.
Stay  within comfort zone and do not support new ideas or
approaches.
Act  as if there is only one way to solve a problem. Don.t look at all
the options and consider
a wide range of possibilities when dealing with problems
Rely  too much on what s/he knows about his/her own area and don.t
seek broad connections
or parallels from a wide range of sources.
Avoid  risks, afraid to make mistakes and are too worried about what
other people might
think to come up with or promote original ideas.
Do  not consider the ideas or opinions of others. Possessive of own
ideas and don.t encourage
others to build on or contribute on them.

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

People who have this competency:

Align
 own activities and priorities to meet organizational needs. They
are willing to help
colleagues complete their tasks since they understanding the need for
co-operation to achieve larger
organization objectives. They choose to meet organizational need
rather than to pursue professional
interests;

Target Levels:
1. Models .Organizational Citizenship Behaviors.: Shows loyalty,
willingness to
help colleagues complete their tasks, respect for the wishes of those in
authority.
2. Sense of purpose-States Commitment: Understands and actively
supports
organization mission and goals; aligns own activities and priorities to
meet organizational needs;
understand need for cooperation to achieve larger organization
objectives.
3. Makes Personal or professional Sacrifices: Puts organizational needs
before personal
needs; makes personal sacrifices to meet the organization needs over
professional identity,
preferences and family concerns.
4. Makes unpopular decisions: Stands by decision that benefit the
organization even if
they are unpopular or controversial.
5. Sacrifices Own Units good for organization: Sacrifices own
department.s shortterm
good for long term good of organization (e.g. volunteers cost reduction
or layoffs in own
group, takes on extra tasks etc). Asks others to make sacrifices to
meet larger organization.s
needs.
People Who Do Not Demonstrate This Competency :
Work
 independently or against the group
Ignore
 others as source of support
Are  unable to persuade or convince others that their goal is held in
common and should be
followed
Argue  from opinion rather than from fact
Fail  to bridge the gap between different groups
Let  people work in their own worlds without consulting each other
Allow  bad feelings to fester and undermine group integrity
Ignore  the circle outside themselves

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

Directiveness & Assertiveness

Directiveness & Assertiveness implies the intent to make others
comply with one.s wishes when personal
power or the power of one.s position is used appropriately and
effectively, with the long-term good of the
organization in mind. It includes a theme or tone of .telling people what
to do.. The tone ranges from firm
and directive to demanding or even threatening. (Attempts to reason
with, persuade, or convince others to
comply are Impact and Influence, not Directiveness.)

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

People Who Do Not Demonstrate This Competency :

Are
 passive: Give in, even when it interferes with getting the job done
Give
 no direction: Do not give directions, orders, or requests
Are  concerned with being liked: want to get along with others more
than to get the job done
Keep  poor performers who fail to improve
Do  not monitor performance. Avoid or ignore performance measures
or performance against
goals
Avoid  conflict: Refuse to confront or .rock the boat.

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

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

People Who Do Not Demonstrate This Competency :

Work
 independently or against the group
Ignore
 others as source of support
Are  unable to persuade or convince others that their goal is held in
common and should be
followed
Argue  from opinion rather than from fact
Fail  to bridge the gap between different groups
Let  people work in their own worlds without consulting each other
Allow  bad feelings to fester and undermine group integrity
Ignore  the circle outside themselves
Delegation
Delegation is the ability to share tasks and decisions with team
members/ subordinates. A person, who
delegates, shares both responsibility and accountability and tends to
trust people to perform.

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

People Who Do Not Demonstrate This Competency :

Prefer
 to do all the important work alone and make decisions
themselves
Micro
 Manage work
Delegate
 work but not authority
Do  not communicate the bigger picture
Don.t  provide direction and support

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

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

People Who Do Not Demonstrate This Competency :

Fail
 to give instructions: Let people figure out what to do their own
instead of giving instructions
or reasons
Give
 all-negative feedback: Do not give support after a setback or
give rewarding response
after good performance
Discount
 training: Consider training as unnecessary or a waste of
time
Refuse
 to delegate: Take on tasks that should be done by others, or
monitor others. performance
too closely
Do  not give opportunities: Do not expose to higher-level management
opportunities