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2 | Competency Assessment | |||||||||||||||||||||||||
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4 | Core Competency | Definition | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |||||||||||||||||||
5 | Initiative | The tendency to act in a self-directed way; taking personal responsibility to get the job done and displaying a can-do approach to all tasks. | Displays low personal energy, does not push self or other to ensure thoroughness, always refer problems to supervisor, avoids taking responsibility to making decisions. Makes assumption without checking. When faced with problems, waits for others to provide the answer | Rarely goes above and beyond one’s role to get the job done well. Seeks ways around solving problems and provides practical solutions to overcome issues. Follow-up activities to ensure all tasks will be completed in a timely manner. | Often goes above and beyond one’s role to get the job done well. Seeks ways around solving problems and provides practical solutions to overcome issues. Follow-up activities to ensure all tasks will be completed in a timely manner. | Usually goes above and beyond one’s role to get the job done well. Seeks ways around solving problems and provides practical solutions to overcome issues. Follow-up activities to ensure all tasks will be completed in a timely manner. | Always goes above and beyond one’s role to get the job done well. Seeks ways around solving problems and provides practical solutions to overcome issues. Follow-up activities to ensure all tasks will be completed in a timely manner. | |||||||||||||||||||
6 | Interpersonal Skills | Is sensitive to the needs, feelings, and capabilities of others. Approaches others in a nonthreatening and pleasant manner, and treats them with respect. Builds rapport and effective relationships with all levels of internal and external constituents. | Poor interpersonal skills. Often treats others with a lack of respect. | Developing interpersonal skills. Needs to be more sensitive to the needs, feelings, and capabilities of others. Has not always dealt with others in a pleasant and respectful manner. | Good interpersonal skills. Usually deals with others in a pleasant and respectful manner. Considers the needs and concerns of others. | Very good interpersonal skills. Deals with others in a pleasant and respectful manner. Displays sensitivity to the needs and concerns of others. | Excellent interpersonal skills. Always deals with others in a pleasant and respectful manner. Displays sensitivity to the needs and concerns of others. | |||||||||||||||||||
7 | Teamwork and Collaboration | Works effectively with team/work groups or those outside formal line of authority to accomplish goals. Actively participates as a member of a team; takes action that respects the needs and contributions of others; contributes to and accepts the consensus; subordinate’s own needs to those of the team; develops and builds cohesive team relations to produce required outputs; possesses knowledge and understanding of peer’s work. | Remains silent or withholds differing opinions in a team setting. Does not follow through on commitments made to other team members. Will not work towards the team goals. Reacts negatively to other’s suggestions. Prefers to work alone or in isolation. Does not share information with others. Does not have an overall open and direct approach to team members; fails to participate fully as a team member or take responsibility for activities of the team. | Contributes willingly towards the accomplishment of own and team goals, doing his or her share of the work. Demonstrates respect for the opinions and ideas of others. Is willing to accept compromises to progress toward the achievement of group goals and up to date. Prefers not to take on responsibility’ often heard saying “that’s not my job”. | Solicits the input of team members and encourages their participation. Ensures participation of others who are affected by plans or actions. Puts team’s agenda and the good of the whole ahead of personal. Helps others to solve work problems and achieve team objectives. Contributes actively to meeting and discussions, even if outside their area of expertise. | Builds support, enthusiasm and energises people to work together for the accomplishment of team goals. Uses the agenda and perspectives of others to establish mutually beneficial objectives. Openly share all relevant information and knowledge to assist team members. | Takes responsibility for the accomplishment of team goals. Removes obstacles to team success. Gives recognition and credit to people who have contributed to team success. Takes specific steps to keep morale and levels of performance high during times of intense work pressure. Discusses ideas and issues by involving others, draws people in, asks questions and listens actively. | |||||||||||||||||||
8 | Management Competency | Definition | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |||||||||||||||||||
9 | Developing Others | Takes an active role in training and developing staff through coaching, mentoring, cross-functional assignments, job rotations, or mobility to new roles or positions. Helps create appropriate development plans on an annual basis. The motivation to build and coach a cooperative team by sharing information and ideas, managing consensus and conflict and recognising the unique strengths and contribution of everyone. | Never locates education and development opportunities for employees. Does not ensure that all new employees receive an orientation to the organisation. Does not encourage employees to take advantage of self-development opportunities. Never facilitates job rotations, transfers and cross-functional assignments. Limits new learning and knowledge to self; does not share or cascade new information proactively. | Seldom locates education and development opportunities for employees. Does not ensure that all new employees receive an orientation to the organisation. Seldom encourages employees to take advantage of self-development opportunities. Rarely facilitates job rotations, transfers and cross-functional assignments. Slow to produce L&D plans for the team; does not see it as a business priority. | Often locates education and development opportunities for employees. Ensures that all new employees receive an orientation to the organisation. Often encourages employees to take advantage of self-development opportunities. Does a good job facilitating job rotations, transfers and cross-functional assignments. Displays an appreciation of learning themselves by seeking out varied development activities. | Usually locates education and development opportunities for employees. Ensures that all new employees receive an orientation to the organisation. Encourages employees to take advantage of self-development opportunities. Does a very good job facilitating job rotations, transfers and cross-functional assignments. Recognises and utilises others’ abilities and back them fully in important decisions. | Always locates education and development opportunities for employees. Ensures that all new employees receive a full orientation to the organisation. Encourages employees to take advantage of self-development opportunities. Does an excellent job in facilitating job rotations, transfers and cross-functional assignments. Develops a culture of open feedback within their teams; help share behaviour and performance by continuous feedback discussions with direct reports. Encourages knowledge-sharing mindset. | |||||||||||||||||||
10 | Commitment to Achieve | Works toward building employee commitment and loyalty to the organisation. Sets an example by demonstrating care for employees and the organisation as a whole. The confidence and personal drive to initiate and accomplish a task, demonstrating commitment despite the setback and devising an effective solution to the task/problem. | Never sets an example of organisational commitment. Has a negative impact on the feelings of loyalty and commitment in others. Does not demonstrate concern for the organisation or for other employees. Does not display a sense of pride in the organisation. Tries the easiest and most obvious ways around problems and tend to give up easily if these do not work. | Seldom sets an example of organisational commitment. Rarely inspires feelings of loyalty and commitment in others. Seldom demonstrates concern for the organisation or for other employees. Does not display a great sense of pride in the organisation. Struggles to remain energised when under pressure. | Often sets an example of organisational commitment and inspires feelings of loyalty and commitment in others. Demonstrates concern for the organisation, and for other employees. Displays a sense of pride in the organisation. Shows initiative and steps up to take personal responsibility. | Usually sets a good example of organisational commitment and inspires feelings of loyalty and commitment in others. Demonstrates a high level of concern for the organisation, and for other employees. Displays a sense of pride in the organisation. Does significantly more than is necessary to just get the job done. | Always sets a strong example of organisational commitment and inspires feelings of loyalty and commitment in others. Demonstrates a very high level of concern for the organisation, and for other employees. Displays a strong sense of pride in the organisation. Enthusiastically seeks additional responsibilities and challenges for self and those around them. Thinks of ways around problems and obstacles; test out possible solutions to see what might work. | |||||||||||||||||||
11 | Critical Problem Solving | Identifies multi-faceted, complex problems, conducts a comprehensive evaluation of facts and risks varies levels of risk and ambiguity before creating and testing solutions. | Makes generalisations, may dismiss new information or ideas if they don’t fit the model, bases decisions on current situation alone, struggles to move forward and loses momentum when faced with issues, allows others to decide, tend to focus on negatives and look for reasons why it will not work. | Sometimes make generalisations, may dismiss new information or ideas if they don’t fit the model, bases decisions on current situation alone, struggles to move forward and loses momentum when faced with issues, allows others to decide, tend to focus on negatives and look for reasons why it will not work. | Often balance facts and logic with intuition anticipates and manages risk in all decisions, encourages responsible risk-taking in others. Able to work with complex or conflicting data, carries out appropriate checks before making a final decision, makes decisions in a timely manner so that opportunities are not lost. Consider the views of others. | Usually, balance facts and logic with intuition anticipates and manages risk in all decisions, encourages responsible risk-taking in others. Able to work with complex or conflicting data, carries out appropriate checks before making a final decision, makes decisions in a timely manner so that opportunities are not lost. Consider the views of others. | Balance facts and logic with intuition, anticipates and manages risk in all decisions, encourages responsible risk-taking in others. Able to work with complex or conflicting data, carries out appropriate checks before making a final decision, makes decisions in a timely manner so that opportunities are not lost. Consider the views of others. | |||||||||||||||||||
12 | Planning and Implementation | Identifies and gathers necessary information. Develops specific, measurable steps leading toward the accomplishment of the organisation's long-term goals. Sets realistic objectives and schedules to achieve strategic goals. The ability to complete tasks within time constraints by meticulous planning, managing conflicting priorities and using resources to maximum effect. | Never develops plans that lead toward the achievement of long-term goals. Does not set short-term goals that are in line with long-term objectives. Does not develop realistic plans and fails to consider the needs of other departments. Does not assign the appropriate resources. Does not follow plans through to completion Blames others or lack of resources for inability to complete work on time. Rigidly follows plans, therefore, missing potential opportunities. | Seldom develops plans that lead toward the achievement of long-term goals. Has difficulty setting short-term goals that are in line with long-term objectives. Often develops plans that are not realistic or do not meet the needs of the majority of departments. Has difficulty assigning the appropriate resources to meet goals. Seldom follows plans through to completion. Tries to accomplish all tasks at one and loses focus. To slow to deliver and is reactive instead of anticipating issues. | Often develops plans that lead toward the achievement of long-term goals. Often ensures that the short-term goals are in line with the long-term objectives. Understands the importance of developing realistic plans that meet the needs of the majority of departments. Often assigns appropriate resources to meet goals. Often follows plans through to completion. Communicates changes to plans and problem in a timely manner to the appropriate people. | Usually develops plans that lead toward the achievement of long-term goals. Usually ensures that the short-term goals are in line with the long-term objectives. Ensures that plans are quite realistic and meet the needs of the majority of departments in the organisation. Effective at assigning appropriate resources to meet goals. Usually follows plans through to completion. Ensures clear roles and responsibilities for each person before starting a project or task. | Always develops plans that lead toward the achievement of long-term goals. Always ensures that the short-term goals are in line with the long-term objectives. Ensures that plans are realistic and meet the needs of the organisation as a whole. Very effective at assigning appropriate resources to meet goals. Always follows plans through to completion. Consistently develops a plan that prioritises work appropriately and breaks down complex tasks into achievable steps. | |||||||||||||||||||
13 | Communication and Delegation | Communicates ideas and information succinctly and logically, both in writing and verbally, to ensure full understanding from all involved. Delegates responsibility when and where appropriate, based on the employee's ability and potential. Communicates clearly with direct reports about their responsibility for important tasks and does not micromanage. | Demonstrate poor listening skills, over-emotional in their words, does not fully consider requirements of the situation before communicating, could not convey intention properly. Often involved in a chain of miscommunication Never maintains a balanced workload and does not delegate responsibility. Never consider the subordinate's ability, potential, and ambition when delegating responsibility. | Rarely uses a range of communication tools to keep everyone informed including written documentation. Promotes two-way communication by listening well, understanding of the other person’s input. Keeps the team up to date with new and relevant information. Seldom maintains a balanced workload and needs to delegate responsibility more often. Seldom considers the subordinate's ability, potential, and ambition when delegating responsibility. | Often uses a range of communication tools to keep everyone informed including written documentation. Promotes two-way communication by listening well, understanding of the other person’s input. Keeps the team up to date with new and relevant information Often maintains a balanced workload by delegating responsibility where appropriate. Often considers the subordinate's ability, potential, and ambition when delegating responsibility. | Usually uses a range of communication tools to keep everyone informed including written documentation. Promotes two-way communication by listening well, understanding of the other person’s input. Keeps the team up to date with new and relevant information Usually maintains a balanced workload by delegating responsibility where appropriate. Usually considers the subordinate's ability, potential and ambition when delegating responsibility. | Always uses a range of communication tools to keep everyone informed including written documentation. Promotes two-way communication by listening well, understanding of the other person’s input. Keeps the team up to date with new and relevant information Always maintains a balanced workload by delegating responsibility where appropriate. Always consider the subordinate's ability, potential, and ambition when delegating responsibility | |||||||||||||||||||
14 | Leadership Competency | Definition | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |||||||||||||||||||
15 | Strategic Thinking | Uses knowledge of higher education and external conditions to develop a long-term strategy, taking into account the organisation's strengths and weaknesses. Understands systems thinking fully and applies this knowledge to develop appropriate and realistic strategies. Develops and communicates the vision, direction and motivation to move people and situations forward to achieve organisational and team goals | Poor strategic thinking skills. Fails to consider higher education, market, and organisation to develop a long-term strategy. Fails to set the course from the outset, follows rather than leads. Presents an unclear vision, either by generalising or providing too many details. May take too much of the limelight; fails to encourage others. | Developing strategic thinking skills. Does not consider all aspects of higher education, market and organisation to develop long-term strategy. Avoids admitting own mistakes or limitations. Makes judgements without fully listening. | Good strategic thinking skills. Often uses knowledge of higher education, market, and organisation to develop long-term strategy. Willing to try to manage other stakeholders outside own control. | Very good strategic thinking skills. Uses knowledge of higher education, market, and organisation to develop long-term strategy. Leads by example engage commitment from the whole team. Shares knowledge and experience freely for overall gain. | Excellent strategic thinking skills. Uses extensive knowledge of higher education, market, and organisation to develop a long-term strategy. Frequently communicates a vision so others know how to contribute. Acts as a role model provide a sense of direction for the team. Able to paint the big picture of the end result. | |||||||||||||||||||
16 | Commerical Drive | Applying a business and customer-focused, demonstrating the commitment to deliver results that create value for organisations. Working in a way which is customer and business-focused, and developing resilience and a sense of responsibility. Understanding the financial implications of work. The ability to maintain high personal energy levels, showing consistent initiative to stretch oneself and others. | Do not show a keen interest in the organisation, its goals, its performance and external influences Identify the steps to achieve agreed tasks and goals. Do not demonstrate customer-focused in their work, is not cost-conscious in their work. Do not have the drive to deliver to a high standard Wait for others to forward suggestions or solutions. Needs prompting; takes on difficult tasks only when directed by others or forced by changes. | Seldom demonstrate curiosity about how the organisation generates revenue, its strategy, and how people contribute to its success. Could not identify and focus their attention on issues that will impact on business performance Rarely engage with customers to understand their needs and improve their experiences Loses interest or energy when a task is difficult or complex. | Enable business change and transition by providing effective advice and approaches. Show determination and drive to deliver results and overcome challenges. Take responsibility to provide pragmatic and timely advice and deliver solutions that meet business needs Carefully consider the financial and operational implications of your choices. Anticipates obstacles and acts to overcome before they arise. | Continuously build a strong understanding of the sector, the organisation’s business model, and where value is created and lost. Partner with customers to understand their current and future needs, and contract effectively Take responsibility and demonstrate a commitment to delivering business outcomes and benefits Demonstrate resilience in the face of setbacks, uncertainty or ambiguity. | Continuously build a deep understanding of the business model and external context to anticipate future risks and issues Create a culture that prioritises the understanding of customer needs to enhance customer value Model resilience through their leadership of others, creating a sense of direction in challenging times. Persist even when faced with setbacks, adopts a ‘can do’ attitude. Responds proactively to the task or problem. | |||||||||||||||||||
17 | Feedback and Coaching | Provides regular feedback and coaching to direct reports in a manner that encourages the desired behaviour. Establishes trust, listens actively, asks questions, assists in planning processes, tracks progress, and ensures results are achieved. | Never provides feedback to direct reports. Will not meet with direct reports to deal with problems. | Seldom provides feedback to direct reports to encourage the desired behaviour. Hesitates to meet with direct reports to deal with problems and issues | Often provides good feedback to direct reports to encourage the desired behaviour. When problems and issues occur, meets with direct reports to deal with them. | Usually provides very good feedback to direct reports to encourage the desired behaviour. Meets with direct reports and deals with issues and problem in a proactive manner. | Always provides excellent feedback to direct reports to encourage the desired behaviour. Meets with direct reports on a regular basis and deals with issues and problems in a proactive manner. | |||||||||||||||||||
18 | Managing Multiple Priorities | Handles multiple assignments and priorities while fulfilling all commitments. Involves stakeholders as needed to prioritise appropriately. Accepts new responsibilities and adapts to changes in procedures. Guides the planning and organisation of critical tasks, analyses complex issues, comprehensively evaluates data, assesses risks, harnesses resources and converts end goals to workable action plans. | Never manages multiple priorities effectively. Does not /adapt to changes in procedures/conditions. Unwilling to accept new responsibilities. Hesitates too much when faced with uncertain, ambiguous data. May rush in and choose a course of action without checking information and fully considering the alternatives. | Seldom manages multiple priorities effectively. Adapts to changes in procedures and conditions after some time. Hesitant to accept new responsibilities. Lacks objectivity; wants to do it one way without sound logic. Fails to see linkages between information. Satisfied with superficial or incomplete analysis; ends up with inappropriate solutions by taking short cuts. | Often manages multiple priorities effectively. Adapts to changes in procedures and conditions. Displays a positive attitude toward accepting new responsibilities. Consistently and flexibly develops a plan that prioritises work appropriately; seeks assistance when needed. | Usually manages multiple priorities effectively. Adapts to changes in procedures or conditions easily. Accepts new responsibilities with enthusiasm. Anticipates and plans for the consequences of different outcomes. Anticipates and plans for the consequences of different outcomes. | Always manages multiple priorities very effectively. Adapts to changes in procedures or conditions very easily. Accepts new responsibilities with great enthusiasm. Able to think, plan and execute on multiple levels. Displays critical thinking by asking questions to test assumptions. Balances facts/logic with intuitive data. | |||||||||||||||||||
19 | Professional Courage and Influence | Having professional and personal courage to speak up when it’s the right thing to do, even if you anticipate or experience resistance or opposition. Expresses own views openly and builds solid rapport; able to inspire follows to action and shift the opinions of others by effective persuasion and negotiation. | Do not contribute views and opinions clearly, do understand the impact of different influencing and communication styles in a range of situation, and do not recognise and accepts mistakes. May use neutral body language and fail to respond quickly to the needs of others or the situation; appears lacking in an appropriate response or even insensitive. | Rarely contribute to discussions and do not respond to questions in an informed and confident way Rarely recognise and take responsibility for mistakes and hardly contribute to putting things right. Focuses only on logic and facts to convince others; prefer to ‘tell’ rather than ‘sell’ ideas. | Often communicate key information in a clear and engaging way to influence others Take steps to engage regularly with key stakeholders to understand their preferred approach and needs Take the lead willingly and smoothly when required to move the group or task forward. | Challenge constructively and confidently in the face of opposition Communicate with impact, and make complex things clear, to enable a way forward Take responsibility for mistakes that sit within their remit, encouraging learning and demonstrating ownership for the actions to make things right | Take a stand with senior colleagues when it is the right thing to do despite significant opposition or challenge Take a visible lead in progressing difficult issues for the benefit of the organisation Create a culture of accountability ensuring ownership for improvement and learning. Appears aware of the impact of his/her own behaviour on others. Able to get support from others. | |||||||||||||||||||
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