Skill Chart

MACHINE / MACHINE / MACHINE / MACHINE / PPROBLEM
S. MACHINE / MACHINE / MACHINE / MACHINE / MACHINE / MACHINE / MACHINE / MACHINE / MACHINE /

NAME LEVEL OPERATION OPERATION OPERATION OPERATION SOLVING
NO. OPERATION 1 OPERATION 4 OPERATION 5 OPERATION 6 OPERATION 7 OPERATION 9 OPERATION 10 OPERATION 11 OPERATION 12
2 3 8 13 SKILL
TRAINER A A A B B C C D C E D B C EXTERNAL
AT PRESENT 3 3 3 2 2 2 3 0 0 0 0 1 0 1
1 Mario
REQUIRED 3 3 3 3 2 3 2 0 0 0 0 3 0 3
AT PRESENT 1 2 1 0 0 0 0 0 0 0 0 1 0 1
2 Amit
REQUIRED 3 3 3 0 0 0 0 0 0 0 0 3 0 3
AT PRESENT 2 2 2 1 0 0 0 0 0 0 0 1 0 2
3 Sachin
REQUIRED 3 3 3 3 0 0 0 0 0 0 0 3 0 3
AT PRESENT 1 1 1 1 0 0 0 0 0 0 0 1 0 1
4 Ajay
REQUIRED 3 3 3 3 0 0 0 0 0 0 0 3 0 3
AT PRESENT 0 0 0 1 1 0 0 0 0 0 0 0 0 0
5 Fondu
REQUIRED 3 0 3 3 3 0 0 0 0 0 0 3 0 2
AT PRESENT 1 0 1 2 2 0 0 0 0 0 0 1 0 0
6 Kishor
REQUIRED 3 0 3 3 2 0 0 0 0 0 0 3 0 2
AT PRESENT 0 0 0 0 0 0 0 0 1 0 0 0 0 0
7 Raju
REQUIRED 2 0 0 0 0 2 2 2 2 0 0 3 0 2
AT PRESENT 1 0 0 2 1 0 0 1 0 0 0 1 0 0
8 Mohan
REQUIRED 2 0 0 3 3 2 2 2 0 0 0 3 0 2
AT PRESENT 1 0 1 1 1 1 1 1 0 0 0 1 0 0
9 Neetesh Powar
REQUIRED 2 0 2 3 3 2 2 2 0 0 0 3 0 2
AT PRESENT 1 0 0 1 1 1 1 1 0 0 0 1 0 0
10 Vaibhav
REQUIRED 2 0 0 2 3 2 2 2 0 0 0 3 0 2
AT PRESENT 0 0 0 0 1 1 1 0 0 0 0 1 0 0
11
REQUIRED 0 0 0 0 3 2 2 2 0 0 0 3 0 2
AT PRESENT 1 0 0 1 1 1 1 1 1 0 0 1 0 0
12
REQUIRED 2 0 0 2 3 2 2 2 3 0 0 3 0 2
AT PRESENT 0 0 0 0 1 1 1 0 0 0 0 1 0 0
13
REQUIRED 0 0 0 0 2 2 2 0 0 0 0 3 0 0
AT PRESENT 0 0 0 1 1 1 2 1 1 0 0 2 0 1
14
REQUIRED 0 0 0 2 2 3 3 3 2 0 0 3 0 3
AT PRESENT 1 0 0 2 1 1 1 2 1 0 0 1 0 1
15
REQUIRED 2 0 0 2 2 3 3 3 2 0 0 3 0 3
AT PRESENT 1 0 0 0 0 1 1 0 0 0 0 1 0 0
16
REQUIRED 2 0 0 0 0 2 2 0 0 0 0 3 0 2
AT PRESENT 0 0 0 0 1 1 1 0 0 0 0 1 0 0
17
REQUIRED 0 0 0 0 2 2 2 0 0 0 0 3 0 2
AT PRESENT 1 1 1 2 2 1 2 2 2 0 0 2 2 1
18
REQUIRED 2 2 2 3 3 2 2 3 3 0 0 3 3 2
AT PRESENT 0 0 0 0 0 0 0 1 0 0 0 2 3 0
19
REQUIRED 0 0 0 0 0 0 0 2 0 0 0 3 3 2
AT PRESENT 0 0 0 0 0 1 2 2 0 0 0 1 0 1
20
REQUIRED 0 0 0 0 0 2 3 2 0 0 0 3 2 2
2 3 8 13 SKILL
AT PRESENT 0 0 0 0 0 0 0 0 0 0 0 2 3 0
21
REQUIRED 0 0 0 0 0 0 0 0 0 0 2 3 3 2
AT PRESENT 1 0 0 1 1 0 0 2 0 0 0 0 0 0
22
REQUIRED 2 0 0 2 2 2 2 3 0 0 0 3 0 2
AT PRESENT 0 0 0 0 0 0 0 3 0 0 0 1 0 0
23
REQUIRED 0 0 0 0 0 0 0 3 0 0 0 3 0 0
AT PRESENT 1 0 1 1 1 1 1 1 2 0 0 1 0 0
24
REQUIRED 2 0 2 3 2 2 2 1 3 0 0 3 0 2
AT PRESENT 1 0 0 0 1 1 1 1 1 0 0 1 0 0
25
REQUIRED 2 0 0 0 2 3 3 3 2 0 0 3 0 0
AT PRESENT 0 0 0 0 0 0 0 0 3 3 2 3 3 3
26
REQUIRED 0 0 0 0 0 0 0 0 3 3 3 3 3 3
AT PRESENT 0 0 0 0 2 3 2 3 0 0 0 2 0 3
27
REQUIRED 0 0 0 0 3 3 3 3 0 0 0 3 0 3
AT PRESENT 0 0 0 0 0 0 0 0 1 1 0 1 0 0
28
REQUIRED 0 0 0 0 0 0 0 0 2 3 3 3 2 3
AT PRESENT 1 1 1 0 0 0 0 0 1 1 0 1 0 1
29
REQUIRED 2 2 2 0 0 0 0 0 2 3 3 3 2 3
AT PRESENT 0 0 0 0 0 0 0 0 1 1 1 0 1 0
30
REQUIRED 0 0 0 0 0 0 0 0 3 3 3 3 3 3
AT PRESENT 1 0 0 0 0 1 1 1 1 0 1 2 2 1
31
REQUIRED 2 0 0 0 0 2 2 2 2 0 3 3 3 3
AT PRESENT 1 0 0 0 1 1 1 1 1 0 0 0 0 0
32
REQUIRED 2 0 0 0 2 2 2 2 2 0 0 3 0 0
AT PRESENT 0 0 0 0 0 1 1 1 0 0 0 1 0 0
33
REQUIRED 0 0 0 0 2 2 2 2 0 0 0 2 0 0
AT PRESENT 0 0 0 0 1 0 0 0 0 0 0 0 0 0
34
REQUIRED 0 0 0 0 2 2 2 2 0 0 0 2 0 0
AT PRESENT 0 0 0 0 0 0 0 0 0 0 0 0 0 0
35
REQUIRED 0 0 0 0 2 2 2 2 0 0 0 3 0 0
POINTS OBTAINED : 1250 COLOUR CODE SKILL LEVEL COMPETENCE TRAINER A

TOTAL POINTS : 4654 3 SKILLED LEVEL ABLE TO TRAIN OTHERS OR LEAD B
EXISTING MULTISKILLING % : 27% 2 LEARNING LEVEL CAN PERFORM TASK C
TARGET TILL MAR-10 : 30% 1 INFORMATIONAL LEVEL ABLE TO DO THE JOB UNDER SUPERVISION D
0 ENTRY LEVEL INCOMPETENT E
F
G
2 3 8 13 SKILL
EXTRENAL
Copy Holders Prepared by
1. Head (Prod.)
Checked by
2. Engineer (Line)
3. Head (HRD)
Approved by
Rev. Date Description Chkd. By Appd. By
Productivity,
Management Coaching/Counse Motivating/Ins
Decision Workflow Performance Development of
Analytical Perception Creative/Concept Strategic EMS
Skills Management/Qu
ling/Mentoring
Management
Empowerment
Others piring Others Change
Problem Solving Making/Judg Decisiveness
Thinking and Analysis ual Thinking Thinking Others Leadership
ment ality Control Leadership
X EXTERNAL
0 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
0 0 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3
0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3
2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
Productivity,
ling/Mentoring
Management
Empowerment
X EXTERNAL
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3
3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3
3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3
3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Pundalik Pitre
Murad Mulla
Benjamin
Jagdish
Santosh Bhende
Vasudev
Pradip
Productivity,
ling/Mentoring
Management
Empowerment
X EXTERNAL
EXTRENAL
COMPETENCE LEVEL
Technical Regulator Complian Administrative Interpersonal

Product Process Industry Finance Managing
Visionary Hiring & Skills MS Office Internal Desktop y ce, Skills Attention to Skills
Knowledg Knowledg Knowledg Knowledg Organization Planning Multiple Delegation
Leadership Retaining Suite Systems Publishing Knowledg Policies & Detail
e e e e Priorities
e Procedure
F EXTERNAL EXTERNAL
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3
2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
COMPETENCE LEVEL

e e e e Priorities
e Procedure
F EXTERNAL EXTERNAL
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3
3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3
3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3
3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
COMPETENCE LEVEL

e e e e Priorities
e Procedure
F EXTERNAL EXTERNAL
Astra Metal Systems Pvt Ltd.

Communi Oral Written Corporate Personal
Customer Interpersonal Relationship Conflict Influencing Assertivenes cation Presentation Qualities Drive for
Collaboration Listening Communicatio Communicatio Communicatio Initiative
Focus Relations Building Management Others s of Ideas Results
n n n (Pyramid)
EXTERNAL EXTERNAL
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3
2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
n n n (Pyramid)
EXTERNAL EXTERNAL
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3
3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3
3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3
3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
n n n (Pyramid)
EXTERNAL EXTERNAL
PRESENT TARGET
POINTS POINTS
Continuous Commitment Development Coping/Stress Tolerance of Persuasivenes Negotiation REQUIRED OBTAINED
COMPETENC
FOR qtr
Energizing E
Improvement to Task of Self Tolerance Ambiguity s Skills
1 1 1 1 1 1 1 1 62 68
31%
3 3 3 3 3 3 3 3 199
1 1 1 1 1 1 1 1 65 72
33%
3 3 3 3 3 3 3 3 195
2 2 2 2 2 2 2 2 130 143
66%
3 3 3 3 3 3 3 3 198
1 1 1 1 1 1 1 1 66 73
33%
3 3 3 3 3 3 3 3 198
0 0 0 0 0 0 0 0 2 2
1%
2 2 2 2 2 2 2 2 137
0 0 0 0 0 0 0 0 7 8
5%
2 2 2 2 2 2 2 2 136
0 0 0 0 0 0 0 0 1 1
1%
2 2 2 2 2 2 2 2 135
0 0 0 0 0 0 0 0 6 7
4%
2 2 2 2 2 2 2 2 139
0 0 0 0 0 0 0 0 8 9
6%
2 2 2 2 2 2 2 2 141
0 0 0 0 0 0 0 0 7 8
5%
2 2 2 2 2 2 2 2 138
0 0 0 0 0 0 0 0 4 4
3%
2 2 2 2 2 2 2 2 134
0 0 0 0 0 0 0 0 8 9
6%
2 2 2 2 2 2 2 2 141
0 0 0 0 0 0 0 0 4 4
44%
0 0 0 0 0 0 0 0 9
1 1 1 1 1 1 1 1 70 77
35%
3 3 3 3 3 3 3 3 201
1 1 1 1 1 1 1 1 71 78
35%
3 3 3 3 3 3 3 3 203
0 0 0 0 0 0 0 0 4 4
3%
2 2 2 2 2 2 2 2 131
0 0 0 0 0 0 0 0 4 4
3%
2 2 2 2 2 2 2 2 131
1 1 1 1 1 1 1 1 79 87
53%
2 2 2 2 2 2 2 2 150
0 0 0 0 0 0 0 0 6 7
5%
2 2 2 2 2 2 2 2 130
1 1 1 1 1 1 1 1 67 74
50%
2 2 2 2 2 2 2 2 134
PRESENT TARGET
POINTS POINTS
COMPETENC
FOR qtr
Energizing E
0 0 0 0 0 0 0 0 5 6
4%
2 2 2 2 2 2 2 2 130
0 0 0 0 0 0 0 0 5 6
4%
2 2 2 2 2 2 2 2 138
0 0 0 0 0 0 0 0 4 4
67%
0 0 0 0 0 0 0 0 6
0 0 0 0 0 0 0 0 10 11
7%
2 2 2 2 2 2 2 2 142
0 0 0 0 0 0 0 0 7 8
39%
0 0 0 0 0 0 0 0 18
3 3 3 3 3 3 3 3 197 217
99%
3 3 3 3 3 3 3 3 198
3 3 3 3 3 3 3 3 195 215
98%
3 3 3 3 3 3 3 3 198
0 0 0 0 0 0 0 0 3 3
2%
3 3 3 3 3 3 3 3 196
1 1 1 1 1 1 1 1 67 74
33%
3 3 3 3 3 3 3 3 202
0 0 0 0 0 0 0 0 4 4
2%
3 3 3 3 3 3 3 3 198
1 1 1 1 1 1 1 1 71 78
35%
3 3 3 3 3 3 3 3 202
0 0 0 0 0 0 0 0 6 7
40%
0 0 0 0 0 0 0 0 15
0 0 0 0 0 0 0 0 4 4
40%
0 0 0 0 0 0 0 0 10
0 0 0 0 0 0 0 0 1 1
10%
0 0 0 0 0 0 0 0 10
0 0 0 0 0 0 0 0 0 0
0%
0 0 0 0 0 0 0 0 11
PRESENT TARGET
POINTS POINTS
COMPETENC
FOR qtr
Energizing E
Issueing Authority :
FORMAT
Sheet 01 of 01
Training Program Matrix for Hawthorne Machinery
Competency Skill Sets

Problem Solving/Decision Making Personal Qualities
Problem Solving Drive for Results
Decision Making/Judgment Initiative
Decisiveness Continuous Improvement
Analytical Thinking Commitment to Task
Perception and Analysis Development of Self
Creative/Conceptual Thinking Energizing
Strategic Thinking Coping/Stress Tolerance
Communication Tolerance of Ambiguity
Listening Persuasiveness
Oral Communication Negotiation Skills
Written Communication Management Skills
Presentation of Ideas Productivity, Workflow Management/Quality Control
Corporate Communication (Pyramid) Coaching/Counseling/Mentoring Others
Interpersonal Skills Performance Management
Customer Focus Empowerment
Interpersonal Relations Development of Others
Collaboration Motivating/Inspiring Others
Relationship Building Leadership
Conflict Management Change Leadership
Influencing Others Visionary Leadership
Assertiveness Hiring & Retaining
Administrative Skills
Attention to Detail Technical Skills
Organization MS Office Suite
Planning Internal Systems
Managing Multiple Priorities Visio
Delegation Desktop Publishing
Core Values Product Knowledge
Business Ethics Process Knowledge
Support for Team Hawthorne Industry Knowledge
Valuing Difference/Diversity Regulatory Knowledge
Finance Knowledge
Compliance, Policies & Procedure
Sales Training
Kathy Ellis/Debbie Lousberg 12/08/2021

Performance Review
Areas of competence: list of
examples
Functional expertise: generic
‘Acts with understanding of role and its purpose’
• Shows an understanding of the purpose of the role
• Keeps focussed on purpose of role
• Prioritises workload in line with overall purpose
• Observes and learns from others in same role
• Shares information about role with others
• In progressing up the band, provides a resource to
others in role
‘Demonstrates mastery of key job skills’
• Understands what the key skills are for the role
• Works confidently with e.g. office machinery,
photocopiers, computers, relevant software,

printers, VISTA, email, internet etc.
• Performs key duties to appropriate standard
• Undertakes and applies training on the job
• Competence increases with each step along the
Band
• Level of supervision decreases with each step along
the Band
‘Works accurately/pays attention to detail’
• Understands the degree of accuracy and detail
required
• Completes work accurately and presents to a
required style
• Work is tidy and professional-looking
• Numbers add up, data are aligned, information is
consistent
• Grammar, spelling, punctuation are correct
• Errors are used to help improve standard of work
‘Uses appropriate resources effectively’

• Knows what resources are available, and how to
use them
• Uses VISTA, databases, email, internet, telephone,
Xerox etc. effectively

• Aware of relevant legal obligations in using
resources (i.e. copyright, data protection, software

licenses, financial regulations)
• Keeps up to date with e.g. design templates (on
intranet), IT policies
• Adheres to ‘sharing best practice’ guidelines (on
Staff Forum intranet pages)

• Observes recycling protocols
• Shares information on best use of resources
• Suggests ways of improving use of resources

Planning/problem-solving/innovating
‘Plans, organises, manages workload and self effectively’
• Approaches work in an organised, planned way
• Arrives when expected, begins work promptly
• Respects colleagues’ personal space and doesn’t
interrupt
• Deals with interruptions effectively
• Keeps focussed on job in hand
• Multi-tasks where appropriate to get best use of
time
• Manages own time effectively
• Deals with paper/email/post/telephone input
promptly and calmly

• Learns from others who are efficient and use time
well
• Clear about first priorities and delivers them first
• Knows when to say yes and when to say no
• Consults manager for guidance if genuine clashes
arise
• Keeps accurate diary and plans ahead
• Plans meetings/presentations well in advance and
arrives on time and prepared

• Reads papers ahead of meetings and makes a
useful contribution to the discussion

• Recognises when stress is having a negative effect
and takes appropriate action

'Takes ownership for solving problems effectively'
• Uses ‘problems’ as ‘opportunities’
• Does not blame but works on solutions
• Demonstrates zeal to resolve problems
• Finds new ways of doing things if the old ones
don‘t work
• Overcomes obstacles by using imagination
• ‘Brainstorms’ with others in the team to find
solutions
• It’s not ‘somebody else’s problem’
• Says ‘I’ll look into this for you and get back to you',
not ‘Nobody tells me anything, but I’ll see if I can

find out for you.’
‘Shows flexibility/adaptability/takes advantages of new ways of doing thing
• Responds positively to changes and challenges and
gives things a try

• Is ready to try new ways of doing things, with a
positive attitude
• Is not stuck in the past but focussed on the future,
not reliant on ‘the way things have always been

done’ unless they still work
• Is keen to work with new
people/equipment/environments
• Sees change as opportunity
• Is keen to explore new avenues/methods/projects
• Is ready to take risks for the good of the business
• Is prepared to undertake training to develop

further and acquire new skills
‘Uses good judgement and makes sound decisions’
• Understands level of authority and uses it
appropriately
• Uses ‘common sense’
• Uses knowledge, experience and evidence to take
decisions that benefit the business

• Combines objective and subjective factors in
making sound decisions

• Thinks things through before jumping to
conclusions
• Identifies any inappropriate/unethical procedures
or practices
Behaviour/relationships
‘Presents and manages self professionally’
• Looks the part of a Press professional
• Arrives for work looking clean and tidy, and
according to Dress Code (see Staff Handbook on

the intranet)
• Presents a professional image when on business
travel/exhibitions
• Keeps work area safe, clean and tidy
• Adheres to Housekeeping Policy (on intranet:
Groups & Depts/Policies & Info/General Press

Policies)
Area of competence: list of examples
‘Develops/maintains professional internal/external relationships’
• Understands the key relationships in role
• Uses relationships for the good of the business
• Demonstrates networking skills
• Creates an ever-increasing circle of contacts and
uses them effectively

• Balances external/internal demands for the good
of the business
• Keeps relationships on a professional level
‘Communicates effectively with internal/external audiences’

• Understands audiences and tailors communications
accordingly
• Uses appropriate, professional language and tone
• Knows how to listen, and does it
• Uses appropriate channels of communication (e.g.
face to face vs. telephone/email etc.)

• Clarifies and confirms to avoid misunderstandings
• Controls emotions
• Is clear and concise
• Adheres to high standards of presentation
• Understands and uses Press style/logo/templates
• Actively seeks information and takes responsibility
to keep self informed

•Listens carefully to/reads information
communicated
• Seeks answers to own/colleagues’ questions
• Participates as giver/receiver of information in
monthly Communications Cascade

• Informs others e.g. following periods of
colleagues’ absence
‘Is a good team member and supports colleagues’
• Shows awareness of team members and acts
supportively
• Keeps aware of colleagues and their
workloads/successes
• Steps in when colleagues are ill or on leave
• Negotiates/influences others to gain cooperation
• Spends time with team members to build
relationships
• Willing to be a coach/mentor for others
• Proactively shares information with others
• Understands what the team enjoys about their
work and builds on it

• Keen to make own team a model of effective
working to achieve results

Accepts personal/team/corporate responsibility’
• Acknowledges errors of self and/or others and
moves on
• Refuses to engage in a culture of ‘blame’
• Faces mistakes straight on, with a determination to
improve
• Once a decision has been made, does not say e.g. ‘I
wanted to do something else, but they decided to

do x’ – instead says ‘We are now going to do x… so
let’s see how it will work’
• Cooperates with the Press to enable it to perform
any duty or requirement imposed by law

• Understands and works in accordance with the
‘Working at the Press: Expectations’ as set out on

the Staff Handbook (see intranet)
‘Shows civility and respect to all’
• Is courteous and pleasant, even when busy
• Uses appropriate language
• Shows respect for diversity
• Respects others’ privacy
• Doesn’t engage in malicious talk
• Includes others, especially newcomers and visitors
• Apologises immediately for any lapse
‘Has a can-do attitude and focuses on solutions’

• Supports colleagues through deadlines/difficulties
• Exhibits positive approach
• Overcomes minor setbacks
• Shows enjoyment at work
• Gains satisfaction from doing a job well
• Celebrates own and others’ successes
• Identifies potential areas of conflict and seeks to

resolve them in advance
• Puts self forward to participate outside role, e.g.
on working parties
• Offers to undertake projects/investigate
opportunities without being asked

• Challenges existing patterns of behaviour and
suggests changes
• Overcomes obstacles to smooth relationships
‘Fulfils general health and safety responsibilities’

• considers health and safety issues when carrying
out day-to-day work activities

• undertakes training as required and puts it into
practice
• follows health and safety arrangements as defined
in policies and guidelines

• reports hazardous conditions in the workplace or
personal medical issues to help prevent accidents

or ill health
• carries out any specifically allocated health and
safety responsibilities in a timely fashion

Commercial context
‘Shows commercial awareness in achieving results; industry/market awareness
• Aware of the Press's commercial/competitive
environment
• Is ‘customer aware’ at all times and meets customer
standards
• Goes after results with determination
• Looks to maximise the return on investment
• Considers financial implications of decisions, for
the Group/Dept as well as for the Branch and the

Press as a whole
• Understands the concept of a not-for-profit
business
‘Strives for further excellence/continuous improvement in working practices’
• Not satisfied with ‘just the minimum’
• Actions show commitment to improving on the
past
• Analyses previous mistakes and uses them to
improve in future
• Demonstrates keenness to raise standards of
quality
Notes: This list of bullet-point examples for each
of the areas of competence is neither definitive
nor exhaustive, and should be added to and
individualised for each jobholder through
performance-review discussions over time. It is
provided to give people guidance, and as much
clarity as possible, as they discuss each area of
performance.
• Suggests ideas/supports projects that lead to
improvement in systems/procedures
• Aims to exceed customer expectations (e.g. turnround
times)
‘Shows commitment to Press vision/mission/objectives and culture’
• Has read and keeps up to date with published
statements of Press's vision/mission/objectives

• Knows where to find information on above
• Keeps self informed of business strategy,
structures, objectives
• Works in the context of the above, keeping eye on
the larger goal and the purpose of the

organisation
• Represents the Press positively
‘Considers impact on customers/authors/learned societies/colleagues/University/community’

• Before acting, thinks about impact on above
• Knows customer requirements and strives to
exceed them
• Alters work strategies as required to maximise
positive impact on internal and external customers
• Serves internal and external customers with
equally high standards

• Suggests ideas/supports projects that 'make a
difference' in the wider context
Plus, for SUPERVISORS AND LINE MANAGERS

‘Supports the team/group/department manager in managing the team’
• Keeps up to date on short- and long-term
objectives of team
• Provides support to team to ensure achievement of
above
• Anticipates leader’s need for support and
assistance and provides it

• Keeps an ear to the ground to highlight need for
e.g. better internal communications

‘Sets objectives and manages performance of directline reports’
• Makes it very clear to staff what ‘good
performance’ means
• Is explicit about standards of work and behaviour
• Sets ‘SMART’ objectives for the individuals
• Sets, implements and reviews business goals for
unit, according to agreed agenda, budget and

schedule
• Focuses on the end result
• Gives clear feedback on what is expected, and
takes appropriate action if performance is below

expectation
• Uses performance management techniques
confidently
• Takes responsibility to help every member of the
team to reach their full potential within their jobs

as soon as possible, i.e. to reach the ‘Accomplished’
(‘consistently competent’) step
• Understands policies and procedures and
implements them professionally (e.g. Disciplinary,

absence management, flexible working, Health
and Safety)
• Reviews past performance on an ongoing and
‘needs must’ basis

• Knows what individual team members are doing
and keeps it under review, supporting as necessary

• Re-prioritises workloads as necessary
• Ensures that staff use their work time effectively
and do not waste time

• Establishes a culture of efficiency and good timemanagement
• Agrees sensible working patterns to meet business
needs as well as individual preferences

• Uses ‘people’ systems effectively (e.g. Performance
Review) to drive up individual and team

contributions
• Manages and monitors processes to deliver the
objectives
‘Inspires and develops people’
• Is available to staff
• Sets a welcoming climate for people when they
need help/seek advice

• Listens to others
• Creates a positive climate in which individuals
increase their awareness of their own strengths

and limitations
• Treats staff development as a business priority
• Allows self to take pleasure in developing others
• Makes sure that development priorities are actively
pursued
• Rewards and recognises success and achievements
• Understands what motivates the individuals
• Supports and empowers people
• Enables personal and professional development in

line with business needs
• Quietly monitors/guides people’s achievements
• Creatively responds when motivation needs
refreshing
• Offers support when needed, praise when
deserved, and constructive criticism when

necessary
• Allows people to express ideas and feelings
• Centres on ideas and methods, not personalities
• Is patient and supportive and also extremely firm
and clear with people when the need arises

• Is firm but fair to staff and behaves in a courteous
and reasonable way

• Treats mistakes as opportunities for people to learn
‘Manages changes and drives improvement’

• Encourages questioning of status quo and thinking
about betters ways of doing things

• Establishes effective two-way communication
channels
• Manages required change-processes positively and
effectively
• Assesses current needs and anticipates future
short- and long-term strategic goals

• Implements appropriate steps and plans
programme(s)/processes to ensure achievement of

established goals
• Is flexible and willing to grow, learn, consider ideas
and ways of thinking, and encourages team to do

same
• Is proactive, able to use knowledge and experience
to anticipate issues, and proposes/brainstorms new

approaches
• Champions analysis and review of practices
• Welcomes and undertakes training for selfimprovement

Or, for TEAM/GROUP/DEPARTMENT MANAGERS
AND DIRECTORS
‘Structures, recruits, builds and maintains the team’
• Plans and allocates staff resources effectively
• Gets most out of staffing budgets
• Builds the unit through recruitment of people who
add value and improve performance

• Assesses required skills accurately
• Shapes, builds and changes team structures as
appropriate
• Leads the team
• Generates to others a real sense of being part of a
team
• Demonstrates understanding of the need for
teams to be constituted of different personality

types in order to succeed
• Arrives at decisions following genuine consultation
when appropriate, and aims at consensus

• Establishes and maintains genuine esprit de corps
• Evidence clear that team members listen well and
participate
• Takes a group of people and turns them into a
high-performing team
‘Fulfils work area H&S arrangements’
• promotes a safety and well-being culture in their
area
• assesses and manages risks within their area
according to Press policies and guidelines

• attends H&S workshops when asked to do so
• maintains H&S arrangements and records for their
area
• knows when and where to seek in-house advice
• provides staff with the enablers to carry out their
own H&S duties

‘Sets staff and team objectives and manages their performance’
• Makes it very clear to staff what ‘good
performance’ means
• Is explicit about standards of work and behaviour
• Sets ‘SMART’ objectives for the individuals
• Sets, implements and reviews business goals for
unit, according to agreed agenda, budget and

schedule
• Focuses on the end result
• Gives clear feedback on what is expected, and
takes appropriate action if performance is below

expectation
• Uses performance management techniques
confidently
• Takes responsibility to help every member of the
team to reach their full potential within their jobs

as soon as possible, i.e. to reach the ‘Accomplished’
(‘consistently competent’) step
• Understands policies and procedures and
implements them professionally (e.g. Disciplinary,

absence management, flexible working, Health
and Safety)
• Reviews past performance on an ongoing and
‘needs must’ basis

• Knows what individual team members are doing
and keeps it under review, supporting as necessary

• Re-prioritises workloads as necessary
• Ensures that staff use their work time effectively
and do not waste time

• Establishes a culture of efficiency and good timemanagement
• Agrees sensible working patterns to meet business
needs as well as individual preferences

• Uses ‘people’ systems effectively (e.g. Performance
Review) to drive up individual and team

contributions
• Manages and monitors processes to deliver the
objectives
‘Delegates effectively’
• Is prepared to delegate and give responsibility to
staff
• Delegates appropriately
• Manages at arm’s length when appropriate
• Follows up and reviews tasks delegated
• Is clear in assigning delegated tasks
• Uses delegation to develop staff
• Understands difference between Directive and
Supportive behaviour, and uses both at

appropriate times
• Is available to staff
• Sets a welcoming climate for people when they
need help/seek advice

• Listens to others
• Creates a positive climate in which individuals
increase their awareness of their own strengths

and limitations
• Treats staff development as a business priority
• Allows self to take pleasure in developing others
• Makes sure that development priorities are actively
pursued
• Rewards and recognises success and achievements
• Understands what motivates the individuals
• Supports and empowers people
• Enables personal and professional development in
line with business needs

• Quietly monitors/guides people’s achievements
• Creatively responds when motivation needs
refreshing
• Offers support when needed, praise when
deserved, and constructive criticism when

necessary
• Allows people to express ideas and feelings

• Centres on ideas and methods, not personalities
• Is patient and supportive and also extremely firm
and clear with people when the need arises

• Is firm but fair to staff and behaves in a courteous
and reasonable way

• Treats mistakes as opportunities for people to learn

• Encourages questioning of status quo and thinking
about betters ways of doing things

• Establishes effective two-way communication
channels
• Manages required change-processes positively and
effectively
• Assesses current needs and anticipates future
short- and long-term strategic goals

• Implements appropriate steps and plans
programme(s)/processes to ensure achievement of

established goals
• Is flexible and willing to grow, learn, consider ideas
and ways of thinking, and encourages team to do

same
• Is proactive, able to use knowledge and experience
to anticipate issues, and proposes/brainstorms new

approaches
• Champions analysis and review of practices
• Welcomes and undertakes training for selfimprovement

Functional expertise: generic
‘Acts with understanding of role and its purpose’
‘Demonstrates mastery of key job skills’
‘Works accurately/pays attention to detail’
‘Uses appropriate resources effectively’
Planning/problem-solving/innovating
‘Plans, organises, manages workload and self effectively’
'Takes ownership for solving problems effectively'
‘Shows flexibility/adaptability/takes advantages of new ways of doing things/innovates’
‘Uses good judgement and makes sound decisions’
Behaviour/relationships
‘Presents and manages self professionally’
‘Develops/maintains professional internal/external relationships’
‘Communicates effectively with internal/external audiences’
‘Is a good team member and supports colleagues’
workloads/successes
Accepts personal/team/corporate responsibility’
‘Shows civility and respect to all’
‘Has a can-do attitude and focuses on solutions’
‘Fulfils general health and safety responsibilities’
Commercial context
‘Shows commercial awareness in achieving results; industry/market awareness’
‘Strives for further excellence/continuous improvement in working practices’
‘Shows commitment to Press vision/mission/objectives and culture’
‘Considers impact on customers/authors/learned societies/colleagues/University/community’
for SUPERVISORS AND LINE MANAGERS

‘Supports the team/group/department manager in managing the team’
‘Sets objectives and manages performance of directline reports’
for TEAM/GROUP/DEPARTMENT MANAGERS

‘Structures, recruits, builds and maintains the team’
‘Fulfils work area H&S arrangements’
‘Sets staff and team objectives and manages their performance’
‘Delegates effectively’
ues/University/community’
Core Competencies Example Questions
Team Player
Problem Solving
Customer Focus
Leadership/Management
Planning and Organisation
Initiative
Ability to Learn
Analytical Skills
Persuading and Influencing
Results Driven
Decisiveness and Judgement
Innovation and Creativity
Listening Skills
Flexibility
Building Relationships and Networking
Negotiating Skills
Detail Orientation and Methodical Work Practices
Commercial Acumen
Achievement Orientation
Change Orientation
Action Orientation
Quality Orientation
delegation
communication
e Questions
A competency is the knowledge, skill, ability and/or enabling
behavior required to effectively perform work.
Sl. No. Key responsibility Srl
1 Carry out Daily Punching Plan. 1
2 Carry out Daily Bending Plan 2
3 Carry out daily Inserting Plan 3
4 Housekeeping of plant/ machineries. primary responsibility towards 5S 4
5 Proper Manpower utilisation. 5
6 Safety of mapower, machine & equipments. 6
7 Checking equipment health. 7
8 Recording of Notifications. 8
9 TPM, Six Sigma Activities in Shift. 9
10 Self Motivation. 10
11 Reaction Time.
12 Temperament ( i.e., keeping cool under pressure )
13 Communication.
14 Willingness to take responsibility
15 Proper handover takeover of the shift.
FOREMAN RESPONSIBILITIES
1 Check in with supervisor in the morning for schedule.
2 Assess job priorities and assign employees to appropriate job sites.
3 Make sure employees have tools and equipment needed for job. INSERTS
4 Oversee job, and make sure it runs smoothly.
5 Quality control: double-check workmanship by using a punch list to avoid go-backs.
6 Give clear direction to workers as to what needs to be done and how to do it.
7 Make sure safety precautions are followed including updating safety kits.
8 Communicate with a supervisor regarding jobs and the crew both positive and negative. Also communicate any proble
9 Help train new employees and assist them as they learn new tasks.
10 Make sure all tools are kept at original location.
11 Leadership: Provide clear direction to employees while execution of work.
12 Evaluate the quickest and easiest way to do a job without sacrificing quality.
13 Make sure company policies are followed by the employees.
14 Responsible for getting jobs completed on time.
15 Alert supervisor when employees may need to work over-time in advance.
attends the daily Operations Meeting and is encouraged to attend the shift change meetings.
.Monitor the activities of the Operator in Charge and provide assistance where needed
.Provide an alternate program when it becomes impossible to carry out the scheduled program.
.Change the program to make optimal use of the machines when neither the primary program nor the alternate progra
.Give a summary report of operations in Operations Meetings.
Seek out opportunities to improve equipment, methods, processes and procedures to benefit the company, and resea
Ensure that each employee in the manufacturing group is provided with a written job description.
target dates arealways met when reviewed on a daily basis.
Employee morale and high productivity, as well as cooperation and teamwork are maintained at a high levels.
Performed all duties in an independent and expeditious manner with minimal supervision and demonstrated good pla
Consistently displayed ability to recognize and deal with priorities.
What Do Supervisors Do?

Supervision of a group of employees often includes
1. Conducting basic management skills (decision making, problem solving, planning, delegation and meet
2. Organizing their department and teams
3. Noticing the need for and designing new job roles in the group
4. Hiring new employees
5. Training new employees
6. Employee performance management (setting goals, observing and giving feedback, addressing performa
7. Conforming to personnel policies and other internal regulations
For additional and advanced information, see Basic Overview

Desired Skill Sets
Leadership
System Orientation
Internal Customer Orientation & Responsiveness
Q.M.S
Professional Exposure
Decision Making
Analytical Skill
Team Building & Co-ordination
Budget Control
Communication Skills
2000
82.815734989648
24.15 24.27075
INCHARGE RESPONSIBILITY
prioritize level of requirments
gative. Also communicate any problems or questions you have to supervisor.
e meetings.
duled program.
mary program nor the alternate programs can be carried out.
es to benefit the company, and research and develop these ideas, as appropriate.
job description.
e maintained at a high levels.

ervision and demonstrated good planning skills.
ng, planning, delegation and meeting management)
ing feedback, addressing performance issues, firing employees, etc.)

Domain #1: Analytic Assessment Skill
Specific Competencies Front Line Senior Superviso
Staff Level Staff ry and
Managem
ent Staff
Defines a problems Knowledge
able to
proficient Proficient Proficient
Determines appropriate uses and limitations of Aware to
both quantitative and qualitative data knowledge
able Proficient Proficient
Selects and defines variables relevant to defined Aware to
public health problems knowledge
Identifies relevant and appropriate data and Knowledge
information sources able Proficient Proficient
Evaluates the integrity and comparability of data
and identifies gaps in data sources Aware Proficient Proficient
Applies ethical principles to the collection, Knowledge
maintenance, use, and dissemination of data able to
and information proficient Proficient Proficient
Partners with communities to attach meaning to Aware to
collected quantitative and qualitative data knowledge
Makes relevant inferences from quantitative and Aware to
qualitative data knowledge
Obtains and interprets information regarding Aware to
risks and benefits to the community knowledge
Applies data collection processes, information
technology applications, and computer systems Aware to Knowledge Knowledge
storage/retrieval strategies knowledge able to able to
able proficient proficient
Recognizes how the data illuminates ethical, Knowledge
political, scientific, economic, and overall public able to
health issues Aware proficient Proficient
Domain #2: Policy Development/Program Planning Skills

Managem
ent Staff
Collects, summarizes, and interprets information Knowledge
relevant to an issue able Proficient Proficient
States policy options and writes clear and Knowledge
concise policy statements able to
Aware proficient Proficient
Identifies, interprets, and implements public Knowledge
health laws, regulations, and policies related to able to
specific programs Aware proficient Proficient
Articulates the health, fiscal, administrative,
legal, social, and political implications of each Knowledge
policy option Aware able Proficient
States the feasibility and expected outcomes of Knowledge
each policy option Aware able Proficient
Utilizes current techniques in decision analysis Knowledge
and health planning able to
Decides on the appropriate course of action Knowledge
able to
Develops a plan to implement policy, including Knowledge
goals, outcome and process objectives, and able to
implementation steps Aware proficient Proficient
Translates policy into organizational plans, Knowledge
structures, and programs able to
Prepares and implements emergency response Aware to Knowledge
plans knowledge able to
able proficient Proficient
Develops mechanisms to monitor and evaluate Aware to
programs for their effectiveness and quality knowledge
Domain #3: Communication Skills

Managem
ent Staff
Communicates effectively both in writing and
orally, or in other ways Proficient Proficient Proficient
Solicits input from individuals and organizations Knowledge
able to
Advocates for public health programs and Knowledge
resources able Proficient Proficient
Leads and participates in groups to address Knowledge
specific issues able Proficient Proficient
Uses the media, advanced technologies, and Aware to
community networks to communicate knowledge
information able Proficient Proficient
Effectively presents accurate demographic,
statistical, programmatic, and scientific
information for professional and lay audiences Knowledge
Attitudes
Listens to others in an unbiased manner,
respects points of view of others, and promotes
the expression of diverse opinions and
perspectives Proficient Proficient Proficient
Domain #4: Cultural Competency Skills

Managem
ent Staff
Utilizes appropriate methods for interacting
sensitively, effectively, and professionally with
persons from diverse cultural, socioeconomic,
educational, racial, ethnic and professional
backgrounds, and persons of all ages and
lifestyle preferences
Proficient Proficient Proficient
Identifies the role of cultural, social, and
behavioral factors in determining the delivery of Knowledge
public health services able Proficient Proficient
Develops and adapts approaches to problems
that take into account cultural differences
Attitudes
Understands the dynamic forces contributing to Knowledge
cultural diversity Knowledge able to
Understands the importance of a diverse public Knowledge
health workforce able Proficient Proficient
Domain #5: Community Dimensions of Practice Skills

Managem
ent Staff
Establishes and maintains linkages with key Knowledge
stakeholders able Proficient Proficient
Utilizes leadership, team building, negotiation,
and conflict resolution skills to build community Aware to
partnerships proficient Proficient Proficient
Collaborates with community partners to Knowledge
promote the health of the population able to
Identifies how public and private organizations Knowledge
operate within a community able Proficient Proficient
Accomplishes effective community engagements Aware to
knowledge
Identifies community assets and available Knowledge
resources able to
Develops, implements, and evaluates a Knowledge
community public health assessment able Proficient Proficient
Describes the role of government in the delivery Knowledge
of community health services able Proficient Proficient
Domain #6: Basic Public Health Sciences Skills

Managem
ent Staff
Identifies the individual’s and organization’s
responsibilities within the context of the
Essential Public Health Services and core Knowledge
functions able Proficient Proficient
Defines, assesses, and understands the health
status of populations, determinants of health
and illness, factors contributing to health
promotion and disease prevention, and factors
influencing the use of health services Knowledge
Understands the historical development,
structure, and interaction of public health and Knowledge
health care systems Aware able Proficient
Identifies and applies basic research methods
used in public health Aware Proficient Proficient
Applies the basic public health sciences including
behavioral and social sciences, biostatistics,
epidemiology, environmental public health, and
prevention of chronic and infectious diseases Knowledge
and injuries able Proficient Proficient
Identifies and retrieves current relevant Knowledge
scientific evidence able Proficient Proficient
Identifies the limitations of research and the
importance of observations and Knowledge
interrelationships able Proficient Proficient
Attitudes
Develops a lifelong commitment to rigorous Knowledge
critical thinking able to
Domain #7: Financial Planning and Management Skills

Managem
ent Staff
Develops and presents a budget Knowledge
Aware able Proficient
Manages programs within budget constraints Knowledge
able to
Applies budget processes Knowledge
Aware able Proficient
Develops strategies for determining budget Knowledge
priorities Aware able Proficient
Monitors program performance Aware to
knowledge
Prepares proposals for funding from external
sources Aware Proficient Proficient
Applies basic human relations skills to the Aware to
management of organizations, motivation of knowledge
personnel, and resolution of conflicts able Proficient Proficient
Manages information systems for collection, Knowledge
retrieval, and use of data for decision-making able to
Negotiates and develops contracts and other
documents for the provision of population-based Knowledge
services Aware able Proficient
Conducts cost-effectiveness, cost-benefit, and Knowledge
cost utility analyses Aware able Proficient
Domain #8: Leadership and Systems Thinking Skills

Managem
ent Staff
Creates a culture of ethical standards within Knowledge
organizations and communities able to
Helps create key values and shared vision and Aware to Knowledge
uses these principles to guide action knowledge able to
Identifies internal and external issues that may Knowledge
impact delivery of essential public health able to
services (i.e. strategic planning) Aware proficient Proficient
Facilitates collaboration with internal and Knowledge
external groups to ensure participation of key able to
stakeholders Aware proficient Proficient
Promotes team and organizational learning Knowledge
Knowledge able to
Contributes to development, implementation, Aware to Knowledge
and monitoring of organizational performance knowledge able to
standards able proficient Proficient
Uses the legal and political system to effect Knowledge
change Aware able Proficient
Applies the theory of organizational structures Knowledge
to professional practice Aware able Proficient
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3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
Planning, prioritising and organising tasks and activities, time management, self and team.
Motivation and leadership of team and individual team members.
Communication skills, questioning and active listening, building trust, empathy and mutual understanding.
Performance appraisals planning, conducting, and follow-up, for team, and self.
One-to-one counselling, handling grievances, discipline, helping and enabling others with their challenges.
Training and developing others, coaching and mentoring, assessing training needs.
Delegation, identifying and agreeing tasks, measuring, follow-up, management by objectives (MBO's).
Effective use of IT and equipment, esp. communication, planning and reporting systems.
Financial and commercial understanding (eg, budgets, profit & loss, cashflow, etc)
Managing relationships, inter-department, peers, upwards, obtaining approval for projects, changes etc.
Planning and running meetings, effective follow-up.
Business writing, eg, letters, reports, plans, project plans.
Recruitment interviewing and selection, and effective induction of new people.
Administration, reporting performance and financials, monitoring, maintaining and developing reporting systems.
Creating and giving effective presentations to groups.
Innovation, vision, creativity, taking initiative, problem-solving and decision-making.
Quality awareness and managing, according to quality standards and procedures.
Employment and HR policy awareness and managing, according to policies (equality, disability, harassment, etc)
Environmental and duty of care awareness and managing according to standards and procedures.
Customer care and customer service management - external and internal.
Self-development, self-control, compassion and humanity, seeking responsibility and personal growth.
Appreciation/application of social responsibility, sustainability, humanity and ethical considerations.
Table 1: SCANS' Five Competencies
Resources: Identifies, organizes, plans, and allocates resources
Time - selects goal-relevant activities, ranks them, allocates time, and prepares and follows schedules
Money - uses or prepares budgets, makes forecasts, keeps records, and makes adjustments to meet objectives
Material and facilities - acquires, stores, allocates, and uses materials or space efficiently
Human resources - assesses skills and distributes work accordingly, evaluates performance and provides feedback
Interpersonal: Works with others
Participates as member of a team - contributes to group effort

Teaches others new skills
Services clients/customers - works to satisfy customers expectations
Exercises leadership - communicates ideas to justify position, persuades and convinces others, responsibly challenges existin
Negotiates - works toward agreements involving exchange of resources, resolves divergent interests
Works with diversity - works well with men and women from diverse backgrounds
Information: Acquires and evaluates information
Acquires and evaluates information

Organizes and maintains information
Interprets and communicates information
Uses computers to process information
Systems: Understands complex interrelationships
Understands systems - knows how social, organizational, and technological systems work and operates effectively with them
Monitors and corrects performance - distinguishes trends, predicts impacts on system operations, diagnoses deviations in sy
Improves or designs systems - suggests modifications to existing systems and develops new or alternative systems to impro
Technology: Works with a variety of technologies
Selects technology - chooses procedures, tools, or equipment including computers and related technologies
Applies technology to task - understands intent and proper procedures for setup and operation of equipment
Maintains and troubleshoots equipment - prevents, identifies, or solves problems with equipment, including computers and
Table 2: A Three-Part Foundation of SCANS Skills and Personal Qualities
Basic Skills: Reads, writes, performs arithmetic and mathematical operations, listens, and speaks
Reading - locates, understands, and interprets written information in prose and in documents such as manuals, graphs, and
Writing - communicates thoughts, ideas, information, and messages in writing; and creates documents such as letters, direc
Arithmetic/mathematics - performs basic computations and approaches practical problems by choosing appropriately from
Listening - receives, attends to, interprets, and responds to verbal messages and other cues
Speaking - organizes ideas and communicates orally
Thinking Skills: Thinks creatively, makes decisions, solves problems, visualizes, knows how to learn, and reasons
Creative thinking - generates new ideas

Decision making - specifies goals and constraints, generates alternatives, considers risks, and evaluates and chooses best alt
Problem solving - recognizes problems and devises and implements plan of action
Visualizing - organizes and processes symbols
Knowing how to learn - uses efficient learning techniques to acquire and apply new knowledge and skills
Reasoning - discovers a rule or principle underlying the relationship between two or more objects and applies it when solvin
Personal Qualities: Responsibility, self-esteem, sociability, self-management, integrity, and honesty
Responsibility - exerts a high level of effort and perseveres towards goal attainment
Self-esteem - believes in own self-worth and maintains a positive view of self
Sociability - demonstrates understanding, friendliness, adaptability, empathy, and politeness in group settings
Self-management - assesses self accurately, sets personal goals, monitors progress, and exhibits self-control
Integrity/honesty - chooses ethical courses of action
y challenges existing procedures and policies
ffectively with them
ses deviations in systems performance and corrects malfunctions
systems to improve performance
ing computers and other technologies
nuals, graphs, and schedules

uch as letters, directions, manuals, reports, graphs, and flow charts
appropriately from a variety of mathematical techniques
rn, and reasons
nd chooses best alternatives
plies it when solving a problem

Job Skills Matrix
Basic Skills Soft Skills Quality System
5.
1. Read, Motivation 6. 7. Root
Key X = Required O = Write, 3. Working 4. Time & Managemen Cause
Optional N = Not Speak effectively with Managemen empowerme t& Problem 8. Quality
applicable English 2. Basic Math others t nt Supervision Solving System
Management
Sales
Administration
Engineering
Quality
Production
SYSTEMS SKILLS
INTERPERSONAL SKILLS SQCD (safety, quality, cost, ENGINEERING
delivery/time)
Project
Problem Lean/ Managemen Engrg
Comm-unication Solving Teamwork Leadership Productivity t Safety Six Sigma Processes
There are three skill sets that managers need to perform effectively. (Katz)
1. Conceptual skills: the ability to analyze and diagnose a situation and find the cause and effect.
2. Human skills: the ability to understand, alter, lead, and control people’s behavior.- dealing with people and how to ‘get alo
3. Technical skills: the job-specific kn manner with the right technique - Common examples include marketing, accounting
All three skills are enhanced through formal training, reading, and practice.
Quality System
10. 12. 13. Design 16. 760

9. Management Customer- & 15. 750 Monitor & 17. 810 18. 822
Documentat Responsibili 11. Human Related Developmen 14. 740 Production Measure Measurem Internal
ion ty Resources processes t Purchasing & Service Devices ent Audit
ENGINEERING TECHNOLOGY SKILLS
Machine Hydraulics/ Engineering Industrial

Controls Pneumatics Economy Engrg
people and how to ‘get along’ with them

de marketing, accounting, and manufacturing.
Hard Skills
19. 830 20. 850 24. 25.

Control of Corrective 23. Customer Product 26. 27.
Nonconfor & 22. Safety Measuring Product design Advanced Statistical
ming Preventive 21. Blueprint reading Awareness & Gaging Knowledge skills Math Techniques
Computer Skills
37. 38. Internet

33. Outlook Explorer
28 29 30 31. MRP 32. CAD Windows 34. Word 35. Excel 36. Access email Internet
Position Department
Operators (Conventional) Production
Operators (CNC) Production
Operators (RD) Production
Supervisor (Conventional) Production
Supervisor (CNC) Production
Supervisor (RD) Production
Engg. Application (Conv.) Production
Engg. Application (CNC) Production
Functional Head Production
Contract Review Mktg. & Sales
Sales Plan Mktg. & Sales

Customer Satisfaction Mktg. & Sales
New Business Development Mktg. & Sales

Skills
Operation of conventional machines, Usage of Measuring Instruments/Gauges
Operation of CNC machines, Tool & M/c settings, Programming knowledge, Usage of
Measuring Instruments/Gauges, engg. Drgs.
Operation of Welding machines, Power press, Assembly knowledge, Usage of Measuring
Instruments/Gauges
Operation of conventional machines, Usage of Measuring Instruments/Gauges,
Production Planning skills, Manpower handling, Problem solving skills, Tool selection
skills
Measuring Instruments/Gauges, understanding of Engg. Drawings, Production Planning,
Manpower handling, Problem solving skills, Tool selection skills
Operation & setting of Welding machines, Power press, Assembly knowledge, Usage of
Measuring Instruments/Gauges, Production Planning, Manpower handling, Problem
solving & reporting skills.
Knowledge of conventional machines, Usage of Measuring Instruments/Gauges,
Production Planning skills, Manpower handling, Problem solving skills, Tool selection
skills, Corrective & Preventive actions.
Measuring Instruments/Gauges, understanding of Engg. Drawings, Production Planning,
Manpower handling, Problem solving skills, Tool selection skills, Productivity
improvement, Optimum utilisation of machines, tools, manpower & material, continuous
improvement in process.
Knowledge of CNC, Conventional machines and assembly line, CNC Application,

Measuring Instruments/equipments, Engg. Drawings, Production Planning, Manpower
selection & handling, Industrial Engg. Application, Problem solving, New Product &
Process Development, Product Part Approval Process, SPC Application, Productivity,
Optimum utilisation of P & M, Continuous improvement projects, QMS implementation
Awareness about commercial terms & conditions, prevailing practices in the industry,
interpersonal & communication skills.
Knowledge of customer delivery schedule, buffer stock, customer forecast and sales
planning procedures.
Awareness about various customer specific requirements.
Awareness about market scenario, new trends & development, commercial terms &
conditions, prevailing practices in the industry, interpersonal & communication skills.
2
Competency Assessment Questionnaire Interpretation Key
Self-Management—sets well-defined and realistic personal goals; displays a high level of initiative, effort,
and commitment towards completing assignments in a timely manner; works with minimal supervision; is
motivated to achieve; demonstrates responsible behavior.
Question:
Individual Contributor/Work Leader/Staff Authority level positions
1. Describe a situation in which you met a goal or took initiative to complete an assignment.
Who set the goal and what did you do to try to achieve the goal? What was the outcome?
Problem Solving—Identifies problems; determines accuracy and relevance of information; uses sound
judgment to generate and evaluate alternatives, and to make recommendations.
Question:
1. Describe a situation in which you identified a problem, and evaluated the alternatives to make
a recommendation or decision. What was the problem and who was affected? How did you
generate and evaluate your alternatives? What was the outcome?
Writing—recognizes or uses correct English grammar, punctuation, and spelling; communicates
information in a succinct and organized manner; produces written information, which may include
technical material, that is appropriate for the intended audience.
Questions:
1. Describe the types of documents you have written. What types of information did you present
and how did you organize what you wrote? Who was the audience? How did you adapt the
writing to meet the audience’s level of knowledge? What was the outcome?
2. Describe the types of documents you proofread or edited. What changes did you suggest?
What was the outcome?
3
Interpersonal Skills—shows understanding, courtesy, tact, empathy, concern; develops and maintains
relationships; may deal with people who are difficult, hostile, distressed; relates well to people from varied
backgrounds and situations; is sensitive to individual differences.
Questions:
1. Describe a situation in which you developed or maintained work relationships with others
within or outside of your work unit. What was the length of contact? How did these
relationships affect your work?
2. Describe a situation in which you had to deal with individuals who were difficult, hostile, or
distressed. Who was involved? What specific actions did you take and what was the
outcome?
Reasoning—Identifies rules, principles, or relationships that explain facts, data, or other information;
analyzes information and makes correct inferences or draws accurate conclusions.
Question:
1. Describe a situation in which you analyzed and interpreted information. What information
were you given? Describe any guidelines you used. Explain how you arrived at a conclusion.
Oral Communication—expresses information to individuals or groups effectively, taking into account the
audience and nature of the information; makes clear and convincing oral presentations; listens to others,
attends to nonverbal cues, and responds appropriately.
Questions:
1. Describe a situation in which you have made an oral presentation to an individual or a group.
What kind of information did you present and how did you organize it into a presentation?
Who was the audience?
2. Describe a situation in which you orally defended or explained a recommendation or idea.
What kind of information did you present and how did you organize your material? Who was
the audience?
Teamwork—encourages and facilitates cooperation, pride, trust, and group identity; fosters commitment
and team spirit; works with others to achieve goals.
Question:
1. Describe a situation in which you worked with a team to achieve a common goal. What was
the goal? Who was on the team and how was the team assembled? What steps did you take
to work towards meeting the goal? What was the outcome?
Technology Application—Uses machines, tools, or equipment effectively; uses computers and
computer applications to analyze and communicate information in the appropriate format.
Question:
1. Describe a situation in which you used computers or other equipment to help accomplish
work. What was the work and how did the application of technology affect the outcome?
What role did you play in selecting and applying the technology to the task?
4
Flexibility—is open to change and new information; adapts behavior or work methods in response to
new information, changing conditions, or unexpected obstacles; effectively deals with ambiguity.
Question:
1. Describe a situation when you had to modify an existing plan or otherwise had to change
direction in response to a changing situation. What was involved? What did you do and what
was the outcome?
Decision Making—makes sound and well informed, and objective decisions; perceives the impact and
implications of decisions; commits to action, even in uncertain situations, to accomplish organizational
goals; causes change.
Question:
1. Describe a situation in which you made a decision that impacted your work and/or the work of
others. What were the alternatives that you considered and what did you decide? Who was
affected by your decision? What was the outcome of your decision?
Customer Service—works with customers to assess needs, provide assistance, resolve problems,
satisfy expectations; knows products and services; is committed to providing quality products and
services.
Question:
1. Describe a situation in which you assisted a customer or client. What level of contact did you
have with them? What specific actions did you take to assist the customer or client? What
was the result?
Planning and Evaluating—organizes work, sets priorities, determines resource requirements;
determines short- or long-term goals and strategies to achieve them; coordinates with other organizations
or parts of the organization; monitors progress, evaluates outcomes.
Question:
1. Describe a situation in which you planned, organized or evaluated a program, project, or
assignment. Who was involved? Describe any guidelines you used to determine the steps
you needed to take. What was the timeframe? What was the outcome?
Mathematical Reasoning—solves problems by choosing appropriately from a variety of mathematical
and statistical techniques.
Question:
1. Describe how you have applied mathematical or statistical techniques to perform your work.
What mathematical or statistical techniques did you apply? Describe any guideline you used
to determine the techniques you used.
Information Management—identifies a need for and knows where or how to gather information;
organizes and maintains information or information management systems.
Question:
1. Describe a situation in which you gathered or organized information that was needed by
others. Describe any guidelines you had to help you organize and maintain the information?
5
Creative Thinking—uses imagination to develop new insights into situations and applies innovative
solutions to problems; designs new methods where established methods and procedures are inapplicable
or are unavailable.
Question:
1. Describe a situation when you developed an innovative way to perform work or an innovative
way to modify a work activity. Who was affected? What was the result?
Vision—understands where the organization is headed and how to make a contribution; takes a longterm
view and recognizes opportunities to help the organization accomplish its objectives or move toward
the vision.
Question:
1. Describe a situation in which you helped meet your organization’s objectives or worked
towards the organization’s vision. What was involved and what was your role? What was the
outcome?
Leadership—influences, motivates, and challenges others; adapts leadership styles to a variety of
situations.
Question:
1. Describe a situation in which you led or motivated others. What was the goal and who was
involved? What did you do and what was the outcome?
Influencing/Negotiating—persuades others to accept recommendations, cooperate, or change their
behavior; works with others towards an agreement; negotiates to find mutually acceptable solutions.
Question:
1. Describe a situation in which you negotiated and agreement or persuaded others to accept
recommendations or a new viewpoint. What was the issue and who was involved? What was
the outcome?
Conflict Management—manages and resolves conflicts, grievances, confrontations, or disagreements in
a constructive manner to minimize negative personal impact.
Question:
1. Describe a situation at work in which you prevented or handled a conflict or confrontation.
What was the issue and who was involved? Describe any guidelines or standard procedures
you used to help you handle the situation. What was the outcome?
6
Oral Communication—expresses ideas and facts to individuals or groups effectively; makes clear and
convincing oral presentations; listens to others; facilitates an open exchange of ideas.
Questions:
Unit Supervisor/Senior Authority/Manager/Leading Authority/Senior Manager level positions
1. Describe the types of audiences you have addressed as part of your work and the type of
information you presented.
2. Describe a situation where you had to defend or explain an idea or proposal. Who was the
audience, what was the issue and what was the outcome?
Problem Solving—identifies and analyzes problems; uses sound reasoning to arrive at conclusions;
finds alternative solutions to complex problems; distinguishes between relevant and irrelevant information
to make logical judgments.
Question:
1. Describe the types of problems (e.g., programmatic or organizational) you have handled.
Give an example of a problem. What was the problem, what alternatives did you consider,
how did you deal with it, who was affected, and what was the outcome?
Written Communication—expresses facts and ideas in writing in a succinct and organized manner.
Questions:
1. Describe you past achievements which demonstrate you writing ability.
2. Describe the kinds of documents you have been responsible for writing or editing, the types
of review they had, and your target audiences, both inside and outside your organization.
Leadership—inspires, motivates, guides others toward goals; coaches, mentors, challenges staff; adapts
leadership styles to various situations; models high standards of honesty, integrity, trust, openness, and
respect for individuals by applying these values daily.
Question:
1. Describe a situation where you performed a leadership role and/or motivated others toward
the accomplishment of a goal. What was involved, what did you do, and what was the
outcome?
Decisiveness—makes sound and well-informed decisions; perceives the impact and implications of
decisions; commits to action, even in uncertain situations, in order to accomplish organizational goals;
causes change.
Questions:
1. Describe a decision or decisions you have been responsible for, who was affected, and the
risks involved. What were the results?
2. Describe a situation in which you took corrective action (e.g., against an employee or
contractor). Who was involved and what was the outcome?
3. Describe a situation where you had to make a decision in the absence of guidance or
adequate information. Who was involved and what was the outcome?
7
Flexibility—is open to change and new information; adapts behavior and work methods in response to
new information, changing conditions, or unexpected obstacles; effectively deals with pressure and
ambiguity.
Questions:
1. Describe a situation when you had to modify a plan or had to change direction in response to
a changing situation (e.g., deadlines, requirements, resources, technology, leadership). What
was involved, what did you do, and what was the outcome?
2. Give an example of an unstructured situation involving a project or program where you had to
operate without clear guidelines. What was the situation, what did you do, and what was the
outcome?
3. Describe a work situation in which you were under pressure due to deadlines, changes in
staff or budget resources, or organizational changes. What was the situation, what did you
do, and what was the outcome?
Interpersonal Skills—considers and responds appropriately to the needs, feelings, and capabilities of
others; adjusts approaches to suit different people and situations.
Questions:
1. Give an example of a project or a situation that required dealing with a diverse group of
people and establishing cooperative relationships to accomplish a specific goal. Who was
involved? What was the issue or objective? What did you do?
2. Describe a situation in which you represented you organization and dealt with a variety of
stakeholders. Who was involved, what was the issue or objective, what did you do, and what
was the outcome?
Self-Direction—demonstrates belief in own abilities and ideas; is self-motivated and results-oriented;
recognizes own strengths and weaknesses; seeks feedback from others and opportunities for selflearning
and development.
Questions:
1. Describe a situation in which you set your own goals and implemented them. What was
involved and what was the outcome?
2. Describe a situation in which you initiated and developed a new program, product, or service.
What was involved and what was the outcome?
3. Describe any self-development activities you have undertaken during the past several years.
Human Resources Management—empowers staff by sharing power and authority; develops lower
levels of leadership, pushing authority down and out throughout the organization; shares rewards with
staff; ensures staff are properly selected, used, appraised, and developed, and are treated fairly.
Questions:
1. Describe you accomplishments related to human resource management. What human
resource management functions have you carried out, what was your role, and what were the
results?
2. Have you designed or implemented any innovative human resource strategy or system?
Describe the human resource management function or functions involved, the type of
innovation, and the outcome.
8
Influencing/Negotiating—persuades others; develops networks and coalitions; gains cooperation from
others to obtain information and accomplish goals; negotiates to find mutually acceptable solutions; builds
consensus through give and take.
Questions:
1. Describe a situation in your work where you had to use persuasion to gain cooperation from
others to accomplish a goal. Who were the individual involved, what was the issue, and what
was the outcome?
2. Have you acted in the role of a negotiator? What did you negotiate, with whom, and what was
the outcome?
3. Have you had training in or experience applying formal negotiation or bargaining techniques
(e.g., win-win negotiation, interest-based bargaining, alternative dispute resolution)? Describe
the situation, how you applied these techniques, and the outcome.
Team Building—manages group processes; encourages and facilitates cooperation, pride, trust, and
group identity; fosters commitment and team spirit; works with others to achieve goals.
Question:
1. Have you ever created a team? What was the purpose and what was the outcome? What sis
you do to ensure team effectiveness?
Creative Thinking—develops new insights into situations and applies innovative solutions to make
organizational improvements; designs and implements new or cutting-edge programs/processes.
Questions:
1. Give an example of a new product, program or service that you developed.
2. Give an example of a situation in which you provided an innovative solution to make an
organizational improvement. What did you do, what were the results, and what level of the
organization was affected?
3. What do you do to encourage creativity in others?
Technical Competence—understands and appropriately applies procedures, requirements, regulations,
and policies related to specialized expertise (for example, engineering, physical science, law, or
accounting); maintains credibility with others on technical matters.
Questions:
1. Describe how your training and/or experience have contributed to your technical competence.
2. Give examples of work products or roles you have performed which demonstrate
competence in your area of expertise.
3. Describe a situation in which you gave expert advice in your area of expertise to others. What
did you do and what was the outcome?
4. What do you do when you are give an assignment in an area that is beyond your own
expertise?
5. What do you do to stay current in your field?
9
Client Orientation—Anticipates and meets the needs of clients; achieves quality end-products; is
committed to improving services.
Question:
1. Have you been involved in any efforts to assess customer needs and improve processes to
deliver better products or services? Who were your customers, what methods did you use,
what role did you play in the process, and what was the outcome?
Conflict Management—manages and resolves conflicts, confrontations, and disagreements in a positive
and constructive manner to minimize negative personal impact.
Questions:
1. Describe a conflict situation you encountered in your work and how you handled it. Who was
involved, what was the issue, and what was the outcome?
2. Describe a situation in which you identified a potential conflict situation in your organization.
Did you take any actions to prevent it from developing? If so, describe the actions you took
and the outcome.
3. Have you had any training or experience applying alternative dispute resolution techniques?
Describe the issue and parties involved, how you applied the techniques, and the outcome.
Vision—envisions a long-term view and initiates organizational change for the future; builds the vision
with others; spots opportunities to move the organization toward the vision.
Questions:
1. Give an example of a situation where you took a long-term view and redirected a project or
program. Describe the scope, what was involved, your role, and the outcome.
2. To what extent have you initiated or participated in an organizational change effort and at
what level of the organization? What was involved, what was your role, and what was the
outcome?
Planning and Evaluating—determines objectives and strategies; coordinates with other parts of the
organization to accomplish goals; monitors and evaluates the progress and outcomes of operational
plans; anticipates potential threats or opportunities.
Questions:
1. What types of measures have you used in evaluating a project, product, service or program?
2. Describe a project or program that you planned and/or evaluated. What was involved, how
did you plan the project and achieve the desired objectives? What were the results and
impact on your organization?
External Awareness—identifies and keeps up-to-date on key agency policies/priorities and economic,
political, and social trends which affect the organization; understands where the organization is headed
and how to make a contribution.
Question:
1. Describe how you keep up-to-date on key agency policies and priorities and any external
trends affecting your organization.
10
Managing Diverse Workforce—is sensitive to cultural diversity, race, gender, and other individual
differences in the workforce; manages workforce diversity.
Question:
1. Describe any contributions you have made to maintain or promote workforce diversity. What
was your role, what was the outcome, and what level of the organization was affected?
Team Player
Q. Tell me about a time when you have felt you contributed to a successful team
project? What was your contribution? What was the outcome?
Q. Describe a time when you had difficulties working with a team? What happened?
What did you learn?
Q. Give me an example of when you had to support others in a team? Why did they
need support them? How did this change things?
Q. Tell me about a time when you needed to get team members to work together?
What did you do? How did the team respond to you? What would you do differently
next time?
Q. What is your natural role in a team? What is an example of your success in this
role? Have you recently tried to assume a different role within the team
environment?
Q. How much consideration to other people’s feelings, ideas and thoughts do you
normally give?
Q. What has teamwork achieved for you in the past?
Q. Can you give an example of when you helped other team members achieve their
goals at the sacrifice of your own time and effort?
Q. Can you tell me about a situation where you had to work with a group to get a job
done? What was your contribution? Please describe the outcome.
Q. Tell me about some of the toughest groups that you have had to get cooperation
from. What did you do? Did you have any formal authority?
Q. How often do you attend meetings with your peers? What role did you play in the
last meeting?
Q. What are some of the most difficult one-on-one meetings that you have had with
other members of your company? Why were they difficult?
Q. Tell me about a time when you got a group to do something?
Q. We’ve all had to deal with difficult people. Give me some examples of when this
happened to you. Why was it difficult? How did you handle it?
Q. Tell me about the best team you have worked in? Why does it stand out positively
in your mind?
Q. Tell me about a new policy or idea you recently implemented which was
considered different from the standard procedure. What approach did you take to get
others to go along with the idea?
Q. Give me a situation where you have had to influence a group of people to do
something? What did you do to get what you wanted from the group? What were
the satisfaction and disappointments?
Favourable Behavioural Indicators
• Relates in terms of the team (we, our)
• Democratic style
• Draws others in and collaborates
• Shares views
• Develops a good network of contacts at all levels
• Supportive and helpful
• Acknowledges contribution of others
• Builds lasting working relationships
• Shows consideration for colleagues
• Tries to encourage people to work together
• Creates a sense of team spirit
• Balances personal objectives with those of the team
Unfavourable Behavioural Indicators
• Dogmatic
• Withholds information
• Inflexible
• Obstructionist
• Sticks to the book of rules
• Loner
• Works best alone
• Dislikes relying on others
• Fails to establish networks
• Shows limited support of team efforts
• Rarely praises colleagues for their input
• Makes little effort to sustain relationships
• Takes credit for team efforts
• Does little to improve team relationships
• Limited evidence of trying to create harmony
• Puts personal objectives first
Problem Solving
Q. Please describe a difficult problem you have recently been confronted with at work
and how you handled it.
Q. Tell me about a time when you were able to anticipate a problem. How did you
know the problem was likely to occur? What did you do? How effective was your
action?
Q. Please describe a complex problem which you solved recently for a customer?
What made it so challenging? How did you handle it? What was the outcome?
Q. Tell me about when you have had to identify the key cause of a problem. How did
you work out the cause? How did you solve the problem? What lessons did you
learn?
Q. Give me a recent example of when you came up with different solutions to a
problem. What did others think of your ideas? How well did they work in practice?
Q. Tell me about a recent situation in which you had to be totally objective when
reaching a decision. What were the facts you had to review? How did you weigh the
different pieces of information? Looking back what did you think of your decision?
What sort of information did this involve? How did you analyse it? What did you
learn from the analysis?
Q. Give me an example of a good decision you have made recently? What
alternatives did you consider and why was it a good decision?
Q. Describe the last time you made a difficult decision on the job. What facts did you
consider? How long did you take to decide?
Q. Describe the biggest work related problems you have faced in the past six
months. How did you handle them?
Q. Often in a work environment problems arise where initially no solution is apparent.
Describe for me an occasion where you had to think outside of the square to solve a
predicament. How successful was your solution? If you had not come up with a
solution describe what the outcome would have been. Describe the time limitations
involved in this predicament. How would you do it if a similar situation rose again.
• Use of data
• Involved other people in finding solutions
• Looks for alternate approaches
• Identifies actual problem
• Decisive and persistent
• Able to think creativity
• Anticipates potential difficulties
• Stays objective
• Stays positive
• Breaks problems down into logical stages
• Creates creative ideas
• Generates new insights and a range of workable solutions
• Weighs risks carefully
• Seeks help when appropriate
• Unable to specify problem
• Hasty in decision making
• Jumps in before thinking
• Procrastinates
• Fails to anticipate problems
• Fails to learn from mistakes
• Swayed by feeling and intuition
• Analyses things at an inappropriate level of detail
• Tends to tackle tasks in a haphazard way
• Lacks creativity
• Tends to come up with impractical solutions
• Puts in limited thought to the consequences of a solution
• Takes risks
• Unsure of the quality of decisions
Customer Focus
Q. Describe a situation when you have had to deal with an angry client/customer.
What made them angry? What did you do to assist them? How long did this take?
Q. Tell me about a recent situation when you had to develop a relationship with a
new customer.
Q. Give me an example of when you have put a customer first. What sacrifices did
this require? What impact did this have on your other activities?
Q. Describe a time when you were unable to help a customer as much as they
wanted you to? Why was this? What did they say about your reaction? How did you
feel about this?
Q. Tell me about a time when you were complemented for helping a customer
beyond the call of duty. How frequently do you go to that kind of trouble? What
feedback did you receive?
Q. What do you understand by the term customer service?
Q. How did you differentiate the levels of service you give between internal and
external customers?
Q. Please tell me about a recent situation in which you had to deal with an
uncooperative client or customer and there were serious potential consequences?
What did you do? What happened?
Q. Describe a time that illustrates how you built a relationship with a client?
Q. How did you go about the process of identifying user requirements? What was
your specific role?
Q. Sometimes we are not on the same wavelength as a user? Describe a time a
user wanted something different from what you had in mind. What did they want?
How did it differ from what you wanted? How did you overcome the differencies?
What was the result?
Q. What have you done in the last 6 months to foster effective customer
relationships? How do you know if you are meeting your customer’s needs?
Q. In your current job, can you give me some examples of where you have exceeded
the expectations of your customers?
Q. Sometimes, customers have very unrealistic expectations. Can you describe a
time when you have had to persuade a customer to rethink their expectations and
help them consider alternatives. What was the outcome?
• Looks for a way to improve customer service
• Impresses customers
• Finds solutions
• Active listener
• Flexible and adaptable
• Consistent and timely
• Puts customers first
• Is driven by customer demands
• Ensures total satisfaction
• Prepared to make sacrifices for others
• Works hard to meet customer needs
• Regularly helps others beyond the call of duty
• Protects customers from organizational pressures
• Receives very positive customer feedback
• Treats customer service as a nuisance
• Does not attend to customer feedback
• Internal focus, lack of empathy
• Selfish
• Only moderately concerned about helping others
• Rarely give customers or others special treatment
• Not as driven as others to give complete satisfaction
• Can fail to deliver total satisfaction
• Rarely makes sacrifices for others
• Doesn’t work as hard as others to meet others needs
• Leaves people waiting to be helped
• Little evidence of serving the needs of others
• Limited evidence of helping others generally
• Little evidence of receiving positive customer feedback
Leadership/Management
Q. What do you do to set an example for your team members? When was the last
time you saw a team member emulate your example?
Q. What happened when you last had to look after a poor performer in your team?
How did you initiate the discussions towards solving the issue? What actions did you
take to deal with the situation? What was the outcome?
Q. Have you ever made a decision that was unpopular with the team? Please
explain how you handled it.
Q. Please provide examples of how you motivate your team. Please provide an
example of when a specific motivator has been put in place and achieved and
outcome.
Q. How do you keep track of how your team is doing?
Q. What have you learned about leadership since you have been managing people?
Q. With a demoralized team how do you go about lifting the spirit and performance of
that team? Please provide examples.
Q. Can you give an example of when you have had an outcome to be achieved and
you encountered negativity and criticism from your peer group. How did you handle
that and what was the result.
Q. Can you tell me about a time when you have had to deliver unfavourable
feedback? How was it received? What was the result?
Q. What is the most difficult management issue you have had to face in your
careers?
Q. What is the most satisfying result that you have achieved in your management
career?
Q. Please provide an example of when you have had to get around an obstacle in
order to achieve an outcome.
Q. Which part of your management role do you find the most tedious? What did you
do to overcome this and ensure that you undertake it with diligence?
Q. What processes do you go through to review your staff? Is it formal or informal
structure? How often are they reviewed?
Q. Describe to me a time when it has been your responsibility to take charge and coordinate
a group of people. Tell me about the surrounding circumstances. How did
you organize your team? What was your management style? Discuss your
objectives and the outcome.
Q. Tell me about a time when you had to give tough feedback to a team member.
Q. Give me an example of a time when you stood up for something you believed in
which was controversial.
Q. Tell me about a time when you took a leadership role of a group in a difficult
situation?
Q. Tell me how you ensured your team was aligned to what you wanted to achieve?
Give me a specific example of how you have gone about giving your team a sense of
purpose.
• Communicates openly to others
• Seeks responsibility for people
• Accepts responsibilities for problems and mistakes
• Displays openness in decision making
• Involves people and development
• Encourages and allows subordinates to discuss problems and grievances
• Avoids responsibility for people
• Blames others for mistakes
• Does not communicate with his/her staff
• Ignores subordinate’s potential
• Relies on technical experience and seniority
Planning and Organisation
Q. Can you tell me about a time when you felt you had to a juggle a number of tasks
to achieve your outcome? What specifically did you do? What was the result?
Q. How do you schedule your time? How do you keep track of what you have to do
each day/week?
Q. Can you describe a time recently when you had conflicting demands on your
time? What did you do?
Q. What is a typical working day or week for you? What tools or methods do you use
to plan?
Q. Tell me about the most complex project you have had to plan or co-ordinate.
Q. How have you improved your personal effectiveness over the last few years?
Q. We all have times when we come across unexpected problems which disrupt our
plans, describe the last time this happened to you. To what extent had you
anticipated that problems in your plans may occur? How did the problem affect your
priorities for that day? How did you find out about the problem situation? What steps
did you take to rectify it? What, if anything would you differently next time to stop this
occurring again? Tell me about the days outcome.
• Systematic, methodical and logical
• Pays attention to detail
• Anticipates problems and identifies contingencies
• Reactive approach
• Ignores details
• No systematic or standard framework
• Overlooks minor issues
• Haphazard approach
• Often wastes time on trivial and personal matters
Initiative
Q. Have you found any ways to make your job easier or more satisfying?
Q. Have you made any suggestions to your supervisor for ways to improve things?
Q. What did you do to prepare for this interview?
Q. Tell me about the last time you had to take responsibility for your own actions.
What had you done that made you take the responsibility for? Why was this so
important? How did you stand up for yourself?
Q. Describe the last time you had to make a spur of the moment decision. Why did it
have to be made so quickly? How did your decision affect others? What would you
do differently if you could do it again?
Q. Give me an example of when you had to work without any guidance. Why was
this? How did you cope? What feedback did you receive?
Q. Describe an occasion when you took responsibility for making a key decision.
What was your decision? How and why did you defend your position? What was the
possible impact of a poor decision?
Q. Tell me about a time when you referred upwards for help. What was the
background? Why did you need help? To what extent do you seek advice in this
area?
Q. Give me a recent example of when you showed initiative? What were the
circumstances? In what way did you show initiative? What resulted from the
initiative you took?
Q. How much autonomy do you have currently? How much autonomy would you like
to have? How do you liked to be managed? Who is your main support at work?
Q. Describe a situation of when you have had to accept without questions what your
boss has asked you to do? How did you feel? What happened?
Q. Give me some examples of new ideas that you developed in your current
organization.
Q. Tell me about a recent situation that involved you personally dealing with major
last minute changes in schedules or deliverables? What did you do? What was the
result?
Q. What changes have you tried to implement in your areas of responsibility? What
have you done to get them underway?
Q. Give me some examples of you doing more than required in your job.
Q. Tell me about some projects you generated on your own.
Q. Describe your involvement in a task or project that had to be done within an
agreed timeframe and be of an excellent work standard.
Q. Describe a situation in which you found the results were not up to
budget/company expectation. What did you do to rectify the matter?
• Does things outside their area of responsibility
• Identifies the need for change
• Demonstrates they have made things happen
• Controls their own destiny
• Takes responsibility for own actions and decision
• Ensures that he/she understands the tasks
• Can make decisions without referring to others.
• Only asked a few key questions.
• Only refers upwards when necessary.
• Handles problems with minimal guidance
• Appreciates the consequences of delaying action
• Times questions carefully to avoid disruption
• Acts without being promoted
• Acts on own initiative
• Does not take action and accepts the status quo
• Waits for others to back what they say
• Avoids responsibility
• Relies too much on others
• Constantly referring to others when asking questions
• Refers upwards about most issues
• Needs considerable guidance
• Prepared to wait to act even in crisis
• Tends to interrupt others at difficult times
• Rarely shows initiatives
• Limited positive feedback
Ability to Learn
Q. Can you tell me what new things have had to learn in your past job? How did you
go about learning them? How long did it take you?
Q. Can you tell me about something particularly difficult that you have had to learn
recently?
Strategic Planning
Q. Could you please run me through the processes you go through to put together a
strategic plan?
Q. Could you give me a specific example of a strategic plan that you have put
together successfully in the past?
􀂾 What were your specific responsibilities?
􀂾 What was your level of ownership?
􀂾 What was the outcome of the planning exercise?
􀂾 What decision was made?
􀂾 Who made the decision?
􀂾 Who measured the success of the strategic plan?
Q. What are some of the most difficult or complex directives you have ever had to
implement? Explain how you approached the task.
Q. Describe a situation in which you had to translate a superior general directive into
specific goals. How did you do this and what goals did you establish?
Q. What are some of the most innovative strategies or methods you have used in
implementing superior directives?
Q. What organizational systems (control compensation communication accounting)
have you implemented to support organizational strategies?
• Defines clear processes and steps
• Identifies priorities
• Able to complete SWOT analysis
• Able to gather and research data
• Develops concepts and timeframes
• Unable to come up alternatives
• Cannot see the big picture
• Gets bogged down in detail
• Avoids initiatives
Analytical Skills
Q. What complicated problems have you had to address on your job? Describe how
you identified or gained a better understanding of the problems and give examples.
Q. What sorts of information do you use to stay aware of problems in your work
area? Tell me about a situation in which you used one of these sources.
Q. Tell me about a time where you had to analyse numerical or financial or technical
information. Describe the process you used and how useful the information was.
Q. What is an example that will demonstrate your analytical expertise.
Q. Can you describe thought processes that you work through in order to attack a
particular problem? How do you go about analyzing a problem and creating a
solution? Please provide an example.
Q. Describe the biggest problems you’ve faced in the last 6 months. How did you
handle them?
Q. Describe any significant ides that you have conceived in the past year. How did
you know that they were needed and would work? Were they used? Did they work?
Q. Describe your most recent task/project. What was your involvement, how did you
set about working on the project?
Q. Describe a specific task you found especially challenging? What was it about the
task you found difficult? How did you overcome the difficulty? What was the result?
• Intuitive decision making style
• Able to brainstorm and mind-map
• Logical and structured in thinking
• Able to comprehend big picture
• Understand course and effect analysis
• Solves problems autonomously
• Creates many problems from one
• Concentrates on small issues
• Has difficulty seeing logic in a problem
• Unable to run effective meetings
• Does not use fact and data in decision making
• Makes put feel decisions
Persuading and Influencing
Q. Tell me about the last time you persuaded someone to your point of view. How
did you put over your ideas? What kind of agreement did you reach? On reflection
what would you do differently next time?
Q. Give me an example of when you had to respond to a customer’s objection and
you were able to convince them of the required solution.
Q. Describe a situation when you were unable to persuade a customer around to
your point of view. What did you do? What feedback did you get about your
approach?
Q. Give me a recent example of when you negotiated a successful outcome? What
did you negotiate? How did you win the person around? How did you know that they
were really convinced?
Q. Give me an example of when you have had to respond to a customer’s
(someone’s) objections? What were their objections? How did you challenge their
views? How effective were you?
Q. What are your strengths in terms of influencing people? How often do you find
yourself influencing others? How do you compare to others in this area? What could
you do to make yourself more effective at influencing others?
Q. Tell me about the last time of influencing people? How often do you find yourself
influencing your opinion? How did this contrast with the Group’s original position?
What were the key things that you did which persuaded the Group?
Q. What are some of the best ideas you ever sold to a superior or peer? What were
your approaches?
Q. Can you tell me about a time you had to approach several individuals for support
or co-operation? What was your approach? What was the outcome?
Q. What are some of the best ideas you have ever sold to a superior/peer? What
was your approach?
Q. Describe a major issue that you have had to fight for? How did you go about it?
Why was it important to you?
Q. Give me an example of a situation where you have had impact and been able to
influence a group of people to do something.
Q. Describe your involvement in a task/project with a tight timeframe and of high
standard. What was your specific involvement? What was the outcome?
Q. Tell me about a recent time when you persuaded someone to do something which
they were initially reluctant to do? What were their initial objections? What different
methods did you use to convince them (discussion, demonstration, adaption of
language for a reward system)? What was the outcome.
• Smiles
• Creates empathy
• Proven sales skills
• Persuaded the boss to do things
• Articulate
• Presents key selling points persuasively
• Negotiates well
• Convinces customers
• Gains commitment and agreement
• Handles objectives convincingly
• Influences decision making
• Changes other people’s views
• Track record of sales success
• Uses a wide range of sales techniques
• Insight into how to improve sales success
• Ineffective and not forthcoming
• Nervous and twitchy
• Unreliable and not punctual
• Failed to negotiate
• No payrise for the past two years
• Avoids conflict at all costs
• Little evidence of developed negotiation skills
• Generally unwilling to convince or sell
• Rarely gains commitment or agreement
• Rarely counters objections convincingly
• Limited evidence of influencing decision making
• Others often retain their own views
• Needs help in selling
• Uses only a limited range of sales techniques
• Lacks insight into how to sell well
Results Driven
Q. Tell me about a situation in which you had to cope with a particularly demanding
task. What did you do to ensure you coped? How did you feel? How often do you
get asked to achieve difficult goals?
Q. Tell me about a time when you were especially motivated? What most strongly
motivates you to work hard? How does this show itself? What de-motivates you?
Q. Describe a recent opportunity you have had to take on new responsibilities? How
did the opportunity arise? What were these new responsibilities? What was the
outcome?
Q. When was the last time you learnt a new skill at work? What was this skill? How
did you apply your learning? What feedback did you receive about your
performance?
Q. Give me an example of when you set yourself an ambitious target. What made it
so ambitious? How did it compare with other targets you had set yourself? How well
did you do?
Q. Tell me about the last time you exceeded your personal targets. By how much did
you exceed them? How did you manage this? What has happened since then?
Q. How important is it for you to complete tasks once you have started them? How
do you feel when you are unable to complete a task?
Q. How do you respond to setbacks and obstacles when you are trying to achieve
deadlines? Please provide an example of when you last experienced this.
Q. When was the last time your patience was genuinely tested as a result of
frustration in being unable to achieve a set objective? What happened? How did
you feel? What was the outcome?
Q. When have you given up on a task? Why? After what timescale do you regret the
decision?
Q. What is the best example you can think of of a strong result in your recent work
life?
Q. We all find making decisions difficult at times, tell me about a work situation where
you found it hard to decide what should have been done. What made this so hard?
What were the consequences of making a poor decision? What did you do? What
effect did your decision of non-decision have?
• Keeps coming back despite obstacles
• Pushes and fights for objectives
• Uses a different approach to get the same end
• Motivated to get results
• Readily tackles demanding tasks
• Enjoys a challenge
• Gets outstanding results
• Always concerned to improve performance
• Evaluates own performance and recognizes personal weaknesses
• Constantly learning and developing new skills
• Accepts higher personal targets and new objectives
• Sets ambitious targets and personal objectives
• Exceeds targets frequently
• Rationalises failure
• Falls at first hurdle
• Blames the situation on other people
• Gives in easily
• Less motivated than others to achieve
• Prefers simple tasks
• Not necessary motivated by a challenge
• Mediocre results
• Complacent about achievements
• Limited awareness of own strengths and developmental needs or level of
performance
• Not very interested in growing or acquiring new skills
• Prefers not to take on new responsibilities
• Sets easy targets and personal objectives
• Rarely exceeds targets
Decisiveness and Judgement
Q. Can you give me an example of a good decision you have made in the last few
months? Why do you feel this was a good decision?
Q. Can you think of a particularly difficult decision you have had to make recently?
How did you go about making it?
Q. How much time do you spend weighing things up before making a decision?
Please describe the last time you feel you spent too much time making a decision.
Please describe the last time you feel you spent too little time making a decision?
Q. What time constraints are typically imposed on you in your decision-making role
currently? Have you sought to address this situation in any way?
Q. When have you relied on hunches in decision making? Please provide an
example.
Q. What are the most difficult areas of decision making in your current job? Could
you walk me through one o these as an example?
Q. What is an example of when you have had to make a hard and commercial
decision?
Q. What is an example of when you have had to take a calculated risk?
Q. What is an example of a decision that you have made that indicates that you
understand business in the “real world”? Please provided an example which would
indicate your commercial/business intutition.
Q. What is an example of a recent work activity that would indicate your ability to look
beyond policies, rules and regulations in order to create a commercial result?
Q. What is an example of a situation where instead of sticking to the book you went
against policy, out onto a limb to achieve results and how did you sell it to
management?
• Clear about own goals
• Makes up mind quickly
• Inbuilt path analysis
• Prepared to make a mistake
• Avoids making mistakes with decisions
• Keeps things on hold
• Focuses on the grey areas
• Holds off on definitive answers
• Focuses on the ambiguity
Innovation and Creativity
Q. What ideas have you had in terms of new products, services and markets
recently? Please describe what were the outcomes and did they “go live”?
Q. What scope is there for creativity in your job? How do you use it?
Q. What is the best example during a recent period when you have been forced to
provide innovative solutions in response to a customer tender/proposal? Please
detail the nature of the innovation.
Q. Please provide an example of when you have had to provide alternate strategies
to a solution and please detail these.
Q. Please provide an example of when you have improved work practices for your
group. Please describe the improvements? Please describe the outcome.
Q. What are some of the most imaginative things you have done in your present
position?
Q. Can you think of a situation you had to handle in which old solutions did not work.
What did you do to handle it?
Q. What did you do differently than your predecessors in the position?
Q. What kinds of problems have people recently called on you to solve? Tell me
about your contribution to solving the problem.
Q. Give me an example of how you have been able to make significant impact on
your organization.
• Has new ideas at work
• Free and lateral thinker
• Sees different angles
• Has new approaches to doing things
• Uses standard methodologies
• Predictable and conformist
• Does not experiment
• Lacks imagination
Listening Skills
Q. When someone is speaking to you how do you ensure that you understand what
they are saying?
Q. What do you look for in a good listener?
Q. How do you rate your own listening skills? Why?
Q. Please provide an example of when your listening skills have let you down?
Q. Please provide an example of when you have demonstrated strong listening
skills?
• Listens openly and non-defensively to criticism and opposition
• Accurately hears implied as well as expressed messages.
• Repeatedly interrupts
• Monopolises discussion
Flexibility
Q. Describe a situation where you wish you had acted differently with someone in
your workgroup. What happened?
Q. When you are making business decisions relating to clients, how much
consideration do you give to your support teams, opinions, ideas and feelings?
Q. Tell me about a time when you deviated from your scheduled roster/diary/agenda.
Why did you make that decision? What impact did you have on the business?
Q. Please describe a situation when you have been forced to take a different course
of action or a different direction as a result of a more favoured opinion. Please
describe the situation.
Q. Please describe an example of when you have displayed flexibility and
adaptability in the workplace.
Q. Describe a situation in which your initial attempt to gain someone’s support and
co-operation failed? Did you try again? What was your approach?
Q. Which bosses have you worked for most effectively and why?
Q. Tell me about some situations in your job where you had to abruptly change what
you were doing. What did you do? How did it affect you?
Q. What kinds of problems did you run into switching from position (contract work)?
• Good listener
• Balances talking ratio
• Good sense of humour
• Warm and genuine
• Shows natural courtesy to others
• Uses moderate, non-emotive language
• Opinionated and dogmatic
• Pompous, arrogant and insensitive to others
• Accurately hears implied as well
• Keeps interrupting and doesn’t listen
• Lacks confidence when dealing with others
• Avoids social contact
• Responds negatively to people
• Short and offhand with people
Building Relationships and Networking
Q. How do you meet new people? How do you feel about them? When was the last
time you were required to introduce yourself to new people in a business situation in
a social situation? Please provide specific examples?
Q. How do you go about building relationships after an initial meeting? What tools do
you use? What is an example of a recent success in this area?
Q. How much of your time do you spend developing contacts rather than initiating
them? How do you go about this?
Q. How do you develop your informal contacts?
Q. We all meet people we find it difficult to get along with. Tell me about the last time
this happened to you. What were the circumstances? Why did you find this person
difficult to get along with? Why do you think the person acted in this way? What did
you do to try to resolve the situation?
Q. Tell me about a recent situation in which you have deliberately built and maintain
a relationship with an internal or external contact. Why was the relationship
important? How did you build this relationship? How has you maintained the
relationship since that time? What benefits has this had to the other person?
• Comes across as highly genuine and caring
• Warm, empathetic, friendly and sincere
• Diplomatic
• Drawn to other people naturally
• Can talk about almost anything
• Does not treat relationships with high priority
• Insensitive to the feelings of others
• Tends to put people on the defensive
• Tries to get one up on people
• Avoids people and cannot relax with people
• Uses people
• No sense of humour
Negotiating Skills
Q. What are the toughest negotiations you have ever been involved in? Please be
specific with your examples. Why were they tough? What were the outcomes?
Q. Please provide me with an example of when a negotiation did not result in a
win/win situation for both parties. Why not? What was the outcome?
Q. What has been the most satisfying win/win agreement you have negotiated? How
did you create this agreement? What did you learn from this?
Q. How would you describe your negotiation style?
• Quick response
• Good memory
• Quick on feet
• Pleasant and evenly disposed
• Works towards win/win outcomes
• Diplomatic style
• Clearly shows emotional feeling inappropriately
• Poor oral communication
• Poor memory or recall
• Irrational, immature, holds a grudge
• Aims for win/lose outcomes
• Unable to resolve conflict
Detail Orientation and Methodical Work Practices
Q. Describe the methods you use to control errors in your work. When was the last
time these helped you?
Q. Tell me about the last time you found errors in your work? What caused these
errors and what did you do?
Q. In your experience have you noticed any process or task that has been done
consistently incorrectly? How did you notice? How did you fix it?
Q. When times are busy how do you prevent items from slipping through the cracks?
When was the last time something slipped through the cracks? What did you do to
fix it?
Q. Please describe an example of when your detail orientation has worked to your
advantage?
Q. Please describe an example of when a more methodical approach has served you
well.
Q. Tell me about a time when you had to undertake a complex task or project. What
was it? How did you go about the task or project, overcoming the complexity? What
was the outcome?
Q. We’ve all had occasions when we were working on something that just “slipped
through the cracks”. Can you give me some examples of when this happened to
you? Cause? Results?
Q. Describe your system for controlling errors in your work.
Q. Can you give me some examples of times when you found errors in your work?
Causes? Results? How did you handle this?
Q. We’ve all had times when we just couldn’t get everything done on time? When
and why has this happened to you?
Q. We all have experienced situations when due to the pressures of the day we have
little time to allocate to each individual task for the day. Describe the last time this
happened to you. What implications did this have on the quality of your work? How
did you ensure that the task was done properly? What would you do differently in the
future.
• Breaks down information
• Routine and systematic work patterns
• Anally retentive
• Pride in accuracy
• Pedantic in attention to detail
• Quality conscious
• Checks and rechecks
• Avoids documentation and paperwork
• Non-commercial
• Carefree, ‘she’ll be right” approach
• Focuses on strategic outlook
Commercial Acumen
Q. What can improve the profitability of your present company? Please provide
specific examples?
Q. How do you guide/influence the bottom-line? Please provide a specific answer.
Q. What are the major threats and opportunities for your business?
Q. What do you do to keep up to date with your own commercial and business
knowledge? When was the last time your abilities in this area were of benefit?
Q. Why do customers choose your products and services? What benefits do they
have for your customers? How could you make the products and services more
attractive to customers? What other market trends affect the organization?
Q. What is the most important thing you have done to increase profit? What
prompted you? What long-term impact did you have? How could you have
increased this further?
Q. Give an example of a time when you spotted a good business opportunity. What
was this opportunity? Why did you think it was so worthwhile? What was the result
of your efforts?
Q. What sort of opportunities do you have to reduce costs? Tell me about a time
when you have made some cost savings in the past. How did you choose where to
make savings? How much money do you think you saved?
Q. Tell me about the major competitive threats to your organisation’s future business.
• Keen awareness of profit and margins for market share
• Uses commercial language
• Knows how and where costs can be produced
• Has a commercial outlook
• Aware of competitor activity
• Aware of competitor products and services
• Spots business opportunities
• Aware of organisation’s strengths, weaknesses, opportunities and threats
• Appreciates market trends
• Informed about market situation
• Is profit-conscious
• Has often introduced ways to reduce costs
• Can see how own performance affects profits
• Focuses totally on technique and product
• Lack of knowledge of budgets, profit margins etc
• Lack of awareness on business results and forecasts
• No planned approach for business growth
• Reacts to short-term gain against long-term benefit
• Unconcerned about competitor activity
• No knowledge of competitor products or services
• Slow in spotting business opportunities
• Limited awareness of organizational strengths and weaknesses, opportunities
and threats
• Little thought given to changes in customer demand
• Poorly informed about market situation
• Not very profit conscious
• Rarely made cost savings
• Sometimes distances themselves from organizational success and
performance
Achievement Orientation
Q. What is your primary focus in the workplace?
Q. How do you see this role contributing to your future career plans?
Q. What are the major achievements you have been most proud of within your life?
Q. How do you know that you are doing a good job?
Q. In your recent career, what do you feel is your greatest achievement?
Q. All jobs have frustrations and problems. Describe some examples of specific job
tasks or assignments that have been dissatisfying to you. Exactly why dissatisfying?
Q. Can you give me some examples of experiences in your current job that are most
satisfying to you? Why are they so satisfying?
Q. What would be the best example of you giving a project or piece of work your
absolutely best effort and being disappointed by the outcome? What would you do
differently a second time?
Q. What steps have you taken in the last year to improve your own performance?
Q. Give me an example of when you worked the hardest and felt the greatest sense
of achievement?
Q. Describe your involvement in a task or project that had to be done within an
agreed timeframe and be of an excellent work standard.
Q. What are your standards of success on your job? What have you done to meet
these standards?
Q. Tell me about a time when you weren’t very pleased with your performance. What
did you do about it?
Q. What do you consider to be the most important contributions your department has
made to the organization? What was your role?
Q. In your position, how do you define doing a good job?
Q. What motivates/demotivates you about your current job? How do you know when
you succeeded?
Q. How do you cope with unrealistic objectives? What are your feelings? What is
your strategy?
• Monitors performance
• Not satisfied
• Stretches self
• Ambitious
• Thinks goals through
• Avoids hassles
• Satisfied with his/her lot
• Does not push self
• Overly ambitious, unrealistic aims
Change Orientation
Q. Please describe a situation where you have introduced rapid change to your
organization. What did you do and how did you do it?
Q. Tell me about a situation where you have been an agent of change. What was
the situation? What was your role? How did you go about implementing the
change? How effective were you in influencing and persuading participants and
those affected? What was the outcome?
Q. Has there been a recent introduction of new methods and procedures in your new
organization? How has this affected you?
Q. What major changes have you experienced in your recent career? What is a
recent example? What did you learn from these changes?
• Unstructured
• Flexible
• Able to provide examples
• Too unstructured
• Has done it all before
• Too reluctant to implement change
Action Orientation
Q. Have you ever been involved in a start-up situation? What did you do?
Q. How do you react in an emergency at work? Has there been a recent example of
this in your work?
Q. What warrants your quick reaction at work?
Q. Please provide an example of when a situation at work has required immediate
action?
• Acts quickly
• Flexible and adaptable
• Quick to take action
• Minimal feat of failure
• Procrastinates on decisions
• Resists change
• Misses opportunities
• Slow to respond
• Afraid of failure and risk aversion
Quality Orientation
Q. What constitutes quality for you?
Q. Have you had any formal training in quality philosophies? If so, what type and
when?
Q. How do you measure quality?
Q. How does your current role add to the quality of your organization? What is a
recent example of where you have added to quality processes and policies in your
organization?
Q. Give an example of when you had to have produced high quality work. Why did
the work have to be of such a high standard? How did you ensure that these
standards were met? What would you do to improve the quality of your work?
Q. What sorts of professional standards have you had to adhere to in the past? Why
were the important? What difficulties did you encounter maintaining them? How did
you ensure that others also complied with these standards?
Q. How did the standards which you set youserlf compare to those of others? Which
activities do these relate to?
Q. How do you elevate your performance? What feedback have you received from
others about the quality of your work?
Q. Tell me about a time when you have set yourself high standards. What did you do
to ensure that you met these standards? To what extent did you achieve these
standards? How did you feel about the quality of your work?
Q. Give me an example of when time pressures prevented you from spending a lot of
time on a task and attending to the required quality. What implications did this have
for the quality of your work? How did you ensure that the task was done properly?
What would you do differently in the future?
Q. Describe a time when you did not meet your usual standards for work. What
alerted you to this? How did you overcome the problem? What were the long-term
consequences?
• Consistently produces high quality work
• Pays high attention to detail
• Looks for ways of improving
• Finds difficult in compromising or lowering standards
• Produces quality work
• Takes pride in the quality of work
• Maintains high professional standards
• Sets very high standards
• Never compromises own standards
• Makes sure work is totally correct, thorough and accurate
• Hates cutting corners
• Gets work right the first time
• Shows little concern for quality
• Responds to problems with expediency
• Maximises speed at the risk of quality
• Lacks attention to detail
• Profit rather than customer focused
• Produces poor or mediocre work
• Shows little pride in the quality of own work
• Works inconsistently
• Struggles to maintain high standards
• Compromises easily
• Rarely checks work
• Omits points of detail or makes errors
• Relies on others to find mistakes
• Cuts corners
• Often has to repeat tasks to meet required standards
Proactiveness
Q. Please tell me about a time when you were in danger of missing a deadline. How
did this come about? What did you do to ensure you met the deadline required? Did
you meet the deadline and what was the outcome?
Responsiveness
Q. Tell me about a time you had to learn something new in a short time. How did you
go about teaching yourself? Did you succeed?
Confidence
Q. Tell me about a time when you found yourself with little direction or guidance.
What happened? What did you do to overcome the situation? What was the
outcome?
Q. Give me an example of a work related incident/occasion where one or more of
your strengths aided your performance. Describe your surrounding situation. What
do you recognize as your strengths? Explain how your strengths aided your
progress? How did your “limitations” impact in this situation? What did you learn
from this situation?
Q. Describe a situation where you participated in a forum type gathering. Describe
the gathering. What was the purpose of the gathering? What were the ideas you
contributed? How comfortable were you in this situation?
Multitasking
Q. Tell me about a recent situation when you were faced with an excessive workload
or competing priorities. What happened? How did you go about organizing yourself
in that situation? What was the outcome?

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MACHINE / MACHINE / MACHINE / MACHINE / PPROBLEM

S. MACHINE / MACHINE / MACHINE / MACHINE / MACHINE / MACHINE / MACHINE / MACHINE / MACHINE /

POINTS OBTAINED : 1250 COLOUR CODE SKILL LEVEL COMPETENCE TRAINER A

Technical Regulator Complian Administrative Interpersonal

Technical Regulator Complian Administrative Interpersonal

Technical Regulator Complian Administrative Interpersonal

Astra Metal Systems Pvt Ltd.

Competency Skill Sets

Kathy Ellis/Debbie Lousberg 12/08/2021

• Keeps focussed on purpose of role

• Prioritises workload in line with overall purpose

• Observes and learns from others in same role

• Shares information about role with others

• In progressing up the band, provides a resource to

• Works confidently with e.g. office machinery,

photocopiers, computers, relevant software,

• Undertakes and applies training on the job

• Competence increases with each step along the

• Numbers add up, data are aligned, information is

• Errors are used to help improve standard of work

‘Uses appropriate resources effectively’

Xerox etc. effectively

resources (i.e. copyright, data protection, software

Staff Forum intranet pages)

• Shares information on best use of resources

• Suggests ways of improving use of resources

• Arrives when expected, begins work promptly

• Respects colleagues’ personal space and doesn’t

• Keeps focussed on job in hand

• Multi-tasks where appropriate to get best use of

• Deals with paper/email/post/telephone input

promptly and calmly

• Knows when to say yes and when to say no

• Consults manager for guidance if genuine clashes

• Plans meetings/presentations well in advance and

arrives on time and prepared

useful contribution to the discussion

and takes appropriate action

• Does not blame but works on solutions

• Demonstrates zeal to resolve problems

• Finds new ways of doing things if the old ones

• ‘Brainstorms’ with others in the team to find

not ‘Nobody tells me anything, but I’ll see if I can

gives things a try

not reliant on ‘the way things have always been

• Is keen to explore new avenues/methods/projects

• Is ready to take risks for the good of the business

• Is prepared to undertake training to develop

• Uses knowledge, experience and evidence to take

decisions that benefit the business

making sound decisions

• Arrives for work looking clean and tidy, and

according to Dress Code (see Staff Handbook on

• Adheres to Housekeeping Policy (on intranet:

Groups & Depts/Policies & Info/General Press

• Uses relationships for the good of the business

• Demonstrates networking skills

• Creates an ever-increasing circle of contacts and

uses them effectively

‘Communicates effectively with internal/external audiences’

• Knows how to listen, and does it

• Uses appropriate channels of communication (e.g.

face to face vs. telephone/email etc.)

• Is clear and concise