IDENTIFYING the KEY COMPETENCIES

APPROACHES /SCHEMES
for Going Through The Various Processes
of COMPETENCY MODELING
Primary Data Sources

Direct Observation
Survey / Use of Questionnaires

Identifying
Competenci
es

Validatio
n

Interviews / One-on-one sessions

with Incumbents
with Superiors / Peers
Focus Group Discussion

APPROACHES /SCHEMES
for Going Through The Various Processes
of COMPETENCY MODELING
Secondary Data Sources

Review of Relevant Literature

Identifying
Competencie
s

Data from existing documents

Job Description
Job Analysis / Audit Reports
Perf. Assessment Reports
Work / Output Samples

Validatio
n

Identification of Competencies

Discovering Competencies

Buy

Borrow

Build

Competency Integration Based on BUY

Evaluation
Promotion

Training
Recruitment

Competency
Model

Competency Integration Based on

BORROW

Evaluation

Promotion
Training
Recruitment

Competency
Model

Competency Integration Based on

BUILD

Evaluation
Promotion
Training
Recruitment
Competency
Model

How to Discover Competencies?

Buy

Borrow

Build

Steps to Discovering Competencies

1. Analyze Documents and

Other References
2. Draft Initial Competencies
3. Filter and Screen
Competencies
4. Validate Competencies

Step 1 - Analyze Documents and Other References

Expert Groups/Success Profile

or Success Model
Organization Core Competency
Alignment
Strategic Themes and/or Focus
Alignment
Behavior Event Interviews
Observation/Modeling
Job Analysis or Job Description
Review

Step 3 - Filter and Screen Competencies

Decision Making

Managing Performance

Planning and Delivering

External Awareness

Service Motivation

Achievement
Orientation

People Development

Ensuring Execution

Leading Change

Building Commitment

Accountability

Partnering

Technical Credibility

Business Leadership

Catalyzing Teams

Flexibility

Interpersonal Skills

Stress Tolerance

Motivating Others

Effective
Communication

Influencing

Resilience

Leading Change

Building Partnership

Creativity

Analytical Thinking
go
Ne
tia

teg
ic T
hin
k

lv
in

Str
a

So

ing

g
tin

Pr
ob
le
m

Product Literacy

om
st
Cu

us
oc
F
er

Step 3 - Filter and Screen Competencies

Relevance
Common Themes
Progressive/Development
Elements

Step 4 - Validate Competencies

VISION

Decision Making
Effective
Communication
Problem Solving
Managing Performance
People Development

To be the preferred partner in

delivering the best multichannel BPO solutions to
global organizations

MISSION

Partnering
Planning and Prioritizing
Ensuring Execution

Sustaining quality and

excellence in service
delivery
Achieving the highest levels
of client satisfaction

Strategic Thinking
Building Commitment

Developing our human

capital

Enriching their quality of life

Innovation
Customer Focus

by maintaining a balanced
personal and professional
lifestyle.

Step 4 - Validate Competencies

Decision Making
Effective
Communication

Critical
Accountabilities

Problem Solving
Managing Performance
People Development

Key Result Area

Major

Accountabilities

Partnering
Planning and Prioritizing
Ensuring Execution
Strategic Thinking
Building Commitment
Innovation
Customer Focus

Output
Challenges and
Risks

Key Decisions

Step 4 - Validate Competencies

Are these competencies demonstrated by

people who perform the work most
effectively?

In other words, are people who don't

demonstrate this competency ineffective in

the role?

Is the competency relevant and necessary

for effective work performance?

How Many Competencies?

Employee Groups

STAFF

SUPERVISORY

MANAGERIAL

EXECUTIVE

Core
Competencies

3
1
4
8

3
2
3
8

3
3
2
8

Leadership
Competencies
Technical
Competency

TOTAL

5
8

Competency Starters
Analytical
Thinking

Managing
Performance

Innovation

Strategic
Thinking

Decision Making Communication

Catalyzing
Teams

Planning and
Prioritizing

Business
Acumen

Achievement
Orientation

Building
Partnership

Motivating
Others

Solving
Problems

Business
Leadership

Resilience

Displaying
Integrity

People
Development

Building
Commitment

Leading Change

Managing
Change

Personal
Effectiveness

Professionalism Building Teams

Personal
Management

Speaking
Effectively

Coordinating

Organization
Savvy

Personal
Mastery

Managing
Conflict

Strategic Agility

Effective
Coordination

Entrepreneurial
Orientation

Bias for
Excellence

Writing
Effectively

Customer Focus

Competency Table

Competency Table

COMPETENCY
Operational Definition
CORE DESCRIPTION
1

CORE DESCRIPTION
2

CORE DESCRIPTION
3

CORE DESCRIPTION
4

Sample Behaviors Sample Behaviors Sample Behaviors Sample Behaviors

Competency Table

COMPETENCY
Operational Definition
CORE DESCRIPTION
1

CORE DESCRIPTION
2

Operational Definition
CORE DESCRIPTION
3

CORE DESCRIPTION
4

Sample Behaviors Sample Behaviors Sample Behaviors Sample Behaviors

Competency Table

COMPETENCY
Operational Definition

RUBRIC / Core Description

CORE DESCRIPTION
1

CORE DESCRIPTION
2

CORE DESCRIPTION
3

CORE DESCRIPTION
4

Sample Behaviors Sample Behaviors Sample Behaviors Sample Behaviors

Competency Table

COMPETENCY
Operational Definition
CORE DESCRIPTION
1

CORE DESCRIPTION
2

Behavioral Indicator
CORE DESCRIPTION
3

CORE DESCRIPTION
4

Sample Behaviors Sample Behaviors Sample Behaviors Sample Behaviors

Competency Table Sample

ENTREPRENEURSHIP
Definition

Why Is It Important?

This is about the ability to formulate new ideas or to adapt or use

existing ideas in a new or unexpected way to solve problems and
to think ahead to spot or create opportunities to maximize them.

It is important for the Council to deliver products and services that

are creative, innovative and culturally appropriate. Within the
organization, this behavior is about making changes that increase
the effectiveness of our work. Externally, it is about increasing our
sphere of influence and impact. It is important to understand that
everyone can make a difference.

LEVEL 1

LEVEL 2

LEVEL 3

LEVEL 4

IMPROVES AND ACTS NOW

ADAPTS EXISTING APPROACH, ACTS AND

LOOKS AHEAD

ANTICIPATES THE FUTURE AND DEVELOPS

PRODUCTS AND SERVICES

CREATES OPPORTUNITIES AND ACTS FOR

THE LONG TERM

Able to spot opportunities and

problems in the medium-term (3
to 12 months) and develops new
approaches, products and
services based on these.
Understands the business case
for diversity and equal
opportunities. Uses networks to
seek fresh ideas. Encourages
different agencies to pool
resources and expertise.

Sees and acts on long-term

(beyond 12 months)
opportunities and problems.
Formulates completely new and
off the wall ideas and
concepts, and uses innovative
approaches to allow them to be
realized. These may address
underlying needs that have not
yet been identified by
customers.

Addresses current opportunities Identifies and exploits

and problems by improving and opportunities in the short-term.
adapting existing approaches.
Applies own knowledge and
expertise to developing new
approaches to exploiting these.

DEFINITION
CORE DESCRIPTION
BEHAVIORAL INDICATOR/
RUBRIC

Competency Table Sample

ENTREPRENEURSHIP
Definition

Why Is It Important?

This is about the ability to formulate new ideas or to adapt or use

existing ideas in a new or unexpected way to solve problems and
to think ahead to spot or create opportunities to maximize them.

It is important for the Council to deliver products and services that

are creative, innovative and culturally appropriate. Within the
organization, this behavior is about making changes that increase
the effectiveness of our work. Externally, it is about increasing our
sphere of influence and impact. It is important to understand that
everyone can make a difference.

LEVEL 1

LEVEL 2

LEVEL 3

LEVEL 4

IMPROVES AND ACTS NOW

ADAPTS EXISTING APPROACH, ACTS AND

LOOKS AHEAD

ANTICIPATES THE FUTURE AND DEVELOPS

PRODUCTS AND SERVICES

CREATES OPPORTUNITIES AND ACTS FOR

THE LONG TERM

Able to spot opportunities and

problems in the medium-term (3
to 12 months) and develops new
approaches, products and
services based on these.
Understands the business case
for diversity and equal
opportunities. Uses networks to
seek fresh ideas. Encourages
different agencies to pool
resources and expertise.

Sees and acts on long-term

(beyond 12 months)
opportunities and problems.
Formulates completely new and
off the wall ideas and
concepts, and uses innovative
approaches to allow them to be
realized. These may address
underlying needs that have not
yet been identified by
customers.

Addresses current opportunities Identifies and exploits

and problems by improving and opportunities in the short-term.
adapting existing approaches.
Applies own knowledge and
expertise to developing new
approaches to exploiting these.

Competency Table Sample

CLUSTER

MANAGING RELATIONS

COMPETENCY

Customer Focus

OPERATIONAL
DEFINITION

The ability to effectively deal and/or meet the needs of internal and external customers balanced with the interests of the
team or organization.
1

LEVELS
CORE
DESCRIPTION

Responds effectively to
customer needs by
delivering on explicit
requirements, objectives
and/or standard.

SAMPLE
BEHAVIORS

Understands the implicit

needs of customers
based on the service
rendered and displays
courtesy and care in
addressing or fulfilling
the need and within
defined agreements or
standards.
Ably determines which
customer requests are
beyond ones scope or
level of authority and
effectively endorses or
escalates these to the
appropriate party or
authority.

Delivers more or beyond

the customers stated
needs, objectives or
standard but still within
the allowed or
prescribed level of
control or scope of the
servicing party.

Delivers beyond the

customers stated needs
well beyond the
prescribed control or
scope but ensures and
coordinates this
extension of service to
appropriate or involved
parties.

Anticipates customer
needs and concerns and
recognizes what they
might value and delivers
these in a tactful and
professional manner

Understands the explicit

needs of customers and
displays courtesy and
care in confirming or
denying if the stated
need can be addressed.

Takes calculated risks in

providing service to a
customer whose request
may not be part of the
scope of agreed service
though is still within
ones scope or level of
authority.

Influence changes in
system, practices or
policies to attend to a
customers unusual or
outside-of-scope needs,
cognizant that the
requirement does not
impact the business or
organization processes
adversely.

Takes care of the

customer in a proactive
manner, updating them
of news or progress on
issues directly or
indirectly affecting
SOWs or the customers
business

Offers additional
services to customer as
a result of analysis,
appreciation and
understanding of the
customers business,
needs and business
direction, including the
industry it competes in.

Tracks satisfaction level

and behavior patterns of
customers and analyzes
these in order to
improve service and/or
respond proactively to
the changing needs.

Competency Table Sample

COMPETENCY

Business Application Literacy

DEFINITION

The ability to demonstrate understanding of business and/or web applications used or developed by SGS.

LEVEL

RUBRIC

BASIC

INTERMEDIATE

ADVANCED

CORE DESCRIPTION

Familiar with the functional or

operational features of either the
business or web application but
requires assistance in their more
advanced features or in analyzing or
trouble shooting them when issues
arise.

Displays intermediate knowledge of

the business or web application by
working with its more advanced
features and showing independence
in analyzing issues arising from its
use though may require assistance in
trouble shooting.

Displays advanced knowledge of the

business or web application by
knowing how to analyze and/or
trouble shoot when issues arise from
their use.

SAMPLE BEHAVIORS

Uses the business or web

application with ease, executing
specific functions in business
operation

Understands input and output

variables for the specific
operational function

BUSINESS
APPLICATIONS

WEB APPLICATIONS

Can execute end to end processes

to deliver end product using dummy
inputs for unfamiliar segments

Can explain logical and

mathematical variations of process
status and output

Can manage variables on process

sequences and input values

Can identify errors and see

alternative routes to proceed

Can identify root cause of

process/output errors and come up
with temporary solutions and
propose permanent fix

Can distinguish technical root

causes and propose technical
solutions

Can identify business process items

that causes problems or difficulty to
users and propose fine tuning
solutions

Understands distinction of browser

issues and application/other
technical issues

Knowledge on diagnostic tools to

interpret results for RCA and fixes

Have general understanding on

relevant processes and references

Ability to use at least 2 types of

browsers to open and navigate
internet sites

Understands internet security risks

and corresponding configurations
for safety precautions like pop-up
blockers

Use of basic browser features like

bookmarks and display settings

Understands internet connection

settings

Skilled to set up connections and

troubleshoot connection problems
in different network environments
i.e. wired, wireless, WAN, LAN and
internet

Competency Table Sample

Establishing Direction

ANALYTICAL THINKING AND DECISION MAKING

This competency refers to the ability to identify and understand issues, problems, and opportunities; comparing data from
different sources to draw conclusions; using effective approaches for choosing a course of action or developing appropriate
solutions; taking action that is consistent with available facts, constraints, organizational values and ethics, and probable
consequences.
Level 1

Spots potential problems

and issues

Gathers and analyzes

information before jumping
to conclusions

Actively sources required

information from regular
internal and external
sources to inform problem
analysis
Solves simple, routine
work-related problems;
sometimes with guidance
Follows defined steps or
procedures, or uses past
experience, to delineate
the various aspects of the
problem

Level 2

Analyzes problem and

breaks it down into small
components using simple
analytical techniques

Personally investigates and

gathers information to
understand the root of the
problem

Organizes information
gathered in a logical
manner

Identifies simple cause and

effect relationships
between the different
aspects of the problem

Level 3

Independently solves
problem within defined job
parameters,
responsibilities and
expectations
Consults and verifies
solutions

Makes decisions that are

within the bounds of his
authority and/or
empowerment

Can make SWOT analysis

Seeks information from

other relevant sources who
are not directly involved or
who are not routinely
consulted to get their
perspective
Makes complex
connections between
aspects of the problem to
surface cause and effect
relationships
Offers several alternatives
to solve the problem;
provides an analytical
framework for weighing
the pros and cons of
alternative solutions

Rationally compares
alternative solutions,
makes decisions and
prioritizes based on the
analysis

Implements solutions and

follows-up on progress;
successfully anticipates
potential problems with
chosen action; acts swiftly
to prevent or minimize
negative

Even with complex

problems is able to make
decisions in a timely
manner; provides feedback

Level 4

Formulates unique
solutions to complex
problems

Thinks out-of-the-box when

analyzing & proposing
alternative solutions to
issues and problems

Identifies patterns, trends

and connections across
events that are not
obviously related to reveal
new dimensions to
problems and solutions

Promotes continuous
improvement of existing
analysis and problemsolving techniques

Champions breakthrough
thinking by promoting an
environment that fosters
courage and creativity

Role-models breakthrough
thinking in addressing
strategic issues

Successfully identifies riskbenefit implications of

solutions and alternatives
on the organization

Influences the internal and

external environment to
prevent the recurrence of
persistent problems

Takes a strategic view on

problem definition and
proposed solutions

Champions untested or
creative solutions to
persistent problems
Coaches others in the use
of analytical tools and
problem-solving
techniques

Level 5

Shares problem-solving
experiences to facilitate
organizational learning

Writing/Documenting the Competencies

Competency Definition

Competency Definition

Start with the description of the service or outcome

supported by the competency you are defining.

What is produced? What are the results? What are the

objectives? What are the goals?

Describe the critical few tasks and outcomes required

of those who provide the key capability, without which
the capability would not be demonstrated.

For each critical task or outcome, describe the job

knowledge, skill or behavioral traits that masterful
performers demonstrate. Describe important
contextual influences (technical requirements, legal
certification requirements, customer or stakeholder
requirements) related to acquisition of the competency

Competency Definition
Feature

Title
Definition

Guide
The title is a short statement of the competency covered
by the unit expressed as an outcome.

The definition or description expands on the title.

It states the broad application of skills and knowledge
which the competency captures and as applied in the
workplace.

Any of the basic components of a competency which

may describe the key activities or elements of the work
covered by the competency.
They describe, in outcome terms, functions a person is
able to perform in a particular aspect of work as a
result of the competency.

Element of
Competency

Performance
Criteria

Specifies the standards of performance in terms of a set of

outcomes which need to be achieved in order to be
deemed competent.

Range of
Variables

Specifies the range of contexts and conditions to which

the performance criteria apply.

Evidence
Guide

Provides guidance to the interpretation and assessment of

the unit of competency, including the aspects which need
to be emphasized in assessment, relationships to other
competency, and the required evidence of competency.

Competency RUBRICS
(or Levels of Proficiency)

Competency Levels or Rubrics

A rubric is an explicit set of criteria used

for assessing a particular type of work or

performance.

A rubric usually includes levels of potential

achievement for each criterion.

It sometimes also includes work or

performance samples that typify each of

those levels.

Heidi Goodrich, a rubrics expert, defines a

rubric as a scoring tool that lists the

criteria for a piece of work or 'what counts.'

Competency Levels or Rubrics

For example, a rubric for an essay might tell

students that their work will be judged on purpose,

organization, details, voice, and mechanics.

A good rubric describes levels of quality for each of

the criteria, usually on a point scale.

Under mechanics, for example, the rubric might

define the lowest level of performance as "many

misspellings, grammar, and punctuation errors,"
...and the highest level as "all words are spelled
correctly; your work shows that you understand
subject-verb agreement, when to make words
possessive, and how to use commas, semicolons
and periods."

Why Rubrics?

To produce assessments that are far more descriptive

than a single, holistic grade or judgment can be.

Instead of merely saying that an individual is very

good," or outstanding a rubric-based competency

model describes the quality of work on one or more
dimension.

For example, a department's strategic plan might be

assessed using a rubric that included the clarity of its

learning goals, the adequacy of plans, the adequacy of
research, and other criteria.

To let those who are producing work know in advance

what assessors will apply to assessing that work.

Rubrics Design Process

Identify examples of good and not-so-good work.

Identify the characteristics that make the good ones
good and the bad ones bad.

Make a list of what counts in quality work.

Describe the best and worst levels of quality, then fill in
the middle levels based on your knowledge of common
problems and the discussion of not-so-good work.

Have subjects use the rubrics to evaluate their positions

or other reference positions.

Avoiding unclear language. Avoid unnecessarily

negative language.

Sample Rubrics

Beginning

Developing

Competent

Accomplished

Limited
Proficiency

Some
Proficiency

Proficiency

High Proficiency

Incoheren Rudimenta Developin

Impressiv
Adequate
ry
t
g
e

Excellent

Beginner

Novice

Proficient

Expert

Not Meeting

Approaching

Meeting

Exceeding

Trained

Novice

Proficient

Advanced

Expert

Sample Rubrics

Beginning

Developing

Competent

Accomplished

Limited
Proficiency

Some
Proficiency

Proficiency

High Proficiency

Incoheren Rudimenta Developin

Impressiv
Adequate
ry
t
g
e

Excellent

Beginner

Novice

Proficient

Expert

Not Meeting

Approaching

Meeting

Exceeding

Trained

Novice

Proficient

Advanced

Expert

Sample Rubrics

BASIC

INTERMEDIATE

ADVANCED

SUPERIOR

Rubric Within a Rubric

BASIC

INTERMEDIATE

ADVANCED

SUPERIOR

Displaying
Consistently

Displaying
Consistently

Displaying
Consistently

Displaying
Consistently

Displaying
Often

Displaying
Often

Displaying
Often

Displaying Often

Displaying with Displaying with Displaying with

Guidance
Guidance
Guidance
Does Not
Display

Does Not
Display

Does Not
Display

Displaying with
Guidance
Does Not
Display

Behavioral Indicators

Behavioral Indicators

A behavioral indicator is used to provide

an objective description of what you might
observe from an individual who demonstrates
the competency.

These provide evidence that they either have

or do not have the competence that you are
assessing.

Behavioral indicators can therefore be positive

or negative.

Behavioral Indicators
If we were to describe
the competence of managing conflict,
we can produce a list of possible
positive or best-scenario description and
negative or not-ideal but permissible behavioral indicators
for the competency.

Best Scenario Behavioral Indicator

. . . asks other people for their perspective,
draws out the feelings of the group,
listens to others before evaluating.

Not-Ideal but Permissible Behavioral Indicator

. . . makes decisions without considering
the views of others,
makes excessive I statements
rather than working towards
satisfying mutual interests.

Behavioral Indicators

Note that when we write behavioral indicators in

competency tables, these are simply examples
of what behaviors could look like.

Your list will not be inclusive of all behaviors that

demonstrate each level of performance for the
competency.

Rather, this is a tool to help guide evaluations of

employee performance and should not be used
as a checklist for employees behaviors.

Writing Behavioral Indicators

Behavioral terms are measurable, so it is
important to use action verbs.
Words such as "know" and "understand" and
"appreciate" are trait-based descriptions which
are not observable or measurable.
Rather than saying a group must know
something, think of a way to state it so that you
can assess their knowledge.
For example, state that they will be able to do
something that demonstrates their knowledge.
Acceptable verbs include describe, list,
summarize, select, etc.

Behavioral Indicators:

DESCRIBING / VERBALIZING THE

BEHAVIOR

Bloom's
TAXONOMY OF LEARNING DOMAINS:
A Paradigm for the formulation and verbalization
of Behavioral Indicators

Bloom's Taxonomy of Learning Domains

Bloom and his colleagues were academics, looking at

learning as a behavioral science, and writing for other
academics
Bloom's Taxonomy underpins the classical 'Knowledge,
Attitude, Skills' structure of learning method and
evaluation.
It is a simple, clear and effective model for explanation
and application of learning objectives, teaching and
training methods, and measurement of learning
outcomes.
Bloom's Taxonomy provides an excellent structure for
planning, designing, assessing and evaluating training
and learning effectiveness.

Cognitive Domain

The cognitive domain is knowledge or mind

based. It has three practical instructional levels

including fact, understanding, and application.

The fact level is a single concept and uses verbs

like define, identify, and list.

The understanding level puts two or more

concepts together. Typical verbs for this level

include describe, compare and contrast.

The application level puts two or more concepts

together to form something new. Typical verbs at

this level include explain, apply, and analyze.

Cognitive Domain
Category
Knowledge:

Example

Recite a policy. Quotes prices from

memory to a customer. Knows the
Recalls data or information.
safety rules.

Key Words
Defines, describes, identifies, knows,
labels, lists, matches, names,
outlines, recalls, recognizes,
reproduces, selects, states.

Comprehension: Understands the

meaning, translation, interpolation,
and interpretation of instructions
and problems. States a problem in
one's own words.

Rewrites the principles of test

writing. Is able to explain in one's
own words the steps for performing
a complex task. Translates an
equation into a computer
spreadsheet.

Comprehends, converts, defends,

distinguishes, estimates, explains,
extends, generalizes, gives an
example, infers, interprets,
paraphrases, predicts, rewrites,
summarizes, translates.

Application: Uses a concept in a new

situation or unprompted use of an
abstraction. Applies what was
learned in the classroom into novel
situations in the work place.

Uses a manual to calculate an

employee's vacation time. Applies
laws of statistics to evaluate the
reliability of a written test.

Applies, changes, computes,

constructs, demonstrates, discovers,
manipulates, modifies, operates,
predicts, prepares, produces,
relates, shows, solves, uses.

Analysis: Separates material or

concepts into component parts so
that its organizational structure may
be understood. Distinguishes
between facts and inferences.

Troubleshoots a piece of equipment

by using logical deduction.
Recognizes logical fallacies in
reasoning.Gathers information from
a department and selects the
required tasks for training.

Analyzes, breaks down, compares,

contrasts,diagrams, deconstructs,
differentiates, discriminates,
distinguishes, identifies, illustrates,
infers, outlines, relates, selects,
separates.

Synthesis: Builds a structure or

pattern from diverse elements. Puts
parts together to form a whole, with
emphasis on creating a new meaning
or structure.

Writes a company operations or

process manual. Designs a machine
to perform a specific task. Integrates
training from several sources to
solve a problem. Revises the process
to improve the outcome.

Categorizes, combines, compiles,

composes, creates, devises, designs,
explains, generates, modifies,
organizes, plans, rearranges,
reconstructs, relates, reorganizes,
revises, rewrites, summarizes, tells,
writes.

Evaluation: Makes judgments about

the value of ideas or materials.

Selects the most effective solution.

Hires the most qualified candidate.
Explains and justifies a new budget.

Appraises, compares, concludes,

contrasts, criticizes, critiques,
defends, describes, discriminates,
evaluates, explains, interprets,
justifies, relates, summarizes,

Affective Domain

The affective domain is based upon behavioral

aspects and may be labeled as beliefs. The three

levels in the domain are awareness, distinction,
and integration.

The verbs for this domain are generally limited to

words like display, exhibit, and accept and these
apply at all levels.

The first two levels are really cognitive; integration

is behavioral and requires the learner to evaluate
and synthesize.

Affective Domain
Category

Example

Key Words

Receiving Phenomena: Demonstrates

awareness, and willingness to hear;
selective attention.

Listens to others with respect. Listens for

and remembers the name of newly
introduced people.

Asks, chooses, describes, follows, gives,

holds, identifies, locates, names, points to,
selects, sits, erects, replies, uses.

Responding to Phenomena: Active

participation on the part of the
learners.Attends and reacts to a particular
phenomenon. Learning outcomes may
emphasize compliance in responding,
willingness to respond, or satisfaction in
responding (motivation).

Participates in class discussions. Gives a

presentation. Questions new ideals,
concepts, models, etc. in order to fully
understand them. Know the safety rules and
practices them.

Answers, assists, aids, complies, conforms,

discusses, greets, helps, labels, performs,
practices, presents, reads, recites, reports,
selects, tells, writes.

Valuing: The worth or value a person

attaches to a particular object, phenomenon,
or behavior.This ranges from simple
acceptance to the more complex state of
commitment.Valuing is based on the
internalization of a set of specified values,
while clues to these values are expressed in
the learner's overt behavior and are often
identifiable.

Demonstrates belief in the democratic

process.Is sensitive towards individual and
cultural differences (value diversity). Shows
the ability to solve problems.Proposes a plan
to social improvement and follows through
with commitment. Informs management on
matters that one feels strongly about.

Completes, demonstrates, differentiates,

explains, follows, forms, initiates, invites,
joins, justifies, proposes, reads, reports,
selects, shares, studies, works.

Organizing: Organizes values into priorities

by contrasting different values, resolving
conflicts between them, and creating an
unique value system. The emphasis is on
comparing, relating, and synthesizing
values.

Recognizes the need for balance between

freedom and responsible behavior.Accepts
responsibility for one's behavior. Explains the
role of systematic planning in solving
problems.Accepts professional ethical
standards.Creates a life plan in harmony
with abilities, interests, and beliefs.
Prioritizes time effectively to meet the needs
of the organization, family, and self.

Adheres, alters, arranges, combines,

compares, completes, defends, explains,
formulates, generalizes, identifies,
integrates, modifies, orders, organizes,
prepares, relates, synthesizes.

Internalizing values (characterization): Has a

value system that controls their
behavior.The behavior is pervasive,
consistent, predictable, and most
importantly, characteristic of the
learner.Instructional objectives are
concerned with the student's general
patterns of adjustment (personal, social,
emotional).

Shows self-reliance when working

independently.Cooperates in group
activities(displays teamwork). Uses an
objective approach in problem solving.
Displays a professional commitment to
ethical practice on a daily basis. Revises
judgments and changes behavior in light of
new evidence. Values people for what they
are, not how they look.

Acts, discriminates, displays, influences,

listens, modifies, performs, practices,
proposes, qualifies, questions, revises,
serves, solves, verifies.

Evaluating: Makes judgments about the value Selects the most effective solution. Hires the
of ideas or materials.
most qualified candidate. Explains and
justifies a new budget.

Select the most effective solution. Hire the

most qualified candidate. Explain and justify
a new budget.

Psychomotor Domain
The psychomotor domain is skill based. The
three practical instructional levels include
imitation, practice, and habit.

The first level, imitation, will simply be a return

of the demonstration under the watchful eye of the

instructor.

The practice level will be a proficiency building

experience that may be conducted by the student

without direct oversight of the instructor.

The habit level is reached when the student can

perform the skill in twice the time that it takes an

expert to perform.

Psychomotor Domain
Category

Example

Key Words

Perception: The ability to use sensory cues to

guide motor activity. This ranges from
sensory stimulation, through cue selection,
to translation.

Detects non-verbal communication cues.

Estimates where a ball will land after it is
thrown and then moves to the correct
location to catch the ball. Adjusts heat of
stove to correct temperature by smell and
taste of food. Adjusts the height of the forks
on a forklift by comparing where the forks
are in relation to the pallet.

Chooses, describes, detects,

differentiates, distinguishes,
identifies, isolates, relates,
selects.

Set: Readiness to act.It includes mental,

physical, and emotional sets. These three
sets are dispositions that predetermine a
person's response to different situations
(sometimes called mindsets).

Knows and acts upon a sequence of steps in a

manufacturing process. Recognize one's
abilities and limitations. Shows desire to
learn a new process (motivation).

Begins, displays, explains, moves,

proceeds, reacts, shows, states,
volunteers.

Guided Response: The early stages in

learning a complex skill that includes
imitation and trial and error. Adequacy of
performance is achieved by practicing.

Performs a mathematical equation as

demonstrated. Follows instructions to build a
model. Responds hand-signals of instructor
while learning to operate a forklift.

Copies, traces, follows, react,

reproduce, responds

Mechanism: This is the intermediate stage in

learning a complex skill.Learned responses
have become habitual and the movements
can be performed with some confidence and
proficiency.

Uses a personal computer.Repairs a leaking

faucet. Drives a car.

Assembles, calibrates, constructs,

dismantles, displays, fastens,
fixes, grinds, heats, manipulates,
measures, mends, mixes,
organizes, sketches.

Complex Overt Response: The skillful

performance of motor acts that involve
complex movement patterns.
Proficiency is indicated by a quick, accurate,
and highly coordinated performance,
requiring a minimum of energy.This category
includes performing without hesitation, and
automatic performance.For example, players
are often utter sounds of satisfaction or
expletives as soon as they hit a tennis ball or
throw a football, because they can tell by the
feel of the act what the result will produce.

Maneuvers a car into a tight parallel parking

spot. Operates a computer quickly and
accurately. Displays competence while
playing the piano.

Assembles, builds, calibrates,

constructs, dismantles, displays,
fastens, fixes, grinds, heats,
manipulates, measures, mends,
mixes, organizes, sketches.

Adaptation: Skills are well developed and the Responds effectively to unexpected
individual can modify movement patterns to
experiences. Modifies instruction to meet
fit special requirements.
the needs of the learners. Perform a task
with a machine that it was not originally
intended to do (machine is not damaged and

Adapts, alters, changes,

rearranges, reorganizes, revises,
varies.

Competency Table

COMPETENCY (Title)
Operational Definition
CORE DESCRIPTION

Sample Behaviors

CORE DESCRIPTION

Sample Behaviors

CORE DESCRIPTION

CORE DESCRIPTION

Sample Behaviors

Sample Behaviors