Behavioral Competency Dictionary.pdf (tham khao)

Bassett Unified School District
Marina Mihalevsky
Kristin S. Olson
Patrick T. Maher
Published by
Bassett Unified School District Personnel Commission

Copyright © 2007
All rights reserved. No part of this publication may be reproduced, distributed, or transmitted in
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First Edition

READING COMPREHENSION
WRITTEN COMMUNICATION
ORAL COMMUNICATION
DECISION MAKING & PROBLEM SOLVING
RESEARCH & ANALYSIS
ORGANIZATION AND ATTENTION TO DETAIL
PROCESS IMPROVEMENT & INNOVATION
TECHNICAL KNOWLEDGE & APPLICATION
CONTINUOUS LEARNING
LEVERAGING TECHNOLOGY
SERVICE ORIENTATION
VALUING AND LEVERAGING DIVERSITY
ACCOUNTABILITY (DEPENDABILITY)
ADAPTABILITY/FLEXIBILITY
STRESS MANAGEMENT
HEALTH AND SAFETY AWARENESS
ORGANIZATIONAL AWARENESS
CONFLICT MANAGEMENT
RELATIONSHIP MANAGEMENT & NETWORKING
TEAMWORK & TEAM BUILDING
NEGOTIATION & INFLUENCE
INITIATIVE & RISK TAKING/MANAGEMENT
DELEGATING TO/DIRECTING OTHERS
DEVELOPING & EMPOWERING OTHERS
PLANNING & PROJECT MANAGEMENT
FISCAL RESOURCE MANAGEMENT
MANAGING CHANGE
STRATEGIC ORIENTATION & VISIONING
BEHAVIORAL COMPETENCY DICTIONARY

Competency Definition:
conceptualisation of a
competency on a scale of
progression
Competency Mastery Levels:
the levels show an increasing
sophistication and complexity at
which the competency can be
demonstrated and utilized in
performing essential job
duties/responsibilities; each
subsequent level encompasses
the previous one.
Mastery Levels Behavioral Indicators
Behavioral Indicators: examples of
specific behaviors that are
associated with a competency;
content validation is necessary to
link behaviors to respective
competency levels.
Competency Title
COMPETENCY
Definition: a continuum of progression of
competency facets
Competency Proficiency
Level 1
Tag Line/Definition
BEHAVIORAL COMPETENCY FRAMEWORK
Level 3
Tag Line/Definition
Level 2
Tag Line/Definition
Level 4
Tag Line/Definition
Level 5
Tag Line/Definition
Behavioral Indicators:
ƒ An exhaustive list of behaviors associated with the competency
ƒ Behaviors are linked to respective levels through validation strategies.

Each competency in the Behavioral Competency Dictionary is conceptualized with respect to progression in scope, work
context, complexity of duties/responsibilities and work autonomy.
Scope The range of responsibilities, from narrow, similarly related responsibilities to broad variety of responsibilities. The degree to
which variability of task assignments is present, ranging from similar tasks in a narrow environment to great variability in a
broad work environment.
Context The environment in which the job responsibilities are completed and addressed, from a wide variety of environments to
narrowly defined work context.
Complexity The type of job responsibilities that are being completed, ranging from simple routine tasks to highly intricate and advanced
operations
Autonomy The degree to which you are supervised or not; the amount of decision making power
Level
Concept
Level 1 Level 2 Level 3 Level 4 Level 5
Scope/
Context
Competency is developed only
to the extent that one can
apply it in performing one’s
own essential tasks; subject to
extensive training to develop
further competency; able to
utilize competency under very
specific, routine
circumstances.
Applies competency to perform
a broader scope of work
activities in a known context,
with periodic work activities
being complex and non-
routine.
Applies competency in
performing a full scope of
unit/department function that
may or may not be occurring in
a known context; work
activities are generally
complex and not routine like.
Applies competency in a broad
scope of professional and/or
technically complex work
activities, carried out in varying
contexts.
Applies competency across
organizational operations
across a wide and often
unpredictable variety of
contexts.
Complexity
Applies competency
in performing basic
and routine tasks
performing tasks at relatively
advanced level periodically.
performing significantly
advanced tasks on a frequent
basis.
performing tasks/projects of
great technical complexity
on daily basis.
managing complex,
multifaceted operations.
Autonomy/
Responsibility
Little or no decision-making
responsibility.
Some individual responsibility
or autonomy; may seldom
involve the need to gain
cooperation of team members
to achieve work group
outcomes.
Significant responsibility
Autonomy in performing job
duties and responsibilities; job
role requires directing the work
activities of a small work
group/team.
Substantial personal
autonomy, often requiring
formal accountability for work
of others and the distribution of
unit/department resources.
High degree of personal
autonomy; outmost
responsibility for the work of
others and the distribution of
substantial resources.
OPERATIONALIZATION OF COMPETENCY MASTERY LEVELS

ACCOUNTABILITY (DEPENDABILITY)
The extent to which one internalizes and outwardly expresses responsibility for timeliness, commitment to task,
adherence to performance standards, and conformity with the rules and policies of an organization.
Mastery Level – the level of competency proficiency one must command to successfully
perform essential job functions
BEHAVIORAL SELECTION & DEVELOPMENTAL
INDICATORS
Level
1
Adheres to basic
instructions
Follows rules and expectations for work attendance and
performance as defined, written, and implemented by an
organization.
9 Provides advance notice of intended absence and/or
tardiness
9 Reports to work consistently on designated days and times
9 Follow set procedures and rules
Level
2
Independently
completes routine
tasks
Works independently with limited direction in carrying out
routine assigned tasks and projects; presents frequent oral
and written reports on project or task status, issues, and
potential problems.
9 Perseveres through various working conditions to complete
tasks and projects
9 Shows willingness to work overtime in order to meet set
deadlines
Level
3
Functions under
limited supervision
Functions under minimal supervision in completing complex,
sensitive assignments and projects; holds accountability for
team outcomes; identifies and assists in addressing areas of
weakness that may affect a unit’s or department’s
performance.
9 Takes appropriate measures to address group/team
shortcomings
9 Provides work direction and appropriate feedback through
multiple communication channels as deemed appropriate
Level
4
Accounts for
unit/department
outcomes
Holds self and others accountable for appointed
responsibilities; takes a primary role for completing and
resolving the more technically advanced, complex and
politically sensitive assignments, projects and issues;
employs performance management strategies to promote
and ensure staff accountability.
9 Facilitates face-to-face meetings with unit/department
members to communicate short and long-term goals and
agenda,
9 Solicits workload reports and status updates
9 Capitalizes on the performance management process:
9 Takes appropriate measures to address performance
shortcomings
9 Clearly states performance expectations, provides
opportunity for improvement and enforces performance
consequences
9 Challenges individuals openly and constructively about
performance problems, adapting a firm but fair stance
Level
5
Accounts for
organizational
outcomes
Holds ultimate responsibility for department and/or
organizational performance and overall effectiveness;
defines objectives and strategies to meet stakeholder
requirements and needs, and ensure the organization is
operationally compliant with federal, state and organizational
standards.
9 Maintains a cost-effective balance of controls and risk-
taking to ensure effective and efficient operation within
budget.
9 Addressing gaps in resources that may affect organizational
performance.
9 Accounts, reports, and explains the use of resources to
achieve organizational or departmental performance
targets, goals and objectives

ADAPTABILITY/FLEXIBILITY
The willingness and capacity to simultaneously accept and adapt to change, as well as, remain effective and task
focused in a fast passed and constantly changing workplace environment.
Mastery Level – the level of competency proficiency one must command to
successfully perform essential job functions
INDICATORS
Level
1
Adapts to
minor/indirect
changes
Follows through on assigned tasks in spite of
minor/indirect changes in a job; finds common ground
with different types of people in one’s own work group.
9 Demonstrates willingness to change ideas or
perceptions based on new information or contrary
evidence
9 Respects other’s point of view
Level
2
Adapts one's
work method to
a situation
Demonstrates openness to new department and
organizational structures, procedures, and technology;
works through tasks requiring different approaches,
knowledge, and skills; prioritizes tasks to accommodate
both internal and external demands.
9 Remaining effective in dealing with a diverse public
9 Quickly sorts through the impact of changes on one’s
own job duties and work processes
9 Develops personal strategies for juggling competing
demands.
Level
3
Adapts to a
variety of
changes
Exercise independent judgment in assessing the need
to make minor, reasonable adjustments in assignment
execution, procedures, and work timelines to ensure
maximum effectiveness and motivation for self and a
small group of others; anticipates changes and adjusts
priorities and plans as dictated by anticipated internal
and external demands.
9 Examines the impact of current and/or upcoming
changes on the work group processes and provides
direction to others on adjusting accordingly
9 Remains focused when faced with competing
demands and deadline pressures
Level
4
Adapts to large,
complex and/or
frequent
changes
Adapts to and integrates significant changes in
organizational policy, procedure and objectives
midstream into department’s work processes and
outputs as necessary; provides guidance and support
to enable others to adapt quickly and easily to new
organizational structures, procedures, and technology.
9 May implement temporary changes in
unit/departmental policies and/or programs to
accommodate sensitive, unique circumstances.
9 Evaluates the preparedness of a unit/department to
adapt to rapid, far-reaching organizational change.
Level
5
Adapts
organizational
strategies
Remains vigilant and advances an organization’s
mission and long-term organizational objectives and
goals in the midst of major changes in responsibility,
stakeholder demands, resource constraints, and/or
varied organizational upheaval; anticipates, adapts to
and capitalizes on emerging industry trends,
opportunities and risks.
9 Assesses external to internal demands/expectations
and takes appropriate action, involving upper
management and affected staff.
9 Seeks and obtains buy-in from a variety of
external/internal sources, with regard to changing
and/or shifting priorities, demands, and requirements.

CONFLICT MANAGEMENT
The extent to which one can avert, manage, and resolve conflicts of varying magnitudes among individuals and groups.
INDICATORS
Level
1
Attentive to
impending
conflict
Recognizes the existence of basic conflict among work group
members that may or may not involve personal interests; brings
conflict to the attention of the appropriate individual(s) and/or
supervising authority, and offers a statement of personal intent to
open communication channels.
Level
2
Addresses
existing
conflict
Makes basic diagnosis with regard to conflict provoking issues
among work group members and identifies shared areas of interest
among involved parties, while maintaining objectivity in situations
that involve personal conflict of interest; takes a lead role in
motivating work group members to resolve existing conflict and
works to resolve personal issues and/or conflicts effectively with or
without interference from others.
Level
3
Addresses
potential
conflict
Anticipates and takes action to avoid/reduce potential conflict;
facilitates formal discussion between work group members to
address ongoing workplace tension and/or persistent conflict;
identifies and offers one or two solution alternatives to resolve
conflict.
Level
4
Introduces
strategies for
resolving
conflict
Mediates in a variety of conflict ensuing among unit/department
members; recognizes conflict-provoking issues before onset of
conflict; commands the use of multiple strategies (e.g. mediation,
collaboration, etc) that are critical to facilitating effective
communication between the involved parties, with or without mutual
interests, for the purpose of achieving and/or restoring constructive
professional relationships.
Level
5
Fosters culture
for conflict
resolution
Mediates in sensitive, escalated conflicts with issues commonly
latent in organizational politics; identifies and commands the use of
conflict resolution strategies that best target core issues of the
emerging or present conflict and acts strategically to find win-win
solutions; evaluates and implements alternatives for diminishing
hostile relations among individual employees, multiple
units/departments and/or the public to facilitate constructive
professional relationships in order to achieve optimal organizational
effectiveness.
9 Remains calm when faced with an escalating conflict
9 Listens to concerns, opinions and objections of others
9 Participates in conversations and or meetings intended
to resolve conflict once aware or alerted to such
situations
9 Encourages calm dialogue between others when faced
with differing point of views
9 Considers concerns, issues and objections of others
9 Remains calm when faced with an escalating conflict
9 Listens to differing points of view and promotes mutual
understanding
9 Refocuses the attention of individuals in conflict on
work activities and mutual-goals, and away from
personality issues.
9 Demonstrate knowledge of ethics of collaborative
conflict resolution including: neutrality, confidentiality,
objectivity, respect for differences, and honesty
9 Takes immediate action to resolve escalating conflict.
9 Uses appropriate interpersonal styles and
communication strategies in facilitating group
discussion, and communicating with others.
9 Approaches conflict situations with objectivity and
outmost fairness
9 Employs multiple monitors individual/group dynamics
to prevent conflict from escalating;
9 Works to instill individual and group values and
attitudes that diminish common workplace conflicts
9 Approaches conflict situations most diplomatically
9 Confirms agreement on the facts.
9 Confirms understanding of others' perspectives and
wants.
9 Achieves "win-win" outcomes by identifying common
interests, clarifying differences, and achieving
consensus or compromise.

CONTINUOUS LEARNING
The extent to which one is able to independently determine the need for personal and professional growth, appropriately
identify relevant learning opportunities, and willingly participate in such developmental opportunities.
INDICATORS
Level
1
Monitors oneself to
maintain assigned
standards of
personal
effectiveness
Learning opportunities are willingly undertaken following direction
from a supervisor regarding the need to develop job knowledge and
skills to effectively perform on the job; seeks out and willingly
participates in on-the-job training to enhance understanding of the
job responsibilities and execute job tasks in an efficient and correct
manner.
Level
2
Seeks to improve
current levels of
personal
effectiveness
Learning opportunities are willingly undertaken following direction
from a supervisor and/or at one’s own request to participate in
training that is directly or closely related to performed job functions;
independently identifies readily available relevant and appropriate
training resources and/or seeks information on such available
training opportunities; receives extensive direction and feedback in
the transfer of the more complex theoretical knowledge to the job.
Level
3
Seeks learning
opportunities beyond
current requirements
Receives limited direction/instruction to undertake general
developmental training related to job function; direction is given to
undertake specific technical training in a context of recent and/or
upcoming changes in federal and state legislation and/or technical
advances impacting unit/department function; independently
identifies locally available, relevant and appropriate training
resources; receives limited direction in the transfer of learning to the
job.
Level
4
Aligns personal
development with
organizational
objectives
Direction to undertake professional development is self-initiated on
the basis of self-identified learning objectives that align with the
needs of short and long term unit/department activities; identifies
training opportunities locally and remotely that are relevant and
appropriate to meet the learning needs; directs the transfer of
personal learning to one’s own job function and that of
unit/department members.
Level
5
Aligns personal
learning with
anticipated future
direction in
organizational
strategy and
professional field
Subject to scanning the environment to keep abreast of emerging
developments in the broader organizational context and overall
professional field, necessitating maintaining a broad learning
perspective to anticipate and promptly undertake frequently entirely
novel learning domains, as a means of aligning personal learning
with the strategic needs of the organization.
9 Seeks information from immediate co-workers and supervisor on
best approaches, tools, methods, and technologies for effective
job completion
9 Seeks feedback from others to identify strengths and
weaknesses and ways of improving
9 Values and welcomes training opportunities and consistently is
willing to apply acquired knowledge and skills to relevant job
tasks
9 Participates in workshops, seminars and conferences related to
field of professional career interest
9 Actively integrates and seeks out opportunities to integrate
acquired expertise with on the job assignments on a measurable
and observable level
9 Sets challenging goals and standards of excellence for self in
view of growth beyond current job.
9 Demonstrates a pattern of participating in increasing involved
developmental opportunities on an ongoing basis
9 Develops developmental plans and routinely evaluates personal
strengths and weaknesses, and follows through on meeting
objectives
9 Independently transfers learning to the job by demonstrating
effective grasp on the essence of new information
9 Proactively determines changes that may impact the
unit/department and assesses the approaches, tools, methods,
and technologies required to stay current in a demanding and
changing environment.
9 Pursues assignments designed to challenge current abilities
9 Places urgency on developing new knowledge, skills and
abilities;
9 Designs personal learning objectives based on evolving needs of
the portfolio or business unit
9 Fosters a culture that values, promotes, and engages others in
professional development activities
9 Links knowledge of current or emerging approaches, tools,
methods, and technologies to the emerging needs of the
department and clients
9 Places highest value on the acquisition of new knowledge, skills
and abilities for self and others
9 Advances opportunities for professional development and
training.

DECISION MAKING & PROBLEM SOLVING
The extent to which an individual is able to recognize and analyze a problem and/or a difficult situation and develop an
appropriate and results-oriented course of action in alignment with legal constituents and requirements.
BEHAVIORAL SELECTION &
DEVELOPMENTAL INDICATORS
Level
1
Applies Basic
Rules In
Decision-
Making
Identifies and solves basic, commonly occurring problems when relevant
information is readily available; applies explicit guidelines and procedures in
decision-making, confers with others when working to solve problems
deviating from known content areas or situational context; decision-making
impact carries little or no consequence of error.
9 Able to evaluate exceptions based on clearly specified
rules
9 Considers the components of a problem or issue as
they pertain to one’s own work and/or area of
responsibility
9 Refers issues/problems that are outside of one’s scope
of decision-making
Level
2
Sees basic
relationships
Evaluates explicit guidelines to determine exceptions to rules when solving
commonly occurring and at times unique problems; identifies and/or solicits a
limited range of alternatives in the decision-making process; takes action to
solve problems by gathering and applying information from known and readily
accessible sources; decision-making impact may carry minor consequence of
error.
9 Seeks additional information about a situation other
than what has been given and consults available
resources.
9 Demonstrates ability to break down problems into
simple lists of tasks or activities
Level
3
Synthesis of
complex
relationships
Identifies and addresses a range of problems and issues that require applying
guidelines and procedures that are subject to considerable personal discretion
and interpretation; evaluates multiple strategies when developing problem-
solution alternatives, uses cost/benefit analyses to make well-informed
decisions, draws inferences on the basis of information located from both
available and newly identified sources; independently implements solutions to
commonly occurring problems and addresses complex, unique problems as
directed; decision-making impact may involve relatively significant
consequence of error.
9 Balances the need to be thorough with the demands of
making timely decisions
9 Observes conditions and recognizes patterns
Level
4
Conceptualizes
multi-
dimensional
problems
Systematically identifies and addresses problems for which there is frequently
no set guidelines or procedure; identifies dimensions and the overall scope of
complex current and/or anticipated problem areas, collects information from
multiple sources pertaining to the assumed cause of the problem, and
evaluates information accuracy and relevancy to determine the underlying
cause of a problem and trouble spots; generates and closely evaluates a
significant number of problem-solution alternatives when selecting and
implementing action response plans; information is commonly not readily
accessible and/or may be incomplete; decision-making impact carries
significant consequences of error.
9 Recognizes symptoms that indicate more significant
problems
9 Anticipates obstacles, considers the
impact/consequence of decisions
9 Puts a problem in context, recognizes risks,
understands situational variables
9 Identifies critical information necessary to analyze
problems
9 Balances competing priorities in reaching decisions
Level
5
Strategic
Decision-
Making In The
Face Of
Ambiguity
Systematically identifies, investigates and implements refined action plans in
solving complex, deep-rooted problems and issues, having far-reaching
organizational impact; identifies and examines multiple relevant information
sources that are not readily accessible that are critical for effective decision-
making; decision-making is frequently subject to deadline pressures and is
frequently in the context of limited and/or ambiguous information.
9 Reconciles the conflicts between short term
requirements and long term objectives
9 Displays sound investigative skills to draw out relevant
information
9 Capitalizes on personal networks as a resource for
information gathering

DELEGATING TO/DIRECTING OTHERS
The degree to which one is willing to share unilateral power as demonstrated by the extent to which one entrusts and
assigns responsibility and delegates authority to others for a work task and/or function to maximize individual and
collective utility of human resources.
Level
1
Delegates Routine
Work Assignments At
The Direction Of A
Supervisor
Delegates responsibility and provides work direction for basic, routine
tasks at any one given time to staff of the same level, lower-level staff
and/or substitute/contract workers, at the direction of a high-level
employee or supervisor ; the scope of tasks that are delegated or
directed are within the immediate range of one’s work role; the impact
over tasks delegated carries little or no consequence to overall
individual performance; may be asked by superior to provide feedback
on performance of such others.
9 Works within supervisory set parameters of decision-
making authority for one’s own position.
9 Delegates and directs same level or lower level staff as
outlined by and only at the direction of a supervisor.
Level
2
Delegates And
Monitors Work
Progress At The
Direction Of A
Supervisor
Provides work direction to a small number of individuals or to small
teams of three or less and may delegate responsibility for a series of
tasks on a single multi-faceted work assignments of limited
complexity; authority for decision-making parameters for self and
others being delegated to are set by a supervisor; informally monitors
performance of others.
9 Offers guidance and instruction based on each team
member’s needs based on the scope of the task or
project
9 Monitors completion progress in accordance with a
prescribed timeline to ensure timely task/project
completion
9 Reports feedback and progress back to a supervisor
Level
3
Initiates Task
Delegation And
Monitors Work
Progress For Large
Groups
Delegates responsibility for work assignments to a team and/or work
group; develops and communicates the parameters of decision-
making authority to team/work group members; monitors progress and
impact of potential outcomes, and may revise action planning or
project direction to achieve optimal work unit/department results.
9 Distributes workload according to known and
determined capabilities of team/work group members
9 Monitors individual progress and measures results
9 Delegates responsibility and grants decision authority
on the basis of past performance
9 Provides structure, sets goals, and acts as a resource
Level
4
Delegates And
Monitors Extensive
Departmental Projects
In A Multi-Leveled
Manner
Directs the work activities of a single large unit/department or multiple
small units/departments; determines criteria on the basis of which task
responsibility and decision-making authority are granted; allocates
responsibility for major unit/department functions and/or complex
multi-faceted projects to a small number of subordinates, who are
bestowed with decision-making authority to further delegate
responsibility to achieve maximum results under time constraints.
9 Gains employees’ commitment to new responsibilities
through delegation discussions
9 Promptly identifies tasks and responsibilities that can
and should be delegated
9 Assess the scope of delegated tasks and identify the
appropriate level of authority and support to give the
people doing the work.
9 Determine methods for monitoring the progress of
delegations
9 Provides feedback on use of delegating/directing skills
Level
5
Strategically Develops
And Implements An
Organizational/Depart
mental Framework For
Delegating Work
Directs the overall human capital of an organization; collaborates with
organization’s top management to develop a framework for decision-
making hierarchy; communicates a framework for establishing a
system for delegating responsibility and authority, and establishing,
implementing, evaluating, and monitoring systems to measure and
assess results of delegation on unit/department and overall
organizational effectiveness.
9 Identify barriers to delegation and tactics for
overcoming them.
9 Works within the framework that work autonomy and
task ownership are critical factors in employee job
satisfaction and sustaining employee commitment.

DEVELOPING & EMPOWERING OTHERS
The extent to which one is able and willing to provide coaching, direction and feedback to enhance performance,
motivation and the overall development to foster the long-term capability of others.
INDICATORS
Level
1
Provides Basic
Support
Provides limited direction and support to new personnel that are
undertaking a similar work role, as related to carrying-out tasks
that are routine and limited in scope.
9 Aware of training activities available for staff
9 Takes time to clearly respond to questions when asked
9 Provides on-the-job task training when requested and outlined
Level
2
Provides on-the-
job training
Provides step-by-step direction, on individual basis, in support of
on-the-job training; demonstrates proper task procedure and
provides information on availability and accessibility of common
resources related to carrying out routine, technical job tasks;
serves as a resource to staff members performing the less
technical duties within the realm of one’s own job
duties/responsibilities.
9 Prepares job aids to support on-the-job training
9 Provides informal feedback and support to others
9 Makes information available to others on a timely basis
Level
3
Assesses Group
Needs
Identifies immediate training needs for a group of individuals
performing duties requiring varying technical savvy, within a
single job domain; formulates and implements individualized on-
the-job training plans; monitors day-to-day performance and
provides on-going feedback.
9 Assigns work tasks/projects on the basis of ones’ ability to complete
progressively more advanced projects.
9 Tailors on-the-job training to meet individual development pace
9 Allocates time to works with team members to define realistic yet
challenging work goals.
9 Makes time available for training
9 Provides timely feedback
9 Allows individuals the freedom to make and learn from mistakes
Level
4
Empowers groups
Conducts needs analysis to identify gaps in knowledge, skills,
and abilities for multiple, cross-functional work teams under
one’s management; determines appropriate training and cross-
training opportunities to broaden the personal and professional
growth of others; capitalizes on the formal and informal
performance management process to provide feedback and set
developmental objectives.
9 Expresses positive expectations of others even in difficult cases
9 Readily identifies training or developmental needs.
9 Gives negative feedback in behavioral rather than personal terms
9 Takes on a role of a mentor
9 Initiates dialogue with unit/department employees to develop
learning and career plans
9 Provides professional development opportunities on timely basis
Level
5
Organization-wide
succession
planning
Creates and fosters a departmental/organizational culture that
values and fosters the implementation of progressive initiatives
to develop the long-term potential of the workforce; works to
establish new programs to enable cross-functional training
opportunities, and secure human resource capital to meet
organizational workforce needs for the span of 5-10 years into
the future.
9 Advocates for measures and reward systems based on team
development and succession planning
9 Identifies training needs on the basis of organization-wide SWOT
(strengths, weakness, opportunities, threats) analysis
9 Delegates significantly complex assignments and creates
opportunities for development and learning
9 Identifies inequalities of opportunity within the workplace and takes
active steps to address them

FISCAL RESOURCE MANAGEMENT
The extent to which one carries responsibility for planning, allocating, spending and managing monetary resources to
complete individual, group, unit/department, or organization-wide operational work activities.
Mastery Level – the level of competency proficiency one must command to successfully perform
essential job functions
Level
1
Accounts for
individuals
expenditures
Subject to utilizing appropriated work activity funds as directed by
supervising authority, where monetary expenditures are routine in nature
and subject to prior approval; budgetary knowledge is limited to individual
expenditures and subject to frequent cross-reference with unit/department
budget guidelines.
9 Consistently seeks advance approval for any and
all expenditures
9 Formally reports any incurred expenditures
9 Uses appropriate tools to track monetary
expenditures.
Level
2
Tracks team
expenditures
Subject to exercising spending discretion over small, routine expenditures;
holding fundamental knowledge with regard to unit/department budget
guidelines, and experience utilizing appropriate tools to track and/or report
individual expenditures related to work activities; understanding the legal
consequences of misusing resources, and keeping informed on spending
criteria standards.
9 Keeps detailed records to track expenditures and
receipts and is proficient in using appropriate tools
to track or report work expenses;
9 Follows purchasing and procurement guidelines.
Level
3
Appropriates
project funds
Subject to exercising spending discretion over expenditures that vary in
amount, but individually are of no significant weight to the unit/department
budget; coordinating the use of allocated fiscal resources among a team or
multiple teams/work groups; holding selective in-depth knowledge and
limited applied experience in planning, allocating and managing the use of
fiscal funds to develop informal work group budget, and formally account for
and report work team(s) expenditures.
9 Demonstrates an understanding of the budget
process
9 Communicates budget allocations to staff
9 Explains or justifies budget requests
9 Responds and meets requests for budget
information within time frames
Level
4
Directs
unit/department
fiscal planning
Subject to planning, developing and administering the budget and resource
plans for unit/department operation; holding advanced knowledge and
applied experience in planning, allocating and managing fiscal resources in
public sector, including standards for compliance with administrative
controls for expenditures, contracts, and procurement standards;
understanding and executes the fundamentals of cost effectiveness and
operating efficiency and directing staff granted with spending discretion
authority.
9 Systematically complies with administrative controls
over funds, contracts, and procurements,
9 Monitors and verifies ongoing cost effectiveness.
9 Monitors expenditures and resources to ensure
spending is within allotments, and makes
appropriate modifications when necessary
9 Analyzes fiscal/budget reports
Level
5
Administers
organization’s
fiscal resources
Subject to planning and developing program resource plans and budgets
for multiple departments and/or operations within the organization on the
basis of organization’s strategic vision; holding expert knowledge and
extensive applied experience in requesting state and/or federal funds vital
to sustaining organization’s long-term fiscal stability, and developing
framework for implementing organization-wide internal control environment
to ensure compliance with legal policies, laws, regulations, and rules.
9 Provides rationale to management for budget
allotments adjusts budgets as appropriate or
directed;
9 Applies financial planning strategies to develop
budgets
9 Re-allocates resources and resets priorities in
response to unexpected events and/or demands

HEALTH & SAFETY AWARENESS
The extent of one’s knowledge, understanding, adherence to and implementation of health and safety laws, regulations, and other
occupational standards for the purpose of establishing, promoting, and maintaining a safe work environment for oneself and others.
Mastery Levels - BEHAVIORAL SELECTION/DEVELOPMENTAL
INDICATORS
Level
1
Attentive To
Basic Health
And Safety
Practices
Subject to recognizing basic, core health and safety procedures related to
routinely assigned and performed work activities;
Receives detailed procedural instructions to carry out work activities safely;
errors stemming from failure to understand and adhere to safety standards
generally have individual consequences only.
9 Carefully organizes the personal workspace/assigned work
environment to minimize the likelihood of an accident or other
unsafe incidents.
9 Consistently adheres to detailed procedural instructions to
carry out work activities safely
9 Swiftly reports readily observable hazards in the workplace or
in the field.
Level
2
Learns Of Basic
Health And
Safety
Requirements
Subject to independently referencing readily available health and safety
laws and regulations pertinent to one’s job domain, and making initial
generalization of the application of safety guidelines in performing job
functions in novel context; errors stemming from failure to understand and
adhere to safety standards generally have individual consequences, but
may result in minimal hazards for and/or have an impact on work group
members.
9 Incorporates accident prevention measures in all activities.
9 Informs others of basic safety and health information
Level
3
Researches
And
Communicates
General Health
And Safety
Requirements
Subject to holding general knowledge of job specific health and safety laws,
regulations, and application requirements; subject to researching,
interpreting, communicating and providing basic instruction on the
application of job domain-specific, general Federal and State health and
safety laws, regulations, and policies to an assigned work group; general
direction is received on the application of the multi-faceted health and safety
requirements, laws and regulations in novel contexts; cognizant of causes,
relative costs and general impact of workplace injuries.
9 Reinforces safety guidelines by exemplifying the use of best
safety practices in carrying out a job
9 Promotes injury prevention by continuous monitoring of work
processes
9 Attends safety training on a regular basis if working in an
inherently hazardous environment.
Level
4
Directs
Department-
Wide Health
And Safety
Awareness
Subject to holding detailed knowledge of job domain-specific, health and
safety laws, regulations, and application requirements; subject to
researching, interpreting, communicating and directing the application of
multi-faceted, newly adopted Federal, State, and organization-wide health
and safety laws, regulations and policies; analyzes the causes of common
workplace injuries, and directs department-wide implementation of
appropriate safety procedures and practices to prevent on the job injuries
and maintain a safe work environment.
9 Design effective and efficient safety programs, policies, or
procedures used in multiple locations to minimize and
prevent accidents
9 Systematically analyzes and evaluates workplace hazards
endemic to the department operation
9 Develops methods to encourage continual attention to safe
practices by the work unit or team.
Level
5
Ensures Total
Organization-
Wide Legal
Compliance
Subject to holding extensive knowledge and application experience of
industry-related health and safety requirements; subject to evaluating the
financial costs and overall impact associated with workplace injuries on
organizational effectiveness; seeks collaboration of organization’s top
management to identify and direct the implementation of vital organization-
wide health and safety initiatives to diminish the incident rate of injuries at
the workplace and achieve total legal compliance.
9 Systematically evaluates effectiveness of organization-wide
health and safety practices using a variety of analyses, such
as a comprehensive safety survey after the programs have
been conducted for at least two years, comparative reports,
and financial audits.
9 Systematically reviews injury incident data for all
organization’s operations and directs modification to injury
prevention programs.

INDUSTRY KNOWLEDGE & APPLICATION
The extent of job-related industry and professional knowledge base translatable to practicable, applied experience,
necessary to execute essential job functions successfully.
INDICATORS
Level
1
Holds a
cursory level
of job-related
knowledge
Subject to holding very limited knowledge and/or prior practical
experience related to the field when performing essential job duties;
extensive on-the-job training is provided to obtain elementary knowledge
and skill to carry out job tasks of basic, routine nature.
9 Seeks extensive direction in completing work assignments in
accordance with professional standards
9 Participates in on-the-job training programs to gain industry
knowledge and to learn to execute work assignment correctly
9 Demonstrates in work assignments the correct application of
knowledge learned in training programs
Level
2
Holds narrowly
targeted
industry
knowledge
Subject to holding necessary industry knowledge to carry out a narrow
array of job-related activities independently; receives initial on-the-job
training to expand job-related knowledge and application domain to
enable performance of a wider array of job-related activities
independently, with general direction from supervising authority.
9 Works within available guidelines or approaches as provided by a
supervisor
9 Understands when provided guidelines are not appropriate to a
specific assignment or scenario and is able to consider alternatives
9 Utilizes the mostly commonly known informational resources in the
field
9 Applies what was learned at school/seminars/trainings on the job
Level
3
Holds in-depth
industry
knowledge
Subject to holding in-depth knowledge within a specific job domain, such
that possession of a specialization certification, licensure and/or a higher
education level must be obtained to achieve such knowledge; applies
current industry knowledge in performing a wide array of job-related
activities, and serves as a point of reference for others; the extent of
required prior practical application experience is job dependent, and a
minimum of required full-time work experience necessary to perform job
duties successfully may vary substantially.
9 Maintains current industry knowledge by participating in meetings,
training programs, and reading relevant publications as applicable
9 Demonstrates an awareness of new practices, approaches,
technology and theories through application and information sharing
9 Keeps up to date with industry trends through specialist
magazines/books, industry web-sites and conferences
9 Applies current industry practices to job assignments
9 Seeks out opportunities to participate in projects outside of the
immediate area of expertise and responsibility
Level
4
Serves as a
Subject-
Matter-Expert
Subject to holding advanced professional expertise within multiple areas
within a single domain, such that in order to hold such a level of
expertise possession of a specialization certification, licensure and/or a
higher education level are necessary; applies technical knowledge and
application experience to evaluate unit/department operational
effectiveness and to develop, implement, and evaluate new systems,
services, processes and/or procedures, to achieve optimal
unit/department effectiveness; serves as a department subject matter
expert.
9 Maintains a network of professional contacts by actively participating
in informational exchange groups, conferences and other industry
associations
9 Incorporates new learning by modifying existing work plans and
unit/department work activities going forward
9 Provides information that is credible, current and relevant regarding
industry trends and apply them to their work
9 Leverages current knowledge to obtain new knowledge
9 Researches and assesses the accuracy and credibility of
information sources with regard to subject-matter expertise
Level
5
Industry
Expert
Subject to holding expert knowledge of multiple functional areas within
multiple domains, such that extensive applied full-time industry work
experience is necessary to achieve such expertise; the breadth of
expertise, experience and specialized training is critical in the evaluation
of organization-wide operations and in working on a system-wide level to
develop systems and processes to enhance overall organizational
performance; serves as an organization-wide subject matter expert.
9 Provides consulting services internally and outside of the
organization
9 Extrapolates and forecasts directions in industry trends
9 Leverages career knowledge and experience to influence new ideas
and understanding

INITIATIVE & RISK TAKING/MANAGEMENT
The extent to which one independently anticipates and identifies problems, obstacles and opportunities and takes action to
address impediments and capitalize on opportunities to achieve performance targets, while identifying, assessing and
managing associated risks.
INDICATORS
Level
1
Works Autonomously:
A Self-Starter
Takes timely, basic steps to integrate and apply newly recommended
methods and approaches to carrying out day-to-day routine duties to
achieve a level of efficiency and work effectiveness as specified by
immediate supervisor and/or management.
9 Handles multiple demands and competing priorities as
directed
9 Stays focused on what is most critical to achieve personal and
project
9 Holds self accountable to designated work goals and
motivated to work
9 Enlists and accepts support and direction of others to achieve
personal/group work objectives
9 Requests feedback
Level
2
Takes Risks
Impacting Individual
Performance
Anticipates and recognizes recurring problems and readily available
opportunities for improvement in day-to-day and monthly tasks/projects;
takes action to address impediments with some minor risk to individual
short-term work performance; consequences in error are generally
minor, but may be non-trivial on occasion.
9 Independently conducts cost-benefit analysis
9 Actively participates in team and committee meetings (i.e., is
able to take the lead in presenting ideas in meetings)
9 Finds or creates ways to measure performance against set
goals
9 Seeks information from many different sources before deciding
on own approach.
Level
3
Takes Risks Impacting
Team And/Or Multiple
Unit Performance
Anticipates potential problems, obstacles, and opportunities related to a
single work team and/or a localized work function; takes calculated risks
with the potential to significantly impact multiple work units and/or
departments, cognizant of present and anticipated contingent liabilities
and opportunities; consequences due to error in action plans can be
commonly rectified with minor adjustments or adverse costs.
9 Motivates others to translate ideas into actions and results
9 Employs formal/informal channels to secure the resources
and/or staff to achieve immediate team and/or unit/department
objectives/goals
9 Takes the lead in group initiatives
9 Takes independent action to positively affect the direction of
events
9 Solicits others for ideas and incorporates viable ones
Level
4
Directs High-Risk
Department-Wide
Initiatives
Anticipates potential problems, obstacles and opportunities related to
multiple and/or cross-functional work teams/units under one’s
management; takes action to implement novel initiatives with a high
potential for far-reaching departmental strides; the scope and
magnitude of initiatives that are commonly undertaken may result in
significant organizational costs if error(s) occurs in any stage of the
action plan.
9 Recognizes and employs varied incentives to reward
individual and team achievements/performance
9 Nurtures risk taking attitudes in others by encouraging them to
take on projects of a nature different than what they might
currently be accustomed to
9 Seeks appropriate counsel when creating action plans to
achieve outmost desired impact
Level
5
Pioneers High-Risk
Organization-wide
Initiatives
Anticipates and takes action to create strategic opportunities for an
organization and enables an organizational culture and climate for
initiating and following through on high-risk initiatives; pioneers
innovative initiatives in sensitive political internal/external organizational
context, where the scope and magnitude of initiatives may have an
organizational impact up to 10 years into the future.
9 Makes formal presentations to advocate for organization-wide
initiative of complex and/or controversial nature
9 Continuously reassesses return on investment of far-reaching
organizational initiatives and modifies organizational strategy.

LEVERAGING TECHNOLOGY
The extent to which one recognizes the impact of technological advances and is willing to integrate technology in
performing job tasks to achieve efficiency, quality and productivity.
Mastery Levels - the complexity of the overall position function and the level of
work autonomy require one to function at the following level of competency to
perform job duties/responsibilities successfully:
BEHAVIORAL SELECTION/DEVELOPMENTAL
INDICATORS
Level
1
Engages In Basic
Computer Operation
Understands the need for and uses basic technology
as a tool to communicate with others and accomplish
routinely assigned tasks as appropriate.
9 Demonstrates knowledge of basic computer
operation
9 Works to learn how to use new technology when
assigned
9 Readily accepts changes in technology
Level
2
Diverse Personal
Application
Uses technology to communicate, research, input, and
analyze data; understands the impact of new
technology on operations; monopolizes the use of
available computer applications to achieve greater
efficiency and productivity in daily assignments.
9 Learns how to use new versions and advanced
features of application software.
9 Readily integrates technology into job tasks
Level
3
Shares Technology
Expertise with Work
Group
Assists in identifying technology advances for a single
team/unit; differentiates and makes recommendations
to team members on the use of appropriate software
applications in performing varying work activities.
9 Proficient in using a wide range of software
applications specific to one’s job domain
9 Seeks opportunities to further proficiency in
various new and existing software applications
Level
4
Advances The Use
Of Technology
Across A Department
Initiates studies exploring technological advancement
opportunities and implementation feasibility in a single
program’s/unit’s/department’s operations.
9 Encourages staff development and training in new
IT applications.
9 Develops strategies using new technology to
enhance decision making
Level
5
Strategically
Leverages
Technology
Monopolizes the use of technology in achieving
strategic goals and is creative and visionary in the
application of technology to improve services and
productivity; capitalizes on own diverse proficiency in
technological equipments by identifying efficient and
cost-effective technological applications to be
integrated into the workplace.
9 Keeps current with industry related technological
trends
9 Requests organization-wide surveys to evaluate
technological needs of departments and
individuals
9 Involves key stakeholders to initiate progressive
technological advancement

MANAGING CHANGE
The extent to which one is capable of managing organizational change of varying magnitude to achieve desired
organizational outcomes.
INDICATORS
Level
1
Manages
individual work
tasks during
transitional
periods
Subject to sustaining productive levels of individual performance during
periods of transitions in work group personnel, management and/or minor
shifts in work assignments or expectations; work tasks and processes are
generally stable over time.
9 Continuously maintains a positive work ethic
9 Identifies and accepts and integrates the need and processes
for change.
9 Explains the process, ramifications and rationale for change to
those affected by it.
9 Invites discussion of views on the change.
Level
2
Manages
individual work
during
significant
transitions
Subject to sustaining productive levels of individual performance during
periods of change in job duties due to structural re-organizations,
technological changes directly impacting job processes, job re-design
and/or changes in organization’s mission, goals and operational strategies.
9 Provides personal insight to work group members on adapting
to change in the workplace.
9 Promotes the advantages of change.
9 Seeks clarification on the potential opportunities and
consequences of proposed changes.
Level
3
Manages the
day-to-day
change process
Subject to clearly understanding the potential impact and consequences of
change initiatives on the day-to-day operations of a work
group/unit/department; at the direction of supervising authority providing
assistance to reinforce change initiatives and expectations and sustain
individual and team/work group performance; independently managing
change directives of minimal magnitude, with limited significant
consequences to overall departmental/organizational operational
effectiveness.
9 Provide direction and steering for successful performance
during the transition and in the new environment
9 collects and analyzes feedback on impact of change on day-to-
day operation,
9 Performs early stage diagnoses of resistance to change
Level
4
Directs
unit/department
change
processes
Subject to managing change initiatives of various magnitudes with respect
to the operation of multiple work units and/or a single large department,
with a potential for short-term consequences to the effectiveness of
organization’s multiple operations; assisting in developing and
implementing organizational wide change management strategy,
independently developing change management plans specific to the
assigned operation and directing the implementation of department and/or
organization-wide change initiatives.
9 Articulates positive values about change and provides coaching
to employees to overcome fear of, or resistance to change
9 Develops processes for staff and/or customer input into
proposed changes as appropriate;
9 Understands and applies strategies for handling negative
responses to change.
9 Involves staff in planning and implementing change;
9 Keeps staff and customers informed of progress on proposed
changes;
9 Communicates change in a manner that invites support
Level
5
Champions
change
Subject to preparing for and managing a multitude of change initiatives
throughout multiple departments/operations and/or an entire organization
that have far-reaching impact on overall organizational effectiveness, with
a potential implementation span of up to 10 years; fostering an
organizational culture that embraces and easily adapts to change, defining
change management strategies, assembling change management team(s)
and developing a change sponsorship model to ensure business changes
are implemented and realized to their full potential.
9 Defines and instills new values, attitudes, norms, and behaviors
within an organization that support change initiatives
9 Employs multiple strategies to overcoming resistance to change
9 Clearly defines change management strategy
9 Identifies multiple strategies to overcoming resistance to change
9 Remains active and visible throughout all stages of change
management

NEGOTIATION & INFLUENCE
The capacity to persuade, convince, influence others for the purpose of achieving desired results.
INDICATORS
Level
1
Takes a Single
Action to
Persuade
Uses basic persuasion and negotiation techniques in informal
discussion or presentation with immediate work group members;
takes a single action to persuade using a single resource (e.g.
examples, data, visual aids) to substantiate one’s argument and/or
position.
9 Uses concrete examples, data, visual aids to demonstrate
and/or make a point
9 Provides credible information to establish rapport
Level
2
Takes Multiple
Actions to
Persuade
Uses targeted persuasion and negotiation techniques in informal
and/or formal meetings with immediate work group members and
supervisor(s) to achieve individual and team-oriented desired
results; commands the use of persuasion techniques consisting of
a combination of two or more resources (e.g. two different
arguments, examples or data) to offer basic alternatives intended
for improvements in the workplace.
9 Anticipates the effect of one's approach or chosen arguments
on the emotions and sensitivities of others
9 Adapts arguments to appeal to the needs or interests of
others.
9 Studies motivations of counterparts during negotiations
9 Uses the process of give-and-take to gain support.
Level
3
Pre-determines
Impact of
Actions or
Words
Facilitates communication between two or more groups/teams
adapting a presentation or discussion to appeal to the interest and
level of others; anticipates the effect of an action and/or information
on others and skillfully redirects discussion to achieve desired
results.
9 Addresses questions and concerns of others when presenting
information having a relatively long-lasting impact
9 Builds on successful internal initiatives and best external to
gain acceptance for ideas.
9 Employs cost-benefit analyses to emphasize the value of an
idea
Level
4
Takes Multiple
Actions to
Persuade
Initiates and facilitates communication between multiple cross-
functional units/departments and/or secondary stakeholder groups
when buy-in is necessary to achieve results in one’s own unit
and/or department and improve coordination and process across
departments; takes multiple actions to influence, with each action
adapted to the specific audience.
9 Identifies and targets efforts to influence the real decision
makers and those who can influence them.
9 Chooses the appropriate approach and time to influence
others.
9 Influences others without using direct authority. (e.g. uses
different examples to demonstrate point with different
stakeholder groups).
Level
5
Influences
Strategically
Assembles key stakeholders, and strategically utilizes existing
personnel and professional networks to publicize, align and gain
support for one’s agenda to impact organizational processes and
business strategy prospected for long-lasting organizational
outcomes; anticipates reactions of affected parties and adapts
relationship building strategies and proposals accordingly to
achieve desired results
9 Offers tradeoffs or exchanges to gain commitment
9 Structures situations (e.g., the setting, persons present,
sequence of events) to create a desired impact and to
maximize the chances of a favorable outcome.
9 Accommodates stakeholders to the extent possible without
undermining other involved parties
9 Uses experts or other third parties testimony to influence

ORAL COMMUNICATION
The extent to which one composes and verbally delivers information of varying levels of technical complexity and speech formality,
using appropriate grammar, tone, inflection and non-verbal cues (e.g. eye contact, facial expressions, etc..) to achieve desired
communication results, while listening to and correctly deciphering verbal communication delivered by others.
Mastery Level BEHAVIORAL SELECTION/DEVELOPMENTAL
INDICATORS
Level
1
Employs basic
communication
means
Communication is subject to receiving and understanding detailed and straight-
forward work directions and composing basic, short verbal messages that are
grammatically sound and are easily understood by others; the scope of
communication includes, but is not limited to, formulating coherent responses to
simple requests, requesting information needed to complete individual job tasks
effectively, and providing daily work status updates.
Level
2
Utilizes Various
Communication
Mediums
Communication is subject to a known context and content area of minimal technical
complexity; consistently delivering verbal messages using connected discourse of
paragraph length and maintaining proper semantic and syntactic sentence structure;
utilizing varying communication mediums, and expanding and organizing content as
necessary, with some use of non-verbal communication cues to achieve optimal
communication results; the scope of communication includes, but is not limited to,
verbally summarizing results of routine technical reports, providing work status
updates, and other information pertinent to individual and/or work group activities,
unit operation rules, procedures and services.
Level
3
Adapts
communication
to others
Communication most frequently occurs in a known context requiring conveying
lengthy, relatively technically complex information within and outside of one’s direct
area of specialization; skillfully tailoring levels of speech formality as necessitated by
situational context; the scope of communication may include, but is not limited to,
summarizing findings of technical reports pertinent to activities of an overall function
of a single unit/department, providing interpretation and direction on the application
of legal statues, department and/or organization policies and procedures that are
core to the position and/or a unit function.
Level
4
Communicates
complex
information
Communication is subject to varied contexts requiring conveying lengthy, sensitive
and technically complex information on activities pertinent to the function of multiple
unit/department functions; the scope of communication may include, but is not
limited to, presenting department policies, procedures and regulations, unit/section
goals, objectives, and results of significantly complex technical reports and
unit/department work load analysis; communicating with staff and senior
management to address issues, concerns and objectives concerning frequently
complex/non-routine issues/circumstances.
Level
5
Communicates
Strategically
Communication is subject to varied contexts and setting, requiring communicating
with a level of accuracy and fluency that enables communication on a variety of
topics from both concrete and abstract perspectives; constructing and developing
hypotheses to explore and persuade of alternative possibilities using extended
discourse, without unnaturally lengthy hesitation to convey information with the most
far reaching impact on organization-wide processes and outcomes; the scope of
communication may involve, but is not limited to, presenting organizational, state
and federal laws and regulations, long-term department/organization objectives,
strategies and goals to senior management administrators, organization's
stakeholders, outside organizations and the public.
9 Minimal use of non-verbal cues
9 Asks one to two follow-up questions if lacks clarity in work
direction
9 Readily receives open and consistent communication with
others
9 Sentences are simply worded and short, but understandable
9 Occasional reduction in breadth and appropriateness of
vocabulary throughout the more complex communication
9 Asks multiple follow-up questions
9 Displays consistency between verbal and non-verbal cues
9 Demonstrates a noticeable increase in vocabulary depth and
breadth when communicating within an area of specialization
or interest
9 Verbal discourse is consistently sufficiently accurate, clear
and precise
9 Employs a variety of non-verbal cues to increase
communication clarity
9 Facilitates mutual understanding by probing for additional
information, rephrasing, and summarizing.
9 Attentive to receiver’s verbal and non-verbal cues: adapts
content, style, tone and medium of communication to suit the
target audience's language and level of understanding.
9 Takes others' perspectives into account when
communicating, negotiating or presenting arguments
9 Consistently uses precise vocabulary and intonation in
personal communication
9 Communicates complex issues clearly and credibly with
widely varied audiences.
9 Consistently cognizant of public interest, political
ramifications and departmental constraints when dealing with
sensitive issues
9 Models all attributes of effective interpersonal communication
9 Defines the framework for organizations’ communication
mediums
9 Establishes and implements guidelines and standards for
organization’s communication network
9 Maintains composure in difficult and/or volatile
communication situations, such as cross-examination, public
hearings, and media interaction
9 Most cognizant of ensuing impact due to appropriateness of
message content, timing and forum of communication
9 Uses varied communication vehicles and opportunities to
promote dialogue, shared understanding and consensus.

ORGANIZATION AND ATTENTION TO DETAIL
The extent to which one systematically employs a standard system of organization in work process and related
resources and an overall concern for integrating all aspects of the task, situation and/or work-related problem as a
means of achieving optimal efficiency and effectiveness in performing job-related duties/responsibilities.
INDICATORS
Level
1
Attentive In Basic,
Routine, Repetitious
Tasks
Performs basic, routine and/or repetitious tasks with care
and attention; follows comprehensive written and/or
verbally given instructions on setting up and maintaining a
system of organization in executing assigned tasks and
managing work-related resources.
9 Keeps a provided task/project checklist readily
accessible
9 Seeks clarification when necessary
9 Uses one's time and resources productively to complete
assigned tasks
Level
2
Independently
Determines Efficient
Task Sequence
Methodically identifies logical sequences of activity to
accomplish assigned tasks and prioritizes key tasks that
need to be achieved each day/week within a prescribed
timeline; employs and assists in implementing and
maintaining a systematic organizational process for
managing group resources and succinctly executing a
group function.
9 Creates personal task/project checklists based on set
requirements and standards for assigned
tasks/projects.
9 Reviews one’s own work carefully for completeness and
accuracy against a set criteria and/or checklist prior to
submitting for final review.
Level
3
Assists In Developing An
Organizational System
Assists in developing and implementing an organizational
system for a small work group that promotes the security,
reliability and accessibility of work-related documents,
data, materials and equipment; position autonomy
commends significant responsibility for personal work
quality and that of a supervised work group.
9 Utilizes multiple communication channels to ensure
assignment instructions a clear and sufficient detail is
provided to others
9 Maintains focus and quality under distracting working
conditions and high workload
Level
4
Directs Unit/Department
Organizational Systems
Initiates new and/or builds on existing organizational
policies and guidelines in developing a system of
organization in a single work unit/department that meets
required state and federal compliance standards and
promotes achieving optimal unit/department efficiency
and effectiveness
9 Solicits recommendations for best processes from other
organizations providing the same/similar services
and/or products
9 Analyzes current practices in a continuous manner for
efficiency improvements
Level
5
Eradicates Inefficiency In
Process & Service
Throughout An
Organization
Internalizes federal, state, and organizational laws,
policies, and procedures related to organization-wide
services and products, to develop strategies and establish
instruments and processes for conducting day-to-day
transactions and large-scale far-reaching organizational
operations with optimal efficiency and effectiveness as a
means of achieving long-term organizational success.
9 References a multitude of legal resources to keep
current with state and federal laws and regulations as
they pertain to the organizational functions.
9 Requires the implementation of ample control systems
that would meet legally mandated standards for
information security, accessibility and accuracy
9 Ensures that all standard departmental/organizational
practices are being correctly implemented at all levels

ORGANIZATIONAL AWARENESS
The extent to which one understands and utilizes the knowledge of the hierarchical and vertical organizational structure,
the organizational culture, role definitions, and position relationships, and factors in internal and external political, social
and economic issues in carrying out work activities and achieving desired personal and organizational outcomes.
INDICATORS
Level
1
Understands
Formal Work-
Group Structure
Subject to extensive on-the-job training to address awareness and
integration of formal work group structure for completion of daily
tasks, rules, policies, processes, and procedures in completing daily
work activities; cognizant of the basic accountabilities within an
assigned work group, the impact of individual contribution to
achieving work unit objectives and results, and the basics of public
service context in the day-to-day work activities.
9 Understands duties and purpose of an assigned position.
9 Recognize how work units work together on a basic level.
9 Understands how primary duties/purpose of the position contributes to
accomplishing the goals of the work unit.
9 Recognizes the customer and understands his/her role in meeting their
needs.
Level
2
Understands
Informal
Structure,
Climate and
Culture:
Subject to being cognizant of formal and informal work group/unit
structure, rules, practices, and the climate surrounding specific work
unit operations and integrating this awareness into completion of job
tasks; understanding the primary duties/purpose of the work unit and
how the unit contributes to accomplishing the goals of the
department and/or organization, understanding the roles of others
within the work unit and how one’s own work impacts others.
9 Capitalizes on an informal internal structure of the work unit to achieve
work efficiency and effectiveness
9 Takes action having considered the impact on the publics’ view of the
organization.
Level
3
Operates in
external
environments
Subject to being cognizant of organizational and political reality
outside one’s own work unit/department; understanding the interplay
between an organization’s vision, mission, and short-term strategic
orientation; working to align individual and work group activities with
short and long-term department objectives and related organizational
objectives.
9 Utilizes formal and informal communication channels and networks to
achieve desired individual and team outcomes
9 Evaluates group/unit structures, processes and inherent limitations and
capabilities in decision making
9 Demonstrates initiative in identifying relevant stakeholders and seeks
their input
Level
4
Cognizant of
organizational
intricate
politics, issues
and external
influences
Subject to keeping current with the organization’s formal and informal
structure, internal and external politics, culture and climates;
understanding the impact and implications of unit/department
decisions on other departments, the organization, and the
community; using political networks to initiate and garner support for
necessary department change(s).
9 Keeps up-to-date with goals of other units and takes into account
organizational goals in making decisions with far-reaching
consequences.
9 Proactively expands his/her knowledge of what is going on in other parts
of the organization.
9 Identifies potential stakeholders to involve in decision-making process
9 Takes swift action to initiate department changes in climate and culture
to achieve desired work place environment for department members
Level
5
Operates in a
broad spectrum
of political,
cultural and
social context
Subject to holding in-depth knowledge of all organizational systems
and understanding the strategic implications of organization's
mission, strategies, values, and culture; communicates goals,
mission and priorities of the organization when interacting with the
community and organizational stakeholders; maneuvering
organizational resources and capitalizing on political networks and
previously built alliances to solve complex and unique organizational
problems and direct the implementation of organization-wide
initiatives to maximize organizational effectiveness.
9 Supports and provides input on the development of organizational
objectives and plans.
9 Builds on personal and professional networks in implementing new and
existing strategic goals
9 Identifies appropriate resources based on organizational strengths and
weaknesses, and positions them to address specific, diagnosed
problems.
9 Assesses organizational readiness and capability for alignment
9 Ensures the organization and resources are aligned with the broader
organizational strategy.

PLANNING & PROJECT MANAGEMENT
The extent to which one is able to successfully address the scope of a project and integrate all aspects of project
management, such as, time, cost, quality, personnel and stakeholder resources, communication systems, procurement
of contracts, and anticipate and plan for outcome-associated risks in managing projects of varying complexity.
INDICATORS
Level 1
Addresses
Day-To-
Day Project
Objectives
Subject to: completing the day-to-day individual work tasks and goals to
execute assigned basic, routine projects and/or project tasks, with well-defined
specifications for task scope and completion timelines; generally all projects
tasks are completed independently, but periodically tasks may be
interdependent with those of a small work group/team members; project life-
cycle may span up to 6 months.
9 Uses basic time management techniques in completing work
tasks within specific deadlines
9 Coordinates the sharing of project resources with team members
as necessary
Level 2
Leads
Routine
Projects
Subject to: functioning as a project lead in a team, managing multiple small or
a single large projects that are routine, non-complex projects in nature, with a
project life-cycle of up to 12 months; receives feedback and direction in
developing project parameters and timelines, identifies the sequencing of
project tasks and the dependencies that require accounting for in project tasks;
reviewing authorized project budget and monitoring project expenditures
throughout the life-cycle of the project, with no formal responsibility for project
fiscal controls and/or cost management.
9 Provides clear direction when assigning project tasks to team
members
9 Undertakes the review of project requirements and informs others
of related demands
9 Uses time management techniques for self monitoring and team
member monitoring to ensure that project deadlines are met
Level 3
Directs
Complex
Team
Projects
Subject to: holding informal and/or formal accountability for project results on
multiple projects with a high degree of technical complexity and/or potentially
long-lasting impact on the unit/department operation, with a project life-cycle of
up to 2 years; developing and delivering project solutions/outcomes that may
involve considerable customization, but generally are subject to known
procedures and well-defined practices; holding in-depth knowledge of the
unit/department strategies and priorities for the purpose of contributing to the
project definition, and assisting in the development of project schedules,
preliminary budgets, and quality control policies and procedures.
9 Breaks project plans down into component activities
9 Assists with removing barriers and/or resolves issues that are
impeding the progress of project team members
9 Communicates with group members on project guidelines and
status as needed to ensure project success (this may vary from
daily to month communications)
9 Monitors incurred project costs and potential time constrains to
inquires about availability of additional resources or timeline
extensions
Level 4
Participates
In Strategic
Planning
Initiatives
Subject to: holding formal accountability for managing multiple projects with an
advanced degree of technical complexity that may frequently involve
coordinating multiple project sub-teams, and have a life-cycle of up to 5 years;
independently develops extensive action plans for complex projects that are
generally subject to well-defined procedures and practices, but may seek
direction in project management integration with regard to atypical, complex
projects that may impact organizational operations outside of one’s
management; holding advanced knowledge of internal/external factors that
may impede desired project outcomes to anticipate potential
problems/obstacles and institute contingency plans to achieve desired results.
9 Requests periodic reports on project status and individual
employee performance
9 Directs the distribution of resources to meet project allocated
budget
9 Organizes unit/department objectives and goals into discrete
projects
9 Tracks costs and other resource usage at the project level to
make necessary adjustment
Level 5
Directs
Strategic
Long-Term
Planning
Subject to: initiating the planning phases for highly complex, multi-faceted
projects, involving extensive customization and/or complex platform
architecture, spanning across multiple organizational operations, with project
life-cycles reaching up to 10 years; holding extensive knowledge and applied
expertise in all aspects of project management integration to give broad
directives in scope, time, cost, quality, personnel, communications,
procurement and risk management.
9 Develops metrics, models, and tools for estimating the value to
be derived from projects
9 Identifies the best collection of projects to be conducted within
the resources available.
9 Directing project managers in re-aligning projects within the
program,
9 Review your project plan, charter, scope statement, and

PROCESS IMPROVEMENT & INNOVATION
The extent to which one searches for and generates novel, creative, and resourceful ideas and solutions to achieve
outmost individual and personnel efficiency and effectiveness, and contribute to the overall organizational success.
INDICATORS
Level
1
Seeks to
streamline
one’s own job
process
Recognizes rudimentary, commonly occurring problems within one’s
realm of responsibilities, adapts existing processes that are novel to
current method of task completion and may make recommendations
for a local job function.
9 Offers rudimentary ideas on improving task process.
9 Demonstrates openness to applying new ideas
9 Questions the conventional approach in the effort to improve
the current process
Level
2
Identifies
rudimentary
cause and
effect
relationships
Identifies and takes action to rectify shared causes of output and/or
process deficiency within a single, small (2-5 person) work group;
modifies and adapts existing process to new contexts through
generalization of applicable past experiences; originates broad
alternatives to conventional approaches.
9 Offers broad ideas for improving work process, and the
means for achieving desired performance targets.
9 Examines strengths and weaknesses of current approaches
on the basis of elementary evaluative criteria
9 Seeks information from multiple sources to formulate
alternatives to conventional approaches
Level
3
Streamlines
group work
process
Seeks out opportunities to create, streamline, and/or reinvent work
processes, products, or services for a single and/or multiple work
teams; formulates informal/formal proposals for change initiatives on
behalf of a team; generally assists in formulating action plans for
process-related changes, but may be entrusted to work
independently in developing and implementing action plans that
have fewer parameters and/or limited organizational consequences.
9 Identifies relevant solutions that have been implemented in
other departments, organizations and/or environments and
applies them to the local function.
9 Researches and capitalizes on solution shortcomings of
others in formulating solutions in one’s own work group and/or
unit
Level
4
Innovates
department
operations,
process and
service
Creates new and/or integrates and synthesizes existing, relevant
concepts to propose new solutions to address historically persistent
problems and/or propose solutions to address novel, imminent
functional and/or operational challenges facing a unit/department;
thinks expansively, combines ideas in unique ways and/or makes
connections between disparate ideas to formulate innovative models
for process, product and service improvements impacting multiple
functions, units, or departments in the organization.
9 Provides opportunity for reflection
9 Employs brainstorming techniques in groups to facilitate
formation of diverse ideas
9 Routinely examines workflow processes
9 Identifies alternatives for process re-engineering
Level
5
Engages in
strategic,
organization-
wide process
improvement
Initiates organization-wide diagnosis of process improvement and
innovation needs and opportunities; capitalizes on areas of
opportunity by originating novel, creative, large-scale organizational
initiatives for augmenting current organizational processes, services,
and products that are critical to achieving long-term organizational
success; fosters an organizational culture that promotes creativity
and innovation in all areas of organizational development.
9 Champions innovating thinking by communicating values and
believes that encourage “out-of-the box” thinking and
visioning
9 Takes active measures to develop and promote an
organizational culture that supports continuous innovation

READING COMPREHENSION
The extent to which one demonstrates the capacity to read, examine, and grasp the meaning, nature, and
importance of written information at various levels of technical complexity.
Level
1
Reads basic
written materials
Reads, comprehends, and applies basic, routine instructions and
information presented in memos, procedural manuals, on signs and
labels, to complete work activities accurately and thoroughly.
9 Thoroughly reads information that is presented in
writing
9 Asks questions on the meaning of unknown
vocabulary
Level
2
Reads and
evaluates
routine reading
material
Reads and comprehends a variety of forms of written
correspondence and communications specific to one’s job duties;
recognizes when comprehension is low and requests help with
interpretation in these situations, and applies information to perform
work activities.
9 Asks questions on the meaning of relatively
uncommon terminology and complex written
information content
9 Systematically inquires about specific application of
information derived from written resources to work
related activities.
Level
3
Understands
technical
documents
Reads and interprets written material of considerable complexity,
including newly established, at times vague, policies, rules,
regulations, and technical manuals and reports; readily recognizes
and locates relevant details, facts, and specifications in written
sources needed on the job, provides direction to others in
interpreting information from written sources.
9 Pays close attention to minor details of written
content to ensure a thorough understanding is
achieved
9 Cross-references information against several
informational sources to ensure accuracy and
appropriateness.
Level
4
Understands
complex,
technical written
material
Discerns accuracy, relevancy, and appropriateness of significantly
complex written material, including advanced technical reports,
state, federal laws, and regulations that an organization is subject to;
deduces conclusions on the basis of information gathered from a
wide range of written resources.
9 Analyzes written documents to assess implications
of subject matter to the intended or primary
audience
Level
5
Evaluates
reading sources
and materials
Discerns accuracy, relevancy, appropriateness, style, and
plausibility of highly technical and complex professional written
material containing subject-matter content that may carry long
lasting implications for organizational process, function, and/or
stability; quickly and accurately deciphers the underlying application
and the impact of sophisticated, lengthy and detailed written
communication from multiple formal/informal written sources
9 Sets standards for self and others for carrying out
work activities on the basis of information derived
from written resources

RELATIONSHIP MANAGEMENT & NETWORKING
The capacity to develop and maintain personal and working relationships with others that aid in completion of work
assignments, information exchange, and foster an organizational culture that promotes optimal individual job
performance and overall organizational effectiveness.
INDICATORS
Level
1
Forms personal
relationships
Forms and maintains personal relationships within the
immediate work group by relating to others and
responding appropriately to the needs, feelings and
concerns of others.
9 Demonstrates compassion, sensitivity and treats
others with respect
9 Actively seeks information from others to complete
work activities
9 Maintains personal list of contacts
Level
2
Forms and
fosters
relationships
Forms, maintains, and fosters relationships with
organizational members in and out of one's working unit
for the purpose of carrying out work activities.
9 Engages in information exchange
9 Creates and nurtures important work contacts
9 Participates in networking and social events that are
internal and external to the organization.
Level
3
Forms
relationships with
cross-functional
teams
Initiates the development of relationships among cross-
functional teams and maintains relationships with a
broad range of organizational members as a means of
achieving optimal effectiveness in interdependent and
independent work processes.
9 Seeks opportunities to partner and transfer
knowledge on a group level
9 Cultivates personal networks in different parts of the
organization and effectively uses contacts to
achieve results.
Level
4
Forms
relationships to
learn of and
implement
innovative
practices
Identifies, develops and strengthens relationships,
networks and partnerships that include management
level organizational members and individuals within
one’s field of expertise for the purpose of informational
exchange, mutual assistance, and learning of best
practices.
9 Builds networks with parties that can enable the
achievement of the organization's strategy.
9 Seeks out communication with technical experts as
a means of securing information and skill vital to
department and/or organizational results
Level
5
Forms
relationships
strategically to
achieve long term
organizational
outcomes
Identifies, establishes and strengthens relationships,
networks, and partnerships with senior managers of the
organization, organization's stakeholders, general public,
and outside organizations for the purpose of
informational exchange, mutual assistance, uncovering
of opportunities contributing to value-added services and
outcomes, and resource maneuvering that enables
achieving far-reaching organizational results.
9 Uses tactful, diplomatic methods of interaction that
are context appropriate
9 Creates, participates, and facilitates forums to
develop new alliances and formal networks.
9 Identifies areas to build strategic relationships.
9 Masterfully utilizes diplomacy for relationship
building

RESEARCH & ANALYSIS (Analytical Thinking)
The extent to which an individual efficiently and accurately identifies and locates relevant sources of information
followed by a capacity to synthesize and analyze data of various complexity and importance.
INDICATORS
Level
1
Understands
Basic
Relationships
Locates required information from well-known and easily available
resources typically soliciting advice form individuals with superior
expertise; confers with others to address information relevancy and
appropriateness, and identifies basic links between situations and
gathered information and/or data.
9 Breaks down concrete problems into parts and synthesizes
succinctly.
9 Gathers inputs from appropriate sources of information.
9 Identifies the links between situations and information.
Level
2
Identifies critical
relationships
Locates one or more sources with relevant information and applies basic,
standard criteria to determine initial relevancy and credibility of gathered
information; breaks down multifaceted information into component parts to
expose easily identified causal relationships among factors and draw
conclusions to form the basis of related recommendations and finding
reports.
9 Sees connections, patterns or trends in the information
available.
9 Identifies the potential effect of trends or events.
9 Draws logical conclusions, providing options and
recommendations.
Level
3
Analyzes
relationships
and makes
leaps
Collects raw data from two or more sources of information; breaks down
complex information into constituent parts, evaluates intricate cause and
effect relationships by assessing several likely causal factors and ensuing
consequences; determines overall relevancy, accuracy and
appropriateness of information and makes significant leaps to address
problems or issues in day-to-day operations.
9 Recognizes and assesses several likely causal factors or
ways of interpreting the information available.
9 Identifies connections between situations that are not
obviously related.
Level
4
Performs Broad
Analysis
Collects raw data from multiple, diverse sources; breaks down,
synthesizes and analyses complex, frequently ambiguous information into
component parts, using established or newly proposed multifaceted
criteria; organizes data in a cohesive and meaningful manner in making
inferences and deductions; understands complex causal relationships
among multiple factors and situations and anticipates likely outcomes.
9 Integrates information from diverse sources, often involving
large amounts of information.
9 Thinks several steps ahead in deciding on best course of
action, anticipating likely outcomes.
9 Develops and recommends policy framework based on
analysis of emerging trends.
Level
5
Applies A
Whole Systems
Perspective
Establishes and utilizes extensive criteria for thoroughly evaluating data in
order to extract most meaningful information; synthesizes and organizes
vast amounts of diverse data in a cohesive and meaningful manner;
identifies time sequences, causality and varying contingencies of
complex, far-reaching organization-wide situations, problems and issues;
identifies and integrates critical elements and applies a whole systems
perspective in making inferences/ deductions that form the basis for
strategic, long-term planning.
9 Identifies multiple relationships and disconnects in
processes in order to identify options and reach
conclusions.
9 Assesses and balances vast amounts of diverse information
on the varied systems and sub-systems that comprise and
affect the working environment.
9 Thinks beyond the organization and into the future,
balancing multiple perspectives when setting direction or
reaching conclusions

SERVICE ORIENTATION
The extent to which one actively works toward discovering and addressing the need for products and services among
organizational members and stakeholders, client groups, and the general public.
INDICATORS
Level
1
Delivers
Service
Understands the need for and focuses individual effort on providing
quality service to organizational members and the general public
by attending to routine inquiries, demands, and requests on a
timely basis; refers non-routine service problems and/or issues to
respective authority within the organization.
9 Presents a positive image of self and the organization by wearing a
professional attire and adhering to professional communication
standards
9 Refers to known informational resources when seeking information
on organizational policies and standards for customer service
delivery and product availability
9 Shows willingness to provide service through active information
seeking on client issues
Level
2
Coordinates
Service
Delivery
Process
Serves as a lead in providing direction on service delivery process
to a small work group and/or localized service function; addresses
inquiries, demands, and requests that are routine, but is subject to
exercising moderate independent judgment to address non-
routine, sensitive service problems and/or issues.
9 Takes personal responsibility to address service needs and correct
service errors in a timely fashion
9 Ensures up-to-date information is provided to clients by informing
others of any known changes in organizational policies and
standards
9 Ensures communication is clear through follow-up and alternative
communication channels
9 Refers client problems to higher authority only when one’s own
authority for adequately addressing a problem has been exhausted
Level
3
Implements
Service
Delivery
Standards
Implements previously established systems for collecting service
quality feedback; conducts analysis, prepares reports related to
identified service problem areas, and provides short-range
solutions; assists in re-engineering service delivery process;
subject to exercising significant independent judgment when
addressing and resolving a multitude client service needs;
implements service methods and techniques among one or two
work teams under one’s supervision.
9 Maintains a service focus by identifying service areas that add
service value
9 Prioritizes client needs on the basis of feedback reports
9 Employs a variety of supervisory techniques to ensure the delivery
of quality service on behalf of one’s work group/team.
9 Serves as a role model in service delivery by demonstrating
behaviors and techniques in excellent service delivery.
Level
4
Sets Service
Delivery Action
Plans
Evaluates and analyzes the underlying needs of organizational
members, stakeholders and the general public; assists in the
development of organization-wide action plans to address service
need areas; establishes systems to collect service feedback and
implements control systems to ensure quality service is provided
by individuals in a unit/department under one’s management.
9 Implements informal and formal unit/departmental training on
provision of quality service delivery.
9 Involves unit/department members in setting action plan for
carrying-out strategic customer service agenda
9 Looks for novel methods and opportunities to reach underserved
client segments
Level
5
Strategically
Directs Service
Delivery
Evaluates short and long-term service delivery needs in light of
anticipated organizational and market trends; develops,
implements, and promotes organization-wide strategies, methods
and techniques for offering, improving and maintaining service
and product quality, as a means of achieving long-term
organizational success; exercising the outmost authority in
addressing the most far-reaching organizational service problems
and needs.
9 Allocates a significant amount of time to identify stakeholder needs
for products and services
9 Lobbies on behalf of clients at appropriate organizational levels and
integrates the diverse interests into organization’s strategic planning

STRESS MANAGEMENT
The extent to which one can function productively under varying degrees of pressure and frequency of recurring and
newly arising stressors that impede completion of one’s job duties/responsibilities.
INDICATORS
Level
1
Works In Low
Level Stress
Situations
Works to achieve set performance targets under minor and
typical day-to-day stressors.
9 Completes work assignments during on-going low
intensity stress inducing events
Level
2
Adjusts To
Temporary
Fluctuations In
Stress Levels
Attunes to personal stressors and takes initiative to limit the
impact of stress factors on job performance during short, but
occasionally intense stress provoking situations; solicits
expertise on appropriately handling stressful situations.
9 Stays calm, patient and tactful during stressful events
while in the work environment
9 Examines stress provoking issues and situations and
draws conclusions to appropriately handle the stressor
and maintain productivity levels.
Level
3
Adjusts To Varying
Stress Levels
Finds alternative methods to carry-out work assignments
during prolonged exposure to one or more stressors;
recognizes personal limits for workload and negotiates
adjustments, while ensuring appropriate levels of personal
and group productivity.
9 Maintains work quality even when working under
deadlines, fatigue, or opposition
9 Stays on course even when policy or procedure
changes suddenly
9 Remains focused under pressure.
Level
4
Employs Stress
Management
Strategies
Functions under critical and tight deadlines, heavy workloads,
and varying pressures that a unit/department are subject to;
manages multiple work challenges simultaneously through
strategic workload planning, and responds effectively to
frequently novel and ambiguous situations.
9 Remains productive in times of crisis and critical events
9 Provides guidance and support to others in coping with
competing work demands and examines strategies for
diminishing stress effects
9 Conducts workload analysis to diminish anticipated
stressors
Level
5
Anticipates Stress
And Plans
Strategically
Remains strategically focused and functions optimally under
conditions of on-going pressure, high stakes or opposition
from multiple organizational stakeholders where one is
subject to functioning in an environment where it is difficult to
achieve work objectives and lead a department/organization.
9 Quickly identifies stress factors and employs coping
skills necessary to reduce anxiety from stress
provoking situations, feelings or thoughts
9 Anticipates stressful conflicts and plans ahead
9 Provides guidance to others in achieving a healthy
work-life balance

Behavioral Competency Dictionary.pdf (tham khao)

Behavioral Competency Dictionary.pdf (tham khao)

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