A Guide to Competency Development in the Civil Service
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A <strong>Guide</strong> <strong>to</strong><br />
<strong>Competency</strong> <strong>Development</strong><br />
<strong>in</strong> <strong>the</strong> <strong>Civil</strong> <strong>Service</strong><br />
Performance Management &<br />
<strong>Development</strong> System
A <strong>Guide</strong> <strong>to</strong><br />
<strong>Competency</strong> <strong>Development</strong><br />
<strong>in</strong> <strong>the</strong> <strong>Civil</strong> <strong>Service</strong><br />
Performance Management &<br />
<strong>Development</strong> System
Published by<br />
GSA
<strong>Competency</strong> <strong>Development</strong> for Job Holders & Managers<br />
Foreword<br />
The Performance Management and <strong>Development</strong> System operated across <strong>the</strong> civil<br />
service is a competency based system. As part of this system, jobholders and <strong>the</strong>ir<br />
managers <strong>to</strong>ge<strong>the</strong>r identify <strong>the</strong> specific competencies needed <strong>to</strong> carry out <strong>the</strong>ir<br />
jobs.<br />
Every member of staff through this system has <strong>the</strong> opportunity <strong>to</strong> develop <strong>the</strong><br />
competencies (skills, knowledge, behaviours and attributes) needed <strong>to</strong> carry out<br />
his or her role effectively. To achieve this, appropriate approaches <strong>to</strong> competency<br />
development and learn<strong>in</strong>g supports must be put <strong>in</strong> place, both <strong>in</strong> <strong>the</strong> workplace<br />
and through tra<strong>in</strong><strong>in</strong>g <strong>in</strong>terventions. This guide has been developed <strong>to</strong> assist both<br />
managers and jobholders with this task.<br />
If we are <strong>to</strong> develop and improve our competence as <strong>in</strong>dividuals we must consider<br />
our work, what we are try<strong>in</strong>g <strong>to</strong> achieve <strong>in</strong> an organisational context and how we<br />
go about achiev<strong>in</strong>g it. It may also require us <strong>to</strong> challenge our assumptions and our<br />
traditional ways of behav<strong>in</strong>g. We all have a role <strong>to</strong> play <strong>in</strong> our personal<br />
development and <strong>in</strong> <strong>the</strong> development of our colleagues.<br />
The guide is not <strong>in</strong>tended <strong>to</strong> act as a formal <strong>in</strong>terpretation of <strong>the</strong> PMDS, ra<strong>the</strong>r it<br />
is a tra<strong>in</strong><strong>in</strong>g and development support. It conta<strong>in</strong>s ideas and materials which<br />
jobholders and managers may f<strong>in</strong>d helpful <strong>in</strong> fur<strong>the</strong>r explor<strong>in</strong>g behavioural<br />
competencies.<br />
Under each of <strong>the</strong> seventeen competency head<strong>in</strong>gs, <strong>the</strong> guide expla<strong>in</strong>s <strong>the</strong><br />
competency, its relevance, and ways <strong>in</strong> which it can be developed on <strong>the</strong> job,<br />
through formal tra<strong>in</strong><strong>in</strong>g or through self managed learn<strong>in</strong>g.<br />
Investment <strong>in</strong> competency development will undoubtedly pay off <strong>in</strong> a number of<br />
ways. The <strong>in</strong>dividual benefits <strong>in</strong> enhanced abilities, greater motivation and<br />
personal satisfaction, while <strong>the</strong> organisation benefits from excellent job<br />
performance and consequently better quality service <strong>to</strong> our cus<strong>to</strong>mers.
<strong>Competency</strong> <strong>Development</strong> for Job Holders & Managers<br />
This guide may be used <strong>in</strong> different ways. Some users of <strong>the</strong> guide may read it <strong>in</strong><br />
depth from cover <strong>to</strong> cover. O<strong>the</strong>rs may focus on <strong>the</strong> particular parts of <strong>the</strong> guide<br />
that are relevant <strong>to</strong> <strong>the</strong>m at a particular po<strong>in</strong>t <strong>in</strong> time. The material conta<strong>in</strong>ed <strong>in</strong><br />
this guide will cont<strong>in</strong>ue <strong>to</strong> be of assistance as we develop <strong>the</strong> competencies<br />
needed for our particular jobs both now and <strong>in</strong> <strong>the</strong> future.<br />
Human Resource <strong>Development</strong> <strong>Service</strong>s<br />
CMOD
Contents<br />
Part I <strong>Competency</strong> <strong>Development</strong> – Key Issues<br />
The PMDS <strong>Competency</strong> Framework . . . . . . 2<br />
Knowledge. . . . . . . . . . . . . . . . . . . . . . . . . . 4<br />
Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5<br />
Behaviours and Attributes . . . . . . . . . . . . . 7<br />
Methods of Develop<strong>in</strong>g<br />
Behavioural Competencies . . . . . . . . . . . . . 8<br />
On-<strong>the</strong>-Job Learn<strong>in</strong>g . . . . . . . . . . . . . . . . . . 9<br />
The Importance of Coach<strong>in</strong>g . . . . . . . . . . 10<br />
Formal Tra<strong>in</strong><strong>in</strong>g Interventions . . . . . . . . . 11<br />
Self Managed Learn<strong>in</strong>g<br />
and e-Learn<strong>in</strong>g . . . . . . . . . . . . . . . . . . . . . 12<br />
When it's not a Learn<strong>in</strong>g Issue . . . . . . . . 13
Contents cont<strong>in</strong>ued<br />
Part II The Seventeen Competencies of <strong>the</strong> PMDS<br />
Personal Effectiveness Cluster<br />
Self Confidence . . . . . . . . . . . . . . . . . . . . . . . . .20<br />
Achievement, drive and commitment . . . . .23<br />
Initiative . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23<br />
Teamwork<strong>in</strong>g . . . . . . . . . . . . . . . . . . . . . . . . . . .25<br />
Communications . . . . . . . . . . . . . . . . . . . . . . . .27<br />
Group and Interpersonal Effectiveness<br />
Cluster<br />
Network<strong>in</strong>g/Influenc<strong>in</strong>g . . . . . . . . . . . . . . . . .32<br />
Cus<strong>to</strong>mer <strong>Service</strong> . . . . . . . . . . . . . . . . . . . . . . . .34<br />
Manag<strong>in</strong>g and Develop<strong>in</strong>g People . . . . . . . .36<br />
Leadership . . . . . . . . . . . . . . . . . . . . . . . . . . . . .39<br />
Interpersonal Understand<strong>in</strong>g . . . . . . . . . . . . .41<br />
Th<strong>in</strong>k<strong>in</strong>g Style and Problem Solv<strong>in</strong>g Cluster<br />
Analytical Th<strong>in</strong>k<strong>in</strong>g . . . . . . . . . . . . . . . . . . . . .44<br />
Conceptual Th<strong>in</strong>k<strong>in</strong>g . . . . . . . . . . . . . . . . . . . .44<br />
Decision Mak<strong>in</strong>g/Judgement . . . . . . . . . . . . .45<br />
Specialised Expertise . . . . . . . . . . . . . . . . . . . .51<br />
Manag<strong>in</strong>g for Results Cluster<br />
Manag<strong>in</strong>g Budgets and Resources . . . . . . . .54<br />
Information Seek<strong>in</strong>g and Management . . . .56<br />
Concern for Clarity and Work Quality . . . . .59<br />
Appendix – Additional read<strong>in</strong>g/reference material . .61
PART I<br />
Self Confidence Achievement, Drive and Commitment Initiative<br />
Teamwork<strong>in</strong>g Communications Network<strong>in</strong>g/Influenc<strong>in</strong>g<br />
Cus<strong>to</strong>mer <strong>Service</strong> Manag<strong>in</strong>g and Leadership<br />
<strong>Competency</strong> <strong>Development</strong><br />
Key Issues<br />
Interpersonal Understand<strong>in</strong>g Manag<strong>in</strong>g Budgets and Resources<br />
Information Seek<strong>in</strong>g and Management Concern for Clarity and<br />
Work Quality Analytical Th<strong>in</strong>k<strong>in</strong>g Conceptual Th<strong>in</strong>k<strong>in</strong>g<br />
Decision Mak<strong>in</strong>g/Judgement Specialised Expertise<br />
1
<strong>Competency</strong> <strong>Development</strong> for Job Holders & Managers<br />
The PMDS <strong>Competency</strong> Framework<br />
When we talk about develop<strong>in</strong>g competencies we mean <strong>the</strong> development of <strong>the</strong><br />
necessary behaviours and attributes as well as knowledge and skills required<br />
<strong>to</strong> do our jobs well <strong>in</strong> a way <strong>in</strong> which we realise our potential and provide <strong>the</strong><br />
highest quality service <strong>to</strong> our cus<strong>to</strong>mers.<br />
The Performance Management and <strong>Development</strong> System (PMDS) places a<br />
<strong>Competency</strong> Framework at <strong>the</strong> centre of <strong>the</strong> management of performance. The<br />
Framework describes seventeen behavioural competencies which have been<br />
identified as relevant <strong>in</strong> <strong>the</strong> current civil service environment.<br />
The PMDS Behavioural Competencies:<br />
Personal Effectiveness<br />
Self Confidence<br />
Achievement, Drive & Committment<br />
Initiative<br />
Teamwork<strong>in</strong>g<br />
Communications<br />
Th<strong>in</strong>k<strong>in</strong>g Style & Problem Solv<strong>in</strong>g<br />
Analytical Th<strong>in</strong>k<strong>in</strong>g<br />
Conceptual Th<strong>in</strong>k<strong>in</strong>g<br />
Decision Mak<strong>in</strong>g & Judgement<br />
Specialised Expertise<br />
Manag<strong>in</strong>g for Results<br />
Manag<strong>in</strong>g Budgets & Resources<br />
Infomation Seek<strong>in</strong>g & Management<br />
Concern for Clarity & Work Quality<br />
Group & Interpersonal<br />
Effectiveness<br />
Network<strong>in</strong>g/Influenc<strong>in</strong>g<br />
Interpersonal Understand<strong>in</strong>g<br />
Cus<strong>to</strong>mer <strong>Service</strong><br />
Manag<strong>in</strong>g & Develop<strong>in</strong>g<br />
People<br />
Leadership<br />
2
<strong>Competency</strong> <strong>Development</strong> for Job Holders & Managers<br />
Who is responsible for <strong>Competency</strong> <strong>Development</strong>?<br />
<strong>Competency</strong> development is <strong>the</strong> responsibility of:<br />
• <strong>the</strong> jobholder<br />
<strong>Competency</strong> <strong>Development</strong><br />
Key Issues<br />
• <strong>the</strong> l<strong>in</strong>e manager<br />
• PMDS reviewers<br />
• Heads of sections<br />
• Senior management<br />
There is a tendency for some people <strong>to</strong> view it as <strong>the</strong> responsibility of someone<br />
else, senior management, corporate services or <strong>the</strong> tra<strong>in</strong><strong>in</strong>g unit <strong>to</strong> promote<br />
<strong>in</strong>dividual development. While each has a role <strong>to</strong> play, under <strong>the</strong> PMDS,<br />
identification of <strong>the</strong> specific competency development needs of an <strong>in</strong>dividual and<br />
agree<strong>in</strong>g ways <strong>to</strong> address <strong>the</strong>se needs rests <strong>in</strong> <strong>the</strong> first <strong>in</strong>stance with jobholders<br />
and l<strong>in</strong>e managers.<br />
It is useful <strong>to</strong> look at what we mean by knowledge and skills and how <strong>the</strong>se can<br />
be acquired before consider<strong>in</strong>g <strong>the</strong> behavioural competencies <strong>in</strong> detail. Develop<strong>in</strong>g<br />
relevant skills and knowledge is a key element of competency development and is<br />
considered <strong>in</strong> <strong>the</strong> follow<strong>in</strong>g pages.<br />
3
<strong>Competency</strong> <strong>Development</strong> for Job Holders & Managers<br />
Knowledge<br />
Knowledge is essentially <strong>the</strong> <strong>in</strong>formation we need <strong>to</strong> do <strong>the</strong> job. For example, we<br />
need <strong>to</strong> know all <strong>the</strong> relevant <strong>in</strong>formation about any case or situation we are<br />
deal<strong>in</strong>g with. We may need <strong>to</strong> know about legislative or account<strong>in</strong>g procedures or<br />
about details of legislation or regulations. We need <strong>to</strong> know about policies,<br />
organisational structures and so on.<br />
How can we obta<strong>in</strong> <strong>the</strong> knowledge or <strong>in</strong>formation we<br />
need at work?<br />
A great deal of <strong>the</strong> knowledge we need <strong>to</strong> do our jobs is obta<strong>in</strong>able with<strong>in</strong> our<br />
own workplace or through exist<strong>in</strong>g networks of contacts. Colleagues <strong>in</strong> our own<br />
Department or o<strong>the</strong>r Departments, managers and clients are excellent sources of<br />
<strong>the</strong> specific <strong>in</strong>formation we need. The more local <strong>the</strong> source, <strong>the</strong> more specific <strong>to</strong><br />
one's needs <strong>the</strong> <strong>in</strong>formation is likely <strong>to</strong> be.<br />
Some of <strong>the</strong> obvious ways of acquir<strong>in</strong>g knowledge <strong>in</strong> <strong>the</strong> workplace are:<br />
• By contact with relevant people<br />
and situations<br />
• By discussion and ask<strong>in</strong>g questions<br />
• By ask<strong>in</strong>g someone <strong>to</strong> brief us on a<br />
situation<br />
• By observation and listen<strong>in</strong>g<br />
• Regular meet<strong>in</strong>gs<br />
• Use of bullet<strong>in</strong> boards and e-mail<br />
• Read<strong>in</strong>g files, publications,<br />
legislation, books, reference<br />
material, manuals<br />
• Use of Internet/access<strong>in</strong>g websites<br />
• By avail<strong>in</strong>g of opportunities <strong>to</strong><br />
experience new situations<br />
• Induction policies and practices<br />
• Overlap period when chang<strong>in</strong>g job<br />
• Formally organised sem<strong>in</strong>ars,<br />
conferences and tra<strong>in</strong><strong>in</strong>g events<br />
• Coach<strong>in</strong>g<br />
• By develop<strong>in</strong>g and us<strong>in</strong>g job guides<br />
• By e-learn<strong>in</strong>g<br />
4
<strong>Competency</strong> <strong>Development</strong> for Job Holders & Managers<br />
Knowledge at work is acquired <strong>in</strong> formal and <strong>in</strong>formal ways. Research <strong>in</strong>dicates<br />
that most work related knowledge is acquired <strong>in</strong>formally at work.<br />
The extent <strong>to</strong> which knowledge is constructively shared <strong>in</strong> <strong>the</strong> workplace is an<br />
aspect of organisation culture and work<strong>in</strong>g style. Managers and colleagues play a<br />
key role <strong>in</strong> <strong>the</strong>ir approach <strong>to</strong> knowledge shar<strong>in</strong>g and <strong>in</strong> creat<strong>in</strong>g opportunities for<br />
knowledge shar<strong>in</strong>g <strong>in</strong> <strong>the</strong> workplace.<br />
<strong>Competency</strong> <strong>Development</strong><br />
Key Issues<br />
Skills<br />
Skills are <strong>the</strong> th<strong>in</strong>gs we need <strong>to</strong> be able <strong>to</strong> do <strong>in</strong> <strong>the</strong> job.<br />
• What we can do with people (<strong>in</strong>terpersonal and communication skills)<br />
• What we can do with <strong>in</strong>formation (cognitive skills)<br />
• What we can do with objects/th<strong>in</strong>gs (technical skills)<br />
How do we learn <strong>the</strong> skills we need?<br />
1. Observe <strong>the</strong> activity<br />
In order <strong>to</strong> acquire <strong>the</strong> ability "<strong>to</strong> do" someth<strong>in</strong>g we need clear guidance or <strong>to</strong><br />
observe someone else carry<strong>in</strong>g out <strong>the</strong> activity first. For example, if we observe<br />
effective practice at meet<strong>in</strong>gs or effective handl<strong>in</strong>g of cus<strong>to</strong>mers this is a first step<br />
<strong>in</strong> learn<strong>in</strong>g how <strong>to</strong> do this activity ourselves. It is <strong>in</strong> <strong>the</strong> workplace that we are<br />
most likely <strong>to</strong> have opportunities <strong>to</strong> observe.<br />
2. Practice <strong>the</strong> activity<br />
Real progress <strong>in</strong> skill development comes when we start "do<strong>in</strong>g" <strong>the</strong> activity<br />
ourselves, ideally under <strong>the</strong> guidance of a good coach (a colleague or manager<br />
usually). Opportunities <strong>to</strong> learn by do<strong>in</strong>g are created when managers delegate,<br />
entrust responsibility and provide support and guidance. Effective delegation and<br />
coach<strong>in</strong>g and acknowledgement of a task well done are, perhaps, <strong>the</strong> most<br />
powerful competency development <strong>to</strong>ols.<br />
5
<strong>Competency</strong> <strong>Development</strong> for Job Holders & Managers<br />
3. Reach<strong>in</strong>g a po<strong>in</strong>t of error<br />
It is natural for learners <strong>to</strong> make mistakes. We learn by our mistakes <strong>in</strong> a<br />
supportive and non-blam<strong>in</strong>g culture. (Th<strong>in</strong>k of when you learned <strong>to</strong> drive or cycle!)<br />
Managers have <strong>to</strong> manage <strong>the</strong> process of learn<strong>in</strong>g by allow<strong>in</strong>g trial and error<br />
while, at <strong>the</strong> same time, ensur<strong>in</strong>g that <strong>in</strong>appropriate levels of error do not occur.<br />
The learner needs adequate opportunity <strong>to</strong> practice under guidance and with<br />
support.<br />
4. Get feedback or f<strong>in</strong>d out why <strong>the</strong> error is occurr<strong>in</strong>g and how <strong>to</strong><br />
improve<br />
Constructive feedback is an essential component of <strong>the</strong> practice stage. The learner<br />
needs encouragement and recognition of progress. She or he needs <strong>to</strong> hear what<br />
was done well <strong>in</strong> order <strong>to</strong> build on that. It is also important <strong>to</strong> receive constructive<br />
suggestions on how <strong>to</strong> improve, progress learn<strong>in</strong>g and reach a higher level of<br />
achievement. It is clearly important <strong>to</strong> give feedback <strong>in</strong> a manner which is sensitive<br />
and constructive. The focus of feedback should always be on <strong>the</strong> task and<br />
effective performance of that task. The more specific <strong>the</strong> feedback, <strong>the</strong> more<br />
useful it will be. Feedback also needs <strong>to</strong> be timely.<br />
5. Repeat practice until <strong>the</strong> activity is perfected<br />
All learners need lots of opportunities <strong>to</strong> practice a skill and <strong>to</strong> experience<br />
<strong>in</strong>creas<strong>in</strong>g levels of challenge as learn<strong>in</strong>g progresses. The learner needs <strong>the</strong> right<br />
level of challenge and an <strong>in</strong>creas<strong>in</strong>g sense of achievement <strong>to</strong> make progress and<br />
become proficient <strong>in</strong> <strong>the</strong> skill. It is only by observation, trial, error, feedback and<br />
repeated practice that we can learn <strong>to</strong> use a computer, speak <strong>in</strong> public, draft<br />
legislation, manage staff, deal with cus<strong>to</strong>mers or manage budgets. The<br />
opportunities we have <strong>to</strong> observe and <strong>the</strong>n do th<strong>in</strong>gs, preferably with <strong>the</strong><br />
guidance of a good coach, determ<strong>in</strong>e whe<strong>the</strong>r or not we develop our workplace<br />
skills.<br />
6
<strong>Competency</strong> <strong>Development</strong> for Job Holders & Managers<br />
Behaviours and Attributes<br />
Experience <strong>in</strong>dicates that enhanced performance can best be achieved and<br />
ma<strong>in</strong>ta<strong>in</strong>ed if we focus not only on <strong>the</strong> knowledge and skills required for a job but<br />
also on behaviours and attributes. The comb<strong>in</strong>ation of knowledge, skill,<br />
behaviours and attributes determ<strong>in</strong>e whe<strong>the</strong>r we handle situations appropriately<br />
and professionally at work.<br />
<strong>Competency</strong> <strong>Development</strong><br />
Key Issues<br />
This is <strong>the</strong> th<strong>in</strong>k<strong>in</strong>g beh<strong>in</strong>d <strong>the</strong> modern competency movement which began <strong>in</strong><br />
Harvard <strong>in</strong> <strong>the</strong> 1970s with <strong>the</strong> work of Professor David Mc Clelland, founder of<br />
<strong>the</strong> Hay/McBer consultancy. The work of McClelland was based on "behavioural<br />
event" <strong>in</strong>terviews which analysed effective and <strong>in</strong>effective behaviours at work and<br />
grouped behaviours <strong>in</strong><strong>to</strong> clusters. These clusters form <strong>the</strong> basis of competency<br />
frameworks. <strong>Competency</strong> is a now highly <strong>in</strong>fluential concept <strong>in</strong> human resource<br />
management world-wide.<br />
The PMDS <strong>Competency</strong> Framework thus encompasses more than <strong>the</strong> skills and<br />
knowledge required for a job. It <strong>in</strong>cludes a focus on attributes and behaviours<br />
required for effective performance with<strong>in</strong> <strong>the</strong> Irish civil service.<br />
Develop<strong>in</strong>g behavioural competencies<br />
This guide looks at each of <strong>the</strong> seventeen behavioural competencies <strong>in</strong> turn. The<br />
material <strong>in</strong>cludes a description of <strong>the</strong> competency and some po<strong>in</strong>ts <strong>to</strong> reflect upon<br />
or <strong>to</strong> discuss between jobholder and manager with a view <strong>to</strong> competency<br />
development. While emphasis is placed on "on-<strong>the</strong>-job" learn<strong>in</strong>g, quick, neat and<br />
easy solutions <strong>to</strong> <strong>the</strong> development of a particular competency may not always be<br />
possible. In many cases, competency development may require analysis of <strong>the</strong><br />
fac<strong>to</strong>rs <strong>in</strong>volved and coach<strong>in</strong>g or o<strong>the</strong>r learn<strong>in</strong>g <strong>in</strong>terventions over a period of<br />
time.<br />
7
<strong>Competency</strong> <strong>Development</strong> for Job Holders & Managers<br />
Methods of Develop<strong>in</strong>g Behavioural<br />
Competencies<br />
COMPETENCY<br />
DEVELOPMENT<br />
On-The-Job Learn<strong>in</strong>g<br />
Formal Learn<strong>in</strong>g Interventions<br />
Self-Managed Learn<strong>in</strong>g<br />
The PMDS provides an opportunity <strong>to</strong> recognise and use <strong>the</strong> learn<strong>in</strong>g opportunities<br />
<strong>in</strong> our work<strong>in</strong>g environment. Work on competency development will take place <strong>in</strong><br />
three ma<strong>in</strong> arenas; on <strong>the</strong> job learn<strong>in</strong>g, formal tra<strong>in</strong><strong>in</strong>g <strong>in</strong>terventions (such as<br />
tra<strong>in</strong><strong>in</strong>g courses) and self-managed learn<strong>in</strong>g.<br />
8
<strong>Competency</strong> <strong>Development</strong> for Job Holders & Managers<br />
On-<strong>the</strong>-Job Learn<strong>in</strong>g<br />
The day-<strong>to</strong>-day work<strong>in</strong>g environment is a rich source of competency development<br />
opportunities. Most of <strong>the</strong> specific work-related knowledge, skills and behaviours<br />
we have already learned were learned at work from colleagues or by exposure <strong>to</strong><br />
situations where we could acquire knowledge or observe and practice skills and<br />
behaviours.<br />
<strong>Competency</strong> <strong>Development</strong><br />
Key Issues<br />
L<strong>in</strong>e managers have a key role <strong>to</strong> play <strong>in</strong> foster<strong>in</strong>g a learn<strong>in</strong>g environment on-<strong>the</strong>job<br />
and ensur<strong>in</strong>g that such learn<strong>in</strong>g is appropriately managed ra<strong>the</strong>r than left <strong>to</strong><br />
chance. This can be encouraged through:<br />
• Recognition by senior managers, l<strong>in</strong>e managers and jobholders alike that time<br />
needs <strong>to</strong> be set aside at regular <strong>in</strong>tervals for on-<strong>the</strong>-job learn<strong>in</strong>g. The amount<br />
of time will vary depend<strong>in</strong>g on <strong>the</strong> exist<strong>in</strong>g level of atta<strong>in</strong>ment of an<br />
<strong>in</strong>dividual of <strong>the</strong> required competency.<br />
• On-<strong>the</strong>-job learn<strong>in</strong>g be<strong>in</strong>g recognised as an <strong>in</strong>vestment and <strong>in</strong>tegral part of<br />
<strong>the</strong> job and not someth<strong>in</strong>g which is an add on or carried out at <strong>the</strong> expense<br />
of work output.<br />
• Men<strong>to</strong>r<strong>in</strong>g or coach<strong>in</strong>g directly where <strong>the</strong> opportunity provides itself or by<br />
appo<strong>in</strong>t<strong>in</strong>g men<strong>to</strong>rs with<strong>in</strong> units/sections, particularly for new staff.<br />
• Assign<strong>in</strong>g responsibility with<strong>in</strong> units/sections for <strong>the</strong> development of work<br />
guides or manuals <strong>to</strong> assist <strong>in</strong> <strong>the</strong> transfer of knowledge and practices<br />
between staff.<br />
9
<strong>Competency</strong> <strong>Development</strong> for Job Holders & Managers<br />
The Importance of Coach<strong>in</strong>g<br />
Coach<strong>in</strong>g is a key ability for those who manage o<strong>the</strong>rs s<strong>in</strong>ce it is often crucial <strong>to</strong><br />
effective on-<strong>the</strong>-job learn<strong>in</strong>g. L<strong>in</strong>e managers need <strong>to</strong> coach <strong>the</strong>ir staff <strong>to</strong> achieve<br />
effective performance and colleagues may also need <strong>to</strong> coach each o<strong>the</strong>r. This has<br />
been happen<strong>in</strong>g <strong>in</strong>formally <strong>in</strong> <strong>the</strong> civil service for many years, although many good<br />
coaches might never have used <strong>the</strong> word coach<strong>in</strong>g. However, <strong>in</strong> o<strong>the</strong>r <strong>in</strong>stances,<br />
people who need and would benefit greatly from coach<strong>in</strong>g do not receive it.<br />
Coach<strong>in</strong>g may <strong>in</strong>volve creat<strong>in</strong>g learn<strong>in</strong>g opportunities, giv<strong>in</strong>g <strong>in</strong>formation,<br />
listen<strong>in</strong>g, demonstrat<strong>in</strong>g, encourag<strong>in</strong>g, ask<strong>in</strong>g questions, observ<strong>in</strong>g someone while<br />
<strong>the</strong>y take on a new challenge, suggest<strong>in</strong>g <strong>the</strong> next learn<strong>in</strong>g step, giv<strong>in</strong>g feedback,<br />
creat<strong>in</strong>g ongo<strong>in</strong>g learn<strong>in</strong>g situations, offer<strong>in</strong>g guidance at all stages of learn<strong>in</strong>g<br />
and openness <strong>to</strong> questions.<br />
Good coach<strong>in</strong>g depends on <strong>the</strong> relationship between <strong>the</strong> coach and <strong>the</strong> learner. It<br />
requires <strong>the</strong> existence of trust, respect, rapport, understand<strong>in</strong>g and an atmosphere<br />
<strong>in</strong> which it is possible <strong>to</strong> be candid.<br />
Research shows that everyone has far more potential than she/he regularly<br />
demonstrates. (This is often borne out <strong>in</strong> crisis situations when people are put <strong>in</strong><br />
situations which call on <strong>the</strong>ir potential.) Managers need <strong>to</strong> believe <strong>in</strong> <strong>the</strong> potential<br />
of <strong>the</strong>ir people if it is <strong>to</strong> be realised at work. Aga<strong>in</strong> research shows that we often<br />
behave and perform <strong>to</strong> a standard which o<strong>the</strong>rs expect of us. Therefore, a key<br />
element of coach<strong>in</strong>g is belief <strong>in</strong> <strong>the</strong> potential of o<strong>the</strong>rs. Coach<strong>in</strong>g <strong>in</strong>volves<br />
unlock<strong>in</strong>g potential which is already <strong>the</strong>re. It is help<strong>in</strong>g o<strong>the</strong>rs <strong>to</strong> learn ra<strong>the</strong>r than<br />
actually teach<strong>in</strong>g <strong>the</strong>m. When people discover, ra<strong>the</strong>r than be<strong>in</strong>g <strong>to</strong>ld, <strong>the</strong> learn<strong>in</strong>g<br />
tends <strong>to</strong> stick.<br />
There is no one right way <strong>to</strong> coach. It depends on <strong>the</strong> <strong>in</strong>dividual and <strong>the</strong> situation.<br />
Coach<strong>in</strong>g must be tailored <strong>to</strong> <strong>the</strong> specific needs of <strong>the</strong> person. When coach<strong>in</strong>g, an<br />
attitude of encouragement is central. It is important <strong>to</strong> avoid <strong>to</strong>o much criticism of<br />
a learner (especially <strong>in</strong> relation <strong>to</strong> early mistakes), <strong>in</strong>formation overload, mov<strong>in</strong>g<br />
<strong>to</strong>o fast or <strong>to</strong>o slow for <strong>the</strong> learner, unfamiliar language or terms and tak<strong>in</strong>g <strong>to</strong>o<br />
10
<strong>Competency</strong> <strong>Development</strong> for Job Holders & Managers<br />
much control. Bear<strong>in</strong>g <strong>the</strong>se k<strong>in</strong>ds of issues <strong>in</strong> m<strong>in</strong>d, anyone can be a good coach.<br />
The key fac<strong>to</strong>r is <strong>the</strong> right attitude.<br />
Formal Tra<strong>in</strong><strong>in</strong>g Interventions<br />
<strong>Competency</strong> <strong>Development</strong><br />
Key Issues<br />
Formal tra<strong>in</strong><strong>in</strong>g, such as <strong>the</strong> conventional classroom approach, should complement<br />
on-<strong>the</strong>-job learn<strong>in</strong>g. Knowledge, skills and behaviour development <strong>in</strong> <strong>the</strong><br />
classroom must l<strong>in</strong>k with <strong>the</strong> workplace if learn<strong>in</strong>g is <strong>to</strong> be reta<strong>in</strong>ed and built<br />
upon. The work environment needs <strong>to</strong> be supportive if this is <strong>to</strong> happen.<br />
Key issues <strong>to</strong> be aware of <strong>in</strong> opt<strong>in</strong>g for formal tra<strong>in</strong><strong>in</strong>g are:<br />
• Clarity on <strong>the</strong> content and objectives of learn<strong>in</strong>g programmes<br />
• Ensur<strong>in</strong>g programme objectives meet <strong>in</strong>dividual and work specific needs<br />
• Tailor<strong>in</strong>g standard programmes <strong>to</strong> meet specific needs<br />
• Involvement of learners <strong>in</strong> decisions about tra<strong>in</strong><strong>in</strong>g<br />
• Consultation with Departmental Tra<strong>in</strong><strong>in</strong>g Officer<br />
• Consideration of a range of formal tra<strong>in</strong><strong>in</strong>g options<br />
• Use of local skills, knowledge and expertise on tra<strong>in</strong><strong>in</strong>g programmes<br />
• Evaluation of effectiveness of tra<strong>in</strong><strong>in</strong>g<br />
• Value for money and utilisation of resources<br />
11
<strong>Competency</strong> <strong>Development</strong> for Job Holders & Managers<br />
Self Managed Learn<strong>in</strong>g<br />
Self managed learn<strong>in</strong>g can be very effective and might <strong>in</strong>clude read<strong>in</strong>g, attend<strong>in</strong>g<br />
learn<strong>in</strong>g events, e-learn<strong>in</strong>g, pursu<strong>in</strong>g qualifications outside work<strong>in</strong>g hours and any<br />
o<strong>the</strong>r learn<strong>in</strong>g pursuit which <strong>the</strong> <strong>in</strong>dividual controls. The appendix suggests<br />
read<strong>in</strong>g material under <strong>the</strong> competency head<strong>in</strong>gs.<br />
E-Learn<strong>in</strong>g<br />
As <strong>the</strong> potential of technology develops, e-learn<strong>in</strong>g is <strong>in</strong>creas<strong>in</strong>gly becom<strong>in</strong>g a<br />
viable method of learn<strong>in</strong>g <strong>in</strong> certa<strong>in</strong> areas. It can complement or supplement more<br />
traditional forms of learn<strong>in</strong>g and offers excellent and <strong>in</strong>novative learn<strong>in</strong>g solutions.<br />
E-learn<strong>in</strong>g can be <strong>in</strong>terpreted <strong>in</strong> many ways but might typically <strong>in</strong>volve <strong>in</strong>teractive<br />
learn<strong>in</strong>g material accessed via <strong>the</strong> Internet or an Intranet or CD/DVD. The provider<br />
manages learn<strong>in</strong>g material, updates material and can <strong>in</strong>teract with learners as<br />
appropriate. Many organisations comb<strong>in</strong>e e-learn<strong>in</strong>g aspects with classroom based<br />
tra<strong>in</strong><strong>in</strong>g. One important advantage of e-learn<strong>in</strong>g is <strong>the</strong> control which a learner has<br />
over <strong>the</strong> pace of learn<strong>in</strong>g.<br />
12
<strong>Competency</strong> <strong>Development</strong> for Job Holders & Managers<br />
When it’s not a Learn<strong>in</strong>g Issue<br />
There are a range of fac<strong>to</strong>rs which can affect an <strong>in</strong>dividual’s work performance<br />
and his/her proficiency <strong>in</strong> a particular competency which may require a response<br />
o<strong>the</strong>r than tra<strong>in</strong><strong>in</strong>g and development. A different response is likely <strong>to</strong> be<br />
appropriate where <strong>the</strong> follow<strong>in</strong>g k<strong>in</strong>ds of fac<strong>to</strong>rs are affect<strong>in</strong>g work performance.<br />
<strong>Competency</strong> <strong>Development</strong><br />
Key Issues<br />
• A motivation/morale issue<br />
• Resource issues<br />
• Organisation culture issues<br />
• Work<strong>in</strong>g environment issues<br />
• Work<strong>in</strong>g relationship issues<br />
• Differences of style<br />
• Stress or burnout issues<br />
• An issue relat<strong>in</strong>g <strong>to</strong> <strong>the</strong> fit between <strong>the</strong> <strong>in</strong>dividual and <strong>the</strong> job<br />
• Unresolved conflicts<br />
• Policies, systems or procedures which need review<br />
• Non work issues (health, domestic, etc.) 1<br />
This list is given by way of example and is not <strong>in</strong>tended <strong>to</strong> be exhaustive.<br />
1 The Employee Assistance <strong>Service</strong> is available <strong>to</strong> provide support <strong>to</strong> <strong>in</strong>dividuals who may be<br />
experienc<strong>in</strong>g non-work difficulties which are impact<strong>in</strong>g on work performance and <strong>to</strong> advise managers<br />
on how <strong>to</strong> handle such situations appropriately and professionally.<br />
13
<strong>Competency</strong> <strong>Development</strong> for Job Holders & Managers<br />
14
PART II<br />
Self Confidence Achievement, Drive and Commitment Initiative<br />
Teamwork<strong>in</strong>g Communications Network<strong>in</strong>g/Influenc<strong>in</strong>g<br />
Cus<strong>to</strong>mer <strong>Service</strong> Manag<strong>in</strong>g and Leadership<br />
The Seventeen<br />
Behavioural Competencies<br />
of <strong>the</strong> PMDS<br />
Interpersonal Understand<strong>in</strong>g Manag<strong>in</strong>g Budgets and Resources<br />
Information Seek<strong>in</strong>g and Management Concern for Clarity and<br />
Work Quality Analytical Th<strong>in</strong>k<strong>in</strong>g Conceptual Th<strong>in</strong>k<strong>in</strong>g<br />
Decision Mak<strong>in</strong>g/Judgement Specialised Expertise<br />
15
<strong>Competency</strong> <strong>Development</strong> for Job Holders & Managers<br />
Develop<strong>in</strong>g <strong>the</strong><br />
Seventeen Behavioural Competencies<br />
<strong>in</strong> <strong>the</strong> PMDS Framework<br />
Personal Effectiveness<br />
Cluster<br />
1. Self-Confidence<br />
10. Interpersonal Understand<strong>in</strong>g<br />
2. Achievement, Drive &<br />
Commitment<br />
3. Initiative<br />
4. Team Work<strong>in</strong>g<br />
5. Communications<br />
6. Network<strong>in</strong>g/Influenc<strong>in</strong>g<br />
7. Cus<strong>to</strong>mer <strong>Service</strong><br />
11. Analytical Th<strong>in</strong>k<strong>in</strong>g<br />
12. Conceptual Th<strong>in</strong>k<strong>in</strong>g<br />
13. Decision Mak<strong>in</strong>g/Judgement<br />
14. Specialised Expertise<br />
15. Manag<strong>in</strong>g Budgets and Resources<br />
16. Information Seek<strong>in</strong>g and<br />
Management<br />
8. Manag<strong>in</strong>g and Develop<strong>in</strong>g People<br />
9. Leadership<br />
17. Concern for Clarity and Work<br />
Quality<br />
16
<strong>Competency</strong> <strong>Development</strong> for Job Holders & Managers<br />
Develop<strong>in</strong>g <strong>the</strong> competencies<br />
"In order <strong>to</strong> make an affective competency "teachable" you must<br />
first break it down <strong>in</strong><strong>to</strong> its underly<strong>in</strong>g dimensions or components.<br />
You must have a clear understand<strong>in</strong>g of its dimensions...and how<br />
<strong>the</strong>y are <strong>in</strong>terrelated. You must put <strong>the</strong> competency <strong>in</strong> an<br />
organisation or environmental context and identify its ramifications<br />
and effect on <strong>the</strong> achievement of <strong>the</strong> job outputs....In order <strong>to</strong> fully<br />
develop and implement some competencies employees require <strong>the</strong><br />
benefit of time, circumstance and personal experience"<br />
David D Dubois<br />
<strong>Competency</strong>-Based Performance Improvement<br />
A Strategy for Organisational Change<br />
HRD Press, 1993<br />
The follow<strong>in</strong>g pages explore each competency <strong>in</strong> turn and are <strong>in</strong>tended for use by<br />
jobholders and managers <strong>to</strong> provide assistance <strong>in</strong> develop<strong>in</strong>g <strong>the</strong> competencies.<br />
It is hoped that this material will be of use <strong>in</strong>:<br />
• Explor<strong>in</strong>g <strong>the</strong> application of <strong>the</strong> seventeen PMDS competencies with<strong>in</strong> your<br />
own work environment<br />
• Identify<strong>in</strong>g fac<strong>to</strong>rs which impact on competency development <strong>in</strong> your work<br />
environment so that <strong>the</strong>se can be taken <strong>in</strong><strong>to</strong> account<br />
• Identify<strong>in</strong>g <strong>the</strong> relevant aspects of a competency which <strong>in</strong>dividual staff will<br />
focus on <strong>in</strong> <strong>the</strong>ir development efforts<br />
• Identify<strong>in</strong>g aspects of a competency need<strong>in</strong>g development <strong>in</strong> relation <strong>to</strong> a<br />
particular job<br />
• Identify<strong>in</strong>g ways <strong>to</strong> develop a competency or <strong>the</strong> relevant aspects of a<br />
competency with reference <strong>to</strong> <strong>the</strong> work needs and <strong>the</strong> <strong>in</strong>dividuals concerned.<br />
17
<strong>Competency</strong> <strong>Development</strong> for Job Holders & Managers<br />
18
Personal Effectiveness Cluster<br />
Self Confidence . . . . . . . . . . . . . . . . . . . . . .20<br />
Achievement, drive and commitment . . . .23<br />
Initiative . . . . . . . . . . . . . . . . . . . . . . . . . . .23<br />
Teamwork<strong>in</strong>g . . . . . . . . . . . . . . . . . . . . . . .25<br />
Communications . . . . . . . . . . . . . . . . . . . . .27
<strong>Competency</strong> <strong>Development</strong> for Job Holders & Managers<br />
1. Self-Confidence<br />
Self-confidence might be described as belief <strong>in</strong> one's own ability <strong>to</strong> handle work<br />
situations and <strong>to</strong> accomplish work tasks. Self-confidence manifests <strong>in</strong> tak<strong>in</strong>g<br />
<strong>in</strong>itiative, will<strong>in</strong>gness <strong>to</strong> learn, <strong>to</strong> handle work situations and <strong>to</strong> take on<br />
responsibility. In <strong>in</strong>terpersonal situations, self-confidence manifests <strong>in</strong> calmness,<br />
assertiveness, ability <strong>to</strong> listen <strong>to</strong> various viewpo<strong>in</strong>ts, ability <strong>to</strong> articulate an<br />
unpopular position, <strong>to</strong> change one's view <strong>in</strong> <strong>the</strong> light of new <strong>in</strong>formation, <strong>to</strong> take<br />
decisions and <strong>to</strong> handle conflict effectively. A person with self-confidence will also<br />
welcome feedback.<br />
Develop<strong>in</strong>g Self Confidence<br />
The Induction Period<br />
Confidence can be enhanced dur<strong>in</strong>g <strong>the</strong> early period <strong>in</strong> a job. New people<br />
normally need guidance, support, work exposure, regular feedback and<br />
appropriate levels of challenge and responsibility over time. The absence of <strong>the</strong>se<br />
fac<strong>to</strong>rs may result <strong>in</strong> <strong>the</strong> <strong>in</strong>dividual doubt<strong>in</strong>g <strong>the</strong>ir own ability and possibly result <strong>in</strong><br />
low levels of self-confidence.<br />
Develop<strong>in</strong>g self-confidence depends on stretch<strong>in</strong>g <strong>in</strong>dividual "comfort zones"<br />
Each <strong>in</strong>dividual has a "comfort zone", a range of tasks and situations <strong>in</strong> which she<br />
or he believes <strong>in</strong> her or his ability <strong>to</strong> handle <strong>the</strong> situation. Self-confidence develops<br />
when we widen this comfort zone by tak<strong>in</strong>g on and meet<strong>in</strong>g challenges.<br />
Appropriate challenges stretch our <strong>in</strong>dividual comfort zone but are not<br />
overwhelm<strong>in</strong>gly daunt<strong>in</strong>g. Becom<strong>in</strong>g a confident public speaker or a confident<br />
user of <strong>in</strong>formation technology are examples of <strong>the</strong> process <strong>in</strong>volved. We have <strong>to</strong><br />
move from <strong>to</strong>tal lack of confidence as we start, <strong>to</strong> some level of confidence as we<br />
practice, and f<strong>in</strong>ally <strong>to</strong> a higher level of confidence as we ga<strong>in</strong> experience, step by<br />
step. Encouragement, opportunities <strong>to</strong> practice without <strong>in</strong>appropriate risk and<br />
effective coach<strong>in</strong>g by managers or colleagues help this process.<br />
20
<strong>Competency</strong> <strong>Development</strong> for Job Holders & Managers<br />
Be Specific<br />
It is useful <strong>to</strong> be specific. It is not easy <strong>to</strong> tackle an issue described <strong>in</strong> language<br />
such as "I lack self confidence or "John lacks self confidence". This th<strong>in</strong>k<strong>in</strong>g is<br />
very broad and non-specific. A more useful way is <strong>to</strong> th<strong>in</strong>k about <strong>the</strong> role and<br />
work environment and <strong>the</strong> specific areas <strong>in</strong> which <strong>the</strong> <strong>in</strong>dividual needs <strong>to</strong> build<br />
self-confidence and become more comfortable. Then, step-by-step, <strong>the</strong> <strong>in</strong>dividual<br />
can start <strong>to</strong> take on and overcome specific challenges <strong>in</strong> that environment, ideally<br />
with support and guidance.<br />
Some examples of ways <strong>in</strong> which self-confidence might be built up on <strong>the</strong> job<br />
<strong>in</strong>clude:<br />
Personal Effectiveness<br />
Cluster<br />
• recognition of <strong>in</strong>dividual and team effort by managers<br />
• specific feedback by managers<br />
• be<strong>in</strong>g <strong>in</strong>formed on developments <strong>in</strong> <strong>the</strong> work area<br />
• opportunity <strong>to</strong> work alongside more experienced colleagues<br />
• <strong>in</strong>volvement <strong>in</strong> significant work projects<br />
• tak<strong>in</strong>g on new and different tasks with support and guidance<br />
• with guidance, cover<strong>in</strong>g for an absent colleague or deputis<strong>in</strong>g for <strong>the</strong><br />
manager<br />
• hav<strong>in</strong>g one’s views sought or one’s presence sought at meet<strong>in</strong>gs<br />
• conduct<strong>in</strong>g research<br />
• writ<strong>in</strong>g a report<br />
• mak<strong>in</strong>g a presentation<br />
• be<strong>in</strong>g a member or leader of a project team<br />
• represent<strong>in</strong>g <strong>the</strong> Unit or Department, under guidance if necessary<br />
• develop<strong>in</strong>g an area of specialism, <strong>in</strong>terest or expertise <strong>in</strong> <strong>the</strong> job<br />
• rotat<strong>in</strong>g duties at reasonably regular <strong>in</strong>tervals<br />
Staff should be encouraged ra<strong>the</strong>r than compelled <strong>to</strong> take on confidence build<strong>in</strong>g<br />
challenges <strong>in</strong> order <strong>to</strong> ga<strong>in</strong> <strong>the</strong> maximum benefit from such opportunities.<br />
21
<strong>Competency</strong> <strong>Development</strong> for Job Holders & Managers<br />
Confidence Build<strong>in</strong>g is an Individual Issue<br />
Some <strong>in</strong>dividuals may need more managerial attention and support <strong>in</strong> develop<strong>in</strong>g<br />
<strong>the</strong>ir self-confidence at work than o<strong>the</strong>rs. Comparisons between staff are usually<br />
not helpful <strong>in</strong> address<strong>in</strong>g <strong>the</strong> issue. Self-confidence builds <strong>in</strong> an <strong>in</strong>cremental<br />
fashion over time. The pace of progress will be <strong>in</strong>dividual. Each and every member<br />
of staff can improve his or her self-confidence at work with an appropriate degree<br />
of belief, support and <strong>the</strong> desire <strong>to</strong> move beyond <strong>the</strong> exist<strong>in</strong>g comfort zone.<br />
What <strong>to</strong> Avoid<br />
Fear of failure, fear of personal exposure and fear of <strong>the</strong> negative reactions of<br />
o<strong>the</strong>rs promote low self-confidence. Whe<strong>the</strong>r an <strong>in</strong>dividual receives negative or<br />
positive messages about his or her worth and ability <strong>to</strong> contribute at work are<br />
important. The actions of managers and colleagues can have <strong>the</strong> effect of<br />
develop<strong>in</strong>g or dim<strong>in</strong>ish<strong>in</strong>g self-confidence. For example, a manager who fails <strong>to</strong><br />
delegate is send<strong>in</strong>g a message that she/he does not believe <strong>in</strong> staff ability. If this<br />
happens over a long period of time staff may fail <strong>to</strong> develop skills, knowledge and<br />
confidence.<br />
22
<strong>Competency</strong> <strong>Development</strong> for Job Holders & Managers<br />
2. Achievement, Drive & Commitment<br />
This competency might be described as possess<strong>in</strong>g and act<strong>in</strong>g upon a desire <strong>to</strong><br />
reach and surpass standards of excellence at work. It manifests as work<strong>in</strong>g<br />
<strong>to</strong>wards clear objectives and standards and be<strong>in</strong>g results focused. People with this<br />
competency "pull out <strong>the</strong> s<strong>to</strong>ps" <strong>to</strong> deliver, take personal responsibility for gett<strong>in</strong>g<br />
results and aim for completion and excellence.<br />
3. Initiative<br />
Initiative is a preference for tak<strong>in</strong>g action with<strong>in</strong> <strong>the</strong> bounds of one’s ability. It may<br />
<strong>in</strong>volve do<strong>in</strong>g more than is required or expected, anticipat<strong>in</strong>g situations and act<strong>in</strong>g<br />
<strong>to</strong> avoid problems or creat<strong>in</strong>g new opportunities.<br />
Personal Effectiveness<br />
Cluster<br />
Develop<strong>in</strong>g achievement, drive, commitment and<br />
<strong>in</strong>itiative<br />
These two competencies with<strong>in</strong> <strong>the</strong> Personal Effectiveness Cluster are closely<br />
related. They are significantly affected by personal motivation. Therefore, a<br />
manager who wishes <strong>to</strong> foster <strong>the</strong>se competencies <strong>to</strong> improve performance might<br />
usefully explore and work on <strong>the</strong> issue of staff motivation.<br />
Work<strong>in</strong>g <strong>to</strong> Improve Individual Motivation<br />
Research suggests that <strong>the</strong> follow<strong>in</strong>g may be some of <strong>the</strong> fac<strong>to</strong>rs which affect<br />
motivation and which can be addressed <strong>in</strong> attempts <strong>to</strong> improve motivation, and<br />
<strong>the</strong>reby commitment, <strong>in</strong>itiative and so on.<br />
Positive fac<strong>to</strong>rs<br />
• sett<strong>in</strong>g clear <strong>in</strong>dividual and team goals<br />
• effective teamwork<br />
• hav<strong>in</strong>g <strong>the</strong> <strong>in</strong>formation, skills and resources one needs<br />
• hav<strong>in</strong>g a suitable degree of personal challenge<br />
23
<strong>Competency</strong> <strong>Development</strong> for Job Holders & Managers<br />
• opportunity for personal contribution and achievement<br />
• effort valued, recognised and rewarded<br />
• suitable degree of <strong>in</strong>dividual control, responsibility and choice<br />
Negative Fac<strong>to</strong>rs<br />
• <strong>to</strong>o much or <strong>to</strong>o little work or lack of variety<br />
• lack of challenge and goal sett<strong>in</strong>g<br />
• lack of consultation or isolation<br />
• lack of feedback<br />
• lack of knowledge of <strong>the</strong> "big picture"<br />
• lack of self-confidence<br />
Motivation at work is heavily <strong>in</strong>fluenced by <strong>in</strong>dividual needs and values. This<br />
suggests that while <strong>the</strong>re are common fac<strong>to</strong>rs such as those listed above,<br />
<strong>in</strong>dividual needs will affect <strong>the</strong> development of commitment, drive, <strong>in</strong>itiative and<br />
achievement <strong>in</strong> different <strong>in</strong>dividuals.<br />
Flexibility, openness and reward for <strong>in</strong>novation encourage <strong>in</strong>dividual th<strong>in</strong>k<strong>in</strong>g and<br />
<strong>in</strong>itiative. New employees and newly promoted people are one group who may<br />
possess a high degree of drive and <strong>in</strong>itiative which can be easily fostered and<br />
developed with appropriate encouragement and men<strong>to</strong>r<strong>in</strong>g.<br />
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<strong>Competency</strong> <strong>Development</strong> for Job Holders & Managers<br />
4. Team Work<strong>in</strong>g<br />
A team is a group of people work<strong>in</strong>g <strong>to</strong>ge<strong>the</strong>r <strong>in</strong> pursuit of a common goal. A<br />
common form of team work<strong>in</strong>g would be people work<strong>in</strong>g <strong>to</strong>ge<strong>the</strong>r <strong>in</strong> <strong>the</strong> same<br />
unit/section cover<strong>in</strong>g broadly <strong>the</strong> same activities but with differ<strong>in</strong>g levels of<br />
responsibility. This might also <strong>in</strong>volve work<strong>in</strong>g <strong>to</strong>ge<strong>the</strong>r on a specific project or<br />
work<strong>in</strong>g <strong>to</strong>ge<strong>the</strong>r <strong>in</strong> <strong>the</strong> delivery of a particular service. In an effective team,<br />
members are clear on <strong>the</strong> common goal, are co-operative and mutually supportive<br />
and carry out <strong>the</strong>ir <strong>in</strong>dividual roles <strong>in</strong> support of <strong>the</strong> team's common goal.<br />
Develop<strong>in</strong>g <strong>the</strong> Teamwork <strong>Competency</strong><br />
Personal Effectiveness<br />
Cluster<br />
Effective team leadership is about manag<strong>in</strong>g, motivat<strong>in</strong>g, sett<strong>in</strong>g clear goals,<br />
delegat<strong>in</strong>g responsibility and facilitat<strong>in</strong>g good team communication. Good team<br />
players participate will<strong>in</strong>gly <strong>in</strong> group work and support team decisions. They are<br />
loyal <strong>to</strong> <strong>the</strong> group. They do not attempt <strong>to</strong> dom<strong>in</strong>ate or work <strong>to</strong> an <strong>in</strong>dividual<br />
agenda but keep <strong>the</strong> common purpose <strong>in</strong> m<strong>in</strong>d and <strong>the</strong> need for contribution and<br />
<strong>in</strong>volvement by all team members <strong>in</strong> achiev<strong>in</strong>g <strong>the</strong> common goal. They share<br />
<strong>in</strong>formation and ideas and seek <strong>the</strong> contribution of o<strong>the</strong>rs as well as aim<strong>in</strong>g <strong>to</strong><br />
resolve conflicts which may arise and reach quality outcomes. They also<br />
acknowledge <strong>the</strong> value of <strong>the</strong> contributions of o<strong>the</strong>rs.<br />
Individuals and managers <strong>in</strong> assess<strong>in</strong>g <strong>the</strong>ir contribution <strong>to</strong> <strong>the</strong> development of <strong>the</strong><br />
teamwork competency might explore such issues as:<br />
• Clarity of team goals<br />
• Clarity of roles of team members<br />
• Fac<strong>to</strong>rs <strong>in</strong>fluenc<strong>in</strong>g one’s own contribution <strong>to</strong> <strong>the</strong> team<br />
• Personal organisation and <strong>in</strong>dividual behaviour <strong>in</strong> <strong>the</strong> team<br />
• Specific tra<strong>in</strong><strong>in</strong>g needs for own role <strong>in</strong> <strong>the</strong> team<br />
• Progress<strong>in</strong>g tasks<br />
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<strong>Competency</strong> <strong>Development</strong> for Job Holders & Managers<br />
• Effective decision mak<strong>in</strong>g processes<br />
• Shar<strong>in</strong>g and seek<strong>in</strong>g <strong>in</strong>formation<br />
• Cooperation with o<strong>the</strong>rs<br />
• Listen<strong>in</strong>g skills<br />
• The need <strong>to</strong> be open <strong>to</strong> ideas, especially those different <strong>to</strong> one’s own<br />
• Conflict management<br />
Analysis of such issues should help identify specific aspects of teamwork which an<br />
<strong>in</strong>dividual may need <strong>to</strong> reflect upon and address with<strong>in</strong> <strong>the</strong> team, with <strong>the</strong> support<br />
of his or her manager.<br />
Formal tra<strong>in</strong><strong>in</strong>g <strong>in</strong> teamwork can develop an understand<strong>in</strong>g of <strong>the</strong> nature of group<br />
dynamics and provide useful <strong>in</strong>sight <strong>in</strong><strong>to</strong> one’s <strong>in</strong>dividual behaviour <strong>in</strong> teams and<br />
<strong>the</strong> degree <strong>to</strong> which this is effective. To become a good team worker requires<br />
practical experience. Feedback from o<strong>the</strong>r team members or <strong>the</strong> team leader is<br />
useful. Formal team leadership tra<strong>in</strong><strong>in</strong>g can be quite useful for those who need<br />
specific skills if <strong>the</strong>y are <strong>to</strong> be effective <strong>in</strong> <strong>the</strong> leadership role.<br />
26
<strong>Competency</strong> <strong>Development</strong> for Job Holders & Managers<br />
5. Communications<br />
Effective communication is <strong>the</strong> lifeblood of organisations. Communication at its<br />
most basic level is about <strong>the</strong> exchange of <strong>in</strong>formation and ideas between<br />
<strong>in</strong>dividuals result<strong>in</strong>g <strong>in</strong> a shared mutual understand<strong>in</strong>g. Failure <strong>to</strong> develop this<br />
competency <strong>to</strong> <strong>the</strong> highest degree possible both at <strong>in</strong>dividual and organisational<br />
level can be very costly <strong>in</strong> terms of wasted resources, lost opportunities, confusion,<br />
errors, and poor levels of motivation.<br />
The key <strong>to</strong> understand<strong>in</strong>g <strong>the</strong> particular communication competency requirements<br />
of <strong>in</strong>dividuals and how <strong>the</strong>y might be developed is <strong>to</strong> analyse <strong>the</strong> specific work<br />
context and <strong>the</strong> forms of communication <strong>in</strong> which <strong>in</strong>dividuals engage. Issues <strong>to</strong><br />
consider <strong>in</strong>clude:<br />
Personal Effectiveness<br />
Cluster<br />
• With Whom <strong>the</strong> Communication Takes Place<br />
Cus<strong>to</strong>mers, staff, managers, colleagues, m<strong>in</strong>isters, social partners, o<strong>the</strong>rs or a<br />
comb<strong>in</strong>ation of some or all of <strong>the</strong>se elements<br />
• How <strong>the</strong> Communication Take Place<br />
Meet<strong>in</strong>gs, one-<strong>to</strong>-one, electronic, written, phone, formal presentation etc.<br />
• Why <strong>the</strong> Communication Takes Place<br />
To impart and/or ga<strong>the</strong>r <strong>in</strong>formation, <strong>to</strong> show understand<strong>in</strong>g, <strong>to</strong> consult, <strong>to</strong><br />
co-operate, <strong>to</strong> persuade, <strong>to</strong> negotiate <strong>to</strong> <strong>in</strong>fluence, etc.<br />
Develop<strong>in</strong>g <strong>the</strong> communication competency<br />
Coach<strong>in</strong>g on <strong>the</strong> job<br />
Managers play a key role <strong>in</strong> help<strong>in</strong>g an <strong>in</strong>dividual <strong>to</strong> identify and focus on <strong>the</strong><br />
specific aspect of communication which needs development. She or he can<br />
provide an opportunity <strong>to</strong> observe good practice, give guidance on <strong>the</strong> specific<br />
situation, provide an opportunity <strong>to</strong> practice, under observation if necessary, and<br />
provide feedback on performance. This is possibly <strong>the</strong> most effective way <strong>to</strong><br />
develop <strong>the</strong> specific aspects of communication required <strong>in</strong> <strong>the</strong> work context. Such<br />
27
<strong>Competency</strong> <strong>Development</strong> for Job Holders & Managers<br />
skills as participat<strong>in</strong>g at or chair<strong>in</strong>g a meet<strong>in</strong>g, handl<strong>in</strong>g cus<strong>to</strong>mers, answer<strong>in</strong>g<br />
telephone queries, negotiation and mak<strong>in</strong>g presentations develop effectively<br />
through observation of those who are already accomplished at <strong>the</strong>se tasks,<br />
followed by practice, preferably with feedback.<br />
Policies<br />
Hav<strong>in</strong>g communication policies <strong>in</strong> place can also help, for example, a policy on<br />
how <strong>to</strong> answer <strong>the</strong> telephone, use of e-mail, how <strong>to</strong> process cus<strong>to</strong>mer queries etc.<br />
To be most effective such policies should be drawn up <strong>in</strong> collaboration with <strong>the</strong><br />
staff who implement <strong>the</strong>m.<br />
Tra<strong>in</strong><strong>in</strong>g<br />
Formal tra<strong>in</strong><strong>in</strong>g <strong>in</strong> all aspects of communication is available and can be useful <strong>to</strong><br />
develop an understand<strong>in</strong>g of <strong>the</strong> pr<strong>in</strong>ciples. Formal tra<strong>in</strong><strong>in</strong>g events can also<br />
provide opportunities <strong>to</strong> practice <strong>the</strong> skills of communication (for example,<br />
handl<strong>in</strong>g a situation assertively, mak<strong>in</strong>g a presentation or chair<strong>in</strong>g a meet<strong>in</strong>g) <strong>in</strong> a<br />
safe and supportive environment with expert feedback and without <strong>the</strong> risk of<br />
mak<strong>in</strong>g mistakes which will have impact <strong>in</strong> a real workplace situation. Skills<br />
developed dur<strong>in</strong>g formal tra<strong>in</strong><strong>in</strong>g will, of course, need <strong>to</strong> be applied <strong>in</strong> <strong>the</strong><br />
workplace.<br />
Self Managed Learn<strong>in</strong>g<br />
There is a wealth of read<strong>in</strong>g and o<strong>the</strong>r self managed learn<strong>in</strong>g material available on<br />
this area.<br />
Communication checklist<br />
The follow<strong>in</strong>g is a list of aspects of <strong>the</strong> communication process <strong>to</strong> consider. (It is<br />
not <strong>in</strong>tended <strong>to</strong> be an exhaustive list.)<br />
• Impart<strong>in</strong>g <strong>in</strong>formation clearly and concisely<br />
• Tone of voice and body language<br />
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<strong>Competency</strong> <strong>Development</strong> for Job Holders & Managers<br />
• Use of language (For example, consider use of jargon, whe<strong>the</strong>r <strong>the</strong> degree of<br />
formality or <strong>in</strong>formality is appropriate, how <strong>the</strong> language sounds <strong>to</strong> <strong>the</strong><br />
recipients or listeners, and whe<strong>the</strong>r it is emotionally loaded or <strong>in</strong> any way<br />
unprofessional.)<br />
• Degree of openness <strong>to</strong> o<strong>the</strong>rs<br />
• Listen<strong>in</strong>g <strong>to</strong> o<strong>the</strong>rs with a view <strong>to</strong> understand<strong>in</strong>g<br />
• Ask<strong>in</strong>g questions with a view <strong>to</strong> understand<strong>in</strong>g<br />
• Articulat<strong>in</strong>g an unpopular viewpo<strong>in</strong>t<br />
• Behaviour <strong>in</strong> groups<br />
Personal Effectiveness<br />
Cluster<br />
• Focus on progress<strong>in</strong>g issues<br />
• Approach <strong>to</strong> conflict<br />
• Ability <strong>to</strong> control reactions when stressed, upset or angry<br />
• Telephone style<br />
• Style of writ<strong>in</strong>g, <strong>in</strong>clud<strong>in</strong>g electronic material<br />
• Dissem<strong>in</strong>ation of <strong>in</strong>formation<br />
• Consultation with o<strong>the</strong>rs<br />
• Giv<strong>in</strong>g and receiv<strong>in</strong>g feedback<br />
• Ability <strong>to</strong> refuse a request assertively if necessary<br />
29
<strong>Competency</strong> <strong>Development</strong> for Job Holders & Managers<br />
30
Group and Interpersonal Effectiveness<br />
Cluster<br />
Network<strong>in</strong>g/Influenc<strong>in</strong>g . . . . . . . . . . . . . . .32<br />
Cus<strong>to</strong>mer <strong>Service</strong> . . . . . . . . . . . . . . . . . . . .34<br />
Manag<strong>in</strong>g and Develop<strong>in</strong>g People . . . . . . .36<br />
Leadership . . . . . . . . . . . . . . . . . . . . . . . . .39<br />
Interpersonal Understand<strong>in</strong>g . . . . . . . . . . .41
<strong>Competency</strong> <strong>Development</strong> for Job Holders & Managers<br />
6. Network<strong>in</strong>g/Influenc<strong>in</strong>g<br />
Effective network<strong>in</strong>g <strong>in</strong>volves <strong>the</strong> ability <strong>to</strong> develop and ma<strong>in</strong>ta<strong>in</strong> a network of<br />
contacts through a personalised approach and <strong>to</strong> use this <strong>to</strong> advance work related<br />
goals. A person with network<strong>in</strong>g competency will build up relevant contacts and<br />
establish rapport with contacts. She or he will usually <strong>in</strong>volve o<strong>the</strong>rs and will share<br />
and seek <strong>in</strong>formation. A range of professional relationships across organisations is<br />
established.<br />
Network<strong>in</strong>g can take place both formally and <strong>in</strong>formally. It can manifest itself <strong>in</strong><br />
various ways such as:<br />
• Regular meet<strong>in</strong>gs with groups or <strong>in</strong>dividuals for specific purposes<br />
• Discussions at <strong>the</strong> marg<strong>in</strong>s of meet<strong>in</strong>gs, conferences etc.<br />
• Exchange of contact details through bus<strong>in</strong>ess cards etc.<br />
• Contact on a regular or <strong>in</strong>termittent basis through telephone, e-mail and<br />
personal meet<strong>in</strong>gs both <strong>in</strong> and outside work sett<strong>in</strong>gs with <strong>in</strong>dividuals with<strong>in</strong><br />
and outside your organisation.<br />
Develop<strong>in</strong>g <strong>the</strong> network<strong>in</strong>g/<strong>in</strong>fluenc<strong>in</strong>g competency<br />
Network<strong>in</strong>g<br />
Individuals wish<strong>in</strong>g <strong>to</strong> develop network<strong>in</strong>g abilities need <strong>to</strong> be proactive and open<br />
<strong>to</strong> opportunities aris<strong>in</strong>g on a day <strong>to</strong> day basis. A manager work<strong>in</strong>g with a staff<br />
member <strong>to</strong> develop network<strong>in</strong>g competency might:<br />
• ensure <strong>the</strong> person is adequately <strong>in</strong>volved <strong>in</strong> relevant activities<br />
• delegate responsibility which requires establish<strong>in</strong>g contacts and network<strong>in</strong>g<br />
• <strong>in</strong>troduce <strong>the</strong> person <strong>to</strong> various contacts<br />
• appo<strong>in</strong>t <strong>the</strong> person as a contact for o<strong>the</strong>rs<br />
• <strong>in</strong>volve <strong>the</strong> person actively <strong>in</strong> meet<strong>in</strong>gs, work<strong>in</strong>g groups or project teams<br />
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<strong>Competency</strong> <strong>Development</strong> for Job Holders & Managers<br />
• coach <strong>the</strong> person <strong>in</strong> how <strong>to</strong> handle specific network<strong>in</strong>g situations<br />
• work <strong>to</strong> develop a network<strong>in</strong>g culture<br />
Influenc<strong>in</strong>g<br />
Different people will have different <strong>in</strong>fluenc<strong>in</strong>g styles. Formal tra<strong>in</strong><strong>in</strong>g <strong>in</strong><br />
<strong>in</strong>fluenc<strong>in</strong>g or <strong>in</strong> relevant aspects of communication can help with <strong>in</strong>fluenc<strong>in</strong>g<br />
ability. Careful observation of skilled and successful negotia<strong>to</strong>rs and those who<br />
have excellent skills <strong>in</strong> handl<strong>in</strong>g meet<strong>in</strong>g and conflict situations will also help.<br />
Influenc<strong>in</strong>g skills are a specific aspect of communication skills. Influenc<strong>in</strong>g creates<br />
buy-<strong>in</strong> <strong>to</strong> ideas and courses of action and reduces resistance. It engenders<br />
creativity and co-operation ra<strong>the</strong>r than conflict or unwill<strong>in</strong>g submission. It is<br />
important <strong>in</strong> almost every role but especially for leaders, managers, those who<br />
work <strong>in</strong> a team, those who need <strong>to</strong> get <strong>the</strong> co-operation of o<strong>the</strong>rs on ideas,<br />
courses of action and <strong>in</strong>troduc<strong>in</strong>g changes, and those whose work <strong>in</strong>volves any<br />
type of negotiations. A key fac<strong>to</strong>r <strong>in</strong> successful <strong>in</strong>fluenc<strong>in</strong>g is whe<strong>the</strong>r we can<br />
make our idea or proposition mean<strong>in</strong>gful <strong>to</strong> ano<strong>the</strong>r person. This requires active<br />
consideration of <strong>the</strong> o<strong>the</strong>r person’s po<strong>in</strong>t of view, <strong>the</strong> ability <strong>to</strong> listen <strong>to</strong> views<br />
different <strong>to</strong> one’s own and respond<strong>in</strong>g accord<strong>in</strong>gly.<br />
Group and Interpersonal<br />
Effectiveness Cluster<br />
There are a range of skills and attitudes <strong>in</strong>volved <strong>in</strong> <strong>in</strong>fluenc<strong>in</strong>g. Examples are as<br />
follows:<br />
Skills<br />
Listen<strong>in</strong>g<br />
Prob<strong>in</strong>g questions<br />
Verbal fluency<br />
Build<strong>in</strong>g rapport<br />
Body language<br />
Pa<strong>in</strong>t<strong>in</strong>g a vision of <strong>the</strong> future<br />
Case preparation<br />
Establish common ground<br />
Refram<strong>in</strong>g issues<br />
Attitudes<br />
Patience<br />
Flexibility<br />
Trust<br />
Confidence<br />
Credibility<br />
Openness<br />
Consistency<br />
Courage<br />
Enthusiasm<br />
33
<strong>Competency</strong> <strong>Development</strong> for Job Holders & Managers<br />
7. Cus<strong>to</strong>mer <strong>Service</strong><br />
Cus<strong>to</strong>mer service is about provid<strong>in</strong>g a high quality service <strong>to</strong> cus<strong>to</strong>mers <strong>in</strong> a<br />
friendly, efficient and effective manner. It centres on a desire and ability <strong>to</strong> meet<br />
cus<strong>to</strong>mer needs, respect<strong>in</strong>g <strong>the</strong>ir rights and dignity. The pr<strong>in</strong>ciples of good quality<br />
cus<strong>to</strong>mer service will generally be set out <strong>in</strong> <strong>the</strong> organisation's cus<strong>to</strong>mer service<br />
action plan.<br />
Develop<strong>in</strong>g <strong>the</strong> cus<strong>to</strong>mer service competency<br />
Effective cus<strong>to</strong>mer service does not rely only on <strong>the</strong> abilities of those <strong>in</strong> direct<br />
<strong>in</strong>teraction with cus<strong>to</strong>mers. Effective cus<strong>to</strong>mer service policies, adequate systems,<br />
procedures and management supports <strong>in</strong> <strong>the</strong> form of resources, tra<strong>in</strong><strong>in</strong>g and<br />
deal<strong>in</strong>g with problems at <strong>the</strong> front l<strong>in</strong>e are essential. Deal<strong>in</strong>g with cus<strong>to</strong>mers can<br />
be challeng<strong>in</strong>g and demand<strong>in</strong>g and staff members may need supports or specific<br />
front l<strong>in</strong>e problems <strong>to</strong> be explored and addressed.<br />
Staff may be fully <strong>in</strong>formed <strong>in</strong> <strong>the</strong> work area and aware of <strong>the</strong> pr<strong>in</strong>ciples of<br />
professional service but may be hampered <strong>in</strong> <strong>the</strong>ir ability <strong>to</strong> deliver cus<strong>to</strong>mer<br />
service due <strong>to</strong> feel<strong>in</strong>g stressed. Develop<strong>in</strong>g a knowledge of stress management<br />
techniques as well as techniques for handl<strong>in</strong>g difficult cus<strong>to</strong>mers can be useful <strong>to</strong><br />
staff who have a high level of <strong>in</strong>teraction with cus<strong>to</strong>mers. This can be achieved<br />
through coach<strong>in</strong>g, observations of o<strong>the</strong>rs practic<strong>in</strong>g such skills, self managed<br />
learn<strong>in</strong>g such as read<strong>in</strong>g, or through development programmes address<strong>in</strong>g <strong>the</strong>se<br />
specific issues.<br />
Staff deal<strong>in</strong>g with cus<strong>to</strong>mers will need <strong>to</strong> have a friendly and car<strong>in</strong>g disposition<br />
supported by good knowledge of <strong>the</strong> work and good communication skills (see<br />
also separate sections on self confidence, achievement, drive and commitment<br />
and communication competencies for related issues on motivation, confidence<br />
and so forth).<br />
34
<strong>Competency</strong> <strong>Development</strong> for Job Holders & Managers<br />
Knowledge will <strong>in</strong>clude:<br />
• Familiarity with and understand<strong>in</strong>g of civil service and local cus<strong>to</strong>mer service<br />
policies<br />
• Thorough knowledge of <strong>the</strong> relevant work area<br />
• An understand<strong>in</strong>g of <strong>the</strong> relevant rules, legislation, regulations etc. and an<br />
ability <strong>to</strong> convey this <strong>in</strong> an easily understandable manner.<br />
Through guidance, constructive feedback and provid<strong>in</strong>g <strong>the</strong> opportunity for on<strong>the</strong>-job<br />
learn<strong>in</strong>g, managers can promote and assist <strong>the</strong> development of qualities<br />
such as:<br />
• Attention <strong>to</strong> cus<strong>to</strong>mers, <strong>the</strong> need for courtesy, sensitivity etc.<br />
• Ability <strong>to</strong> ask <strong>the</strong> right questions <strong>to</strong> obta<strong>in</strong> <strong>in</strong>formation<br />
• Ability <strong>to</strong> listen, empathise and respond effectively <strong>in</strong> all <strong>in</strong>teractions with<br />
cus<strong>to</strong>mers<br />
• Ability <strong>to</strong> impart accurate and appropriate <strong>in</strong>formation <strong>in</strong> writ<strong>in</strong>g, by<br />
telephone or <strong>in</strong> person<br />
• Appropriate use of <strong>to</strong>ne and language, avoid<strong>in</strong>g jargon and emotionally<br />
loaded messages<br />
Group and Interpersonal<br />
Effectiveness Cluster<br />
• Ability <strong>to</strong> be flexible and sensitive <strong>to</strong> <strong>in</strong>dividual cus<strong>to</strong>mer situations and needs<br />
• Present<strong>in</strong>g oneself professionally when meet<strong>in</strong>g cus<strong>to</strong>mers<br />
• Ability <strong>to</strong> handle compla<strong>in</strong>ts and differences of view assertively and calmly<br />
• Ability <strong>to</strong> handle one’s own reactions and emotions<br />
• Ability <strong>to</strong> <strong>in</strong>teract effectively with colleagues, staff and managers <strong>to</strong> serve<br />
cus<strong>to</strong>mers<br />
Formal tra<strong>in</strong><strong>in</strong>g <strong>in</strong> <strong>the</strong>se areas is widely available. Such tra<strong>in</strong><strong>in</strong>g is most effective<br />
when l<strong>in</strong>ked closely with <strong>the</strong> specific requirements of <strong>the</strong> organisation and <strong>the</strong><br />
cus<strong>to</strong>mer service policy of <strong>the</strong> organisation.<br />
35
<strong>Competency</strong> <strong>Development</strong> for Job Holders & Managers<br />
8. Manag<strong>in</strong>g and Develop<strong>in</strong>g People<br />
This competency <strong>in</strong>volves secur<strong>in</strong>g <strong>the</strong> effective work performance of people <strong>in</strong><br />
meet<strong>in</strong>g bus<strong>in</strong>ess goals and ensur<strong>in</strong>g that <strong>the</strong> potential of people is recognised<br />
and developed.<br />
It is recognised <strong>to</strong>day that for organisations <strong>to</strong> operate effectively, <strong>the</strong>re must be<br />
appropriate people management and development practices at local level.<br />
Therefore, l<strong>in</strong>e managers need <strong>to</strong> focus not only on tasks but also on <strong>the</strong>ir<br />
responsibilities as managers of people.<br />
<strong>Development</strong> of <strong>the</strong> manag<strong>in</strong>g and develop<strong>in</strong>g people<br />
competency<br />
The first step is <strong>to</strong> develop an understand<strong>in</strong>g and an acceptance of <strong>the</strong> day-<strong>to</strong>-day<br />
responsibilities of people management i.e. view<strong>in</strong>g people management as an<br />
<strong>in</strong>tegral and essential part of <strong>the</strong> job.<br />
It is particularly important for newly appo<strong>in</strong>ted or newly promoted managers who<br />
are new <strong>to</strong> staff management <strong>to</strong> acknowledge and address <strong>the</strong>se responsibilities.<br />
This competency may be acquired through reflection, coach<strong>in</strong>g, discussion, self<br />
managed learn<strong>in</strong>g and relevant tra<strong>in</strong><strong>in</strong>g.<br />
The responsibilities of people management <strong>in</strong>clude:<br />
• Enter<strong>in</strong>g <strong>in</strong><strong>to</strong> <strong>the</strong> spirit of <strong>the</strong> PMDS process<br />
• Build<strong>in</strong>g effective work<strong>in</strong>g relationships with staff based on mutual respect<br />
and trust<br />
• Effective communication with staff<br />
• Clearly agree<strong>in</strong>g <strong>in</strong>dividual and team roles and responsibilities<br />
• Effective approach <strong>to</strong> ensur<strong>in</strong>g morale and motivation are high<br />
• Effective work delegation<br />
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<strong>Competency</strong> <strong>Development</strong> for Job Holders & Managers<br />
• A pro-active approach <strong>to</strong> <strong>the</strong> development of people<br />
• Ensur<strong>in</strong>g people are coached on-<strong>the</strong>-job as needed<br />
• Moni<strong>to</strong>r<strong>in</strong>g work performance<br />
• Assess<strong>in</strong>g performance fairly with reference <strong>to</strong> objectives and job<br />
requirements<br />
• Ensur<strong>in</strong>g an effective feedback process<br />
• Manag<strong>in</strong>g underperformance effectively<br />
• Ensur<strong>in</strong>g civil service policies affect<strong>in</strong>g people are implemented at local level<br />
(e.g. HR Strategy, Equality Policy etc.)<br />
• Ensur<strong>in</strong>g available support resources are known <strong>to</strong> staff<br />
(e.g. Employee Assistance <strong>Service</strong>)<br />
How can a manager improve her/his abilities <strong>in</strong> <strong>the</strong>se areas?<br />
Becom<strong>in</strong>g an effective manager of people <strong>in</strong> all <strong>the</strong>se areas is someth<strong>in</strong>g which an<br />
<strong>in</strong>dividual will need <strong>to</strong> develop over a period of time. There are many pr<strong>in</strong>ciples,<br />
skills and behaviours <strong>in</strong>volved <strong>in</strong> becom<strong>in</strong>g effective. Manag<strong>in</strong>g o<strong>the</strong>rs requires<br />
flexibility of approach and good judgement <strong>in</strong> <strong>in</strong>dividual situations.<br />
Group and Interpersonal<br />
Effectiveness Cluster<br />
Methods of development would <strong>in</strong>clude:<br />
• Observation of effective people managers and analys<strong>in</strong>g what <strong>the</strong>y do<br />
• Coach<strong>in</strong>g by a manager with experience of manag<strong>in</strong>g people effectively<br />
• Self managed learn<strong>in</strong>g: There is a great deal of useful read<strong>in</strong>g material on<br />
most of <strong>the</strong> issues <strong>in</strong>volved<br />
• Personal reflection on <strong>the</strong> effectiveness of one’s approach <strong>to</strong> issues such as<br />
delegation, communication, management style etc. and try<strong>in</strong>g new<br />
approaches<br />
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<strong>Competency</strong> <strong>Development</strong> for Job Holders & Managers<br />
• Gett<strong>in</strong>g feedback from staff on one’s ideas or approaches<br />
• Formal tra<strong>in</strong><strong>in</strong>g <strong>in</strong> people management or an aspect on which one wished <strong>to</strong><br />
concentrate. This may be particularly useful for those new <strong>to</strong> manag<strong>in</strong>g staff<br />
• Ensur<strong>in</strong>g People Management is <strong>in</strong>cluded <strong>in</strong> PMDS Role Profiles of managers<br />
38
<strong>Competency</strong> <strong>Development</strong> for Job Holders & Managers<br />
9. Leadership<br />
Leadership is a complex concept and a complex competency <strong>to</strong> develop.<br />
There are numerous texts, <strong>the</strong>ories and def<strong>in</strong>itions on <strong>the</strong> subject of leadership.<br />
For example:<br />
"Leadership is that part of <strong>the</strong> management sphere concerned with<br />
gett<strong>in</strong>g results though people, and all that it entails and implies – <strong>the</strong><br />
organisation of <strong>the</strong> staff <strong>in</strong><strong>to</strong> productive teams, groups, departments;<br />
<strong>the</strong> resolution of conflicts <strong>in</strong> <strong>the</strong> workplace; creat<strong>in</strong>g vision and<br />
direction for <strong>the</strong> whole undertak<strong>in</strong>g; and provid<strong>in</strong>g resources <strong>in</strong><br />
support of this."<br />
(Pett<strong>in</strong>ger, R. (1994) Introduction <strong>to</strong> Management, London Macmillan)<br />
The wide literature on <strong>the</strong> subject suggests that effective leadership <strong>in</strong>volves<br />
manag<strong>in</strong>g but is more than manag<strong>in</strong>g. In <strong>the</strong> civil service <strong>to</strong>day, leadership may<br />
<strong>in</strong>volve structur<strong>in</strong>g, <strong>in</strong>form<strong>in</strong>g, guid<strong>in</strong>g, facilitat<strong>in</strong>g, mak<strong>in</strong>g decisions and provid<strong>in</strong>g<br />
<strong>in</strong>spiration or vision for groups. Leadership style <strong>in</strong>volves balanc<strong>in</strong>g variables such<br />
as <strong>the</strong> needs of task and <strong>the</strong> needs of people. A leader works <strong>to</strong> develop and<br />
advance strategy while manag<strong>in</strong>g various and complex group processes<br />
(communication, decision mak<strong>in</strong>g, etc.) effectively <strong>to</strong> this end.<br />
Group and Interpersonal<br />
Effectiveness Cluster<br />
<strong>Development</strong> of <strong>the</strong> leadership competency<br />
Develop<strong>in</strong>g effective leadership competency, <strong>the</strong>refore, requires a level of<br />
excellence <strong>in</strong> a broad range of o<strong>the</strong>r competencies <strong>in</strong>clud<strong>in</strong>g self-confidence,<br />
communication skills, <strong>in</strong>terpersonal understand<strong>in</strong>g, team work<strong>in</strong>g and manag<strong>in</strong>g<br />
and develop<strong>in</strong>g people.<br />
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<strong>Competency</strong> <strong>Development</strong> for Job Holders & Managers<br />
Steps <strong>to</strong> develop leadership competency would require <strong>in</strong>dividual analysis of one’s<br />
strengths and weaknesses and concentration of development effort <strong>in</strong> relevant<br />
areas, for example:<br />
• Self-confidence as a leader<br />
• Handl<strong>in</strong>g <strong>in</strong>formation<br />
• Th<strong>in</strong>k<strong>in</strong>g strategically<br />
• Provid<strong>in</strong>g vision for o<strong>the</strong>rs<br />
• Motivat<strong>in</strong>g o<strong>the</strong>rs<br />
• Structur<strong>in</strong>g a group effectively <strong>to</strong> work <strong>to</strong>wards strategic goals<br />
• Communication channels and styles<br />
• Decision mak<strong>in</strong>g and problem solv<strong>in</strong>g<br />
• Resource management<br />
• Relationships<br />
• Judgement<br />
O<strong>the</strong>r ways <strong>to</strong> develop as a leader might <strong>in</strong>clude analysis and emulation of<br />
effective leaders and gett<strong>in</strong>g feedback. Formal tra<strong>in</strong><strong>in</strong>g programmes <strong>in</strong> leadership<br />
are available and can be very useful <strong>in</strong> provid<strong>in</strong>g a learn<strong>in</strong>g structure with<strong>in</strong> which<br />
<strong>to</strong> develop an understand<strong>in</strong>g of <strong>the</strong> pr<strong>in</strong>ciples of leadership and identify areas on<br />
which one may need <strong>to</strong> concentrate development effort.<br />
40
<strong>Competency</strong> <strong>Development</strong> for Job Holders & Managers<br />
10. Interpersonal Understand<strong>in</strong>g<br />
A person who is skilled <strong>in</strong> <strong>in</strong>terpersonal understand<strong>in</strong>g has <strong>the</strong> ability and desire <strong>to</strong><br />
accurately hear and/or understand spoken and unspoken concerns, feel<strong>in</strong>gs and<br />
thoughts of o<strong>the</strong>rs. It is clearly a complex issue requir<strong>in</strong>g a degree of personal<br />
maturity and an understand<strong>in</strong>g of <strong>the</strong> communication process. Key skills required<br />
are <strong>the</strong> ability <strong>to</strong> listen actively for understand<strong>in</strong>g and <strong>to</strong> ask appropriate<br />
questions. To acquire a degree of competence <strong>in</strong> <strong>the</strong>se skills requires considerable<br />
practice built on an understand<strong>in</strong>g of <strong>the</strong>se pr<strong>in</strong>ciples.<br />
Develop<strong>in</strong>g Interpersonal Understand<strong>in</strong>g <strong>Competency</strong><br />
Conscious effort <strong>to</strong> improve <strong>in</strong> this competency requires <strong>in</strong>dividual motivation and<br />
a desire for <strong>in</strong>terpersonal understand<strong>in</strong>g. An <strong>in</strong>dividual wish<strong>in</strong>g <strong>to</strong> develop <strong>the</strong><br />
competency might consider such questions as:<br />
• Do I pay attention <strong>to</strong> o<strong>the</strong>rs when <strong>the</strong>y are try<strong>in</strong>g <strong>to</strong> communicate with me?<br />
• Do I regularly <strong>in</strong>vite o<strong>the</strong>rs <strong>to</strong> talk or <strong>to</strong> expand on what <strong>the</strong>y have said?<br />
• Am I an effective listener?<br />
Group and Interpersonal<br />
Effectiveness Cluster<br />
• Do I ask open questions such as "Can you tell me how you see it?" "What<br />
do you th<strong>in</strong>k?"<br />
• Do I try <strong>to</strong> see situations from <strong>the</strong> o<strong>the</strong>r person’s po<strong>in</strong>t of view?<br />
• Do I th<strong>in</strong>k of all angles <strong>to</strong> situations before I react?<br />
• Do I try <strong>to</strong> establish what "lies beh<strong>in</strong>d" situations and behaviours?<br />
• When <strong>the</strong>re is difference or difficulty, do I choose <strong>to</strong> try <strong>to</strong> understand, <strong>to</strong> try<br />
<strong>to</strong> blame or <strong>to</strong> try <strong>to</strong> w<strong>in</strong>?<br />
• Am I generally trusted and respected by o<strong>the</strong>rs?<br />
• Do I tend <strong>to</strong> push my own po<strong>in</strong>t of view <strong>to</strong> <strong>the</strong> exclusion of o<strong>the</strong>rs?<br />
• Do I try <strong>to</strong> see "<strong>the</strong> big picture"?<br />
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<strong>Competency</strong> <strong>Development</strong> for Job Holders & Managers<br />
On <strong>the</strong> job learn<strong>in</strong>g might <strong>in</strong>clude observation of o<strong>the</strong>rs whose effectiveness arises<br />
from high levels of <strong>in</strong>terpersonal understand<strong>in</strong>g. For example, observation of<br />
someone at a meet<strong>in</strong>g who listens <strong>to</strong> those with different viewpo<strong>in</strong>ts <strong>to</strong><br />
<strong>the</strong>mselves and uses this ability <strong>to</strong> good effect <strong>in</strong> resolv<strong>in</strong>g differences and mak<strong>in</strong>g<br />
progress. Personal reflection, a desire <strong>to</strong> understand o<strong>the</strong>rs and will<strong>in</strong>gness <strong>to</strong><br />
change are key <strong>to</strong>ols needed <strong>to</strong> make progress.<br />
42
Th<strong>in</strong>k<strong>in</strong>g Style and Problem<br />
Solv<strong>in</strong>g Cluster<br />
Analytical Th<strong>in</strong>k<strong>in</strong>g . . . . . . . . . . . . . . . . . . .44<br />
Conceptual Th<strong>in</strong>k<strong>in</strong>g . . . . . . . . . . . . . . . . .44<br />
Decision Mak<strong>in</strong>g/Judgement . . . . . . . . . . .45<br />
Specialised Expertise . . . . . . . . . . . . . . . . . .51
<strong>Competency</strong> <strong>Development</strong> for Job Holders & Managers<br />
11. Analytical Th<strong>in</strong>k<strong>in</strong>g<br />
Analytical th<strong>in</strong>k<strong>in</strong>g is a problem solv<strong>in</strong>g competency. It <strong>in</strong>volves be<strong>in</strong>g able <strong>to</strong> seek<br />
and organise relevant <strong>in</strong>formation systematically when explor<strong>in</strong>g problems and<br />
com<strong>in</strong>g up with rational, well <strong>in</strong>formed, conclusions.<br />
In a civil service context analytical th<strong>in</strong>k<strong>in</strong>g is required <strong>to</strong>:<br />
• assist government <strong>to</strong> make <strong>in</strong>formed evidence based policy decisions,<br />
• place <strong>the</strong> focus on medium and longer term outputs and outcomes,<br />
• emphasise equity, <strong>in</strong>come distribution, value for money and quality cus<strong>to</strong>mer<br />
service considerations,<br />
• provide a basis for subsequent evaluation and review of decisions<br />
A person with this competency demonstrates an ability <strong>to</strong> th<strong>in</strong>k th<strong>in</strong>gs through <strong>in</strong><br />
a logical way and can break down tasks or issues <strong>in</strong><strong>to</strong> logical steps. He/she can sift<br />
through <strong>in</strong>formation, identify what is important as dist<strong>in</strong>ct from what is urgent,<br />
identify causes as well as consequences, and have a strategic understand<strong>in</strong>g of <strong>the</strong><br />
bigger picture. Analytical th<strong>in</strong>k<strong>in</strong>g <strong>in</strong>forms all aspects of <strong>the</strong> decision mak<strong>in</strong>g<br />
process. An analytical approach <strong>to</strong> policy formulation and decision mak<strong>in</strong>g is<br />
critically important <strong>in</strong> terms of enabl<strong>in</strong>g public service providers <strong>to</strong> deliver services<br />
<strong>to</strong> <strong>the</strong> public that are relevant, appropriate, and of <strong>the</strong> highest quality.<br />
12. Conceptual Th<strong>in</strong>k<strong>in</strong>g<br />
Conceptual th<strong>in</strong>k<strong>in</strong>g is ano<strong>the</strong>r problem solv<strong>in</strong>g competency. It <strong>in</strong>volves <strong>the</strong> ability<br />
<strong>to</strong> identify patterns or connections between situations that are not obviously related<br />
and <strong>to</strong> identify key underly<strong>in</strong>g issues <strong>in</strong> complex situations. Conceptual th<strong>in</strong>k<strong>in</strong>g can<br />
<strong>in</strong>volve an approach sometimes described as "th<strong>in</strong>k<strong>in</strong>g outside <strong>the</strong> box" or lateral<br />
th<strong>in</strong>k<strong>in</strong>g, th<strong>in</strong>k<strong>in</strong>g of new ways <strong>to</strong> do th<strong>in</strong>gs which are not always obvious.<br />
Research suggests that <strong>the</strong>re are often perceptual, emotional, cultural,<br />
environmental and o<strong>the</strong>r blocks <strong>to</strong> conceptual th<strong>in</strong>k<strong>in</strong>g which we may need <strong>to</strong><br />
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<strong>Competency</strong> <strong>Development</strong> for Job Holders & Managers<br />
overcome if we are <strong>to</strong> develop <strong>the</strong> competency. It can be difficult for us <strong>to</strong> change<br />
from our habitual patterns of thought and our habitual ways of do<strong>in</strong>g th<strong>in</strong>gs.<br />
There is a tendency <strong>to</strong> react <strong>to</strong> new ideas with great caution and even alarm. The<br />
result is that new ideas are often dismissed without be<strong>in</strong>g adequately considered.<br />
The ability <strong>to</strong> reframe issues is crucial <strong>to</strong> <strong>the</strong> process of conceptual th<strong>in</strong>k<strong>in</strong>g. This<br />
<strong>in</strong>cludes develop<strong>in</strong>g new or different ways of describ<strong>in</strong>g or approach<strong>in</strong>g a situation<br />
or opportunity.<br />
13. Decision Mak<strong>in</strong>g/Judgement<br />
This competency <strong>in</strong>volves <strong>the</strong> ability <strong>to</strong> make <strong>in</strong>formed decisions or judgments<br />
about situations or issues where a course of action is needed. Analytical and<br />
conceptual th<strong>in</strong>k<strong>in</strong>g competency feed <strong>in</strong><strong>to</strong> <strong>the</strong> decision mak<strong>in</strong>g competency <strong>to</strong><br />
assist us <strong>in</strong> reach<strong>in</strong>g quality decisions.<br />
The decision mak<strong>in</strong>g and judgement competency can be required at many<br />
different levels with<strong>in</strong> a civil service organisation. For some it will be manifested <strong>in</strong><br />
<strong>the</strong> need <strong>to</strong> take operational decisions where a clear precedent exists. For o<strong>the</strong>rs it<br />
may require decid<strong>in</strong>g on courses of action based on hard data and seek<strong>in</strong>g advice<br />
when unsure. It is also required when tak<strong>in</strong>g strategic decisions where <strong>the</strong>re is a<br />
high degree of uncerta<strong>in</strong>ty and risk.<br />
The competency <strong>in</strong>volves <strong>the</strong> ability <strong>to</strong> process <strong>in</strong>formation us<strong>in</strong>g appropriate<br />
analysis, <strong>the</strong> confidence <strong>to</strong> take a decision, be<strong>in</strong>g prepared <strong>to</strong> take a balanced risk<br />
and <strong>to</strong> be held accountable for <strong>the</strong> outcome.<br />
Develop<strong>in</strong>g <strong>the</strong>se three Competencies<br />
(Analytical Th<strong>in</strong>k<strong>in</strong>g, Conceptual Th<strong>in</strong>k<strong>in</strong>g,<br />
Decision Mak<strong>in</strong>g/Judgement)<br />
Th<strong>in</strong>k<strong>in</strong>g Style and<br />
problem Solv<strong>in</strong>g Cluster<br />
As an aid <strong>to</strong> understand<strong>in</strong>g <strong>the</strong> development of <strong>the</strong>se three competencies it is<br />
useful <strong>to</strong> consider <strong>the</strong> constituent stages of decision mak<strong>in</strong>g. These three <strong>in</strong>terrelated<br />
competencies are, perhaps, best unders<strong>to</strong>od and developed as elements of<br />
an effective approach <strong>to</strong> decision mak<strong>in</strong>g, problem solv<strong>in</strong>g and issue resolution.<br />
45
<strong>Competency</strong> <strong>Development</strong> for Job Holders & Managers<br />
The Problem Solv<strong>in</strong>g/Decision Mak<strong>in</strong>g Process<br />
We are concerned here with <strong>the</strong> th<strong>in</strong>k<strong>in</strong>g process which takes place when, for<br />
example, we must make a recommendation or a decision on a particular case,<br />
when we make adm<strong>in</strong>istrative decisions, when we put forward arguments for a<br />
l<strong>in</strong>e of action, when we decide <strong>to</strong> tackle a challeng<strong>in</strong>g situation, when we<br />
formulate policy, and so on.<br />
The first th<strong>in</strong>g <strong>to</strong> recognise is that we seldom th<strong>in</strong>k about <strong>the</strong> way we th<strong>in</strong>k. We<br />
tend <strong>to</strong> take it for granted. However our th<strong>in</strong>k<strong>in</strong>g dur<strong>in</strong>g <strong>the</strong> problem solv<strong>in</strong>g<br />
process can be broken <strong>in</strong><strong>to</strong> a number of dist<strong>in</strong>ct stages. There are pitfalls <strong>to</strong> avoid<br />
and techniques which can be used <strong>to</strong> be more effective at each stage.<br />
The key stages <strong>in</strong>clude:<br />
1. How we def<strong>in</strong>e <strong>the</strong> problem or issue<br />
2. The <strong>in</strong>formation we seek and use <strong>in</strong> explor<strong>in</strong>g <strong>the</strong> problem<br />
3. Generat<strong>in</strong>g ideas and possible solutions<br />
4. Evaluat<strong>in</strong>g ideas and possible solutions <strong>to</strong> draw conclusions<br />
5. Follow up on conclusions<br />
It might be useful <strong>to</strong> th<strong>in</strong>k of an example from your own experience and consider<br />
each of <strong>the</strong> stages us<strong>in</strong>g that example.<br />
1 Def<strong>in</strong><strong>in</strong>g <strong>the</strong> problem<br />
(Conceptual th<strong>in</strong>k<strong>in</strong>g competency is prevalent at this stage)<br />
How we def<strong>in</strong>e <strong>the</strong> problem is crucial because this determ<strong>in</strong>es how we will<br />
proceed <strong>to</strong> th<strong>in</strong>k. We frequently def<strong>in</strong>e problems <strong>in</strong> terms that<br />
• Are <strong>to</strong>o vague or broad<br />
For example, "We need <strong>to</strong> communicate better <strong>in</strong> this Division". Here we<br />
need <strong>to</strong> say specifically who is <strong>in</strong>volved and give reasons why. For example<br />
"This Section needs improved ways <strong>to</strong> exchange regular <strong>in</strong>formation with<br />
46
<strong>Competency</strong> <strong>Development</strong> for Job Holders & Managers<br />
that Section about x,y and z so that…." The danger is that broad statements<br />
are open <strong>to</strong> mis<strong>in</strong>terpretation and lead <strong>to</strong> confusion. More specific statements<br />
po<strong>in</strong>t <strong>the</strong> way <strong>to</strong>wards address<strong>in</strong>g <strong>the</strong> real issues.<br />
• Are narrowly def<strong>in</strong>ed as an assumed solution ra<strong>the</strong>r than a problem.<br />
For example, "We need a staff tra<strong>in</strong><strong>in</strong>g course" versus "We need <strong>to</strong> explore<br />
and address tra<strong>in</strong><strong>in</strong>g needs" or "We need more roads" versus "We need a<br />
transport systems which can accommodate x number of people with specific<br />
needs a, b, c,".<br />
This k<strong>in</strong>d of narrow th<strong>in</strong>k<strong>in</strong>g leads <strong>to</strong> assumed solutions, often based on no<br />
real evidence or analysis. The assumed solution may or may not address <strong>the</strong><br />
real issues. A fur<strong>the</strong>r common barrier <strong>to</strong> effective problem solv<strong>in</strong>g can be<br />
failure <strong>to</strong> <strong>in</strong>volve <strong>the</strong> right people <strong>in</strong> <strong>the</strong> th<strong>in</strong>k<strong>in</strong>g process, especially people<br />
who will be affected by decisions.<br />
2 The <strong>in</strong>formation we seek and use <strong>in</strong> explor<strong>in</strong>g <strong>the</strong> problem<br />
(Involves conceptual and analytical th<strong>in</strong>k<strong>in</strong>g)<br />
Effective problem solv<strong>in</strong>g is based on factual, verifiable, <strong>in</strong>formation ra<strong>the</strong>r than<br />
assumptions, op<strong>in</strong>ions which have not been explored and questioned or<br />
prejudiced th<strong>in</strong>k<strong>in</strong>g of any k<strong>in</strong>d. Therefore an effective problem solver will<br />
question all <strong>in</strong>formation and op<strong>in</strong>ions, <strong>in</strong>clud<strong>in</strong>g his or her own, <strong>in</strong> order <strong>to</strong> verify<br />
it. A great deal of op<strong>in</strong>ion offered and a great deal of one's own op<strong>in</strong>ions may not<br />
stand up <strong>to</strong> scrut<strong>in</strong>y. This is partly because op<strong>in</strong>ion may be based on anecdotal<br />
evidence only (<strong>the</strong> sample of one) or some k<strong>in</strong>d of prejudice which we do not<br />
realise we have. The op<strong>in</strong>ion might be held, for example, that a particular person<br />
would not be suitable for a particular role, or that a particular group of people<br />
would behave <strong>in</strong> a particular way <strong>in</strong> response <strong>to</strong> some action. The question <strong>to</strong> ask<br />
is "What specific evidence supports this th<strong>in</strong>k<strong>in</strong>g".<br />
Th<strong>in</strong>k<strong>in</strong>g Style and<br />
problem Solv<strong>in</strong>g Cluster<br />
To be effective also requires a search for relevant <strong>in</strong>formation from wide sources <strong>in</strong><br />
order <strong>to</strong> adequately <strong>in</strong>form <strong>the</strong> th<strong>in</strong>k<strong>in</strong>g about <strong>the</strong> issue. Failure <strong>to</strong> ask <strong>the</strong> right<br />
47
<strong>Competency</strong> <strong>Development</strong> for Job Holders & Managers<br />
questions <strong>in</strong> order <strong>to</strong> ga<strong>the</strong>r all <strong>the</strong> relevant facts may result <strong>in</strong> implement<strong>in</strong>g poor<br />
or unworkable solutions.<br />
3 Generat<strong>in</strong>g ideas and possible solutions<br />
(Involves conceptual and analytical th<strong>in</strong>k<strong>in</strong>g)<br />
The tendency sometimes is <strong>to</strong> work with a very small group of obvious ideas<br />
ra<strong>the</strong>r than open<strong>in</strong>g up <strong>the</strong> m<strong>in</strong>d <strong>to</strong> many and different ideas. We tend <strong>to</strong> dismiss<br />
unusual or m<strong>in</strong>ority th<strong>in</strong>k<strong>in</strong>g very quickly. This is unfortunate because it means we<br />
are limit<strong>in</strong>g our exploration of issues <strong>to</strong> what we are already familiar with and with<br />
familiar patterns. Many great advances <strong>in</strong> th<strong>in</strong>k<strong>in</strong>g <strong>in</strong> several fields were dismissed<br />
and ridiculed when first put forward because <strong>the</strong>y differed from <strong>the</strong> conventional<br />
ways of look<strong>in</strong>g at <strong>the</strong> problem. Th<strong>in</strong>k beyond <strong>the</strong> obvious.<br />
One simple technique <strong>to</strong> improve <strong>the</strong> conceptual th<strong>in</strong>k<strong>in</strong>g competency is <strong>to</strong><br />
bra<strong>in</strong>s<strong>to</strong>rm ideas, ei<strong>the</strong>r on one’s own or (usually more productively) <strong>in</strong> a group.<br />
When we bra<strong>in</strong>s<strong>to</strong>rm we throw out as many ideas as possible <strong>in</strong> quick succession<br />
without evaluat<strong>in</strong>g <strong>the</strong>m and encourage unusual ideas. It is essential not <strong>to</strong> allow<br />
any evaluation as ideas are generated. Early evaluation limits possibilities and<br />
creativity. This process creates a broad and much richer canvas of thought <strong>to</strong> work<br />
from and can be done <strong>in</strong> a matter of m<strong>in</strong>utes. It is useful <strong>to</strong> chart up <strong>the</strong> ideas as<br />
a group works so that everyone has a visual picture of this canvas of thoughts.<br />
Ano<strong>the</strong>r widely used and useful technique <strong>to</strong> enhance creative th<strong>in</strong>k<strong>in</strong>g is m<strong>in</strong>d<br />
mapp<strong>in</strong>g. (See read<strong>in</strong>g list). It may also be very useful <strong>in</strong> some group problem<br />
solv<strong>in</strong>g situations <strong>to</strong> explore ra<strong>the</strong>r than dismiss m<strong>in</strong>ority views as this can broaden<br />
out <strong>the</strong> group's th<strong>in</strong>k<strong>in</strong>g. Some problems cannot be solved unless we are able <strong>to</strong><br />
move outside our habitual patterns of th<strong>in</strong>k<strong>in</strong>g. Two dimensional th<strong>in</strong>k<strong>in</strong>g is <strong>the</strong><br />
ability <strong>to</strong> make obvious l<strong>in</strong>ks and see patterns and connections between th<strong>in</strong>gs or<br />
ideas based on conventional th<strong>in</strong>k<strong>in</strong>g. Three dimensional th<strong>in</strong>k<strong>in</strong>g is <strong>the</strong> ability <strong>to</strong><br />
see patterns and connections between th<strong>in</strong>gs which are not obviously related,<br />
based on conventional th<strong>in</strong>k<strong>in</strong>g, but which are, <strong>in</strong> fact, significant.<br />
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<strong>Competency</strong> <strong>Development</strong> for Job Holders & Managers<br />
4 Evaluat<strong>in</strong>g ideas and possible solutions <strong>to</strong> draw conclusions<br />
(Requires analytical th<strong>in</strong>k<strong>in</strong>g, decision mak<strong>in</strong>g/judgement)<br />
While ensur<strong>in</strong>g creative <strong>in</strong>put <strong>in</strong><strong>to</strong> th<strong>in</strong>k<strong>in</strong>g, effective problem solv<strong>in</strong>g must also be<br />
based on effective analysis of ideas. Some of <strong>the</strong> common pitfalls are <strong>to</strong> fail <strong>to</strong><br />
explore and analyse <strong>the</strong> pros and cons adequately, especially <strong>in</strong> relation <strong>to</strong><br />
favoured and unpopular ideas. We also often fail <strong>to</strong> weight <strong>the</strong> pros and cons<br />
accurately. An argument <strong>in</strong> favour of an idea may be given much more or much<br />
less weight than <strong>the</strong> verifiable evidence would support. The 80/20 rule should be<br />
borne <strong>in</strong> m<strong>in</strong>d, i.e. that 80% of effects result from 20% of causes.<br />
Many techniques have been devised <strong>to</strong> assist evaluation and analysis of ideas, such<br />
as cost benefit analysis, force field analysis and weighted rank<strong>in</strong>g. (See read<strong>in</strong>g<br />
list). These are simply <strong>to</strong>ols which assist <strong>the</strong> process. The choice of analytical<br />
method and value judgments will always impact on outcomes. The important<br />
th<strong>in</strong>g at this stage of <strong>the</strong> problem solv<strong>in</strong>g process is <strong>to</strong> have sound reasons for<br />
favour<strong>in</strong>g or dismiss<strong>in</strong>g ideas on <strong>the</strong> basis of rigorous scrut<strong>in</strong>y before mov<strong>in</strong>g<br />
<strong>to</strong>wards a conclusion and a l<strong>in</strong>e of action.<br />
5 Follow up on conclusions<br />
It is essential <strong>to</strong> plan, manage and moni<strong>to</strong>r implementation of ideas.<br />
<strong>Competency</strong> <strong>Development</strong> <strong>in</strong> this area<br />
Go<strong>in</strong>g back <strong>to</strong> <strong>the</strong> three competency head<strong>in</strong>gs, we can see that analytical<br />
th<strong>in</strong>k<strong>in</strong>g, conceptual th<strong>in</strong>k<strong>in</strong>g, judgement and decision mak<strong>in</strong>g abilities<br />
weave right through <strong>the</strong> problem solv<strong>in</strong>g process. A useful way <strong>to</strong> work on <strong>the</strong><br />
development of <strong>the</strong> competencies might <strong>the</strong>refore <strong>in</strong>volve assess<strong>in</strong>g your exist<strong>in</strong>g<br />
approaches <strong>to</strong> <strong>the</strong> stages above (<strong>in</strong>dividually and <strong>in</strong> decision mak<strong>in</strong>g meet<strong>in</strong>gs) and<br />
try<strong>in</strong>g out alternative approaches.<br />
Th<strong>in</strong>k<strong>in</strong>g Style and<br />
problem Solv<strong>in</strong>g Cluster<br />
On <strong>the</strong> job opportunities <strong>to</strong> grapple with challenges, encouragement of<br />
contribution <strong>to</strong> th<strong>in</strong>k<strong>in</strong>g, opportunities for creative <strong>in</strong>put, opportunities <strong>to</strong> work<br />
49
<strong>Competency</strong> <strong>Development</strong> for Job Holders & Managers<br />
with good role models and gett<strong>in</strong>g feedback on ideas may also be useful <strong>in</strong><br />
develop<strong>in</strong>g <strong>the</strong>se competencies.<br />
Formal tra<strong>in</strong><strong>in</strong>g programmes <strong>in</strong> policy analysis and <strong>in</strong> decision mak<strong>in</strong>g/problem<br />
solv<strong>in</strong>g techniques may be of particular benefit <strong>to</strong> develop <strong>the</strong>se competencies.<br />
Self managed learn<strong>in</strong>g through read<strong>in</strong>g is also a development option.<br />
50
<strong>Competency</strong> <strong>Development</strong> for Job Holders & Managers<br />
14. Specialised Expertise<br />
Specialised expertise results from a depth of knowledge <strong>in</strong> a specific area or<br />
considerable proficiency <strong>in</strong> specific skills.<br />
A person with specialised expertise can offer specialised advice <strong>to</strong> o<strong>the</strong>rs, is<br />
accepted by colleagues as an "expert" <strong>in</strong> <strong>the</strong>ir area and can draw on <strong>in</strong>novations<br />
and best practice <strong>in</strong> devis<strong>in</strong>g solutions. The civil service has many staff with<br />
specialised expertise, for example, computer programmers, accountants, architects,<br />
statisticians, legal experts, eng<strong>in</strong>eer<strong>in</strong>g experts, tra<strong>in</strong>ers and many o<strong>the</strong>rs.<br />
Specialised expertise may be acquired through formal education prior <strong>to</strong><br />
recruitment such as specific third level qualifications for technical and professional<br />
positions. <strong>Civil</strong> servants <strong>in</strong> adm<strong>in</strong>istrative positions at all grade levels may develop<br />
specialised expertise <strong>in</strong> a particular work area through <strong>the</strong> accumulation of<br />
experience, perhaps supplemented by formal tra<strong>in</strong><strong>in</strong>g post-appo<strong>in</strong>tment.<br />
<strong>Development</strong> of <strong>the</strong> specialised expertise competency<br />
Ongo<strong>in</strong>g professional development opportunities are necessary if expertise is <strong>to</strong> be<br />
ma<strong>in</strong>ta<strong>in</strong>ed and kept up <strong>to</strong> date. In areas where <strong>the</strong> work is such that it requires<br />
specialised expertise, managers must make every effort, <strong>in</strong> co-operation with<br />
jobholders, <strong>to</strong> ensure that relevant education or tra<strong>in</strong><strong>in</strong>g <strong>in</strong> <strong>the</strong> specialised subject<br />
is obta<strong>in</strong>ed by staff who need it.<br />
This may occur through specialised work experience or through formal tra<strong>in</strong><strong>in</strong>g or<br />
education dur<strong>in</strong>g or outside of work<strong>in</strong>g hours. For certa<strong>in</strong> courses of study taken<br />
primarily outside of work<strong>in</strong>g hours, fees may be refunded and exam<strong>in</strong>ation and<br />
study leave allowed. Details on <strong>the</strong>se arrangements are available from<br />
Departmental Tra<strong>in</strong><strong>in</strong>g Officers. <strong>Civil</strong> servants who wish <strong>to</strong> take time off work <strong>to</strong><br />
pursue a course of study should consult <strong>the</strong>ir Personnel Officer who will be able <strong>to</strong><br />
provide details of <strong>the</strong> relevant provisions for such situations. Read<strong>in</strong>g of specialist<br />
trade journals and attendance at specialist conferences/sem<strong>in</strong>ars are also useful <strong>in</strong><br />
keep<strong>in</strong>g abreast of developments.<br />
Th<strong>in</strong>k<strong>in</strong>g Style and<br />
problem Solv<strong>in</strong>g Cluster<br />
51
<strong>Competency</strong> <strong>Development</strong> for Job Holders & Managers<br />
52
Manag<strong>in</strong>g for Results Cluster<br />
Manag<strong>in</strong>g Budgets and Resources . . . . . . .54<br />
Information Seek<strong>in</strong>g and Management . . .56<br />
Concern for Clarity and Work Quality . . . .59
<strong>Competency</strong> <strong>Development</strong> for Job Holders & Managers<br />
15. Manag<strong>in</strong>g Budgets and Resources<br />
This competency covers a broad range of budget and resource management<br />
aspects. It <strong>in</strong>cludes <strong>the</strong> ability <strong>to</strong> design, develop and moni<strong>to</strong>r budgets with a view<br />
<strong>to</strong> sett<strong>in</strong>g and adher<strong>in</strong>g <strong>to</strong> realistic budget targets. It is also <strong>in</strong>volves <strong>the</strong> ability <strong>to</strong><br />
assess and evaluate <strong>the</strong> use of resources with a view <strong>to</strong> ensur<strong>in</strong>g value for money<br />
and avoid<strong>in</strong>g costly and wasteful over supply or under utilisation of resources.<br />
All civil servants are <strong>in</strong>volved <strong>to</strong> some extent <strong>in</strong> <strong>the</strong> management and use of State<br />
resources. The demand for <strong>in</strong>vestment and expenditure <strong>in</strong>variably exceeds <strong>the</strong><br />
resources available and, as a result, manag<strong>in</strong>g resources <strong>to</strong> ensure appropriate<br />
choices and value for money is a basic but crucially important responsibility of civil<br />
servants. Success <strong>in</strong> this regard requires a general understand<strong>in</strong>g of <strong>the</strong> framework<br />
with<strong>in</strong> which <strong>the</strong> f<strong>in</strong>ancial adm<strong>in</strong>istration of <strong>the</strong> State operates and <strong>the</strong> various<br />
procedures and practices that underp<strong>in</strong> that framework. It requires an appreciation<br />
of value for money considerations such as economy, efficiency and effectiveness.<br />
However, <strong>in</strong> manag<strong>in</strong>g resources, civil servants must recognise that, <strong>in</strong> addition <strong>to</strong><br />
value for money, considerations of equity and <strong>in</strong>come distribution are also of<br />
central importance. An appropriate balance <strong>in</strong> terms of <strong>the</strong> level, range, and<br />
quality of services provided <strong>to</strong> <strong>the</strong> public and funded out of general taxation is<br />
necessary. <strong>Civil</strong> servants also need <strong>to</strong> manage budgets and resources <strong>in</strong> <strong>the</strong> public<br />
<strong>in</strong>terest <strong>in</strong> <strong>the</strong> knowledge that public service cus<strong>to</strong>mers do not generally have a<br />
choice.<br />
Under <strong>the</strong> modernisation programme, decision mak<strong>in</strong>g and control is mov<strong>in</strong>g<br />
closer <strong>to</strong> <strong>the</strong> po<strong>in</strong>t of contact with <strong>the</strong> general public. This requires budget and<br />
resource management competency at many levels with<strong>in</strong> organisations. The new<br />
f<strong>in</strong>ancial management <strong>in</strong>formation framework, <strong>in</strong>corporat<strong>in</strong>g accruals data<br />
accumulated on an ongo<strong>in</strong>g basis, will play a key role <strong>in</strong> this regard and will allow<br />
managers <strong>to</strong> identify matters of concern and issues as <strong>the</strong>y arise. This system will<br />
also extend f<strong>in</strong>ancial management beyond a year end account of past actions<br />
(manag<strong>in</strong>g budgets after <strong>the</strong> event) <strong>to</strong>wards an ongo<strong>in</strong>g process of management<br />
dur<strong>in</strong>g <strong>the</strong> period <strong>in</strong> question with an added forward plann<strong>in</strong>g dimension.<br />
54
<strong>Competency</strong> <strong>Development</strong> for Job Holders & Managers<br />
Develop<strong>in</strong>g <strong>the</strong> manag<strong>in</strong>g budgets and resources<br />
competency<br />
On <strong>the</strong> job learn<strong>in</strong>g through a process of coach<strong>in</strong>g and delegation is a necessary<br />
and particularly effective method for develop<strong>in</strong>g <strong>the</strong> ability <strong>to</strong> manage budgets<br />
and resources. The "Public F<strong>in</strong>ancial Procedures" manual produced by <strong>the</strong><br />
Department of F<strong>in</strong>ance summarises Government account<strong>in</strong>g pr<strong>in</strong>ciples and<br />
procedures. Tra<strong>in</strong><strong>in</strong>g courses <strong>in</strong> public sec<strong>to</strong>r related account<strong>in</strong>g and f<strong>in</strong>ancial<br />
procedures may also be useful, particularly <strong>in</strong> Government Account<strong>in</strong>g and<br />
F<strong>in</strong>ancial Procedures.<br />
Jobholders and managers <strong>in</strong> carry<strong>in</strong>g out <strong>the</strong>ir work should, through a process of<br />
consultation with more knowledgeable colleagues and self learn<strong>in</strong>g, seek <strong>to</strong><br />
develop and improve this competency by consider<strong>in</strong>g <strong>the</strong> follow<strong>in</strong>g aspects:<br />
• Understand<strong>in</strong>g budget<strong>in</strong>g concepts<br />
• Effective evaluation of budget needs<br />
• Ga<strong>the</strong>r<strong>in</strong>g and manag<strong>in</strong>g <strong>the</strong> data required for budget<strong>in</strong>g<br />
• Check<strong>in</strong>g spend aga<strong>in</strong>st agreed budgets accord<strong>in</strong>g <strong>to</strong> approved procedures<br />
• Follow<strong>in</strong>g up on errors and <strong>in</strong>consistencies<br />
• Tackl<strong>in</strong>g irregularities or <strong>in</strong>appropriate use of budgets<br />
• Mak<strong>in</strong>g <strong>the</strong> appropriate adjustments needed <strong>to</strong> budgets <strong>to</strong> ensure overall<br />
budgetary compliance<br />
• Ongo<strong>in</strong>g moni<strong>to</strong>r<strong>in</strong>g and review of expenditures <strong>in</strong> light of <strong>the</strong> prevail<strong>in</strong>g<br />
economic and social policy environment<br />
• Deal<strong>in</strong>g effectively with chang<strong>in</strong>g priorities with<strong>in</strong> a budget period.<br />
55<br />
Manag<strong>in</strong>g for Results<br />
Cluster
<strong>Competency</strong> <strong>Development</strong> for Job Holders & Managers<br />
16. Information Seek<strong>in</strong>g and Management<br />
Information management is key <strong>to</strong> successful bus<strong>in</strong>ess results. The competency<br />
<strong>in</strong>volves collect<strong>in</strong>g <strong>in</strong>formation <strong>to</strong> assess <strong>the</strong> present state of a problem or<br />
situation, develop<strong>in</strong>g and implement<strong>in</strong>g <strong>in</strong>formation systems <strong>to</strong> facilitate effective<br />
management of data, <strong>in</strong>terpret<strong>in</strong>g <strong>the</strong> <strong>in</strong>formation or data objectively, us<strong>in</strong>g it <strong>to</strong><br />
f<strong>in</strong>d out <strong>the</strong> reasons for situations and us<strong>in</strong>g <strong>the</strong> conclusions <strong>to</strong> support evidence<br />
based decision mak<strong>in</strong>g.<br />
Freedom Of Information (FOI)<br />
When it comes <strong>to</strong> <strong>in</strong>formation seek<strong>in</strong>g and management <strong>in</strong> <strong>the</strong> modern public<br />
service we must all be aware of <strong>the</strong> provisions of <strong>the</strong> Freedom of Information Act<br />
1997. This gives <strong>the</strong> public access <strong>to</strong> most records <strong>in</strong> <strong>the</strong> possession of civil service<br />
organisations with certa<strong>in</strong> exceptions relat<strong>in</strong>g <strong>to</strong> sensitive <strong>in</strong>formation. Records<br />
<strong>in</strong>clude electronic material, formal and <strong>in</strong>formal material and graphic material. All<br />
civil servants need <strong>to</strong> have a basic knowledge of <strong>the</strong> provisions of <strong>the</strong> Act. Staff<br />
with specific FOI responsibilities require formal tra<strong>in</strong><strong>in</strong>g. S<strong>in</strong>ce <strong>the</strong> Act requires<br />
organisations <strong>to</strong> make <strong>in</strong>formation available <strong>in</strong> a relatively short time period it is<br />
essential that all records <strong>in</strong> <strong>the</strong> possession of organisations be quickly and easily<br />
accessible. To ensure best practice and <strong>to</strong> meet <strong>the</strong> requirements of <strong>the</strong> Act it is<br />
essential <strong>to</strong> have effective <strong>in</strong>formation management and record keep<strong>in</strong>g systems<br />
and practices.<br />
Develop<strong>in</strong>g <strong>the</strong> <strong>in</strong>formation seek<strong>in</strong>g and management<br />
competency<br />
A prerequisite <strong>to</strong> learn<strong>in</strong>g is <strong>to</strong> establish effective <strong>in</strong>formation seek<strong>in</strong>g and<br />
<strong>in</strong>formation management policies and practices at organisational and unit level.<br />
Information seek<strong>in</strong>g is a necessary skill <strong>in</strong> a wide range of bus<strong>in</strong>ess tasks such as<br />
work<strong>in</strong>g <strong>in</strong> project teams, collaborat<strong>in</strong>g with o<strong>the</strong>rs, highlight<strong>in</strong>g critical<br />
<strong>in</strong>formation gaps or for show<strong>in</strong>g up new possibilities. Develop<strong>in</strong>g <strong>the</strong> skill <strong>in</strong>volves<br />
a range of activities and considerations, for example,<br />
56
<strong>Competency</strong> <strong>Development</strong> for Job Holders & Managers<br />
• Location or sources of <strong>in</strong>formation<br />
• Know<strong>in</strong>g what formal <strong>in</strong>formation sources exist with<strong>in</strong> <strong>the</strong> organisation and<br />
how <strong>the</strong>y are organised<br />
• Know<strong>in</strong>g how <strong>in</strong>formation sources on <strong>the</strong> Internet are organised<br />
• Know<strong>in</strong>g how <strong>to</strong> access relevant <strong>in</strong>formation external and <strong>in</strong>ternal <strong>to</strong> <strong>the</strong><br />
organisation<br />
• Intelligent search<strong>in</strong>g us<strong>in</strong>g <strong>the</strong> search supports available (e.g. paper file<br />
<strong>in</strong>dexes, library <strong>in</strong>dexes, library support systems, searchable computer files<br />
etc.).<br />
• Collect<strong>in</strong>g, differentiat<strong>in</strong>g and restrict<strong>in</strong>g <strong>in</strong>formation accord<strong>in</strong>g <strong>to</strong><br />
usefulness/relevance<br />
• Assess<strong>in</strong>g, question<strong>in</strong>g, reflect<strong>in</strong>g, evaluat<strong>in</strong>g and profil<strong>in</strong>g <strong>in</strong>formation<br />
• Extract<strong>in</strong>g by work<strong>in</strong>g through an <strong>in</strong>formation source <strong>to</strong> identify relevant<br />
material<br />
• Categoris<strong>in</strong>g, rank<strong>in</strong>g, prioritis<strong>in</strong>g, sequenc<strong>in</strong>g/cha<strong>in</strong><strong>in</strong>g, <strong>in</strong>tegrat<strong>in</strong>g and<br />
l<strong>in</strong>k<strong>in</strong>g <strong>in</strong>formation<br />
Information management skills <strong>in</strong>clude <strong>the</strong> follow<strong>in</strong>g:<br />
• Know<strong>in</strong>g how <strong>to</strong> moni<strong>to</strong>r/browse core sources of <strong>in</strong>formation <strong>to</strong> keep abreast<br />
of developments<br />
• Us<strong>in</strong>g known gatekeepers <strong>to</strong> knowledge e.g. librarians, people who have<br />
large numbers of contacts or who have a track record <strong>in</strong> problem solv<strong>in</strong>g<br />
• Know<strong>in</strong>g how <strong>to</strong> ga<strong>the</strong>r and organise collections of <strong>in</strong>formation, whe<strong>the</strong>r on<br />
paper or on computer systems, <strong>to</strong> support analysis and decision mak<strong>in</strong>g<br />
• Know<strong>in</strong>g how <strong>to</strong> personalise au<strong>to</strong>matic <strong>in</strong>formation delivery systems <strong>to</strong> meet<br />
specific needs<br />
57<br />
Manag<strong>in</strong>g for Results<br />
Cluster
<strong>Competency</strong> <strong>Development</strong> for Job Holders & Managers<br />
• Know<strong>in</strong>g how <strong>to</strong> embed knowledge <strong>in</strong><strong>to</strong> documents, <strong>in</strong><strong>to</strong> spreadsheets <strong>to</strong><br />
allow this knowledge <strong>to</strong> be re-usable at later stages<br />
• Know<strong>in</strong>g how <strong>to</strong> build organised <strong>in</strong>formation s<strong>to</strong>res for future re-use<br />
• Know<strong>in</strong>g how <strong>to</strong> extract relevant aggregate <strong>in</strong>formation from organised<br />
<strong>in</strong>formation collections e.g. f<strong>in</strong>ancial and non-f<strong>in</strong>ancial <strong>in</strong>dica<strong>to</strong>rs,<br />
performance data etc.<br />
• Know<strong>in</strong>g how <strong>to</strong> format <strong>in</strong>formation <strong>to</strong> <strong>in</strong>crease its usability for particular<br />
purposes or <strong>to</strong> allow it <strong>to</strong> be used <strong>in</strong> a computer system<br />
• Identify<strong>in</strong>g critical success fac<strong>to</strong>rs<br />
• Identify<strong>in</strong>g and weigh<strong>in</strong>g up issues<br />
• Restructur<strong>in</strong>g, repackag<strong>in</strong>g, summaris<strong>in</strong>g and syn<strong>the</strong>sis<strong>in</strong>g <strong>in</strong>formation <strong>to</strong><br />
meet specific purposes<br />
Key methods of acquir<strong>in</strong>g abilities <strong>in</strong> <strong>in</strong>formation seek<strong>in</strong>g and management<br />
<strong>in</strong>clude:<br />
• emulation of best practice <strong>in</strong> <strong>the</strong> area<br />
• coach<strong>in</strong>g by managers or colleagues <strong>in</strong> <strong>in</strong>formation sources, systems and<br />
procedures<br />
• Formal tra<strong>in</strong><strong>in</strong>g <strong>in</strong> <strong>in</strong>formation management systems<br />
• Coach<strong>in</strong>g, read<strong>in</strong>g or formal tra<strong>in</strong><strong>in</strong>g on <strong>the</strong> provisions of <strong>the</strong> Freedom of<br />
Information Act, 1997<br />
58
<strong>Competency</strong> <strong>Development</strong> for Job Holders & Managers<br />
17. Concern for Clarity and Work Quality<br />
In order <strong>to</strong> promote a concern for clarity and work quality it is necessary for<br />
managers <strong>to</strong> ensure clear roles and functions. There must be an ordered approach<br />
<strong>to</strong> work and <strong>to</strong> implementation of systems <strong>to</strong> ensure clarity, order, accuracy and<br />
adherence <strong>to</strong> or surpass<strong>in</strong>g of quality standards.<br />
People will generally be concerned about <strong>the</strong> clarity and quality of <strong>the</strong>ir work if<br />
<strong>the</strong>y are well motivated and <strong>the</strong>y feel that <strong>the</strong>y have a worthwhile contribution <strong>to</strong><br />
make <strong>to</strong> <strong>the</strong> team and <strong>to</strong> work and, ultimately, <strong>the</strong> quality of service which <strong>the</strong>y<br />
deliver <strong>to</strong> <strong>the</strong>ir cus<strong>to</strong>mers and <strong>to</strong> <strong>the</strong> public. (See section on Motivation under <strong>the</strong><br />
Achievement, Drive and Commitment <strong>Competency</strong>).<br />
Develop<strong>in</strong>g <strong>the</strong> concern for clarity and work quality<br />
competency<br />
Managers must ensure that <strong>the</strong>re are appropriate levels of delegation of<br />
responsibility and tasks. Encouragement, advice and constructive feedback should<br />
be given <strong>to</strong> jobholders <strong>in</strong> regard <strong>to</strong> <strong>the</strong> work which <strong>the</strong>y undertake. It is<br />
particularly important that reasons are given by managers for <strong>the</strong>ir decisions. If any<br />
changes <strong>to</strong> work practices, material or output prepared by jobholders are made by<br />
managers, <strong>the</strong>se should be expla<strong>in</strong>ed <strong>to</strong> enhance common understand<strong>in</strong>g of <strong>the</strong><br />
standards or qualities required.<br />
Exploration of <strong>the</strong> follow<strong>in</strong>g issues should provide po<strong>in</strong>ters for managers and<br />
jobholders for development on <strong>the</strong> job of this competency:<br />
• Personal organisation of work<br />
• Clear objectives for self set through <strong>the</strong> PMDS process<br />
• Clear objectives for staff set through <strong>the</strong> PMDS process<br />
• Motivation <strong>to</strong> achieve high standards<br />
• How standards are set for self and o<strong>the</strong>rs<br />
59<br />
Manag<strong>in</strong>g for Results<br />
Cluster
<strong>Competency</strong> <strong>Development</strong> for Job Holders & Managers<br />
• Whe<strong>the</strong>r standards are achieved by self and staff<br />
• Systems and methods of ensur<strong>in</strong>g accuracy, clarity and quality<br />
• Ways of moni<strong>to</strong>r<strong>in</strong>g progress<br />
Tra<strong>in</strong><strong>in</strong>g programmes <strong>in</strong> personal effectiveness, time management, quality issues,<br />
staff management or o<strong>the</strong>r relevant aspects of <strong>the</strong> competency might also be<br />
considered.<br />
60
Appendix<br />
Additional Read<strong>in</strong>g/reference materials<br />
The follow<strong>in</strong>g publications are available from most lead<strong>in</strong>g booksellers. The Internet also<br />
provides a rich and evolv<strong>in</strong>g source of reference material.<br />
Reference material on competencies<br />
Self Confidence<br />
1. How To Improve Your Confidence: Dr. Kenneth<br />
Hambly. Sheldon Press,<br />
ISBN: 0859695638<br />
2. Develop Your Assertiveness: Sue Bishop<br />
LPC Group, ISBN: 0749418222<br />
3. Be Positive: Phil Clements<br />
Kogan Page, ISBN: 074943256X<br />
4. Creat<strong>in</strong>g Confidence: How To Develop Your<br />
Personal Power And Presence: M. Bunch<br />
Kogan Page Ltd, ISBN: 0749427825<br />
5. Manag<strong>in</strong>g Pressure For Peak Performance: S.<br />
William. Unknown, ISBN: 0749412399<br />
Achievement Drive and Commitment<br />
6. People And Self Management : Sally Palmer.<br />
Butterworth-He<strong>in</strong>emann,<br />
ISBN: 0750638613<br />
7. The Effective Executive : Peter Drucker<br />
Harperbuisness, ISBN: 0887306128<br />
8. The Seven Habits Of Highly Effective People:<br />
Stephen Covey<br />
Simon & Schuster, ISBN: 0671708635<br />
9. Make Every M<strong>in</strong>ute Count : The Sunday<br />
Times.Marlowe & Co., ISBN: 1569246130<br />
10. Know Yourself: Achieve Your Goals Through<br />
Better Self Knowledge: Dr. E Balke. Unkown,<br />
ISBN: 0749429003<br />
Initiative<br />
1. Creative Th<strong>in</strong>k<strong>in</strong>g And Bra<strong>in</strong>s<strong>to</strong>rm<strong>in</strong>g: J. G.<br />
Rawl<strong>in</strong>son. Gower Pub Ltd,<br />
ISBN: 0704505436<br />
2. Creativity And Problem Solv<strong>in</strong>g At Work: T.<br />
Rickards.Ashgate Pub. Co.,<br />
ISBN: 0566028913<br />
3. Instant Creativity: Change The Way You Th<strong>in</strong>k<br />
Now: B. Clegg<br />
Kogan Page Ltd, ISBN: 0749429496<br />
4. Make Th<strong>in</strong>gs Happen: The Quest Toolbox<br />
Series: Steve Smith<br />
Kogan Page Ltd, ISBN: 0749424842<br />
5. The Intelligent Organisation: Engag<strong>in</strong>g <strong>the</strong><br />
Talent & Initiative of Everyone <strong>in</strong> <strong>the</strong><br />
Workplace: Gifford P<strong>in</strong>chot & Elizabeth<br />
P<strong>in</strong>chot. Berrett-Koehler Pub.,<br />
ISBN: 1881052982<br />
Teamwork<strong>in</strong>g<br />
1. Work<strong>in</strong>g In Teams: Alison Hard<strong>in</strong>gham<br />
Beekman Pub., ISBN: 0846451549<br />
2. People And Self Management: Sally Palmer<br />
Butterworth-He<strong>in</strong>emann,<br />
ISBN: 0750638613<br />
3. How To Influence O<strong>the</strong>rs At Work: Dick<br />
McCann. Butterworth-He<strong>in</strong>emann, ISBN:<br />
0750609907<br />
4. How To Be A Better Teambuilder: R. Eales-<br />
White. LPC Group, ISBN: 0749419121<br />
5. Team Decision Mak<strong>in</strong>g Techniques: P. K. Kelly.<br />
John Wiley & Sons,<br />
ISBN: 0787950890<br />
6. The Teamwork<strong>in</strong>g Pocketbook: Ian Flem<strong>in</strong>g<br />
Stylus Pub., ISBN: 1579220215<br />
7. Lead<strong>in</strong>g Teams: Creat<strong>in</strong>g A Team:<br />
Rob Yeung<br />
Trans-atlantic Pub., ISBN: 1857035666<br />
8. Teamwork<strong>in</strong>g: Stephen J.Procter<br />
Palgrave, ISBN: 0312229011<br />
Communications<br />
1. Effective Presentation Skills: Robert Dilts<br />
Meta Pub., ISBN: 0916990311<br />
2. Successful Presentation Skills: Andrew Bradbury<br />
Kogan Page Ltd, ISBN: 0749417498<br />
3. Influenc<strong>in</strong>g With Integrity: Genie Laborde.<br />
Syn<strong>to</strong>ny Pub., ISBN: 0933347103<br />
4. Words That Change M<strong>in</strong>ds: Shelle Rose<br />
Charvet<br />
Kendall/Hunt Pub., ISBN: 0787234796<br />
5. How To Improve Your Confidence: Dr. Kenneth<br />
Hambly<br />
Sheldon Press, ISBN: 0859695638<br />
6. Be Positive: Phil Clements<br />
Kogan Page, ISBN: 074943256X<br />
7. Communicate To W<strong>in</strong>: R. Denny<br />
Kogan Page, ISBN: 0749433272<br />
8. How To Be Better At Writ<strong>in</strong>g Reports And<br />
Proposals: P. Forsyth<br />
Kogan Page, ISBN: 0749422009<br />
9. People Skills: Robert Bol<strong>to</strong>n<br />
New Harb<strong>in</strong>ger Pub., ISBN: 1572240229<br />
10. 101 Ways <strong>to</strong> Improve Your Communication<br />
Skills: Jo Condrill<br />
Goalm<strong>in</strong>ds, ISBN: 0966141490<br />
61
Network<strong>in</strong>g and <strong>in</strong>fluenc<strong>in</strong>g<br />
1. How To Influence O<strong>the</strong>rs At Work: Dick<br />
McCann. Butterworth-He<strong>in</strong>emann,<br />
ISBN: 0750609907<br />
2. Re<strong>in</strong>vent<strong>in</strong>g Influence: Mary Bragg<br />
F<strong>in</strong>ancial Times Prentice Hall,<br />
ISBN: 0273623133<br />
3. Words That Change M<strong>in</strong>ds: Shelle Rose<br />
Charvet. Kendall/Hunt, ISBN: 0787234796<br />
4. Make That Call: Ia<strong>in</strong> Maitland<br />
Kogan Page, ISBN: 0749432527<br />
5. Improve Your People Skills, 2nd Edition: Peter<br />
Honey<br />
Beekman Pub., ISBN: 0846450739<br />
6. Introduc<strong>in</strong>g Neuro-L<strong>in</strong>guistic Programm<strong>in</strong>g:<br />
Psychological Skills for Understand<strong>in</strong>g and<br />
Influenc<strong>in</strong>g People: Joseph O’Connor<br />
Thorsons Pub., ISBN: 1855383446<br />
Cus<strong>to</strong>mer <strong>Service</strong><br />
1. Crown<strong>in</strong>g The Cus<strong>to</strong>mer: Feargal Qu<strong>in</strong>n<br />
Rappel Market<strong>in</strong>g, ISBN: 0962480835<br />
2. Manag<strong>in</strong>g Quality Cus<strong>to</strong>mer <strong>Service</strong>: W.B.<br />
Mart<strong>in</strong>. Crisp Pub., ISBN: 0931962831<br />
3. How To Be Better At Cus<strong>to</strong>mer Care: T.R.V.<br />
Foster. Kogan Page, ISBN: 0749429453<br />
4. Meet<strong>in</strong>g Cus<strong>to</strong>mer Needs: I. Smith<br />
Butterworth-He<strong>in</strong>emann,<br />
ISBN: 0750606681<br />
5. Telephone skills: Patrick Forsyth<br />
(CIPD), ISBN: 0852928653<br />
Manag<strong>in</strong>g and Develop<strong>in</strong>g People<br />
1. Manag<strong>in</strong>g People, A Competence Approach To<br />
Supervisory Management: Cartwright, Coll<strong>in</strong>s,<br />
Green, Candy<br />
Blackwell Pub., ISBN: 0631209239<br />
2. First L<strong>in</strong>e Management : Bedward, Rexworthy,<br />
Blackman, Rothwell, Weaver<br />
Butterworth-He<strong>in</strong>emann,<br />
ISBN: 0750627999<br />
3. The Manager As Coach And Men<strong>to</strong>r: Eric<br />
Parsloe. Beekman Pub., ISBN: 0846451093<br />
4. Practice Of Management : Peter Drucker<br />
Harper, ISBN: 1559942789<br />
5. The Competent Manager: R.E. Boyatziz<br />
Wiley-Interscience, ISBN: 047109031X<br />
6. Leadership: P. Sadler<br />
Unknown, ISBN: 074942124X<br />
7. Manag<strong>in</strong>g Assertively: Madelyn Burley<br />
John Wiley & Sons, ISBN: 0471039713<br />
8. 10 Steps <strong>to</strong> Empowerment: A Common-Sense<br />
<strong>Guide</strong> <strong>to</strong> Manag<strong>in</strong>g People: Diane Tracy. Quill,<br />
ISBN: 068811279X<br />
9. The Art of Manag<strong>in</strong>g People: Phillip L.<br />
Hunsaker<br />
Simon & Schuster, ISBN: 0671628259<br />
10. Manag<strong>in</strong>g People is Like Herd<strong>in</strong>g Cats: Warren<br />
Bennis<br />
Executive Excellence, ISBN: 189000961X<br />
11. 10 Steps <strong>to</strong> Empowerment: Diane Tracy<br />
Quill, ISBN: 068811279X<br />
12. Harvard Bus<strong>in</strong>ess Review on Manag<strong>in</strong>g People:<br />
Harvard Bus<strong>in</strong>ess School,<br />
ISBN: 0875849075<br />
Leadership<br />
1. Leadership by <strong>the</strong> Book: Ken Blanchard: Bill<br />
Hybels and Phil Hodges<br />
HarperColl<strong>in</strong>s ISBN:0007114532<br />
2. 21 Leaders for The 21st Century:Trompenaars,<br />
F and Hamden-Turner.Caps<strong>to</strong>ne Pub. Ltd,<br />
ISBN: 1900961660<br />
3. The future of leadership: <strong>to</strong>day’s <strong>to</strong>p leadership<br />
th<strong>in</strong>kers speak <strong>to</strong> <strong>to</strong>morrow’s leaders: edited by<br />
Warren Bennis, Gretchen Spreitzer,Thomas<br />
Cumm<strong>in</strong>gs:<br />
John Wiley, ISBN: 0787955671<br />
4. What Leaders Really Do: John P Kotter.<br />
Harvard Bus<strong>in</strong>ess School Press, Bos<strong>to</strong>n 1999:<br />
ISBN 0-87584-897-4<br />
5. The 21 Irrefutable laws of Leadership: John C<br />
Maxwell. Thomas Nelson Publishers, Nashville,<br />
1999: ISBN 0-7852-7034-5<br />
Interpersonal Understand<strong>in</strong>g<br />
1. How To Be Better At Manag<strong>in</strong>g People: A.<br />
Barker. Kogan Page, ISBN: 0749431962<br />
2. Manag<strong>in</strong>g Your Boss: S. Mann<br />
Barron’s Educational Series,<br />
ISBN: 0764119508<br />
3. Manag<strong>in</strong>g Disagreement Constructively: H.S.<br />
K<strong>in</strong>der<br />
Crisp Pub., ISBN: 1560523832<br />
4. Face To Face: A Practical <strong>Guide</strong> To Interactive<br />
Skills: P. Honey<br />
Gower Pub., ISBN: 0566027445<br />
5. Develop<strong>in</strong>g Your Interpersonal Intelligence: Mel<br />
Silberman & Freda Hansburg. Berrett Koehler<br />
Pub. , ISBN: 1576750914<br />
Analytical Th<strong>in</strong>k<strong>in</strong>g<br />
1. Teach Yourself To Th<strong>in</strong>k: Edward de Bono<br />
Pub Group West, ISBN: 1574533622<br />
2. Make The Most Of Your M<strong>in</strong>d: Tony Buzan<br />
Simon & Schuster, ISBN: 0671495194<br />
3. Project Skills: Sam Elbeik<br />
Butterworth-He<strong>in</strong>emann,<br />
ISBN: 0750639784<br />
4. The Fifth Discipl<strong>in</strong>e: Peter Senge<br />
Courrency/Doubleday ISBN: 0385260954<br />
62
5. The Art Of Systems Th<strong>in</strong>k<strong>in</strong>g: Essential Skills for<br />
Creativity and Problem Solv<strong>in</strong>g: Joseph<br />
O’Connor and Ian Mc Dermott.Thorsons, ISBN:<br />
0722534426<br />
Conceptual Th<strong>in</strong>k<strong>in</strong>g<br />
1. Learn<strong>in</strong>g Maps And Memory Skills : Powerful<br />
Techniques To Improve Your Bra<strong>in</strong> Power: I.<br />
Svantsesson<br />
Kogan Page Ltd, ISBN: 0749424559<br />
2. How To Be Better At Creativity: G. Petty.<br />
Unknown, ISBN: 0749421673<br />
3. Innovation And Creativity: J. Ceserani<br />
Kogan Page Ltd, ISBN: 0749415932<br />
4. The Effective Strategist: Key Skills For All<br />
Managers: J. Van Maurik<br />
Gower Pub. Co., ISBN: 0566080443<br />
5. Th<strong>in</strong>k<strong>in</strong>g Styles: Relationship Strategies that<br />
Work: Fiona Bedoes-Jones<br />
BJA Associates, ISBN: 0953531007<br />
Decision mak<strong>in</strong>g and judgement<br />
1. The Management Task: Rob Dixon<br />
Butterworth-He<strong>in</strong>emann,<br />
ISBN: 0750633905<br />
2. Project Skills: Sam Elbeik<br />
Butterworth-He<strong>in</strong>emann,<br />
ISBN: 0750639784<br />
3. Practical Problem Solv<strong>in</strong>g And Decision<br />
Mak<strong>in</strong>g: An Integrated Approach: R. Hale<br />
Kogan Page, ISBN: 074942219X<br />
4. Solve That Problem:<br />
Kogan Page Publish<strong>in</strong>g, ISBN: 0749424826<br />
5. How To Be A Better Decision Maker: A. Barker.<br />
LPC Group, ISBN: 0749419504<br />
Manag<strong>in</strong>g Budgets and resources<br />
1. Adm<strong>in</strong>istrative Budgets In The Irish <strong>Civil</strong><br />
<strong>Service</strong>: Richard Boyle<br />
IPA, ISBN: 1872002919<br />
2. Manag<strong>in</strong>g Devolved Budgets: Richard Boyle<br />
IPA, ISBN: 1872002161<br />
3. Manag<strong>in</strong>g Public Money: Sean Cromien<br />
IPA, ISBN: 0906980712<br />
4. Master<strong>in</strong>g F<strong>in</strong>ancial Management: S. Brookson.<br />
DK Pub. Merchandise, ISBN: 0789471493<br />
5. Manag<strong>in</strong>g Information and Statistics: Roland &<br />
Frances Bee<br />
(CIPA), ISBN: 0852927851<br />
Concern for clarity and work quality<br />
1. Target Sett<strong>in</strong>g And Goal Achievement: R. Hale<br />
Kogan Page Ltd, ISBN: 0749426322<br />
2. Delegat<strong>in</strong>g For Results: R.B. Maddux<br />
Crisp Pub., ISBN: 1560524553<br />
3. Manag<strong>in</strong>g Performance: Goals, Feedback,<br />
Coach<strong>in</strong>g, Recognition: J. Hill<br />
Ashgate Pub. Co., ISBN: 0566077396<br />
4. Accountability: Practical Tools For Focus<strong>in</strong>g On<br />
Clarity, Commitment And Results: B. Klatt<br />
S<strong>to</strong>ddart Pub., ISBN: 0773760121<br />
5. How To Give Effective Bus<strong>in</strong>ess Brief<strong>in</strong>gs:<br />
Techniques For Relay<strong>in</strong>g Information And<br />
Obta<strong>in</strong><strong>in</strong>g Feedback From Employees: C. Clark<br />
Stylus Pub., ISBN: 074942513X<br />
Reference material on emotional <strong>in</strong>telligence<br />
1. Emotional Intelligence: Daniel Goleman<br />
Bantam Books, ISBN: 0553375067<br />
2. Work<strong>in</strong>g with Emotional Intelligence: Daniel<br />
Goleman<br />
Bantam Doubleday, ISBN: 0553378589<br />
3. 7 Steps <strong>to</strong> Emotional Intelligence: Patrick E<br />
Merlevede<br />
Crown House Pub., ISBN: 1899836500<br />
4. Promot<strong>in</strong>g Emotional Intelligence <strong>in</strong><br />
Organisations: Cary Cherniss<br />
American Society for Tra<strong>in</strong><strong>in</strong>g & <strong>Development</strong>,<br />
ISBN: 1562863045<br />
Reference material on coach<strong>in</strong>g<br />
1. The Manager As Coach And Men<strong>to</strong>r: Eric<br />
Parsloe<br />
Beekman Pub., ISBN: 0846451093<br />
2. The Complete <strong>Guide</strong> <strong>to</strong> Coach<strong>in</strong>g at Work:<br />
Suzanne Skiff<strong>in</strong>g<strong>to</strong>n, Perry Zeus<br />
McGraw Hill, ISBN: 0074708422<br />
3. Effective Coach<strong>in</strong>g: Myles Downey<br />
Texere Pub., ISBN: 1587991209<br />
Information seek<strong>in</strong>g and management<br />
1. Mak<strong>in</strong>g The Most Of Management<br />
Information: Richard Boyle<br />
IPA, ISBN: 187200265X<br />
2. Practice Of Management: Peter Drucker<br />
Harperbus<strong>in</strong>ess, ISBN: 0887306136<br />
3. Manag<strong>in</strong>g Information: Avoid<strong>in</strong>g Overload: T.J.<br />
Bently. LPC Group, ISBN: 0749426829<br />
4. Manag<strong>in</strong>g Information: P. Gra<strong>in</strong>ger<br />
Nichols Pub. Co., ISBN: 0893974323<br />
63
Human Resources <strong>Development</strong> <strong>Service</strong>s<br />
Centre for Management & Organisation <strong>Development</strong><br />
Department of F<strong>in</strong>ance, Lansdowne House, Lansdowne Road, Dubl<strong>in</strong> 4<br />
Telephone: (01) 604 5124/5