Behavioral Competencies – Definitions and Behavioral Indicators               1                                           ...
Behavioral Competencies – Definitions and Behavioral Indicators                                                           ...
Behavioral Competencies – Definitions and Behavioral Indicators                                                           ...
Behavioral Competencies – Definitions and Behavioral Indicators                                                           ...
Behavioral Competencies – Definitions and Behavioral Indicators                                                           ...
Behavioral Competencies – Definitions and Behavioral Indicators   6DRAFT 2//12//2008 4::30 PMDRAFT 2 12 2008 4 30 PM
Behavioral Competencies – Definitions and Behavioral Indicators                                                           ...
Behavioral Competencies – Definitions and Behavioral Indicators                                                           ...
Behavioral Competencies – Definitions and Behavioral Indicators                                                           ...
Behavioral Competencies – Definitions and Behavioral Indicators                                                           ...
Behavioral Competencies – Definitions and Behavioral Indicators                                                           ...
Behavioral Competencies – Definitions and Behavioral Indicators                                                           ...
Behavioral Competencies – Definitions and Behavioral Indicators                                                           ...
Behavioral Competencies – Definitions and Behavioral Indicators                                                           ...
Behavioral Competencies – Definitions and Behavioral Indicators                                                           ...
Behavioral Competencies – Definitions and Behavioral Indicators                                                           ...
Behavioral Competencies – Definitions and Behavioral Indicators                                                           ...
Behavioral Competencies – Definitions and Behavioral Indicators                                                           ...
Behavioral Competencies – Definitions and Behavioral Indicators                                                           ...
Behavioral Competencies – Definitions and Behavioral Indicators                                                           ...
Behavioral Competencies – Definitions and Behavioral Indicators                                                           ...
Behavioral Competencies – Definitions and Behavioral Indicators                                                           ...
Behavioral Competencies – Definitions and Behavioral Indicators                                                           ...
Behavioral Competencies – Definitions and Behavioral Indicators                                                           ...
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Behavior indicators

  1. 1. Behavioral Competencies – Definitions and Behavioral Indicators 1 Georgia’s Behavioral Competency Framework SPA 2008DRAFT 2//12//2008 4::30 PMDRAFT 2 12 2008 4 30 PM
  2. 2. Behavioral Competencies – Definitions and Behavioral Indicators 2 OverviewNote. This is a draft of the new competency framework. If you have any questions or feedback, contactJanet Hecht, Ph.D.HR Projects CoordinatorState Personnel Administration404-463-3534janet.hecht@spa.ga.govThe behavioral competency framework is designed to be used by multiple Human Resource functions including performance management, workforceplanning, succession planning, training and development, and recruitment. The competencies and their “behavioral indicators” define what each employeeneeds to do to be successful and to contribute to the State of Georgia’s mission, vision, and values.A competency is an attribute, knowledge, skill, ability or other characteristic that contributes to successful job performance. Behavioral competencies areobservable and measurable behaviors, knowledge, skills, abilities, and other characteristics that contribute to individual success in the organization (e.g.,teamwork and cooperation, communication). Behavioral competencies can apply to all (or most) jobs in an organization or be specific to a job family,position, or career level. Behavioral competencies describe what is required to be successful in an organization outside of a specific job. As such, behavioralcompetencies are specific to a person rather than to a job.The state of Georgia’s behavioral competency framework consists of 18 competencies: 5 statewide core competencies which are required by all stateemployees, 2 leadership competencies which are required by all people managers and other leaders, and 11 additional behavioral competencies. Statewide Core Competencies Leadership Competencies Customer Service Orientation Accountability Talent Management Teamwork and Cooperation Judgment and Decision Making Transformers of Government Results Orientation Behavioral Competencies (Additional) Communication Flexibility Project Management Conflict Management Initiative Teaching Others Creativity and Innovation Negotiation and Influence Team Leadership Cultural Awareness Professional DevelopmentThe core and leadership competencies are used in the performance management system. The behavioral competencies can also be used in theperformance management system. The competencies will also be used in additional HR functions such as succession planning and selection.DRAFT 2//12//2008 4::30 PMDRAFT 2 12 2008 4 30 PM
  3. 3. Behavioral Competencies – Definitions and Behavioral Indicators 3 Rating ScaleAt the end of the performance year (and at other times) employees will be rated on their performance against the relevant competencies. Allratings will be made using the following scale: Label DescriptionExceptional Performer Frequently exceeded expectations. Employee was an exceptional contributor to the success of his/her department and the State of Georgia. He/she demonstrated role model behaviorsSuccessful Performer – Plus Consistently met expectations and occasional exceeded expectationsSuccessful Performer Consistently met expectations. Employee was a solid contributor to the success of his/her department and the State of GeorgiaSuccessful Performer – Minus Typically met expectations; however, occasionally failed to meet expectations. Employee needs further development in one or more areas of expected job results or behavioral competenciesUnsatisfactory Performance Consistently failed to meet expectations. Employee needs significant improvement in critical areas of expected job results or behavioral competenciesNot Rated New hire or transfer within five months of end of performance periodDRAFT 2//12//2008 4::30 PMDRAFT 2 12 2008 4 30 PM
  4. 4. Behavioral Competencies – Definitions and Behavioral Indicators 4 Behavioral IndicatorsThis document provides behavioral indicators (examples) of the competencies: Behavioral examples of the competencies are provided using 3-key anchor points on the State’s 5-point performance rating scale (Unsatisfactory Performer, Successful Performer, Exceptional Performer). These are examples of what behaviors could look like and are not inclusive of all behaviors that demonstrate each level of performance for the competency. Rather, this is a tool to help guide evaluations of employee performance and should not be used as a checklist for employees’ behaviors. Use this tool to help form an image of employee performance compared to the State and the agency’s expectationDRAFT 2//12//2008 4::30 PMDRAFT 2 12 2008 4 30 PM
  5. 5. Behavioral Competencies – Definitions and Behavioral Indicators 5 Proficiency LevelsWhile behavioral indicators are used to help in evaluate performance, proficiency levels describe the levels of a competency required toperform a specific job successfully; these levels relate to the work required for a specific job. Different jobs require different levels ofproficiency for successful performance. Not all jobs will require the highest level of proficiency and some may not require certaincompetencies at all. For example:The proficiency levels help to identify those competencies that are most important for a given position. For example, they are used insuccession planning to help identify proficiency levels of indicators compared to the proficiency needed for the job for which they are beingconsidered. Proficiency Level Description Limited or no use of competency required for the job Competency has been minimally demonstratedLimited May have had limited opportunity to apply the competency May have limited understanding of the competency Basic understanding or knowledge needed for the job Basic understanding and knowledge sufficient enough to handle routine tasksBasic Requires some guidance or supervision when applying the competency Understands and can discuss terminology and concepts related to the competency Detailed knowledge, understanding, and application of the competency required to be successful in the job Ability to handle non-routine problems and situationsProficient Requires minimal guidance or supervision / works independently Consistently demonstrates success in the competency Capable of assisting others in the application of the competency Highly developed knowledge, understanding, and application of the competency required to be successful in the job and organization (total mastery) Can apply knowledge outside the scope of one’s positionAdvanced Is able to coach or teach others on the competency Has a long-term perspective Helps develop materials and resources in the competency Specialist/Authority level knowledge, understanding, and application of the competency required to be successful in the job. Recognized by others as an expert in the competency and is sought out by others throughout the organization (expert in the area)Expert Works across team, department, and organizational functions Applies skill across multiple projects or functions Able to explain issues in relation to broader organizational issues Creates new applications or processes Has a strategic focusDRAFT 2//12//2008 4::30 PMDRAFT 2 12 2008 4 30 PM
  6. 6. Behavioral Competencies – Definitions and Behavioral Indicators 6DRAFT 2//12//2008 4::30 PMDRAFT 2 12 2008 4 30 PM
  7. 7. Behavioral Competencies – Definitions and Behavioral Indicators 7 Customer Service OrientationDefinition: Understands that all State employees have external and/or internal customers that they provide services andinformation to; honors all of the State’s commitments to customers by providing helpful, courteous, accessible, responsive, andknowledgeable customer service. Unsatisfactory Performer Successful Performer Exceptional Performer Helpful: Fails to consistently follow through on Helpful: Follows through on customer Helpful: Takes extraordinary action to meet customer commitments commitments despite time pressures or obstacles customer needs when required Helpful: Uses common methods to solve the same Helpful: Recognizes when work processes and/or Helpful: Recognizes that work processes and/or or similar customer problems without incorporating outcomes are negatively impacting the customer; outcomes are negatively impacting the customer; learning from past mistakes assumes ownership of the issue and takes owns the issue and takes action to address appropriate steps to eliminate problems deficiencies by identifying resolutions and notifying the appropriate State/agency leader Courteous: Develops “shallow” relationships that Courteous: Develops relationships with customers Courteous: Maintains positive, long-term working lack personal attention and focus, which result in that are marked by attention and customer relationships with clients; is adept at focusing low levels of customer satisfaction satisfaction individualized attention resulting in consistent, high-level customer satisfaction Courteous: Handles disgruntled customers in a Courteous: Addresses disgruntled customer Courteous: Addresses disgruntled customers similar manner to all other customers, or reacts problems by remaining calm and professional; appropriately and takes action to resolve problems; inappropriately personally follows through to resolve issue(s) can defuse even the most upset customer situations with ease Accessible: Meets customer needs but is difficult Accessible: Responds promptly to customer Accessible: Makes self fully available to the to reach; takes an unreasonably long time in requests; is easy to reach and work with during customer by being flexible with time and schedule responding to customer requests and issues. work hours; willingly works with customers to meet in order to provide services and information; their needs. identifies ways to make services more accessible for customers to access. Responsive: Does not seek new ways to enhance Responsive: Seeks out customer input to better Responsive: Regularly updates understanding of the customer relationship with new service understand their needs; develops ideas for how to customers’ needs and quickly adapts solutions, as offerings meet those needs needed, to changing customer demands Responsive: Ignores customer requests, “passes Responsive: Listens for and responds to customer Responsive: Anticipates customer needs and the buck” to others, or is disrespectful in requests or problems in a timely manner responds before the situation requires action responding to customers’ needs Knowledgeable: Does not demonstrates a Knowledgeable: Demonstrates a solid Knowledgeable: Consistently exceeds customer fundamental understanding of customer needs in understanding of customer needs by consistently expectations by applying a solid understanding of his/her daily work; occasionally does not meet meeting their expectations what customers need and value customer expectations Knowledgeable: Tries to meet customer needs Knowledgeable: Meets customer needs by acting Knowledgeable: Helps others navigate the State’s but has difficulty identifying resources that could professionally and applying a good working system with greater ease by explaining the enhance the experience of each unique customer knowledge of the services and information provided services offered and how to make contact with the by the agency/State. appropriate agency/departmentDRAFT 2//12//2008 4::30 PMDRAFT 2 12 2008 4 30 PM
  8. 8. Behavioral Competencies – Definitions and Behavioral Indicators 8 Teamwork and CooperationDefinition: Cooperates with others to accomplish common goals; works with employees within and across his/her department toachieve shared goals; treats others with dignity and respect and maintains a friendly demeanor; values the contributions of others Unsatisfactory Performer Successful Performer Exceptional Performer Tends to isolate oneself from others while Consistently works with others to accomplish Frequently uses opportunities to work with working toward team goals and objectives goals and tasks others as a teaching tool to impart organizational knowledge and help others succeed Sometimes treats other team members with Treats all team members with a respectful, Actively seeks to eliminate “cliques” and hostility or indifference courteous, and professional manner; supports assists in problem solving so that all team team despite different points of view or members can be included in work processes setbacks Talks about commitment to teamwork but Considers the views of other people (and Builds loyalty among other team members does not always demonstrate it in his/her departments, if relevant) when analyzing a (and departments, if relevant) across the actions situation or developing a solution State; promotes the State as a team Works well with some people but not others; Consistently works well with a variety of Provides guidance to others as they work is not generally regarded as a “team player” different people; rarely encounters someone through conflicts and disagreements so they he/she cannot work effectively with on a can become better “team players” task/project Waits for others to solve interpersonal/team Regularly initiates communication to help Facilitates communication between people conflicts and problems solve interpersonal/team conflicts and experiencing conflict who have previously problems been unable to solve problems Inconsistently participates in State, Agency, Consistently attends and actively participates Volunteers on committees that are outside and Department meetings, activities, and in State, Agency, and Department meetings, typical job responsibilities; exceeds the events activities, and events when asked or required expectations of his/her job in participating in State initiatives and programs Provides inconsistent feedback with different Provides balanced feedback to improve team Proactively works with team members to members of the team collaboration and functioning on a continuous improve team collaboration and functioning on basis a continuous basisDRAFT 2//12//2008 4::30 PMDRAFT 2 12 2008 4 30 PM
  9. 9. Behavioral Competencies – Definitions and Behavioral Indicators 9 Results OrientationDefinition: Consistently delivers required business results; sets and achieves achievable, yet aggressive, goals; consistentlycomplies with quality standards and meets deadlines; maintains focus on Agency and State goals Unsatisfactory Performer Successful Performer Exceptional Performer Sets unrealistic goals - goals that are either Establishes clear, specific performance goals, Identifies “vital few” goals and allocates time too easy or too difficult to achieve expectations, and priorities and resources accordingly to achieve those goals when faced with competing priorities Focuses time, energy, and other resources on Aligns the efforts of him/herself and the team Recognizes when others have set goals that activities that are not aligned with the team’s to the team’s objectives are misaligned with the State’s objectives and objectives provides guidance/coaching to team members to better meet the needs of the team and its customers Occasionally becomes sidetracked on less Works around typical problems and obstacles Navigates quickly and effectively to resolve important matters when obstacles present to get results problems and obstacles, even when complex themselves and unique circumstances occur Completes tasks late or with poor quality due Manages own time well in order to complete Manages own time exceptionally well and to lack of planning or balancing of allocated tasks on time and with high quality frequently completes tasks early and with commitments higher-than-expected quality Tends to secure and/or use more resources Uses resources as expected, resulting in Frequently uses fewer than expected than are needed to complete a task, which quality work that stays within established resources while still delivering high-quality sometimes results in costs that exceed budget budgets work on time, resulting in cost savings or improved efficiencies Looses energy or interest before difficult Takes responsibility and stays focused on Takes responsibility for more complex problems can be solved problems until an effective solution can be problems and maintains focus until a viable found solution can be foundDRAFT 2//12//2008 4::30 PMDRAFT 2 12 2008 4 30 PM
  10. 10. Behavioral Competencies – Definitions and Behavioral Indicators 10 AccountabilityDefinition: Accepts full responsibility for self and contribution as a team member; displays honesty and truthfulness; confrontsproblems quickly; displays a strong commitment to organizational success and inspires others to commit to goals; demonstrates acommitment to delivering on his/her public duty and presenting oneself as a credible representative of the Agency and State tomaintain the public’s trust Unsatisfactory Performer Successful Performer Exceptional Performer Inconsistently meets commitments to others Follows through and meets personal Exceeds his or her commitment to others by or delivers on commitments late commitments to others on time frequently delivering work early Occasionally “bends the rules” when faced Holds self and others accountable for making Lives the State’s values and maintains his/her with pressure from customers or other State principled decisions; addresses unethical ethical principles even in the most challenging stakeholders behaviors head-on circumstances Fails to take ownership of personal or team Commits to the State’s goals and finds ways Generates enthusiasm among team members performance; refrains from coaching team to get team members more involved toward for accomplishing shared goals that elevates members to improve performance accomplishing State objectives the team and ensures the State’s success Dismisses the importance of his/her Takes his/her responsibilities seriously and Holds a strong commitment to exceeding the responsibilities and the connection between consistently meets the public’s expectations public’s expectations for how the State should his/her job and public perceptions for quality, service, and professionalism provide service to its customers Occasionally presents oneself in a way that is Consistently presents a calm, competent, and Presents oneself as a polished professional inconsistent with the image the State wants to professional image to the public and other who exemplifies success and credibility; portray State employees inspires others to be more professional For Leaders: Sometimes over-utilizes For Leaders: Demonstrates good For Leaders: Recognizes when resources resources (i.e., people, time, money) stewardship of the State’s resources (i.e., (i.e., people, time, money) are being utilized people, time, money) by using an acceptable inappropriately and takes steps to ensure amount of resources to accomplish other leaders are practicing good stewardship goals/tasks across the State For Leaders: Gains support for some, but not For Leaders: Consistently inspires others to For Leaders: Coaches other leaders on how all, key State and Agency objectives commit to the goals of the State and Agency to gain commitment and buy-in to accomplish State and Agency objectivesDRAFT 2//12//2008 4::30 PMDRAFT 2 12 2008 4 30 PM
  11. 11. Behavioral Competencies – Definitions and Behavioral Indicators 11 Judgment and Decision MakingDefinition: Analyzes problems by evaluating available information and resources; develops effective, viable solutions to problemswhich can help drive the effectiveness of the department and/or State of Georgia Unsatisfactory Performer Successful Performer Exceptional Performer Spends a long time reviewing information Analyzes problems effectively and makes Demonstrates an ability to make effective which results in delays appropriate decisions without missing decisions within limited time deadlines or causing delays in service Does not proactively move forward to take Is able to cope with uncertainty and an Develops highly creative and effective action on team and personal responsibilities; incomplete set of facts to develop a feasible solutions despite the absence of information typically needs more direction or information and effective solution and short time-frames than other team members Tends to jump to solutions without fully Uses established standards/methods to solve Focuses on continuous improvement by analyzing and understanding problems common problems; responds to recurring exploring opportunities for enhancing, revising problems by investigating the underlying or modifying existing standards/methods and causes and taking steps to eliminate them developing proposals for implementing changes Typically follows the judgments of others Independently analyzes issues and problems Is persistent in his/her analysis of issues and without independent thought and analysis and expresses his/her opinion to others problems to find solutions that best serve the State Inconsistently predicts consequences, Accurately predicts the outcomes of a variety Accurately predicts the outcomes of implications, and feasibility of alternative of alternatives to problems alternatives to solve problems; appropriately solutions for problems addresses the inter-relationships between issues Shows inflexibility when facing obstacles; Tries different approaches when initial efforts Teaches others how to anticipate possible “gets stuck” in frustration and is not open to to solve problems fail; anticipates possible problems and develop contingency plans to new ideas or ways to solve problems problems and develops alternatives avoid or go around them For Leaders: Tends to make decisions about For Leaders: Delegates decision-making For Leaders: Has an established reputation the day-to-day operations of the organization responsibilities to the appropriate for being an innovative and creative problem that could be handled at a lower organizational level and holds decision solver and is willing to help others solve organizational level makers accountable for the results of their problems that are not necessarily linked to decisions his/her own department/areaDRAFT 2//12//2008 4::30 PMDRAFT 2 12 2008 4 30 PM
  12. 12. Behavioral Competencies – Definitions and Behavioral Indicators 12 Talent Management (for Leaders)Definition: Clearly establishes and communicates expectations and accountabilities; monitors and evaluates performance;provides effective feedback and coaching; identifies development needs and helps employees address them to achieve optimalperformance and gain valuable skills that will translate into strong performance in future roles Unsatisfactory Performer Successful Performer Exceptional Performer Establishes departmental goals but does not Establishes departmental and individual Establishes departmental and individual establish or communicate individual goals; Clearly communicates departmental goals; Directs individuals to focus on the most accountabilities toward reaching those goals and individual goals and accountabilities vital departmental goals to maximize personal success within the department Does not consistently provide employees with Provides adequate resources for employees Monitors employee progress and proactively the resources they need to accomplish their to accomplish their goals up front and upon makes adjustments in resource allocations; goals request of employees; removes barriers as proactively removes barriers to help needed to help accomplish team goals accomplish team goals Does not monitor the “right” performance Monitors the “right” performance measures; Monitors the “right” performance measures; results on a regular basis and is slow to Gives frequent and candid performance Gives frequent and candid performance confront or address under-performers feedback on how employees are doing their feedback; demonstrates courage by taking jobs resolute action against weak performers Fails to take responsibility for coaching and Actively coaches individuals and teams to Inspires others to strengthen their coaching developing others strengthen their performance skills to drive overall organization objectives Leaves the responsibility for identifying Takes responsibility for identifying individual Identifies patterns in employee behavior that development opportunities (i.e., training, employee development needs and finding indicate development needs across the mentor relationships, etc.) to employees ways to address them organization and identifies ways to without taking an active role systemically enhance the skills of State employees Fails to recognize positive contributions Notices and shows appreciation when Celebrates expected results and behaviors expected results and behaviors are realized; through creative and spontaneous means; Retains high performers through recognition Retains high performers through recognition of accomplishments and development/career of accomplishments and development/career opportunities opportunities Hires individuals who have the skills to meet Focuses on the skills needed for the current Consistently selects individuals with the the demands of the current position opening position opening as well as the qualities highest potential for long-term success within but ignores factors that will lead to success at needed to be successful in future roles within the State; has a keen ability to attract talented higher levels within the State or long-term the State when hiring individuals department goalsDRAFT 2//12//2008 4::30 PMDRAFT 2 12 2008 4 30 PM
  13. 13. Behavioral Competencies – Definitions and Behavioral Indicators 13 Transformers of Government (for Leaders)Definition: Develops innovative approaches to address problems and drive continuous improvement in State programs andprocesses; drives effective and smooth change initiatives across the State by communicating, confirming understanding, andactively working with stakeholders to overcome resistance Unsatisfactory Performer Successful Performer Exceptional Performer Maintains the status quo by accepting current Continuously looks for ways to improve the Persistently challenges the status quo to practices even when he/she has information efficiency or the quality of work/service identify areas for improvement others have that demonstrates current practices are provided by the State; Exhibits courage by overlooked; Exhibits courage in smart risk inefficient/ineffective; Resistant to smart risk taking smart risks taking even when his/her position is taking or change unpopular Fails to generate new and creative Effectively applies existing practices or Develops creative and highly effective ways of approaches or identify new approaches that processes to new work situations that result in doing work to enhance efficiency and quality are ineffective or unfeasible higher quality work products or enhanced of work/services provided by the State efficiency Moves forward in implementing ideas without Introduces new ideas to relevant stakeholders Consistently gains active involvement of involving appropriate stakeholders and gathers feedback to refine his/her ideas relevant stakeholders to ensure ideas are to ensure their effectiveness refined and fully adoptable by the State Verbalizes support for a change initiative but Shows enthusiasm and confidence in new Energizes others to generate support within does not show enthusiasm, confidence, and ideas, generating support for change the workforce for changes that enhance belief in the change through actions initiatives among co-workers efficiency or the quality of work products Generates support among others only when Is able to generate support for moderately Generates support among co-workers for his/her position is of little consequence controversial ideas and concepts even the most controversial ideas and concepts Fails to successfully implement change Implements changes successfully within Manages change exceptionally well, initiatives on time or sacrifices progress established timeframes without disrupting exceeding implementation requirements and toward other objectives to ensure changes are progress toward other objectives providing the opportunity to exceed implemented on time expectations on other objectives Successfully implements changes within Establishes metrics for success and tracks Coaches others in techniques for evaluating his/her organization but does not adequately those metrics over time, making adjustments change initiatives within the State; helps other track the effects of the change as needed to ensure change initiatives are define and track success effective long-termDRAFT 2//12//2008 4::30 PMDRAFT 2 12 2008 4 30 PM
  14. 14. Behavioral Competencies – Definitions and Behavioral Indicators 14 CommunicationDefinition: Respectfully listens to others to gain a full understanding of issues; comprehends written material; presentsinformation in a clear and concise manner orally and in writing to ensure others understand his/her ideas; appropriately adaptshis/her message, style, and tone to accommodate a variety of audiences Unsatisfactory Performer Successful Performer Exceptional Performer Talks over others; demonstrates an Actively listens to co-workers and customers Presents an open and accepting persona that unwillingness to listen to others and is to put him/herself in other people’s shoes to allows even the most reluctant person to “stubborn” in holding on to his/her own gain a better understanding of what they are express his/her views perspective without considering other people’s saying views and insights Takes inappropriate action because he/she Comprehends written and oral information Assists others in comprehending written and misinterprets written and/or oral information and direction and takes appropriate action oral information and directions so they can and directions take appropriate action Tends to conceal information or “hold ideas Communicates intentions, ideas and feelings Encourages an open exchange of ideas and close to the chest” openly and directly different points of view; tells the truth even when it is unwelcome Develops written and/or oral communications Consistently delivers accurate, clear, and Delivers accurate, clear, and concise that are confusing, void of critical messages, concise messages orally and/or in writing to messages that inform and frequently and/or misrepresent the facts effectively inform an audience persuade audiences to take action Assumes others understand what he/she is Listens attentively to the speaker and actively Demonstrates a keen ability to recognize trying to communicate and moves forward in asks questions to confirm understanding and when others are having difficulty his/her communications without confirming avoid miscommunications understanding his/her messages and adapts others in understanding style appropriately (e.g., provides examples) Tends to use a similar communication style Adapts to the needs of most audiences to Adapts to the needs of diverse audiences regardless of audience and/or situation (e.g., ensure his/her message is understood and/or complex situations senior leader, peer co-worker, internal/external stakeholder) For Leaders: Does not obtain necessary buy- For Leaders: Discusses the impact of change For Leaders: Gains strong support from key in from those affected by decisions efforts honestly and directly with those players to mobilize team to champion and affected implement agency/State change For Leaders: Fails to communicate the For Leaders: Ensures direct reports For Leaders: Communicates the strategic agency’s/state’s vision and/or fails to explain understand the agency’s/state’s vision and direction in such a way that employees, at all the broader business purpose to team goals by translating those goals into day-to- levels, fully understand their role in achieving day practices; explains the business purpose agency/state goals; engages direct reports behind assignments and shifts in priorities so regularly about customers so they understand direct reports can understand the “big picture” their importance to the agency/state and theirDRAFT 2//12//2008 4::30 PMDRAFT 2 12 2008 4 30 PM
  15. 15. Behavioral Competencies – Definitions and Behavioral Indicators 15 potential to contribute Conflict ManagementDefinition: Addresses conflicts by focusing on the issues at hand to develop effective solutions when disputes ordisagreements occur; helps others resolve conflicts by providing impartial mediation when needed Unsatisfactory Performer Successful Performer Exceptional Performer Waits for conflicts to blow over; allows Openly addresses conflicts as they arise to Effectively identifies and manages potential conflicts to build, ultimately hampering ensure other team members are able to meet conflicts within relationships to prevent productivity or damaging relationships commitments successfully and maintain disagreements from arising strong relationships Blames others for mistakes and/or setbacks Communicates openly and respectfully when Works to resolve conflict among team that negatively affect team results addressing problems with other team members by showing respect for others’ members opinions and working toward mutually agreeable solutions Tends to have difficulty interpreting the Recognizes the underlying agendas and Anticipates stakeholder (e.g., customers, “unspoken” agendas of stakeholders (e.g., needs of others and finds solutions that are peers, supervisor) agendas; finds and customers, peers, supervisor) mutually beneficial presents solutions that prove to be effective Sometimes creates disruptions by confronting Focuses attention on the issues that affect Demonstrates a keen ability to distinguish others over non-critical issues that do not project, process, or team success; avoids between critical and non-critical conflicts; impact project, process, or team success bringing up topics that do not directly avoids nearly all unnecessary or unproductive contribute to the success of the confrontations team/department Frequently becomes distracted by secondary Consistently focuses on the issues at hand Successfully redirects others when they begin or unrelated issues when trying to resolve and avoids letting secondary or unrelated to lose focus on the critical issues that need to conflicts issues interfere with resolving conflicts be resolved Demonstrates an inability to develop Takes a problem-solving approach to conflict Develops highly creative and effective alternative solutions that meet the needs of and generates multiple practical solutions to solutions to problems and uses solid parties; resists accommodating others problems; focuses on the needs of all parties negotiation skills to arrive at win-win solutions and generally reaches agreements with win- even in the most difficult circumstances win outcomes Sometimes agrees to a solution that will not Avoids accepting solutions that do not meet Anticipates his/her personal, team and meet his/her personal or department needs his/her current personal or department needs; department future needs and focuses on long-term, creating the potential for further does not compromise prematurely to move solutions that will meet his/her needs now and conflict past a conflict in the futureDRAFT 2//12//2008 4::30 PMDRAFT 2 12 2008 4 30 PM
  16. 16. Behavioral Competencies – Definitions and Behavioral Indicators 16 Creativity and InnovationDefinition: Applies creative problem-solving skills to his/her work to develop solutions to problems; recognizes and demonstratesthe value in taking “smart” risks and learning from mistakes; develops multiple alternatives and understands the feasibility of each;effectively shares and implements his/her ideas Unsatisfactory Performer Successful Performer Exceptional Performer Shows rigidity in approach to work and avoids Takes “smart” risks including trying new and Encourages others to take “smart” risks; taking “smart” risks different ways to get the job done maintains an entrepreneurial spirit that breaks down barriers to promote new and creative ways to meet goals Accepts the status quo and adheres to Challenges the status quo by continuously Relentlessly challenges the status quo to conventional methods of working reviewing personal work processes and ensure areas for improvement are identified questioning traditional or established and addressed processes to make improvements Fails to generate and implement new and Effectively applies existing practices or Inspires others to develop and implement new creative approaches processes to new work situations to benefit ideas and ways to approach work that benefit the State and its customers the State and its customers Resists change and often openly discusses Takes appropriate action to address Champions innovative approaches within the his/her unwillingness to adopt new practices, inefficiencies in work processes and department or across the agency by acting as even in the face of compelling evidence for a establishes improved ways of getting the job an opinion leader whom others emulate new course of action done For Leaders: Blocks new ideas from others For Leaders: Integrates input and ideas from For Leaders: Encourages new ideas, and by not being receptive, sharing information, different sources to share information and/or motivates others to be proactive, resourceful, and/or exploring opportunities explore opportunities and know the customer For Leaders: Creates and implements For Leaders: Creates and implements For Leaders: Creates and implements processes and procedures without exploring processes and procedures by exploring and customized processes and practices that potential opportunities for a “best fit” with the selecting opportunities that have a “best fit” demonstrate “best practices” for the agency/State with the agency/State agency/State For Leaders: Does not act on information For Leaders: Identifies and acts upon the For Leaders: Identifies and visualizes options pertaining to the interdependencies between underlying connections of potential conflicts and formulates innovative approaches issues and processes in his/her functional between new ideas, pieces of data or aspects area of expertise/department or agency of a situation For Leaders: Insists on implementing new For Leaders: Implements new approaches/ For Leaders: Fosters an environment that approaches/programs that are ineffective or programs that prove to be effective supports the smooth implementation of new unreasonable approaches/programsDRAFT 2//12//2008 4::30 PMDRAFT 2 12 2008 4 30 PM
  17. 17. Behavioral Competencies – Definitions and Behavioral Indicators 17 Cultural AwarenessDefinition: Demonstrates an open-minded approach to understanding people regardless of their gender, age, race, nationalorigin, religion, ethnicity, disability status, or other characteristics; treats all people fairly and consistently; effectively works withpeople from diverse backgrounds by treating them with dignity and respect Unsatisfactory Performer Successful Performer Exceptional Performer Does not recognize cultural differences; may Recognizes cultural differences among people Develops strategies for overcoming even the use unfounded stereotypes to develop an and effectively works to bridge cultural gaps most challenging cultural differences to understanding of others achieve common goals Occasionally treats people differently Treats all people with dignity and respect Actively seeks to eliminate “out groups” so depending on culture, gender, race, regardless of cultural or socioeconomic that all people feel included and are free to be socioeconomic, or other factor(s) background themselves Works well with people who are similar to Effectively works with people of diverse Thrives within the context of diverse teams; him/her but has difficulty working with people backgrounds regardless of personal capitalizes on diversity to find creative who have different backgrounds differences that may exist solutions and encourages other team members to leverage the diverse talents of agency/state staff Sometimes makes statements that are Avoids making statements that may offend or Consistently communicates even the most offensive or insensitive hurt others from different cultural or difficult messages in a sensitive and socioeconomic backgrounds supportive manner without compromising on the meaning of the message Criticizes or disregards different opinions, Considers and honors different opinions, Helps other team members embrace the styles, or ways of working styles, and ways of working value of considering and honoring different opinions, styles, and ways of working Tolerates comments and actions of others Responds to and directly addresses Proactively works to change views of those that reflect stereotypical views of people that comments and actions of others that reflect that are intolerant of different people are different from one’s self stereotypical views of people that are different from one’s selfDRAFT 2//12//2008 4::30 PMDRAFT 2 12 2008 4 30 PM
  18. 18. Behavioral Competencies – Definitions and Behavioral Indicators 18 FlexibilityDefinition: Adapts to change and different ways of doing things quickly and positively; does not shy away from addressingsetbacks or ambiguity; deals effectively with a variety of people and situations; appropriately adapts one’s thinking or approach asthe situation changes Unsatisfactory Performer Successful Performer Exceptional Performer Responds slowly to changing priorities Adjusts schedules, tasks, and priorities when Anticipates and changes strategy before the necessary current method proves to be ineffective Continues to do his/her work the same way Recognizes when changing customer or Helps others recognize when their current regardless of changes in customer organizational expectations require new way of working is no longer effective requirements or organizational norms approaches and takes the necessary steps to meet new standards Waits until told to adopt change or talks about Adapts effectively to change by accepting Encourages others to commit to change commitment to change initiatives but does not changes in work processes readily and with initiatives by sharing the expected benefits demonstrate it in his/her behaviors an optimistic perspective of the resulting and how he/she can make modifications to benefits work processes Adjusts ineffectively to different situations; Adapts effectively to different situations even Helps others work through how to effectively conveys a rigid demeanor when under stress when under stress or pressure adapt to different situations when under stress or pressure or pressure Tends to become overwhelmed when faced Works through situations or issues involving Encourages others to work through situations with situations or issues involving ambiguity ambiguity or setbacks by systematically or issues involving ambiguity or setbacks by and/or setbacks evaluating options and establishing systematically evaluating options and appropriate action plans establishing appropriate action plans Does not adapt approach to delivering results Maintains flexibility in involving others in Adapts tactics or breaks down barriers to when circumstances change delivering customer-focused results achieve optimal, timely results May understand the requirements of a Understands the requirements of different Helps others effectively adapt to different situation but has difficulty modifying his/her situations and effectively adapts his/her situations when under stress and pressure behavior to meet the needs of more stressful behavior even when under stress and or complex situations pressure Resists new technology and clings to current Readily accepts new technology as part of Helps others learn how to apply new tools at his/her disposal his/her job and uses it to continually improve technology to their work to improve efficiency efficiency or the quality of his/her work or quality of work products productsDRAFT 2//12//2008 4::30 PMDRAFT 2 12 2008 4 30 PM
  19. 19. Behavioral Competencies – Definitions and Behavioral Indicators 19 InitiativeDefinition: Proactively identifies ways to contribute to the State’s goals and missions; achieves results without needing remindersfrom others; identifies and takes action to address problems and opportunities Unsatisfactory Performer Successful Performer Exceptional Performer Occasionally needs reminders to complete Completes assignments without the need for Takes the initiative to complete assignments work assignments prompting from his/her supervisor or others early; consistently exceeds expectations regarding the timing of deliverables Waits until his/her manager provides a Seeks out information on his/her own Successfully completes tasks with minimal complete set of information before proceeding initiative; may need to follow up with his/her guidance from his/her supervisor; rarely with assigned tasks supervisor for guidance or direction needs assistance from others Demonstrates a lack of confidence and ability Demonstrates resilience against challenges Generates commitment and enthusiasm from to deal with challenges and obstacles; often and obstacles others to set and achieve challenging relies on assistance to work through issues objectives Tends to unnecessarily involve others in Successfully completes most tasks Demonstrates the ability to complete even his/her work or not involve others when it is independently but asks for additional support, unfamiliar tasks independently by adapting appropriate as appropriate, when faced with unfamiliar his/her previously gained knowledge tasks or situations Identifies tasks that he/she can perform but Focuses on achieving results, rather than Coaches others on how to focus their energy does not create meaningful results through activities that may not add value on achieving results without creating more his/her expanded efforts work than necessary Proceeds on initiatives even when he/she is Recognizes and takes appropriate action to Provides advice and direction to others on told they are ineffective, or when directed not effectively address problems and how to recognize and take appropriate action to by management opportunities on problems and opportunitiesDRAFT 2//12//2008 4::30 PMDRAFT 2 12 2008 4 30 PM
  20. 20. Behavioral Competencies – Definitions and Behavioral Indicators 20 Negotiation and InfluenceDefinition: Effectively represents his/her position on issues to gain support and buy-in from others; generates multiple alternativesto a problem to meet the needs of other stakeholders; works to achieve win-win outcomes that others can accept; appropriatelyutilizes settlement strategies, such as compromise Unsatisfactory Performer Successful Performer Exceptional Performer Has difficulty conveying his/her position to Effectively articulates his/her position and Conveys his/her position well even when others, particularly when faced with opposition helps others understand the underlying issues faced with an engaged audience with a high and concerns degree of opposition Convinces others of his/her position when an Generates support among team members for Applies influence skills to gain support for issue is of minimal importance ideas of controversy and importance to the even the most controversial issues agency/State Sees situations in isolation and ignores Thinks “outside of the box” to identify Helps others create creative solutions to solutions that are not immediately obvious alternative solutions that meet the needs of all reach win-win settlements stakeholders (e.g., customers, peers, supervisor) Requires more time than others to get input Involves key stakeholders (e.g., customers, Involves key stakeholders (e.g., customers, and develop action plans and approaches that peers, supervisor) in the development of peers, supervisor) in the planning and reflect key stakeholder (e.g., customers, processes and action plans to ensure the final development of action plans/processes to peers, supervisor) insights approach reflects their insights and has their gain their commitment commitment Uses inappropriate words and/or actions Keeps others informed of issues that affect Develops and uses subtle strategies to given the sensitivity of the issue/problem them; displays a sensitivity to time and persuade others, particularly in sensitive or and/or the reaction of the other party confidentially of information high pressure situations Pushes others to accept his/her terms without Considers the needs and perspectives of Helps the other side see the potential in regard to their needs or perspectives others and avoids applying pressure so that alternative solutions to ensure they win-win outcomes can be realized whenever understand the full impact of their decisions possible Inappropriately applies different settlement Recognizes when a win-win outcome is not Helps others determine how to settle strategies, such as compromise; fails to possible and appropriately applies settlement disagreements when win-win outcomes realize when win-win outcomes are not strategies to achieve his/her goals cannot be achieved possibleDRAFT 2//12//2008 4::30 PMDRAFT 2 12 2008 4 30 PM
  21. 21. Behavioral Competencies – Definitions and Behavioral Indicators 21 Professional DevelopmentDefinition: Demonstrates a commitment to professional development by proactively seeking opportunities to develop newcapabilities, skills, and knowledge; acquires the skills needed to continually enhance his/her contribution to the State and tohis/her respective profession Unsatisfactory Performer Successful Performer Exceptional Performer Takes advantage of learning opportunities Engages in continuous learning opportunities Seeks out continuous learning opportunities only when they are presented to him/her or to further develop skills and capabilities in that develop self and expands organizational needs encouragement to take action technical and functional areas intellectual capital Ignores feedback from co-workers and Uses feedback from co-workers and Proactively requests feedback from co- customers or becomes defensive; does not customers to find ways of enhancing his/her workers and customers and uses it to use feedback to improve performance performance enhance personal and team performance Fails to recognize his/her own strengths and Accurately identifies his/her own strengths Provides coaching to others to help them development needs or does not seek ways to and development needs, leverages strengths, leverage their strengths and effectively address those needs and takes action to develop areas that can be develop in areas where improvement is improved needed Does not maintain ties with other Takes part in professional associations to Participates in professional associations to professionals in his/her field maintain a current knowledge base and ensure he/she is visible to others in his/her relationships with others in his/her field field of expertise Allows professional knowledge to become Updates professional knowledge and skills on Shares new knowledge regarding antiquated; does not keep up with trends in a regular basis to stay current and apply new professional standards with others to ensure his/her field of expertise trends or best practices to his/her work at the they are able to contribute new ideas to the State State Recognizes industry and government trends Incorporates industry and government trends Anticipates customer needs; stays abreast of but does not take action in planning and decision making changes in the external environment and anticipates how they will impact his/her department and/or agency Follows the steps in the State’s performance Actively participates in the State’s Helps others enhance their experience with management program but is not committed to performance management program, including the State’s performance management making the process work for himself/herself focusing on improving performance through program by mentoring and coaching them (e.g., linking performance to learning and learning and development opportunities through the process development)DRAFT 2//12//2008 4::30 PMDRAFT 2 12 2008 4 30 PM
  22. 22. Behavioral Competencies – Definitions and Behavioral Indicators 22 Project ManagementDefinition: Effectively manages project(s) by appropriately focusing attention on the critical few priorities; effectively creates andexecutes against project timelines based on priorities, resource availability, and other project requirements (i.e., budget);effectively evaluates planned approaches, determines feasibility, and makes adjustments when needed Unsatisfactory Performer Successful Performer Exceptional Performer Gets distracted by less important issues; does Consistently focuses on the critical few Provides direction to other team members on not adequately focus on the most critical priorities and manages those to achieve how to successfully manage multiple priorities priorities expected results Anticipates resource requirements for projects Accurately anticipates resource requirements Accurately anticipates resource requirements of minimal complexity; tends to over or (i.e., time, budget, and personnel) on projects even when faced with the most complex underestimate resource requirements for of moderately complex scope projects more complex projects Does not take adequate time or consideration Spends time up front planning an approach Possesses exceptional planning skills and prior to the execution of a project to plan an and develops reasoned and feasible work helps others in project planning to ensure they approach plans given the resources available are able to develop feasible work plans Inconsistently communicates information to Establishes and builds agreement among Energizes and creates commitment among team members regarding project milestones, project team members for project milestones, team members regarding project milestones, resource requirements, timelines, and resource requirements, timelines and resource requirements, timelines and measures of success measures of success measures of success Does not establish intermediate goals Establishes key milestones, adequately Consistently drives the project team toward throughout the project (milestones); does not monitors progress toward milestones, and exceeding expectations on the completion of adequately track progress toward the project takes action to ensure timelines are met or project milestones and ultimately the goal, allowing the team to fall behind schedule exceeded overarching project timeline Fails to recognize and/or take action when a Modifies project work plans as appropriate Develops contingency plans during the project plan needs to be revised given and communicates those changes to the team planning phase of a project by anticipating the changing or unexpected circumstances to ensure the project is not derailed most likely risks to the project work plan; implements those contingency plans quickly when the need arises Provides on-going project updates Provides on-going project updates regarding Teaches others on how to provide effective infrequently and less effectively than others progress to keep others informed of status on-going project updates and outstanding issuesDRAFT 2//12//2008 4::30 PMDRAFT 2 12 2008 4 30 PM
  23. 23. Behavioral Competencies – Definitions and Behavioral Indicators 23 Teaching OthersDefinition: Enhances the capabilities of the organization by openly and effectively sharing his/her subject matter expertise withothers; supports a continuous learning environment by preserving and compiling intellectual capital which can be used by otherswithin his/her work group, department and State entities, as appropriate Unsatisfactory Performer Successful Performer Exceptional Performer Fails to take responsibility for providing Provides feedback to lower-level team Provides feedback to team members, even direction and coaching to lower-level or new members on tasks he/she can do well to peers and more senior co-workers, on tasks employees improve overall team performance he/she can do well to improve overall team performance Does not recognize the value in and avoids Openly shares his/her knowledge with co- Takes every available opportunity to transfer sharing relevant information that would benefit workers when asked or when the need to his/her knowledge to co-workers co-workers share becomes obvious Talks down to co-workers who need help Coaches others in a constructive and positive Demonstrates an ability to connect with others learning a new aspect of their jobs or further way so that they can absorb information and to better engage them in the learning process refining a current skill learn quickly Requires more senior leaders’ Continuously seeks out opportunities to learn Holds informal learning sessions with co- encouragement to provide and share new information/knowledge on workers when he/she has gained new information/knowledge on a topic that would topics that would be of interest to the broader information/ knowledge on a topic that would be of interest to the broader functional group functional group and contribute to business be of interest to the broader functional group success Discards valuable information/knowledge Recognizes information/knowledge and Collects information/knowledge and maintains materials (i.e., books, documents, lecture proactively shares materials that may be a “library” of materials for others to use; notes, etc.) or files them in personal records helpful to others consistently reviews and enhances materials where others will not have access to them to ensure they are up-to-date and user- friendly Fails to take responsibility for providing Provides feedback to lower-level or new team Provides feedback to all team members, even direction and coaching to lower-level or new members on areas they need to improve upon peers and more senior co-workers, on areas employees they need to improve upon For Leaders: Fails to provide resources and For Leaders: Expects and encourages For Leaders: Continually strives to bring out support for others to learn and develop individual and group learning that crosses the best in people by removing barriers to departmental and agency boundaries learning and finding creative ways to encourage skill developmentDRAFT 2//12//2008 4::30 PMDRAFT 2 12 2008 4 30 PM
  24. 24. Behavioral Competencies – Definitions and Behavioral Indicators 24 Team LeadershipDefinition: Effectively manages and guides group efforts; tracks team progress, adequately anticipates roadblocks, and changescourse as needed to achieve team goals; provides appropriate feedback concerning group and individual performance, includingareas for improvement Unsatisfactory Performer Successful Performer Exceptional Performer Fails to involve his/her team in defining goals Involves team members in defining ways to Encourages a sense of mutual accountability and planning the ways to achieve team achieve desired results and defining in team settings that motivates individuals to success expectations about how team members will do his/her best for each other and exceed work together goals Sets goals for the team but does not Sets and communicates clear goals for the Identifies the most important priorities for the adequately communicate those goals to get team up front team and focuses attention effectively everyone “on board” Does not maintain an understanding of where Monitors team performance continuously and Provides direction to less experienced team the team is toward reaching its goals; provides “real time” project updates to leaders on how to monitor the team without therefore, is unable to provide updates to stakeholders (e.g., customers, peers, interfering with progress other stakeholders (e.g., customers, peers, supervisor) on a regular basis and/or when supervisor) when asked asked Inconsistently provides feedback to team Provides meaningful feedback to team Demonstrates an ability to identify underlying members; avoids presenting feedback that will members to keep them on track toward performance issues among team members not be well-received common goals and deliver highly insightful feedback Provides unbalanced feedback to team Provides feedback regarding both strengths Effectively gives constructive feedback even members; may present messages that are and development needs on a regular basis; when the message is extremely difficult to overly harsh or critical appropriately balances positive and negative deliver messages Anticipates only the most obvious potential Uses past experience to anticipate possible Helps team members develop their ability to problems and/or fails to help team members problems and coach team members on how anticipate problems by leveraging their past overcome roadblocks as they occur to successfully navigate around them experiences so that they can work more independentlyDRAFT 2//12//2008 4::30 PMDRAFT 2 12 2008 4 30 PM

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