Facilitator, “Strengthening Management Capacities for International Cooperation (CICM)”, at GIZ 2014 (India, 2014)

1. Strengthening Management Capacities
for International Cooperation
Competency Framework
for Action Learning and Exposure Programme (ALEP)

2. About this document
This paper introducesthe Competency Framework which has
beenused in designing the “Action Learning and Exposure
Programme” (ALEP) underthe project “Strengthening Management
Capacities for International Cooperation” (CICM). It describes the
rationale for adopting a competency based approach and alsopresents
the competencies and clusters which have formed the basis for
strengthening the abilities of professionals working in International
Cooperation.

3. The new order – from directing development to
co-creating international cooperation
“Be the change that you wish to see in
the world.”
Mahatma Gandhi
Co-creation is a multi-stakeholder process
inspired by a shared vision focused on finding
innovative solutions, therebyenabling a move
towardsa bettersociety.
Geo-political shifts, changing equations
between donor and recipient countries in
development efforts and increased pressure on development agencies to deliver
sustainableresultsisimpactingthewaydevelopmentcooperationisevolving.
The old paradigm of development with predefined roles between ‘developed’and
‘developing’ nations isslowly transforming toward a new approachgrounded
inpartnership, exchange and co-creation. The shift from development cooperation
towardsInternational Cooperation isescalatedthroughfollowingfactors:
• The economic crisis and collapse of institutions in the western world and the
ongoing struggle of Europe and USA to deal effectively with the financial crisis has
drastically altered the leadership supremacy and the image of developed countries
and theirinstitutionsasthelociof successfulsolutionsand effectivechange.
• Emerging powerssuch as BRICS (Brazil, India, China and South Africa) or MIST
(Mexico, Indonesia, South Korea and Turkey) have developed a new identity as
powerful actors who want to negotiate – as equal partners – the terms, conditions
and structure of International Cooperation. Some former developing countries are
emerging as efficient service providers with their own approach of delivery in the
fieldof developmentand International Cooperation.
African and some Asian countries are increasingly experiencing China, Thailand
and India as donors, offering support and solutions for their development
challenges and competing with traditional
donor countries and implementing
agencies.
The earlier model of countries and
organisations seeking knowledge, skills and
expertise from experts from developed
countries is rapidly changing towards tri-
lateral or south-south cooperation and
joint-learning and co-creation.
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4. • Self-confident partnersdemand that their views and perspectives be considered in
defining goals, strategies and allocation of budget. Co-designing projects and co-
creating knowledge and solutions is becoming the new standard in International
Cooperation.
Development cooperation is increasingly becoming a contested terrain of tough
negotiations, hidden and transparent intentions and politicalinfluences of all
involvedin bi-lateraland multi-lateralinteractions.
• Respecting diversity and ownership is no more ‘a nice to have’ but a ‘must have’ for
developing innovative and sustainable solutions to global challenges (climate
change, financial crisis, depletion of natural resources, migration, regional conflicts
etc.).
• Advisors from so-called developed countries are no longer automatically regarded
as experts capable of delivering innovative ideas and successful approaches to
organisations in the South. Professionals in the South with excellent knowledge and
skill base acquired in world class educational institutions in their own countries
expect higher quality of outcomes in interactions with external experts rather than
just transferof standardised knowledge or skills. Theoretical knowledge and
management tools are easily available and do not require an external expert or
advisor. Professionals in International Cooperation are increasingly challenged to
demonstrate their competencies and expertise in co-creating innovative and viable
solutionstospecificcontexts,which areoftenfarfromperfect.
• Global challenges such as climate change, regional conflicts etc. demonstrate that
the future of northern and southern nations is closely intertwined. Considering
such challenges, International Cooperation is not just a new term for the old
patterns of interaction between partner countries and the implementing agencies.
Dialogue, bi-directional learning, collective transformation and social innovations
forsustainedchangesarebecomingthenew‘currencies’.
Thus, the emerging new order of International Cooperation is about working
collaboratively across organisational and national boundaries to impact the quality
of developmentforsocietalwell-beingon a sustainablebasis.
It is also becoming increasingly evident that for sustainable development to happen,
there is a need for transformation of individuals, organisations and societies as a
whole. This demands a systemic and evolving approach driven by internal and
external agentsengagedas partnersin thelearning and transformational process.
The new order emphasises the need for involving all players in the process of
understanding the current reality, acknowledging the underlying resistance and
dissatisfaction factors, defining the desired future state and designing appropriate
interventionsforadaptivechallenges.
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5. Nurturing capacities through Competency Development
“.... and without your
transformation there can
be no transformation of
the world.”
J. Krishnamurti
Competencies are deep rooted
and interlinked abilities of
individuals which help them
in performing effectively in
different situations and contexts.
Integrated Competency Framework
Meaning & Purpose
Competencies
Behaviour
Mindsets
Attitude
Values
Purpose
In the past capacity development interventions often focused on providing a set of
knowledge and skills pertaining to the immediate function, in which the participants were
engaged.Training withpredefinedcurriculawas themain formof intervention.
These interventions were modelled on the belief that strong knowledge base is formed in
classroom sessions and furthermore, repeated practice of skills specific to the needs of
the programme or project is the way to groom individuals for achieving the desired
programme or project outcomes. Capacity development interventions have therefore
typically been in areas such as subject matter expertise, know-how in planning and
monitoring, evaluation conceptsand methodsetc.
However, such capacity development interventions were limited to specific requirements
of the programme or project and failed to recognise that effective actions and initiating
changes require much more than factual knowledge and mastering of well-designed
tools. Professionals experience great challenges to put these concepts into practice as the
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6. conditions for deployment are often imperfect. The knowledge gained does not help if
motivation and strong will for action and change are missing. Given the changing
dynamics and shifts in International Cooperation, such curriculum based training
interventionsmaynot alwaysbeeffective.
Professionals in International Cooperation are forced to continuously strengthen their
motivational and competency base to align with the changing context and respond to
emerging demands. This presupposes strong ownership by professionals to strengthen
theircompetenciesand tonurturetheirsourceof motivation and inspiration.
Competency Development interventions therefore need to gravitate around inner
motivational drivers of individual’s search for meaning and purpose. We believe that if
people can connect their life goals with the overall vision of the society, they will be
motivated to give their best and take responsible actions in whatever context they operate.
They will also engage in creating and changing systems so that societal goals can be
achieved. It is widely recognised that when people relate their job with a higher meaning
and purpose,theyareresilient,feelenergisedand acteffectively.
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7. Paul Wong’s PURE model is useful
to explain how individuals can
connect their professional
performance with deeper levels of
meaning and purpose. This model
defines four essential interrelated
c o m p o n e n t s : P u r p o s e ,
Understanding, Responsible action,
and Enjoyment/Satisfaction. They
are interconnected and fuel intrinsic
motivation for pursuing activities.
The Purpose refers to desired
future blending personal and
societal goals. Understanding
refers to making sense of life and
work as a reality to be shaped in light
of a desired future. Responsible
action refers to value and moral dimensions enabling accountability and commitment.
Enjoyment is the effective dimension of positive emotions gained through reflection
and assessmentof resultingoutcomesof actionscontributingtoPurpose.
Competencies arebehavioural dispositions enabling individuals to succeed and find
innovative solutions for complex problems in ambiguous and dynamic environments.
These are seen as enduring characteristics of an individual which predict behaviour
across differing situations, contexts and work environments. Competencies are deep
rooted and interlinked abilities, driven by individual aspiration and motivation levels and
anchored in one’s values. This facilitates the development of context specific solutions
and resilience in a complex and dynamically changing environment. While blueprints,
recipes and readymade tools may provide successful results in standardised situations,
competencies enable effective achievement of outcomes in rapidly changing contexts,
typicalin International Cooperation space.
Human beings are born with traits; Competencies are developed systematically by an
individual through continuous engagement in social and professional contexts, a result of
a virtuous cycle of acquisition, application &practice, adaptation, reflection and
internalisation.
It is important to note, however, that competencies are only abilities or potentials of a
person. Deeply felt purpose and vision give direction for actions and for actualisation of
competenices. ‘Core values’ of an individualdefine the way how the competencies are
actualised. Therefore, Competency Development programmes have to create sufficient
space for and pay attention to reflectionand arousing awareness on values important for
self, organisation and society, thereby creating nurturing space to explore meaning and
purposeof self and organisation in thewidersocietalcontext.
THE CYCLE OF MASTERY
ENVIRONMENT
Insternalisation Acquisition
Application &
PracticeReflection
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8. People with similar competencies may use their competencies in different ways and
achieve different outcomes, depending on their intentions, assumptions, values and
spiritual grounding. Competencies are means for achieving desired goals. Therefore, it is
essential to create safe psycho-social spaces to reflect on values and also to explore
meaning and purpose(pertaining toself),which in turn areguidedbythevalues.
For instance, unless an individual embodies ‘respect for others’ as part of his/her core
value base, he/she will not be able to work effectively in team and use his/her
competenciesin a collaborativeway.
In view of this intricate relation between value and competency, four core values form
theheartof thisCompetencyFrameworkforInternational Cooperation. These are:
• Empathy
• Respect
• Impartiality
• Professionalism
While the above core values form the basis on which this Competency Framework has
been developed, the detailing of this framework is founded on the following
fundamentalpremises:
• Individuals are never unmotivated; they are simply more motivated towards certain
goals and actions, where they believe they can be successful, where they feel
supported and safe to make mistakes and where they see value in what they deliver
or create. They are also more motivated when they feel involved in and have a
chance to make a contribution towards shaping the vision or goals of their
organisation. They then see the goals of their organisation as their own goals rather
than imposed goals and direct their own behaviour accordingly. Ownership for
behaviourand outcomesthusvestsin individuals.
• Individuals are in an ever-learning mode. They may lack the right opportunities and
connect but once they become aware of the areas along which competencies need
to be strengthened and avenues available to strengthen the same, they readily and
positivelyparticipatein such measures.
Thereare seven keyaspectsthatdefine ourunderstandingof competencies:
1.Competenciesareinterrelated
Competencies are often listed in groups covering knowledge, skills, mind-sets, emotional
abilities and attitude. Such lists range from technical skills, cognitive and intellectual
abilities, experiences, motivation, mind-sets, emotional configurations, values etc. These
lists do not take into account that competencies are interrelated and actualised as a
spectrum of combined competencies. It is the specific combination of the different
competencies,which enablessuccessfulbehaviourin a specificcontext.
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9. Unconscious
Incompetence
Conscious Incompetence Conscious Competence
Unconscious
Competence
3.Competenciesarevisiblein action and emergein socialcontexts
Competencies are potentials, which are actualised and developed in specific social
contexts. What outsiders can observe is the demonstrated consistent behaviour of a
person across contexts and over a period of time. Tracking Competency Development
relies on triangulating information derived from observing performance, self-assessment
and 360degreefeedbackfromothers.
4.CompetencyDevelopmentisa self-drivenprocess
Motivated engagement of the individual is the decisive factor in Competency
Development. Therefore, it is important to create spaces for taking ownership of one’s
own Competency Development. Competencies are strengthened through translating
knowledge and skills into meaningful action and reflecting on the outcomes.
Competencies are considered as developed if people experience self-efficacy in shaping
their environment as well as in designing and implementing actions enabling the
achievementof intendedoutcomes.
2.Competenciescovera spectrum
Competencies are not isolated capabilities, which individuals master individually.
Competencies are better conceptualised as a spectrum, covering a range of possible
human behaviour and actions in different contexts. Human beings with a wider spectrum
of competencies are able to demonstrate greater aptitude and achieve outcomes more
effectively than people with a narrow spectrum of competencies. This is especially
crucial in organisations where the professional demand changes with changes in
environment. Like a net which is only as strong as its weakest section, a person is only as
strong as the least developed competency within the spectrum as a whole. Being a master
in management methods will not be sufficientif one cannot build powerful relations with
othersand viceversa.
8

10. 5.CompetencyDevelopmentisforward lookingand inward out
Traditional curriculum based approaches or qualification measures focus on providing
specific pre-packaged knowledge and skills. Competency Development approaches
focus on strengthening people for dealing with dynamic work environment. Since
Competency Development takes time, the focus is more on emerging challenges of the
future than on the past or present situations. Therefore, nurturing meta-competencies
such as action-reflection, continuous self-development and being able to drive the
development of one’s own competenciesare regarded as crucial aspects of Competency
Development.
6.Competencyframeworksarespecifictoroles,organisational contextand socio-cultural environment
It is easy to list down generic competencies relevant for professionals across
organisations or roles. However, designing tailor made solutions for strengthening
competencies requires an intense analysis of the dynamics of the respective organisation
as wellas thewiderenvironmentin which theorganisation isoperating.
This will depend largely on the role of the professional, organisation, working contexts
and emerging demands from the environment. Mapping existing competencies, enabling
professionalstoassesstheirspectrumof competenciesand identifyingkeyareasfor
strengthening competencies are therefore crucial steps in systematic Competency
Development.
7.Competenciesevolvetheirpotential onlyin combination witha purposeand positiveattitude
Individuals mastering a wide spectrum of relevant competencies will translate these into
systematic actions only if they are clear about themeaning and purpose of their life. Such
an intrinsic motivation grounded in personal aspirations will direct the actualisation of
competencies for specific outcomes. If personal aspirations overlap with the
organisational vision and goals, the individual competencies will be used for increased
organisational performance and contribute significantly to sector and national capacities.
Therefore, programmes intended to strengthen capacities of a system have to pave a clear
path linking Competency Development of the individual to a wider framework involving
individualas wellas organisational meaning and purpose.
The intrinsic nature of competencies as described above lends strength to our belief that
capacity development interventions anchored around competencies are a powerful
means for strengthening organisational capabilities and sectoral capacities in
International Cooperation.
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11. Human centred Competency Framework
The human centred Competency Framework as
well as the process of engaging with such
frameworks pays attention to individual’s
motivations and drivers which influence the
actualisation of competencies as well as
continuousdevelopment of relevant
competencies in the area of International
Cooperation.
The Competency Framework can serve as a guide
for design and implementation of interventions
and programmes for capacity development in
International Cooperation. The framework has
been designed looking at the specific context of
professionals working in the Department of
Economic Affairs (DEA), Ministry of Finance,
Governmentof India and partneragencies.
Professionals must not only master relevant
knowledge and skills for dealing with emerging
scenarios but shouldalso be able to translate
know-how intoeffective application in specific
work-relatedcontexts. It is therefore essential to
develop competency frameworks from real
challenges experienced by professionals by
paying attention to their competency base, socio-
cultural contexts, organisational challenges as
well as job specific requirements in a specific
domain or professional practice. In developing a
competency framework for government
agencies, it is necessary to consider the overall
context of the country and demands of the
present and future governance system and link
competenciesof staff tothatwidercontext.
Principles adopted in design of the
CompetencyFramework
Co-creation has been a core principle that has
governed the process of developing the human
centred Competency Framework. Key agencies
in the International Cooperation space have been
The following steps were adopted
todevelop thisframework:
1. Discussions with staff working
in the area of International
Cooperation (DEA and other
relevant agencies) to explore
and understand job related
challenges, important issues as
well as existing and required
competencies for achieving
intendedoutcomes.
2. Workshops with Director, DEA
and with selected alumni to
identify challenges faced at the
organisational and individual
levelin theprofessionalcontext.
3. Review of research and
published experience in the area
of capacity development in
public administration and
International Cooperation.
4. Discussions with selected
training and research centres
engaged in the area of
International Cooperation and
training of government officials
(Lal BahadurShastri National
Academy of Administration
(LBSNAA), Mussoorie; Indian
Institute of Management (IIM),
Bangalore; and GIZ Academy
for International Cooperation
(AIZ),BadHonnef,Germany).
5. R e v i e w o f t h e d r a f t
Competency Framework by key
persons from participating
organisations, subject matter
consultants, implementation
partners,alumni and others.
6. Reference to the Competency
Framework developed by
United Nations Development
Programme (UNDP) for Indian
Governmentofficials.
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12. involved throughout the concept and design process. The Competency Framework is the
outcome of intensive collaborative effort with multiple stakeholders including the client
organisations, former participants of such programmes, expert groups and leading
centresof excellencein thefield.
Literature and studies on capacity development, human resource development and
transformational learning havealso beenreviewed.
Teams from leading agencies have been involved through formats like workshops and
individual interviews in envisioning and defining the ‘future state’ of International
Cooperation as wellastheemergingand evolving context.
Throughout the process there has been consciousness and recognition of the need and
spaceforcontinuousadaptation and evolution of theconcept.
ThefollowingsectionsdescribetheCompetencyFrameworkand howitwasdeveloped.
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13. Developing the Competency Framework - the process
Step 1: Understanding organisational
perspective and dynamics –the context within
which organisations work
The first step was to understand the environment,
the internal & external dynamicsand the present &
emerging challengeswithin which key agencies
operate.
Through literature research and a series of interviews and workshops, key challenges of
the wider system of Indian bureaucracy and partner agencies in International
Cooperationwere identified. The dilemmas and challenges faced by the client system in
achieving the goal of effective and responsible policy, responsive service delivery and
good governance in an environment struggling for continuity and change were
deliberated. This led to recognition of the need to instil the client system with the ability
to deal with challenges and conflicts in the environment and to continuously strengthen
capacitiestomanagethesame.
Through the discussions, the following points emerged as the desired culture for
International Cooperation:
GOAL : POLICY SERVICE, GOVERNANCE
Continuity Change
CHANGE
FAILURE
LACK OF
SKILLS
LACK OF
SUPPORT
TIME
INTERFERENCE
RESOURCE
CONSTRAINTS
LACK OF
CAPABILITIES
PRESSURES
DATA
OVERLOAD
LACK OF
INFORMATION
UNCERTAINITY
AMBIGUITY
Effective
Responsive ProactiveReliable
1. Understanding
organisational
perspective and
dynamics –the context
within which organisations
work
2. Understanding
InternationalCooperation
Space– defining
dimensions
3. Individual’s perspective –
mapping challenges as
experienced by the
professionals
4. Crafting a competency
framework
5. Defining competencies
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14. Step2: UnderstandingInternational Cooperation space– definingdimensions
The next step was to understand the key features of the International Cooperation space
and to recognise the challenges of operations wherein opposing forces such as stability
and change, process and outcome, individual and team performance, hierarchy and
collaboration are typically at play. This was done with the intention of identifying
competencies required to deal with tensions around polarities, thereby enhancing the
comprehensivenessof theCompetencyFrameworkdesign.
Step 3: Individual’s perspective– mapping challenges as experienced by the
professionals In order to understand the individual perspective, it is important to
appreciate that the systems under consideration are in a vicious cycle. We understand
from our interactions that people enter the system with high morale, ambitions and
idealism. Over a period of time external pressures temper and sometimes whittle away
ambitions, slowly leading to a culture which lacks inspiration and weakensthe will and
motivation for change and responsible action. A key challenge is to convert this vicious
cycle into a virtuous cycle with a conscious and dynamic move towards an individual-
driven organisational culture that nurtures professionals to become proactive in taking
responsibledecisionsand actions.
The discussions and analysis underline the importance of having a mixed group of
participants representing different perspectives and experiences in order to have the
opportunityforappreciativecomparison.
Step4: Craftingacompetencyframework
After defining the desired ‘future state’ and understanding the interplay of individual and
organisational challenges and the dimensions and dichotomies within which
International Cooperation operates, the focus was on defining competencies and
capabilitiesrequiredforeffectivelyunderstandingand workingwiththeseinterplays.
What emerged was a foundation of outcome orientation aligned with meaning and
purpose.
Stability
O
utcom
e
Team
Work
Cooperation
Change
Process
H
ierachy
Individual
Performance
• Contribution toa common purpose
• ‘Makingmeaning’ forself
• A bias towardsoutcomes
• Responsibleaction-continuousreflection
• Constructivecollaboration
• Appreciativecomparison
• Transformational learning
• Co-evolution of individuals, organisation
and society
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15. Fourkeydimensionsof a competencyspectrumarebasedon thisfoundation:
• Self-management
• Abilities required for awareness of multiple dimensions of self and making use of
thistobeeffectivein a specificrole
• Relationship management
Abilities enabling an effective engagement, collaboration and shaping of relations
withpeople and environment
• Knowledgeand methods
Know-how required for understanding and working within the changing
dimensionsof thecooperation landscape forachievingdesiredoutcomes
• Learning totransform
Understanding individual learning styles, preferences and motivation to
continuouslyupgradeone’sowncompetenciesforgreaterworkeffectiveness.
Hence, the resulting Competency Framework aims at enabling individuals to translate
intent into action, to connect process with purpose and to chart their development path
throughactions,deliberations,reflectionand internalisation in theirworkingcontext.
Step5: Defining competencies
After mapping the cornerstones of the competency spectrum, the competencies
required to contribute towards effectiveness in International Cooperationwere defined
morespecifically.
Ministry officials and other participants in the International Cooperation space were
consulted to define relevant competency clusters for the four key dimensions of the
competency spectrum. Central to the process was the belief that the identified
competencies should empower individuals to initiate transformation both within
themselvesand withinthecontextin which theywork.
The following nine competency clusters were identified as relevant to the specific context
of managing opposing forcesand dualitiesin International Cooperation.
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16. Competency clusters and related competencies
The nine competency clusters and related competencies within each cluster are given
below:
1. Managing Self - Aware of physical, emotional and cognitive processes; displays a
high level of self- awareness, control and drive (motivation and initiative) towards
achievingpersonal &professionalgoals
a. Self-awareness:Recognises, interprets, and responds constructively to physical,
emotional and cognitive needs; gains a level of mastery in addressing physical,
emotional and cognitivepotentialsforachievingdesiredgoals.
b. Holistic thinking: Aware of different modes of thinking (analytical, systemic
etc.) and displays the ability to use these different modes according to the
demands in working context. This also involves the ability to deal with the
diversity of people from different cultural contexts and their preference for
specificthinking modesand abilitytoleveragethemforcollaborativeaction.
2. Shaping Relations: Aware of key aspects enabling powerful relations and displays
ability to shape positive, professional and trustworthy working relationships with a
widerangeof professionalswithinand outsidethedepartment
a. Leveraging diversity: Acknowledges and demonstrates respect for the beliefs,
value constructs, socio-cultural practices of others and how they deal with
problems and challenges; initiates processes leading to productive use of
diversity.
b. Working collaboratively:Works collaboratively, shares information and builds
supportive,responsiverelationshipswithcolleaguesand stakeholders.
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17. 3. Acting for Outcomes: Aware of the link between individual actions and
developmental outcomes (outputs, outcomes and impacts) and displays ability to
contribute to decision-making in coordination with others to achieve intended
outcomes
a. Solutions within constraints: Seeks, designs and implements solutions tailor-
madeforthespecificcontextwithinsystemconstraints.
b. Coordinating for action: Manages processes, resources and priorities in an
organisedand effectivewaytowardsachievingdesiredoutcomes.
4. Mastering ‘Managing for Development Results’ (MfDR): Aware of own knowledge
base; displays ability to acquire new knowledge and translate this into meaningful
actions
a. Deepening knowledge:Deepening knowledge in the area of International
Cooperation and MfDRusefulforimproving performanceattheworkplace.
b. Applying methods: Strengthens expertise in adaptation and contextualised
application of MfDRtoolsand methodsin organisational practice.
5. Changing for Impact: Aware of organisational limits and changes required; displays
abilitytoinitiateand sustainchangesfordesiredfutureimpact
a. Future oriented outcomes: Aware of national and international goals,
contributes to a clear organisational vision and motivates self and others to move
towardsthatdesiredfuture.
b. Initiating change: Sensitive to transitions in the national and international
environmentand drivesforchangewithinthesphereof influence.
6. Communicating Effectively: Aware of challenges and key success factors for result-
oriented communication and displays ability to communicate constructively in
contextsof diversity
a. Presenting influentially: Presents facts, evidence and views, both to internal
and external audiences, in a clear and succinct manner with conviction and
authenticity.
b. Managing conflicts: Recognises conflicts, understands the nature of conflict,
and confronts issues and challenges assumptions in an assertive and
constructivewaytobring productiveresolutiontoconflicts.
7. Thriving Excellence: Aware of needs and potentials of improvement and displays
abilitytodrivechangesforincreasedworkplaceefficiencyand excellence
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18. a. Improving work practices: Initiates and convinces others to take collaborative
actionsforincrementalchangesatworkplace.
b. Engaging for innovations: Seeks out opportunities for innovation and takes
riskstomakechangesin howthingsaredone.
8. Evidenced Actions: Aware of local and global development issues and displays
abilitytotranslateknow-howand insightsinto evidencebaseddecisionsand actions
a. Informed actions: Ensures that projects are aligned with national priorities and
promotes actions enhancing synchronisation between national priorities and
International Cooperation agenda.
b. Evidence based decision:Combines evidence, validated facts and data with
own judgement, evaluates among various options, makes and facilitates
evidencebased decisions.
9. Nurturing Capabilities: Aware of importance of continuous learning and displays
high level of self-drive and nurtures the learning of others contributing to
organisational capabilities
a. Learning agility: Constantly seeks to expand knowledge through various forms
such as reading, internet, observation, dialogue, reflection, action etc. and seeks
to continuously improve know-how; demonstrates responsible behaviour and
abilitytolearn fromexperiences.
b. Learning in community: Demonstrates curiosity and eagerness to learn from
and with peers; co-creates new knowledge for action and facilitates processes
contributing to powerful learning communities beyond traditional
organisational orculturalboundaries.
These above descriptions provide an indicative view of the competencies and are not
exhaustive or comprehensive. The face to face workshops offer a possibility to go deeper
into thecontentof each competencycluster.
Competencyspectrumand competencylevels
Every human being, at any given moment, embodies a specific set of competencies
developed through learning and experiences in personal as well as professional life. Such a
setof competenciesmasteredbya personisdefinedas thecompetencyspectrum.
Not everybody will be able to master each component of the spectrum up to maximum
leveland depending on theprofessionalworkingcontextthismayalso not benecessary.
For easy understanding of each stage of the components within the spectrum, the
followingrepresentationsareusedtothrowlighton itsmain features:
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19. 1. Curious Novice
The curious novice represents somebody who is new in a professional domain
and is curious to expand her/his learning to deal with relevant professional
challenges. She/he may have been extremely competent and successful in
other professional domains and has the ability to reflect on how previous
experiences and knowledge can be applied in this new domain or how new and
relevant competencies can be developed. This stage also refers to a person,
who may have a tacit/implicit understanding of the new domain and deals
with the challenges in an intuitive way. In specific contexts, for example in a
team with an experienced mentor, this competency stage may be fully
sufficienttoperformsuccessfully.
2. PassionateLearner
The passionate learner is the one who has the ability to learn quickly and
systematically acquire relevant knowledge and skills. This could be somebody
joining a new profession with a sound academic knowledge and extensive
know-how on methods and instruments without much practical experience in
the new domain. In specific contexts, for example in a team with experienced
practitioners,such a passionate learnermayperformsuccessfully.
3. Skilful Master
The skilful master is the one who is capable of blending her/his vast
experiences with knowledge and skills for achieving high quality results.
Her/his ability to deliver sustained results is appreciated by superiors and
recognised by peers. If there is a change in the position or new demands arise,
she/he is capable of quickly moving through the stages of a curious novice or
passionate learner to become a skilful master. In a specific context, a skilful
master, utilising the strengths of a curious novice and a passionate learner can
achievebiggerresults.
4. CompassionateGuru
The compassionate guru is a skilful master, who has the additional ability to
mentor and coach other colleagues to leverage potential of teams to the
maximum. This stage is characterised by the ability to reflect on one’s own
competencies and nurture others to develop their competencies by finding
appropriate interventions. Such persons play a key role in connecting and
nurturing competencies of individuals thereby achieving desired
organisational goals.
5. EngagedCo-creator
The person at this stage is characterised by a holistic understanding of issues
and the ability to develop trustful relations for translating a greater purpose
into organisational practice. People at this stage are capable of reflecting
deeply on their own values, attitude, knowledge and skills. They engage with
others to develop innovative ideas and interventions enabling relevant
changes. This stage is crucial in contexts where individuals, organisations and
18

20. societies are challenged to change and transform. In a new domain, a person at
thisstagemayhavetostartas a curiousnoviceorpassionate learner.
interventions enabling relevant changes. This stage is crucial in contexts where
individuals, organisations and societies are challenged to change and transform. In a new
domain, a personatthisstagemayhavetostartasa curiousnoviceorpassionate learner.
Engaged Co-
creator
Compassionate
GuruSkilful
Master
Passionate
Learner
Curious
Novice
19

21. Competency spectrum – linked to professional domain
Traditionally, competency levels were often linked to a hierarchical level, presuming that
greaterexpertisein all areasisassociatedwithhigherhierarchical positions.
In this Competency Framework however, it is the professional working context and not
hierarchy that determines which spectrum and mastery levels are necessary in order to
deliver excellent results. Therefore, even at the same hierarchical level the competencies
required by one person may differ from what is required by another person. In another
case, a subject matter specialist may require even a higher level of a specific competency
such as MfDR know-how than his boss. Therefore, knowing which competency
spectrum and mastery levels are crucial for a specific working context is important for
systematicallydeveloping requiredcompetencies.
Therefore, this Competency Framework invites participants to start their Competency
Development process with the Self-Assessment Tool (SAT), which will help them in
identifying their starting point, their destination
and in navigating theirCompetency Development
Yatra. They can use it to gain an overview of the
competency spectrum relevant in International
Cooperation, to map their competency levels and
get a profile of their present state. They can also
use it to define which level they wouldlike to
achieve and monitor the progress during this
programme.
Key to a successful
learning process is how
individuals internalise and
apply what they learn.
20

22. Example of Competency Assessment from
Self-Assessment Tool (SAT)
COMPETENCY CLUSTERS AND
COMPETENCY DESCRIPTORS
Where I am Where I want
to be
1. Managing Self - Aware of physical, emotional and cognitive processes; displays a
high level of self- awareness, control and drive (motivation and initiative) towards
achievingpersonal &professionalgoals
i. Self-Awareness: Recognises, interprets, and responds constructively to
physical, emotional and cognitive needs; gains a level of mastery in addressing
physical,emotional and cognitivepotentialsforachievingdesiredgoals
a I am aware that my actions and behaviour are
conditioned by my background and
experiences
b I reflect on how my own values and principles
influencemybehaviour
c I recognise what triggers my physical and
emotional wellbeing or dissonance and am
able to take appropriate actions to gain
balance and stability
d I am conscious of what drives my physical
and emotional state as well as that of others
and use this awareness to support my team to
use physical and emotional energies
effectively
e I engage with others in exploring new ways of
supporting each other for transforming self
and organisations toachievesocietalgoals
21

23. Competency profile
A competency profile is a profile of an individual, describing the spectrum as well as the
levelsof masteryof thedifferentcomponentsof such a spectrum.
Such a competency profile helps the individualparticipants to become aware of their
competencies and decide which ones they would like to develop further. Like in all self-
assessments, feedback from other people and repetitive self-reflection will improve the
accuracyof a competencyprofile.
Managing Self
Shaping
Relations
Acting for
Outcomes
Mastering
MfDR
Changing for
Impact
Communication
Effectively
Thriving
Excellence
Evidenced
Actions
Nurturing
Capabilities
ROLE A
ROLE B
ROLE C
22

25. Draft September 2014
Contact for further information:Anita Sharma
anita.sharma@giz.de
Document prepared by
We thank Dr Bernd Krewer, Dr Sonja Zahed, Ms AdelheidUhlmann and Dr Christine
Bigdon for their valuable inputs, suggestions and feedback.
Dhamotharan, M.
George, C.
Sharma, A.
Compiled and Edited by
Varupi Gupta and Ziaul Hoda