COMPETENCY DICTIONARY

BEHAVIOURAL AND TECHNICAL COMPETENCIES

Introduction
The Organizational Readiness Office, with the help of subject matter experts and CS representatives from numerous departments,
developed the competency dictionaries specifically for the IT Community across government.

In today's workplace, it's not just completing tasks that's important. How people perform their jobs and the behaviors they demonstrate o
the job are the key to success.
Although the focus of the competency dictionaries is on the skills, abilities and behaviors that are specific to jobs in IT Community, we
assume that the behavioural dictionary will also be appropriate for other communities.

Competency Based Management

Competency Based Management is a proven methodology being used in the workplace by those who want to take an integrated approa
to human resources management. At the centre of the system is the Job Competency Profile. The profile is based on the work descriptio
and built by combining competency definitions from the behavioural and technical competency dictionaries.

The competency definitions describe the observable knowledge, skills, abilities and behaviors needed for successful job performance an
include levels of proficiency that are described in terms of behavioral indicators. The indicators highlight the behaviors that are expected
a certain level of job performance ranging from the introductory and basic levels to the advanced and expert levels.

Once the Job Competency Profile has been created, it forms the foundation of the Competency Based Management system and can be
used for the complete range of human resources planning and management functions. This includes developing statements of
qualifications, staffing using behavioral-based interviewing techniques, implementing self-evaluation and performance management
processes, and supporting learning and career development.

Using the Competency Dictionaries

The IT Community competency dictionaries are tools that can be used for developing competency profiles. The dictionaries help identify
success factors by defining the types and level of skills and behaviors needed for the job.

The Organizational Readiness Office will be developing generic job competency profiles based on the generic work descriptions that hav
been developed in collaboration with the IT Community. Until these are developed, you may want to refer to these dictionaries if you are
developing work descriptions or statements of qualifications or are considering developing a competency profile.

What is important is that we all start to use a common language when we describe the skills, abilities and behaviors needed for IT jobs.

Two Types of Dictionaries

The Behavioral Competency Dictionary describes the non-technical competencies that apply to IT jobs. These competenci

The Technical Competency Dictionary includes the skills, abilities and behaviors that are required when applying specific te
Both behavioral and technical competencies are included in the job competency profiles.

Take a Look

You can take a look at the competency dictionaries to get a better idea of the range of requirements or qualifications needed by IT worke

These days, managers use competencies to screen and select candidates. They develop interview questions that focus on abilities and
behaviors instead of tasks and experience. You may have had experience with this type of interview process already.

The dictionaries can help you identify the level of proficiency you are working at now. You can also see what is required at the next level
assess your ability to progress to that level. You are better able to plan your career by targeting areas of strength and areas that need
improvement. By focusing on the competencies, you can determine your learning needs and be specific about what you need to learn.

Take a look at the dictionaries. Use them if you are developing competency profiles or learn more about what's needed for work in the IT
Community.

Behavioural Competency Dictionary

Table of Contents
1. Introduction
2. Adaptability
3. Continuous Learning
4. Communication
5. Organizational and Environmental Awareness
6. Creative Thinking
7. Networking / Relationship Building
8. Conflict Management
9. Stewardship of Resources
10. Risk Management
11. Stress Management
12. Influence
13. Initiative
14. Team Leadership
15. Change Leadership
16. Client Focus
17. Partnering
18. Developing Others
19. Planning and Organizing
20. Decision Making
21. Analytical Thinking
22. Results Orientation
23. Teamwork
24. Values and Ethics
25. Visioning and Strategic Thinking

1. INTRODUCTION
What are Competencies?

Competencies are observable abilities, skills, knowledge, motivations or traits defined in terms of the behaviours needed for successful j
performance. Competencies are not new. What is new is their integrated use across human resource functions.
How Are the Competencies Structured?

For all competencies in the dictionary, a definition is provided. Each competency also includes a proficiency scale that indicates the full
range of expression of the competency. Most proficiency scales have five levels. Each proficiency level is described in terms of behaviou
indicators. The behaviours at each level of the scale are illustrative rather than definitive; that is other examples of behaviour are possibl
Each competency scale is cumulative which means that, although behaviours from lower levels are not repeated at higher level, they
nonetheless apply.
How to Use this Dictionary?

The contents of this dictionary represent the behavioural or non-technical competencies that apply to jobs in the federal Public Service. T
dictionary can be used for a variety of purposes including recruitment and staffing, learning and career development and performance
management. For each job, choose the competencies and proficiency learning that are most critical to performance excellence.
2. ADAPTABILITY
Adjusting own behaviours to work efficiently and effectively in light of new information, changing situations and/or different
environments
Level 1
Recognizes how change will affect work
Accepts that things will change.
Seeks clarification when faced with ambiguity or uncertainty.
Demonstrates willingness to try new approaches.
Suspends judgment; thinks before acting.
Acknowledges the value of others contributions regardless of how they are presented.
Level 2
Adapts ones work to a situation
Adapts personal approach to meet the needs of different or new situations.
Seeks guidance in adapting behaviour to the needs of a new or different situation.
Level 3
Adapts to a variety of changes
Adapts to new ideas and initiatives across a wide variety of issues or situations.
Shifts priorities, changes style and responds with new approaches as needed to deal with new or changing demands.
Level 4
Adapts to large, complex and/or frequent changes

Publicly supports and adapts to major/fundamental changes that show promise of improving established ways of operating.
Seeks opportunities for change in order to achieve improvement in work processes, systems, etc.
Maintains composure and shows self control in the face of challenges and change.
Level 5
Adapts organizational strategies
Anticipates change and makes large or long-term adaptations in organization in response to the needs of the situation.
Performs effectively amidst continuous change, ambiguity and, at times, apparent chaos.
Shifts readily between dealing with macro-strategic issues and critical details.
Note : "Adaptability" links to the competency "Management Excellence Action Management," identified as relevant for federal Public
Service leaders.

3. Continuous Learning

Identifying and addressing individual strengths and weaknesses, developmental needs and changing circumstances to enhanc
personal and organizational performance
Level 1
Assesses and monitors oneself to maintain personal effectiveness

Continually self-assesses and seeks feedback from others to identify strengths and weaknesses and ways of improving.
Pursues learning opportunities and ongoing development.
Level 2
Seeks to improve personal effectiveness in current situation
Tries new approaches to maximize learning in current situation.
Takes advantage of learning opportunities (e.g., courses, observation of others, assignments, etc.).
Integrates new learning into work methods.
Level 3
Seeks learning opportunities beyond current requirements
Sets challenging goals and standards of excellence for self in view of growth beyond current job.
Actively pursues self-development on an ongoing basis (technically and personally).
Pursues assignments designed to challenge abilities.
Level 4
Aligns personal development with objectives of organization
Designs personal learning objectives based on evolving needs of the portfolio or business unit.
Uses organizational change as an opportunity to develop new skills and knowledge.
Level 5
Aligns personal learning with anticipated change in organizational strategy

Identifies future competencies and expertise required by the organization and develops and pursues learning plans accordingly.
Continuously scans the environment to keep abreast of emerging developments in the broader work context.

Note : "Continuous Learning" links to the competency "Management Excellence Action Management" identified as relevant for federal
Public Service leaders.

4. Communication
Listening to others and communicating in an effective manner that fosters open communication
Level 1
Listens & clearly presents information
Makes self available and clearly encourages others to initiate communication.
Listens actively and objectively without interrupting.
Checks own understanding of others communication (e.g., repeats or paraphrases, asks additional questions).
Presents appropriate information in a clear and concise manner, both orally and in writing.
Level 2
Fosters two-way communication
Elicits comments or feedback on what has been said.
Maintains continuous open and consistent communication with others.
Openly and constructively discusses diverse perspectives that could lead to misunderstandings.
Communicates decisions or recommendations that could be perceived negatively, with sensitivity and tact.
Supports messages with relevant data, information, examples and demonstrations.
Level 3
Adapts communication to others

Adapts content, style, tone and medium of communication to suit the target audiences language, cultural background and level of
understanding.
Takes others perspectives into account when communicating, negotiating or presenting arguments (e.g., presents benefits from al
perspectives).
Responds to and discusses issues/questions in an understandable manner without being defensive and while maintaining the dign
of others.
Anticipates reactions to messages and adapts communications accordingly.
Level 4
Communicates complex messages
Handles complex on-the-spot questions (e.g., from senior public officials, special interest groups or the media).
Communicates complex issues clearly and credibly with widely varied audiences.
Uses varied communication systems, methodologies and strategies to promote dialogue and shared understanding.
Delivers difficult or unpopular messages with clarity, tact and diplomacy.
Level 5
Communicates strategically

Communicates strategically to achieve specific objectives (e.g., considering such aspects as the optimal message to present, timin
and forum of communication).
Identifies and interprets departmental policies and procedures for superiors, subordinates and peers.
Acknowledges success and the need for improvement.

5. Organizational and Environmental Awareness

Understanding the workings, structure and culture of the organization as well as the political, social and economic issues, to
achieve results

Level 1
Understands formal structure
Monitors work to ensure it aligns with formal procedures and the organizations accountabilities.
Recognizes and uses formal structure, rules, processes, methods or operations to accomplish work.
Actively supports the public service mission and goals.
Level 2
Understands informal structure and culture
Uses informal structures; can identify key decision-makers and influencers.

Effectively uses both formal and informal channels or networks for acquiring information, assistance and accomplishing work goals
Level 3
Effectively operates in external environments
Achieves solutions acceptable to varied parties based on understanding of issues, climates and cultures in own and other
organizations.
Accurately describes the issues and culture of external stakeholders. Uses this information to negotiate goals and initiatives.
Level 4
Understands organizational politics, issues and external influences
Anticipates issues, challenges and outcomes and effectively operates to best position the organization.
Supports the changing culture and methods of operating, if necessary, for the success of the organization.
Ensures due diligence by keeping informed of business and operational plans and practices.
Level 5
Operates effectively in a broad spectrum of political, cultural and social milieu
Demonstrates broad understanding of social and economic context within which the organization operates.
Understands and anticipates the potential trends of the political environment and the impact these might have on the organization.
Operates successfully in a variety of social, political and cultural environments.
Uses organizational culture as a means to influence and lead the organization.
Note : "Organizational and Environmental Awareness" links to the competency "Action Management Design and Execution" identified
relevant for federal Public Service leaders.

6. Creative Thinking

Questioning conventional approaches, exploring alternatives and responding to challenges with innovative solutions or servic
using intuition, experimentation and fresh perspectives.
Level 1
Acknowledges the need for new approaches
Is open to new ideas.
Questions the conventional approach and seeks alternatives.
Recognizes when a new approach is needed; integrates new information quickly while considering different options.

Level 2
Modifies current approaches
Analyzes strengths and weaknesses of current approaches.
Modifies and adapts current methods and approaches to better meet needs.
Identifies alternate solutions based on precedent.
Identifies an optimal solution after weighing the advantages and disadvantages of alternative approaches.
Level 3
Introduces new approaches
Searches for ideas or solutions that have worked in other environments and applies them to the organization.
Uses existing solutions in innovative ways to solve problems.
Sees long-term consequences of potential solutions.
Level 4
Creates new concepts
Integrates and synthesizes relevant concepts into a new solution for which there is no previous experience.
Creates new models and methods for the organization.
Identifies flexible and adaptable solutions while still recognizing professional and organizational standards.
Level 5
Nurtures creativity
Develops an environment that nurtures creative thinking, questioning and experimentation.
Encourages challenges to conventional approaches.
Sponsors experimentation to maximize potential for innovation.

Note : "Creative Thinking" links to the competency "Strategic Thinking," identified as relevant for federal Public Service leaders.

7. Networking / Relationship Building

Building and actively maintaining working relationships and/or networks of contacts to further the organizations goals
Level 1
Accesses sources of information
Seeks information from others (e.g., colleagues, customers).
Maintains personal contacts in other parts of the organization with those who can provide work-related information.
Level 2
Builds key contacts
Seeks out the expertise of others and develops links with experts and information sources.
Develops and nurtures key contacts as a source of information.
Participates in networking and social events internal and external to the organization.
Level 3
Seeks new networking opportunities for self and others.

Seeks opportunities to partner and transfer knowledge (e.g., by actively participating in trade shows, conferences, meetings,
committees, multi-stakeholder groups and/or seminars).
Cultivates personal networks in different parts of the organization and effectively uses contacts to achieve results..
Initiates and develops diverse relationships.
Level 4
Strategically expands networks
Builds networks with parties that can enable the achievement of the organizations strategy.
Brings informal teams of experts together to address issues/needs, share information and resolve differences, as required.
Uses knowledge of the formal or informal structure and the culture to further strategic objectives.
Level 5
Creates networking opportunities
Creates and facilitates forums to develop new alliances and formal networks.
Identifies areas to build strategic relationships.
Contacts senior officials to identify potential areas of mutual, long-term interest.

8. Conflict Management
Preventing, managing and/or resolving conflicts
Level 1
Identifies conflict
Recognizes that there is a conflict between two or more parties.
Brings conflict to the attention of the appropriate individual(s).
Level 2
Addresses existing conflict
Listens to differing points of view and emphasizes points of agreement as a starting point to resolving differences..
Openly identifies shared areas of interest in a respectful and timely manner.
Level 3
Anticipates and addresses sources of potential conflict

Anticipates and takes action to avoid/reduce potential conflict (e.g., by encouraging and supporting the various parties to get togeth
and attempt to address the issues themselves).
Refocuses teams on the work and end-goals, and away from personality issues.
Level 4
Introduces strategies for resolving existing and potential conflict
Provides consultation to or obtains consultation / mediation for those who share few common interests and who are having a
significant disagreement.
Introduces innovative strategies for effectively dealing with conflict (e.g., mediation, collaborative and "mutual gains" strategies).
Level 5
Creates an environment where conflict is resolved appropriately

Creates a conflict-resolving environment by anticipating and addressing areas where potential misunderstanding and disruptive
conflict could emerge.
Models constructive approaches to deal with opposing views when personally challenging the status quo and when encouraging
others to do so as well.

9. Stewardship of Resources

Ensures the effective, efficient and sustainable use of Public Service resources and assets: human and financial resources, re
property and business information.
Level 1
Uses resources effectively
Protects and uses resources and assets in a conscientious and effective manner.
Identifies wasteful practices and opportunities for optimizing resource use.
Level 2
Ensures effective use of resources
Monitors and ensures the efficient and appropriate use of resources and assets.
Explores ways of leveraging funds to expand program effectiveness.
Level 3
Controls resource use
Allocates and controls resources and assets within own area.
Implements ways of more effectively utilizing resources and assets.
Assigns and communicates roles and accountabilities to maximize team effectiveness; manages workload.
Level 4
Implements systems to ensure stewardship of resources
Identifies gaps in resources that impact on the organizations effectiveness.
Develops strategies to address resource gaps/issues.
Ensures alignment of authority, responsibility and accountability with organizational objectives.
Ensures that information and knowledge sharing is integrated into all programs and processes.
Acts on audit, evaluation and other objective project team performance information.
Level 5
Ensures strategic stewardship of resources
Directs resources to those areas where they will most effectively contribute to long-term goals.
Sets overall direction for how resources and assets are to be used in order to achieve the vision and values.
Institutes organization-wide mechanisms and processes to promote and support resource management.
Note: "Stewardship of Resources" links to the competency "Management Excellence," identified as relevant for federal Public Service
leaders.

10. Risk Management

Identifying, assessing and managing risk while striving to attain objectives
Level 1
Identifies possible risks

Describes risk factors related to a situation/activity.

Uses past experience and best practices to identify underlying issues, potential problems and risks.
Plans for contingencies.
Identifies possible cause-effect relationships.
Level 2
Takes calculated risks
Takes calculated risks with minor, but non-trivial, consequences of error (e.g., risks involving potential loss of some time or money
which can be rectified).
Makes decisions based on risk analysis.
Makes decisions in the absence of complete information.
Level 3
Personally takes significant risks

Personally takes calculated risks with significant consequences (e.g., significant loss of time or money) but which can be rectified.
Anticipates the risks involved in taking action.
Identifies possible scenarios regarding outcomes of various options for action.

Conducts ongoing risk analysis, looking ahead for contingent liabilities and opportunities and astutely identifying the risks involved.
Level 4
Designs strategies for dealing with high-risk initiatives

Implements initiatives with high potential for pay-off to the organization, where errors cannot be rectified, or only rectified at signific
cost.
Conducts risk assessment when identifying or recommending strategic and tactical options.
Encourages responsible risk taking, recognizing that every risk will not pay off.
Level 5
Provides organizational guidance on risk
Provides a supportive environment for responsible risk taking (e.g., by supporting decisions of others).
Oversees the development of guidelines, principles and approaches to assist decision-making when risk is a factor.
Provides guidance on the organizational tolerance for risk.
Develops broad strategies that reflect in-depth understanding and assessment of operational, organizational, and political realities
and risks.

11. Stress Management

Maintaining effectiveness in the face of stress
Level 1
Works in low level stress situations
Keeps functioning effectively during periods of on-going low intensity stress.
Maintains focus during situations involving limited stress.
Seeks to balance work responsibilities and personal life responsibilities.
Level 2
Adjusts to temporary peaks in stress levels
Maintains composure when dealing with short but intense stressful situations.

Understands personal stressors and takes steps to limit their impact.

Keeps issues and situations in perspective and reacts appropriately (e.g., does not overreact to situations, what others say, etc.).
Level 3
Adapts to prolonged stress
Effectively withstands the effects of prolonged exposure to one or few stressors by modifying work methods.
Maintains sound judgment and decision making despite on-going stressful situations.
Controls strong emotions or other stressful responses and takes action to respond constructively to the source of the problem.
Level 4
Employs stress management strategies

Develops and applies stress reduction strategies to cope with long exposure to numerous stressors or stressful situations.

Recognizes personal limits for workload and negotiates adjustments to minimize the effects of stress, while still ensuring appropria
levels of productivity.
Controls own emotions and calms others in stressful situations.
Level 5
Deals with stress affecting the organization
Demonstrates behaviours that help others remain calm, yet focused and energized during periods of extreme stress affecting the
organization.
Maintains composure and shows self-control in the face of significant challenge facing the organization.
Suspends judgment; thinks before acting.
Identifies and consistently models ways of releasing or limiting stress within the organization.

Note : "Stress Management" is included in the competency "Management Excellence People Management", a competency identified a
relevant for federal Public Service leaders.

12. Influence
Gaining support from and convincing others to advance the objectives of the organization
Level 1
Uses facts and available information to persuade
Uses appeals to reason, data, facts and figures.
Uses concrete examples, visual aids and demonstrations to make a point.
Describes the potential impact of own actions on others and how it will affect their perception of self.
Level 2
Adapts rationale to influence others
Anticipates the effect of ones approach or chosen rationale on the emotions and sensitivities of others.
Adapts discussions and presentations to appeal to the needs or interests of others.
Uses the process of give-and-take to gain support.
Builds relationships through fair, honest and consistent behaviour.
Level 3

Demonstrates the benefit of ideas

Builds on successful initiatives and best practices internal and external to the organization to gain acceptance for ideas.
Presents pros and cons and detailed analyses to emphasize the value of an idea.
Persuades others by drawing from experience and presenting multiple arguments in order to support a position.
Level 4
Builds coalitions, strategic relationships and networks
Assembles coalitions, builds behind-the-scenes support for ideas and initiatives.
Develops an extensive network of contacts.
Uses group process skills to lead or direct a group.
Level 5
Designs complex influence strategies
Designs strategies that position and promote ideas and concepts to stakeholders.
Uses indirect strategies to persuade, such as establishing alliances, using experts or third parties.
Gains support by capitalizing on understanding of political forces affecting the organization.

13. Initiative
Identifying and dealing with issues proactively and persistently; seizing opportunities that arise
Level
Addresses current issues
Recognizes and acts on present issues.
Offers ideas to address current situations or issues.
Works independently. Completes assignments without constant supervision.
Level 2
Addresses imminent issues
Takes action to avoid imminent problem or to capitalize on imminent opportunity.
Looks for ways to achieve greater results or add value.
Works persistently as needed and when not required to do so.
Level 3
Acts promptly in a crisis situation
Acts quickly to address a crisis situation drawing on appropriate resources and experience with similar situations.
Implements contingency plans when crises arise.
Exceeds requirements of job; takes on extra tasks.
Level 4
Looks to the future
Takes action to avoid or minimize potential problems or maximize potential opportunities in the future by drawing on extensive
personal experience.
Defines and addresses high-level challenges that have the potential to advance the state-of-the art in an area.
Starts and carries through on new projects.
Level 5

Encourages initiative in others

Fosters an environment that anticipates and acts upon potential threats and/or opportunities.
Coaches others to spontaneously recognize and appropriately act on upcoming opportunities.
Gets others involved in supporting efforts and initiatives.

14. Team Leadership

Leading and supporting a team to achieve results
Level 1
Keeps the team informed
Ensures that team members have the necessary information to operate effectively.
Establishes the direction/goal(s) for the team.
Lets team members affected by a decision know exactly what is happening and gives a clear rationale for the decision.
Sets an example for team members (e.g., respect of others views, team loyalty, cooperating with others).
Level 2
Ensures the needs of the team and of members are met
Makes sure the practical needs of the team and team members are met.
Makes decisions by taking into account the differences among team members, and overall team requirements and objectives.
Ensures that the teams tasks are completed.
Accepts responsibility for the teams actions and results.
Level 3
Ensures team member input
Values and encourages others input and suggestions.
Stimulates constructive discussion of different points of view, focusing on the organizations strategic objectives, vision or values.
Builds cooperation, loyalty and helps achieve consensus.
Provides constructive feedback and recognizes all contributions.
Ensures the respective strengths of team members are used in order to achieve the teams overall objectives.
Level 4
Empowers the team
Communicates team successes and organization-wide contribution to other organizational members.
Encourages the team to promote their work throughout the organization.
Establishes the teams credibility with internal and external stakeholders.
Level 5
Inspires team members
Builds the commitment of the team to the organizations mission, goals and values.
Aligns team objectives and priorities with the broader objectives of the organization.
Ensures that appropriate linkages/partnerships between teams are maintained.
Creates an environment where team members consistently push to improve team performance and productivity.

15. Change Leadership

Managing, leading and enabling the process of change and transition while helping others deal with their effects
Level 1
Makes others aware of change
Identifies and accepts the need and processes for change.
Explains the process, implications and rationale for change to those affected by it.
Invites discussion of views on the change
Level 2
Underscores the positive nature of change
Promotes the advantages of change.
Clarifies the potential opportunities and consequences of proposed changes.
Explains how change affects current practices.
Level 3
Manages the process for change
Identifies important / effective practices that should continue after change is implemented
Anticipates specific reasons underlying resistance to change and implements approaches that address resistance.
Level 4
Aligns change initiatives with organizational objectives

Links projects/objectives to departments/public services change initiatives and describes the impact on operational goals.
Presents realities of change and, together with staff, develops strategies for managing it.
Identifies future needs for change that will promote progress toward identified objectives.
Level 5
Champions change
Creates an environment that promotes and encourages change or innovation.
Shares and promotes successful change efforts throughout the organization.
Personally communicates a clear vision of the broad impact of change.

16. Client Focus

Identifying and responding to current and future client needs; providing service excellence to internal and external clients
Level 1
Responds to client requests
Identifies client needs and expectations.
Responds to requests efficiently and effectively.
Takes action beyond explicit request within established service standards.
Refers complex questions to a higher decision-making level.
Meets client needs in a respectful, helpful and responsive manner.
Seeks feedback to develop a clear understanding of client needs and outcomes.
Uses client satisfaction monitoring methodologies to ensure client satisfaction.
Adjusts service based on client feedback.

Level 2
Builds positive client Relations

Contacts clients to follow up on services, solutions or products to ensure that their needs have been correctly and effectively met.
Understands issues from the clients perspective.
Keeps clients up-to-date with information and decisions that affect them.
Monitors services provided to clients and makes timely adjustments as required.
Level 3
Anticipates and adapts to client needs
Maintains ongoing communication with clients.
Regularly and systematically contacts clients or prospective clients to determine their needs.
Uses understanding of clients perspective to identify constraints and advocate on their behalf.
Works with clients to adapt services, products or solutions to meet their needs.
Encourages co-workers and teams to achieve a high standard of service excellence.
Anticipates areas where support or influence will be required and discusses situation/concerns with appropriate individuals.
Proposes new, creative and sound alternatives to improve client service.
Level 4
Fosters a client-focused culture
Tracks trends and developments that will affect own organizations ability to meet current and future client needs.
Identifies benefits for clients; looks for ways to add value.
Seeks out and involves clients or prospective clients in assessing services, solutions or products to identify ways to improve.
Establishes service standards and develops strategies to ensure staff meet them.
Level 5
Considers the strategic direction of client focus
Communicates the organizations mission, vision and values to external clients.
Strategically and systematically evaluates new opportunities to develop client relationships.
Creates an environment in which concern for client satisfaction is a key priority.
Links a comprehensive and in-depth understanding of clients long-term needs and strategies with current and proposed
projects/initiatives.
Recommends/ determines strategic business direction to meet projected needs of clients and prospective clients.

17. Partnering

Seeking and building strategic alliances and collaborative arrangements through partnerships to advance the objectives of the
organization
Level 1
Operates effectively within partnerships
Understands the roles played by partners. Identifies and refers to areas of mutual interest as a means of establishing a business
relationship.
Communicates openly, builds trust and treats partners fairly, ethically and as valued allies.
Meets partner needs by responding to requests efficiently and effectively.
Recognizes the contributions of partners.
Level 2

Manages existing partnerships

Works with existing partners, honouring established agreements/ contracts.
Monitors partnership arrangements to ensure that the objectives of the partnership remain on target.
Seeks input from partners to ensure that objectives are achieved.
Seeks mutually beneficial solutions with partners.
Level 3
Seeks out partnership opportunities
Initiates partnership arrangements that promote organizational objectives.
Assesses the value of entering into partner relationships in terms of both short- and long- term return on investment.
Develops new and mutually beneficial partnerships that also serve the interests of the broader community.
Identifies benefits of a partnership and looks for ways to add value for the partner.
Level 4
Facilitates partnerships
Provides advice and direction on the types of partner relationships to pursue, as well as ground rules for effective partner
relationships.
Supports staff in taking calculated risks in partner relationships.
Negotiates, as necessary, to assist others to address issues or resolve problems surrounding partner relationships.
Identifies when modifications and terminations of partnerships are needed and takes appropriate measures.
Level 5
Sets strategic direction for partnering
Provides strategic direction on partnerships that the organization should be pursuing.
Sets up an infrastructure that supports effective partner arrangements (e.g., principles and frameworks for assessing the value of
partnerships; expert assistance in aspects of partnering).
Takes advantage of opportunities to showcase excellent examples of partner arrangements throughout the organization.
Creates and acts on opportunities for interactions that lead to strong partnerships within and external to the organization

Note : "Partnering" links to the competency "Engagement Mobilizing People, Organizations, Partners", identified as relevant for federa
Public Service leaders.

18. Developing Others

Fostering the development of others by providing a supportive environment for enhanced performance and professional growt
Level 1
Shares expertise with others
Regularly shares expertise with team members to support continuous learning and improvement.
Advises, guides and coaches others by sharing experiences and discussing how to handle current or anticipated concerns.
Level 2
Supports individual development and improvement
Provides performance feedback and support, reinforcing strengths and identifying areas for improvement.
Encourages staff to develop and apply their skills.

Suggests to individuals ways of improving performance and competence.

Level 3
Promotes ongoing learning and development
Helps team members develop their skills and abilities.
Engages in development and career planning dialogues with employees.
Works with employees and teams to define realistic yet challenging work goals.
Encourages team members to develop learning and career plans and follows-up to guide development and measure progress.
Advocates and commits to ongoing training and development to foster a learning culture.
Level 4
Provides opportunities for development
Ensures that resources and time are available for development activities.
Ensures that all employees have equitable access to development opportunities.
Provides opportunities for development through tools, assignments, mentoring and coaching relationships etc.
Level 5
Creates a continuous learning and development environment
Provides long-term direction regarding learning needs for staff and how to pursue the attainment of this learning.
Institutes organization-wide mechanisms and processes to promote and support continuous learning and improvement.
Manages the learning process to ensure it occurs by design rather than by chance.
Note : "Developing Others" links to the competency "Management Excellence People Management" identified as relevant for federal
Public Service leaders.

19. Planning and Organizing

Defining tasks and milestones to achieve objectives, while ensuring the optimal use of resources to meet those objectives
Level 1
Plans tasks and organizes own work
Identifies requirements and uses available resources to meet own work objectives in optimal fashion.
Completes tasks in accordance with plans.
Monitors the attainment of own work objectives and/or quality of the work completed.
Sets priorities for tasks in order of importance.
Level 2
Applies planning principles to achieve work goals
Establishes goals and organizes work by bringing together the necessary resources.
Organizes work according to project and time management principles and processes.
Practices and plans for contingencies to deal with unexpected events or setbacks.
Makes needed adjustments to timelines, steps and resource allocation.
Directs issues to appropriate bodies when unable to resolve them within own area of responsibility.
Level 3

Develops plans for the business unit

Considers a range of factors in the planning process (e.g., costs, timing, customer needs, resources available, etc.).
Identifies and plans activities that will result in overall improvement to services.
Challenges inefficient or ineffective work processes and offers constructive alternatives.
Anticipates issues and revise plans as required.
Helps to remove barriers by providing resources and encouragement as needed.
Level 4
Integrates and evaluates plans to achieve business goals.

Establishes alternative courses of action, organizes people and prioritizes the activities of the team to achieve results more effectiv
Ensures that systems are in place to effectively monitor and evaluate progress.
Evaluates processes and results and makes appropriate adjustments to the plan.
Sets, communicates and regularly assesses priorities.
Level 5
Plans and organizes at a strategic level
Develops strategic plans considering short-term requirements as well as long-term direction.
Plans work and deploys resources to deliver organization-wide results.
Secures and allocates program or project resources in line with strategic direction.
Sets and communicates priorities within the broader organization.
Ensures sufficient resources are available to achieve set objectives.

Note : "Planning and Organizing" links to the competency "Action Management" identified as relevant for federal Public Service leaders.

20. Decision-Making
Making decisions and solving problems involving varied levels of complexity, ambiguity and risk
Level 1
Makes decisions based solely on rules
Makes straightforward decisions based on pre-defined options using clear criteria/procedures.
Consults with others or refers an issue/situation for resolution when criteria are not clear.
Deals with exceptions within established parameters using clearly specified rules and procedures.
Makes decisions involving little or no consequence of error.
Verifies that the decision/resolution is correct.
Level 2
Makes decisions by interpreting rules
Applies guidelines and procedures that require some interpretation when dealing with exceptions.
Makes straight - forward decisions based on information that is generally clear and adequate.
Considers the risks and consequences of action and/or decisions.
Makes decisions involving minor consequence of error.
Seeks guidance as needed when the situation is unclear.
Level 3

Makes decisions in situations where there is scope for interpretation of rules

Applies guidelines and procedures that leave considerable room for discretion and interpretation.
Makes decisions by weighing several factors, some of which are partially defined and entail missing pieces of critical information.
As needed, involves the right people in the decision-making process.
Balances the risks and implications of decisions across multiple issues.
Develops solutions that address the root cause of the problem and prevent recurrence.
Recognizes, analyzes and solves problems across projects and in complex situations.
Level 4
Makes complex decisions in the absence of rules
Simplifies complex information from multiple sources to resolve issues.
Makes complex decisions for which there are no set procedures.
Considers a multiplicity of interrelated factors for which there is incomplete and contradictory information.
Balances competing priorities in reaching decisions.
Develops solutions to problems, balancing the risks and implications across multiple projects.
Recommends solutions in an environment of risk and ambiguity.
Level 5
Makes high-risk decisions in complex and ambiguous situations
Makes high-risk strategic decisions that have significant consequences.
Balances a commitment to excellence with the best interests of clients and the organization when making decisions.
Uses principles, values and sound business sense to make decisions.
Makes decisions in a volatile environment in which weight given to any factor can change rapidly.
Reaches decisions assuredly in an environment of public scrutiny.
Assesses external and internal environments in order to make a well-informed decision.
Identifies the problem based on many factors, often complex and sweeping, difficult to define and contradictory (e.g., fiscal
responsibility, the public good).

21. Analytical Thinking

Interpreting, linking, and analyzing information in order to understand issues
Level 1
Analyzes and synthesizes information
Breaks down concrete issues into parts and synthesizes succinctly.
Collects and analyses information from a variety of appropriate sources.
Identifies the links between situations and information.
Level 2
Identifies critical relationships
Sees connections, patterns or trends in the information available.
Identifies the implications and possible consequences of trends or events.
Draws logical conclusions, providing options and recommendations.
Level 3
Analyses complex relationships
Analyses complex situations, breaking each into its constituent parts.

Recognizes and assesses several likely causal factors or ways of interpreting the information available.
Identifies connections between situations that are not obviously related.
Level 4
Applies broad analysis
Integrates information from diverse sources, often involving large amounts of information.
Thinks several steps ahead in deciding on best course of action, anticipating likely outcomes.
Develops and recommends policy framework based on analysis of emerging trends.
Gathers information from many sources, including experts, in order to completely understand a problem/situation.
Level 5
Applies a systems perspective to the analysis of enterprise-wide issues
Identifies multiple relationships and disconnects in processes in order to identify options and reach conclusions.

Adopts a systems perspective, assessing and balancing vast amounts of diverse information on the varied systems and sub-system
that comprise and affect the working environment.
Thinks beyond the organization and into the future, balancing multiple perspectives when setting direction or reaching conclusions
(e.g., social, economic, partner, stakeholder interests, short- and long-term benefits, national and global implications).

Note : "Analytical Thinking" links to the competency "Strategic Thinking" identified as relevant for federal Public Service leaders.

22. Results Orientation

Focusing personal efforts on achieving results consistent with the organizations objectives
Level 1
Strives to meet work expectations
Sets goals and works to meet established expectations; maintains performance levels.
Pursues organizational objectives with energy and persistence. Sets high personal standards for performance.
Adapts working methods in order to achieve objectives.
Accepts ownership of and responsibility for own work.
Level 2
Consistently meets established expectations
Consistently achieves established expectations through personal commitment.
Makes adjustments to activities/processes based on feedback.
Level 3
Surpasses established expectations
Exceeds current expectations and pushes for improved results in own performance.
Takes on new roles and responsibilities when faced with unexpected changes.
Level 4
Seeks out significant challenges
Seeks significant challenges outside of current job scope.
Works on new projects or assignments that add value without compromising current accountabilities.
Guides staff to achieve tasks, goals, processes and performance standards.

Level 5
Pursues excellence on an organizational level
Models excellence and motivates fellow organizational members to follow his/her example.
Encourages constructive questioning of policies and practices; sponsors experimentation and innovation.
Holds staff accountable for achieving standards of excellence and results for the organization.

23. Teamwork
Working collaboratively with others to achieve common goals and positive results
Level 1
Participates as a team member
Assumes personal responsibility and follows up to meet commitments to others.
Understands the goals of the team and each team members role within it.
Deals honestly and fairly with others, showing consideration and respect.
Willingly gives support to co-workers and works collaboratively rather than competitively.
Shares experiences, knowledge and best practices with team members.
Level 2
Fosters teamwork
Assumes responsibility for work activities and coordinating efforts.
Promotes team goals.
Seeks others input and involvement and listens to their viewpoints.
Shifts priorities, changes style and responds with new approaches as needed to meet team goals.
Suggests or develops methods and means for maximizing the input and involvement of team members.
Acknowledges the work of others.
Level 3
Demonstrates leadership in teams
Builds relationships with team members and with other work units.
Fosters team spirit and collaboration within teams .
Discusses problems/ issues with team members that could affect results.
Communicates expectations for teamwork and collaboration.
Facilitates the expression of diverse points of view to enhance teamwork.
Capitalizes on the strengths of all members.
Gives credit for success and acknowledges contributions and efforts of individuals to team effectiveness.
Level 4
Capitalizes on teamwork opportunities
Initiates collaboration with other groups/ organizations on projects or methods of operating.
Capitalizes on opportunities and addresses challenges presented by the diversity of team talents.
Supports and encourages other team members to achieve objectives.
Encourages others to share experience, knowledge and best practices with the team.
Encourages the team to openly discuss what can be done to create a solution or alternative.
Level 5
Builds bridges between teams
Facilitates collaboration across the organization and with other organizations to achieve a common goal.

Builds strong teams that capitalize on differences in expertise, competencies and background.
Breaks down barriers (structural, functional, cultural) between teams, facilitating the sharing of expertise and resources.

24. Values and Ethics

Fostering and supporting the principles and values of the organization and the Public Service as a whole
Level 1
Demonstrates behaviours consistent with the organizations values
Treats others fairly and with respect.
Takes responsibility for own work, including problems and issues.
Uses applicable professional standards and established procedures, policies and/or legislation when taking action and making
decisions.
Identifies ethical dilemmas and conflict of interest situations and takes action to avoid and prevent them.
Anticipates and prevents breaches in confidentiality and/or security.
Level 2
Identifies ethical implications
Identifies and considers different ethical aspects of a situation when making decisions.
Identifies and balances competing values when selecting approaches or recommendations for dealing with a situation.
Level 3
Aligns team with organizations values and ethics
Fosters a climate of trust within the work team.
Implements processes and structures to deal with difficulties in confidentiality and/or security.
Ensures that decisions take into account ethics and values of the organization and Public Service as a whole.
Interacts with others fairly and objectively.
Level 4
Promotes the organizations values and ethics
Advises others in maintaining fair and consistent dealings with others and in dealing with ethical dilemmas.

Deals directly and constructively with lapses of integrity (e.g., intervenes in a timely fashion to remind others of the need to respect
dignity of others).
Level 5
Exemplifies and demonstrates the organizations values and ethics
Defines, communicates and consistently exemplifies the organizations values and ethics.

Ensures that standards and safeguards are in place to protect the organizations integrity (e.g., professional standards for financial
reporting, integrity/ security of information systems).
Identifies underlying issues that impact negatively on people and takes appropriate action to rectify the issues (e.g., systemic
discrimination).
Note : "Ethics and Values" was identified as a competency relevant for federal Public Service leaders.

25. Visioning and Strategic Direction

Developing and inspiring commitment to a vision of success; supporting, promoting and ensuring alignment with the
organizations vision and values
Level 1

Demonstrates personal work alignment

Sets personal work goals in line with operational goals of work area.
Continually evaluates personal progress and actions to ensure alignment with organizational vision and operational goals.
Liaises with others to ensure alignment with the business goals and vision of the organization.
Level 2
Promotes team alignment
Effectively communicates and interprets the strategic vision to employees within area of responsibility.
Clearly articulates and promotes the significance and impact of employee contributions to promoting and achieving organizational
goals.
Monitors work of team to ensure alignment with strategic direction, vision and values for the organization.
Identifies potential future directions for work area in line with vision.
Proactively helps others to understand the importance of the strategy and vision.
Level 3
Aligns program/operational goals and plans
Works with teams to set program/operational goals and plans in keeping with the strategic direction.
Regularly promotes the organization, its vision and values to clients, stakeholders and partners.
Works with staff to set strategic goals for own sector of the organization.
Assesses the gap between the current state and desired future direction and establishes effective ways for closing the gap in own
sector.
Level 4
Influences strategic direction
Foresees obstacles and opportunities for the organization and acts accordingly.
Defines issues, generates options and selects solutions, which are consistent with the strategy and vision.
Scans, seeks out and assesses information on potential future directions.
Provides direction and communicates the vision to encourage alignment within the organization.
Energetically and persistently promotes strategic objectives with colleagues in other business lines.
Level 5
Develops vision
Leads the development of the vision for the organization.
Defines and continuously articulates the vision and strategy in the context of wider government priorities.

Describes the vision and values in compelling terms to develop understanding and promote acceptance/ commitment among staff
and stakeholders.
Identifies, conceptualizes and synthesizes new trends or connections between organizational issues and translates them into priori
for the organization.
Note : "Visioning" was identified as a competency relevant for federal Public Service leaders.

Technical Competency Dictionary

for the IT Community

Technical Competency Dictionary

Table of Contents
Introduction
1. Application Development Support and Maintenance
2. Architecture
3. Business Analysis
4. Database Design and Management
5. Infrastructure/Platforms
6. IT Procurement and Asset Management
7. IT Project Management
8. Data Communications
9. Security/Information and Application Protection
10. Testing
11. Service Management Processes

Introduction

Competencies are observable abilities, skills, knowledge, motivations or traits defined in terms of the behaviours needed for successful j
performance. Often competencies reflect very general attributes common to all jobs (e.g., analytical thinking, problem solving, client
orientation). However, the goal of the present exercise was to identify technical competencies - competencies required from incumbents
occupying various jobs/roles in the IT Community that reflect the unique knowledge and skill set expected from these IT employees tha
would complement the Behavioural Competency Dictionary. The resulting Technical Competency Dictionary for the IT Community was
developed in partnership with subject matter experts in the IT Community and is the outcome of numerous interviews and discussions w
CS representatives in different roles and levels from several large departments.
How Are the Competencies Structured?

For all competencies in the dictionary, a brief definition is provided as well as a list of points of knowledge required. Each competency als
includes a proficiency scale that indicates the full range of expression of the competency. Each proficiency scale has five levels indicatin
the depth and breadth to which knowledge and skill are required in the job. Each proficiency level is described in terms of behavioural
indicators. The behaviours at each level of the scale are illustrative rather than definitive; that is, other examples of behaviour a
possible and can be used at each level. Each competency scale is cumulative which means that, although behaviours from lower leve
are not repeated at higher level, they nonetheless apply.
1.Introductory: Demonstrates introductory understanding and ability and, with guidance, applies the competency in a few simple
situations.

2.Basic: Demonstrates basic knowledge and ability and, with guidance, can apply the competency in common situations that present
limited difficulties.

3.Intermediate: Demonstrates solid knowledge and ability, and can apply the competency with minimal or no guidance in the full rang
of typical situations. Would require guidance to handle novel or more complex situations.

4.Advanced:Demonstrates advanced knowledge and ability, and can apply the competency in new or complex situations. Guides oth
professionals.
5.Expert: Demonstrates expert knowledge and ability, and can apply the competency in the most complex situations. Develops new
approaches, methods or policies in the area. Is recognized as an expert, internally and/or externally. Leads the guidance of other
professionals.

1. Application Development/Support and Maintenance[1]

-Knowledge and ability to design, define, construct, enhance, support and maintain application software on one or more platforms.

Knowledge requirements:
Systems Analysis and Design
oRequirements Analysis
oGeneral/external design (includes design principles)

oUse of established techniques to assist in the analysis of business data/information flows and database construction (e.g., data and
functional modeling)
Application Development and Commercial Off-The-Shelf (COTS) Management

oProgramming languages (e.g., software language structures, machine, assembly, procedural, non-procedural, object-oriented
languages)
oStandards and methods used in developing and maintaining a repository of information and processes (e.g., development standard
including programming, user interface, design, naming, specifications)
oSystem development processes, tools and methodologies (e.g., Systems Development Life Cycle including principles, best practice
and standards used in designing and maintaining a formal procedure and a related repository of information)
oUnit testing processes and practices
oApplication development tools (e.g., COTS development tools, technical productivity tools, workstation operating systems)
oPolices and practices related to office productivity tools
oPolicies and practices related to website design and use of Inter/Intranet technologies within the Public Service
1. Introductory
Demonstrates a basic level of understanding of software specifications or design techniques.
Demonstrates a basic understanding of programming concepts.
Demonstrates a general familiarity with one or more programming languages and/or methodologies.
Understands the importance of testing, documentation and production assurance.
Knows where to look for standards.
2. Basic
Demonstrates a working knowledge of one or more programming languages.
Writes or adapts software modules for testing and integration.
Understands and employs basic development methods and standards.
Tests/debugs program modules.
Uses a testing tool and prepares basic test cases.
Understands the migration cycle and prepares program for migration.
Prepares operational documentation.
3. Intermediate

Demonstrates a detailed knowledge of several programming environments and a good working knowledge of hardware and softwa
interfaces.
Writes original multi-module/complex programs or applies reusable modules.
Designs, tests and integrates software modules and resolves programming errors using various debugging tools and techniques.
Provides support, guidance and production assurance for common problems.
Conducts impact analysis for proposed changes to or problems with the system.
Prepares technical documentation (e.g., user guides, technical specifications).
Undertakes routine analysis and works with designers and analysts to clarify and improve specifications or to identify alternative
programming solutions.
Enforces standards (e.g., at walkthroughs).
4. Advanced

Demonstrates in-depth knowledge and capability in software construction, testing, infrastructure, configuration, a wide range of
system development methodologies and operating standards.
Demonstrates knowledge in multiple applications, data management systems and technologies or in a single area of expertise.
Demonstrates application and corporate knowledge, and understands how a change would affect multiple applications.
Makes recommendations/ decisions in application and program design, standards and program enhancements.
Debugs very complex or urgent problems.
Analyzes and models business functions, processes and information flow within or between systems.
Provides guidance/mentors on programming practices and techniques to individuals and cross-functional teams.
5. Expert

Demonstrates expert knowledge of software design, construction, programming trends, programming and scripting languages acro
government in multiple applications and data management systems or in a single area of expertise.
Provides effective strategic direction to enterprise-wide application design.
Guides and oversees multiple-concurrent software construction projects.

Works with users at all levels to define system requirements and specify appropriate system environments to meet operational nee
and system performance objectives.
Presents software construction disciplines to peers in public forums.
Develops policy and standards for software construction.

[1]This competency does not include data management or database management (See Competency 4).

2. Architecture
-Knowledge and ability to apply architecture theories, principles, concepts, practices, methodologies and frameworks.
Knowledge requirements:
Enterprise Architecture/Information Technology (IT) Strategy
oImplementation/enforcement of policies and support
oArchitecture functions and the interrelationships with the organization's vision
oArchitecture direction, policies and practices with a focus on Government of Canada priorities
Information Architecture
oOrganization of information to effectively support the work of the organization
oCreation of an entity relationship model and an integrated function or process dependency model
oTransaction services architecture, configuration and interfaces
oRelationship between the information architecture and other architectures
Systems Architecture
oDesign of the systems architecture and how its components are connected and operate with each other and other applications
oRelationship between the systems architecture and other architectures (e.g., integrating technology and business)
Technology Architecture
oDesign of the fundamental hardware, software and telecommunications systems that provide the infrastructure on which business
applications are developed and run (e.g., network topologies)
oInterrelationships of the various technologies and their respective roles
oTechnical standards
oRelationship between the technology architecture and other architectures
Government and Department Policies and Standards
oBusiness policy and standards development
oPrivacy Act
oTBS Business Transformation Enablement Program (BTEP)

oManagement of Government Information (MGI)

1. Introductory
Possesses basic understanding of architecture principles.
Reads and understands architecture specifications and models.
Distinguishes between different architecture domains.
2. Basic
Creates basic models based upon specifications.
Defines key terms and concepts.
3. Intermediate
Focuses on a single area of expertise.
Produces analytic and candidate design models to be used for further analysis (e.g., telecommunications, networks).
Demonstrates awareness of other architectures.
Validates models created by projects and/or junior staff.
Signs off functional models.
4. Advanced
Demonstrates good understanding of architecture across the business lines and how they interact but focuses on a single
architecture.
Produces frameworks for a single architecture.
Assesses new requirements and makes design recommendations.
Signs off architecture models.
Manages transformations.
Defines metadata models and information models.
Monitors standards.
5. Expert

Understands how architecture relates to the organization's vision, how new business fits in the current business lines, the integratio
of business and technology, and relates government priorities to target architectures.
Builds corporate data models.
Delivers and signs off frameworks for architectures and integration models.
Recommends priorities for business based upon the architecture.
Understands and applies TB standards (e.g., ISO, WC3 Quality standards).
Addresses governance issues.
Defines metadata models at the enterprise level, information models and the interoperability model.
Extends the body of knowledge and contributes to government standards.

3. Business Analysis

- Knowledge and ability to apply the principles of business analysis in the planning, reengineering, requirement gathering for governmen
business environments, operations, processes, and practices.
Knowledge requirements:

Government/business knowledge in various application areas (e.g., financial/accounting, human resources, purchasing, supply,
policing, corrections)
Common government/business management and decision-making concepts, principles, activities and practices (e.g., Government
and corporate planning cycles and processes, accountability and budgetary cycles and processes)

Business architecture (at a project level) and how it augments organizational design, planning systems and financial controls

Impact analysis and environmental scan methods, techniques and tools used to evaluate an organization's strengths and challenge
Business case/cost benefit methodology and standards including return on investment (ROI) and total cost of ownership (TCO)
Typical organization structures, job functions, work activities and workflow
Business process analysis and business process reengineering methods and design benefits, methodologies and tools; roles in
support of business change
Costing and cost recovery
Industry, business line and the technical aspects of the business line
Relationship between the business architecture and other architectures
Transaction processing theory and principles, flow and design
Government and Department policies and standards such as:
oBusiness policy and standards development
oPrivacy Act
oTBS Business Transformation Enablement Program (BTEP)
oManagement of Government Information (MGI)
1. Introductory
Demonstrates awareness of business rules and concepts.
2. Basic
Understands business lines.
Understands basic government and departmental services.
Drafts simple requirements.
3. Intermediate
Understands client business requirements, business roles, business planning and business processes.
Understands and works within governance principles.
Understands audit and compliance principles, change management principles and the impact of changes.
Understands how technologies can enable business processes.
Translates business requirements into technical requirements.
Develops clear requirement statements.
Develops simple business cases.
Carries out simple business process reengineering, models and redesign processes.
4. Advanced
Validates business requirements, applies government and corporate priorities.
Gathers/refines complex business requirements, recommends or makes decisions on business requirements/interdependencies.
Develops complex business cases.
Carries out impact analyses and environmental scans to make recommendations.
Leads business process reengineering.
Presents and defends complex positions and strategies for business decisions, processes and plans.
Guides other business analysts.
Advises on compliance, governance structures and audit principles.
5. Expert
Works at the "integration level" by understanding the business architecture and its relationship to other architectures.

Makes recommendations to senior management on strategies and plans.

Carries out environmental scans of architecture.
Assesses corporate impacts of changes and recommends strategies to senior management.
Develops complex business cases across multiple business lines and platforms.
Sets standards for compliance and governance structures.

4. Database Design and Management

- Knowledge and ability to apply the methods, practices and policies that are used in the design and the management of databases.
Knowledge requirements:
Concepts, policies, principles, theories, practices and techniques associated with information management and information
technology as it relates to database design and management
Relationship between database design/management and application performance
Database design and architecture - logical structure and physical structure (e.g., functional, metadata and process models)
Database types (e.g., data warehouse, decision support, operational, query, ERP and relationship to technologies)
Data security and recovery
Database integrity, capacity planning, performance and tuning
DBMS and data warehouse principles, best practices and standards
Interoperability
Database software installation processes and techniques
Database tools to design and manage databases (e.g., data management tools, data modeling tools, database integration tools)
Languages for data modeling, manipulation, control and database query
Database trends and directions
1. Introductory

Demonstrates basic understanding of database management, logical design concepts and levels of database security.
Understands the difference between different database structures (e.g., relational vs. network).
Comprehends database design (e.g., diagrams, schemas, models).
Demonstrates basic understanding of data manipulation language (DML).
Demonstrates an awareness of performance issues (e.g., distribution of data, size definitions).
2. Basic
Understands a single database management system (DBMS), its components and how they relate to each other.
Demonstrates a good knowledge of data manipulation language (DML) and data definition language (DDL).
Codes/tests basic database access modules (e.g., stored procedures).
Troubleshoots, at a basic level, to understand database problem and identify where to direct it (e.g., basic database accessibility).
Recognizes the importance of database basic recovery and, with guidance, performs backup and recovery.
Understands database release management, applications business rules, data integrity issues, database security implementation,
workload manager and interaction with DBMS (e.g., CICS, NT).
Performs data population, debugging and testing.
Conducts basic impact analysis for database change management.
3.Intermediate
Demonstrates working level understanding of a single DBMS relevant operating systems, applications business rules and its
dependencies with other applications, databases and/or business partners.

Applies wide range of concepts to the corporate/vendor environment (e.g., database security and/or individual profiles).
Makes recommendations on logical/physical models (e.g., converts from logical model, implements and maintains physical model
meet storage, availability, and performance requirements).
Develops, codes, tests and reviews complex database access modules.

Solves problems that impact on the business or service, resolves data integrity issues and implements data integrity safeguards, a
uses diagnostic and monitoring tools to prevent problems/enhance performance and availability.
Demonstrates a solid knowledge of system testing and integration environments.
Develops, selects, recommends and implements strategies for backup and recovery, data population and migration.
Conducts general impact analysis on database change management.
4. Advanced
Demonstrates broad understanding of multiple DBMS or an in-depth knowledge of one or more DBMS.
Develops logical models incorporating business requirements such as high availability, redundancy and disaster recovery into the
logical/physical database design.
Researches, pilots, evaluates new technologies and standards, identifies how they will integrate with the corporate network and
recommends strategies.
Solves unusual problems or problems with a significant impact on the business.
Deals with major and/or multiple application groups.
Creates or reviews certification testing.
Develops standards and procedures for implementing new database technology.
Mentors people and provides input/guidance to cross-functional teams.
5. Expert

Demonstrates expert knowledge of data management, data stewardship, government-wide data management initiatives and trends
data management and how they can be applied.
Holds an enterprise-wide view and/or is regarded as the subject matter expert in one or more areas of expertise, and provides
effective strategic direction to enterprise-wide data management.

Develops enterprise-wide multi-disciplinary architectural documents translating business data requirements into topographical form
Demonstrates broad-based knowledge of information technology (e.g., programming, data management, platforms).
Develops business cases for enterprise-wide data management initiatives as a direct response to business drivers.
Guides and oversees multiple-concurrent data management projects.
Conducts procurement for data management solutions and related services.
Develops strategies, policy and standards for corporate data management and contributes to standards working groups governmental and/or industry.

5. Infrastructure/Platforms[2]
- Knowledge and ability to support the enterprise computing infrastructure (e.g., enterprise servers, client server, storage devices and
systems, hardware and software) in the provision, management, storage, operation, scheduling, support and maintenance of the
infrastructure.
Knowledge requirements:

Principles, practices, standards, methods and techniques related to interoperability of hardware/software configuration controls
Platform environment (e.g., client-server environment, enterprise server/mainframe environment)
Storage and retrieval (e.g., area network, mainframe storage, media storage, virtual storage)

Systems hardware and its characteristics (e.g., mainframe computers, mini and micro-computers, CPU, memory, disk, registers, bu
channel)
Hardware/software and connection, implementation and maintenance
Operating systems, communications and software utilities used on enterprise server/mainframe and distributed computer systems

Cooperative processing (two or more computers simultaneously processing portions of the same program or operating on the sam
data such as multiple-CPU systems, distributed systems)
Monitoring of systems software (i.e., the operating system and all utility programs that manage computer resources at a low level)
including compilers, loaders, linkers, and debuggers
Operations performance monitoring and capacity planning of the delivery platform
Treasury Board and corporate IT standards and policies regarding the development and support of infrastructure systems and
networks
1. Introductory
Demonstrates awareness of the platform principles and procedures.
Understands need for capacity planning and performance management.
Operates the platform at a simple level under supervision.
Demonstrates awareness of the standards for the platform.
2. Basic
Understands the platform technology and concepts.
Understands how basic concepts relate to each other and applies them.
Understands how the platform integrates with other environments, at a basic level, from an end-user perspective.
Operates the platform at a simple level.
Troubleshoots basic physical or software problems.
Understands and applies the standards.
3. Intermediate
Understands how the platform integrates with other environments (e.g., network).
Participates in day-to-day operations (e.g., monitoring operations of the platform).
Uses performance data collection tools and techniques.
Installs software and hardware on the platform.
Solves routine problems.
Solves typical hardware and software problems.
Uses diagnostic tools to solve complex problems.
Executes standards.
4. Advanced
Demonstrates in-depth knowledge of an area of expertise.
Contributes to high-level architecture.
Evaluates/pilots new technologies, assesses the results, identifies how they integrate with the platform and implements them.
Carries out performance measurement and capacity planning.
Incorporates business requirements such as high availability, redundancy and disaster recovery into platform design.
Resolves complex problems.
Develops and monitors/enforces standards and procedures for new technology configuration and implementation.
Mentors/guides individuals and cross-functional teams.
5. Expert

Demonstrates expert knowledge of platform principles, technology, government-wide technology initiatives and technological trend
Demonstrates an intimate knowledge of the environment, interdependencies and impact of change.
Provides effective strategic direction to enterprise-wide platform design and initiatives.
Develops enterprise-wide multi-disciplinary architectural and design documents.
Resolves very complex problems and recommends capacity and performance improvements.

Conducts procurement for platform hardware and services.

Sets standards and technology direction for the platform.
Leads the development of people in the infrastructure domain.

[2] This competency does not include network/telecommunication systems (See competency 8).

6. IT Procurement and Asset Management

- Knowledge and ability to evaluate, negotiate, procure, track, manage IT assets including software licenses and computer leases:
Knowledge requirements:
Vendor liaison/management, service agreements, warrantees and lease agreements
Procedures related to procurement and contract administration
Processes and procedures necessary to critically evaluate products, services and claims

Processes involved in vendor negotiations for substantial and/or long-term contracts for hardware, software and licence agreemen
support and services
Systems and applications for procurement (e.g., NMSO, DISO, Software Acquisition Reference Centre, Request for Software
Discounts and Supply Arrangements)
Roles and responsibilities of TBS and PWGSC related to asset procurement and management

Corporate and Government of Canada legislation, standards and policies (e.g., regulating software licence agreements and renew
disposal, procurement ethical practices and security policies)
Licence management
Policies, guidelines and procedures for IT asset management
IT asset management life cycle (e.g., planning, maintenance, retirement and disposal)
Negotiation and contracting processes and practices
Federal legislative and policy framework related to IM/IT procurement for goods and services
Departmental processes for acquisition of goods and services, including drafting of Statements of Work (SOW), Requests for
Proposals (RFPs), evaluation of responses, contract negotiations and management of contracts
Remedial measures for IT equipment non-performance
1. Introductory
Demonstrates broad knowledge of Government of Canada and the role of PWGSC in procurement.
Understands the values and ethics involved in procurement.
Demonstrates basic understanding of procurement process for IT services and goods.
2. Basic
Understands Treasury Board and corporate processes, standards and governance structures.
Assists in gathering requirements from the business.
Understands internal procurement processes for IT services and goods.
3. Intermediate

Knows the procurement cycle and processes, gathering of information through RFIs and RFPs, roles of interdepartmental partners
and the proposal/ evaluation processes.
Demonstrates a general knowledge of procurement and conducts low-level procurement.
Evaluates products and services and identifies the vehicle(s) to use.
Provides advice on reporting and inventory, policies and procedures.
Establishes partnerships with Finance.
Understands IT asset business and language.

Formulates and applies performance management guidelines to asset management.

4. Advanced

Possesses a specific area of expertise and business knowledge of the life cycle for his/her asset area (e.g., sunset procedures).
Negotiates multi-level, multi-layer million dollar contracts.

Knows rules for Canadian and International governing bodies (e.g., NAFTA, Trade Tribunal, CITT) and negotiates CITT challenges
Reviews, signs off and approves RFP/RFI documents.
Liaises with PWGSC to communicate requirements, terms and conditions.
Monitors and enforces values and ethics.

Consults with regions and senior management (e.g., leveraging assets, inventory and plans for sunset/refresh, professional service
and training).
Mentors junior staff.
5. Expert

Demonstrates a very deep understanding of one area of expertise or a broad understanding of multiple areas and provides guidan
to senior management.
Demonstrates a broad understanding of software licensing models, the market and how to leverage the knowledge.
Demonstrates an in-depth understanding of procurement, the industry, the vendor community and industry trends.
Possesses corporate knowledge and understands service levels.
Negotiates with vendors at a high/complex level.
Provides advice in large supply agreements.
Performs "total cost of ownership" analysis.

7. IT Project Management

- Knowledge and ability to apply formal project management principles and practices during the planning, implementation, monitoring an
completion of projects, ensuring effective management of scope, resources, time, cost, quality, risk and communications.
Knowledge requirements:
Enhanced Management Framework for the management of information technology/projects
Project management concepts, techniques, methods and tools and industry best practices in the management of projects in an IT
environment (e.g., Project Management Body of Knowledge (PMBoK))
Project estimating and planning techniques
Project progress monitoring
Management of change, risk and problem
Human resources management
Government of Canada policies and standards
1. Introductory

Understands basic concepts (e.g., project goals, risk, scope, participants' roles, planning and the importance of project manageme
principles such as time, cost and quality management).
Provides input to project plan.
2. Basic
Understands project reporting.

Develops simple project plans including work breakdown structure and estimates.
Identifies and escalates issues and potential delays.
Manages small, straightforward projects or specific components of larger projects.
3. Intermediate
Manages a complete multi-stage project in own area.
Identifies, allocates and manages resources needed to meet project objectives.
Develops and manages the project plan, including timelines, deliverables, milestones and costs.
Identifies potential roadblocks and risks and develops contingency plans to deal with them.
Oversees implementation of the project plan, monitors progress, resource usage and quality, and makes needed adjustments.
4. Advanced
Manages complex, multifaceted/ interrelated projects that span own area or department boundaries.
Conducts comprehensive risk assessment and develops plans for eliminating or mitigating the risks identified.
Mentors other project managers.
Understands the impact of the project on the department as a whole.
Develops complex plans (e.g., with interdependencies or cross-department).
Implements standards.
5. Expert
Oversees/manages large, highly complex, diverse or strategic projects that impact the organization as a whole.
Develops departmental policies and standards.
Markets project management principles and benefits across the department.
Sets/evolves the vision of how project management should be done.
Changes project management practices.
Knows multiple projet management disciplines.

8. Telecommunications (Data and Voice) Network

- Knowledge and ability to implement the methods, practices and policies governing the design, analysis, development, management an
use of the hardware and software used to transfer information such as data, voice, images and video.
Knowledge requirements:

Theories and concepts, methods, policies and practices to design, develop, plan telecommunications networkinfrastructure system
(e.g., calculation of peak and mean bandwidth requirements, response time, propagation delays, priorities, traffic types, traffic flows (poin
to-point, multicast, broadcast), error detection and protection, security, interoperability, growth, quality of service, availability)
Installation, configuration, operation and maintenance of telecommunications infrastructure hardware and software
oTelecommunication systems' operating systems, system software and utilities
oLow level interfaces (e.g., modems, CSU/DSU)
oVoice communication devices (e.g., Blackberry units, cell phones, gateways, routers, switches, PBX)
Standards describing the structure of data exchange between systems (e.g., OSI seven layer reference model)

Standards describing the format content and exchange mechanisms between systems, such as communication protocols (includin
protocols that relate to the convergence of technologies, such as Voice over IP), connection oriented versus connectionless protocols

Classes of networking systems (e.g., Local Area Network (LAN), Metropolitan Area Network (MAN), Department Wide Area Networ
(DWAN), Wide Area Network (WAN), Virtual Private Network (VPN), Voice Network System, Remote Access Networks, associated
hardware and software, operating systems and protocols)
Network topologies (physical and logical) and their characteristics

Classes of telecommunication media, such as wire based (e.g., copper, fibre) and wireless (characteristics of various frequency ba
from HF to microwave)
The purpose and use of different networks (e.g., Internet, Intranets, Extranets)
Value added networks (i.e., services added within a communications network beyond data transfer such as message routing,
resource management and conversion facilities)

Performance analysis, diagnosis, capacity planning and data communications monitoring/management practices, protocols and too
Data, voice and video requirements and services
Traffic and transmission management
Common carrier services - data transmission and telephony service offerings provided by private sector companies
Security, including specific methods, policies and best practices to secure information within the telecommunications network
infrastructure
Industry regulations and tariffs (e.g., CRTC)
1. Introductory

Demonstrates basic understanding of data communications and components, definitions, key concepts, communication protocols a
platforms (e.g., Firewalls, Security, Frame Relay, SNA, ATM, Hubs/Routers/ Gateways switches, VOIP, ISDN, routing protocols).
Understands need for capacity planning and performance management.
2. Basic
Understands data communications routing and switching technology.
Understands how basic concepts relate to each other and applies them (e.g., vendor-specific standards).

Understands how data communications integrate with other environments (e.g., mainframe) and are distributed, at a basic level, fr
an end-user perspective.
Assists in the design of basic connections (e.g., connecting 100 people to a WAN or designing a small site (less than 50)).

Troubleshoots basic physical or software connectivity problems, network congestion (e.g., cables/connections, defective equipmen
logging in to network equipment, checking configuration of routers/switches).
Uses data communications diagnostic tools.
Tests, configures, installs and supports hardware and software at any typical site.
Talks clients through troubleshooting.
3. Intermediate

Understands how data communications integrate with other environments such as mainframe, distributed, E-commerce, firewalls a
external networks, at a component level.
Demonstrates and applies wide range of concepts to the corporate/vendor environment.
Understands vendor-specific network switching and routing products.
Translates multiple client network connectivity requirements and limitations into technical specifications for building/site designs.
Designs complex building environments using existing standards (e.g., complex site layouts (many buildings and requirements)).
Resolves typical hardware and software problems (e.g., connectivity, network congestion, protocols, uses diagnostic tools).
Conducts certification testing.
Executes standards.
4. Advanced
Incorporate business requirements (e.g., high availability, redundancy, disaster recovery) into data communications design using
analytical techniques.
Evaluates/pilots new technologies, identifies how they integrate with the corporate network and implements.

Resolves unusual or atypical network problems without clear precedents and/or that have significant impact or consequence on the
business or service.
Creates or reviews certification testing.
Develops standards and procedures for new technology configuration and implementation.
Mentors/guides individuals and cross-functional teams.
Deals with major client groups (e.g., regional or national client).
5. Expert

Demonstrates expert knowledge of data communications principles, network technology, government-wide technology initiatives an
technological trends.
Demonstrates broad-based knowledge of information technology.
Develops enterprise-wide multi-disciplinary architectural documents.
Develops business cases for enterprise-wide network technology initiatives as a direct response to business drivers.
Provides effective strategic direction to enterprise-wide network design.
Guides and oversees multiple-concurrent network projects.
Conducts procurement for network solutions network hardware and services procurements.

Develops policy and standards for networking technology and contributes to governmental and/or industry standards working group
(e.g., GOL, ITU, RC).

9. Security/Information and Application Protection

- Knowledge and ability to ensure there are adequate technical and organizational safeguards to protect the continuity of IT infrastructure
services by the implementation of IT security principles, methods, practices, policies and tools that are used in securing IT resources
including information and operations security, physical security,business continuity/disaster recovery planning, methods to deal with secu
breaches and security assessment in a technical environment.
Knowledge requirements:
IT security principles methods, policies, practices and tools

oInformation Protection/IT security principles, threat and risk assessment methodology, practices, procedures and tools (e.g.,
Government privacy and security related legislation and policies, biometric and cryptographic principles, firewalls, intrusion logs, encrypt
and digital (numeric) signature)
oTheories, processes and methodologies involved in developing, implementing, monitoring and reporting IT security planning
frameworks, policies, measures, counter-measures and monitoring programs, procedures and guidelines
oManagement tools such as data classification and risk assessment/analysis to identify threats, classify assets and to rate system
vulnerabilities
oIT software and hardware security requirements

oPreparation and conduction of Privacy Impact Assessments (PIA), Statement of Sensitivity (SOS), Threat Risk Assessments (TRA)
Vulnerability Assessments (VA)
oAccreditation procedures, policies and practices
oSecurity certification procedures
oSecurity hardware and software
oTreasury Board and corporate IT standards and policies regarding the development and support of infrastructure systems and
networks, including security policies and operational standards
IT Operations Security

oProtection techniques for the entire facility, from the outside perimeter to the inside office space, including all of the information sys
resources and methods to deal with security breaches
oRequirements of hardware, media and of the operators and administrators with access privileges to these resources
oApplication product level security, access management and remote access

oAuditing and monitoring the mechanisms, tools and facilities to permit the identification of security events and to assess operations
security capacity
oViruses
oComputer crimes laws and regulations and the measures and technologies used to investigate computer crime incidents
oCryptographic, graphic and hardware applications

Business Continuity/Disaster Recovery Planning

oDisaster recovery strategies, plans, tests and management
oPreservation and business recovery planning, practices, policies and procedures
oRollback and contingency strategies, planning practices and tools
oBusiness continuity analysis procedures and exercise frameworks
oActivities within the response, recovery, restoration and resumption phases applicable to business continuity plans
oRoles and responsibilities of IT operational functions during business continuity exercises
oFederal government business continuity planning policies and programs, including Treasury Board Standards
1. Introductory
Demonstrates awareness of security requirements.
Demonstrates awareness of certification policies.
Demonstrates awareness of privacy requirements and standards.
2. Basic
Understands concepts of IT security and its application to computer systems architecture.
3. Intermediate
Executes security test plans.
Deals with low impact threats.
Acts to protect integrity of system data at operation level (e.g., single key incident).
Performs security certifications.
Provides advice on disaster recovery planning.
Participates in disaster recovery tests.
Recommends security safeguards.
Executes standards.
4. Advanced
Demonstrates a broad understanding or very detailed area of expertise in security subject(s).
Demonstrates a broad knowledge of security policies and interprets policies.
Understands a specific security application or tool and how it works.
Conducts risk assessments.
Assesses security safeguards.
Deals with threats and serious incidents.
Deals with intrusions at a high threat level.
5. Expert
Demonstrates an expert understanding or very detailed area of expertise in multiple security subject(s).
Demonstrates expert knowledge of law, regulation and policies, and interprets policies and standards.
Is an expert in multiple security applications and tools.
Leads risk and security safeguards assessments.
Mitigates threats and serious security incidents at the enterprise level.
Consults on security issues and recommends corporate strategies.
Leads the development of enterprise policies and standards.
Directs employees and consultants and mentors others.

10. Testing

- Knowledge and ability to perform testing of software and/or hardware using a systematic approach (i.e., the orderly progression of testi
in which software elements, hardware elements or both are combined and tested until the entire system has been integrated).
Knowledge requirements:
Quality assurance and control
Testing approaches and strategies
System and application testing methodologies, practices and principles (e.g., end-to-end)
Testing/validation in relation to the systems development life-cycle
Types of testing (e.g., volume, unit, compatibility, bandwidth, integration, system, end-to-end, web-stress)
Testing standards (e.g., Treasury Board and department, International organization for standardization (ISO))

Testing and readiness functions and assessments including release processes and packages, change control and system integrati
Testing tools including automated tools, test scripts and reporting/tracking tools
Certification and accreditation of new applications
1. Introductory
Demonstrates awareness of testing principles and processes.
Understands testing terminology.
2. Basic
Tests and debugs software modules.
Conducts unit testing.
Understands testing methodologies and principles.
Understands standards for testing.
Executes test scripts.
Reports test results.
Understands and applies IT system security for applications.
Uses a testing tool.
3. Intermediate
Understands systems integration principles (i.e., the methods, practices and policies that are used during a systems integration
process, including hardware, software, network and applications).
Understands release and certification processes.
Prepares test cases/scripts.
Carries out complex testing/ validation (e.g., volume testing, integration testing).
Ensures other applications are not affected.
Matches results with expectations in the design document.
Troubleshoots/resolves issues.
Implements test tools.
Applies standards for testing.
4. Advanced
Conducts application testing.
Conducts complex series test scenarios.
Prepares test plans and strategies.
Researches/tests testing tools and makes recommendations.
Develops test practices.
Implements and monitors standards for testing.
Tests standards.

Understands the impact of testing on the environment and other tests being carried out.
Ensures that the right/appropriate tests are being carried out.
Mentors others.
Guides application stakeholders in testing methods and tools.
5. Expert
Manages integration testing.
Sets standards for cycle testing.
Designs testing methodologies.
Develops test standards, best practices and policies.

11. Service Management Processes

- Knowledge and ability to implement the methods, practices and policies governing the design, development and use of the IT support
processes designed to keep the IT environment functioning efficiently, effectively and securely.
Knowledge requirements:
Service Management Principles
oRelationship between different IT support processes and between support processes and clients
oImplementation and management of services using the principles and methods associated with industry best practices (e.g.,
Information Technology Infrastructure Library (ITIL))
oService level agreements

oProcesses and practices to ensure the Agreement and Statements of Work or contracts are met while taking steps to minimize any
adverse impact on service quality
oGovernment of Canada and department policies and standards (e.g., Service Management Life Cycle Framework)
Change Management
oProcesses and practices to ensure changes to the IT infrastructure are introduced successfully and on a scheduled basis
oPlanning, scheduling, distribution, application and tracking of changes to the IT environment
Configuration Management
oManagement of the physical and logistical properties of resources and their relationships (e.g., physical connections and
dependencies)

oConfiguration management technologies that affect the IM/IT environment including the physical and logistical properties of resourc
Release Management
oProcesses and practices to ensure the introduction and maintenance of all IS/IT infrastructure and that existing infrastructure falls
within the standards and the technology suppliers supported release levels
oProblem Management
oDetection, reporting, analysis, recovery, resolution and tracking of problems
oHelp Desk/Client Support
oConcepts, techniques and practices of help desk operations and service delivery
oProvision of a single point of contact for all users of the IT infrastructure services
oInstallation, configuration, troubleshooting and application software support
oTechnical problem analysis, evaluation and solution proposal
oTechniques and practices for client queries, troubleshooting and problem resolution and prioritization
1. Introductory
Understands service management processes and concepts (e.g., incident management, change management, release
management).
Understands concepts, techniques and practices of help desk operations and service delivery.
2. Basic

Understands and follows a process in problem management, change management or configuration management.
Provides IT help desk support services.
Gathers information from end-users to determine the nature of problems and resolve them.
Monitors SLAs and escalates problems.
Performs initial evaluation of problem and routes as necessary.
Understands the requirements of process (e.g., involvement of service management early in the process).
3. Intermediate
Understands interrelationships and interdependencies between service management processes.
Installs, configures, troubleshoots and supports application software.
Analyzes, evaluates and diagnoses technical problems and proposes solutions.
Manages process ensuring it is followed (e.g., change, problem, testing, costing, backup and recovery, QA release).
Schedules release after ensuring absence of conflicts.
Serves as a point of escalation.
Conducts customer satisfaction surveys.
Guides others in processes.
Implements changes to processes.
4. Advanced

Implements and manages services using the principles and methods associated with Information Technology Infrastructure Library
(ITIL) and other industry best practices.
Identifies who to call for severe or complex problems.
Manages the provision of help desk services and problem resolution.
Analyzes problem trends and makes recommendations.
Develops service management processes.
Writes/negotiates SLAs for operational level agreements and internal SLAs.
Develops customer satisfaction surveys.
Sets guidelines for others to follow.
5. Expert
Negotiates, develops, implements and manages service level agreements.
Develops service management standards, practices and policies.
Builds and maintains a network of experts.
Develops SLA templates.
Negotiates complex SLAs.
Provdes guidelines for service management (e.g., recommends changes based upon results of a customer satisfaction survey).
Recommends continual improvements in service management strategy and processes.

Competence (Human Resources)

From Wikipedia, the free encyclopedia

Competence (or competency) is the ability of an individual to perform a job properly. A competency is a set of defined
behaviors that provide a structured guide enabling the identification, evaluation and development of the behaviors in
individual employees. As defined, the term "competence" first appeared in an article authored by Craig C. Lundberg in 197
entitled, "Planning the Executive Development Program". The term gained traction when in 1973, David McClelland, Ph.D.
wrote a seminal paper entitled, "Testing for Competence Rather Than for Intelligence". It has since been popularized by on
time fellow McBer & Company (Currently the "Hay Group") colleague Richard Boyatzis and many others. Its use varies
widely, which leads to considerable misunderstanding.

Some scholars see "competence" as a combination of knowledge, skills and behavior used to improve performance; or as
the state or quality of being adequately or well qualified, having the ability to perform a specific role. For instance,
management competency might include systems thinking and emotional intelligence, and skills in influence and negotiation
Competency is also used as a more general description of the requirements of human beings in organizations and
communities.

Competency is sometimes thought of as being shown in action in a situation and context that might be different the next tim
a person has to act. In emergencies, competent people may react to a situation following behaviors they have previously
found to succeed. To be competent a person would need to be able to interpret the situation in the context and to have a
repertoire of possible actions to take and have trained in the possible actions in the repertoire, if this is relevant. Regardles
of training, competency would grow through experience and the extent of an individual to learn and adapt.

Competency has different meanings, and continues to remain one of the most diffuse terms in the management developm
[edit] Dreyfus and Dreyfus on competency development

Dreyfus and Dreyfus[2] introduced nomenclature for the levels of competence in competency development. The causative
reasoning of such a language of levels of competency may be seen in their paper on Calculative Rationality titled, "From
Socrates to Expert Systems: The Limits and Dangers of Calculative Rationality". The five levels proposed by Dreyfus and
Dreyfus were:
1. Novice: Rule-based behaviour, strongly limited and inflexible
2. Experienced Beginner: Incorporates aspects of the situation
3. Practitioner: Acting consciously from long-term goals and plans
4. Knowledgeable practitioner: Sees the situation as a whole and acts from personal conviction
5. Expert: Has an intuitive understanding of the situation and zooms in on the central aspects

The process of competency development is a lifelong series of doing and reflecting. As competencies apply to careers as w

Within a specific organization or professional community, professional competency, is frequently valued. They are usually t
same competencies that must be demonstrated in a job interview. But today there is another way of looking at it: that there
are general areas of occupational competency required to retain a post, or earn a promotion. For all organizations and
communities there is a set of primary tasks that competent people have to contribute to all the time. For a university studen
for example, the primary tasks could be:
Handling theory
Handling methods
Handling the information of the assignment
The four general areas of competency are:

1. Meaning Competency: The person assessed must be able to identify with the purpose of the organization or community
and act from the preferred future in accordance with the values of the organization or community.
2. Relation Competency: The ability to create and nurture connections to the stakeholders of the primary tasks must be
shown.

3. Learning Competency: The person assessed must be able to create and look for situations that make it possible to
experiment with the set of solutions that make it possible to complete the primary tasks and reflect on the experience.
4. Change Competency: The person assessed must be able to act in new ways when it will promote the purpose of the
organization or community and make the preferred future come to life.
[edit] McClelland and Occupational Competency

The Occupational Competency movement was initiated by David McClelland in the 1960s with a view to moving away from
traditional attempts to describe competency in terms of knowledge, skills and attitudes and to focus instead on the specific
self-image, values, traits, and motive dispositions (i.e. relatively enduring characteristics of people) that are found to
consistently distinguish outstanding from typical performance in a given job or role. It should be noted that different
competencies predict outstanding performance in different roles, and that there is a limited number of competencies that
predict outstanding performance in any given job or role. Thus, a trait that is a "competency" for one job might not predict
outstanding performance in a different role.
Nevertheless, as can be seen from Raven and Stephenson,[3] there have been important[peacock term] developments in
research relating to the nature, development, and assessment of high-level competencies in homes, schools, and
workplaces.
[edit] See also
Competency-based management
DunningKruger effect, the tendency for incompetent people to grossly overestimate their skills

List of management topics

Management effectiveness
Performance appraisal
Performance improvement
Personal development
Peter principle, the tendency for competent workers to be promoted just beyond the level of their competence
Professional development
Seagull manager, management style

Competency Theory
Competency
Meaning

Job Related Behaviors Needed

Behavioral Traits / Personality Traits

ICEBERGMODELOFCOMPETENCIES
KnowledgeSkills
Attitudes
Value Systems
Personality Traits / Types
Personal / Professional Background

Basis

Detailed Job / Position Descriptions defined with Competencies required

Analysis

Analyse Organizations Business Strategy, Vision, Mission, Goals

Understand Current Organization Life Cycle Stage
Critical Competencies required by an Organization at a given life cycle stage
Competency Dictionery - by Spencer & Spencer
Behavior Interviews (Psychometric Testing / Analysis)
(Thomas Profiling - Disc Profiling softwares can be used)
(In BI's 95% employee speaks, 5% interviewer probes, Open Ended Questions only
(Evaluations can be made by taking notes or video recording - recording is better o
Identify Behaviors exhibited by Poor, Average, Good, Excellent, Outstanding emplo
Use these behavioral patterns in Selection & Appraisal Process.

Definitions

Define & Align Competencies required by each individual, divisions and organizatio
Competency Dictionery and Critical Competencies are conflicting techniques
Behavioral Interviews are most effective and realistic techniques
Behavioral Interviewers NEED to be Trained Psychologists / Consultants

Competency
Mapping

Assess current proficiency levels ( rating on scale of 1 --> 5) for each competency
Assess employees current proficiency levels
Map individual, divisional and organizational competencies assessed
GAP Analysis

Comptency Development Programmes

Competency
Development

Prioritize manpower and their attitude towards competency development

Internal / External Training
Align Rewards for competency improvements
Incorporate Competency Proficiencies & Ratings in Performance Management Sys
Competecy Based Recruitment & Selection Process
(Recruit candidates showing competency behaviors exhibited by good, excellent &

petency Theory

EASILYTRAINABLE&CANBEASSESSED&IMPROVEDABSOLUTELY
DIFFICULT TO TRAIN / CHANGE
CANNOT BE FORCED / IMPOSED
EITHER YOU HAVE IT / OR NOT
ATTITUDE IS MOST IMPORTANT TO ACCEPT AND CHANGE
ONES OWN COMPETENCIES

ompetencies required

Mission, Goals

at a given life cycle stage

es, Open Ended Questions only)

recording - recording is better option)
d, Excellent, Outstanding employees
sal Process.

vidual, divisions and organization

are conflicting techniques
c techniques
ologists / Consultants

f 1 --> 5) for each competency

tencies assessed

petency development

Performance Management System

exhibited by good, excellent & outstanding employees etc.)

Compet
Organization Positioning
Industry / Competitor Analysis
Mission
Vision
Business Strategy

Organization Structure Required

Business Objectives

Organizational Goals & Objectives

Divisional Goals & Objectives
Value Chain Analysis
Organizational Performance Benchmarks
Divisional Performance Benchmarks
Change Requirements / Gap Analysis
Organizational Deliverables
Divisional Deliverables
Organizational Competency Analysis
Divisional Competency Analysis

Competency Mapping against Organizational Needs

Positioning the Business, Value & Capabilities Analysis, Distinguishing from Competitor
Target Competitors / Market Segments / Revenues / Clients
Time Duration, Methods, Tactics
Cost Reduction
Vertical Integration (Forward / Backward Integration)
Utilize Internal Administrative Transactions
Tight Cost Control
Controlled Budgets
Structured Organization
Structured Authorities
Structured Responsibilities
Quantified Target Incentives
Offensive

Avenues for Attacks

Reconfiguration Value Chain, Innovation
Redefinition Redefining product, services etc.
Pure Spending Investments

Reconfiguration
Product Change - Performance - Cost
Logistics & Services Change - Efficient Logistical System - Responsive After Sales
Support - Enhanced Order Processing
Market Change - Spending on Under-marketed Industry - New Positioning - New Sales
Organization
Operation Changes
Downstream Reconfigurations - New Channels - Emerging Channels - Go Direct
(Forward Integration)
Redefinition, Focus Strategy (Buyer, Product, Channel)
Integration De integration, Geographic Redefinition
Horizontal Strategies (Diversification), Multiple Redefinitions

Pure Spending, Investment in - Buying Market Share

- Brand Building - Advertising

External / Internal Boundaries

External / Internal Boundaries
Efficiency (Cost)

nizational Needs

Differentiation

Functional Coordination
Strong Marketing & Branding
Strong R&D
Product Development / Enhancement
Highly Skilled / Creative People
Subjective Measurement (Incentives)
Defensive
Defensive Strategies 1 (Deterrence)
Understand Entry / Exit Barriers, Anticipate Likely
Challenges - Unsatisfied competitors - Potential
Entrants - Substitutes are they competitors?
Forecast likely avenues of Attacks, Tactics to Block
Attacks, Manage Firm Toughly, Realistic Profit
Projections

Defensive Strategy 2 (Reacting to Challenger)

Respond to the Challenger, Invest in early discoveries
- Suppliers Contract - Ad/Media Contacts - Trade
Show Attendance - Technical Conferences - Placement
Agencies - Adventurous Buyers
Respond on Sectors of Attack, Deflect Challenges
Take it seriously, Respond to Gain Position

Effectiveness (Margin of Profit)

Specialization

Challenger

Optimization (Cost + Profit)

No. Managerial Competencies

1 Integrity
2 Customer Service
3 Stress Management
4 Accountability & Responsibility
5 Business & Organization Knowledge
6 Persistence
7 Team Building & Leadership Skills
8 Interpersonal Skills
9 Decision Making
10 Ethics
No. Additional Managerial Competencies
1 Analytical Thinking
2 Consensus Building
3 Achievement Orientation
4 Delegation of Work
5 Developing Sub-ordinates
6 Impact & Influence
7 Time Management
8 Communication Skills
9 Conflict Management
10 Time Management & Personal Effectiveness

There are ten steps to take in implementing a competency-based supervisory or manag

1

Identify the skills and the level of proficiency needed by supervisors and managers.

Determine existing skills levels of incumbent supervisor and managers.

Compare the current skills of your managerial workforce to future needs.

Identify supervisors and managers who best match the needs of the organization.

Align training with your organization's immediate needs and strategic plan, as well as meeti

Gain commitment from each supervisor and manager by giving him or her the responsibility

Develop and provide training opportunities based on the skill gaps and future needs identifi

Establish quantifiable objectives wherever possible and tie compensation to meeting them.

Provide on-going feedback and opportunities for coaching.

10

Recognize management development is an on-going process and needs to be evaluated an

Competency Based Performance Evaluations
Focus employee reviews on behavioral examples , rather than general information.
Communicate the specific behaviors you expect employees to demonstrate on the job.

Use job-related, behavioral questions and target behaviors designed to elicit specific, beh
Set specific, behavioral goals for the coming review period to increase core competencies.

Meaning
Sharing or Not Sharing Confidential Information
Meeting & Exceeding Customer Expectations Regularly
Maintaining calm under stressful conditions
Taking responsibility for mistakes, inefficiencies
Understanding & linking Business & Org. Information to performance management
Following through during adversities & challenges
Training, Coaching, Appraising, Guidence, Directiveness
Relating well to all kinds of people at variety of situations
Quick & Accurate decisions even without enough information

Problem Solving Ability, out of box thinking

Getting people do what you want to do
Passoinate to succeed and achieve
Division & Fair Distribution of Work
Creating successors
Motivating staff, Recognitions, Rewards
Planning & Priority Setting against realistic deadlines
Oral, Written, Clarity of Thought, Language etc.
Resolve differences in positive manner.
Punctuality, Commitment, Reliability etc.

menting a competency-based supervisory or managerial development program.

iciency needed by supervisors and managers.

umbent supervisor and managers.

anagerial workforce to future needs.

ho best match the needs of the organization.

immediate needs and strategic plan, as well as meeting the personal interests and skills of each individual.

sor and manager by giving him or her the responsibility to develop an individual performance development plan.

nities based on the skill gaps and future needs identified.

rever possible and tie compensation to meeting them.

rtunities for coaching.

nt is an on-going process and needs to be evaluated and adjusted continuously to accommodate organizational ne

l examples , rather than general information.

you expect employees to demonstrate on the job.

s and target behaviors designed to elicit specific, behavioral examples from employees of how they have perform

coming review period to increase core competencies.

% importance
64%
54%
54%
45%
42%
40%
40%
33%
33%
13%

of each individual.

nce development plan.

modate organizational needs and objectives.

of how they have performed during the review period.

HR Scorecard
1 Define Business Strategy
2 HR Business Case
3 HR Strategy Map
4 HR Objectives & Deliverables

Quantitative / Qualitative

5 Align HR Architecture with Deliverables

6 Design Strategic Measurement System
7 Implement Management by Measurement

Benchmarking Model
Practices
Practice 1
Practice 2
Practice 3
Practice 4
Practice 5
Your Practice
Best Practice
GAP

Co. 1

Co. 2

Co. 3

Co. 4

HR MANAGER PROFILE
1.Recruitment & Selection

2.Induction & Orientation

3.Performance Management &

Review Mechanism

4.Rewards & Recognitions

5.Competency Mapping

6.Training & Development

7.Compensation & Benefits

Administration

8.Employee Relations

HR MANAGER PROFILE
Manpower Planning (Internal Resources / External Resources)
GAP Analysis / Future Requirements
Budgeting New Manpower, Cost Estimates
Recruitment Plan of Action (Numbers, Time Frame, Sources, Cost, Internal Movement)
Sources of Manpower
Placement Consultants
Job sites
Advertisements
Campus Recruitment
Employee Referrals
Head Hunting
Networking
Professional Institutions
Vendor Relationship Management (Agreements, Contracts, Quotes)
Manpower Requisition Process ( Authorisation, Documentation, Closures)
Selection Methodology
Interview Process (Panel, Evaluation Methodology)
Testing Processes (Test Instruments, Administration, Monitoring etc.)
Documentation
Forms & Formats (Requisition, Application Blanks, Interview Evaluations)
Appointment Letter, Provisional Offer, Comp.Sheet, Contract Letters, Consultant Agreements
Salary Fitment Benchmarks / Salary Matrix
Joining Formalities & Documentations
Documentation Coding & Revision Guidelines
Recruiment MIS Reports
Company Overview (History, Business, Market, Products/Services, Geography)
Divisional Presentations
Key Personnel Meetings
Technical / Domain / Process Training Programmes
Personnel File

Position Description
Candidate Specification
Experience Specification (Mandatory/Preferred)
Key Performance Indicators (Highest / Ideal Performance Expected)
Key Deliverables (Role Definition)
Competence Required
Position Descriptions Mapping across Organization
Performance Agreement
Goals / Objectives
Key Deliverables (Role Definition)
Developmental Deliverables (for Career / Succession Planning)
Trainings Required (Objective, Priority, Evaluation Parameters)
Organization Support Required
Performance Evaluation
Goals / Objectives (Previous Year)
Key Deliverables Assessment (3m,6m,9m,Yrly.)
Developmental Deliverables (3m,6m,9m,Yrly.)
Shortfalls in Deliverables Achievements
Significant Achievements
Strengths & Weaknesses
Competency Ratings (Managerial/Behavioral/Functional)
Trainings Received / Required Analysis
Performance Scores (Deliverables & Competencies Ratings)
Final Performance Ratings
Miscellaneous Discussions
Recommendations
What is to be Rewarded/Awarded ? (Frontline, Support, Operations)
Overall Performance
Critical Performance
Spot Performance
Personality Growth
Loyalty Recognition
Best of the Best (Individual, Team, Group Recognitions)

Career Planning
Developmental Deliverables
Succession Planning
Developmental Deliverables
Industry/Competitor Analysis
Organization Mission / Vision, Business Goals, Strategy,
Organization Life Cycle Stage
Organization Competency Identification (Key Competencies Required)
Competency Dictionary
Definitions
Proficiency Levels Defined
Existing Organization Competency Assessment
Existing Proficiency Levels
Competency Prioritization
GAP Analysis
Competency Map (Employee Ratings, Observed / Desired / Gaps)
Employee Prioritization for Competency Development
Competency Development Programme.
Training Needs Identification
Skill-Gap Analysis
Competency Map (Employee Ratings, Observed / Desired / Gaps)
Individual Analysis
Faculty Feedback & Analysis
Employee / Supervisor Feedback
Training Calender
Prioritized List of Training Programmes
Training & Development Plans (Technical / Soft Skills / Knowledge)
Competency Development Programme.
Skill Development Programme
Performance Improvement Programme
Developing Knowledge Sharing Practices
Training Effectiveness Parameters
Key Improvement Indicators Defined (Performance, Skills, Competence)
Time Frame for Improvement

Review Mechanism
Salary Structure (Fixed, Variables, Perks)
Employee Welfare Schemes
Insurance Covers
Retirement Benefits
Tax Consulting
Legal Compliances (Employment / Labor / Compensation Acts)
Incentives, Motivational Allowances
Employee Benefit Schemes
Birthdays / Anniversaries
Festival Events
Sports Events
InterGroup Events / Competitions / Games / Quizzes
Health & Safety Measures

Page # 155 of 253

KENMORE

COMPETENCY CHART

S.No. Position

Department

Incoming Inspection

In-process Inspection

QA

QA

Min. Exp.
Required 1 Year

Diploma/ITI

Existing
Gap

Diploma
NIL

Skills
knowledge of Quality instruments/gauges, knowledge of IS Standars,
Supplier development, SPC, MSA, QMS knowledge
knowledge of Quality instruments/gauges, knowledge of IS Standars,
Supplier development, SPC, MSA, QMS knowledge
NIL

Diploma/ITI

knowledge of Quality instruments/gauges, knowledge of IS Standars,

SPC, MSA, Problem solving techniques, QMS knowledge

QA

Supplier Quality Assurance

QA

QA

QA

1-15 Years Diploma & ITI

NIL
NIL

knowledge of Quality instruments/gauges, knowledge of IS Standars,

SPC, MSA, Problem solving techniques, QMS knowledge
NIL

Diploma/ITI

BE
NIL

knowledge of Quality instruments/gauges, knowledge of IS Standars,

SPC, MSA, Problem solving techniques, QMS knowledge, Liasoning
with customer
NIL

Required 1 Year

Diploma/ITI

knowledge of Quality instruments/gauges/equipments, knowledge of IS

Standars, SPC, MSA, knowledge of ISO/IS 17025, QMS knowledge

Existing
Gap

Diploma
NIL

knowledge of Quality instruments/gauges/equipments, knowledge of IS

Standars, SPC, MSA, knowledge of ISO/IS 17025, QMS knowledge
NIL

Diploma

knowledge of Quality instruments/gauges, knowledge of IS Standars,

Supplier development, SPC, MSA, QMS knowledge, Liasoning with
supplier

Required 1 Year

3 Years
NIL

3 Years
NIL

Required 5 Years

Existing
Gap
Functional Head

Qualification

knowledge of Quality instruments/gauges, knowledge of IS Standars,

SPC, MSA, Problem solving techniques, QMS knowledge, Liasoning
with customer

Existing
Gap

Standard Room Activities

5 Years
NIL

Required 1 Year

Existing
Gap

Pre-Dispatch Inspection

Dated : 28.02.2003

24 Years
NIL

Required 8 Years

Diploma
NIL
BE/B.Tech

knowledge of Quality instruments/gauges, knowledge of IS Standars,

Supplier development, SPC, MSA, QMS knowledge, Liasoning with
supplier
NIL
Quality Planning, manpower handling, Customer support, QMS
knowledge, Liasoning with supplier/customer/interna departments.

Page # 156 of 253

KENMORE

COMPETENCY CHART

S.No. Position

Department
Existing
Gap

Operators (Conventional)

Production

Dated : 28.02.2003

Min. Exp.

Qualification

9 Years
NIL

BE
NIL

Required 1 Year

Diploma/ITI or
1 yrs exp.

Dip & B.A.

NIL

Operation of conventional machines, Usage of Measuring

Instruments/Gauges
Operation of conventional machines, Usage of Measuring
Instruments/Gauges
NIL
Operation of CNC machines, Tool & M/c settings, Programming
knowledge, Usage of Measuring Instruments/Gauges, engg. Drgs.
Operation of CNC machines, Tool & M/c settings, Programming
knowledge, Usage of Measuring Instruments/Gauges, engg. Drgs.
NIL
Operation of Welding machines, Power press, Assembly knowledge,
Usage of Measuring Instruments/Gauges
Operation of Welding machines, Power press, Assembly knowledge,
Usage of Measuring Instruments/Gauges
NIL

Diploma/ITI

Operation of conventional machines, Usage of Measuring

Instruments/Gauges, Production Planning skills, Manpower handling,
Problem solving skills, Tool selection skills

ITI
NIL

Operation of conventional machines, Usage of Measuring

Instruments/Gauges, Production Planning skills, Manpower handling,
Problem solving skills, Tool selection skills
NIL

Diploma/ITI

Operation of CNC machines, Tool & M/c settings, Programming

knowledge, Usage of Measuring Instruments/Gauges, understanding of
Engg. Drawings, Production Planning, Manpower handling, Problem
solving skills, Tool selection skills

Dip & ITI

NIL

Operation of CNC machines, Tool & M/c settings, Programming

knowledge, Usage of Measuring Instruments/Gauges, understanding of
Engg. Drawings, Production Planning, Manpower handling, Problem
solving skills, Tool selection skills
NIL

Existing
Gap
Operators (CNC)

Production

1-13 Years ITI / 1 yrs exp.

NIL
NIL
Diploma/ITI or
Required 1 Year
3 yrs exp.
Existing
Gap

Operators (RD)

Production

1-16 Years Dip & ITI

NIL
NIL
Diploma/ITI or
Required 1 Year
Graduate
Existing
Gap

Supervisor (Conventional)

Production

Required 5 Years

Existing
Gap

Supervisor (CNC)

Production

1-3 Years
NIL

13-19 Yrs
NIL

Required 5 Years

Existing
Gap

6-19 Yrs
NIL

Skills
Quality Planning, manpower handling, Customer support, QMS
knowledge, Liasoning with supplier/customer/interna departments.
NIL

Page # 157 of 253

KENMORE

COMPETENCY CHART

S.No. Position

Department

Supervisor (RD)

Production

Min. Exp.

Required 5 Years

Existing
Gap

Engg. Application (Conv.)

Production

Required 5 Years

Existing
Gap

Engg. Application (CNC)

Production

3 Years
(2 Yrs)

7 Years
NIL

Required 5 Years

Existing
Gap

7 Years
NIL

Dated : 28.02.2003
Qualification

Skills

Diploma/ITI

Operation & setting of Welding machines, Power press, Assembly

knowledge, Usage of Measuring Instruments/Gauges, Production
Planning, Manpower handling, Problem solving & reporting skills.

Diploma
NIL

Operation & setting of Welding machines, Power press, Assembly

knowledge, Usage of Measuring Instruments/Gauges, Production
Planning, Manpower handling, Problem solving & reporting skills.
NIL

Diploma

Knowledge of conventional machines, Usage of Measuring

Instruments/Gauges, Production Planning skills, Manpower handling,
Problem solving skills, Tool selection skills, Corrective & Preventive
actions.

Diploma
NIL

Knowledge of conventional machines, Usage of Measuring

Instruments/Gauges, Production Planning skills, Manpower handling,
Problem solving skills, Tool selection skills, Corrective & Preventive
actions.
NIL

Diploma

Operation of CNC machines, Tool & M/c settings, Programming

knowledge, Usage of Measuring Instruments/Gauges, understanding of
Engg. Drawings, Production Planning, Manpower handling, Problem
solving skills, Tool selection skills, Productivity improvement, Optimum
utilisation of machines, tools, manpower & material, continuous
improvement in process.

Diploma
NIL

Operation of CNC machines, Tool & M/c settings, Programming

knowledge, Usage of Measuring Instruments/Gauges, understanding of
Engg. Drawings, Production Planning, Manpower handling, Problem
solving skills, Tool selection skills, Productivity improvement, Optimum
utilisation of machines, tools, manpower & material, continuous
improvement in process.
NIL

Page # 158 of 253

KENMORE

COMPETENCY CHART

S.No. Position

Department

Functional Head

Production

Min. Exp.

Required 8 Years

Existing
Gap

Non-production items

VD/Purchase

Purchase Planning

VD/Purchase

VD/Purchase

Qualification

Skills

BE/B.Tech

Knowledge of CNC, Conventional machines and assembly line, CNC

Application, Measuring Instruments/equipments, Engg. Drawings,
Production Planning, Manpower selection & handling, Industrial Engg.
Application, Problem solving, New Product & Process Development,
Product Part Approval Process, SPC Application, Productivity, Optimum
utilisation of P & M, Continuous improvement projects, QMS
implementation

B.Tech
NIL

Knowledge of CNC, Conventional machines and assembly line, CNC

Application, Measuring Instruments/equipments, Engg. Drawings,
Production Planning, Manpower selection & handling, Industrial Engg.
Application, Problem solving, New Product & Process Development,
Product Part Approval Process, SPC Application, Productivity, Optimum
utilisation of P & M, Continuous improvement projects, QMS
implementation
NIL

Required 2 Years

10+2
NIL
Diploma or 5
yrs exp.

Existing
Gap

10+2
NIL

Knowledge of Market, drawings, materials, communication skills,

Liasoning with parties
Knowledge of Market, drawings, materials, communication skills,
Liasoning with parties
NIL
Knowledge of Market, drawings, materials, communication skills,
Liasoning with parties, Stock monitoring skills.
Knowledge of Market, drawings, materials, communication skills,
Liasoning with parties, Stock monitoring skills.
NIL

Diploma

Knowledge of Market, drawings, materials, communication skills,

Liasoning with parties, Stock monitoring skills, knowledge fo lead time
of critical items, Manpower handling, knowledge of machining
operations.

Diploma
NIL

Knowledge of Market, drawings, materials, communication skills,

Liasoning with parties, Stock monitoring skills, knowledge fo lead time
of critical items, Manpower handling, knowledge of machining
operations.
NIL

Required 2 Years
Existing
Gap

Production items

11 Years
NIL

Dated : 28.02.2003

9 Years
NIL

5 Years
NIL

Required 4 Years

Existing
Gap

6 Years
NIL

Diploma or 5
yrs exp.

Page # 159 of 253

KENMORE

COMPETENCY CHART

S.No. Position

Department

Contract Review

Min. Exp.

Mktg. & Sales Required 5 Years

Existing
Gap

10 Years
NIL

Sales Plan

Mktg. & Sales Required 5 Years

Customer Satisfaction

Existing 10 Years
Gap
Mktg. & Sales Required 5 Years
Existing
Gap

New Business Development

10 Years
NIL

Mktg. & Sales Required 5 Years

Existing
Gap

10 Years
NIL

Dated : 28.02.2003
Qualification

Awareness about commercial terms & conditions, prevailing practices in

the industry, interpersonal & communication skills.
Awareness about commercial terms & conditions, prevailing practices in
B.Tech & MBA the industry, interpersonal & communication skills.
NIL
NIL
Knowledge of customer delivery schedule, buffer stock, customer
Diploma
forecast and sales planning procedures.
Knowledge of customer delivery schedule, buffer stock, customer
B.Tech & MBA forecast and sales planning procedures.
Diploma

Diploma

Diploma

Required 3 Years
Diploma
Existing 5-24 Years BE & Diploma
Gap
NIL
NIL

Drawings/Specifications

Dev. & P.E.

Required 3 Years

Diploma

Existing
Gap
Required
Existing
Gap
Required

Diploma
NIL
Diploma
Diploma
NIL
Diploma

Dev. & P.E.

Tool/Fixtures management

Dev. & P.E.

Awareness about market scenario, new trends & development,

commercial terms & conditions, prevailing practices in the industry,
interpersonal & communication skills.

Awareness about market scenario, new trends & development,

commercial terms & conditions, prevailing practices in the industry,
B.Tech & MBA interpersonal & communication skills.
NIL
NIL

Dev. & P.E.

Document Control

Awareness about various customer specific requirements.

B.Tech & MBA Awareness about various customer specific requirements.

NIL
NIL

APQP

3-5 Years
NIL
3 Years
3-5 Years
NIL
2 Years

Skills

Awareness about APQP techniques and procedures.

Awareness about APQP techniques and procedures.
NIL
Knowledge of Autocad, ability to read drawings, ability to read GD&T
(Geometrical Dimensioning & Tolerances).
Knowledge of Autocad, ability to read drawings, ability to read GD&T
(Geometrical Dimensioning & Tolerances).
NIL
Awareness of TS/QS standards, documentation procedures.
Awareness of TS/QS standards, documentation procedures.
NIL
Knowledge of tool/jigs/fixtures and their designing.

Page # 160 of 253

KENMORE

COMPETENCY CHART

S.No. Position

Department
Existing
Gap

Internal Quality Audit

Systems Implementation

Recruitment

M.R.

Existing 10 Years
Gap
NIL
Required 5 Years

Qualified Internal Quality Auditor, Awareness of all functions &

procedures.
Qualified Internal Quality Auditor, Awareness of all functions &
B.Tech & MBA procedures.
NIL
NIL
Diploma
Awareness of TS/QS standards, documentation procedures.

Existing
Gap

B.Tech & MBA Awareness of TS/QS standards, documentation procedures.

NIL
NIL

H.R.M.

H.R.M.

H.R.M.

P&A

10 Years
NIL

Required 3 Years
7 Years
NIL

Required 3 Years
7 Years
NIL

Required 3 Years
Existing
Gap

Time Keeping

Skills
Knowledge of tool/jigs/fixtures and their designing.
NIL

Required 5 Years

Existing
Gap
Appraisal & Development and
Motivation

Qualification
Diploma
NIL

M.R.

Existing
Gap

Training

Min. Exp.
3-5 Years
NIL

Dated : 28.02.2003

7 years
NIL

Required 1 Year
Existing

7 Years

Diploma

PGDPM or
MBA / MSW or Knowledge of market sources, Interpersonal, Communication,
5 yrs exp.
Negotiation, Wage fixation skills.
Knowledge of market sources, Interpersonal, Communication,
MDPM&IR
Negotiation, Wage fixation skills.
NIL
NIL
PGDPM or
MBA / MSW or Training need identification skills, coordination, administration, training
5 yrs exp.
effect evaluation, interpersonal & communication skills.
Training need identification skills, coordination, administration, training
MDPM&IR
effect evaluation, interpersonal & communication skills.
NIL
NIL
PGDPM or
MBA / MSW or Coordination, administration, interpersonal & communication skills,
5 yrs exp.
knowledge of process of industry
Coordination, administration, interpersonal & communication skills,
MDPM&IR
knowledge of process of industry
NIL
NIL
DPM or 2 yrs
Knowledge of various documents to be maintained and under Labour
exp.
Laws, Legible handwriting.
Knowledge of various documents to be maintained and under Labour
MDPM&IR
Laws, Legible handwriting.

Page # 161 of 253

KENMORE

COMPETENCY CHART

S.No. Position

Department

Required 1 Year

Qualification
NIL
DPM or 2 yrs
exp.

Existing
Gap

MDPM&IR
NIL

Skills
NIL
Knowledge of wage components, sums deductibe under various Labour
Laws, PF, ESI, Bonus, Gratuity etc.
Knowledge of wage components, sums deductibe under various Labour
Laws, PF, ESI, Bonus, Gratuity etc.
NIL

DPM or 2 yrs
exp.

Knowledge of general rules and Labour Laws, Knowledge of local

authority's laws & licences to be taken under them like Municipal
Corporation, Pollution, Telephone, Electricity etc.

MDPM&IR
NIL

Knowledge of general rules and Labour Laws, Knowledge of local

authority's laws & licences to be taken under them like Municipal
Corporation, Pollution, Telephone, Electricity etc.
NIL

Gap
Salary Administration

Office/Factory Administration

P&A

P&A

P&A

Excise

Excise

7 Years
NIL

Required 2 Years
Existing
Gap

Banking & Book Keeping

7 Years
NIL

Required 2 Years
Existing
Gap

Reports & Returns

7 Years
NIL

Required 3 Years
Existing
Gap

Record Keeping

7 Years
NIL

Required 1 Year

Existing
Gap

Lieasoning with Govt. Deptts.

Min. Exp.
NIL

Dated : 28.02.2003

7 Years
NIL

Finance & A/c Required 2 yrs

Existing 4-9 Years
Gap
NIL

PGDPM or
MBA / MSW or Liasoning skills, interpersonal, coordination and communication skills,
5 yrs exp.
knowledge of various rules/laws related to industry.
Liasoning skills, interpersonal, coordination and communication skills,
MDPM&IR
knowledge of various rules/laws related to industry.
NIL
NIL

Graduation
B.Com &
DCCE
NIL

Knowledge of Excise Act and Rules, documents maintained under

them, legible handwriting, computer knowledge.
Knowledge of Excise Act and Rules, documents maintained under
them, legible handwriting, computer knowledge.
NIL
Knowledge of Excise Act and Rules, documents maintained under
them, legible handwriting, computer knowledge.
Knowledge of Excise Act and Rules, documents maintained under
them, legible handwriting, computer knowledge.
NIL

Graduate
Graduate
NIL

understanding of banking functions & accounting standards

understanding of banking functions & accounting standards
NIL

Graduation
B.Com &
DCCE
NIL

Page # 162 of 253

KENMORE

COMPETENCY CHART

S.No. Position

Department

Functional Head

Min. Exp.

Finance & A/c Required 5 yrs

Existing
Gap

Incoming Material

Stores

Required 2 Years
Existing
Gap

Issue & Control of material

Stores

Stores

Stores

Breakdown/Trouble Shooting

Stores

Maintenance

8 Years
NIL

Required 2 Years
Existing
Gap

Dispatch

8 Years
NIL

Required 2 Years
Existing
Gap

Preservation

9 Years
NIL

Required 2 Years
Existing
Gap

Inventory Management

9 Years
NIL

8 Years
NIL

Dated : 28.02.2003
Qualification
CA/ICWA
(Inter)
ICWA (Inter)
NIL
Dip or 5 yrs
exp.
B.Com
NIL
Dip or 5 yrs
exp.
B.A. Hons.
NIL
Dip or 5 yrs
exp.
B.A. Hons.
NIL
Dip or 5 yrs
exp.

Required 2 Years

B.A. Hons.
NIL
Dip or 5 yrs
exp.

Existing
Gap

Diploma
NIL

6 Years
NIL

Required 1 Year

Skills
Funds Planning, manpower handling, QMS knowledge, Liasoning with
supplier/customer/banks/statutory authorities.
Funds Planning, manpower handling, QMS knowledge, Liasoning with
supplier/customer/banks/statutory authorities.
NIL
Basic understanding of book keeping, identification of the materials,
knowledge of QMS
Basic understanding of book keeping, identification of the materials,
knowledge of QMS
NIL
Basic understanding of book keeping, identification of the materials,
knowledge of QMS
Basic understanding of book keeping, identification of the materials,
knowledge of QMS
NIL
Basic understanding of book keeping, identification of the materials,
knowledge of FIFO, knowledge of QMS
Basic understanding of book keeping, identification of the materials,
knowledge of FIFO, knowledge of QMS
NIL
Basic understanding of book keeping, identification of the materials,
knowledge of FIFO, knowledge of QMS
Basic understanding of book keeping, identification of the materials,
knowledge of FIFO, knowledge of QMS
NIL
Basic understanding of book keeping, identification of the materials,
knowledge of QMS
Basic understanding of book keeping, identification of the materials,
knowledge of QMS
NIL

Basic knowledge of Electricals, Mechanical & utilities, Analysis of

Dip/ITI or 5 yrs B/down, familiar with working of machines, knowledge of Alarm
exp.
message in case of CNC M/c

Page # 163 of 253

KENMORE

COMPETENCY CHART

S.No. Position

Department

Preventive

Maintenance

Min. Exp.

Maintenance

Maintenance

Functional Head

Maintenance

18 Years
NIL

Required 5 Years

Existing

Basic knowledge of Electricals, Mechanical & utilities, Analysis of

B/down, familiar with working of machines, knowledge of Alarm
message in case of CNC M/c
NIL
Basic knowledge of Electricals, Mechanical & utilities, familiar with
working of machines, Machine Manuals understanding.

Basic knowledge of Electricals, Mechanical & utilities, familiar with

Dip/ITI or 5 yrs working of machines, Machine Manuals understanding, ability to assess
exp.
future problems.

Dip & Non-ITI

with 6-11 years
2-18 Years experience
NIL
NIL

Required 1 Year

Existing
Gap

Skills

Dip & Non-ITI

with 6-11 years Basic knowledge of Electricals, Mechanical & utilities, familiar with
2-18 Years experience
working of machines, Machine Manuals understanding.
NIL
NIL
NIL

Required 1 Year

Existing
Gap

Spares Part Control

Qualification

Dip & Non-ITI

with 6-11 years
Existing 2-18 Years experience
Gap
NIL
NIL
Dip/ITI or 5 yrs
Required 1 Year
exp.

Existing
Gap

Predictive

Dated : 28.02.2003

18 Years

Basic knowledge of Electricals, Mechanical & utilities, familiar with

working of machines, Machine Manuals understanding, ability to assess
future problems.
NIL

Basic knowledge of Electricals, Mechanical & utilities, familiar with

Dip/ITI or 5 yrs working of machines, Machine Manuals understanding, ability to assess
exp.
future problems. Inventory management skills

Diploma
NIL

Basic knowledge of Electricals, Mechanical & utilities, familiar with

working of machines, Machine Manuals understanding, ability to assess
future problems. Inventory management skills
NIL

Diploma

Basic knowledge of Electricals, Mechanical & utilities, familiar with

working of machines, Machine Manuals understanding, ability to assess
future problems. Inventory management skills, Planning, Work
Management, Manpower handling, Analysis & Trouble shooting of
break down, Liasoning with suppliers.

Diploma

Basic knowledge of Electricals, Mechanical & utilities, familiar with

working of machines, Machine Manuals understanding, ability to assess
future problems. Inventory management skills, Planning, Work
Management, Manpower handling, Analysis & Trouble shooting of
break down, Liasoning with suppliers.

Page # 164 of 253

KENMORE

COMPETENCY CHART

S.No. Position

Department
Gap

Min. Exp.
NIL

Dated : 28.02.2003
Qualification
NIL

Skills
NIL

Page 165 of 253

COMPETENCY CHART
S.No. Position
1

Incoming Inspection

In-process Inspection

Pre-Dispatch Inspection

Standard Room Activities

Supplier Quality Assurance

Functional Head

Department
QA

QA

QA

QA

QA

QA

Min. Exp.

Dated : 01.04.2004
Qualification

Required 1 Year

Diploma/ITI

Existing

5 Years

Diploma

Gap

NIL

NIL

Required 1 Year

Diploma/ITI

Existing

1-16 Years Diploma & ITI

Gap

NIL

NIL

Required 1 Year

Diploma/ITI

Existing

4 Years

BE

Gap

NIL

NIL

Skills
knowledge of Quality instruments/gauges, knowledge of IS Standars,
Supplier development, SPC, MSA, QMS knowledge
knowledge of Quality instruments/gauges, knowledge of IS Standars,
Supplier development, SPC, MSA, QMS knowledge
NIL
knowledge of Quality instruments/gauges, knowledge of IS Standars,
SPC, MSA, Problem solving techniques, QMS knowledge
knowledge of Quality instruments/gauges, knowledge of IS Standars,
SPC, MSA, Problem solving techniques, QMS knowledge
NIL
knowledge of Quality instruments/gauges, knowledge of IS Standars,
SPC, MSA, Problem solving techniques, QMS knowledge, Liasoning
with customer
knowledge of Quality instruments/gauges, knowledge of IS Standars,
SPC, MSA, Problem solving techniques, QMS knowledge, Liasoning
with customer
NIL

Required 1 Year

Diploma/ITI

knowledge of Quality instruments/gauges/equipments, knowledge of IS

Standars, SPC, MSA, knowledge of ISO/IS 17025, QMS knowledge

Existing

4 Years

Diploma

knowledge of Quality instruments/gauges/equipments, knowledge of IS

Standars, SPC, MSA, knowledge of ISO/IS 17025, QMS knowledge

Gap

NIL

NIL

Required 5 Years

Diploma

Existing

2-6 Years

Diploma

Gap

NIL

NIL

Required 8 Years

BE/B.Tech

Existing

10 Years

BE

Gap

NIL

NIL

NIL
knowledge of Quality instruments/gauges, knowledge of IS Standars,
Supplier development, SPC, MSA, QMS knowledge, Liasoning with
supplier
knowledge of Quality instruments/gauges, knowledge of IS Standars,
Supplier development, SPC, MSA, QMS knowledge, Liasoning with
supplier
NIL
Quality Planning, manpower handling, Customer support, QMS
knowledge, Liasoning with supplier/customer/interna departments.
Quality Planning, manpower handling, Customer support, QMS
knowledge, Liasoning with supplier/customer/interna departments.
NIL

Page 166 of 253

COMPETENCY CHART
S.No. Position
7

10

11

12

Operators (Conventional)

Operators (CNC)

Operators (RD)

Supervisor (Conventional)

Supervisor (CNC)

Supervisor (RD)

Department
Production

Production

Production

Production

Production

Production

Min. Exp.
Required 1 Year

Dated : 01.04.2004
Qualification

Skills

Diploma/ITI or
1 yrs exp.

Operation of conventional machines, Usage of Measuring

Instruments/Gauges
Operation of conventional machines, Usage of Measuring
Instruments/Gauges
NIL
Operation of CNC machines, Tool & M/c settings, Programming
knowledge, Usage of Measuring Instruments/Gauges, engg. Drgs.
Operation of CNC machines, Tool & M/c settings, Programming
knowledge, Usage of Measuring Instruments/Gauges, engg. Drgs.
NIL
Operation of Welding machines, Power press, Assembly knowledge,
Usage of Measuring Instruments/Gauges
Operation of Welding machines, Power press, Assembly knowledge,
Usage of Measuring Instruments/Gauges
NIL
Operation of conventional machines, Usage of Measuring
Instruments/Gauges, Production Planning skills, Manpower handling,
Problem solving skills, Tool selection skills

Existing

1-14 Years ITI / 1 yrs exp.

Gap

NIL

Required 1 Year

NIL
Diploma/ITI or
3 yrs exp.

Existing

1-17 Years Dip & ITI

Gap

NIL

Required 1 Year

NIL
Diploma/ITI or
Graduate

Existing

1-4 Years

Dip & B.A.

Gap

NIL

NIL

Required 5 Years

Diploma/ITI

Existing

14-20 Yrs

ITI

Gap

NIL

NIL

Required 5 Years

Diploma/ITI

Existing

7-20 Yrs

Dip & ITI

Gap

NIL

NIL

Required 5 Years

Diploma/ITI

Existing

Diploma

4 Years

Operation of conventional machines, Usage of Measuring

Instruments/Gauges, Production Planning skills, Manpower handling,
Problem solving skills, Tool selection skills
NIL
Operation of CNC machines, Tool & M/c settings, Programming
knowledge, Usage of Measuring Instruments/Gauges, understanding
of Engg. Drawings, Production Planning, Manpower handling, Problem
solving skills, Tool selection skills
Operation of CNC machines, Tool & M/c settings, Programming
knowledge, Usage of Measuring Instruments/Gauges, understanding
of Engg. Drawings, Production Planning, Manpower handling, Problem
solving skills, Tool selection skills
NIL
Operation & setting of Welding machines, Power press, Assembly
knowledge, Usage of Measuring Instruments/Gauges, Production
Planning, Manpower handling, Problem solving & reporting skills.
Operation & setting of Welding machines, Power press, Assembly
knowledge, Usage of Measuring Instruments/Gauges, Production
Planning, Manpower handling, Problem solving & reporting skills.

Page 167 of 253

COMPETENCY CHART
S.No. Position

Department
Gap

13

14

15

Engg. Application (Conv.)

Engg. Application (CNC)

Functional Head

Production

Production

Production

Min. Exp.
(1 Yrs)

Required 5 Years

Dated : 01.04.2004
Qualification
NIL
Diploma

Existing

26 Years

Diploma

Gap

NIL

NIL

Skills
NIL
Knowledge of conventional machines, Usage of Measuring
Instruments/Gauges, Production Planning skills, Manpower handling,
Problem solving skills, Tool selection skills, Corrective & Preventive
actions.
Knowledge of conventional machines, Usage of Measuring
Instruments/Gauges, Production Planning skills, Manpower handling,
Problem solving skills, Tool selection skills, Corrective & Preventive
actions.
NIL

Diploma

Operation of CNC machines, Tool & M/c settings, Programming

knowledge, Usage of Measuring Instruments/Gauges, understanding
of Engg. Drawings, Production Planning, Manpower handling, Problem
solving skills, Tool selection skills, Productivity improvement, Optimum
utilisation of machines, tools, manpower & material, continuous
improvement in process.

Existing

8-10 Years Diploma

Operation of CNC machines, Tool & M/c settings, Programming

knowledge, Usage of Measuring Instruments/Gauges, understanding
of Engg. Drawings, Production Planning, Manpower handling, Problem
solving skills, Tool selection skills, Productivity improvement, Optimum
utilisation of machines, tools, manpower & material, continuous
improvement in process.

Gap

NIL

NIL

NIL

BE/B.Tech

Knowledge of CNC, Conventional machines and assembly line, CNC

Application, Measuring Instruments/equipments, Engg. Drawings,
Production Planning, Manpower selection & handling, Industrial Engg.
Application, Problem solving, New Product & Process Development,
Product Part Approval Process, SPC Application, Productivity,
Optimum utilisation of P & M, Continuous improvement projects, QMS
implementation

Required 5 Years

Required 8 Years

Existing

12 Years

B.Tech

Knowledge of CNC, Conventional machines and assembly line, CNC

Application, Measuring Instruments/equipments, Engg. Drawings,
Production Planning, Manpower selection & handling, Industrial Engg.
Application, Problem solving, New Product & Process Development,
Product Part Approval Process, SPC Application, Productivity,
Optimum utilisation of P & M, Continuous improvement projects, QMS
implementation

Gap

NIL

NIL

NIL

Page 168 of 253

COMPETENCY CHART
S.No. Position
16

17

18

19

20

Non-production items

Production items

Purchase Planning

Contract Review

Sales Plan

Department
VD/Purchase

VD/Purchase

VD/Purchase

Min. Exp.

Qualification

Skills

Required 2 Years

Diploma or 5
yrs exp.

Existing

10 Years

10+2

Gap

NIL

NIL
Diploma or 5
yrs exp.

Knowledge of Market, drawings, materials, communication skills,

Liasoning with parties
Knowledge of Market, drawings, materials, communication skills,
Liasoning with parties
NIL
Knowledge of Market, drawings, materials, communication skills,
Liasoning with parties, Stock monitoring skills.
Knowledge of Market, drawings, materials, communication skills,
Liasoning with parties, Stock monitoring skills.
NIL
Knowledge of Market, drawings, materials, communication skills,
Liasoning with parties, Stock monitoring skills, knowledge fo lead time
of critical items, Manpower handling, knowledge of machining
operations.

Required 2 Years
Existing

6 Years

10+2

Gap

NIL

NIL

Required 4 Years

22

Customer Satisfaction

New Business Development

Diploma

Existing

7 Years

Diploma

Gap

NIL

NIL

Mktg. & Sales Required 5 Years

Existing

11 Years

Gap

NIL

Mktg. & Sales Required 5 Years

Existing

21

Dated : 01.04.2004

11 Years

Gap
Mktg. & Sales Required 5 Years

Knowledge of Market, drawings, materials, communication skills,

Liasoning with parties, Stock monitoring skills, knowledge fo lead time
of critical items, Manpower handling, knowledge of machining
operations.
NIL

Awareness about commercial terms & conditions, prevailing practices

in the industry, interpersonal & communication skills.
Awareness about commercial terms & conditions, prevailing practices
B.Tech & MBA
in the industry, interpersonal & communication skills.
NIL
NIL
Knowledge of customer delivery schedule, buffer stock, customer
Diploma
forecast and sales planning procedures.
Knowledge of customer delivery schedule, buffer stock, customer
B.Tech & MBA
forecast and sales planning procedures.
Diploma

Diploma

Awareness about various customer specific requirements.

Existing

11 Years

B.Tech & MBA Awareness about various customer specific requirements.

Gap

NIL

NIL

Mktg. & Sales Required 5 Years

Diploma

NIL
Awareness about market scenario, new trends & development,
commercial terms & conditions, prevailing practices in the industry,
interpersonal & communication skills.

Page 169 of 253

COMPETENCY CHART
S.No. Position

Department

Min. Exp.
Existing

11 Years

Gap

NIL

Dated : 01.04.2004
Qualification

Awareness about market scenario, new trends & development,

B.Tech & MBA commercial terms & conditions, prevailing practices in the industry,
interpersonal & communication skills.
NIL
NIL

23

APQP

Dev. & P.E.

Required 3 Years
Diploma
Existing 5-25 Years BE & Diploma
Gap
NIL
NIL

24

Drawings/Specifications

Dev. & P.E.

Required 3 Years

Diploma

Existing

4 Years

Diploma

Gap
Required
Existing
Gap
Required
Existing
Gap

NIL
3 Years
4 Years
NIL
2 Years
4 Years
NIL

NIL
Diploma
Diploma
NIL
Diploma
Diploma
NIL

25

Document Control

Dev. & P.E.

26

Tool/Fixtures management

Dev. & P.E.

27

Internal Quality Audit

M.R.

28

Systems Implementation

M.R.

29

Recruitment

H.R.M.

Skills

Awareness about APQP techniques and procedures.

Awareness about APQP techniques and procedures.
NIL
Knowledge of Autocad, ability to read drawings, ability to read GD&T
(Geometrical Dimensioning & Tolerances).
Knowledge of Autocad, ability to read drawings, ability to read GD&T
(Geometrical Dimensioning & Tolerances).
NIL
Awareness of TS/QS standards, documentation procedures.
Awareness of TS/QS standards, documentation procedures.
NIL
Knowledge of tool/jigs/fixtures and their designing.
Knowledge of tool/jigs/fixtures and their designing.
NIL

Qualified Internal Quality Auditor, Awareness of all functions &

procedures.
B.Tech, B.E. & Qualified Internal Quality Auditor, Awareness of all functions &
Existing 6-12 Years
Diploma
procedures.
Gap
NIL
NIL
NIL
Required 5 Years
Diploma
Awareness of TS/QS standards, documentation procedures.
Existing 6 Years
Diploma
Awareness of TS/QS standards, documentation procedures.
Gap
NIL
NIL
NIL
Required 5 Years

Diploma

Required 3 Years

PGDPM or
Knowledge of market sources, knowledge of processes of industry,
MBA / MSW or
Interpersonal, Communication, Negotiation, Wage fixation skills.
5 yrs exp.

Existing

8 Years

MDPM&IR

Knowledge of market sources, knowledge of processes of industry,

Interpersonal, Communication, Negotiation, Wage fixation skills.

Gap

NIL

NIL

NIL

Page 170 of 253

COMPETENCY CHART
S.No. Position
30

31

32

33

34

35

36

Training

Appraisal & Development and

Motivation

Time Keeping

Salary Administration

Office/Factory Administration

Liasoning with Govt. Deptts.

Record Keeping

Department
H.R.M.

H.R.M.

P&A

P&A

P&A

P&A

Excise

Min. Exp.
Required 3 Years
Existing

8 Years

Gap

NIL

Required 3 Years
Existing

8 years

Gap

NIL

Required 1 Year
Existing

1 Years

Gap

NIL

Required 1 Year
Existing

8 Years

Gap

NIL

Required 1 Year

Dated : 01.04.2004
Qualification

Skills

PGDPM or
Training need identification skills, coordination, administration, training
MBA / MSW or
effect evaluation, interpersonal & communication skills.
5 yrs exp.
Training need identification skills, coordination, administration, training
MDPM&IR
effect evaluation, interpersonal & communication skills.
NIL
NIL
PGDPM or
Coordination, administration, interpersonal & communication skills,
MBA / MSW or
knowledge of process of industry
5 yrs exp.
Coordination, administration, interpersonal & communication skills,
MDPM&IR
knowledge of process of industry
NIL
NIL
DPM or 2 yrs
Knowledge of various documents to be maintained and under Labour
exp.
Laws, Legible handwriting.
Knowledge of various documents to be maintained and under Labour
DPM
Laws, Legible handwriting.
NIL
NIL
DPM or 2 yrs
Knowledge of wage components, sums deductibe under various
exp.
Labour Laws, PF, ESI, Bonus, Gratuity etc.
Knowledge of wage components, sums deductibe under various
MDPM&IR
Labour Laws, PF, ESI, Bonus, Gratuity etc.
NIL
NIL
Knowledge of general rules and Labour Laws, Knowledge of local
DPM or 2 yrs
authority's laws & licences to be taken under them like Municipal
exp.
Corporation, Pollution, Telephone, Electricity etc.
Knowledge of general rules and Labour Laws, Knowledge of local
authority's laws & licences to be taken under them like Municipal
Corporation, Pollution, Telephone, Electricity etc.
NIL

Existing

8 Years

MDPM&IR

Gap

NIL

NIL
PGDPM or
Liasoning skills, interpersonal, coordination and communication skills,
MBA / MSW or
knowledge of various rules/laws related to industry.
5 yrs exp.
Liasoning skills, interpersonal, coordination and communication skills,
MDPM&IR
knowledge of various rules/laws related to industry.
NIL
NIL

Required 3 Years
Existing

8 Years

Gap

NIL

Required 2 Years

Graduation

Knowledge of Excise Act and Rules, documents maintained under

them, legible handwriting, computer knowledge.

Page 171 of 253

COMPETENCY CHART
S.No. Position

37

Reports & Returns

38

Banking & Book Keeping

39

Functional Head

40

41

42

43

Incoming Material

Issue & Control of material

Inventory Management

Preservation

Department

Excise

Min. Exp.
Existing

8 Years

Gap

NIL

Required 2 Years
Existing

8 Years

Gap

NIL

Dated : 01.04.2004
Qualification
B.Com &
DCCE
NIL
Graduation
B.Com &
DCCE
NIL

Finance & A/c Required 2 yrs

Graduate
Existing 4-10 Years Graduate
Gap
NIL
NIL
CA/ICWA
Finance & A/c Required 5 yrs
(Inter)

Stores

Stores

Stores

Stores

Existing

10 Years

ICWA (Inter)

Gap

NIL

NIL

Required 2 Years

Dip or 5 yrs
exp.

Existing

10 Years

Graduate

Gap

NIL

NIL
Dip or 5 yrs
exp.

Required 2 Years
Existing

9 Years

Graduate

Gap

NIL

NIL
Dip or 5 yrs
exp.

Required 2 Years
Existing

9 Years

Graduate

Gap

NIL

NIL
Dip or 5 yrs
exp.

Required 2 Years
Existing

9 Years

Graduate

Gap

NIL

NIL

Skills
Knowledge of Excise Act and Rules, documents maintained under
them, legible handwriting, computer knowledge.
NIL
Knowledge of Excise Act and Rules, documents maintained under
them, legible handwriting, computer knowledge.
Knowledge of Excise Act and Rules, documents maintained under
them, legible handwriting, computer knowledge.
NIL
understanding of banking functions & accounting standards
understanding of banking functions & accounting standards
NIL
Funds Planning, manpower handling, QMS knowledge, Liasoning with
supplier/customer/banks/statutory authorities.
Funds Planning, manpower handling, QMS knowledge, Liasoning with
supplier/customer/banks/statutory authorities.
NIL
Basic understanding of book keeping, identification of the materials,
knowledge of QMS
Basic understanding of book keeping, identification of the materials,
knowledge of QMS
NIL
Basic understanding of book keeping, identification of the materials,
knowledge of QMS
Basic understanding of book keeping, identification of the materials,
knowledge of QMS
NIL
Basic understanding of book keeping, identification of the materials,
knowledge of FIFO, knowledge of QMS
Basic understanding of book keeping, identification of the materials,
knowledge of FIFO, knowledge of QMS
NIL
Basic understanding of book keeping, identification of the materials,
knowledge of FIFO, knowledge of QMS
Basic understanding of book keeping, identification of the materials,
knowledge of FIFO, knowledge of QMS
NIL

Page 172 of 253

COMPETENCY CHART
S.No. Position
44

45

46

Dispatch

Breakdown/Trouble Shooting

Preventive

Department
Stores

Maintenance

Maintenance

Min. Exp.
Required 2 Years

Dated : 01.04.2004
Qualification
Dip or 5 yrs
exp.

Existing

7 Years

Diploma

Gap

NIL

NIL

Required 1 Year

Skills
Basic understanding of book keeping, identification of the materials,
knowledge of QMS
Basic understanding of book keeping, identification of the materials,
knowledge of QMS
NIL

Basic knowledge of Electricals, Mechanical & utilities, Analysis of

Dip/ITI or 5 yrs
B/down, familiar with working of machines, knowledge of Alarm
exp.
message in case of CNC M/c

Existing

Dip, BE & Non- Basic knowledge of Electricals, Mechanical & utilities, Analysis of
1-20 Years ITI with 12
B/down, familiar with working of machines, knowledge of Alarm
years exp.
message in case of CNC M/c

Gap

NIL

Required 1 Year

NIL
NIL
Dip/ITI or 5 yrs Basic knowledge of Electricals, Mechanical & utilities, familiar with
exp.
working of machines, Machine Manuals understanding.

Dip, BE & NonBasic knowledge of Electricals, Mechanical & utilities, familiar with
1-20 Years ITI with 12
working of machines, Machine Manuals understanding.
years exp.
Gap
NIL
NIL
NIL
Basic knowledge of Electricals, Mechanical & utilities, familiar with
Dip/ITI or 5 yrs
Required 1 Year
working of machines, Machine Manuals understanding, ability to
exp.
assess future problems.
Existing

47

Predictive

Maintenance

Existing
Gap
48

Spares Part Control

Maintenance

Dip, BE & Non1-20 Years ITI with 12

years exp.
NIL
NIL

Required 1 Year

Basic knowledge of Electricals, Mechanical & utilities, familiar with

working of machines, Machine Manuals understanding, ability to
assess future problems.
NIL
Basic knowledge of Electricals, Mechanical & utilities, familiar with
Dip/ITI or 5 yrs
working of machines, Machine Manuals understanding, ability to
exp.
assess future problems. Inventory management skills

Existing

20 Years

Diploma

Gap

NIL

NIL

Basic knowledge of Electricals, Mechanical & utilities, familiar with

working of machines, Machine Manuals understanding, ability to
assess future problems. Inventory management skills
NIL

Page 173 of 253

COMPETENCY CHART
S.No. Position

49

Functional Head

Department

Maintenance

Min. Exp.

Required 5 Years

Dated : 01.04.2004
Qualification

Skills

Diploma

Basic knowledge of Electricals, Mechanical & utilities, familiar with

working of machines, Machine Manuals understanding, ability to
assess future problems. Inventory management skills, Planning, Work
Management, Manpower handling, Analysis & Trouble shooting of
break down, Liasoning with suppliers.

Page 174 of 253

COMPETENCY CHART
S.No.
1

Position

Department

Incoming Inspection

QA

In-process Inspection

Pre-Dispatch Inspection

Standard Room Activities

Supplier Quality Assurance

Functional Head

QA

QA

QA

QA

QA

Min. Exp.

Qualification

Required

1 Year

Diploma/ITI

Existing

5 Years

Diploma

Gap

NIL

NIL

Required

1 Year

Diploma/ITI

Existing

1-16 Years

Diploma & ITI

Gap

NIL

NIL

Required

1 Year

Diploma/ITI

Existing

4 Years

BE

Gap

NIL

NIL

Required

1 Year

Diploma/ITI

Existing

4 Years

Diploma

Gap

NIL

NIL

Required

5 Years

Diploma

Existing

2-6 Years

Diploma

Gap

NIL

NIL

Required

8 Years

BE/B.Tech

Page 175 of 253

COMPETENCY CHART
S.No.

10

11

Position

Operators (Conventional)

Operators (CNC)

Operators (RD)

Supervisor (Conventional)

Supervisor (CNC)

Department

Production

Production

Production

Production

Production

Min. Exp.

Qualification

Existing

10 Years

BE

Gap

NIL

NIL

Required

1 Year

Diploma/ITI or 1 yrs exp.

Existing

1-14 Years

ITI / 1 yrs exp.

Gap

NIL

NIL

Required

1 Year

Diploma/ITI or 3 yrs exp.

Existing

1-17 Years

Dip & ITI

Gap

NIL

NIL

Required

1 Year

Diploma/ITI or Graduate

Existing

1-4 Years

Dip & B.A.

Gap

NIL

NIL

Required

5 Years

Diploma/ITI

Existing

14-20 Yrs

ITI

Gap

NIL

NIL

Required

5 Years

Diploma/ITI

Existing

7-20 Yrs

Dip & ITI

Gap

NIL

NIL

Page 176 of 253

COMPETENCY CHART
S.No.
12

13

14

15

Position

Department

Supervisor (RD)

Production

Engg. Application (Conv.)

Engg. Application (CNC)

Functional Head

Production

Production

Production

Min. Exp.

Qualification

Required

5 Years

Diploma/ITI

Existing

4 Years

Diploma

Gap

(1 Yrs)

NIL

Required

5 Years

Diploma

Existing

26 Years

Diploma

Gap

NIL

NIL

Required

5 Years

Diploma

Existing

8-10 Years

Diploma

Gap

NIL

NIL

Required

8 Years

BE/B.Tech

Page 177 of 253

COMPETENCY CHART
S.No.

16

17

18

19

20

Position

Non-production items

Production items

Purchase Planning

Contract Review

Sales Plan

Department

VD/Purchase

VD/Purchase

VD/Purchase

Mktg. & Sales

Mktg. & Sales

Min. Exp.

Qualification

Existing

12 Years

B.Tech

Gap

NIL

NIL

Required

2 Years

Diploma or 5 yrs exp.

Existing

10 Years

10+2

Gap

NIL

NIL

Required

2 Years

Diploma or 5 yrs exp.

Existing

6 Years

10+2

Gap

NIL

NIL

Required

4 Years

Diploma

Existing

7 Years

Diploma

Gap

NIL

NIL

Required

5 Years

Diploma

Existing

11 Years

B.Tech & MBA

Gap

NIL

NIL

Required

5 Years

Diploma

Existing

11 Years

B.Tech & MBA

Page 178 of 253

COMPETENCY CHART
S.No.

Position

Department

21

Customer Satisfaction

Mktg. & Sales

22

New Business Development

Mktg. & Sales

Min. Exp.

Qualification

Gap
Required
Existing
Gap

5 Years
11 Years
NIL

Diploma
B.Tech & MBA
NIL

Required

5 Years

Diploma

Existing

11 Years

B.Tech & MBA

Gap

NIL

NIL

23

APQP

Dev. & P.E.

Required
Existing
Gap

3 Years
5-25 Years
NIL

Diploma
BE & Diploma
NIL

24

Drawings/Specifications

Dev. & P.E.

Required

3 Years

Diploma

Existing

4 Years

Diploma

Gap
Required
Existing
Gap
Required
Existing
Gap

NIL
3 Years
4 Years
NIL
2 Years
4 Years
NIL

NIL
Diploma
Diploma
NIL
Diploma
Diploma
NIL

Required

5 Years

Diploma

Existing

6-12 Years

B.Tech, B.E. & Diploma

Gap
Required
Existing
Gap

NIL
5 Years
6 Years
NIL

NIL
Diploma
Diploma
NIL

25

Document Control

Dev. & P.E.

26

Tool/Fixtures management

Dev. & P.E.

27

Internal Quality Audit

M.R.

28

Systems Implementation

M.R.

Page 179 of 253

COMPETENCY CHART
S.No.
29

30

31

32

33

34

35

Position

Department

Recruitment

H.R.M.

Training

Appraisal & Development and

Motivation

Time Keeping

Salary Administration

Office/Factory Administration

Liasoning with Govt. Deptts.

H.R.M.

H.R.M.

P&A

P&A

P&A

P&A

Min. Exp.

Qualification

Required

3 Years

PGDPM or MBA / MSW or 5 yrs exp.

Existing

8 Years

MDPM&IR

Gap

NIL

NIL

Required

3 Years

PGDPM or MBA / MSW or 5 yrs exp.

Existing

8 Years

MDPM&IR

Gap

NIL

NIL

Required

3 Years

PGDPM or MBA / MSW or 5 yrs exp.

Existing

8 years

MDPM&IR

Gap

NIL

NIL

Required

1 Year

DPM or 2 yrs exp.

Existing

1 Years

DPM

Gap

NIL

NIL

Required

1 Year

DPM or 2 yrs exp.

Existing

8 Years

MDPM&IR

Gap

NIL

NIL

Required

1 Year

DPM or 2 yrs exp.

Existing

8 Years

MDPM&IR

Gap

NIL

NIL

Required

3 Years

PGDPM or MBA / MSW or 5 yrs exp.

Page 180 of 253

COMPETENCY CHART
S.No.

36

37

Position

Record Keeping

Reports & Returns

Department

Excise

Excise

Min. Exp.

Qualification

Existing

8 Years

MDPM&IR

Gap

NIL

NIL

Required

2 Years

Graduation

Existing

8 Years

B.Com & DCCE

Gap

NIL

NIL

Required

2 Years

Graduation

Existing

8 Years

B.Com & DCCE

Gap

NIL

NIL

38

Banking & Book Keeping

Finance & A/c

Required
Existing
Gap

2 yrs
4-10 Years
NIL

Graduate
Graduate
NIL

39

Functional Head

Finance & A/c

Required

5 yrs

CA/ICWA (Inter)

Existing

10 Years

ICWA (Inter)

Gap

NIL

NIL

Required

2 Years

Dip or 5 yrs exp.

Existing

10 Years

Graduate

Gap

NIL

NIL

Required

2 Years

Dip or 5 yrs exp.

Existing

9 Years

Graduate

Gap

NIL

NIL

Required

2 Years

Dip or 5 yrs exp.

40

41

42

Incoming Material

Issue & Control of material

Inventory Management

Stores

Stores

Stores

Page 181 of 253

COMPETENCY CHART
S.No.

43

44

45

46

47

48

Position

Preservation

Dispatch

Breakdown/Trouble Shooting

Preventive

Predictive

Spares Part Control

Department

Stores

Stores

Maintenance

Maintenance

Maintenance

Maintenance

Min. Exp.

Qualification

Existing

9 Years

Graduate

Gap

NIL

NIL

Required

2 Years

Dip or 5 yrs exp.

Existing

9 Years

Graduate

Gap

NIL

NIL

Required

2 Years

Dip or 5 yrs exp.

Existing

7 Years

Diploma

Gap

NIL

NIL

Required

1 Year

Dip/ITI or 5 yrs exp.

Existing

1-20 Years

Dip, BE & Non-ITI with 12 years exp.

Gap

NIL

NIL

Required

1 Year

Dip/ITI or 5 yrs exp.

Existing

1-20 Years

Dip, BE & Non-ITI with 12 years exp.

Gap

NIL

NIL

Required

1 Year

Dip/ITI or 5 yrs exp.

Existing

1-20 Years

Dip, BE & Non-ITI with 12 years exp.

Gap

NIL

NIL

Required

1 Year

Dip/ITI or 5 yrs exp.

Page 182 of 253

COMPETENCY CHART
S.No.

49

Position

Functional Head

Department

Maintenance

Min. Exp.

Qualification

Existing

20 Years

Diploma

Gap

NIL

NIL

Required

5 Years

Diploma

Page 183 of 253

Dated : 01.04.2004

Skills
knowledge of Quality instruments/gauges, knowledge of IS Standars,
Supplier development, SPC, MSA, QMS knowledge
knowledge of Quality instruments/gauges, knowledge of IS Standars,
Supplier development, SPC, MSA, QMS knowledge
NIL
knowledge of Quality instruments/gauges, knowledge of IS Standars,
SPC, MSA, Problem solving techniques, QMS knowledge
knowledge of Quality instruments/gauges, knowledge of IS Standars,
SPC, MSA, Problem solving techniques, QMS knowledge
NIL
knowledge of Quality instruments/gauges, knowledge of IS Standars,
SPC, MSA, Problem solving techniques, QMS knowledge, Liasoning
with customer
knowledge of Quality instruments/gauges, knowledge of IS Standars,
SPC, MSA, Problem solving techniques, QMS knowledge, Liasoning
with customer
NIL
knowledge of Quality instruments/gauges/equipments, knowledge of IS
Standars, SPC, MSA, knowledge of ISO/IS 17025, QMS knowledge
knowledge of Quality instruments/gauges/equipments, knowledge of IS
Standars, SPC, MSA, knowledge of ISO/IS 17025, QMS knowledge
NIL
knowledge of Quality instruments/gauges, knowledge of IS Standars,
Supplier development, SPC, MSA, QMS knowledge, Liasoning with
supplier
knowledge of Quality instruments/gauges, knowledge of IS Standars,
Supplier development, SPC, MSA, QMS knowledge, Liasoning with
supplier
NIL
Quality Planning, manpower handling, Customer support, QMS
knowledge, Liasoning with supplier/customer/interna departments.

Page 184 of 253

Dated : 01.04.2004

Skills
Quality Planning, manpower handling, Customer support, QMS
knowledge, Liasoning with supplier/customer/interna departments.
NIL
Operation of conventional machines, Usage of Measuring
Instruments/Gauges
Operation of conventional machines, Usage of Measuring
Instruments/Gauges
NIL
Operation of CNC machines, Tool & M/c settings, Programming
knowledge, Usage of Measuring Instruments/Gauges, engg. Drgs.
Operation of CNC machines, Tool & M/c settings, Programming
knowledge, Usage of Measuring Instruments/Gauges, engg. Drgs.
NIL
Operation of Welding machines, Power press, Assembly knowledge,
Usage of Measuring Instruments/Gauges
Operation of Welding machines, Power press, Assembly knowledge,
Usage of Measuring Instruments/Gauges
NIL
Operation of conventional machines, Usage of Measuring
Instruments/Gauges, Production Planning skills, Manpower handling,
Problem solving skills, Tool selection skills
Operation of conventional machines, Usage of Measuring
Instruments/Gauges, Production Planning skills, Manpower handling,
Problem solving skills, Tool selection skills
NIL
Operation of CNC machines, Tool & M/c settings, Programming
knowledge, Usage of Measuring Instruments/Gauges, understanding
of Engg. Drawings, Production Planning, Manpower handling, Problem
solving skills, Tool selection skills
Operation of CNC machines, Tool & M/c settings, Programming
knowledge, Usage of Measuring Instruments/Gauges, understanding
of Engg. Drawings, Production Planning, Manpower handling, Problem
solving skills, Tool selection skills
NIL

Page 185 of 253

Dated : 01.04.2004

Skills
Operation & setting of Welding machines, Power press, Assembly
knowledge, Usage of Measuring Instruments/Gauges, Production
Planning, Manpower handling, Problem solving & reporting skills.
Operation & setting of Welding machines, Power press, Assembly
knowledge, Usage of Measuring Instruments/Gauges, Production
Planning, Manpower handling, Problem solving & reporting skills.
NIL
Knowledge of conventional machines, Usage of Measuring
Instruments/Gauges, Production Planning skills, Manpower handling,
Problem solving skills, Tool selection skills, Corrective & Preventive
actions.
Knowledge of conventional machines, Usage of Measuring
Instruments/Gauges, Production Planning skills, Manpower handling,
Problem solving skills, Tool selection skills, Corrective & Preventive
actions.
NIL
Operation of CNC machines, Tool & M/c settings, Programming
knowledge, Usage of Measuring Instruments/Gauges, understanding
of Engg. Drawings, Production Planning, Manpower handling, Problem
solving skills, Tool selection skills, Productivity improvement,
Operation of CNC machines, Tool & M/c settings, Programming
knowledge, Usage of Measuring Instruments/Gauges, understanding
of Engg. Drawings, Production Planning, Manpower handling, Problem
solving skills, Tool selection skills, Productivity improvement,
NIL
Knowledge of CNC, Conventional machines and assembly line, CNC
Application, Measuring Instruments/equipments, Engg. Drawings,
Production Planning, Manpower selection & handling, Industrial Engg.
Application, Problem solving, New Product & Process Developm

Page 186 of 253

Dated : 01.04.2004

Skills
Knowledge of CNC, Conventional machines and assembly line, CNC
Application, Measuring Instruments/equipments, Engg. Drawings,
Production Planning, Manpower selection & handling, Industrial Engg.
Application, Problem solving, New Product & Process Developm
NIL
Knowledge of Market, drawings, materials, communication skills,
Liasoning with parties
Knowledge of Market, drawings, materials, communication skills,
Liasoning with parties
NIL
Knowledge of Market, drawings, materials, communication skills,
Liasoning with parties, Stock monitoring skills.
Knowledge of Market, drawings, materials, communication skills,
Liasoning with parties, Stock monitoring skills.
NIL
Knowledge of Market, drawings, materials, communication skills,
Liasoning with parties, Stock monitoring skills, knowledge fo lead time
of critical items, Manpower handling, knowledge of machining
operations.
Knowledge of Market, drawings, materials, communication skills,
Liasoning with parties, Stock monitoring skills, knowledge fo lead time
of critical items, Manpower handling, knowledge of machining
operations.
NIL
Awareness about commercial terms & conditions, prevailing practices
in the industry, interpersonal & communication skills.
Awareness about commercial terms & conditions, prevailing practices
in the industry, interpersonal & communication skills.
NIL
Knowledge of customer delivery schedule, buffer stock, customer
forecast and sales planning procedures.
Knowledge of customer delivery schedule, buffer stock, customer
forecast and sales planning procedures.

Page 187 of 253

Dated : 01.04.2004

Skills
Awareness about various customer specific requirements.
Awareness about various customer specific requirements.
NIL
Awareness about market scenario, new trends & development,
commercial terms & conditions, prevailing practices in the industry,
interpersonal & communication skills.
Awareness about market scenario, new trends & development,
commercial terms & conditions, prevailing practices in the industry,
interpersonal & communication skills.
NIL
Awareness about APQP techniques and procedures.
Awareness about APQP techniques and procedures.
NIL
Knowledge of Autocad, ability to read drawings, ability to read GD&T
(Geometrical Dimensioning & Tolerances).
Knowledge of Autocad, ability to read drawings, ability to read GD&T
(Geometrical Dimensioning & Tolerances).
NIL
Awareness of TS/QS standards, documentation procedures.
Awareness of TS/QS standards, documentation procedures.
NIL
Knowledge of tool/jigs/fixtures and their designing.
Knowledge of tool/jigs/fixtures and their designing.
NIL
Qualified Internal Quality Auditor, Awareness of all functions &
procedures.
Qualified Internal Quality Auditor, Awareness of all functions &
procedures.
NIL
Awareness of TS/QS standards, documentation procedures.
Awareness of TS/QS standards, documentation procedures.
NIL

Page 188 of 253

Dated : 01.04.2004

Skills
Knowledge of market sources, knowledge of processes of industry,
Interpersonal, Communication, Negotiation, Wage fixation skills.
Knowledge of market sources, knowledge of processes of industry,
Interpersonal, Communication, Negotiation, Wage fixation skills.
NIL
Training need identification skills, coordination, administration, training
effect evaluation, interpersonal & communication skills.
Training need identification skills, coordination, administration, training
effect evaluation, interpersonal & communication skills.
NIL
Coordination, administration, interpersonal & communication skills,
knowledge of process of industry
Coordination, administration, interpersonal & communication skills,
knowledge of process of industry
NIL
Knowledge of various documents to be maintained and under Labour
Laws, Legible handwriting.
Knowledge of various documents to be maintained and under Labour
Laws, Legible handwriting.
NIL
Knowledge of wage components, sums deductibe under various
Labour Laws, PF, ESI, Bonus, Gratuity etc.
Knowledge of wage components, sums deductibe under various
Labour Laws, PF, ESI, Bonus, Gratuity etc.
NIL
Knowledge of general rules and Labour Laws, Knowledge of local
authority's laws & licences to be taken under them like Municipal
Corporation, Pollution, Telephone, Electricity etc.
Knowledge of general rules and Labour Laws, Knowledge of local
authority's laws & licences to be taken under them like Municipal
Corporation, Pollution, Telephone, Electricity etc.
NIL
Liasoning skills, interpersonal, coordination and communication skills,
knowledge of various rules/laws related to industry.

Page 189 of 253

Dated : 01.04.2004

Skills
Liasoning skills, interpersonal, coordination and communication skills,
knowledge of various rules/laws related to industry.
NIL
Knowledge of Excise Act and Rules, documents maintained under
them, legible handwriting, computer knowledge.
Knowledge of Excise Act and Rules, documents maintained under
them, legible handwriting, computer knowledge.
NIL
Knowledge of Excise Act and Rules, documents maintained under
them, legible handwriting, computer knowledge.
Knowledge of Excise Act and Rules, documents maintained under
them, legible handwriting, computer knowledge.
NIL
understanding of banking functions & accounting standards
understanding of banking functions & accounting standards
NIL
Funds Planning, manpower handling, QMS knowledge, Liasoning with
supplier/customer/banks/statutory authorities.
Funds Planning, manpower handling, QMS knowledge, Liasoning with
supplier/customer/banks/statutory authorities.
NIL
Basic understanding of book keeping, identification of the materials,
knowledge of QMS
Basic understanding of book keeping, identification of the materials,
knowledge of QMS
NIL
Basic understanding of book keeping, identification of the materials,
knowledge of QMS
Basic understanding of book keeping, identification of the materials,
knowledge of QMS
NIL
Basic understanding of book keeping, identification of the materials,
knowledge of FIFO, knowledge of QMS

Page 190 of 253

Dated : 01.04.2004

Skills
Basic understanding of book keeping, identification of the materials,
knowledge of FIFO, knowledge of QMS
NIL
Basic understanding of book keeping, identification of the materials,
knowledge of FIFO, knowledge of QMS
Basic understanding of book keeping, identification of the materials,
knowledge of FIFO, knowledge of QMS
NIL
Basic understanding of book keeping, identification of the materials,
knowledge of QMS
Basic understanding of book keeping, identification of the materials,
knowledge of QMS
NIL
Basic knowledge of Electricals, Mechanical & utilities, Analysis of
B/down, familiar with working of machines, knowledge of Alarm
message in case of CNC M/c
Basic knowledge of Electricals, Mechanical & utilities, Analysis of
B/down, familiar with working of machines, knowledge of Alarm
message in case of CNC M/c
NIL
Basic knowledge of Electricals, Mechanical & utilities, familiar with
working of machines, Machine Manuals understanding.
Basic knowledge of Electricals, Mechanical & utilities, familiar with
working of machines, Machine Manuals understanding.
NIL
Basic knowledge of Electricals, Mechanical & utilities, familiar with
working of machines, Machine Manuals understanding, ability to
assess future problems.
Basic knowledge of Electricals, Mechanical & utilities, familiar with
working of machines, Machine Manuals understanding, ability to
assess future problems.
NIL
Basic knowledge of Electricals, Mechanical & utilities, familiar with
working of machines, Machine Manuals understanding, ability to
assess future problems. Inventory management skills

Page 191 of 253

Dated : 01.04.2004

Skills
Basic knowledge of Electricals, Mechanical & utilities, familiar with
working of machines, Machine Manuals understanding, ability to
assess future problems. Inventory management skills
NIL
Basic knowledge of Electricals, Mechanical & utilities, familiar with
working of machines, Machine Manuals understanding, ability to
assess future problems. Inventory management skills, Planning, Work
Management, Manpower handling, Analysis & Trouble shoo

SKILL MATRIX
DEPARTMENT: DESIGN & DEVELOPMENT

Skill Rating (Required Level)

Scale for Skill Rating:

Assessed by:

Marking

Reporting

Punctuality

Ability to learn

Professional Competence

Accuracy & Efficiency

Negotiation & Cost Conscious

Decision Making

Team Sprit

Leadership

Communication Skill

Designation

Experience

Employee Name

Qualification

Sl.No.

Skill Rating (Actu

10

10

10

10 to 1

Assessed On:

Next Assessment Date:

In percentage

Total

Testing Knowledge

Actuator & Pneumatic cylinders

knowledge

Material Knowledge

Drawing Standards

Drawing Calculations

Drawing & software knowledge

ISO knowledge

Responsibility

Skill Rating (Actual)

8
8
7
8
7
8
7
5

136

7
4
6
6
6
6
5
3
108 79.41
100

SKILL MATRIX
DEPARTMENT: DESIGN & DEVELOPMENT

Skill Rating

Comu.Skill

Leadership

Negotiation &
Cost
Accuracy &
Conscious
Efficiency

Decision
Making

Team Sprit

Professional
Competence

Ability to
learn

Required

10

10

Actual

Variance

Action Plan

Assessed On:

Punctuality

Reporting

Drawing &
software
Drawing
knowledge Calculations

ISO
knowledge

Responsibility

Drawing
Standards

Actuator &
Pneumatic
cylinders
knowledge

Material
Knowledge

10

Next Assessment Date:

Testing
Knowledge

Total

In %age

136

100.00

108

79.41

28

20.59

A. FOUNDATIONAL COMPETENCIES
1
2
3
4
5
6
7
8
9
10
11

Readingskill
Writingskill
Computationskill
Listeningskill
Questioningskill
Speakingskill
Cognitiveskills
Individualskills
Resourceskills
Interpersonalskill
Informationalandtechnologicalskill

B. INTERMEDIATE COMPETENCIES
1 Systemsthinking
2
3
4
5
6
7
8
9
10
11
12
13
14
15

Personalmastery
Mentalmodeling
Sharedvisioning
Teamlearningskill
Self-knowledge
Short-termmemoryskill
Long-termmemoryskill
Subjectmatterknowledge
Enjoymentoflearningandwork
Flexibility
Persistenceandconfidence
Senseofurgency
Honesty
Givingrespecttoothers

C. THE PERCEPTIVIST ROLE

1
2
3
4
5
6

Workenvironmentanalyticalskills
Sensoryawareness
Open-mindedness
Humility
Analyticalskill(synthesis)
Intuition

D. THE INFORMATION-GATHERER ROLE

Information-sourcingskill
2 Information-gatheringskill
3 Information-organizingskill
4 Feedbacksolicitationskill
1

THE ANALYST ROLE

Willingnesstoexperimentandgainexperience
2 Internalizationskill
3 Applicationofnewknowledgeskill
4 Abilitytoadaptknowledgetonewsituationsorevents
1

THE EVALUATOR ROLE

Criticalexaminationofinformationskill
2 Learninghowtolearnskill
3 Self-directednessskill
1

Readtoalevelofproficiencyappropriateforlearninginaworkplacesetting.
Writetoalevelofproficiencyappropriateforlearninginaworkplacesetting.
Applymathematicstoalevelofproficiencyappropriateforlearninginaworkplacesetting.
Listeneffectivelyandtoalevelofproficiencyappropriateforlearninginaworkplacesetting.
Poseappropriatequestionstoothersandobtainmeaningfulandunambiguousanswerstothosequestions.
Speaktoindividualsorpresenttogroupswithalevelofproficiencyappropriateforlearninginaworkplacesettin
Think,drawconclusions,thinkcreatively,makedecisions,andsolveproblems.
Demonstrateawillingnesstoacceptresponsibilityanddisplayself-esteem.
Allocatesuchresourcesastime,money,people,andinformationappropriatelytolearnintheworkplace.
Workcooperativelywithothers,carryoutformalorinformaltrainingormentoringofothers,andmaintaineffect
Acquireandanalyzedatafromvarioussources.

Vieworganizationsandworkfromasystemsperspective.
Showwillingnesstolearnandtakeprideinlearning.
Create,communicate,andcritiqueingrained(andotherwisetaken-forgranted)assumptions,beliefs,orvalues.
Formulate,communicate,andbuildenthusiasmaboutsharedviewsofthefuture.
Participateeffectivelyandactivelyinworkplacegroupsandusedialogueandotherapproachestoformulate,com
Demonstrateawarenessandunderstandingofselfaslearner.
Rememberfacts,people,andsituationsforshorttimespans,usuallyabout48hoursorless.
Rememberfacts,people,andsituationsforlongertimespans,usuallyexceeding48hours.
Possessasolidfoundationofbackgroundknowledgeontheissueorsubjectthatheorshesetsouttolearnabout
Displayjoyinthelearningprocessitselfandintheworkthatheorsheperforms.
Showawillingnesstoapplywhatheorsheknowsinnewwaysasconditionswarranttheirapplication.
Showdeterminationtopursuenewknowledgeorskill,evenwhenfindingitormasteringitprovesmoredifficult
Displaysensitivitytotheimportanceoftimetoselfandothers.
Giveinformationinastraightforwardmanner,freeofdeception,andelicitsimilarbehaviorfromothers.
Defertootherswithmoreexperienceorknowledge.

Examineworkenvironmentsforissuesorcharacteristicsaffectinghumanperformance.
Showsensitivitytostimulireceivedfromtheoutsideworldbasedontheuseofanyoneorallofthefivesenses.
Demonstrateawillingnesstosee,toobserve,andtointernalizewhattheworldpresentsandreinterpretitafresh.
Displaymodestyaboutwhatheorshedoesordoesnotknow,awillingnesstolistentofreshperspectiveswithou
Breakdownthecomponentsofalargerwholeandreassemblethemtoachieveimprovedhumanperformance.
Showsensitivitytostimuligeneratedbyhimorherfrommemoryorfromtheapplicationofnonverballogic.

Identifythekindofinformationneededtosatisfycuriosityandshowanabilitytolocatesuchinformationfromcr
Collectinformationbytalkingtoothers,askingquestionsofothers,facilitatinggroupstoanswerquestions,andf
Organizeorstructureinformationobtainedfromoneormanysourcesandcategorizeitintoschemesthatpermitr
Displayanabilitytosolicitfeedbackonwhatheorshehaslearnedfromothers.

Showanopennesstotryoutnewideasorapproaches,evenwhentheyareuntestedortheirresultsareunknown.
Translategeneralknowledgeorinformationintospecificinformationthatcanbeimmediatelyappliedortested.
Usenewknowledgeorskillinharmonywiththewayitwasdescribedorcharacterizedfromtheoriginalsource(s
Usenewknowledgeorskillincreative,unusual,ornovelways.

Reflectonwhatwaslearnedcritically,offeringfollow-upquestionsornewideasbasedontheinformation.
Reflectonhowheorsheacquirednewinformationorknowledgeandfindwaystoimprovetheacquisitionanda
Displayawillingnesstobeproactiveabouthisorherownlearning,totakeactionwithoutneedingtobedirected

Competencies Measuring Work-Sheet

Achecklistyoucanusetoratethecompetenciesofaworkplacelearner.

Workplacelearningcompetenceistheabilitytobeeffectiveinlearninginrealtimeinworkplacesettings.Useth
Foreachcompetencylisted,ratehisorherlevelofperceivedcompetence.Usethefollowingscale:
1=Notapplicable.

2=Iperceivehimorhertobefunctioningatalessthaneffectivelevelinhisorherpresentworkplaceonthiswo

3=Iperceivehimorhertobefunctioningatasomewhateffectivelevelinhisorherpresentworkplaceonthisw

4=Iperceivehimorhertobefunctioningataneffectivelevelinhisorherpresentworkplaceonthisworkplace

5=Iperceivehimorhertobefunctioningatahighlyeffectivelevelinhisorherpresentworkplaceonthiswork

Then,placeanumberfrom1to7toindicatehowimportantyoubelieveittobeforthispersontoimprovethisw
FOUNDATIONAL COMPETENCIES
Reading skill: Readtoalevelofproficiencyappropriateforlearninginaworkplacesetting.
Notapplicable:1
Lessthaneffective:2
somewhateffective:3
Effective:4
HighlyEffective:5

Howimportantdoyoubelieveittobetoimprovethisworkplace-learningcompetency?(Ratefrom1to7,with
Writing skill:Writetoalevelofproficiencyappropriateforlearninginaworkplacesetting.
Notapplicable:1
Lessthaneffective:2
somewhateffective:3
Effective:4
HighlyEffective:5

Howimportantdoyoubelieveittobetoimprovethisworkplace-learningcompetency?(Ratefrom1to7,with

Computation skill:Applymathematicstoalevelofproficiencyappropriateforlearninginaworkplacesettin
Notapplicable:1
Lessthaneffective:2

somewhateffective:3
Effective:4
HighlyEffective:5

Howimportantdoyoubelieveittobetoimprovethisworkplace-learningcompetency?(Ratefrom1to7,with

Listening skill:Listeneffectivelyandtoalevelofproficiencyappropriateforlearninginaworkplacesetting.
Notapplicable:1
Lessthaneffective:2
somewhateffective:3
Effective:4
HighlyEffective:5

Howimportantdoyoubelieveittobetoimprovethisworkplace-learningcompetency?(Ratefrom1to7,with

Questioning skill:Poseappropriatequestionstoothersandobtainmeaningfulandunambiguousanswerstoth
Notapplicable:1
Lessthaneffective:2
somewhateffective:3
Effective:4
HighlyEffective:5

Howimportantdoyoubelieveittobetoimprovethisworkplace-learningcompetency?(Ratefrom1to7,with

Speaking skill:Speaktoindividualsorpresenttogroupswithalevelofproficiencyappropriateforlearningi
Notapplicable:1
Lessthaneffective:2
somewhateffective:3
Effective:4
HighlyEffective:5

Howimportantdoyoubelieveittobetoimprovethisworkplace-learningcompetency?(Ratefrom1to7,with
Cognitive skills:Think,drawconclusions,thinkcreatively,makedecisions,andsolveproblems.
Notapplicable:1
Lessthaneffective:2
somewhateffective:3
Effective:4
HighlyEffective:5

Howimportantdoyoubelieveittobetoimprovethisworkplace-learningcompetency?(Ratefrom1to7,with

Individual skills:Demonstrateawillingnesstoacceptresponsibilityanddisplayself-esteem.
Notapplicable:1
Lessthaneffective:2
somewhateffective:3
Effective:4
HighlyEffective:5

Howimportantdoyoubelieveittobetoimprovethisworkplace-learningcompetency?(Ratefrom1to7,with

Resource skills:Allocatesuchresourcesastime,money,people,andinformationappropriatelytolearninthe
Notapplicable:1
Lessthaneffective:2
somewhateffective:3
Effective:4
HighlyEffective:5

Howimportantdoyoubelieveittobetoimprovethisworkplace-learningcompetency?(Ratefrom1to7,with

Interpersonal skill:Workcooperativelywithothers,carryoutformalorinformaltrainingormentoringofoth
Notapplicable:1
Lessthaneffective:2
somewhateffective:3
Effective:4
HighlyEffective:5

Howimportantdoyoubelieveittobetoimprovethisworkplace-learningcompetency?(Ratefrom1to7,with
Informational and technological skill:Acquireandanalyzedatafromvarioussources.
Notapplicable:1
Lessthaneffective:2
somewhateffective:3
Effective:4
HighlyEffective:5

Howimportantdoyoubelieveittobetoimprovethisworkplace-learningcompetency?(Ratefrom1to7,with

INTERMEDIATE COMPETENCIES
Systems thinking:Vieworganizationsandworkfromasystemsperspective.
Notapplicable:1
Lessthaneffective:2

somewhateffective:3
Effective:4
HighlyEffective:5

Howimportantdoyoubelieveittobetoimprovethisworkplace-learningcompetency?(Ratefrom1to7,with
Personal mastery:Showwillingnesstolearnandtakeprideinlearning.
Notapplicable:1
Lessthaneffective:2
somewhateffective:3
Effective:4
HighlyEffective:5

Howimportantdoyoubelieveittobetoimprovethisworkplace-learningcompetency?(Ratefrom1to7,with

Mental modeling:Create,communicate,andcritiqueingrained(andotherwisetaken-forgranted)assumption
Notapplicable:1
Lessthaneffective:2
somewhateffective:3
Effective:4
HighlyEffective:5

Howimportantdoyoubelieveittobetoimprovethisworkplace-learningcompetency?(Ratefrom1to7,with
Shared visioning:Formulate,communicate,andbuildenthusiasmaboutsharedviewsofthefuture.
Notapplicable:1
Lessthaneffective:2
somewhateffective:3
Effective:4
HighlyEffective:5

Howimportantdoyoubelieveittobetoimprovethisworkplace-learningcompetency?(Ratefrom1to7,with

Team learning skill: Participateeffectivelyandactivelyinworkplacegroupsandusedialogueandotherappr

Notapplicable:1
Lessthaneffective:2
somewhateffective:3
Effective:4
HighlyEffective:5

Howimportantdoyoubelieveittobetoimprovethisworkplace-learningcompetency?(Ratefrom1to7,with

Self-knowledge: Demonstrateawarenessandunderstandingofselfaslearner.
Notapplicable:1
Lessthaneffective:2
somewhateffective:3
Effective:4
HighlyEffective:5

Howimportantdoyoubelieveittobetoimprovethisworkplace-learningcompetency?(Ratefrom1to7,with

Short-term memory skill: Rememberfacts,people,andsituationsforshorttimespans,usuallyabout48hour

Notapplicable:1
Lessthaneffective:2
somewhateffective:3
Effective:4
HighlyEffective:5

Howimportantdoyoubelieveittobetoimprovethisworkplace-learningcompetency?(Ratefrom1to7,with

Long-term memory skill: Rememberfacts,people,andsituationsforlongertimespans,usuallyexceeding48

Notapplicable:1
Lessthaneffective:2
somewhateffective:3
Effective:4
HighlyEffective:5

Howimportantdoyoubelieveittobetoimprovethisworkplace-learningcompetency?(Ratefrom1to7,with

Subject matter knowledge: Possessasolidfoundationofbackgroundknowledgeontheissueorsubjectthat

Notapplicable:1
Lessthaneffective:2
somewhateffective:3
Effective:4
HighlyEffective:5

Howimportantdoyoubelieveittobetoimprovethisworkplace-learningcompetency?(Ratefrom1to7,with

Enjoyment of learning and work:Displayjoyinthelearningprocessitselfandintheworkthatheorshepe

Notapplicable:1
Lessthaneffective:2
somewhateffective:3
Effective:4

HighlyEffective:5

Howimportantdoyoubelieveittobetoimprovethisworkplace-learningcompetency?(Ratefrom1to7,with

Flexibility:Showawillingnesstoapplywhatheorsheknowsinnewwaysasconditionswarranttheirapplica
Notapplicable:1
Lessthaneffective:2
somewhateffective:3
Effective:4
HighlyEffective:5

Howimportantdoyoubelieveittobetoimprovethisworkplace-learningcompetency?(Ratefrom1to7,with

Persistence and confidence:Showdeterminationtopursuenewknowledgeorskill,evenwhenfindingitorm

Notapplicable:1
Lessthaneffective:2
somewhateffective:3
Effective:4
HighlyEffective:5

Howimportantdoyoubelieveittobetoimprovethisworkplace-learningcompetency?(Ratefrom1to7,with
Sense of urgency: Displaysensitivitytotheimportanceoftimetoselfandothers.
Notapplicable:1
Lessthaneffective:2
somewhateffective:3
Effective:4
HighlyEffective:5

Howimportantdoyoubelieveittobetoimprovethisworkplace-learningcompetency?(Ratefrom1to7,with

Honesty:Giveinformationinastraightforwardmanner,freeofdeception,andelicitsimilarbehaviorfromoth
Notapplicable:1
Lessthaneffective:2
somewhateffective:3
Effective:4
HighlyEffective:5

Howimportantdoyoubelieveittobetoimprovethisworkplace-learningcompetency?(Ratefrom1to7,with
Giving respect to others:Defertootherswithmoreexperienceorknowledge.
Notapplicable:1

Lessthaneffective:2
somewhateffective:3
Effective:4
HighlyEffective:5

Howimportantdoyoubelieveittobetoimprovethisworkplace-learningcompetency?(Ratefrom1to7,with

THE PERCEPTIVIST ROLE

Work environment analytical skills:Examineworkenvironmentsforissuesorcharacteristicsaffectinghum

Notapplicable:1
Lessthaneffective:2
somewhateffective:3
Effective:4
HighlyEffective:5

Howimportantdoyoubelieveittobetoimprovethisworkplace-learningcompetency?(Ratefrom1to7,with

Sensory awareness:Showsensitivitytostimulireceivedfromtheoutsideworldbasedontheuseofanyoneo
Notapplicable:1
Lessthaneffective:2
somewhateffective:3
Effective:4
HighlyEffective:5

Howimportantdoyoubelieveittobetoimprovethisworkplace-learningcompetency?(Ratefrom1to7,with

Open-mindedness: Demonstrateawillingnesstosee,toobserve,andtointernalizewhattheworldpresentsan
Notapplicable:1
Lessthaneffective:2
somewhateffective:3
Effective:4
HighlyEffective:5

Howimportantdoyoubelieveittobetoimprovethisworkplace-learningcompetency?(Ratefrom1to7,with

Humility:Displaymodestyaboutwhatheorshedoesordoesnotknow,awillingnesstolistentofreshperspe
Notapplicable:1
Lessthaneffective:2
somewhateffective:3
Effective:4
HighlyEffective:5

Howimportantdoyoubelieveittobetoimprovethisworkplace-learningcompetency?(Ratefrom1to7,with

Analytical skill (synthesis): Breakdownthecomponentsofalargerwholeandreassemblethemtoachieveim

Notapplicable:1
Lessthaneffective:2
somewhateffective:3
Effective:4
HighlyEffective:5

Howimportantdoyoubelieveittobetoimprovethisworkplace-learningcompetency?(Ratefrom1to7,with

Intuition:Showsensitivitytostimuligeneratedbyhimorherfrommemoryorfromtheapplicationofnonver
Notapplicable:1
Lessthaneffective:2
somewhateffective:3
Effective:4
HighlyEffective:5

Howimportantdoyoubelieveittobetoimprovethisworkplace-learningcompetency?(Ratefrom1to7,with

THE INFORMATION-GATHERER ROLE

Information-sourcing skill:Identifythekindofinformationneededtosatisfycuriosityandshowanabilitytolo
Notapplicable:1
Lessthaneffective:2
somewhateffective:3
Effective:4
HighlyEffective:5

Howimportantdoyoubelieveittobetoimprovethisworkplace-learningcompetency?(Ratefrom1to7,with

Information-gathering skill:Collectinformationbytalkingtoothers,askingquestionsofothers,facilitating
Notapplicable:1
Lessthaneffective:2
somewhateffective:3
Effective:4
HighlyEffective:5

Howimportantdoyoubelieveittobetoimprovethisworkplace-learningcompetency?(Ratefrom1to7,with

Information-organizing skill:Organizeorstructureinformationobtainedfromoneormanysourcesandcate

Notapplicable:1
Lessthaneffective:2
somewhateffective:3
Effective:4
HighlyEffective:5

Howimportantdoyoubelieveittobetoimprovethisworkplace-learningcompetency?(Ratefrom1to7,with
Feedback solicitation skill:Displayanabilitytosolicitfeedbackonwhatheorshehaslearnedfromothers.
Notapplicable:1
Lessthaneffective:2
somewhateffective:3
Effective:4
HighlyEffective:5

Howimportantdoyoubelieveittobetoimprovethisworkplace-learningcompetency?(Ratefrom1to7,with

THE ANALYST ROLE

Willingness to experiment and gain experience: Showanopennesstotryoutnewideasorapproaches,even

Notapplicable:1
Lessthaneffective:2
somewhateffective:3
Effective:4
HighlyEffective:5

Howimportantdoyoubelieveittobetoimprovethisworkplace-learningcompetency?(Ratefrom1to7,with

Internalization skill:Translategeneralknowledgeorinformationintospecificinformationthatcanbeimmed
Notapplicable:1
Lessthaneffective:2
somewhateffective:3
Effective:4
HighlyEffective:5

Howimportantdoyoubelieveittobetoimprovethisworkplace-learningcompetency?(Ratefrom1to7,with

Application of new knowledge skill: Usenewknowledgeorskillinharmonywiththewayitwasdescribedo

Notapplicable:1
Lessthaneffective:2
somewhateffective:3
Effective:4

HighlyEffective:5

Howimportantdoyoubelieveittobetoimprovethisworkplace-learningcompetency?(Ratefrom1to7,with

Ability to adapt knowledge to new situations or events:Usenewknowledgeorskillincreative,unusual,or

Notapplicable:1
Lessthaneffective:2
somewhateffective:3
Effective:4
HighlyEffective:5

Howimportantdoyoubelieveittobetoimprovethisworkplace-learningcompetency?(Ratefrom1to7,with

THE EVALUATOR ROLE

Critical examination of information skill:Reflectonwhatwaslearnedcritically,offeringfollow-upquestion

Notapplicable:1
Lessthaneffective:2
somewhateffective:3
Effective:4
HighlyEffective:5

Howimportantdoyoubelieveittobetoimprovethisworkplace-learningcompetency?(Ratefrom1to7,with

Learning how to learn skill:Reflectonhowheorsheacquirednewinformationorknowledgeandfindways

Notapplicable:1
Lessthaneffective:2
somewhateffective:3
Effective:4
HighlyEffective:5

Howimportantdoyoubelieveittobetoimprovethisworkplace-learningcompetency?(Ratefrom1to7,with

Self-directedness skill:Displayawillingnesstobeproactiveabouthisorherownlearning,totakeactionwitho
Notapplicable:1
Lessthaneffective:2
somewhateffective:3
Effective:4
HighlyEffective:5

Howimportantdoyoubelieveittobetoimprovethisworkplace-learningcompetency?(Ratefrom1to7,with

mpetencyisoflowestpriority.

Competency Analysis
Managerial Competencies

Employees
A
B
C
D
E
F
G
H
I
J
K
L
M
N
O
P
Q
R
S
T
U
V
W
X
Y
Z

Division
HR
Finance
Operations
Admin
HR
Finance
Finance
Finance
Operations
Operations
Operations
Operations
Operations
Operations
Admin
Admin
Delivery
Delivery
Quality
Quality
Quality
HR
HR
Finance
Finance
Finance

Leadership
Performance
Rating (P.Y.) Observed Ideal
Good
2
Excellent
4
Good
3
Average
2
Outstanding
4
Good
3
Excellent
3
Outstanding
5
Average
2
Average
3
Good
2
Good
3
Good
1
Good
5
Excellent
4
Average
2
Outstanding
1
Good
2
Good
4
Excellent
5
Excellent
5
Excellent
4
Excellent
5
Outstanding
5
Excellent
3
Good
2

GAPS
5
5
4
3
5
3
5
5
4
5
5
4
3
5
5
3
3
4
5
5
5
5
5
5
5
4

3
1
1
1
1
0
2
0
2
2
3
1
2
0
1
1
2
2
1
0
0
1
0
0
2
2

Team Management
Observed Ideal
2
4
3
2
4
3
3
5
2
3
2
3
1
5
4
2
1
2
4
5
5
4
5
5
3
2

5
5
4
3
5
3
5
5
4
5
5
4
3
5
5
3
3
4
5
5
5
5
5
5
5
4

GAPS
3
1
1
1
1
0
2
0
2
2
3
1
2
0
1
1
2
2
1
0
0
1
0
0
2
2

Planning
Observed Ideal
2
4
3
2
4
3
3
5
2
3
2
3
1
5
4
2
1
2
4
5
5
4
5
5
3
2

GAPS
5
5
4
3
5
3
5
5
4
5
5
4
3
5
5
3
3
4
5
5
5
5
5
5
5
4

3
1
1
1
1
0
2
0
2
2
3
1
2
0
1
1
2
2
1
0
0
1
0
0
2
2

Controlling
Observed Ideal
2
4
3
2
4
3
3
5
2
3
2
3
1
5
4
2
1
2
4
5
5
4
5
5
3
2

GAPS
5
5
4
3
5
3
5
5
4
5
5
4
3
5
5
3
3
4
5
5
5
5
5
5
5
4

3
1
1
1
1
0
2
0
2
2
3
1
2
0
1
1
2
2
1
0
0
1
0
0
2
2

Revenue Achievement
Observed
Ideal
2
4
3
2
4
3
3
5
2
3
2
3
1
5
4
2
1
2
4
5
5
4
5
5
3
2

5
5
4
3
5
3
5
5
4
5
5
4
3
5
5
3
3
4
5
5
5
5
5
5
5
4

GAPS
3
1
1
1
1
0
2
0
2
2
3
1
2
0
1
1
2
2
1
0
0
1
0
0
2
2

Competency Analysis
Behavioral Competencies

Employees
A
B
C
D
E
F
G
H
I
J
K
L
M
N
O
P
Q
R
S
T
U
V
W
X
Y
Z

Division
HR
Finance
Operations
Admin
HR
Finance
Finance
Finance
Operations
Operations
Operations
Operations
Operations
Operations
Admin
Admin
Delivery
Delivery
Quality
Quality
Quality
HR
HR
Finance
Finance
Finance

Communication
Performance
Rating (P.Y.) Observed Ideal
Good
2
Excellent
4
Good
3
Average
2
Outstanding
4
Good
3
Excellent
3
Outstanding
5
Average
2
Average
3
Good
2
Good
3
Good
1
Good
5
Excellent
4
Average
2
Outstanding
1
Good
2
Good
4
Excellent
5
Excellent
5
Excellent
4
Excellent
5
Outstanding
5
Excellent
3
Good
2

GAPS
5
5
4
3
5
3
5
5
4
5
5
4
3
5
5
3
3
4
5
5
5
5
5
5
5
4

3
1
1
1
1
0
2
0
2
2
3
1
2
0
1
1
2
2
1
0
0
1
0
0
2
2

Interpersonal
Observed Ideal
2
4
3
2
4
3
3
5
2
3
2
3
1
5
4
2
1
2
4
5
5
4
5
5
3
2

5
5
4
3
5
3
5
5
4
5
5
4
3
5
5
3
3
4
5
5
5
5
5
5
5
4

GAPS
3
1
1
1
1
0
2
0
2
2
3
1
2
0
1
1
2
2
1
0
0
1
0
0
2
2

Team Work
Observed Ideal
2
4
3
2
4
3
3
5
2
3
2
3
1
5
4
2
1
2
4
5
5
4
5
5
3
2

GAPS
5
5
4
3
5
3
5
5
4
5
5
4
3
5
5
3
3
4
5
5
5
5
5
5
5
4

3
1
1
1
1
0
2
0
2
2
3
1
2
0
1
1
2
2
1
0
0
1
0
0
2
2

Stress Mgt.
Observed Ideal
2
4
3
2
4
3
3
5
2
3
2
3
1
5
4
2
1
2
4
5
5
4
5
5
3
2

GAPS
5
5
4
3
5
3
5
5
4
5
5
4
3
5
5
3
3
4
5
5
5
5
5
5
5
4

3
1
1
1
1
0
2
0
2
2
3
1
2
0
1
1
2
2
1
0
0
1
0
0
2
2

Punctuality
Observed Ideal
2
4
3
2
4
3
3
5
2
3
2
3
1
5
4
2
1
2
4
5
5
4
5
5
3
2

5
5
4
3
5
3
5
5
4
5
5
4
3
5
5
3
3
4
5
5
5
5
5
5
5
4

GAPS
3
1
1
1
1
0
2
0
2
2
3
1
2
0
1
1
2
2
1
0
0
1
0
0
2
2

Competency Analysis
Functional / Technical Competencies
Employees
A
B
C
D
E

Division
HR
Finance
Operations
Admin
HR

F
G
H
I
J

Finance
Finance
Operations
Operations
Operations

K
L
M
N
O

Operations
Operations
Admin
Admin
Delivery

P
Q
R
S
T

Quality
Quality
Quality
HR
HR

U
V
W
X
Y
Z

Finance
Finance

Good
Excellent
Good
Average
Outstanding

Performance
Rating (P.Y.)
Good
Excellent
Good
Average
Outstanding
Good
Excellent
Outstanding
Average
Average
Good
Good
Good
Good
Excellent
Average
Outstanding
Good
Good
Excellent
Excellent
Excellent
Excellent
Outstanding
Excellent
Good
Good
Good
Average
Average

Selection Skills
Observed Ideal
2
4
3
2
4
Record Keeping
3
3
5
2
3
A
2
3
1
5
4
A
2
1
2
4
5
Leadership
5
4
5
5
3
2

GAPS
5
5
4
3
5

3
1
1
1
1

3
5
5
4
5

0
2
0
2
2

5
4
3
5
5

3
1
2
0
1

3
3
4
5
5

1
2
2
1
0

5
5
5
5
5
4

0
1
0
0
2
2

Motivation
Observed Ideal
2
5
4
5
3
4
2
3
4
5
Budget Management
3
3
3
5
5
5
2
4
3
5
B
2
5
3
4
1
3
5
5
4
5
B
2
3
1
3
2
4
4
5
5
5
Team Management
5
5
4
5
5
5
5
5
3
5
2
4

2
4 egulo hole eder ranker opor thik koro koto ta training dorkar, ba kotota lag hochhe
3
2
4

GAPS
3
1
1
1
1
0
2
0
2
2
3
1
2
0
1
1
2
2
1
0
0
1
0
0
2
2

kotota lag hochhe

Retention
Observed Ideal
2
4
3
2
4
Planning
3
3
5
2
3
C
2
3
1
5
4
C
2
1
2
4
5
Planning
5
4
5
5
3
2

GAPS
5
5
4
3
5

3
1
1
1
1

3
5
5
4
5

0
2
0
2
2

5
4
3
5
5

3
1
2
0
1

3
3
4
5
5

1
2
2
1
0

5
5
5
5
5
4

0
1
0
0
2
2

Performance Imprmt.
Observed Ideal
GAPS
2
5
4
5
3
4
2
3
4
5
MIS
3
3
3
5
5
5
2
4
3
5
D
2
5
3
4
1
3
5
5
4
5
D
2
3
1
3
2
4
4
5
5
5
Controlling
5
5
4
5
5
5
5
5
3
5
2
4

3
1
1
1
1
0
2
0
2
2
3
1
2
0
1
1
2
2
1
0
0
1
0
0
2
2

Cost Reduction
Observed Ideal
2
5
4
5
3
4
2
3
4
5
Debt Management
3
3
3
5
5
5
2
4
3
5
E
2
5
3
4
1
3
5
5
4
5
E
2
3
1
3
2
4
4
5
5
5
Revenue Achievement
5
5
4
5
5
5
5
5
3
5
2
4

GAPS
3
1
1
1
1
0
2
0
2
2
3
1
2
0
1
1
2
2
1
0
0
1
0
0
2
2

COMPETENCE LEVEL MATRIX (Gap analysis)

Company Name & Logo

DEPTT. / SECTION :

1
LEGENDS :

2
Having no
knowledge

S.No.

Name

Name 1

Name 2

Name 3

10

3
Has basic knowledge

Designation

Qualification

Date of
Joining

Previous Experience
(Years)

11

12

13

14

15

16

17

18

19

20

make red areas as training need, 2to red 40% tarin lagbe

analysis)
HOD :
4
Has knowledge and can
do independently

Can do with support

Previous Experience
(Years)

C-1

C-2

C-3

C-4

Good in theory and practica

and can train others
Doc No:
Competenices

eed, 2to red 40% tarin lagbe, 3 te 60%..erom bhabe.

Good in theory and practical

and can train others
Doc No:
petenices

REVISED ON
Actual level

Prepared By :

Indicates Gap.
Required Training

Approved by :

Company Name

Skill Matrix and Training Need Identification Sheet to the HR Departm

Sl. No.
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17

Name

Statutory &
Liaison
ESI & PF
10
100
70
70

Not Satisfied
Training Need
Excellent Performance

ISO &
SA8000 Time Office
100
100
70
80

Name

cation Sheet to the HR Department

Recruitment
10
80

Relieving
Payroll Formalities
60
40
80
80

House
keeping
99
80

Health & Computer

Safety
Skill
98
25
80
80

Matrix
64
77
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0