Generic competencies
High-level transferable skills such as the ability to work with others in a team, communicate, influence and have interpersonal sensitivity.
Planning and organising - Establishes a course of action for self and/or others to accomplish a specific goal. Plans proper assignments and appropriate allocation of resources.
Indicators:
- Sets priorities to take account of short- and long-term needs.
- Plans course of action before starting projects or activities.
- Sets targets and priorities.
- Adjusts work assignments or schedules for self and/or others to meet changing work priorities.
- Uses a system (eg calendar, time management methodology) to keep track of work schedules and deadlines.
- Has a clear agenda and set of objectives for meetings.
- Establishes sound procedures to manage and monitor assignments or project.
- Achieves tasks and assignments within the required timescale.
Influencing - Influences others by expressing self effectively in a group and in one to one situations.
Indicators:
- Gains commitment by putting forward arguments which are supported by logic and facts.
- Actively influences decisions.
- Presents arguments that can be supported by facts.
- Makes fluent and well organised contributions.
- Uses different approaches and influencing techniques that are appropriate to the people or situation.
- Speaks clearly and audibly.
- Contributes concisely.
- Speaks animatedly and not too quickly.
- Summarises for the benefit of others/self.
- Retains the attention of his/her audience.
- Explains terminology in appropriate language.
Written communication - Expresses ideas effectively and conveys information appropriately and accurately.
Indicators:
- Conveys complex concepts in words or diagrams.
- Structures information appropriately with clear introduction and conclusion.
- Documents are concise and easily understood.
- Spelling, punctuation and grammar are correct.
- Reports are well presented and conform to standards.
- The purpose of the communication is clear and actions are clearly stated.
- Varies vocabulary, style and tone according to the recipient.
- Uses appropriate and meaningful headings.
- Does not use unnecessary words/phrases.
Questioning - Uses an appropriate approach to questioning in order to gain information from which to draw conclusions and/or assist in the making of decisions.
Indicators:
- A set of questions is prepared in advance.
- Uses open questions to gain a breadth of information, (eg begin with how, what, when, where, why and who).
- Uses probing questions to pick up on relevant areas,(eg 'You mentioned difficulties with... What were they?').
- Uses closed questions to force a decision/commitment,(eg 'Was that the right approach?').
- Uses leading questions appropriately to limit choice (eg 'So should I do this or this?').
- Questions are clear and concise.
Listening - Shows by a range of verbal and non-verbal signals that the information being received is understood.
Indicators:
- Picks out key information in meetings.
- Actively shows interest.
- Summarises and tests understanding.
- Asks questions to clarify understanding and notes key facts.
- Demonstrates listening by taking notes, playing back what has been said etc.
Teamwork / working with others - Builds and develops appropriate relationships with academic staff, peers, colleagues, customers and suppliers at all levels within an organisation.
Indicators:
- Deals with difficult people effectively.
- Communicates at various levels within organisations.
- Deals effectively with customer issues.
- Is respected by academic staff and peers at all levels.
Interpersonal sensitivity - Recognises and respects different perspectives and appreciates the benefits of being open to the ideas and views of others.
Indicators:
- Allows time for others to understand and contribute.
- Takes time to understand issues from other standpoints.
- Ensures that everyone is given the opportunity to contribute.
- Shares information with rest of the group.
- Encourages others to contribute.
- Involves others in the task.
- Builds on other people's ideas/actions.
- Acknowledges other people's contributions and perspectives.
- Avoids showing aggressive behaviour and making personal attacks on others.
- Questions others to establish their views and feelings.
- Has regard to the impact on people of his/her actions and decisions.
Organisational sensitivity - Is sensitive to the effect of his or her actions on other parts of the organisation and adopts a mature, direct and up front style in dealing with conflict.
Indicators:
- Puts the good of the organisation before personal advantage.
- Discusses processes/practices in different parts of the organisation.
- Asks questions to determine the impact of decisions on others.
- Knows who needs to be influenced to achieve results.
- Demonstrates by words and actions that he/she recognises the impact of decisions of others.
- Actively seeks a win/win solution to professional/business issues.
Lifelong learning and development - Develops the skills and competencies of self, peers and colleagues through learning and development activities related to current and future roles.
Indicators:
- Provides a good role model for others to follow.
- Regularly reviews objectives, improvement plans and career development plans.
- Gives regular feedback on performance, leading to a wide range of learning and development actions.
- Ensures that opportunities are found to reinforce new and developing skills.
- Identifies learning opportunities for self and others.
- Coaches others within own areas of expertise.
- Gives space to others to develop skills.
- Encourages the use of mentors and role models.
- Seeks out opportunities to develop self and others.