S. NO.

NAME

LEVEL

MACHINE / MACHINE / MACHINE / MACHINE / OPERATION 1 OPERATION 2 OPERATION 3 OPERATION 4

MACHINE / OPERATION 5

MACHINE / OPERATION 6

MACHINE / MACHINE / MACHINE / OPERATION 7 OPERATION 8 OPERATION 9

MACHINE / OPERATION 10

MACHINE / MACHINE / MACHINE / OPERATION 11 OPERATION 12 OPERATION 13

PPROBLEM SOLVING SKILL

TRAINER 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Mario Amit Sachin Ajay Fondu Kishor Raju Mohan Neetesh Powar Vaibhav
AT PRESENT REQUIRED AT PRESENT REQUIRED AT PRESENT REQUIRED AT PRESENT REQUIRED AT PRESENT REQUIRED AT PRESENT REQUIRED AT PRESENT REQUIRED AT PRESENT REQUIRED AT PRESENT REQUIRED AT PRESENT REQUIRED AT PRESENT REQUIRED AT PRESENT REQUIRED AT PRESENT REQUIRED AT PRESENT REQUIRED AT PRESENT REQUIRED AT PRESENT REQUIRED AT PRESENT REQUIRED AT PRESENT REQUIRED AT PRESENT REQUIRED AT PRESENT REQUIRED

A

A

A

B

B

C

C

D

C

E

D

B

C

EXTERNAL

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

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

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

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

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

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

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

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

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

0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

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

0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 2 3 3 3 0 2

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

S. NO.

NAME

LEVEL

MACHINE / MACHINE / MACHINE / MACHINE / OPERATION 1 OPERATION 2 OPERATION 3 OPERATION 4

MACHINE / OPERATION 5

MACHINE / OPERATION 6

MACHINE / MACHINE / MACHINE / OPERATION 7 OPERATION 8 OPERATION 9

MACHINE / OPERATION 10

MACHINE / MACHINE / MACHINE / OPERATION 11 OPERATION 12 OPERATION 13

PPROBLEM SOLVING SKILL

TRAINER 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35
AT PRESENT REQUIRED AT PRESENT REQUIRED AT PRESENT REQUIRED AT PRESENT REQUIRED AT PRESENT REQUIRED AT PRESENT REQUIRED AT PRESENT REQUIRED AT PRESENT REQUIRED AT PRESENT REQUIRED AT PRESENT REQUIRED AT PRESENT REQUIRED AT PRESENT REQUIRED AT PRESENT REQUIRED AT PRESENT REQUIRED AT PRESENT REQUIRED

A

A

A

B

B

C

C

D

C

E

D

B

C

EXTERNAL

0 0 1 2 0 0 1 2 1 2 0 0 0 0 0 0 1 2 0 0 1 2 1 2 0 0 0 0 0 0

0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 2 0 0 0 0 0 0 0 0 0 0 0 0

0 0 0 0 0 0 1 2 0 0 0 0 0 0 0 0 1 2 0 0 0 0 0 0 0 0 0 0 0 0

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

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

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

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

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

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

0 0 0 0 0 0 0 0 0 0 3 3 0 0 1 3 1 3 1 3 0 0 0 0 0 0 0 0 0 0

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

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

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

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

POINTS OBTAINED : TOTAL POINTS : EXISTING MULTISKILLING % : TARGET TILL MAR-10 :

1250 4654 27% 30%

COLOUR CODE 3 2 1 0

SKILL LEVEL SKILLED LEVEL LEARNING LEVEL ENTRY LEVEL

COMPETENCE ABLE TO TRAIN OTHERS OR LEAD CAN PERFORM TASK INCOMPETENT

TRAINER

A B C D E F G

INFORMATIONAL LEVEL ABLE TO DO THE JOB UNDER SUPERVISION

S. NO.

NAME

LEVEL

MACHINE / MACHINE / MACHINE / MACHINE / OPERATION 1 OPERATION 2 OPERATION 3 OPERATION 4

MACHINE / OPERATION 5

MACHINE / OPERATION 6

MACHINE / MACHINE / MACHINE / OPERATION 7 OPERATION 8 OPERATION 9

MACHINE / OPERATION 10

MACHINE / MACHINE / MACHINE / OPERATION 11 OPERATION 12 OPERATION 13

PPROBLEM SOLVING SKILL

TRAINER

A

A

A

B

B

C

C

D

C

E

D

B

C

EXTERNAL

EXTRENAL Copy Holders 1. Head (Prod.) 2. Engineer (Line) 3. Head (HRD) Rev. Date Description Chkd. By Appd. By Prepared by Checked by Approved by

Coaching/Counse Workflow ling/Mentoring Management/Qua Others lity Control Performance Management Empowerment Development of Others Motivating/Ins piring Others Leadership Change Leadership X EXTERNAL 0 0 0 3 2 3 1 3 0 2 0 2 0 2 0 2 0 2 0 2 0 2 0 2 0 0 1 3 1 3 0 2 0 2 1 2 0 2 1 2 0 0 1 3 2 3 1 3 0 2 0 2 0 2 0 2 0 2 0 2 0 2 0 2 0 0 1 3 1 3 0 2 0 2 1 2 0 2 1 2 1 3 1 3 2 3 1 3 0 2 0 2 0 2 0 2 0 2 0 2 0 2 0 2 0 0 1 3 1 3 0 2 0 2 1 2 0 2 1 2 1 3 1 3 2 3 1 3 0 2 0 2 0 2 0 2 0 2 0 2 0 2 0 2 0 0 1 3 1 3 0 2 0 2 1 2 0 2 1 2 1 3 1 3 2 3 1 3 0 2 0 2 0 2 0 2 0 2 0 2 0 2 0 2 0 0 1 3 1 3 0 2 0 2 1 2 0 2 1 2 1 3 1 3 2 3 1 3 0 2 0 2 0 2 0 2 0 2 0 2 0 2 0 2 0 0 1 3 1 3 0 2 0 2 1 2 0 2 1 2 1 3 1 3 2 3 1 3 0 2 0 2 0 2 0 2 0 2 0 2 0 2 0 2 0 0 1 3 1 3 0 2 0 2 1 2 0 2 1 2 1 3 1 3 2 3 1 3 0 2 0 2 0 2 0 2 0 2 0 2 0 2 0 2 0 0 1 3 1 3 0 2 0 2 1 2 0 2 1 2 1 3 1 3 2 3 1 3 0 2 0 2 0 2 0 2 0 2 0 2 0 2 0 2 0 0 1 3 1 3 0 2 0 2 1 2 0 2 1 2 1 3 1 3 2 3 1 3 0 2 0 2 0 2 0 2 0 2 0 2 0 2 0 2 0 0 1 3 1 3 0 2 0 2 1 2 0 2 1 2 1 3 1 3 2 3 1 3 0 2 0 2 0 2 0 2 0 2 0 2 0 2 0 2 0 0 1 3 1 3 0 2 0 2 1 2 0 2 1 2 1 3 1 3 2 3 1 3 0 2 0 2 0 2 0 2 0 2 0 2 0 2 0 2 0 0 1 3 1 3 0 2 0 2 1 2 0 2 1 2 1 3 1 3 2 3 1 3 0 2 0 2 0 2 0 2 0 2 0 2 0 2 0 2 0 0 1 3 1 3 0 2 0 2 1 2 0 2 1 2 1 3 1 3 2 3 1 3 0 2 0 2 0 2 0 2 0 2 0 2 0 2 0 2 0 0 1 3 1 3 0 2 0 2 1 2 0 2 1 2 1 3 1 3 2 3 1 3 0 2 0 2 0 2 0 2 0 2 0 2 0 2 0 2 0 0 1 3 1 3 0 2 0 2 1 2 0 2 1 2 1 3 1 3 2 3 1 3 0 2 0 2 0 2 0 2 0 2 0 2 0 2 0 2 0 0 1 3 1 3 0 2 0 2 1 2 0 2 1 2 1 3 1 3 2 3 1 3 0 2 0 2 0 2 0 2 0 2 0 2 0 2 0 2 0 0 1 3 1 3 0 2 0 2 1 2 0 2 1 2 .Problem Solving Decision Making/Judg ment Decisiveness Analytical Thinking Perception Creative/Concept and Analysis ual Thinking Strategic Thinking EMS Management Skills Productivity.

Problem Solving Decision Making/Judg ment Decisiveness Analytical Thinking Perception Creative/Concept and Analysis ual Thinking Strategic Thinking EMS Management Skills Productivity. Coaching/Counse Workflow ling/Mentoring Management/Qua Others lity Control Performance Management Empowerment Development of Others Motivating/Ins piring Others Leadership Change Leadership X EXTERNAL 0 2 0 2 0 0 0 2 0 0 3 3 3 3 0 3 1 3 0 3 1 3 0 0 0 0 0 0 0 0 0 2 0 2 0 0 0 2 0 0 3 3 3 3 0 3 1 3 0 3 1 3 0 0 0 0 0 0 0 0 0 2 0 2 0 0 0 2 0 0 3 3 3 3 0 3 1 3 0 3 1 3 0 0 0 0 0 0 0 0 0 2 0 2 0 0 0 2 0 0 3 3 3 3 0 3 1 3 0 3 1 3 0 0 0 0 0 0 0 0 0 2 0 2 0 0 0 2 0 0 3 3 3 3 0 3 1 3 0 3 1 3 0 0 0 0 0 0 0 0 0 2 0 2 0 0 0 2 0 0 3 3 3 3 0 3 1 3 0 3 1 3 0 0 0 0 0 0 0 0 0 2 0 2 0 0 0 2 0 0 3 3 3 3 0 3 1 3 0 3 1 3 0 0 0 0 0 0 0 0 0 2 0 2 0 0 0 2 0 0 3 3 3 3 0 3 1 3 0 3 1 3 0 0 0 0 0 0 0 0 0 2 0 2 0 0 0 2 0 0 3 3 3 3 0 3 1 3 0 3 1 3 0 0 0 0 0 0 0 0 0 2 0 2 0 0 0 2 0 0 3 3 3 3 0 3 1 3 0 3 1 3 0 0 0 0 0 0 0 0 0 2 0 2 0 0 0 2 0 0 3 3 3 3 0 3 1 3 0 3 1 3 0 0 0 0 0 0 0 0 0 2 0 2 0 0 0 2 0 0 3 3 3 3 0 3 1 3 0 3 1 3 0 0 0 0 0 0 0 0 0 2 0 2 0 0 0 2 0 0 3 3 3 3 0 3 1 3 0 3 1 3 0 0 0 0 0 0 0 0 0 2 0 2 0 0 0 2 0 0 3 3 3 3 0 3 1 3 0 3 1 3 0 0 0 0 0 0 0 0 0 2 0 2 0 0 0 2 0 0 3 3 3 3 0 3 1 3 0 3 1 3 0 0 0 0 0 0 0 0 0 2 0 2 0 0 0 2 0 0 3 3 3 3 0 3 1 3 0 3 1 3 0 0 0 0 0 0 0 0 0 2 0 2 0 0 0 2 0 0 3 3 3 3 0 3 1 3 0 3 1 3 0 0 0 0 0 0 0 0 Pundalik Pitre Murad Mulla Benjamin Jagdish Santosh Bhende Vasudev Pradip .

Problem Solving Decision Making/Judg ment Decisiveness Analytical Thinking Perception Creative/Concept and Analysis ual Thinking Strategic Thinking EMS Management Skills Productivity. Coaching/Counse Workflow ling/Mentoring Management/Qua Others lity Control Performance Management Empowerment Development of Others Motivating/Ins piring Others Leadership Change Leadership X EXTERNAL EXTRENAL .

Policies Skills Skills Knowledg Knowledg Knowledg Knowledg Knowledg Suite Systems Publishing & e e e e e Procedure F EXTERNAL Visionary Leadership Hiring & Retaining Attention to Detail Organization Planning Managing Multiple Priorities Delegation Interpersonal Skills EXTERNAL 1 3 1 3 2 3 1 3 0 2 0 2 0 2 0 2 0 2 0 2 0 2 0 2 0 0 1 3 1 3 0 2 0 2 1 2 0 2 1 2 1 3 1 3 2 3 1 3 0 2 0 2 0 2 0 2 0 2 0 2 0 2 0 2 0 0 1 3 1 3 0 2 0 2 1 2 0 2 1 2 1 3 1 3 2 3 1 3 0 2 0 2 0 2 0 2 0 2 0 2 0 2 0 2 0 0 1 3 1 3 0 2 0 2 1 2 0 2 1 2 1 3 1 3 2 3 1 3 0 2 0 2 0 2 0 2 0 2 0 2 0 2 0 2 0 0 1 3 1 3 0 2 0 2 1 2 0 2 1 2 1 3 1 3 2 3 1 3 0 2 0 2 0 2 0 2 0 2 0 2 0 2 0 2 0 0 1 3 1 3 0 2 0 2 1 2 0 2 1 2 1 3 1 3 2 3 1 3 0 2 0 2 0 2 0 2 0 2 0 2 0 2 0 2 0 0 1 3 1 3 0 2 0 2 1 2 0 2 1 2 1 3 1 3 2 3 1 3 0 2 0 2 0 2 0 2 0 2 0 2 0 2 0 2 0 0 1 3 1 3 0 2 0 2 1 2 0 2 1 2 1 3 1 3 2 3 1 3 0 2 0 2 0 2 0 2 0 2 0 2 0 2 0 2 0 0 1 3 1 3 0 2 0 2 1 2 0 2 1 2 1 3 1 3 2 3 1 3 0 2 0 2 0 2 0 2 0 2 0 2 0 2 0 2 0 0 1 3 1 3 0 2 0 2 1 2 0 2 1 2 1 3 1 3 2 3 1 3 0 2 0 2 0 2 0 2 0 2 0 2 0 2 0 2 0 0 1 3 1 3 0 2 0 2 1 2 0 2 1 2 1 3 1 3 2 3 1 3 0 2 0 2 0 2 0 2 0 2 0 2 0 2 0 2 0 0 1 3 1 3 0 2 0 2 1 2 0 2 1 2 1 3 1 3 2 3 1 3 0 2 0 2 0 2 0 2 0 2 0 2 0 2 0 2 0 0 1 3 1 3 0 2 0 2 1 2 0 2 1 2 1 3 1 3 2 3 1 3 0 2 0 2 0 2 0 2 0 2 0 2 0 2 0 2 0 0 1 3 1 3 0 2 0 2 1 2 0 2 1 2 1 3 1 3 2 3 1 3 0 2 0 2 0 2 0 2 0 2 0 2 0 2 0 2 0 0 1 3 1 3 0 2 0 2 1 2 0 2 1 2 1 3 1 3 2 3 1 3 0 2 0 2 0 2 0 2 0 2 0 2 0 2 0 2 0 0 1 3 1 3 0 2 0 2 1 2 0 2 1 2 1 3 1 3 2 3 1 3 0 2 0 2 0 2 0 2 0 2 0 2 0 2 0 2 0 0 1 3 1 3 0 2 0 2 1 2 0 2 1 2 1 3 1 3 2 3 1 3 0 2 0 2 0 2 0 2 0 2 0 2 0 2 0 2 0 0 1 3 1 3 0 2 0 2 1 2 0 2 1 2 1 3 1 3 2 3 1 3 0 2 0 2 0 2 0 2 0 2 0 2 0 2 0 2 0 0 1 3 1 3 0 2 0 2 1 2 0 2 1 2 1 3 1 3 2 3 1 3 0 2 0 2 0 2 0 2 0 2 0 2 0 2 0 2 0 0 1 3 1 3 0 2 0 2 1 2 0 2 1 2 .COMPETENCE LEVEL Complianc Administrative Technical Product Process Industry Regulatory Finance MS Office Internal Desktop e.

COMPETENCE LEVEL Complianc Administrative Technical Product Process Industry Regulatory Finance MS Office Internal Desktop e. Policies Skills Skills Knowledg Knowledg Knowledg Knowledg Knowledg Suite Systems Publishing & e e e e e Procedure F EXTERNAL Visionary Leadership Hiring & Retaining Attention to Detail Organization Planning Managing Multiple Priorities Delegation Interpersonal Skills EXTERNAL 0 2 0 2 0 0 0 2 0 0 3 3 3 3 0 3 1 3 0 3 1 3 0 0 0 0 0 0 0 0 0 2 0 2 0 0 0 2 0 0 3 3 3 3 0 3 1 3 0 3 1 3 0 0 0 0 0 0 0 0 0 2 0 2 0 0 0 2 0 0 3 3 3 3 0 3 1 3 0 3 1 3 0 0 0 0 0 0 0 0 0 2 0 2 0 0 0 2 0 0 3 3 3 3 0 3 1 3 0 3 1 3 0 0 0 0 0 0 0 0 0 2 0 2 0 0 0 2 0 0 3 3 3 3 0 3 1 3 0 3 1 3 0 0 0 0 0 0 0 0 0 2 0 2 0 0 0 2 0 0 3 3 3 3 0 3 1 3 0 3 1 3 0 0 0 0 0 0 0 0 0 2 0 2 0 0 0 2 0 0 3 3 3 3 0 3 1 3 0 3 1 3 0 0 0 0 0 0 0 0 0 2 0 2 0 0 0 2 0 0 3 3 3 3 0 3 1 3 0 3 1 3 0 0 0 0 0 0 0 0 0 2 0 2 0 0 0 2 0 0 3 3 3 3 0 3 1 3 0 3 1 3 0 0 0 0 0 0 0 0 0 2 0 2 0 0 0 2 0 0 3 3 3 3 0 3 1 3 0 3 1 3 0 0 0 0 0 0 0 0 0 2 0 2 0 0 0 2 0 0 3 3 3 3 0 3 1 3 0 3 1 3 0 0 0 0 0 0 0 0 0 2 0 2 0 0 0 2 0 0 3 3 3 3 0 3 1 3 0 3 1 3 0 0 0 0 0 0 0 0 0 2 0 2 0 0 0 2 0 0 3 3 3 3 0 3 1 3 0 3 1 3 0 0 0 0 0 0 0 0 0 2 0 2 0 0 0 2 0 0 3 3 3 3 0 3 1 3 0 3 1 3 0 0 0 0 0 0 0 0 0 2 0 2 0 0 0 2 0 0 3 3 3 3 0 3 1 3 0 3 1 3 0 0 0 0 0 0 0 0 0 2 0 2 0 0 0 2 0 0 3 3 3 3 0 3 1 3 0 3 1 3 0 0 0 0 0 0 0 0 0 2 0 2 0 0 0 2 0 0 3 3 3 3 0 3 1 3 0 3 1 3 0 0 0 0 0 0 0 0 0 2 0 2 0 0 0 2 0 0 3 3 3 3 0 3 1 3 0 3 1 3 0 0 0 0 0 0 0 0 0 2 0 2 0 0 0 2 0 0 3 3 3 3 0 3 1 3 0 3 1 3 0 0 0 0 0 0 0 0 .

. Policies Skills Skills Knowledg Knowledg Knowledg Knowledg Knowledg Suite Systems Publishing & e e e e e Procedure F EXTERNAL Visionary Leadership Hiring & Retaining Attention to Detail Organization Planning Managing Multiple Priorities Delegation Interpersonal Skills EXTERNAL Astra Metal Systems Pvt Ltd.COMPETENCE LEVEL Complianc Administrative Technical Product Process Industry Regulatory Finance MS Office Internal Desktop e.

Customer Focus Interpersonal Relationship Conflict Collaboration Relations Building Management Influencing Others Assertivenes s Communi cation Listening Oral Written Corporate Presentation of Communicatio Communicatio Communicatio Ideas n n n (Pyramid) Personal Qualities Drive for Results Initiative EXTERNAL EXTERNAL 1 3 1 3 2 3 1 3 0 2 0 2 0 2 0 2 0 2 0 2 0 2 0 2 0 0 1 3 1 3 0 2 0 2 1 2 0 2 1 2 1 3 1 3 2 3 1 3 0 2 0 2 0 2 0 2 0 2 0 2 0 2 0 2 0 0 1 3 1 3 0 2 0 2 1 2 0 2 1 2 1 3 1 3 2 3 1 3 0 2 0 2 0 2 0 2 0 2 0 2 0 2 0 2 0 0 1 3 1 3 0 2 0 2 1 2 0 2 1 2 1 3 1 3 2 3 1 3 0 2 0 2 0 2 0 2 0 2 0 2 0 2 0 2 0 0 1 3 1 3 0 2 0 2 1 2 0 2 1 2 1 3 1 3 2 3 1 3 0 2 0 2 0 2 0 2 0 2 0 2 0 2 0 2 0 0 1 3 1 3 0 2 0 2 1 2 0 2 1 2 1 3 1 3 2 3 1 3 0 2 0 2 0 2 0 2 0 2 0 2 0 2 0 2 0 0 1 3 1 3 0 2 0 2 1 2 0 2 1 2 1 3 1 3 2 3 1 3 0 2 0 2 0 2 0 2 0 2 0 2 0 2 0 2 0 0 1 3 1 3 0 2 0 2 1 2 0 2 1 2 1 3 1 3 2 3 1 3 0 2 0 2 0 2 0 2 0 2 0 2 0 2 0 2 0 0 1 3 1 3 0 2 0 2 1 2 0 2 1 2 1 3 1 3 2 3 1 3 0 2 0 2 0 2 0 2 0 2 0 2 0 2 0 2 0 0 1 3 1 3 0 2 0 2 1 2 0 2 1 2 1 3 1 3 2 3 1 3 0 2 0 2 0 2 0 2 0 2 0 2 0 2 0 2 0 0 1 3 1 3 0 2 0 2 1 2 0 2 1 2 1 3 1 3 2 3 1 3 0 2 0 2 0 2 0 2 0 2 0 2 0 2 0 2 0 0 1 3 1 3 0 2 0 2 1 2 0 2 1 2 1 3 1 3 2 3 1 3 0 2 0 2 0 2 0 2 0 2 0 2 0 2 0 2 0 0 1 3 1 3 0 2 0 2 1 2 0 2 1 2 1 3 1 3 2 3 1 3 0 2 0 2 0 2 0 2 0 2 0 2 0 2 0 2 0 0 1 3 1 3 0 2 0 2 1 2 0 2 1 2 1 3 1 3 2 3 1 3 0 2 0 2 0 2 0 2 0 2 0 2 0 2 0 2 0 0 1 3 1 3 0 2 0 2 1 2 0 2 1 2 1 3 1 3 2 3 1 3 0 2 0 2 0 2 0 2 0 2 0 2 0 2 0 2 0 0 1 3 1 3 0 2 0 2 1 2 0 2 1 2 1 3 1 3 2 3 1 3 0 2 0 2 0 2 0 2 0 2 0 2 0 2 0 2 0 0 1 3 1 3 0 2 0 2 1 2 0 2 1 2 .

Customer Focus Interpersonal Relationship Conflict Collaboration Relations Building Management Influencing Others Assertivenes s Communi cation Listening Oral Written Corporate Presentation of Communicatio Communicatio Communicatio Ideas n n n (Pyramid) Personal Qualities Drive for Results Initiative EXTERNAL EXTERNAL 0 2 0 2 0 0 0 2 0 0 3 3 3 3 0 3 1 3 0 3 1 3 0 0 0 0 0 0 0 0 0 2 0 2 0 0 0 2 0 0 3 3 3 3 0 3 1 3 0 3 1 3 0 0 0 0 0 0 0 0 0 2 0 2 0 0 0 2 0 0 3 3 3 3 0 3 1 3 0 3 1 3 0 0 0 0 0 0 0 0 0 2 0 2 0 0 0 2 0 0 3 3 3 3 0 3 1 3 0 3 1 3 0 0 0 0 0 0 0 0 0 2 0 2 0 0 0 2 0 0 3 3 3 3 0 3 1 3 0 3 1 3 0 0 0 0 0 0 0 0 0 2 0 2 0 0 0 2 0 0 3 3 3 3 0 3 1 3 0 3 1 3 0 0 0 0 0 0 0 0 0 2 0 2 0 0 0 2 0 0 3 3 3 3 0 3 1 3 0 3 1 3 0 0 0 0 0 0 0 0 0 2 0 2 0 0 0 2 0 0 3 3 3 3 0 3 1 3 0 3 1 3 0 0 0 0 0 0 0 0 0 2 0 2 0 0 0 2 0 0 3 3 3 3 0 3 1 3 0 3 1 3 0 0 0 0 0 0 0 0 0 2 0 2 0 0 0 2 0 0 3 3 3 3 0 3 1 3 0 3 1 3 0 0 0 0 0 0 0 0 0 2 0 2 0 0 0 2 0 0 3 3 3 3 0 3 1 3 0 3 1 3 0 0 0 0 0 0 0 0 0 2 0 2 0 0 0 2 0 0 3 3 3 3 0 3 1 3 0 3 1 3 0 0 0 0 0 0 0 0 0 2 0 2 0 0 0 2 0 0 3 3 3 3 0 3 1 3 0 3 1 3 0 0 0 0 0 0 0 0 0 2 0 2 0 0 0 2 0 0 3 3 3 3 0 3 1 3 0 3 1 3 0 0 0 0 0 0 0 0 0 2 0 2 0 0 0 2 0 0 3 3 3 3 0 3 1 3 0 3 1 3 0 0 0 0 0 0 0 0 0 2 0 2 0 0 0 2 0 0 3 3 3 3 0 3 1 3 0 3 1 3 0 0 0 0 0 0 0 0 .

Customer Focus Interpersonal Relationship Conflict Collaboration Relations Building Management Influencing Others Assertivenes s Communi cation Listening Oral Written Corporate Presentation of Communicatio Communicatio Communicatio Ideas n n n (Pyramid) Personal Qualities Drive for Results Initiative EXTERNAL EXTERNAL .

Continuous Commitment to Development Improvement Task of Self Energizing Coping/Stress Tolerance Tolerance of Persuasivenes Ambiguity s Negotiation Skills POINTS REQUIRED POINTS PRESENT OBTAINED COMPETENCE TARGET FOR qtr 1 3 1 3 2 3 1 3 0 2 0 2 0 2 0 2 0 2 0 2 0 2 0 2 0 0 1 3 1 3 0 2 0 2 1 2 0 2 1 2 1 3 1 3 2 3 1 3 0 2 0 2 0 2 0 2 0 2 0 2 0 2 0 2 0 0 1 3 1 3 0 2 0 2 1 2 0 2 1 2 1 3 1 3 2 3 1 3 0 2 0 2 0 2 0 2 0 2 0 2 0 2 0 2 0 0 1 3 1 3 0 2 0 2 1 2 0 2 1 2 1 3 1 3 2 3 1 3 0 2 0 2 0 2 0 2 0 2 0 2 0 2 0 2 0 0 1 3 1 3 0 2 0 2 1 2 0 2 1 2 1 3 1 3 2 3 1 3 0 2 0 2 0 2 0 2 0 2 0 2 0 2 0 2 0 0 1 3 1 3 0 2 0 2 1 2 0 2 1 2 1 3 1 3 2 3 1 3 0 2 0 2 0 2 0 2 0 2 0 2 0 2 0 2 0 0 1 3 1 3 0 2 0 2 1 2 0 2 1 2 1 3 1 3 2 3 1 3 0 2 0 2 0 2 0 2 0 2 0 2 0 2 0 2 0 0 1 3 1 3 0 2 0 2 1 2 0 2 1 2 1 3 1 3 2 3 1 3 0 2 0 2 0 2 0 2 0 2 0 2 0 2 0 2 0 0 1 3 1 3 0 2 0 2 1 2 0 2 1 2 62 199 65 195 130 198 66 198 2 137 7 136 1 135 6 139 8 141 7 138 4 134 8 141 4 9 70 201 71 203 4 131 4 131 79 150 6 130 67 134 31% 33% 66% 33% 1% 5% 1% 4% 6% 5% 3% 6% 44% 35% 35% 3% 3% 53% 5% 50% 68 72 143 73 2 8 1 7 9 8 4 9 4 77 78 4 4 87 7 74 .

Continuous Commitment to Development Improvement Task of Self Energizing Coping/Stress Tolerance Tolerance of Persuasivenes Ambiguity s Negotiation Skills POINTS REQUIRED POINTS PRESENT OBTAINED COMPETENCE TARGET FOR qtr 0 2 0 2 0 0 0 2 0 0 3 3 3 3 0 3 1 3 0 3 1 3 0 0 0 0 0 0 0 0 0 2 0 2 0 0 0 2 0 0 3 3 3 3 0 3 1 3 0 3 1 3 0 0 0 0 0 0 0 0 0 2 0 2 0 0 0 2 0 0 3 3 3 3 0 3 1 3 0 3 1 3 0 0 0 0 0 0 0 0 0 2 0 2 0 0 0 2 0 0 3 3 3 3 0 3 1 3 0 3 1 3 0 0 0 0 0 0 0 0 0 2 0 2 0 0 0 2 0 0 3 3 3 3 0 3 1 3 0 3 1 3 0 0 0 0 0 0 0 0 0 2 0 2 0 0 0 2 0 0 3 3 3 3 0 3 1 3 0 3 1 3 0 0 0 0 0 0 0 0 0 2 0 2 0 0 0 2 0 0 3 3 3 3 0 3 1 3 0 3 1 3 0 0 0 0 0 0 0 0 0 2 0 2 0 0 0 2 0 0 3 3 3 3 0 3 1 3 0 3 1 3 0 0 0 0 0 0 0 0 5 130 5 138 4 6 10 142 7 18 197 198 195 198 3 196 67 202 4 198 71 202 6 15 4 10 1 10 0 11 4% 4% 67% 7% 39% 99% 98% 2% 33% 2% 35% 40% 40% 10% 0% 6 6 4 11 8 217 215 3 74 4 78 7 4 1 0 .

Continuous Commitment to Development Improvement Task of Self Energizing Coping/Stress Tolerance Tolerance of Persuasivenes Ambiguity s Negotiation Skills POINTS REQUIRED POINTS PRESENT OBTAINED COMPETENCE TARGET FOR qtr Issueing Authority : FORMAT Sheet 01 of 01 .

Training Program Matrix for Hawthorne Machinery Competency Skill Sets Problem Solving/Decision Making Problem Solving Decision Making/Judgment Decisiveness Analytical Thinking Perception and Analysis Creative/Conceptual Thinking Strategic Thinking Communication Listening Oral Communication Written Communication Presentation of Ideas Corporate Communication (Pyramid) Interpersonal Skills Customer Focus Interpersonal Relations Collaboration Relationship Building Conflict Management Influencing Others Assertiveness Administrative Skills Attention to Detail Organization Planning Managing Multiple Priorities Delegation Core Values Business Ethics Support for Team Hawthorne Valuing Difference/Diversity Personal Qualities Drive for Results Initiative Continuous Improvement Commitment to Task Development of Self Energizing Coping/Stress Tolerance Tolerance of Ambiguity Persuasiveness Negotiation Skills Management Skills Productivity. Workflow Management/Quality Control Coaching/Counseling/Mentoring Others Performance Management Empowerment Development of Others Motivating/Inspiring Others Leadership Change Leadership Visionary Leadership Hiring & Retaining Technical Skills MS Office Suite Internal Systems Visio Desktop Publishing Product Knowledge Process Knowledge Industry Knowledge Regulatory Knowledge Finance Knowledge Compliance. Policies & Procedure Sales Training Kathy Ellis/Debbie Lousberg 12/08/2010 .

relevant software.g. data protection. telephone. printers. punctuation are correct • Errors are used to help improve standard of work ‘Uses appropriate resources effectively’ • Knows what resources are available. internet etc.Performance Review Areas of competence: list of examples Functional expertise: generic ‘Acts with understanding of role and its purpose’ • Shows an understanding of the purpose of the role • Keeps focussed on purpose of role • Prioritises workload in line with overall purpose • Observes and learns from others in same role • Shares information about role with others • In progressing up the band. design templates (on intranet). • Performs key duties to appropriate standard • Undertakes and applies training on the job • Competence increases with each step along the Band • Level of supervision decreases with each step along the Band ‘Works accurately/pays attention to detail’ • Understands the degree of accuracy and detail required • Completes work accurately and presents to a required style • Work is tidy and professional-looking • Numbers add up. effectively • Aware of relevant legal obligations in using resources (i. photocopiers. Xerox etc. internet. office machinery. financial regulations) • Keeps up to date with e. software licenses. email. information is consistent • Grammar. computers. provides a resource to others in role ‘Demonstrates mastery of key job skills’ • Understands what the key skills are for the role • Works confidently with e.e. data are aligned. email. VISTA. databases. spelling. copyright. IT policies • Adheres to ‘sharing best practice’ guidelines (on Staff Forum intranet pages) • Observes recycling protocols • Shares information on best use of resources • Suggests ways of improving use of resources . and how to use them • Uses VISTA.g.

begins work promptly • Respects colleagues’ personal space and doesn’t interrupt • Deals with interruptions effectively • Keeps focussed on job in hand • Multi-tasks where appropriate to get best use of time • Manages own time effectively • Deals with paper/email/post/telephone input promptly and calmly • Learns from others who are efficient and use time well • Clear about first priorities and delivers them first • Knows when to say yes and when to say no • Consults manager for guidance if genuine clashes arise • Keeps accurate diary and plans ahead • Plans meetings/presentations well in advance and arrives on time and prepared • Reads papers ahead of meetings and makes a useful contribution to the discussion • Recognises when stress is having a negative effect and takes appropriate action 'Takes ownership for solving problems effectively' • Uses ‘problems’ as ‘opportunities’ • Does not blame but works on solutions • Demonstrates zeal to resolve problems • Finds new ways of doing things if the old ones don‘t work • Overcomes obstacles by using imagination • ‘Brainstorms’ with others in the team to find solutions • It’s not ‘somebody else’s problem’ • Says ‘I’ll look into this for you and get back to you'. planned way • Arrives when expected. not reliant on ‘the way things have always been done’ unless they still work • Is keen to work with new people/equipment/environments • Sees change as opportunity • Is keen to explore new avenues/methods/projects • Is ready to take risks for the good of the business • Is prepared to undertake training to develop . but I’ll see if I can find out for you. with a positive attitude • Is not stuck in the past but focussed on the future. organises.Planning/problem-solving/innovating ‘Plans.’ ‘Shows flexibility/adaptability/takes advantages of new ways of doing things/innovates’ • Responds positively to changes and challenges and gives things a try • Is ready to try new ways of doing things. manages workload and self effectively’ • Approaches work in an organised. not ‘Nobody tells me anything.

g. clean and tidy • Adheres to Housekeeping Policy (on intranet: Groups & Depts/Policies & Info/General Press Policies) Area of competence: list of examples ‘Develops/maintains professional internal/external relationships’ • Understands the key relationships in role • Uses relationships for the good of the business • Demonstrates networking skills • Creates an ever-increasing circle of contacts and uses them effectively • Balances external/internal demands for the good of the business • Keeps relationships on a professional level ‘Communicates effectively with internal/external audiences’ • Understands audiences and tailors communications accordingly • Uses appropriate. and according to Dress Code (see Staff Handbook on the intranet) • Presents a professional image when on business travel/exhibitions • Keeps work area safe.further and acquire new skills ‘Uses good judgement and makes sound decisions’ • Understands level of authority and uses it appropriately • Uses ‘common sense’ • Uses knowledge.) • Clarifies and confirms to avoid misunderstandings • Controls emotions • Is clear and concise • Adheres to high standards of presentation • Understands and uses Press style/logo/templates • Actively seeks information and takes responsibility to keep self informed . experience and evidence to take decisions that benefit the business • Combines objective and subjective factors in making sound decisions • Thinks things through before jumping to conclusions • Identifies any inappropriate/unethical procedures or practices Behaviour/relationships ‘Presents and manages self professionally’ • Looks the part of a Press professional • Arrives for work looking clean and tidy. telephone/email etc. face to face vs. and does it • Uses appropriate channels of communication (e. professional language and tone • Knows how to listen.

following periods of colleagues’ absence ‘Is a good team member and supports colleagues’ • Shows awareness of team members and acts supportively • Keeps aware of colleagues and their workloads/successes • Steps in when colleagues are ill or on leave • Negotiates/influences others to gain cooperation • Spends time with team members to build relationships • Willing to be a coach/mentor for others • Proactively shares information with others • Understands what the team enjoys about their work and builds on it • Keen to make own team a model of effective working to achieve results Accepts personal/team/corporate responsibility’ • Acknowledges errors of self and/or others and moves on • Refuses to engage in a culture of ‘blame’ • Faces mistakes straight on. especially newcomers and visitors • Apologises immediately for any lapse ‘Has a can-do attitude and focuses on solutions’ • Supports colleagues through deadlines/difficulties • Exhibits positive approach • Overcomes minor setbacks • Shows enjoyment at work • Gains satisfaction from doing a job well • Celebrates own and others’ successes • Identifies potential areas of conflict and seeks to • . does not say e. but they decided to do x’ – instead says ‘We are now going to do x… so let’s see how it will work’ • Cooperates with the Press to enable it to perform any duty or requirement imposed by law • Understands and works in accordance with the ‘Working at the Press: Expectations’ as set out on the Staff Handbook (see intranet) ‘Shows civility and respect to all’ • Is courteous and pleasant. with a determination to improve • Once a decision has been made.g.Listens carefully to/reads information communicated • Seeks answers to own/colleagues’ questions • Participates as giver/receiver of information in monthly Communications Cascade • Informs others e. ‘I wanted to do something else.g. even when busy • Uses appropriate language • Shows respect for diversity • Respects others’ privacy • Doesn’t engage in malicious talk • Includes others.

g.resolve them in advance • Puts self forward to participate outside role. e. on working parties • Offers to undertake projects/investigate opportunities without being asked • Challenges existing patterns of behaviour and suggests changes • Overcomes obstacles to smooth relationships ‘Fulfils general health and safety responsibilities’ • considers health and safety issues when carrying out day-to-day work activities • undertakes training as required and puts it into practice • follows health and safety arrangements as defined in policies and guidelines • reports hazardous conditions in the workplace or personal medical issues to help prevent accidents or ill health • carries out any specifically allocated health and safety responsibilities in a timely fashion Area of competence: list of examples .

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for the Group/Dept as well as for the Branch and the Press as a whole • Understands the concept of a not-for-profit business ‘Strives for further excellence/continuous improvement in working practices’ • Not satisfied with ‘just the minimum’ • Actions show commitment to improving on the past • Analyses previous mistakes and uses them to improve in future • Demonstrates keenness to raise standards of quality Notes: This list of bullet-point examples for each of the areas of competence is neither definitive nor exhaustive. and as much clarity as possible. It is provided to give people guidance. and should be added to and individualised for each jobholder through performance-review discussions over time. as they discuss each area of performance. structures. industry/market awareness’ • Aware of the Press's commercial/competitive environment • Is ‘customer aware’ at all times and meets customer standards • Goes after results with determination • Looks to maximise the return on investment • Considers financial implications of decisions. Area of competence: list of examples • Suggests ideas/supports projects that lead to improvement in systems/procedures • Aims to exceed customer expectations (e. keeping eye on the larger goal and the purpose of the organisation • Represents the Press positively ‘Considers impact on customers/authors/learned societies/colleagues/University/community’ • Before acting.Commercial context ‘Shows commercial awareness in achieving results. thinks about impact on above • Knows customer requirements and strives to exceed them .g. turnround times) ‘Shows commitment to Press vision/mission/objectives and culture’ • Has read and keeps up to date with published statements of Press's vision/mission/objectives • Knows where to find information on above • Keeps self informed of business strategy. objectives • Works in the context of the above.

better internal communications ‘Sets objectives and manages performance of directline reports’ • Makes it very clear to staff what ‘good performance’ means • Is explicit about standards of work and behaviour • Sets ‘SMART’ objectives for the individuals • Sets. budget and schedule • Focuses on the end result • Gives clear feedback on what is expected.and long-term objectives of team • Provides support to team to ensure achievement of above • Anticipates leader’s need for support and assistance and provides it • Keeps an ear to the ground to highlight need for e.Alters work strategies as required to maximise positive impact on internal and external customers • Serves internal and external customers with equally high standards • Suggests ideas/supports projects that 'make a difference' in the wider context • Plus. according to agreed agenda. Disciplinary. to reach the ‘Accomplished’ (‘consistently competent’) step • Understands policies and procedures and implements them professionally (e.g. absence management. supporting as necessary • Re-prioritises workloads as necessary • Ensures that staff use their work time effectively and do not waste time • Establishes a culture of efficiency and good timemanagement • Agrees sensible working patterns to meet business needs as well as individual preferences • Uses ‘people’ systems effectively (e. and takes appropriate action if performance is below expectation • Uses performance management techniques confidently • Takes responsibility to help every member of the team to reach their full potential within their jobs as soon as possible. Health and Safety) • Reviews past performance on an ongoing and ‘needs must’ basis • Knows what individual team members are doing and keeps it under review. Performance Review) to drive up individual and team contributions . i.e. for SUPERVISORS AND LINE MANAGERS ‘Supports the team/group/department manager in managing the team’ • Keeps up to date on short.g. implements and reviews business goals for unit. flexible working.g.

able to use knowledge and experience to anticipate issues. and proposes/brainstorms new approaches • Champions analysis and review of practices • Welcomes and undertakes training for selfimprovement • . and encourages team to do same • Is proactive. learn.and long-term strategic goals • Implements appropriate steps and plans programme(s)/processes to ensure achievement of established goals • Is flexible and willing to grow.Manages and monitors processes to deliver the objectives ‘Inspires and develops people’ • Is available to staff • Sets a welcoming climate for people when they need help/seek advice • Listens to others • Creates a positive climate in which individuals increase their awareness of their own strengths and limitations • Treats staff development as a business priority • Allows self to take pleasure in developing others • Makes sure that development priorities are actively pursued • Rewards and recognises success and achievements • Understands what motivates the individuals • Supports and empowers people • Enables personal and professional development in line with business needs • Quietly monitors/guides people’s achievements • Creatively responds when motivation needs refreshing • Offers support when needed. and constructive criticism when necessary • Allows people to express ideas and feelings • Centres on ideas and methods. not personalities • Is patient and supportive and also extremely firm and clear with people when the need arises • Is firm but fair to staff and behaves in a courteous and reasonable way • Treats mistakes as opportunities for people to learn ‘Manages changes and drives improvement’ • Encourages questioning of status quo and thinking about betters ways of doing things • Establishes effective two-way communication channels • Manages required change-processes positively and effectively • Assesses current needs and anticipates future short. praise when deserved. consider ideas and ways of thinking.

for TEAM/GROUP/DEPARTMENT MANAGERS AND DIRECTORS ‘Structures. implements and reviews business goals for unit.e. and aims at consensus • Establishes and maintains genuine esprit de corps • Evidence clear that team members listen well and participate • Takes a group of people and turns them into a high-performing team ‘Fulfils work area H&S arrangements’ • promotes a safety and well-being culture in their area • assesses and manages risks within their area according to Press policies and guidelines • attends H&S workshops when asked to do so • maintains H&S arrangements and records for their area • knows when and where to seek in-house advice • provides staff with the enablers to carry out their own H&S duties ‘Sets staff and team objectives and manages their performance’ • Makes it very clear to staff what ‘good performance’ means • Is explicit about standards of work and behaviour • Sets ‘SMART’ objectives for the individuals • Sets. budget and schedule • Focuses on the end result • Gives clear feedback on what is expected. builds and maintains the team’ • Plans and allocates staff resources effectively • Gets most out of staffing budgets • Builds the unit through recruitment of people who add value and improve performance • Assesses required skills accurately • Shapes. recruits. and takes appropriate action if performance is below expectation • Uses performance management techniques confidently • Takes responsibility to help every member of the team to reach their full potential within their jobs as soon as possible. according to agreed agenda. to reach the ‘Accomplished’ .Area of competence: list of examples Or. i. builds and changes team structures as appropriate • Leads the team • Generates to others a real sense of being part of a team • Demonstrates understanding of the need for teams to be constituted of different personality types in order to succeed • Arrives at decisions following genuine consultation when appropriate.

Health and Safety) • Reviews past performance on an ongoing and ‘needs must’ basis • Knows what individual team members are doing and keeps it under review. absence management. praise when deserved. Disciplinary.g. and uses both at appropriate times ‘Inspires and develops people’ • Is available to staff • Sets a welcoming climate for people when they need help/seek advice • Listens to others • Creates a positive climate in which individuals increase their awareness of their own strengths and limitations • Treats staff development as a business priority • Allows self to take pleasure in developing others • Makes sure that development priorities are actively pursued • Rewards and recognises success and achievements • Understands what motivates the individuals • Supports and empowers people • Enables personal and professional development in line with business needs • Quietly monitors/guides people’s achievements • Creatively responds when motivation needs refreshing • Offers support when needed.g. Performance Review) to drive up individual and team contributions • Manages and monitors processes to deliver the objectives ‘Delegates effectively’ • Is prepared to delegate and give responsibility to staff • Delegates appropriately • Manages at arm’s length when appropriate • Follows up and reviews tasks delegated • Is clear in assigning delegated tasks • Uses delegation to develop staff • Understands difference between Directive and Supportive behaviour. flexible working. supporting as necessary • Re-prioritises workloads as necessary • Ensures that staff use their work time effectively and do not waste time • Establishes a culture of efficiency and good timemanagement • Agrees sensible working patterns to meet business needs as well as individual preferences • Uses ‘people’ systems effectively (e. and constructive criticism when .(‘consistently competent’) step • Understands policies and procedures and implements them professionally (e.

learn. and proposes/brainstorms new approaches • Champions analysis and review of practices • Welcomes and undertakes training for selfimprovement . and encourages team to do same • Is proactive.and long-term strategic goals • Implements appropriate steps and plans programme(s)/processes to ensure achievement of established goals • Is flexible and willing to grow. not personalities • Is patient and supportive and also extremely firm and clear with people when the need arises • Is firm but fair to staff and behaves in a courteous and reasonable way • Treats mistakes as opportunities for people to learn ‘Manages changes and drives improvement’ • Encourages questioning of status quo and thinking about betters ways of doing things • Establishes effective two-way communication channels • Manages required change-processes positively and effectively • Assesses current needs and anticipates future short. consider ideas and ways of thinking.necessary • Allows people to express ideas and feelings Area of competence: list of examples • Centres on ideas and methods. able to use knowledge and experience to anticipate issues.

recruits. industry/market awareness’ ‘Strives for further excellence/continuous improvement in working practices’ ‘Shows commitment to Press vision/mission/objectives and culture’ ‘Considers impact on customers/authors/learned societies/colleagues/University/community’ for SUPERVISORS AND LINE MANAGERS ‘Supports the team/group/department manager in managing the team’ ‘Sets objectives and manages performance of directline reports’ ‘Inspires and develops people’ ‘Manages changes and drives improvement’ es and culture’ for TEAM/GROUP/DEPARTMENT MANAGERS ‘Structures. manages workload and self effectively’ 'Takes ownership for solving problems effectively' ‘Shows flexibility/adaptability/takes advantages of new ways of doing things/innovates’ ‘Uses good judgement and makes sound decisions’ Behaviour/relationships ‘Presents and manages self professionally’ ‘Develops/maintains professional internal/external relationships’ ‘Communicates effectively with internal/external audiences’ ‘Is a good team member and supports colleagues’ workloads/successes Accepts personal/team/corporate responsibility’ ‘Shows civility and respect to all’ ‘Has a can-do attitude and focuses on solutions’ ‘Fulfils general health and safety responsibilities’ Commercial context ‘Shows commercial awareness in achieving results. organises.Functional expertise: generic ‘Acts with understanding of role and its purpose’ ‘Demonstrates mastery of key job skills’ ‘Works accurately/pays attention to detail’ ‘Uses appropriate resources effectively’ Planning/problem-solving/innovating ‘Plans. builds and maintains the team’ ‘Fulfils work area H&S arrangements’ ‘Sets staff and team objectives and manages their performance’ ‘Delegates effectively’ ‘Inspires and develops people’ ‘Manages changes and drives improvement’ eties/colleagues/University/community’ .

anaging the team’ ine reports’ .

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erformance’ .

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Core Competencies Example Questions Team Player Problem Solving Customer Focus Leadership/Management Planning and Organisation Initiative Ability to Learn Analytical Skills Persuading and Influencing Results Driven Decisiveness and Judgement Innovation and Creativity Listening Skills Flexibility Building Relationships and Networking Negotiating Skills Detail Orientation and Methodical Work Practices Commercial Acumen Achievement Orientation Change Orientation Action Orientation Quality Orientation delegation communication .

ability and/or enabling behavior required to effectively perform work. . skill.e Questions A competency is the knowledge.

as well as cooperation and teamwork are maintained at a high levels. processes and procedures to benefit the company. 12 Evaluate the quickest and easiest way to do a job without sacrificing quality. 8 Communicate with a supervisor regarding jobs and the crew both positive and negative. 2 Assess job priorities and assign employees to appropriate job sites. 13 Make sure company policies are followed by the employees. 3 Make sure employees have tools and equipment needed for job. 5 Quality control: double-check workmanship by using a punch list to avoid go-backs. . attends the daily Operations Meeting and is encouraged to attend the shift change meetings. primary responsibility towards 5S 4 5 6 7 8 9 10 FOREMAN RESPONSIBILITIES 1 Check in with supervisor in the morning for schedule. machine & equipments. Six Sigma Activities in Shift. 2 Carry out Daily Bending Plan 3 Carry out daily Inserting Plan 4 Housekeeping of plant/ machineries.Monitor the activities of the Operator in Charge and provide assistance where needed . Employee morale and high productivity. INSERTS 4 Oversee job. 7 Checking equipment health.Provide an alternate program when it becomes impossible to carry out the scheduled program. 6 Safety of mapower. Also communicate any proble 9 Help train new employees and assist them as they learn new tasks.. 5 Proper Manpower utilisation. target dates arealways met when reviewed on a daily basis.Give a summary report of operations in Operations Meetings. keeping cool under pressure ) 13 Communication. Performed all duties in an independent and expeditious manner with minimal supervision and demonstrated good plan Consistently displayed ability to recognize and deal with priorities.Sl. No. What Do Supervisors Do? .Change the program to make optimal use of the machines when neither the primary program nor the alternate progra . 15 Alert supervisor when employees may need to work over-time in advance. 12 Temperament ( i. Key responsibility Srl 1 2 3 1 Carry out Daily Punching Plan. and make sure it runs smoothly. 11 Reaction Time. Seek out opportunities to improve equipment. 10 Make sure all tools are kept at original location.e. 14 Willingness to take responsibility 15 Proper handover takeover of the shift. and resea Ensure that each employee in the manufacturing group is provided with a written job description. 7 Make sure safety precautions are followed including updating safety kits. 14 Responsible for getting jobs completed on time. 9 TPM. 11 Leadership: Provide clear direction to employees while execution of work. 10 Self Motivation. methods. 8 Recording of Notifications. . 6 Give clear direction to workers as to what needs to be done and how to do it.

problem solving. addressing performa 7. Hiring new employees 5. Employee performance management (setting goals. Conducting basic management skills (decision making. Training new employees 6. observing and giving feedback.Supervision of a group of employees often includes 1. delegation and meeti 2. see Basic Overview . Organizing their department and teams 3. planning. Conforming to personnel policies and other internal regulations For additional and advanced information. Noticing the need for and designing new job roles in the group 4.

82 24. duled program.S Professional Exposure Decision Making Analytical Skill Team Building & Co-ordination Budget Control Communication Skills 2000 82. es to benefit the company.Desired Skill Sets Leadership System Orientation Internal Customer Orientation & Responsiveness Q. and research and develop these ideas.27 prioritize level of requirments gative. e meetings. Also communicate any problems or questions you have to supervisor. ervision and demonstrated good planning skills. .M. mary program nor the alternate programs can be carried out. job description. e maintained at a high levels.15 INCHARGE RESPONSIBILITY 24. as appropriate.

) . firing employees. etc. delegation and meeting management) ing feedback. addressing performance issues. planning.ng.

and political implications of each policy option States the feasibility and expected outcomes of each policy option Utilizes current techniques in decision analysis and health planning Knowledge able to proficient Proficient Knowledge able Proficient Knowledge able Proficient Knowledge able to proficient Proficient Aware Aware Aware Aware . economic. regulations. and implements public health laws. social.Domain #1: Analytic Assessment Skill Specific Competencies Front Line Senior Supervisor Staff Level Staff y and Manageme nt Staff Knowledge able to proficient Proficient Aware to knowledgea ble Proficient Defines a problems Proficient Determines appropriate uses and limitations of both quantitative and qualitative data Proficient Selects and defines variables relevant to defined Aware to public health problems knowledgea ble Proficient Knowledge Identifies relevant and appropriate data and able Proficient information sources Evaluates the integrity and comparability of data and identifies gaps in data sources Applies ethical principles to the collection. political. and interprets information Knowledge able Proficient Proficient relevant to an issue States policy options and writes clear and Knowledge concise policy statements able to Aware proficient Proficient Identifies. and computer systems storage/retrieval strategies Recognizes how the data illuminates ethical. legal. fiscal. scientific. and overall public health issues Aware to knowledgea ble Proficient Proficient Proficient Proficient Aware to Knowledge Knowledge knowledgea able to able to ble proficient proficient Knowledge able to proficient Proficient Aware Domain #2: Policy Development/Program Planning Skills Specific Competencies Front Line Senior Supervisor Staff Level Staff y and Manageme nt Staff Collects. interprets. administrative. and dissemination of data and information Aware Proficient Proficient Proficient Proficient Knowledge able to proficient Proficient Proficient Partners with communities to attach meaning to Aware to collected quantitative and qualitative data knowledgea ble Proficient Makes relevant inferences from quantitative and Aware to qualitative data knowledgea ble Proficient Obtains and interprets information regarding risks and benefits to the community Applies data collection processes. information technology applications. use. maintenance. summarizes. and policies related to specific programs Articulates the health.

Decides on the appropriate course of action Aware Develops a plan to implement policy, including goals, outcome and process objectives, and implementation steps Translates policy into organizational plans, structures, and programs Aware Prepares and implements emergency response plans Develops mechanisms to monitor and evaluate programs for their effectiveness and quality

Knowledge able to proficient Proficient Knowledge able to proficient Proficient Knowledge able to proficient Proficient

Aware

Aware to Knowledge knowledgea able to ble proficient Proficient Aware to knowledgea ble Proficient

Proficient

Domain #3: Communication Skills
Specific Competencies Front Line Senior Supervisor Staff Level Staff y and Manageme nt Staff
Proficient Proficient

Communicates effectively both in writing and Proficient orally, or in other ways Solicits input from individuals and organizations Knowledge able to proficient Knowledge Advocates for public health programs and able resources Knowledge Leads and participates in groups to address able specific issues Uses the media, advanced technologies, and community networks to communicate information Effectively presents accurate demographic, statistical, programmatic, and scientific information for professional and lay audiences

Proficient Proficient Proficient

Proficient Proficient Proficient

Aware to knowledgea ble Proficient

Proficient

Knowledge able Proficient

Proficient

Attitudes
Listens to others in an unbiased manner, respects points of view of others, and promotes the expression of diverse opinions and perspectives

Proficient

Proficient

Proficient

Domain #4: Cultural Competency Skills
Specific Competencies Front Line Senior Supervisor Staff Level Staff y and Manageme nt Staff

Utilizes appropriate methods for interacting sensitively, effectively, and professionally with persons from diverse cultural, socioeconomic, educational, racial, ethnic and professional backgrounds, and persons of all ages and lifestyle preferences Proficient Proficient Proficient Identifies the role of cultural, social, and behavioral factors in determining the delivery of Knowledge able Proficient public health services

Proficient

Develops and adapts approaches to problems that take into account cultural differences

Proficient

Proficient

Proficient

Attitudes
Understands the dynamic forces contributing to cultural diversity Understands the importance of a diverse public health workforce Knowledge Knowledge able to able proficient Proficient Knowledge able Proficient Proficient

Domain #5: Community Dimensions of Practice Skills
Specific Competencies Front Line Senior Supervisor Staff Level Staff y and Manageme nt Staff
Knowledge able Proficient Aware to proficient Proficient

Establishes and maintains linkages with key stakeholders Utilizes leadership, team building, negotiation, and conflict resolution skills to build community partnerships Collaborates with community partners to promote the health of the population

Proficient

Proficient

Identifies how public and private organizations operate within a community Accomplishes effective community engagements Aware to knowledgea ble Proficient Identifies community assets and available resources Knowledge able to proficient Proficient Knowledge Develops, implements, and evaluates a able Proficient community public health assessment Knowledge Describes the role of government in the delivery able Proficient of community health services

Knowledge able to proficient Proficient Knowledge able Proficient

Proficient Proficient

Proficient

Proficient Proficient Proficient

Domain #6: Basic Public Health Sciences Skills
Specific Competencies Front Line Senior Supervisor Staff Level Staff y and Manageme nt Staff

Identifies the individual’s and organization’s responsibilities within the context of the Essential Public Health Services and core functions Defines, assesses, and understands the health status of populations, determinants of health and illness, factors contributing to health promotion and disease prevention, and factors influencing the use of health services Understands the historical development, structure, and interaction of public health and health care systems Identifies and applies basic research methods used in public health

Knowledge able Proficient

Proficient

Knowledge able Proficient

Proficient

Aware Aware

Knowledge able Proficient Proficient Proficient

Applies the basic public health sciences including behavioral and social sciences, biostatistics, epidemiology, environmental public health, and prevention of chronic and infectious diseases Knowledge and injuries able Proficient Knowledge Identifies and retrieves current relevant able Proficient scientific evidence Identifies the limitations of research and the importance of observations and interrelationships Knowledge able Proficient Knowledge able to Proficient Proficient

Proficient Proficient

Proficient

Attitudes
Develops a lifelong commitment to rigorous critical thinking Proficient

Domain #7: Financial Planning and Management Skills
Specific Competencies Front Line Senior Supervisor Staff Level Staff y and Manageme nt Staff
Aware Knowledge able Proficient Knowledge able to proficient Proficient Knowledge able Proficient Knowledge able Proficient

Develops and presents a budget Manages programs within budget constraints

Aware Applies budget processes Develops strategies for determining budget priorities Monitors program performance Aware Aware

Aware to knowledgea ble Proficient Aware Proficient

Proficient Proficient

Prepares proposals for funding from external sources Applies basic human relations skills to the management of organizations, motivation of personnel, and resolution of conflicts Manages information systems for collection, retrieval, and use of data for decision-making

Aware to knowledgea ble Proficient

Proficient

Aware Negotiates and develops contracts and other documents for the provision of population-based Aware services Conducts cost-effectiveness, cost-benefit, and Aware cost utility analyses

Knowledge able to proficient Proficient Knowledge able Proficient Knowledge able Proficient

Domain #8: Leadership and Systems Thinking Skills
Specific Competencies Front Line Senior Supervisor Staff Level Staff y and Manageme nt Staff
Knowledge able to proficient Proficient

Creates a culture of ethical standards within organizations and communities Helps create key values and shared vision and uses these principles to guide action

Proficient

Aware to Knowledge knowledgea able to ble proficient Proficient

strategic planning) Facilitates collaboration with internal and external groups to ensure participation of key stakeholders Promotes team and organizational learning Aware Knowledge able to proficient Proficient Knowledge able to proficient Proficient Aware Knowledge Knowledge able to able proficient Proficient Contributes to development. implementation.e.Identifies internal and external issues that may impact delivery of essential public health services (i. and monitoring of organizational performance standards Aware to Knowledge knowledgea able to ble proficient Proficient Knowledge Uses the legal and political system to effect able Aware Proficient change Knowledge Applies the theory of organizational structures to Aware able Proficient professional practice .

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 .

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Financial and commercial understanding (eg. stores.selects goal-relevant activities. upwards.works to satisfy customers expectations Exercises leadership . Innovation. etc) Managing relationships. for team. self and team.works well with men and women from diverse backgrounds Information: Acquires and evaluates information Acquires and evaluates information Organizes and maintains information Interprets and communicates information Uses computers to process information . handling grievances. organizes.contributes to group effort Teaches others new skills Services clients/customers . eg. helping and enabling others with their Training and developing others. and uses materials or space efficiently Human resources .uses or prepares budgets. changes etc. Communication skills. Self-development. maintaining and developing reporting Creating and giving effective presentations to groups. Motivation and leadership of team and individual team members. assessing training needs. management by objectives (MBO's). and self. and prepares and follows schedul Money . measuring. allocates. effective follow-up. Employment and HR policy awareness and managing. and allocates resources Time . according to policies (equality. makes forecasts. Business writing. questioning and active listening. and effective induction of new people. evaluates performance and pro Interpersonal: Works with others Participates as member of a team . esp. follow-up. humanity and ethical considerations. Quality awareness and managing. reports. peers. disability. self-control. communication. taking initiative. budgets. sustainability. keeps records.external and internal. ranks them.works toward agreements involving exchange of resources. prioritising and organising tasks and activities. letters. Appreciation/application of social responsibility. One-to-one counselling. Table 1: SCANS' Five Competencies Resources: Identifies. problem-solving and decision-making. allocates time.communicates ideas to justify position. monitoring. seeking responsibility and personal growth. profit & loss. persuades and convinces others. discipline.acquires. Delegation. and follow-up. reporting performance and financials. conducting. empathy and mutual Performance appraisals planning. compassion and humanity. creativity. Recruitment interviewing and selection. resolves divergent interest Works with diversity . project plans. identifying and agreeing tasks. plans. Customer care and customer service management . inter-department. Administration. time management. cashflow.Planning. planning and reporting systems. vision. building trust. and makes adjustments to mee Material and facilities . resp Negotiates . obtaining approval for projects. plans. Planning and running meetings.assesses skills and distributes work accordingly. coaching and mentoring. according to quality standards and procedures. Effective use of IT and equipment. Environmental and duty of care awareness and managing according to standards and procedures.

d Improves or designs systems . interprets. in Table 2: A Three-Part Foundation of SCANS Skills and Personal Qualities Basic Skills: Reads. attends to. self-management. and speaks Reading . and politeness in grou Self-management . empathy. listens. visualizes. identifies. integrity. and technological systems work and opera Monitors and corrects performance . tools.discovers a rule or principle underlying the relationship between two or more objects an Personal Qualities: Responsibility. understands.distinguishes trends. and exhibits se Integrity/honesty .locates. solves problems.chooses procedures.Systems: Understands complex interrelationships Understands systems . friendliness. information.knows how social. self-esteem. and evalu Problem solving . and reasons Creative thinking .communicates thoughts. ideas. or equipment including computers and related techn Applies technology to task .generates new ideas Decision making . and creates docume Arithmetic/mathematics .chooses ethical courses of action . knows how to learn. adaptability.receives. generates alternatives.believes in own self-worth and maintains a positive view of self Sociability . organizational. makes decisions.exerts a high level of effort and perseveres towards goal attainment Self-esteem .recognizes problems and devises and implements plan of action Visualizing .suggests modifications to existing systems and develops new or alte Technology: Works with a variety of technologies Selects technology . predicts impacts on system operations.organizes ideas and communicates orally Thinking Skills: Thinks creatively. writes. sets personal goals.organizes and processes symbols Knowing how to learn . and interprets written information in prose and in documents such a Writing . sociability.uses efficient learning techniques to acquire and apply new knowledge and Reasoning . and responds to verbal messages and other cues Speaking .prevents. considers risks. monitors progress. performs arithmetic and mathematical operations. or solves problems with equipment.understands intent and proper procedures for setup and operation of eq Maintains and troubleshoots equipment . and honesty Responsibility .demonstrates understanding.assesses self accurately.specifies goals and constraints.performs basic computations and approaches practical problems by choos Listening . and messages in writing.

follows schedules stments to meet objectives mance and provides feedback ces others. responsibly challenges existing procedures and policies ergent interests .

including computers and other technologies cuments such as manuals. graphs. diagnoses deviations in systems performance and corrects malfunctions ops new or alternative systems to improve performance nd related technologies operation of equipment h equipment. and evaluates and chooses best alternatives knowledge and skills more objects and applies it when solving a problem oliteness in group settings and exhibits self-control .work and operates effectively with them m operations. reports. graphs. manuals. and schedules creates documents such as letters. directions. and flow charts blems by choosing appropriately from a variety of mathematical techniques arn. and reasons risks.

Conceptual skills: the ability to analyze and diagnose a situation and find the cause and effect. and practice.. the correc All three skills are enhanced through formal training. Basic Math 8. delivery/time) Lean/ Project Safety ENGINEERING T Engrg Six Proces Sigma ses There are three skill sets that managers need to perform effectively. reading. O = Optional N = Speak Not applicable English Management Sales Administration Engineering Quality Production Soft Skills 5.Job Skills Matrix Basic Skills 1. Human skills: the ability to understand.dealing with people and how to ‘get alo 3. quality. manner with the right technique . (Katz) 1. and control people’s behavior. Quality System INTERPERSONAL SKILLS Communication Proble m Leadershi Producti Manage Solving Teamwork p vity ment SYSTEMS SKILLS SQCD (safety. Motivation 6.Proficiency in performing marketing. Read. lead. 3. cost.. Technical skills: the job-specific knowledge required to perform a task. Working & Management effectively with 4. . alter. 2. Key X = Required Write. Root Cause Problem Solving Quality System 2. Time empowerme & others Management nt Supervision 7. Common examples includean activity inaccounting.

Design & 15. 750 Developmen 14. and manufacturing. 760 Monitor & Measure Devices 13. . 822 Measurem Internal ent Audit ENGINEERINGHydrauli Enginee TECHNOLOGY SKILLS cs/ ring Machine Pneumat Econom Industri Controls ics y al Engrg people and how to ‘get along’ with them de marketing. 9. accounting. 740 Production t Purchasing & Service 17.Quality System 10. CustomerRelated processes 16. Human on y Resources 12. 810 18. Management Documentati Responsibilit 11.

Safety Awareness 23. Customer Product Knowledge 21. Product 26. 850 Control of Corrective Nonconform & ing Preventive 24. 830 20. Statistical Techniques . Blueprint reading 22. Measuring & Gaging 25. design Advanced skills Math 27.Hard Skills 19.

Windows 34.Computer Skills 28 29 30 31. CAD 33. MRP 32. Outlook Explorer email Internet . Access 38. Internet 37. Excel 36. Word 35.

& Sales Mktg.Position Operators (Conventional) Operators (CNC) Operators (RD) Department Production Production Production Supervisor (Conventional) Production Supervisor (CNC) Production Supervisor (RD) Production Engg. & Sales Mktg.) Production Engg. Application (CNC) Production Functional Head Contract Review Sales Plan Customer Satisfaction Production Mktg. Application (Conv. & Sales New Business Development Mktg. & Sales .

Tool selection skills. Manpower handling. Problem solving skills. Manpower handling. Drgs. Problem solving skills. Manpower handling. interpersonal & communication skills. manpower & material. . Assembly knowledge. Production Planning. Optimum utilisation of P & M. Usage of Measuring Instruments/Gauges. Continuous improvement projects. Problem solving skills. Problem solving. Tool selection skills. Awareness about market scenario. Production Planning skills. Knowledge of conventional machines. interpersonal & communication skills. Tool & M/c settings. understanding of Engg. Usage of Measuring Instruments/Gauges. Usage of Measuring Instruments/Gauges. QMS implementation Awareness about commercial terms & conditions. Production Planning. Tool & M/c settings. Programming knowledge. Productivity improvement. Product Part Approval Process. new trends & development. Measuring Instruments/equipments. Corrective & Preventive actions. Engg. Power press. Usage of Measuring Instruments/Gauges.Skills Operation of conventional machines. tools. Usage of Measuring Instruments/Gauges Operation of conventional machines. Drawings. understanding of Engg. buffer stock. Production Planning skills. Conventional machines and assembly line. SPC Application. Tool selection skills Operation & setting of Welding machines. Knowledge of CNC. Tool & M/c settings. Operation of Welding machines. CNC Application. Tool selection skills Operation of CNC machines. Drawings. Optimum utilisation of machines. Usage of Measuring Instruments/Gauges Operation of CNC machines. Usage of Measuring Instruments/Gauges. Productivity. engg. prevailing practices in the industry. New Product & Process Development. customer forecast and sales planning procedures. Industrial Engg. Manpower handling. Drawings. Programming knowledge. Assembly knowledge. continuous improvement in process. Problem solving skills. Manpower selection & handling. Usage of Measuring Instruments/Gauges. Awareness about various customer specific requirements. Programming knowledge. Production Planning. Operation of CNC machines. Problem solving & reporting skills. prevailing practices in the industry. Application. Production Planning. Power press. Manpower handling. commercial terms & conditions. Knowledge of customer delivery schedule.

is sensitive to individual differences. or relationships that explain facts. relates well to people from varied backgrounds and situations. determines accuracy and relevance of information. that is appropriate for the intended audience. and to make recommendations. attends to nonverbal cues. data. produces written information. Explain how you arrived at a conclusion. Describe a situation in which you developed or maintained work relationships with others within or outside of your work unit. Questions: Individual Contributor/Work Leader/Staff Authority level positions 1.2 Competency Assessment Questionnaire Interpretation Key Self-Management—sets well-defined and realistic personal goals. and spelling. makes clear and convincing oral presentations. Question: Individual Contributor/Work Leader/Staff Authority level positions 1. may deal with people who are difficult. effort. principles. empathy. or distressed. Question: Individual Contributor/Work Leader/Staff Authority level positions 1. concern. Questions: Individual Contributor/Work Leader/Staff Authority level positions 1. demonstrates responsible behavior. and evaluated the alternatives to make a recommendation or decision. communicates information in a succinct and organized manner. Who set the goal and what did you do to try to achieve the goal? What was the outcome? Problem Solving—Identifies problems. listens to others. tact. What types of information did you present and how did you organize what you wrote? Who was the audience? How did you adapt the writing to meet the audience’s level of knowledge? What was the outcome? 2. courtesy. taking into account the audience and nature of the information. Who was involved? What specific actions did you take and what was the outcome? Reasoning—Identifies rules. distressed. works with minimal supervision. Questions: Individual Contributor/Work Leader/Staff Authority level positions 1. hostile. Describe the types of documents you proofread or edited. What was the outcome? Oral Communication—expresses information to individuals or groups effectively. Describe a situation in which you met a goal or took initiative to complete an assignment. is motivated to achieve. Describe the types of documents you have written. What was the problem and who was affected? How did you generate and evaluate your alternatives? What was the outcome? Writing—recognizes or uses correct English grammar. What was the length of contact? How did these relationships affect your work? 2. Describe a situation in which you have made an oral presentation to an individual or a group. displays a high level of initiative. What information were you given? Describe any guidelines you used. and commitment towards completing assignments in a timely manner. Describe a situation in which you had to deal with individuals who were difficult. uses sound judgment to generate and evaluate alternatives. analyzes information and makes correct inferences or draws accurate conclusions. What changes did you suggest? What was the outcome? 3 Interpersonal Skills—shows understanding. Question: Individual Contributor/Work Leader/Staff Authority level positions 1. punctuation. or other information. which may include technical material. develops and maintains relationships. Describe a situation in which you identified a problem. Describe a situation in which you analyzed and interpreted information. hostile. and responds appropriately. What kind of information did you present and how did you organize it into a presentation? Who was the audience? .

adapts behavior or work methods in response to new information. Describe a situation in which you planned. What level of contact did you have with them? What specific actions did you take to assist the customer or client? What was the result? Planning and Evaluating—organizes work. fosters commitment and team spirit. Describe a situation in which you assisted a customer or client. What was the work and how did the application of technology affect the outcome? What role did you play in selecting and applying the technology to the task? 4 Flexibility—is open to change and new information. or unexpected obstacles. or equipment effectively. Question: Individual Contributor/Work Leader/Staff Authority level positions . evaluates outcomes. even in uncertain situations. Who was involved? Describe any guidelines you used to determine the steps you needed to take. to accomplish organizational goals. resolve problems. Question: Individual Contributor/Work Leader/Staff Authority level positions 1. Describe a situation in which you orally defended or explained a recommendation or idea. trust. and objective decisions. Describe a situation in which you made a decision that impacted your work and/or the work of others. project. uses computers and computer applications to analyze and communicate information in the appropriate format. coordinates with other organizations or parts of the organization. Describe a situation when you had to modify an existing plan or otherwise had to change direction in response to a changing situation. determines resource requirements. and group identity. or assignment. Describe a situation in which you worked with a team to achieve a common goal. sets priorities. Describe a situation in which you used computers or other equipment to help accomplish work. effectively deals with ambiguity. monitors progress. tools. What kind of information did you present and how did you organize your material? Who was the audience? Teamwork—encourages and facilitates cooperation. knows products and services. determines short. Question: Individual Contributor/Work Leader/Staff Authority level positions 1. works with others to achieve goals. Question: Individual Contributor/Work Leader/Staff Authority level positions 1. Question: Individual Contributor/Work Leader/Staff Authority level positions 1. pride. What was involved? What did you do and what was the outcome? Decision Making—makes sound and well informed. organized or evaluated a program. What was the timeframe? What was the outcome? Mathematical Reasoning—solves problems by choosing appropriately from a variety of mathematical and statistical techniques. satisfy expectations. changing conditions. Question: Individual Contributor/Work Leader/Staff Authority level positions 1. perceives the impact and implications of decisions.or long-term goals and strategies to achieve them. is committed to providing quality products and services. provide assistance. What was the goal? Who was on the team and how was the team assembled? What steps did you take to work towards meeting the goal? What was the outcome? Technology Application—Uses machines. What were the alternatives that you considered and what did you decide? Who was affected by your decision? What was the outcome of your decision? Customer Service—works with customers to assess needs. commits to action. causes change. Question: Individual Contributor/Work Leader/Staff Authority level positions 1.2.

Describe a situation at work in which you prevented or handled a conflict or confrontation. cooperate. or disagreements in a constructive manner to minimize negative personal impact. Describe any guidelines you had to help you organize and maintain the information? 5 Creative Thinking—uses imagination to develop new insights into situations and applies innovative solutions to problems. Questions: Unit Supervisor/Senior Authority/Manager/Leading Authority/Senior Manager level positions 1. What mathematical or statistical techniques did you apply? Describe any guideline you used to determine the techniques you used. Describe the types of audiences you have addressed as part of your work and the type of information you presented. Information Management—identifies a need for and knows where or how to gather information. grievances. Who was the . Describe a situation in which you gathered or organized information that was needed by others. Describe a situation when you developed an innovative way to perform work or an innovative way to modify a work activity. motivates. Who was affected? What was the result? Vision—understands where the organization is headed and how to make a contribution. facilitates an open exchange of ideas. adapts leadership styles to a variety of situations. Describe a situation in which you negotiated and agreement or persuaded others to accept recommendations or a new viewpoint. What was the issue and who was involved? What was the outcome? Conflict Management—manages and resolves conflicts. Describe a situation where you had to defend or explain an idea or proposal. 2. Question: Individual Contributor/Work Leader/Staff Authority level positions 1. What was involved and what was your role? What was the outcome? Leadership—influences. and challenges others. confrontations. Describe a situation in which you led or motivated others. Question: Individual Contributor/Work Leader/Staff Authority level positions 1. Question: Individual Contributor/Work Leader/Staff Authority level positions 1. What was the outcome? 6 Oral Communication—expresses ideas and facts to individuals or groups effectively. negotiates to find mutually acceptable solutions. What was the issue and who was involved? Describe any guidelines or standard procedures you used to help you handle the situation. Describe how you have applied mathematical or statistical techniques to perform your work. makes clear and convincing oral presentations. takes a longterm view and recognizes opportunities to help the organization accomplish its objectives or move toward the vision. What was the goal and who was involved? What did you do and what was the outcome? Influencing/Negotiating—persuades others to accept recommendations. listens to others.1. Describe a situation in which you helped meet your organization’s objectives or worked towards the organization’s vision. Question: Individual Contributor/Work Leader/Staff Authority level positions 1. or change their behavior. Question: Individual Contributor/Work Leader/Staff Authority level positions 1. designs new methods where established methods and procedures are inapplicable or are unavailable. organizes and maintains information or information management systems. works with others towards an agreement. Question: Individual Contributor/Work Leader/Staff Authority level positions 1.

in order to accomplish organizational goals.. leadership). or organizational changes. Describe a situation where you performed a leadership role and/or motivated others toward the accomplishment of a goal. and what was the outcome? 2. Describe a situation when you had to modify a plan or had to change direction in response to a changing situation (e. Questions: Unit Supervisor/Senior Authority/Manager/Leading Authority/Senior Manager level positions . Describe a work situation in which you were under pressure due to deadlines. distinguishes between relevant and irrelevant information to make logical judgments. both inside and outside your organization.g. and capabilities of others. openness.. Question: Unit Supervisor/Senior Authority/Manager/Leading Authority/Senior Manager level positions 1. Questions: Unit Supervisor/Senior Authority/Manager/Leading Authority/Senior Manager level positions 1. Questions: Unit Supervisor/Senior Authority/Manager/Leading Authority/Senior Manager level positions 1. adjusts approaches to suit different people and situations. guides others toward goals. what alternatives did you consider. Leadership—inspires. integrity.g. What were the results? 2. Give an example of an unstructured situation involving a project or program where you had to operate without clear guidelines. adapts leadership styles to various situations.. what did you do. Who was involved and what was the outcome? 7 Flexibility—is open to change and new information. even in uncertain situations. causes change. perceives the impact and implications of decisions. and the risks involved.audience. changes in staff or budget resources. trust. coaches. What was the problem. What was the situation. who was affected. 2. feelings. how did you deal with it. What was involved. challenges staff. who was affected. what did you do. the types of review they had. technology. Describe a decision or decisions you have been responsible for.g. Questions: Unit Supervisor/Senior Authority/Manager/Leading Authority/Senior Manager level positions 1. models high standards of honesty. uses sound reasoning to arrive at conclusions. Describe a situation where you had to make a decision in the absence of guidance or adequate information. motivates. commits to action. effectively deals with pressure and ambiguity. changing conditions. Who was involved and what was the outcome? 3. finds alternative solutions to complex problems. adapts behavior and work methods in response to new information. What was the situation. Describe the types of problems (e. what did you do. what was the issue and what was the outcome? Problem Solving—identifies and analyzes problems. and respect for individuals by applying these values daily. Describe you past achievements which demonstrate you writing ability. What was involved. Give an example of a problem. what did you do. programmatic or organizational) you have handled. and what was the outcome? Interpersonal Skills—considers and responds appropriately to the needs. mentors. requirements. Describe a situation in which you took corrective action (e. Describe the kinds of documents you have been responsible for writing or editing. against an employee or contractor). or unexpected obstacles. and what was the outcome? 3. deadlines. Question: Unit Supervisor/Senior Authority/Manager/Leading Authority/Senior Manager level positions 1. and what was the outcome? Decisiveness—makes sound and well-informed decisions. and what was the outcome? Written Communication—expresses facts and ideas in writing in a succinct and organized manner. resources. and your target audiences.

product. what did you do. encourages and facilitates cooperation. and the outcome. and developed. Have you acted in the role of a negotiator? What did you negotiate. Human Resources Management—empowers staff by sharing power and authority.g. Question: Unit Supervisor/Senior Authority/Manager/Leading Authority/Senior Manager level positions 1. pushing authority down and out throughout the organization. What human resource management functions have you carried out. ensures staff are properly selected. is self-motivated and results-oriented. Have you designed or implemented any innovative human resource strategy or system? Describe the human resource management function or functions involved. interest-based bargaining. Questions: Unit Supervisor/Senior Authority/Manager/Leading Authority/Senior Manager level positions 1. designs and implements new or cutting-edge programs/processes. and are treated fairly. shares rewards with staff. 8 Influencing/Negotiating—persuades others. builds consensus through give and take. Describe a situation in your work where you had to use persuasion to gain cooperation from others to accomplish a goal. gains cooperation from others to obtain information and accomplish goals. and what was the outcome? Self-Direction—demonstrates belief in own abilities and ideas. Describe any self-development activities you have undertaken during the past several years. Describe a situation in which you represented you organization and dealt with a variety of stakeholders.. what was the issue. fosters commitment and team spirit. Give an example of a situation in which you provided an innovative solution to make an . how you applied these techniques.1. seeks feedback from others and opportunities for selflearning and development. recognizes own strengths and weaknesses. Describe you accomplishments related to human resource management. What was involved and what was the outcome? 2. trust. win-win negotiation. appraised. and the outcome. Give an example of a new product. Describe a situation in which you initiated and developed a new program. develops networks and coalitions. and what was the outcome? 2. 2. with whom. and group identity. and what were the results? 2. program or service that you developed. Have you had training in or experience applying formal negotiation or bargaining techniques (e. used. What was involved and what was the outcome? 3. Describe a situation in which you set your own goals and implemented them. Who were the individual involved. Questions: Unit Supervisor/Senior Authority/Manager/Leading Authority/Senior Manager level positions 1. Who was involved. develops lower levels of leadership. Have you ever created a team? What was the purpose and what was the outcome? What sis you do to ensure team effectiveness? Creative Thinking—develops new insights into situations and applies innovative solutions to make organizational improvements. Who was involved? What was the issue or objective? What did you do? 2. Questions: Unit Supervisor/Senior Authority/Manager/Leading Authority/Senior Manager level positions 1. alternative dispute resolution)? Describe the situation. and what was the outcome? 3. works with others to achieve goals. Team Building—manages group processes. what was the issue or objective. Give an example of a project or a situation that required dealing with a diverse group of people and establishing cooperative relationships to accomplish a specific goal. pride. what was your role. Questions: Unit Supervisor/Senior Authority/Manager/Leading Authority/Senior Manager level positions 1. or service. the type of innovation. negotiates to find mutually acceptable solutions.

is committed to improving services. what was your role. Have you had any training or experience applying alternative dispute resolution techniques? Describe the issue and parties involved. Questions: Unit Supervisor/Senior Authority/Manager/Leading Authority/Senior Manager level positions 1. What did you do and what was the outcome? 4. confrontations. builds the vision with others. What do you do to encourage creativity in others? Technical Competence—understands and appropriately applies procedures. 2. Questions: Unit Supervisor/Senior Authority/Manager/Leading Authority/Senior Manager level positions 1. and what was the outcome? 2. Describe the scope. What types of measures have you used in evaluating a project. and what was the outcome? Conflict Management—manages and resolves conflicts. what methods did you use. what was involved.organizational improvement. physical science. Questions: Unit Supervisor/Senior Authority/Manager/Leading Authority/Senior Manager level positions 1. What do you do to stay current in your field? 9 Client Orientation—Anticipates and meets the needs of clients. or accounting). anticipates potential threats or opportunities. and disagreements in a positive and constructive manner to minimize negative personal impact. achieves quality end-products. Question: Unit Supervisor/Senior Authority/Manager/Leading Authority/Senior Manager level positions 1. what were the results. law. Give an example of a situation where you took a long-term view and redirected a project or program. spots opportunities to move the organization toward the vision. and the outcome. monitors and evaluates the progress and outcomes of operational plans. and what level of the organization was affected? 3. service or program? 2. how you applied the techniques. and policies related to specialized expertise (for example. Vision—envisions a long-term view and initiates organizational change for the future. 3. 2. Describe a conflict situation you encountered in your work and how you handled it. how did you plan the project and achieve the desired objectives? What were the results and impact on your organization? . describe the actions you took and the outcome. What was involved. and what was the outcome? Planning and Evaluating—determines objectives and strategies. your role. Describe a situation in which you identified a potential conflict situation in your organization. Who was involved. what role did you play in the process. product. Describe a project or program that you planned and/or evaluated. Have you been involved in any efforts to assess customer needs and improve processes to deliver better products or services? Who were your customers. 3. Describe how your training and/or experience have contributed to your technical competence. Give examples of work products or roles you have performed which demonstrate competence in your area of expertise. what was the issue. To what extent have you initiated or participated in an organizational change effort and at what level of the organization? What was involved. maintains credibility with others on technical matters. What did you do. regulations. coordinates with other parts of the organization to accomplish goals. Questions: Unit Supervisor/Senior Authority/Manager/Leading Authority/Senior Manager level positions 1. and the outcome. Describe a situation in which you gave expert advice in your area of expertise to others. What do you do when you are give an assignment in an area that is beyond your own expertise? 5. Did you take any actions to prevent it from developing? If so. engineering. requirements.

Question: Unit Supervisor/Senior Authority/Manager/Leading Authority/Senior Manager level positions 1.External Awareness—identifies and keeps up-to-date on key agency policies/priorities and economic. and what level of the organization was affected? . What was your role. Question: Unit Supervisor/Senior Authority/Manager/Leading Authority/Senior Manager level positions 1. what was the outcome. Describe any contributions you have made to maintain or promote workforce diversity. gender. and other individual differences in the workforce. Describe how you keep up-to-date on key agency policies and priorities and any external trends affecting your organization. political. and social trends which affect the organization. 10 Managing Diverse Workforce—is sensitive to cultural diversity. understands where the organization is headed and how to make a contribution. race. manages workforce diversity.

What did you do? Did you have any formal authority? Q. Give me an example of when you had to support others in a team? Why did they need support them? How did this change things? Q. How often do you attend meetings with your peers? What role did you play in the last meeting? Q. Tell me about a time when you needed to get team members to work together? What did you do? How did the team respond to you? What would you do differently next time? Q. Can you tell me about a situation where you had to work with a group to get a job done? What was your contribution? Please describe the outcome. What are some of the most difficult one-on-one meetings that you have had with other members of your company? Why were they difficult? Q. We’ve all had to deal with difficult people. Q. Give me some examples of when this happened to you. Give me a situation where you have had to influence a group of people to do something? What did you do to get what you wanted from the group? What were the satisfaction and disappointments? Favourable Behavioural Indicators • Relates in terms of the team (we. Tell me about some of the toughest groups that you have had to get cooperation from. What has teamwork achieved for you in the past? Q.Team Player Q. Why was it difficult? How did you handle it? Q. Tell me about a time when you got a group to do something? Q. How much consideration to other people’s feelings. Tell me about the best team you have worked in? Why does it stand out positively in your mind? Q. Can you give an example of when you helped other team members achieve their goals at the sacrifice of your own time and effort? Q. Describe a time when you had difficulties working with a team? What happened? What did you learn? Q. ideas and thoughts do you normally give? Q. What is your natural role in a team? What is an example of your success in this role? Have you recently tried to assume a different role within the team environment? Q. What approach did you take to get others to go along with the idea? Q. our) • Democratic style • Draws others in and collaborates • Shares views • Develops a good network of contacts at all levels • Supportive and helpful • Acknowledges contribution of others • Builds lasting working relationships • Shows consideration for colleagues . Tell me about a time when you have felt you contributed to a successful team project? What was your contribution? What was the outcome? Q. Tell me about a new policy or idea you recently implemented which was considered different from the standard procedure.

• Tries to encourage people to work together • Creates a sense of team spirit • Balances personal objectives with those of the team Unfavourable Behavioural Indicators • Dogmatic • Withholds information • Inflexible • Obstructionist • Sticks to the book of rules • Loner • Works best alone • Dislikes relying on others • Fails to establish networks • Shows limited support of team efforts • Rarely praises colleagues for their input • Makes little effort to sustain relationships • Takes credit for team efforts • Does little to improve team relationships • Limited evidence of trying to create harmony • Puts personal objectives first .

How did you know the problem was likely to occur? What did you do? How effective was your action? Q.Problem Solving Q. How did you work out the cause? How did you solve the problem? What lessons did you learn? Q. Often in a work environment problems arise where initially no solution is apparent. Please describe a complex problem which you solved recently for a customer? What made it so challenging? How did you handle it? What was the outcome? Q. Tell me about a recent situation in which you had to be totally objective when reaching a decision. What facts did you consider? How long did you take to decide? Q. Describe for me an occasion where you had to think outside of the square to solve a predicament. What were the facts you had to review? How did you weigh the different pieces of information? Looking back what did you think of your decision? What sort of information did this involve? How did you analyse it? What did you learn from the analysis? Q. How did you handle them? Q. Describe the biggest work related problems you have faced in the past six months. Favourable Behavioural Indicators • Use of data • Involved other people in finding solutions • Looks for alternate approaches • Identifies actual problem • Decisive and persistent • Able to think creativity • Anticipates potential difficulties • Stays objective • Stays positive • Breaks problems down into logical stages • Creates creative ideas • Generates new insights and a range of workable solutions • Weighs risks carefully • Seeks help when appropriate Unfavourable Behavioural Indicators • Unable to specify problem • Hasty in decision making . How successful was your solution? If you had not come up with a solution describe what the outcome would have been. Describe the time limitations involved in this predicament. Describe the last time you made a difficult decision on the job. What did others think of your ideas? How well did they work in practice? Q. Tell me about when you have had to identify the key cause of a problem. Tell me about a time when you were able to anticipate a problem. Q. Give me an example of a good decision you have made recently? What alternatives did you consider and why was it a good decision? Q. Please describe a difficult problem you have recently been confronted with at work and how you handled it. How would you do it if a similar situation rose again. Give me a recent example of when you came up with different solutions to a problem.

• • • • • • • • • • • • Jumps in before thinking Procrastinates Fails to anticipate problems Fails to learn from mistakes Swayed by feeling and intuition Analyses things at an inappropriate level of detail Tends to tackle tasks in a haphazard way Lacks creativity Tends to come up with impractical solutions Puts in limited thought to the consequences of a solution Takes risks Unsure of the quality of decisions .

Q. How frequently do you go to that kind of trouble? What feedback did you receive? Q. Tell me about a recent situation when you had to develop a relationship with a new customer. How did you differentiate the levels of service you give between internal and external customers? Q. customers have very unrealistic expectations. Please tell me about a recent situation in which you had to deal with an uncooperative client or customer and there were serious potential consequences? What did you do? What happened? Q. What sacrifices did this require? What impact did this have on your other activities? Q. What made them angry? What did you do to assist them? How long did this take? What was the outcome? Q. What have you done in the last 6 months to foster effective customer relationships? How do you know if you are meeting your customer’s needs? Q. Give me an example of when you have put a customer first. Describe a time that illustrates how you built a relationship with a client? Q. Sometimes. In your current job. Describe a time when you were unable to help a customer as much as they wanted you to? Why was this? What did they say about your reaction? How did you feel about this? Q. How did you go about the process of identifying user requirements? What was your specific role? Q. Tell me about a time when you were complemented for helping a customer beyond the call of duty. Describe a situation when you have had to deal with an angry client/customer. What was the outcome? Favourable Behavioural Indicators • Looks for a way to improve customer service • Impresses customers • Finds solutions • Active listener • Flexible and adaptable • Consistent and timely • Puts customers first • Is driven by customer demands • Ensures total satisfaction • Prepared to make sacrifices for others • Works hard to meet customer needs • Regularly helps others beyond the call of duty . can you give me some examples of where you have exceeded the expectations of your customers? Q. Can you describe a time when you have had to persuade a customer to rethink their expectations and help them consider alternatives. What do you understand by the term customer service? Q. What did they want? How did it differ from what you wanted? How did you overcome the differencies? What was the result? Q.Customer Focus Q. Sometimes we are not on the same wavelength as a user? Describe a time a user wanted something different from what you had in mind.

• Protects customers from organizational pressures • Receives very positive customer feedback Unfavourable Behavioural Indicators • Treats customer service as a nuisance • Does not attend to customer feedback • Internal focus. lack of empathy • Selfish • Only moderately concerned about helping others • Rarely give customers or others special treatment • Not as driven as others to give complete satisfaction • Can fail to deliver total satisfaction • Rarely makes sacrifices for others • Doesn’t work as hard as others to meet others needs • Leaves people waiting to be helped • Little evidence of serving the needs of others • Limited evidence of helping others generally • Little evidence of receiving positive customer feedback .

Q. Q. Please provide an example of when you have had to get around an obstacle in order to achieve an outcome. How do you keep track of how your team is doing? Q. With a demoralized team how do you go about lifting the spirit and performance of that team? Please provide examples. Tell me about the surrounding circumstances. Describe to me a time when it has been your responsibility to take charge and coordinate a group of people. Q. What is the most satisfying result that you have achieved in your management career? Q. Can you tell me about a time when you have had to deliver unfavourable feedback? How was it received? What was the result? Q. Give me an example of a time when you stood up for something you believed in which was controversial. What do you do to set an example for your team members? When was the last time you saw a team member emulate your example? Q. Tell me about a time when you had to give tough feedback to a team member. Can you give an example of when you have had an outcome to be achieved and you encountered negativity and criticism from your peer group. Please provide examples of how you motivate your team. Tell me about a time when you took a leadership role of a group in a difficult situation? Q. How did you handle that and what was the result. Q. What happened when you last had to look after a poor performer in your team? How did you initiate the discussions towards solving the issue? What actions did you take to deal with the situation? What was the outcome? Q. Tell me how you ensured your team was aligned to what you wanted to achieve? Give me a specific example of how you have gone about giving your team a sense of purpose. Have you ever made a decision that was unpopular with the team? Please explain how you handled it. What have you learned about leadership since you have been managing people? Q. What processes do you go through to review your staff? Is it formal or informal structure? How often are they reviewed? Q. Which part of your management role do you find the most tedious? What did you do to overcome this and ensure that you undertake it with diligence? Q. Q. How did you organize your team? What was your management style? Discuss your objectives and the outcome. Q. Q.Leadership/Management Q. Q. Please provide an example of when a specific motivator has been put in place and achieved and outcome. What is the most difficult management issue you have had to face in your careers? Q. Favourable Behavioural Indicators • Communicates openly to others • Seeks responsibility for people • Accepts responsibilities for problems and mistakes • Displays openness in decision making .

• Involves people and development • Encourages and allows subordinates to discuss problems and grievances Unfavourable Behavioural Indicators • Avoids responsibility for people • Blames others for mistakes • Does not communicate with his/her staff • Ignores subordinate’s potential • Relies on technical experience and seniority .

Can you describe a time recently when you had conflicting demands on your time? What did you do? Q.Planning and Organisation Q. Favourable Behavioural Indicators • Systematic. We all have times when we come across unexpected problems which disrupt our plans. Q. To what extent had you anticipated that problems in your plans may occur? How did the problem affect your priorities for that day? How did you find out about the problem situation? What steps did you take to rectify it? What. describe the last time this happened to you. How do you schedule your time? How do you keep track of what you have to do each day/week? Q. How have you improved your personal effectiveness over the last few years? Q. What is a typical working day or week for you? What tools or methods do you use to plan? Q. methodical and logical • Pays attention to detail • Anticipates problems and identifies contingencies Unfavourable Behavioural Indicators • Reactive approach • Ignores details • No systematic or standard framework • Overlooks minor issues • Haphazard approach • Often wastes time on trivial and personal matters . Can you tell me about a time when you felt you had to a juggle a number of tasks to achieve your outcome? What specifically did you do? What was the result? Q. if anything would you differently next time to stop this occurring again? Tell me about the days outcome. Tell me about the most complex project you have had to plan or co-ordinate.

How much autonomy do you have currently? How much autonomy would you like to have? How do you liked to be managed? Who is your main support at work? Q. Give me a recent example of when you showed initiative? What were the circumstances? In what way did you show initiative? What resulted from the initiative you took? Q. Describe a situation of when you have had to accept without questions what your boss has asked you to do? How did you feel? What happened? Q. Have you made any suggestions to your supervisor for ways to improve things? Q. Describe your involvement in a task or project that had to be done within an agreed timeframe and be of an excellent work standard. Give me an example of when you had to work without any guidance. Why did it have to be made so quickly? How did your decision affect others? What would you do differently if you could do it again? Q.Initiative Q. Have you found any ways to make your job easier or more satisfying? Q. Describe the last time you had to make a spur of the moment decision. Tell me about a recent situation that involved you personally dealing with major last minute changes in schedules or deliverables? What did you do? What was the result? Q. What was your decision? How and why did you defend your position? What was the possible impact of a poor decision? Q. Why was this? How did you cope? What feedback did you receive? Q. Q. What had you done that made you take the responsibility for? Why was this so important? How did you stand up for yourself? Q. What changes have you tried to implement in your areas of responsibility? What have you done to get them underway? Q. • Only asked a few key questions. What did you do to prepare for this interview? Q. Q. Describe an occasion when you took responsibility for making a key decision. Q. Tell me about a time when you referred upwards for help. Q. Give me some examples of new ideas that you developed in your current organization. What was the background? Why did you need help? To what extent do you seek advice in this area? Q. . Give me some examples of you doing more than required in your job. Tell me about the last time you had to take responsibility for your own actions. Tell me about some projects you generated on your own. What did you do to rectify the matter? Favourable Behavioural Indicators • Does things outside their area of responsibility • Identifies the need for change • Demonstrates they have made things happen • Controls their own destiny • Takes responsibility for own actions and decision • Ensures that he/she understands the tasks • Can make decisions without referring to others. Describe a situation in which you found the results were not up to budget/company expectation.

• Only refers upwards when necessary. • Handles problems with minimal guidance • Appreciates the consequences of delaying action • Times questions carefully to avoid disruption • Acts without being promoted • Acts on own initiative Unfavourable Behavioural Indicators • Does not take action and accepts the status quo • Waits for others to back what they say • Avoids responsibility • Relies too much on others • Constantly referring to others when asking questions • Refers upwards about most issues • Needs considerable guidance • Prepared to wait to act even in crisis • Tends to interrupt others at difficult times • Rarely shows initiatives • Limited positive feedback .

What are some of the most difficult or complex directives you have ever had to implement? Explain how you approached the task. Can you tell me what new things have had to learn in your past job? How did you go about learning them? How long did it take you? Q. Could you give me a specific example of a strategic plan that you have put together successfully in the past? What were your specific responsibilities? What was your level of ownership? What was the outcome of the planning exercise? What decision was made? Who made the decision? Who measured the success of the strategic plan? Q.Ability to Learn Q. Q. Describe a situation in which you had to translate a superior general directive into specific goals. Can you tell me about something particularly difficult that you have had to learn recently? Strategic Planning Q. Could you please run me through the processes you go through to put together a strategic plan? Q. How did you do this and what goals did you establish? Q. What organizational systems (control compensation communication accounting) have you implemented to support organizational strategies? Favourable Behavioural Indicators • Defines clear processes and steps • Identifies priorities • Able to complete SWOT analysis • Able to gather and research data • Develops concepts and timeframes Unfavourable Behavioural Indicators • Unable to come up alternatives • Cannot see the big picture • Gets bogged down in detail • Avoids initiatives . What are some of the most innovative strategies or methods you have used in implementing superior directives? Q.

Describe any significant ides that you have conceived in the past year. Q. Q. Q. Describe your most recent task/project. Q. What is an example that will demonstrate your analytical expertise. Describe the process you used and how useful the information was. Describe the biggest problems you’ve faced in the last 6 months. What sorts of information do you use to stay aware of problems in your work area? Tell me about a situation in which you used one of these sources. What complicated problems have you had to address on your job? Describe how you identified or gained a better understanding of the problems and give examples. Tell me about a time where you had to analyse numerical or financial or technical information. How did you know that they were needed and would work? Were they used? Did they work? Q. Describe a specific task you found especially challenging? What was it about the task you found difficult? How did you overcome the difficulty? What was the result? Favourable Behavioural Indicators • Intuitive decision making style • Able to brainstorm and mind-map • Logical and structured in thinking • Able to comprehend big picture • Understand course and effect analysis • Solves problems autonomously Unfavourable Behavioural Indicators • Creates many problems from one • Concentrates on small issues • Has difficulty seeing logic in a problem • Unable to run effective meetings • Does not use fact and data in decision making • Makes put feel decisions . How did you handle them? Q.Analytical Skills Q. how did you set about working on the project? Q. Q. Can you describe thought processes that you work through in order to attack a particular problem? How do you go about analyzing a problem and creating a solution? Please provide an example. What was your involvement.

Tell me about a recent time when you persuaded someone to do something which they were initially reluctant to do? What were their initial objections? What different methods did you use to convince them (discussion. What are some of the best ideas you ever sold to a superior or peer? What were your approaches? Q. Give me a recent example of when you negotiated a successful outcome? What did you negotiate? How did you win the person around? How did you know that they were really convinced? Q. Describe your involvement in a task/project with a tight timeframe and of high standard. adaption of language for a reward system)? What was the outcome. Describe a situation when you were unable to persuade a customer around to your point of view. Describe a major issue that you have had to fight for? How did you go about it? Why was it important to you? Q. Tell me about the last time of influencing people? How often do you find yourself influencing your opinion? How did this contrast with the Group’s original position? What were the key things that you did which persuaded the Group? Q.Persuading and Influencing Q. Give me an example of a situation where you have had impact and been able to influence a group of people to do something. What was your specific involvement? What was the outcome? Q. Can you tell me about a time you had to approach several individuals for support or co-operation? What was your approach? What was the outcome? Q. demonstration. Give me an example of when you had to respond to a customer’s objection and you were able to convince them of the required solution. Q. What did you do? What feedback did you get about your approach? Q. What are some of the best ideas you have ever sold to a superior/peer? What was your approach? Q. Tell me about the last time you persuaded someone to your point of view. Q. Favourable Behavioural Indicators • Smiles • Creates empathy • Proven sales skills • Persuaded the boss to do things • Articulate • Presents key selling points persuasively • Negotiates well • Convinces customers • Gains commitment and agreement . Give me an example of when you have had to respond to a customer’s (someone’s) objections? What were their objections? How did you challenge their views? How effective were you? Q. What are your strengths in terms of influencing people? How often do you find yourself influencing others? How do you compare to others in this area? What could you do to make yourself more effective at influencing others? Q. How did you put over your ideas? What kind of agreement did you reach? On reflection what would you do differently next time? Q.

• Handles objectives convincingly • Influences decision making • Changes other people’s views • Track record of sales success • Uses a wide range of sales techniques • Insight into how to improve sales success Unfavourable Behavioural Indicators • Ineffective and not forthcoming • Nervous and twitchy • Unreliable and not punctual • Failed to negotiate • No payrise for the past two years • Avoids conflict at all costs • Little evidence of developed negotiation skills • Generally unwilling to convince or sell • Rarely gains commitment or agreement • Rarely counters objections convincingly • Limited evidence of influencing decision making • Others often retain their own views • Needs help in selling • Uses only a limited range of sales techniques • Lacks insight into how to sell well .

What is the best example you can think of of a strong result in your recent work life? Q. Tell me about a time when you were especially motivated? What most strongly motivates you to work hard? How does this show itself? What de-motivates you? Q. How important is it for you to complete tasks once you have started them? How do you feel when you are unable to complete a task? Q.Results Driven Q. Tell me about a situation in which you had to cope with a particularly demanding task. Q. By how much did you exceed them? How did you manage this? What has happened since then? Q. What made this so hard? What were the consequences of making a poor decision? What did you do? What effect did your decision of non-decision have? Favourable Behavioural Indicators • Keeps coming back despite obstacles • Pushes and fights for objectives • Uses a different approach to get the same end • Motivated to get results • Readily tackles demanding tasks • Enjoys a challenge • Gets outstanding results • Always concerned to improve performance • Evaluates own performance and recognizes personal weaknesses • Constantly learning and developing new skills • Accepts higher personal targets and new objectives • Sets ambitious targets and personal objectives • Exceeds targets frequently Unfavourable Behavioural Indicators . When was the last time you learnt a new skill at work? What was this skill? How did you apply your learning? What feedback did you receive about your performance? Q. When was the last time your patience was genuinely tested as a result of frustration in being unable to achieve a set objective? What happened? How did you feel? What was the outcome? Q. When have you given up on a task? Why? After what timescale do you regret the decision? Q. We all find making decisions difficult at times. How do you respond to setbacks and obstacles when you are trying to achieve deadlines? Please provide an example of when you last experienced this. tell me about a work situation where you found it hard to decide what should have been done. What made it so ambitious? How did it compare with other targets you had set yourself? How well did you do? Q. What did you do to ensure you coped? How did you feel? How often do you get asked to achieve difficult goals? Q. Describe a recent opportunity you have had to take on new responsibilities? How did the opportunity arise? What were these new responsibilities? What was the outcome? Q. Tell me about the last time you exceeded your personal targets. Give me an example of when you set yourself an ambitious target.

• Rationalises failure • Falls at first hurdle • Blames the situation on other people • Gives in easily • Less motivated than others to achieve • Prefers simple tasks • Not necessary motivated by a challenge • Mediocre results • Complacent about achievements • Limited awareness of own strengths and developmental needs or level of performance • Not very interested in growing or acquiring new skills • Prefers not to take on new responsibilities • Sets easy targets and personal objectives • Rarely exceeds targets .

Can you think of a particularly difficult decision you have had to make recently? How did you go about making it? Q. rules and regulations in order to create a commercial result? Q. What is an example of a situation where instead of sticking to the book you went against policy. What is an example of a decision that you have made that indicates that you understand business in the “real world”? Please provided an example which would indicate your commercial/business intutition. Q. What is an example of when you have had to make a hard and commercial decision? Q. What are the most difficult areas of decision making in your current job? Could you walk me through one o these as an example? Q. Q. When have you relied on hunches in decision making? Please provide an example. out onto a limb to achieve results and how did you sell it to management? Favourable Behavioural Indicators • Clear about own goals • Makes up mind quickly • Inbuilt path analysis • Prepared to make a mistake Unfavourable Behavioural Indicators • Avoids making mistakes with decisions • Keeps things on hold • Focuses on the grey areas • Holds off on definitive answers • Focuses on the ambiguity . What time constraints are typically imposed on you in your decision-making role currently? Have you sought to address this situation in any way? Q. How much time do you spend weighing things up before making a decision? Please describe the last time you feel you spent too much time making a decision.Decisiveness and Judgement Q. What is an example of when you have had to take a calculated risk? Q. Can you give me an example of a good decision you have made in the last few months? Why do you feel this was a good decision? Q. Please describe the last time you feel you spent too little time making a decision? Q. What is an example of a recent work activity that would indicate your ability to look beyond policies.

What did you do to handle it? Q. What ideas have you had in terms of new products. Please describe the improvements? Please describe the outcome. Q. What is the best example during a recent period when you have been forced to provide innovative solutions in response to a customer tender/proposal? Please detail the nature of the innovation. Q. What did you do differently than your predecessors in the position? Q. Please provide an example of when you have improved work practices for your group. services and markets recently? Please describe what were the outcomes and did they “go live”? Q.Innovation and Creativity Q. Can you think of a situation you had to handle in which old solutions did not work. What kinds of problems have people recently called on you to solve? Tell me about your contribution to solving the problem. What scope is there for creativity in your job? How do you use it? Q. Q. What are some of the most imaginative things you have done in your present position? Q. Q. Give me an example of how you have been able to make significant impact on your organization. Please provide an example of when you have had to provide alternate strategies to a solution and please detail these. Favourable Behavioural Indicators • Has new ideas at work • Free and lateral thinker • Sees different angles • Has new approaches to doing things Unfavourable Behavioural Indicators • Uses standard methodologies • Predictable and conformist • Does not experiment • Lacks imagination .

What do you look for in a good listener? Q. When someone is speaking to you how do you ensure that you understand what they are saying? Q. How do you rate your own listening skills? Why? Q.Listening Skills Q. Please provide an example of when you have demonstrated strong listening skills? Favourable Behavioural Indicators • Listens openly and non-defensively to criticism and opposition • Accurately hears implied as well as expressed messages. Please provide an example of when your listening skills have let you down? Q. Unfavourable Behavioural Indicators • Repeatedly interrupts • Monopolises discussion .

opinions. What happened? Q. Tell me about a time when you deviated from your scheduled roster/diary/agenda. Describe a situation where you wish you had acted differently with someone in your workgroup. Describe a situation in which your initial attempt to gain someone’s support and co-operation failed? Did you try again? What was your approach? Q. Which bosses have you worked for most effectively and why? Q. What kinds of problems did you run into switching from position (contract work)? Favourable Behavioural Indicators • Good listener • Balances talking ratio • Good sense of humour • Warm and genuine • Shows natural courtesy to others • Uses moderate. Q. Tell me about some situations in your job where you had to abruptly change what you were doing. how much consideration do you give to your support teams. When you are making business decisions relating to clients.Flexibility Q. Please describe the situation. ideas and feelings? Q. non-emotive language Unfavourable Behavioural Indicators • Opinionated and dogmatic • Pompous. Why did you make that decision? What impact did you have on the business? Q. Q. Please describe a situation when you have been forced to take a different course of action or a different direction as a result of a more favoured opinion. Please describe an example of when you have displayed flexibility and adaptability in the workplace. arrogant and insensitive to others • Accurately hears implied as well • Keeps interrupting and doesn’t listen • Lacks confidence when dealing with others • Avoids social contact • Responds negatively to people • Short and offhand with people . What did you do? How did it affect you? Q.

Tell me about the last time this happened to you. What were the circumstances? Why did you find this person difficult to get along with? Why do you think the person acted in this way? What did you do to try to resolve the situation? Q. We all meet people we find it difficult to get along with. How do you meet new people? How do you feel about them? When was the last time you were required to introduce yourself to new people in a business situation in a social situation? Please provide specific examples? Q. Why was the relationship important? How did you build this relationship? How has you maintained the relationship since that time? What benefits has this had to the other person? Favourable Behavioural Indicators • Comes across as highly genuine and caring • Warm. Tell me about a recent situation in which you have deliberately built and maintain a relationship with an internal or external contact. How much of your time do you spend developing contacts rather than initiating them? How do you go about this? Q. How do you develop your informal contacts? Q. How do you go about building relationships after an initial meeting? What tools do you use? What is an example of a recent success in this area? Q.Building Relationships and Networking Q. empathetic. friendly and sincere • Diplomatic • Drawn to other people naturally • Can talk about almost anything Unfavourable Behavioural Indicators • Does not treat relationships with high priority • Insensitive to the feelings of others • Tends to put people on the defensive • Tries to get one up on people • Avoids people and cannot relax with people • Uses people • No sense of humour .

What has been the most satisfying win/win agreement you have negotiated? How did you create this agreement? What did you learn from this? Q.Negotiating Skills Q. immature. Please provide me with an example of when a negotiation did not result in a win/win situation for both parties. Why were they tough? What were the outcomes? Q. holds a grudge • Aims for win/lose outcomes • Unable to resolve conflict . How would you describe your negotiation style? Favourable Behavioural Indicators • Quick response • Good memory • Quick on feet • Pleasant and evenly disposed • Works towards win/win outcomes • Diplomatic style Unfavourable Behavioural Indicators • Clearly shows emotional feeling inappropriately • Poor oral communication • Poor memory or recall • Irrational. Why not? What was the outcome? Q. What are the toughest negotiations you have ever been involved in? Please be specific with your examples.

Detail Orientation and Methodical Work Practices

Q. Describe the methods you use to control errors in your work. When was the last time these helped you? Q. Tell me about the last time you found errors in your work? What caused these errors and what did you do? Q. In your experience have you noticed any process or task that has been done consistently incorrectly? How did you notice? How did you fix it? Q. When times are busy how do you prevent items from slipping through the cracks? When was the last time something slipped through the cracks? What did you do to fix it? Q. Please describe an example of when your detail orientation has worked to your advantage? Q. Please describe an example of when a more methodical approach has served you well. Q. Tell me about a time when you had to undertake a complex task or project. What was it? How did you go about the task or project, overcoming the complexity? What was the outcome? Q. We’ve all had occasions when we were working on something that just “slipped through the cracks”. Can you give me some examples of when this happened to you? Cause? Results? Q. Describe your system for controlling errors in your work. Q. Can you give me some examples of times when you found errors in your work? Causes? Results? How did you handle this? Q. We’ve all had times when we just couldn’t get everything done on time? When and why has this happened to you? Q. We all have experienced situations when due to the pressures of the day we have little time to allocate to each individual task for the day. Describe the last time this happened to you. What implications did this have on the quality of your work? How did you ensure that the task was done properly? What would you do differently in the future. Favourable Behavioural Indicators • Breaks down information • Routine and systematic work patterns • Anally retentive • Pride in accuracy • Pedantic in attention to detail • Quality conscious • Checks and rechecks Unfavourable Behavioural Indicators • Avoids documentation and paperwork • Non-commercial • Carefree, ‘she’ll be right” approach • Focuses on strategic outlook

Commercial Acumen

Q. What can improve the profitability of your present company? Please provide specific examples? Q. How do you guide/influence the bottom-line? Please provide a specific answer. Q. What are the major threats and opportunities for your business? Q. What do you do to keep up to date with your own commercial and business knowledge? When was the last time your abilities in this area were of benefit? Q. Why do customers choose your products and services? What benefits do they have for your customers? How could you make the products and services more attractive to customers? What other market trends affect the organization? Q. What is the most important thing you have done to increase profit? What prompted you? What long-term impact did you have? How could you have increased this further? Q. Give an example of a time when you spotted a good business opportunity. What was this opportunity? Why did you think it was so worthwhile? What was the result of your efforts? Q. What sort of opportunities do you have to reduce costs? Tell me about a time when you have made some cost savings in the past. How did you choose where to make savings? How much money do you think you saved? Q. Tell me about the major competitive threats to your organisation’s future business. Favourable Behavioural Indicators • Keen awareness of profit and margins for market share • Uses commercial language • Knows how and where costs can be produced • Has a commercial outlook • Aware of competitor activity • Aware of competitor products and services • Spots business opportunities • Aware of organisation’s strengths, weaknesses, opportunities and threats • Appreciates market trends • Informed about market situation • Is profit-conscious • Has often introduced ways to reduce costs • Can see how own performance affects profits Unfavourable Behavioural Indicators • Focuses totally on technique and product • Lack of knowledge of budgets, profit margins etc • Lack of awareness on business results and forecasts • No planned approach for business growth • Reacts to short-term gain against long-term benefit • Unconcerned about competitor activity • No knowledge of competitor products or services • Slow in spotting business opportunities • Limited awareness of organizational strengths and weaknesses, opportunities and threats • Little thought given to changes in customer demand • Poorly informed about market situation

• Not very profit conscious • Rarely made cost savings • Sometimes distances themselves from organizational success and performance

How do you know that you are doing a good job? Q. what do you feel is your greatest achievement? Q. How do you see this role contributing to your future career plans? Q. What did you do about it? Q. In your position. What are your standards of success on your job? What have you done to meet these standards? Q. In your recent career. What steps have you taken in the last year to improve your own performance? Q. unrealistic aims . What motivates/demotivates you about your current job? How do you know when you succeeded? Q. Can you give me some examples of experiences in your current job that are most satisfying to you? Why are they so satisfying? Q.Achievement Orientation Q. What do you consider to be the most important contributions your department has made to the organization? What was your role? Q. how do you define doing a good job? Q. Exactly why dissatisfying? Q. What would be the best example of you giving a project or piece of work your absolutely best effort and being disappointed by the outcome? What would you do differently a second time? Q. Describe your involvement in a task or project that had to be done within an agreed timeframe and be of an excellent work standard. How do you cope with unrealistic objectives? What are your feelings? What is your strategy? Favourable Behavioural Indicators • Monitors performance • Not satisfied • Stretches self • Ambitious • Thinks goals through Unfavourable Behavioural Indicators • Avoids hassles • Satisfied with his/her lot • Does not push self • Overly ambitious. Tell me about a time when you weren’t very pleased with your performance. All jobs have frustrations and problems. Q. What is your primary focus in the workplace? Q. Give me an example of when you worked the hardest and felt the greatest sense of achievement? Q. Describe some examples of specific job tasks or assignments that have been dissatisfying to you. What are the major achievements you have been most proud of within your life? Q.

What major changes have you experienced in your recent career? What is a recent example? What did you learn from these changes? Favourable Behavioural Indicators • Unstructured • Flexible • Able to provide examples Unfavourable Behavioural Indicators • Too unstructured • Has done it all before • Too reluctant to implement change . Has there been a recent introduction of new methods and procedures in your new organization? How has this affected you? Q. Please describe a situation where you have introduced rapid change to your organization. What did you do and how did you do it? Q.Change Orientation Q. What was the situation? What was your role? How did you go about implementing the change? How effective were you in influencing and persuading participants and those affected? What was the outcome? Q. Tell me about a situation where you have been an agent of change.

Action Orientation Q. What warrants your quick reaction at work? Q. How do you react in an emergency at work? Has there been a recent example of this in your work? Q. Have you ever been involved in a start-up situation? What did you do? Q. Please provide an example of when a situation at work has required immediate action? Favourable Behavioural Indicators • Acts quickly • Flexible and adaptable • Quick to take action • Minimal feat of failure Unfavourable Behavioural Indicators • Procrastinates on decisions • Resists change • Misses opportunities • Slow to respond • Afraid of failure and risk aversion .

Give me an example of when time pressures prevented you from spending a lot of time on a task and attending to the required quality. Tell me about a time when you have set yourself high standards. what type and when? Q.Quality Orientation Q. How did the standards which you set youserlf compare to those of others? Which activities do these relate to? Q. How do you measure quality? Q. How do you elevate your performance? What feedback have you received from others about the quality of your work? Q. Describe a time when you did not meet your usual standards for work. Why did the work have to be of such a high standard? How did you ensure that these standards were met? What would you do to improve the quality of your work? Q. What alerted you to this? How did you overcome the problem? What were the long-term consequences? Favourable Behavioural Indicators • Consistently produces high quality work • Pays high attention to detail • Looks for ways of improving • Finds difficult in compromising or lowering standards • Produces quality work • Takes pride in the quality of work • Maintains high professional standards • Sets very high standards • Never compromises own standards • Makes sure work is totally correct. What did you do to ensure that you met these standards? To what extent did you achieve these standards? How did you feel about the quality of your work? Q. What implications did this have for the quality of your work? How did you ensure that the task was done properly? What would you do differently in the future? Q. thorough and accurate • Hates cutting corners • Gets work right the first time Unfavourable Behavioural Indicators • Shows little concern for quality • Responds to problems with expediency • Maximises speed at the risk of quality • Lacks attention to detail • Profit rather than customer focused . Give an example of when you had to have produced high quality work. How does your current role add to the quality of your organization? What is a recent example of where you have added to quality processes and policies in your organization? Q. Have you had any formal training in quality philosophies? If so. What sorts of professional standards have you had to adhere to in the past? Why were the important? What difficulties did you encounter maintaining them? How did you ensure that others also complied with these standards? Q. What constitutes quality for you? Q.

• • • • • • • • • • Produces poor or mediocre work Shows little pride in the quality of own work Works inconsistently Struggles to maintain high standards Compromises easily Rarely checks work Omits points of detail or makes errors Relies on others to find mistakes Cuts corners Often has to repeat tasks to meet required standards .

How did you go about teaching yourself? Did you succeed? Confidence Q. Please tell me about a time when you were in danger of missing a deadline. What do you recognize as your strengths? Explain how your strengths aided your progress? How did your “limitations” impact in this situation? What did you learn from this situation? Q. Tell me about a time when you found yourself with little direction or guidance. How did this come about? What did you do to ensure you met the deadline required? Did you meet the deadline and what was the outcome? Responsiveness Q. Tell me about a time you had to learn something new in a short time. Describe your surrounding situation. Describe the gathering. Describe a situation where you participated in a forum type gathering. What happened? How did you go about organizing yourself in that situation? What was the outcome? . Give me an example of a work related incident/occasion where one or more of your strengths aided your performance. What was the purpose of the gathering? What were the ideas you contributed? How comfortable were you in this situation? Multitasking Q. Tell me about a recent situation when you were faced with an excessive workload or competing priorities.Proactiveness Q. What happened? What did you do to overcome the situation? What was the outcome? Q.

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