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

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 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 .

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 .Problem Solving Decision Making/Judg ment Decisiveness Analytical Thinking Perception Creative/Concept and Analysis ual Thinking Strategic Thinking EMS Management Skills Productivity.

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 .

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.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. Policies & Procedure Sales Training Kathy Ellis/Debbie Lousberg 12/08/2010 .

Xerox etc. data protection. and how to use them • Uses VISTA. effectively • Aware of relevant legal obligations in using resources (i. copyright.e. 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. computers. • 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. punctuation are correct • Errors are used to help improve standard of work ‘Uses appropriate resources effectively’ • Knows what resources are available. financial regulations) • Keeps up to date with e. VISTA. printers. databases. office machinery. photocopiers. data are aligned. software licenses.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. internet etc. design templates (on intranet). 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 .g. relevant software. spelling. email. internet. information is consistent • Grammar. telephone. email.g.

’ ‘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. 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 . 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'.Planning/problem-solving/innovating ‘Plans. planned way • Arrives when expected. organises. with a positive attitude • Is not stuck in the past but focussed on the future. manages workload and self effectively’ • Approaches work in an organised. but I’ll see if I can find out for you. not ‘Nobody tells me anything.

professional language and tone • Knows how to listen.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. 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. and does it • Uses appropriate channels of communication (e. 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. face to face vs.g. and according to Dress Code (see Staff Handbook on the intranet) • Presents a professional image when on business travel/exhibitions • Keeps work area safe. telephone/email etc.) • 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 .

does not say e. 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. even when busy • Uses appropriate language • Shows respect for diversity • Respects others’ privacy • Doesn’t engage in malicious talk • Includes others.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. with a determination to improve • Once a decision has been made.g. 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 • .g. 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.

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 .resolve them in advance • Puts self forward to participate outside role.g.

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Commercial context ‘Shows commercial awareness in achieving results. as they discuss each area of performance. It is provided to give people guidance. objectives • Works in the context of the above. 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. 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. Area of competence: list of examples • Suggests ideas/supports projects that lead to improvement in systems/procedures • Aims to exceed customer expectations (e. 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. and should be added to and individualised for each jobholder through performance-review discussions over time. structures. and as much clarity as possible. thinks about impact on above • Knows customer requirements and strives to exceed them . 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.g.

e. Disciplinary. budget and schedule • Focuses on the end result • Gives clear feedback on what is expected. absence management. 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.g. Performance Review) to drive up individual and team contributions . 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. 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.g.g. i. implements and reviews business goals for unit. for SUPERVISORS AND LINE MANAGERS ‘Supports the team/group/department manager in managing the team’ • Keeps up to date on short. according to agreed agenda.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. to reach the ‘Accomplished’ (‘consistently competent’) step • Understands policies and procedures and implements them professionally (e. flexible working.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. 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.

and encourages team to do same • Is proactive. and proposes/brainstorms new approaches • Champions analysis and review of practices • Welcomes and undertakes training for selfimprovement • .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. able to use knowledge and experience to anticipate issues. learn. praise when deserved. consider ideas and ways of thinking. and constructive criticism when necessary • Allows people to express ideas and feelings • Centres on ideas and methods.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.

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. to reach the ‘Accomplished’ . for TEAM/GROUP/DEPARTMENT MANAGERS AND DIRECTORS ‘Structures. i. 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. recruits.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. implements and reviews business goals for unit. 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. according to agreed agenda. budget and schedule • Focuses on the end result • Gives clear feedback on what is expected.Area of competence: list of examples Or.

absence management.g.(‘consistently competent’) step • Understands policies and procedures and implements them professionally (e. 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. 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.g. Disciplinary. praise when deserved. 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. and constructive criticism when . 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.

necessary • Allows people to express ideas and feelings Area of competence: list of examples • Centres on ideas and methods. consider ideas and ways of thinking.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. 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. 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.

organises. recruits. 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’ . 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.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. 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.

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 .

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

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

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

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

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

economic. scientific. social. interprets.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. legal. political. use. 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. regulations. information technology applications. and implements public health laws. administrative. summarizes. 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 . 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. and computer systems storage/retrieval strategies Recognizes how the data illuminates ethical. and policies related to specific programs Articulates the health. fiscal. 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. maintenance.

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

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 . implementation.e. 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.

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

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

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

reports. and flow charts blems by choosing appropriately from a variety of mathematical techniques arn. graphs. and reasons risks. directions. manuals.work and operates effectively with them m operations. 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 schedules creates documents such as letters. 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 . graphs. including computers and other technologies cuments such as manuals.

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

accounting. . Management Documentati Responsibilit 11. 760 Monitor & Measure Devices 13.Quality System 10. Design & 15. Human on y Resources 12. and manufacturing. 9. CustomerRelated processes 16. 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. 750 Developmen 14. 740 Production t Purchasing & Service 17. 810 18.

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

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

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

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

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

Question: Individual Contributor/Work Leader/Staff Authority level positions 1. causes change. resolve problems. Describe a situation in which you made a decision that impacted your work and/or the work of others. Describe a situation in which you orally defended or explained a recommendation or idea. Who was involved? Describe any guidelines you used to determine the steps you needed to take. evaluates outcomes. coordinates with other organizations or parts of the organization. perceives the impact and implications of decisions. knows products and services.or long-term goals and strategies to achieve them. 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. effectively deals with ambiguity. or assignment. project. adapts behavior or work methods in response to new information. Describe a situation in which you worked with a team to achieve a common goal. uses computers and computer applications to analyze and communicate information in the appropriate format. provide assistance. What was involved? What did you do and what was the outcome? Decision Making—makes sound and well informed. What was the timeframe? What was the outcome? Mathematical Reasoning—solves problems by choosing appropriately from a variety of mathematical and statistical techniques. Question: Individual Contributor/Work Leader/Staff Authority level positions 1. fosters commitment and team spirit. trust. 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. pride. Question: Individual Contributor/Work Leader/Staff Authority level positions 1. 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. changing conditions. organized or evaluated a program. Describe a situation in which you planned. and group identity. determines resource requirements. sets priorities. Describe a situation when you had to modify an existing plan or otherwise had to change direction in response to a changing situation. tools. is committed to providing quality products and services. Question: Individual Contributor/Work Leader/Staff Authority level positions 1. Question: Individual Contributor/Work Leader/Staff Authority level positions 1. and objective decisions. Question: Individual Contributor/Work Leader/Staff Authority level positions . to accomplish organizational goals. monitors progress. Question: Individual Contributor/Work Leader/Staff Authority level positions 1. Describe a situation in which you assisted a customer or client. 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. Describe a situation in which you used computers or other equipment to help accomplish work.2. or unexpected obstacles. or equipment effectively. determines short. even in uncertain situations. satisfy expectations. works with others to achieve goals. commits to action. What kind of information did you present and how did you organize your material? Who was the audience? Teamwork—encourages and facilitates cooperation.

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

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

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

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

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

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. Give me some examples of when this happened to you. Q. Tell me about a time when you got a group to do something? Q. 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. 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 much consideration to other people’s feelings. 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. 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. 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 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. Tell me about a new policy or idea you recently implemented which was considered different from the standard procedure. 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 . What has teamwork achieved for you in the past? Q. Tell me about the best team you have worked in? Why does it stand out positively in your mind? Q.Team Player Q. What approach did you take to get others to go along with the idea? 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. How often do you attend meetings with your peers? What role did you play in the last meeting? Q. What did you do? Did you have any formal authority? Q. Why was it difficult? How did you handle it? Q. We’ve all had to deal with difficult people. Tell me about some of the toughest groups that you have had to get cooperation from. 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.

• 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 .

Tell me about when you have had to identify the key cause of a problem.Problem Solving Q. Describe the last time you made a difficult decision on the job. Describe the biggest work related problems you have faced in the past six months. Often in a work environment problems arise where initially no solution is apparent. 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. Please describe a difficult problem you have recently been confronted with at work and how you handled it. Describe the time limitations involved in this predicament. Q. How did you know the problem was likely to occur? What did you do? How effective was your action? 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. How would you do it if a similar situation rose again. 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. 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 . 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. Tell me about a time when you were able to anticipate a problem. Tell me about a recent situation in which you had to be totally objective when reaching a decision. What did others think of your ideas? How well did they work in practice? Q. Give me a recent example of when you came up with different solutions to a problem. How did you handle them? Q. How successful was your solution? If you had not come up with a solution describe what the outcome would have been. How did you work out the cause? How did you solve the problem? What lessons did you learn? Q.

• • • • • • • • • • • • 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 .

customers have very unrealistic expectations. How did you go about the process of identifying user requirements? What was your specific role? Q. What did they want? How did it differ from what you wanted? How did you overcome the differencies? What was the result? Q. Sometimes. Describe a situation when you have had to deal with an angry client/customer. can you give me some examples of where you have exceeded the expectations of your customers? 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. 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. 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 . In your current job. 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. Q. Tell me about a time when you were complemented for helping a customer beyond the call of duty. Give me an example of when you have put a customer first. Can you describe a time when you have had to persuade a customer to rethink their expectations and help them consider alternatives. 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. Describe a time that illustrates how you built a relationship with a client? Q. What made them angry? What did you do to assist them? How long did this take? What was the outcome? Q. What sacrifices did this require? What impact did this have on your other activities? Q. What do you understand by the term customer service? Q. How frequently do you go to that kind of trouble? What feedback did you receive? Q.Customer Focus Q. 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.

• 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. How did you organize your team? What was your management style? Discuss your objectives and the outcome. Please provide an example of when you have had to get around an obstacle in order to achieve an outcome. Please provide examples of how you motivate your team. How do you keep track of how your team is doing? Q. Favourable Behavioural Indicators • Communicates openly to others • Seeks responsibility for people • Accepts responsibilities for problems and mistakes • Displays openness in decision making .Leadership/Management 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. Tell me about a time when you had to give tough feedback to a team member. What have you learned about leadership since you have been managing people? Q. Tell me about a time when you took a leadership role of a group in a difficult situation? Q. Describe to me a time when it has been your responsibility to take charge and coordinate a group of people. Q. With a demoralized team how do you go about lifting the spirit and performance of that team? Please provide examples. What is the most satisfying result that you have achieved in your management career? Q. Have you ever made a decision that was unpopular with the team? Please explain how you handled it. Can you tell me about a time when you have had to deliver unfavourable feedback? How was it received? What was the result? Q. Tell me about the surrounding circumstances. 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. What processes do you go through to review your staff? Is it formal or informal structure? How often are they reviewed? Q. Give me an example of a time when you stood up for something you believed in which was controversial. Q. 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. 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. How did you handle that and what was the result. Q. 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. What is the most difficult management issue you have had to face in your careers? Q. Please provide an example of when a specific motivator has been put in place and achieved and outcome. Q. Q. Q.

• 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 .

How have you improved your personal effectiveness over the last few years? Q. describe the last time this happened to you. 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 . Q. Favourable Behavioural Indicators • Systematic. Tell me about the most complex project you have had to plan or co-ordinate. 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. We all have times when we come across unexpected problems which disrupt our plans.Planning and Organisation Q. How do you schedule your time? How do you keep track of what you have to do each day/week? Q. What is a typical working day or week for you? What tools or methods do you use to plan? Q. Can you describe a time recently when you had conflicting demands on your time? What did you do? 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.

Why was this? How did you cope? What feedback did you receive? Q. . Q. Tell me about some projects you generated on your own. What changes have you tried to implement in your areas of responsibility? What have you done to get them underway? Q. Describe an occasion when you took responsibility for making a key decision. Tell me about the last time you had to take responsibility for your own actions. 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. 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. What did you do to prepare for this interview? 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. Give me an example of when you had to work without any guidance. • Only asked a few key questions. Give me some examples of you doing more than required in your job. Give me some examples of new ideas that you developed in your current organization. What was your decision? How and why did you defend your position? What was the possible impact of a poor decision? Q. Tell me about a time when you referred upwards for help. 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. 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. Describe a situation in which you found the results were not up to budget/company expectation. 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. Describe the last time you had to make a spur of the moment decision. Q.Initiative Q. Q. 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. 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. What was the background? Why did you need help? To what extent do you seek advice in this area? Q. Q. Have you found any ways to make your job easier or more satisfying? Q.

• 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 .

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. Q. What are some of the most difficult or complex directives you have ever had to implement? Explain how you approached the task. Could you please run me through the processes you go through to put together a strategic plan? 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 . How did you do this and what goals did you establish? Q. Describe a situation in which you had to translate a superior general directive into specific goals. What are some of the most innovative strategies or methods you have used in implementing superior directives? Q. Can you tell me about something particularly difficult that you have had to learn recently? Strategic Planning Q. 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.Ability to Learn Q.

Analytical Skills Q. 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. Describe your most recent task/project. how did you set about working on the project? Q. 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. Describe the biggest problems you’ve faced in the last 6 months. Q. How did you handle them? Q. Q. 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 . 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. Q. Q. Describe the process you used and how useful the information was. What is an example that will demonstrate your analytical expertise. Describe any significant ides that you have conceived in the past year. What was your involvement. Tell me about a time where you had to analyse numerical or financial or technical information. Q.

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. What are some of the best ideas you ever sold to a superior or peer? What were your approaches? 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. 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. 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. Describe your involvement in a task/project with a tight timeframe and of high standard. 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. Q. 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.Persuading and Influencing Q. What are some of the best ideas you have ever sold to a superior/peer? What was your approach? Q. 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. How did you put over your ideas? What kind of agreement did you reach? On reflection what would you do differently next time? Q. demonstration. What did you do? What feedback did you get about your approach? 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 . 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. What was your specific involvement? What was the outcome? Q. Tell me about the last time you persuaded someone to your point of view. Give me an example of a situation where you have had impact and been able to influence a group of people to do something.

• 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 .

Results Driven Q. What did you do to ensure you coped? How did you feel? How often do you get asked to achieve difficult goals? Q. Q. tell me about a work situation where you found it hard to decide what should have been done. Tell me about the last time you exceeded your personal targets. What made it so ambitious? How did it compare with other targets you had set yourself? How well did you do? 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. When have you given up on a task? Why? After what timescale do you regret the decision? 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. Tell me about a situation in which you had to cope with a particularly demanding task. 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 . 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. Give me an example of when you set yourself an ambitious target. By how much did you exceed them? How did you manage this? What has happened since then? Q. We all find making decisions difficult at times. What is the best example you can think of of a strong result in your recent work life? Q. 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. 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. 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.

• 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 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. Q. When have you relied on hunches in decision making? Please provide an example. What is an example of when you have had to take a calculated risk? 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. 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. What is an example of a recent work activity that would indicate your ability to look beyond policies. Can you think of a particularly difficult decision you have had to make recently? How did you go about making it? Q. Q. What is an example of a situation where instead of sticking to the book you went against policy. 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 . Please describe the last time you feel you spent too little time making a decision? Q. What is an example of when you have had to make a hard and commercial decision? Q. rules and regulations in order to create a commercial result? Q.Decisiveness and Judgement 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. 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.

Give me an example of how you have been able to make significant impact on your organization. Please describe the improvements? Please describe the outcome. 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. Please provide an example of when you have had to provide alternate strategies to a solution and please detail these. Can you think of a situation you had to handle in which old solutions did not work. What did you do to handle it? Q. What are some of the most imaginative things you have done in your present position? Q. services and markets recently? Please describe what were the outcomes and did they “go live”? Q. What ideas have you had in terms of new products. 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 . Q. Please provide an example of when you have improved work practices for your group.Innovation and Creativity Q. What did you do differently than your predecessors in the position? Q. Q. Q. What scope is there for creativity in your job? How do you use it? Q. What kinds of problems have people recently called on you to solve? Tell me about your contribution to solving the problem. Q.

Please provide an example of when your listening skills have let you down? Q. What do you look for in a good listener? Q. Unfavourable Behavioural Indicators • Repeatedly interrupts • Monopolises discussion . 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. How do you rate your own listening skills? Why? Q. When someone is speaking to you how do you ensure that you understand what they are saying? Q.Listening Skills Q.

Which bosses have you worked for most effectively and why? Q. 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. Describe a situation where you wish you had acted differently with someone in your workgroup. how much consideration do you give to your support teams. Tell me about a time when you deviated from your scheduled roster/diary/agenda. Please describe an example of when you have displayed flexibility and adaptability in the workplace. 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. ideas and feelings? Q. Q. When you are making business decisions relating to clients. 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 happened? Q.Flexibility Q. opinions. Why did you make that decision? What impact did you have on the business? Q. What did you do? How did it affect you? 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 the situation. non-emotive language Unfavourable Behavioural Indicators • Opinionated and dogmatic • Pompous. Tell me about some situations in your job where you had to abruptly change what you were doing.

We all meet people we find it difficult to get along with. 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. 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 . Tell me about the last time this happened to you. 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. 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. Tell me about a recent situation in which you have deliberately built and maintain a relationship with an internal or external contact. 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. How much of your time do you spend developing contacts rather than initiating them? How do you go about this? Q.

Why were they tough? What were the outcomes? Q. Why not? What was the outcome? Q. Please provide me with an example of when a negotiation did not result in a win/win situation for both parties. immature.Negotiating Skills Q. 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. What are the toughest negotiations you have ever been involved in? Please be specific with your examples. 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. holds a grudge • Aims for win/lose outcomes • Unable to resolve conflict .

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

In your position. In your recent career. What are your standards of success on your job? What have you done to meet these standards? Q. Exactly why dissatisfying? Q. Tell me about a time when you weren’t very pleased with your performance. 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 motivates/demotivates you about your current job? How do you know when you succeeded? Q. What do you consider to be the most important contributions your department has made to the organization? What was your role? Q. unrealistic aims . 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. What did you do about it? Q.Achievement Orientation Q. how do you define doing a good job? Q. How do you know that you are doing a good job? Q. All jobs have frustrations and problems. what do you feel is your greatest achievement? Q. Q. How do you see this role contributing to your future career plans? Q. What steps have you taken in the last year to improve your own performance? Q. What is your primary focus in the workplace? 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. What are the major achievements you have been most proud of within your life? 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. 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.

Tell me about a situation where you have been an agent of change.Change Orientation Q. Please describe a situation where you have introduced rapid change to your organization. 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 . What did you do and how did you do it? Q. Has there been a recent introduction of new methods and procedures in your new organization? How has this affected you? 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.

How do you react in an emergency at work? Has there been a recent example of this in your work? 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 . What warrants your quick reaction at work? Q. Have you ever been involved in a start-up situation? What did you do? Q.Action Orientation Q.

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. Give an example of when you had to have produced high quality work. what type and when? Q. Have you had any formal training in quality philosophies? If so. 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. Describe a time when you did not meet your usual standards for work. How do you measure quality? Q. 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 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. How did the standards which you set youserlf compare to those of others? Which activities do these relate to? Q. How do you elevate your performance? What feedback have you received from others 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. 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. Tell me about a time when you have set yourself high standards. What constitutes quality for you? Q.Quality Orientation Q. 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. 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 .

• • • • • • • • • • 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 .

Describe the gathering. How did you go about teaching yourself? Did you succeed? Confidence Q. Describe your surrounding situation.Proactiveness Q. 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. Give me an example of a work related incident/occasion where one or more of your strengths aided your performance. Tell me about a time when you found yourself with little direction or guidance. Tell me about a recent situation when you were faced with an excessive workload or competing priorities. What happened? How did you go about organizing yourself in that situation? What was the outcome? . What was the purpose of the gathering? What were the ideas you contributed? How comfortable were you in this situation? Multitasking Q. Describe a situation where you participated in a forum type gathering. 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. What happened? What did you do to overcome the situation? What was the outcome? Q. Tell me about a time you had to learn something new in a short time.

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