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Areas of Competence List of Examples

Areas of Competence List of Examples

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Published by Jitka

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Published by: Jitka on Oct 25, 2007
Copyright:Attribution Non-commercial

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03/12/2013

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Performance Review
Areas of competence: list ofexamples
Practical examples of what competence in thedefined areas ‘looks like’.
For
ALL STAFF
Key responsibilities
(Refer to job description)
Agreed objectives
(Refer to planning meeting form)
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, provides a resource toothers in role
‘Demonstrates mastery of key job skills’ 
Understands what the key skills are for the role
Works confidently with e.g. office machinery,photocopiers, computers, relevant software,printers, VISTA, email, internet etc.
Performs key duties to appropriate standard
Undertakes and applies training on the job
Competence increases with each step along theBand
Level of supervision decreases with each step alongthe Band
‘Works accurately/pays attention to detail’ 
Understands the degree of accuracy and detailrequired
Completes work accurately and presents to arequired style
Work is tidy and professional-looking
Numbers add up, data are aligned, information isconsistent
Grammar, spelling, punctuation are correct
Errors are used to help improve standard of work
‘Uses appropriate resources effectively’ 
Knows what resources are available, and how touse them
Uses VISTA, databases, email, internet, telephone,Xerox etc. effectively
Aware of relevant legal obligations in usingresources (i.e. copyright, data protection, softwarelicenses, financial regulations)
Keeps up to date with e.g. design templates (onintranet), IT policies
Adheres to ‘sharing best practice’ guidelines (onStaff Forum intranet pages)
Observes recycling protocols
Shares information on best use of resources
Suggests ways of improving use of resources
Commercial context
‘Shows commercial awareness in achieving results;industry/market awareness’ 
Aware of the Press's commercial/competitiveenvironment
Is ‘customer aware’ at all times and meets customerstandards
Goes after results with determination
Looks to maximise the return on investment
Considers financial implications of decisions, forthe Group/Dept as well as for the Branch and thePress as a whole
Understands the concept of a not-for-profitbusiness
‘Strives for further excellence/continuousimprovement in working practices’ 
Not satisfied with ‘just the minimum’
Actions show commitment to improving on thepast
Analyses previous mistakes and uses them toimprove in future
Demonstrates keenness to raise standards ofquality
Notes:
This list of bullet-point examples for eachof the areas of competence is neither definitivenor exhaustive, and should be added to andindividualised for each jobholder throughperformance-review discussions over time. It isprovided to give people guidance, and as muchclarity as possible, as they discuss each area ofperformance.
 
Area of competence: list of examples
Suggests ideas/supports projects that lead toimprovement in systems/procedures
Aims to exceed customer expectations (e.g. turn-round times)
‘Shows commitment to Press vision/mission/objectivesand culture’ 
Has read and keeps up to date with publishedstatements of Press's vision/mission/objectives
Knows where to find information on above
Keeps self informed of business strategy,structures, objectives
Works in the context of the above, keeping eye onthe larger goal and the purpose of theorganisation
Represents the Press positively
‘Considers impact on customers/authors/learned  societies/colleagues/University/community’ 
Before acting, thinks about impact on above
Knows customer requirements and strives toexceed them
Alters work strategies as required to maximisepositive impact on internal and external customers
Serves internal and external customers withequally high standards
Suggests ideas/supports projects that 'make adifference' in the wider context
Planning/problem-solving/innovating
‘Plans, organises, manages workload and self effectively’ 
Approaches work in an organised, planned way
Arrives when expected, begins work promptly
Respects colleagues’ personal space and doesn’tinterrupt
Deals with interruptions effectively
Keeps focussed on job in hand
Multi-tasks where appropriate to get best use oftime
Manages own time effectively
Deals with paper/email/post/telephone inputpromptly and calmly
Learns from others who are efficient and use timewell
Clear about first priorities and delivers them first
Knows when to say yes and when to say no
Consults manager for guidance if genuine clashesarise
Keeps accurate diary and plans ahead
Plans meetings/presentations well in advance andarrives on time and prepared
Reads papers ahead of meetings and makes auseful contribution to the discussion
Recognises when stress is having a negative effectand 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 onesdon‘t work
Overcomes obstacles by using imagination
‘Brainstorms’ with others in the team to findsolutions
It’s not ‘somebody else’s problem’
Says ‘I’ll look into this for you and get back to you',not ‘Nobody tells me anything, but I’ll see if I canfind out for you.’
‘Shows flexibility/adaptability/takes advantages of new ways of doing things/innovates’ 
Responds positively to changes and challenges andgives things a try
Is ready to try new ways of doing things, with apositive attitude
Is not stuck in the past but focussed on the future,not reliant on ‘the way things have always beendone’ unless they still work
Is keen to work with newpeople/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 developfurther and acquire new skills
‘Uses good judgement and makes sound decisions’ 
Understands level of authority and uses itappropriately
Uses ‘common sense’
Uses knowledge, experience and evidence to takedecisions that benefit the business
Combines objective and subjective factors inmaking sound decisions
Thinks things through before jumping toconclusions
Identifies any inappropriate/unethical proceduresor practices
Behaviour/relationships
‘Presents and manages self professionally’ 
Looks the part of a Press professional
Arrives for work looking clean and tidy, andaccording to Dress Code (see Staff Handbook onthe intranet)
Presents a professional image when on businesstravel/exhibitions
Keeps work area safe, clean and tidy
Adheres to Housekeeping Policy (on intranet:Groups & Depts/Policies & Info/General PressPolicies)
 
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 anduses them effectively
Balances external/internal demands for the goodof the business
Keeps relationships on a professional level
‘Communicates effectively with internal/external audiences’ 
Understands audiences and tailors communicationsaccordingly
Uses appropriate, professional language and tone
Knows how to listen, and does it
Uses appropriate channels of communication (e.g.face to face vs. 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 responsibilityto keep self informed
Listens carefully to/reads informationcommunicated
Seeks answers to own/colleagues’ questions
Participates as giver/receiver of information inmonthly Communications Cascade
Informs others e.g. following periods ofcolleagues’ absence
‘Is a good team member and supports colleagues’ 
Shows awareness of team members and actssupportively
Keeps aware of colleagues and theirworkloads/successes
Steps in when colleagues are ill or on leave
Negotiates/influences others to gain cooperation
Spends time with team members to buildrelationships
Willing to be a coach/mentor for others
Proactively shares information with others
Understands what the team enjoys about theirwork and builds on it
Keen to make own team a model of effectiveworking to achieve results
 Accepts personal/team/corporate responsibility’ 
Acknowledges errors of self and/or others andmoves on
Refuses to engage in a culture of ‘blame’
Faces mistakes straight on, with a determination toimprove
Once a decision has been made, does not say e.g. ‘Iwanted to do something else, but they decided todo x’ – instead says ‘We are now going to do x… solet’s see how it will work’
Cooperates with the Press to enable it to performany duty or requirement imposed by law
Understands and works in accordance with the‘Working at the Press: Expectations’ as set out onthe Staff Handbook (see intranet)
‘Shows civility and respect to all’ 
Is courteous and pleasant, even when busy
Uses appropriate language
Shows respect for diversity
Respects others’ privacy
Doesn’t engage in malicious talk
Includes others, 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 toresolve them in advance
Puts self forward to participate outside role, e.g.on working parties
Offers to undertake projects/investigateopportunities without being asked
Challenges existing patterns of behaviour andsuggests changes
Overcomes obstacles to smooth relationships
‘Fulfils general health and safety responsibilities’ 
considers health and safety issues when carryingout day-to-day work activities
undertakes training as required and puts it intopractice
follows health and safety arrangements as definedin policies and guidelines
reports hazardous conditions in the workplace orpersonal medical issues to help prevent accidentsor ill health
carries out any specifically allocated health andsafety responsibilities in a timely fashion

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