Competency Dictionary Jpa (0407)

Pengurusan Sumber Manusia Berasaskan Kompetensi
COMPETENCY DICTIONARY
Jabatan Perkhidmatan Awam
JPA
Jabatan Perkhidmatan Awam Malaysia

PUBLIC SERV ICE DEPA RTMENT MALA YSIA
ww.jpa.gov.m y
Managing Performance Through Competencies
1 COMPETENCY DICTIONARY 4
1.1 What Are Competencies ? 4
1.2 Definition of Competency Model 5
2 HOW WE BUILT THE COMPETENCY MODEL 6
2.1 Input 6
2.2 Process 8
2.3 Output 9
3 WHAT YOU SHOULD KNOW BEFORE USING THE DICTIONARY 11
3.1 Core Values In The Civil Service Ethos 11
3.1.1 Need For Value-Based Management In The Civil Service 11
3.1.2 Value-Based Management Concept 11
3.2 Competency Scales 12
3.2.1 Scale Definition 12
3.2.2 Scale Level Definition For Generic, Technical and Functional Skills 12
3.2.3 Scale Level Definition For Information and Communication Technology (ICT) Skills 13
3.2.4 Scale Level Definition For Language Skills 13
3.3 Behavioural Competency Dictionary Structure 14
3.4 Skills/Knowledge Competency Dictionary Structure 15
4 AGENCY-WIDE BEHAVIOURAL COMPETENCY MODEL 16
4.1 Behavioural Competency Cluster 16
4.2 Behavioural Competency Cluster Context 17
4.3 Behavioural Competency Model For Success 17
5 BEHAVIOURAL COMPETENCIES (MANAGEMENT) 19
5.1 Community Focus 20
5.2 Achievement Orientation 23
5.3 Passion for Action 26
5.4 Desire For Knowledge 28
5.5 Emotional Maturity 30
5.6 Visionary Leadership 32
5.7 Impact & Influence 35
5.8 Organisational Awareness 37
5.9 Self Confidence 39
5.10 Society Before Self 41
5.11 Holding People Accountable 44
5.12 Adaptive Thinking 46
6 BEHAVIOURAL COMPETENCIES (SUPPORT 1) 49
6.3 Team Effectiveness 54
6.5 Desire for Knowledge 58
7 BEHAVIOURAL COMPETENCIES (SUPPORT 2) 72
7.3 Team Effectiveness 77
7.5 Desire for Knowledge 81
COMPETENCY DICTIONARY JPA (0407) 2 - 109

HayGroup®

8 SKILLS/KNOWLEDGE COMPETENCIES 95
8.1 Generic Skills 95
8.2 Functional Skills 96
8.3 Information and Communication Technology (ICT) Skills 100
8.4 Language Skills 100
8.5 Technical Skills 101
9 FREQUENTLY ASKED QUESTIONS 105
10 DICTIONARY AND COMPETENCY MODEL MAINTENANCE 109

HayGroup®
1 COMPETENCY DICTIONARY
1.1 What Are Competencies ?
Kemahiran & Pengetahuan Perlu tetapi tidak memadai

Mudah untuk dikenalpasti &
dibangunkan Kemahiran (Skills) Necessary but not sufficient
Skills & Knowledge Pengetahuan (Knowledge)
Easier to identify & develop
Tingkah Laku/Nilai-Nilai Membezakan yang

Lebih sukar untuk cemerlang dari yang
dikenalpasti dan dibangunkan memuaskan
Nilai-
Nilai-Nilai (Values) “Apa Yang Penting”
Behavioural/Values Peranan Sosial (Social Role)
More difficult to identify & Konsep Diri (Self Image) Differentiate Outstanding
develop from Typical Performers
Ciri-
Ciri-Ciri (Traits) “What Matter”
Motif (Motive)
Competencies constitute behaviours, skills/knowledge required to perform a job.

Competencies exist in a degree of proficiency that differentiates level of performance.
They describe what makes people highly effective in a given role and vice versa.
While skills/knowledge are necessary for good performance, researches have found
that behaviours are the underlying differentiating characteristics that drive long-term
outstanding performance in a job.
Using the example of an iceberg (see diagram below), skills/knowledge form the tip of
the iceberg, which is above the water surface and clearly visible, whereas behaviours
are the underlying elements which are not as apparent. Nevertheless, behaviours are
critical determinants of one’s effectiveness in a job
The elements stated on the iceberg are defined as follows:
• Skills The ability to perform a certain physical or mental task., e.g., A dentist’s
physical skill to fill a tooth without damaging the nerve; a computer programmer’s
ability to organize 50,000 lines of code in logical sequential order.
• Knowledge Information a person has in specific content areas, e.g., A surgeon’s
knowledge of nerves and muscles in the human body.
• Values Are more conscious, learned beliefs a person holds – what they believe is
important to be or to do.
• Social Role Is the image a person projects to others. It reflects a person’s values -
what one believes is important to do - such as developing others or providing a
sense of mission & direction.
• Self-image Is the way a person sees him/herself - the internal concept of identity,
e.g., seeing oneself as a teacher or leader.

HayGroup®
• Traits Are relatively enduring and stable characteristics of a person’s behavior, e.g.,
being a good listener, or being able to recognize patterns across seemingly
unrelated elements.
• Motives Are natural and constant thoughts and preferences in a particular area (i.e.,
Achievement, Affiliation, and Power) that drive, direct, and select a person’s outward
behavior.
1.2 Definition of Competency Model
A Competency Model is a set of competencies that provide a model for success for a
particular organization, level, job or role. It reflects all critical behaviors, skills and
knowledge that affect success in a given role. An individual will be able to use the
competency model to identify
• Competency requirements for his/her job,
• Strengths and areas for improvement in his/her job; and,
• Areas for continuous learning and professional growth.

HayGroup®
2 HOW WE BUILT THE COMPETENCY MODEL
IN PU T PR OC ESS OU TPU T
• Data S ourc es S tati
• s tical/Thematic A gency Wi de m odel
Consideri ng the
A nal ys es
S trategic Im perati ves E spoused
Inductiv e Data
and A spi rati ons of Gathering and Behav iours and Concept Form ation
the Government and Analysis S kills/Knowledge W orks hops
A genc y servi ces ,
what are the
i m pl ic ations on Mi s sion, Vi si on, S trategy,
behaviours , s ki ll s •Rol es and Objec ti ves,
and knowledge for
A genc y em ployees •Current and Future
now and i n the Challenges and Thematic & C oncept
FUT URE ? Opportuni ties Statistic al Form ation C ompetenc y
•A s pi rati ons Anal ys es W orkshop M odel
Deductiv e Data
Gathering and Demonstrated
, Behav iours and
Analyses
W hat are c urrent S kills/Knowledge
behaviours , s ki ll s and
knowl edge demons trated •Current Behavi ours
by A genc y em ployees ? and S ki lls /
K nowledge exhi bi ted
and prac ti sed by
c urrent A genc y
em pl oyees
2.1 Input
The Competency Model was developed through empirical research based on what
outstanding and typical civil servants do in their day-to-day work. In-depth interviews,
expert panel discussions, survey instrumentation and focus group workshops were
conducted on representative samples of the Government employees across different
service groups, service classification and job schemes (i.e., Ministry of Health, Support
Group 1, Medical & Health, Medical Assistant). Please refer to Figure as shown and
data sources listed as follows for further descriptions on the data sources used.

HayGroup®
Think-tank
Kemanakah hala tuju kita dan bagaimana untuk sampai di sana?
(Where do we want to be and how will we get there?)
Behavioral Event Interview (BEI) Survey Instrumentation

Apakah tingkahlaku tenaga-kerja cemerlang? Apakah dasar tingkahlaku tenaga-kerja cemerlang?
(What do outstanding performers do?) (What our top people are like?)
Focus Groups 1-1 interviews

Bagaimanakah kita menggambarkan prestasi
cemerlang & memuaskan?
Model Kemanakah hala tuju kita & bagaimana untuk
sampai di sana?
(What do we think outstanding performance looks like?) Kompetensi (Where do we want to be and how will we get
there?)
Expert Panel Culture Modeling

Apakah kompetensi-kompetensi yang Apakah budaya kerja MASA KINI
diperlukan oleh tenaga-kerja Kerajaan? & yang diingini di MASA HADAPAN?
(What are the espoused competencies from our experts) What is the Service Wide/ Agency Wide current and ideal culture?
Literature
Apakah yang hendak kita capai? Mengikut kajian, apakah kompetensi
tenaga-kerja “Cemerlang” yang lain?
(What do we want to achieve? What does research show other outstanding
performers do?)

HayGroup®
The data used to build the Competency Model was:

• Inductive Data
Information on strategic imperatives (mission, vision, strategy, roles and objectives)
and current/future challenges facing the Government service were gathered and
analysed. This pool of data provided perspectives on the behaviours/values and
skills/knowledge espoused by the Government for their employees.
• Deductive Data
Evidence-based data collection activities (in-depth interviews and focus groups
workshops) were conducted across Government samples from various Service
Groups, service classification and job schemes. This pool of data provided
evidence on the behaviours and skills/knowledge demonstrated in day-to-day
activities by different levels of Government employees.
• Now and Future
All inductive and deductive data were gathered to reflect current and future states of
the Government service and were analysed thematically and statistically to
determine implications on behaviours and skills/knowledge of the Government
employees NOW and in the FUTURE.
2.2 Process
The competency design processes took the following approach:
M e n g a n a lis a D a ta Membentuk Model Kompetensi M engesahkan M odel

D a ta A n a ly s is Competency Modelling M o d e l V a lid a tio n
Data was collected from Using research-based Various validation processes were
various sources across Hay/McBer Concept Formation conducted with the Steering
representative samples and methodology, Hay and Committee, Technical Committee,
analysed (Statistical and representatives from the Head of Agencies and Agency
Thematic analyses) Agency developed the Representatives to determine the
Competency Model application validity of the
Competency Model

HayGroup®
2.3 Output
• Penggunaan Bahasa
• Terminologi
HRMIS
Sumber
Teknologi
Manusia
Proses
• Ringkas
• Boleh Digunapakai
• Kesesuaian
The Competency Model was built to satisfy the following:

• People
The Competency Model is designed to facilitate convenient and effective usage. It
uses terminology that is simple and easily understood by Civil Service employees.
• Process
The Competency Model was designed to fit into the existing ‘Human Resource
Management Information System’ (HRMIS). HRMIS requirements such as system
design, process and capacity were taken into consideration.
• Technology
The Competency Model will be parked in the Human Resource Management
Information System (HRMIS) and will be made accessible to all agency employees.
The model leverages on the latest Information Technology available in the Civil
Service.
Agensi
The Competency Model developed for the Kamus.........
Agency is divided into two : the Behavioural
Model and Skills/Knowledge Model
Kemahiran/
Model…… Tingkahlaku Pengetahuan

HayGroup®
The Behavioural and Skills/Knowledge Model comprise :
Skills/
Com petency
Know ledge
Model
Model
Managem ent Support Gr oup

Jawatan X - The skills model
comprises 5 areas :
KPT P&P SOK 1 SOK 2 Generic, Functional,
-The Behavioural
Technical, Language a
Model caters for 2 Generic Functional
groups : Management Inf ormation
Co mmunication
4
and Support Group (1
1 23
and 2) Technical Language Technology
- Skills requirements
- Behavioural
requirements diff er w ith Inform ation Com m unicatio n diff er w ith jobs, service
service groups and Technolog y (ICT) groups and agencies
agencies
In general, an individual in any job from

• KPT and P&P, will require competencies1 + 4
• SOK 1, will require competencies 2+4
• SOK 2, will require competencies 3+4

HayGroup®
3 WHAT YOU SHOULD KNOW BEFORE USING THE DICTIONARY
Each Civil Service employee is expected to fully understand this Section to smoothen the process
of using the competency dictionary.
3.1 Core Values In The Civil Service Ethos
The following is an excerpt from the article entitled The Need for a Value-Based
Management [mly (PBN)] in the Civil Service. It gives a picture of the intrinsic values
that should be regarded as a way of life by each Civil Service employee.
3.1.1 Need For Value-Based Management In The Civil Service
During the period when values were incorporated into the management system of the
Civil Service from the 1960s to the 1990s, the policies and programmes were
implemented with the objective of bringing about change to the value system and
attitude of all Civil Service employees.
Vision 2020 has also brought about changes in the way the Civil Service is managed, in
planning and practising values that place emphasis on high morals and ethics, as
moulded by Malaysian society. Priority was given to human characteristics of being
knowledgeable and showing good manners and politeness, while maintaining a
harmonious relationship with God, Man and the Environment.
An appropriate way would be to implement an approach known as Value-based
Management ( Pengurusan Berasaskan Nilai- PBN ) (Malek Shah, 1999).
3.1.2 Value-Based Management Concept
The value-based management approach relies on the application of values in

organisational and management practices. Such values form the foundation of effective
management systems. It has positive implications to management in that it leads to high
work performance and yet is of low cost. The objective of implementing a value-based
management approach is to incorporate wholesome values into current management
practices; to create and form a management style that is balanced, in equilibrium, solid
and holistic in nature. (Malek Shah, 2002).
The values that have been now become government policy and ‘owned’ by all Civil
Service employees are:
• Honesty • Fairness
• Truthfulness • Sincerity
• Wisdom • Gratefulness
The above represent the core values as described in the Rt. Hon. Prime Minister’s
Directive No1 Year 1998, Series 2 No. 1, Year 2000, that must be practised throughout
the organisation. In the context of implementing the Competency Model for the Civil
Service, three values have been proposed by Tan Sri Samsudin Osman, Chief
Secretary to the Government, and they are:

HayGroup®
Loyalty firm in one’s allegiance in order to achieve organisational objectives

Honesty truthful and trustworthy in his/her conduct of organisational activities
Integrity act in a way that is consistent with what one says or values
These values have to be viewed holistically. For each Government employee, all these
values are in reality, driven by the behaviours outlined for his/her job. In other words,
when these behaviours are practiced, the values can be seen in the individual. Over a
period of time, practicing such behaviours will become a teamwork ethos, that is based
on the belief and attitude of a group of people towards work and work practices. It will
thus serve as guide for all members of the organisation. (Malek Shah, 2002).
3.2 Competency Scales
The next steps that must be observed and undertaken in order to have better
understanding of the dictionary is to know the scales used to evaluate the
competencies.
3.2.1 Scale Definition
Both behavioural and skills/knowledge competencies have their own scales.

For the Behavioural competencies, a scale of Level 1 to Level 5 is used, with the lowest
level indicating basic or simple illustration of the behavioural competency. The scale
uses sophistication in a particular competency, as indicators. Behavioural competencies
which are complex and sophisticated are placed at the higher end of the scale. A
higher-level behaviour does not always mean more of the same behaviour, but rather,
more sophisticated level of the behaviour.
For skills/knowledge competencies, a scale of level 1 to level 6 is used. The scale uses
proficiency or mastery in a particular skill as indicators. For example, Level 1 or the
lowest level shows entry level and level 6 is the level of a strategist.
3.2.2 Scale Level Definition For Generic, Technical and Functional Skills
Level Description
Entry (1) You are not trained and have no prior experience.
Basic (2) You are still learning or have had some prior exposure or have
basic knowledge or have had some practice. You are able to
analyse and interpret information. Supervision is needed. You
know where to obtain help.
Competent (3) You are able to directly apply techniques and use
tools/equipment independently. Supervision is necessary from
time to time. You are able to diagnose issues, anticipate
problems and provide reasoning. You work with practitioners in a
specific skill area.
Proficient (4) You have substantial experience and are able to supervise
others. You demonstrate this skill independently almost all the

HayGroup®
time. You are able to resolve problems and make

improvements/modifications. When needed, you give expert
advice to others.
Expert (5) You are a source of reference to others who seek advice in a
particular area/field. You are able to develop and mentor others in
a technique, procedure or process. Able to create best practice in
the organisation or in a broader context.
Strategist (6) You have the skills to set policies and provide overall direction.
3.2.3 Scale Level Definition For Information and Communication Technology (ICT) Skills
Level Description
None (1) No knowledge of the software applications.
Basic (2) Basic knowledge of software application; may understand

and/or apply some parts of the software applications.
Proficient (3) Can understand & apply software applications well.
Mastery (4) High proficiency in understanding, applying & teaching of

software applications.
3.2.4 Scale Level Definition For Language Skills
Level Description
Poor (1) Poor command of the language.
Basic (2) Able to read and write reasonably well and appreciate a wide
variety of texts as well as those pertinent to professional needs.
Proficient (3) Able to read and write fluently and accurately in all styles and
forms of the language on any subject as well as those pertinent to
professional needs.
Mastery (4) Have mastery of the language; near native; ability to read,
understand and write extremely difficult or abstract prose, a wide
variety of vocabulary, idioms, colloquialisms, and slang.

HayGroup®
3.3 Behavioural Competency Dictionary Structure
The next thing that must be understood before using the dictionary is its actual
structure. In applying the Behavioural Competency Model, both the KPT and P&P
groups are grouped together and termed as ‘Management’ or ‘Pengurusan’. They are
grouped together because of their common responsibility of managing employees
To be more specific, there are three sets of behavioural competencies :

• Behavioural competencies for Management (KPT dan Kumpulan P&P), that is the
group that manages
• Behavioural competencies for Sokongan 1, that is the group that supervises
• Behavioural competencies for Sokongan 2, I that is the group that supports other
service groups
Each behavioural competency in the Behavioural Model Dictionary is described

following this format:
• Competency Name
• Definition: Explains overall behaviour in action
• Core Question: Focuses attention on the underlying theme or value add of the
competency
• Why It Matters: Explains the significance of the competency in delivering highly
effective performance and its importance to the Agency
Competency Level Possible Example

Behaviours
For each behavioural competency, a dimensional Behavioural Example

scale is shown from Level 1 to 5. As the scale indicators that of story
progresses to Level 5, there is an incremental describe that
sophistication, progression and complexity of behaviours that describes
behaviours. demonstrate the the
level of the behaviour
The scale moves in progression -- if an individual competency competen
is demonstrating behaviours at Level 3, he/she cy in more
should also be showing relevant behaviours at detail at
Level 1 and 2 the
particular
competen
cy level

HayGroup®
3.4 Skills/Knowledge Competency Dictionary Structure
Each skill/knowledge has its own definition with scales which are arranged to reflect
dimension of difficulty, sophistication or scope of impact. The skills/knowledge Model
uses a 6-Scale dimension and are arranged to reflect level of mastery. For example,
Level 1 or the lowest level shows entry level and level 6 is the level of a strategist.
The Skills/Knowledge Model comprise 5 areas : Generic, Technical, Functional,
Language and Information Communication Technology skills/knowledge, for each job in
the Agency.
• Generic Skills/Knowledge Competency (Skills/Knowledge required by the whole

service, whether from Service Classification, Service Group, Service Scheme,
Job/Jawatan or Grade)
• Technical Skills/Knowledge Competency (Skills/Knowledge required in the context
of the job) which are unique to a job/jawatan.
• Functional Skills/Knowledge Competency (Skills/Knowledge used by a
department/division and also by several departments/divisions) that are found in a
Service Classification and Job/Jawatan.
• Language Competency Language required by all Service Groups (For KPT, this
competency does not have to be evaluated)
• ICT Competency is required by all Service Groups (For KPT, this competency that
does not have to be evaluated)
JOB SKILLS/KNOWLEDGE
Generic Functional Technical Language ICT
“Job”/ • Skills • Skills/ • Skills/ • Skills • Skills/
applicable to Knowledge Knowledge applicable Knowle
“Jawatan the whole Unique to unique to Service to all dge
X” Service “Job”/ Groups, Service Service applicab
Jawatan X” Classification Groups le to all
and Jawatan X (except Service
KPT) Groups
(except
KPT)
For language For each
Proficienc For the Generic, Functional and Technical skills/knowledge, a competency, a ICT
y Level scale of level 1 to level 6 is used. The higher end scale scale with competency,
indicates higher mastery dimensions a scale with
showing Poor dimensions
(N) to Mastery from
(M) is used. None(N) to
When the Mastery (M)
scale is used.
approaches When the
(M), one can scale
see higher approaches
mastery in the (M), one can
competency. see higher
mastery in
the
competency.

HayGroup®
4 AGENCY-WIDE BEHAVIOURAL COMPETENCY MODEL
4.1 Behavioural Competency Cluster
There are 12 competencies in the Agency-Wide

Behaviours Model. The model comprises of 3 Society Before Self
major clusters -- Leadership, Internal Capability
and Service Implementation.
Passion For Action
Community Focus
It is important to note that the Society Before Self

and Community Focus behaviours are seen as Adaptive Thinking
emerging behavioural competencies; behaviours Desire For
that the Government aspires for all it’s employees Knowledge
to possess. Whereas, the other behavioural Organisational

competencies have been demonstrated by your Awareness
Achievement Orientation
Agency employees to varying degree and Emotional Maturity
Impact and Influence
frequency. Visionary Leadership
Holding People Accountable*
Self Confidence
Notes:
i) The Competency marked with (*) has been
excluded from the set of Support Staff
Behavioural competencies as authority has to be
given to permit display of that behaviour.
ii) Please note that “Visionary Leadership” is
renamed as “Team Effectiveness” for the
Support Staff

HayGroup®
4.2 Behavioural Competency Cluster Context
Leadership
- Achievement Orientation
- Impact & Influence As a policy maker in HR Strategy for the
- Visionary Leadership Government, JPA plays a strategic leadership
role in providing vision and direction in Human
- Emotional Maturity Resource Policy and Management practices to
- Holding People Accountable the whole Service.
- Organisational Awareness
- Self Confidence
Internal Capability
Advocates Continuous Learning and Innovation
- Adaptive Thinking
in its employees to build strong internal
- Desire For Knowledge
capability.
Service Implementation
Prioritises Customer Service Orientation,
- Passion For Action Action Orientation, Influencing Strategy in its
employees in implementing its HR Policies and
- Community Focus
Strategy to the whole of Government Service
- Society Before Self effectively and efficiently.
4.3 Behavioural Competency Model For Success
Based on the algorithm (set of instructions for solving a mathematical problem using a
computer) that was used by HayGroup, the competency model was further refined to
ensure that the Agency achieves success. Using this approach, this Agency requires at
least 7 competencies that must be shown by each of its employees, as illustrated in this
diagram :

HayGroup®
² B a s e li n e A c h i e v e m e n t O ri e n ta ti on
A d a p ti v e T h i nk i n g M u s t H a ve
Im p a c t & I n fl u e nc e
V i s i o n a r y L e a d er s hi p
² W h a t ar e th e b e h a v i o ur s M u s t H a ve
n e e d e d to b e a n S e l f- c o n fi d e nc e
e x c el le n t c i v i l s er v a n t.. . M u s t H a ve
E m o ti o n a l M a turi ty
P a s s i o n F or A c ti o n
M u s t H a ve
H o l di n g P e o p le A c c ou n tab l e
O r g a nis a ti o n al A w a r e n e s s
D e sire F o r K n o wle d g e M u s t H a ve
² A s p ir a ti o n C o m m u n i ty F oc u s
S o c i e ty B e fo r e S el f
Baseline Are competencies that must be shown by each employee, whether

he/she is identified as successful or average.
Differentiating Are competencies shown by successful employees and possibly
even average ones. However, successful employees exhibit these
at a higher level and greater frequency. It is also possible for
these behaviours to be exhibited only by successful employees of
that organisation.
Aspiration Are competencies which top management aspires for all its
employees to have in the future.

HayGroup®
5 BEHAVIOURAL COMPETENCIES (MANAGEMENT)
Competency Brief Description of Competency
Achievement Has a concern for working well or for surpassing a standard

Orientation of excellence.
Adaptive Thinking Applies strategic thinking & insights gathered from many
areas & adapting it to suit the local context.
Community Focus Focuses one’s energy & effort on understanding &
addressing the community’s current & future needs
Desire For Possesses the desire to know more about things, issues,
Knowledge people, or concepts which is for the purpose of getting a job
done, solving a problem, improving a situation or developing
oneself.
Emotional Maturity Desires to understand other people by accurately assessing
the unspoken or partly expressed thoughts, feelings &
concerns of others.
Holding People Has the intent to hold people accountable to standards of
Accountable performance using one's personal or position power with the
long-term aspiration of the Government in mind.
Impact & Influence Implies the intention to persuade, convince, influence, or

impress others (individuals or groups) in order to get them to
support the speaker's agenda.
Organisational Has the ability to understand, learn & use the power
Awareness relationships in one’s own agency or in other organisations
(Ministries, other Government authorities or Private Sector).
Passion For Action Identifies problem, obstacle, & takes more than required/
expected actions to address current or future problems.
Self Confidence Believes in one’s own capability to accomplish a task and

select an effective approach to a task or problem.
Society Before Self Puts the interest of society above self by acting in a way that
shows deep conviction and consistency with values in
working toward a super-ordinate goal for the overall good of
society.
Visionary Sets directions, inspire team commitment and has the desire
Leadership to lead others into meeting organisation/ agency/ office
goals.

HayGroup®
5.1 Community Focus
Definition Focuses one’s energy & effort in understanding & addressing the
community’s current & future needs, & takes personal accountability for
sustained community satisfaction & improvement. Community may
include internal or external customers or clients.
Core Are the individual’s actions based on the desire to serve the
Question community?
Why It Serving the community is one of the government’s core objectives. To

Matters meet this objective, it is imperative that civil servants continuously
improve their customer service by cultivating and assimilating their
focus towards meeting the needs of the community.
Level: 1 Recognises Community Needs
Possible Behaviours
Makes an effort to identify & understand what the community needs. Sensitive towards
community needs.
Example
I encouraged them to meet the end user as frequently as possible …try to talk to
them. You must be willing to accept their complaints at any time, even during lunch
break or after office hour. There are people who only want to discuss work during
working hour, but I told them that they could come & see me at anytime if they have
any problem, even if it’s not during office hour. I’m willing to advise on things like that
Level: 2 Responds Appropriately To Community’s Apparent/ Current Needs
Possible Behaviours
Maintains clear communication with the community. Follows through on community’s
concerns & requests. Communicates helpful information to the community.
Example
They proposed that the focus will only be on counter service, but I expanded it to the
entry point. Entry point includes a lot of things like entrance area, parking area, proper
signage, so that it’ll be easier for people to enter the counter. I went on to explain that
if it is only the counter service, then you’re only looking at the immigration stamping
the book. But my thinking is, service is more than just the counters. E.g., Air-con
service. I: What went through your mind when you were thinking about things like
that? My thoughts were, you need to provide service to the public & to anticipate their
expectations. If I’m the public, what are my expectations especially when I arrive at
entry point. First thing I want is clear signage, where I’m going, second thing is, I want
comfort if I need to wait, maybe air-con & a sitting place. The other thing is, the
immigration’s slogan is service with a smile, do they smile when they are servicing the
client. I put myself in the client’s place & that’s what I expect my officers to do.

HayGroup®
Level: 3 Takes Personal Accountability To Ensure That Community’s Needs Are

Met
Possible Behaviours
Takes ownership of arising issues & problems – “The buck stops here”. Corrects
problems promptly & undefensively.
Example
In this event, Company X said they’re going to give the compensation before Hari
Raya. I called the company to follow up on the outcome. During the previous meeting,
it was agreed that the timeline is only one week, but 2 weeks has passed already &
the company assured me not to be worried about the matter. I: What is your purpose
in giving them a call? During the meeting, as we record the minutes of the meeting,
Company X promised to issue the cheque within one week. Besides, the farmers’
representative called me 2 days before, En. G we still didn’t get the cheque as
promised & can you help me. I told him that I will call the Company & try to get the
cheque before before Hari Raya. After that, I straight away called the company & the
person responsible for the project informed me that Mr. Y also called him & he
promised to settle the compensation of RM5,000 each before Hari Raya.
Level: 4 Monitors & Ensures Sustained Community Satisfaction
Possible Behaviours
Takes action beyond normal expectation..
Example
I thought that it is about time we look at our system, is there a way that we can get
people to be more accountable & be more transparent. This is important because
taxpayers are becoming more & more educated, they are more analytical of things,
more aware of their surroundings & as they become more aware, government has to
be more transparent in their activities. Therefore the taxpayers would be assured that
the money are well spent. This is very important.

HayGroup®
Level: 5 Addresses Underlying & Unrealised/Emerging Needs Of The

Community
Possible Behaviours
Knows the community’s issues and/or environment & seeks information about the real
underlying needs of the community, beyond those expressed explicitly. Anticipates &
addresses the underlying & unrealised / emerging needs of the community
Example
The second thing is that when a new unit is set up, the government will spend a lot of
money & we must show how it will bring value to the government & the taxpayers,
obviously. We would like to do something that is big, that helps the state to improve on
efficiency & something which my client & potential clients in the future think that we
are able to come around & help them. This is very important because as I said earlier,
my objective in this organisation is to help the other organisation to achieve their
objectives. We will not be able to play that useful role of helping them to achieve the
objectives if on one hand we tell them we can’t help you & on the other hand, we are
raising a lot of issues which put them on the hot spot. So I think it is very important for
us to show that we can contribute & to also make people who work with us feel
comfortable, that we are not so threatening. Well, I feel happy that I am able to make
useful contribution to the state. That’s my philosophy in life. As a citizen of the state,
we must contribute to the improvement & the development of the state, if not you, how
can we say we want to make this place a better place for our children & our
grandchildren, if we don’t make our contribution today.

HayGroup®
5.2 Achievement Orientation
Definition A concern for working well or for surpassing a standard of excellence.

The standard may be one’s own past performance (striving for
improvement); an objective measure (results orientation);
outperforming others (competitiveness); challenging goals one has set,
or even doing what has not been done before (unique innovation).
Core Does the individual demonstrate a desire to surpass excellence and

Question standard performance?
Why It In pursuit of continuous excellence and innovation, the personal drive

Matters to succeed is needed to lead the organisation to grow, sometimes into
uncharted areas. It is also a personal conquest to continually improve
one’s performance fuelled by a deep sense of ambition.
Level: 1 Wants To Do Job Well
Possible Behaviours
Tries to do the job well or right. Expresses a desire to do better. May express frustration
at waste or inefficiency.
Examples
It was done. This was done but despite that the downstream activities & products are
very slow in coming, in the sense that they face constraint in staff numbers & the time
frame that we put for, was never able to meet, the hit. That's very, very, very frustrating
& in terms of quality it is not up to mark. It has to be improved upon over & over again.
Level: 2 Creates Own Measures Of Excellence
Possible Behaviours
Keeps track of & measure outcomes against a standard of excellence not imposed by
others. May focus on new or more precise ways of meeting goals set by management
Examples
If I don’t computerise my team, I feel that I will not be effective in leading my department
in the future. It will just be another government department and I would just be wasting
my time away, I don’t like that. That’s why I want this to improve Company Y because
when I was a junior officer, I was an officer below my boss, I wanted to do that. They
are the one who suppressed me & they were the one who said no to me & I felt the
need to do this

HayGroup®
Level: 3 Improves Performance
Possible Behaviours
Makes specific changes in the system or in own work methods to improve performance,
e.g., does something better, faster, at lower cost, more efficiently; or improving quality,
customer satisfaction, morale; without setting any specific goals
Examples
Yes, & we have to improve our reporting system, because if you evaluate & you don’t
have the reports, I don’t think with 17 staff, I can go around Malaysia to look at all the
projects. So, the reporting system must be improved. Then, from there, you can
evaluate. And of course, whoever who is not sending the report, we just send reminders,
so I think people like to be reminded. You know that your road tax will expire at the end
of December, but you know that, not until you get a reminder, you will not go & get it. So
people like to be reminded, so I did follow that style
Level: 4 Sets & Works To Meet Challenging Goals
Possible Behaviours
Refers to a specific measure of baseline performance, compared with better performance
at a later point in time, e.g., When I took over, efficiency was 20%. Now it is up to 85%.
Sets out to achieve a unique standard, e.g., No one had ever done it before. Works to
achieve a higher performance standard. (“Challenging” means it is a definite stretch, but
realistic or not impossible.)
Examples
The first major project I undertook had a lot of problems, but at the end of the day, the
results spoke loudly. Because from the time frame of 4.5 months to 5 months, I have been
able to reduce it to 2 weeks, so you can imagine the significant change & based upon our
conservative estimates, the savings to the state, the whole state itself in one year, at that
time, we conservatively estimated was around RM 3 million. That is a significant saving.
The significant savings came from the fact that we were able to reduce the number of staff
involved in the whole operation & also in our cost of maintenance, substantial cash
holdings, the administrative centres & of course, there were elements of exposure to risk, I
mean if there is fraud or misappropriation or wrong use it would be a cost to the
government.

HayGroup®
Level: 5 Takes Calculated Entrepreneurial Risks
Possible Behaviours
Makes decisions, sets priorities, or chooses goals on the basis of calculated inputs &
outputs, e.g., makes explicit considerations of potential gains & risks. Commits significant
resources and/or time (in the face of uncertainty) to increase benefits, i.e., improve
performance, reach a challenging goal, etc
Examples
I got the information from the research department on the latest trend in the property
market. I also had information on the net present value of the property. It indicated that
we would never gain from this project. The cost of building the property was too high & it
is a great risk to take, looking at the market value for properties. Upon visiting the site &
discussing with the higher management, a decision that I wanted was reached, which
was to put the project on hold until there is market for it.

HayGroup®
5.3 Passion for Action
Definition: The identification of a problem, obstacle. Taking more than

required/ expected actions to address current or future problems,
e.g., to improve or enhance job results, avoid problems or create
new opportunities. (Passion for action should be seen in the context
of pro-actively doing things & not simply thinking about future
actions. The complexity of the scale moves from addressing
current situations to acting on future opportunities or problems).
Core Does the individual have the initiative and the ability to think ahead
Question and act on future needs and opportunities?
Why It An effective worker is able to anticipate a problem/opportunity and

Matters act on it decisively. It is the discretionary effort taken rather than
waiting for opportunities to arrive or problems to resolve itself, which
makes he/she respected and effective in the work environment.
Level: 1 Reacts To Short-Term Opportunities/Problems

Possible Behaviours
Recognises & reacts to present opportunities. Reacts to present problems, including
overcoming obstacles.
Example
I decided to submit the document personally because I’m afraid that if I were to send it
through normal mail, they will not receive the document in time.
Level: 2 Exerts Extra Effort In A Time-Sensitive Situation
Possible Behaviours
In a time-sensitive situation, takes action & does what needs to be done to complete
work. Acts quickly & decisively in a crisis, with a sense of urgency when the norm is to
wait, study the situation, & hope the problem will resolve itself.
Example
I called the secretary general office & also the minister’s office to ask about the reply.
That was the only thing we could do, that we only call them up & ask, is it approved or
not. Because if it’s not approved, we need quick reply or we will not have enough time
to make all the arrangements & ensure the success of the function.

HayGroup®
Level: 3 Undertakes Extra Tasks
Possible Behaviours
Anticipates & takes actions beyond normal job description to create an opportunity or
avoid short-to-medium term future crises
Example
I called them up to inform that the Management people are coming & we are actually
going for option number 2. The reason why I did that was because, I felt it will be
faster in terms of decision making at the central level. I didn’t want him to receive my
paper & only then decide whether he’s agreeable to our proposition or not.
Level: 4 Adopts Multi-Approach Efforts
Possible Behaviours
Anticipates & takes multi-approach efforts to create an opportunity or avoid medium-

to-long term future crisis.
Example
The problem now is on the implementation aspect. When you said about expanded &
extended roles, how can we make sure that this particular task given to the officer
does not overlap with the responsibilities of the Managers. I had a discussion with the
said personnel & got them to list out their responsibilities. I also talk to the managers
to plan out the details of this implementation. I then seek the assistance of a
consultancy company as we are not familiar with the process. All these helped me to
identify the potential overlaps & think of contingency plans.
Level: 5 Makes Valiant Efforts
Possible Behaviours
Anticipates & takes actions, in certain cases without formal authority or with personal
risks, to create an opportunity or avoid the longer-term future crisis.
Example
Of course, most of them are already at the maximum of their salary scale. I mean
they have been there for the past 20 or 30 years. Promotion as I said earlier is
limited, so we have to think of other avenues. It was very difficult. I knew that I was
making a proposal, which was unlikely to be approved, but I tried nevertheless, as I
realised that if I did not try there will be many disruptions to the Agency.

HayGroup®
5.4 Desire For Knowledge
Definition Driven by desire to know more about things, issues, people, or

concepts for the purpose of getting a job done, solving a problem,
improving a situation or developing oneself. It may include pressing for
exact information; resolution of discrepancies by asking a series of
questions; or reading and understanding various literatures.
Core Does the individual demonstrate a desire to learn and gain more
Question knowledge?
Why It Effective workers show great interest in learning and are driven by a
Matters desire to broaden their knowledge by actively seeking new information
through reading, workshops or talking to colleagues. They keep
themselves updated with the latest technology, issues, methods and
concepts. This commitment to continuous excellence is 2 pronged: for
self-development and getting the job done.
Level: 1 Asks Questions
Possible Behaviours
Asks direct questions to the people who are supposed to answer questions about the
situation, such as people who are directly involved. Uses available information or
consult other resources. Shows curiosity or interest in things, issues or people
Example
Well, they were giving me all the alternatives and in our discussion I actually asked
them questions like, “How fast if we want to build a new building within the area?” and
“How fast if I take this particular building; do the refurbishment, put in all the wiring and
piping and install all the machines?”
Level: 2 Investigates Or Seeks Information
Possible Behaviours
Investigates the problem or situations beyond routine questioning. Finds those closest
to the problem and investigates further, such as asking, “What happened?”, “How did
it happen?” (may include personally going to look at the problem). Seeks out for
information; new approaches, tools, methods or technologies. Continuously keeps
abreast with the demanding and changing environment on new approaches, tools,
methods, technologies that may impact the organisation
Example
Y: This idea was within the first week, I took the time during the week to actually meet
each one of them. INT: And what was your thinking behind doing that?Y: To introduce
myself at a very personal level to all of them and to allow them the opportunity to tell
me what they do, how each person fits into the unit, what are their achievements so
far, how they have been doing their work, what are their constraints and how they like
to overcome those constraint and so forth. I asked them to share with me.

HayGroup®
Level: 3 Does Research
Possible Behaviours
Makes a systematic effort over a limited period of time to obtain needed data/
feedback / information. Conducts in-depth investigation from unusual sources; people
not related to the events. Does formal research or may commission others to do
formal research through newspapers, magazines, computer search systems or other
resources (may include market, financial, competitors research).
Example
By asking many people; even friends overseas. I asked them how to go about it. For
example; In Malaysian Airlines, I know they got an IT project. So, I made myself
available at those places to see if I could get some solutions to the problems I faced in
the project..
Level: 4 Uses On-Going Systems
Possible Behaviours
Establishes ongoing systems or habits to get information; for example, managers can
walk around, hold regular informal meetings, or scan certain publications or systems.
Assigns individuals to conduct ongoing information gathering for the purpose of
knowing or learning things, issues, people or literatures.
Example
I have my finger on the pulse of what’s happening. They are what we call “discuss
mailings”, but they really are mailings with archives, letters come into some mailing list
and they get archived into this mailing system. What I do as my regularly daily task, is
that I look at these things; and that helps me keep my finger on the pulse of what’s
going on out there, what the user community needs are. In this particular case, I
noticed that there was a team of people complaining about a certain enhancement to
their operating system. It’s hard to describe, but suffice to say, that a lot more people
were discussing this enhancement through this mailing system than I had ever seen
before
Level: 5 Fosters A Learning Culture
Possible Behaviours
Creates a learning environment /workplace /organisation by identifying and setting up
the necessary infrastructures. Includes encouraging people to adopt a desire to learn
or enhance their knowledge by providing them with the necessary support or
resources.
Example
I realised that the staff in my department did not really like reading. So what I decided
to do was to create a “reading corner” where I set up bookshelves stacked with books
and magazines as well as a sofa to encourage them to spend their free time reading..

HayGroup®
5.5 Emotional Maturity
Definition The ability to understand oneself and others emotionally and leverage
the understanding for benefit of the organisation. Is able to make
accurate assessments of emotional triggers in self and others and
manage them effectively. It measures increasing complexity in the
depth of understanding and managing others and self. At the highest
level it involves leveraging these abilities to manage group dynamics.
Core Can the individual adapt his/ her own and others emotions and
Question reactions to ensure it has a positive effect when interacting with others?
Why It Civil servants often deal with various people and at different situations
Matters at work. Because of the role they play for the Government, they are
habitually judged by the public based on perception. This basically
necessitates the need to be able to read and understand others, and
how one’s own emotions would create different responses and
reactions. It is therefore, an important value to be able to self-reflect
and manage the perceptions of the public in order to be effective in
their course of work.
Level: 1 Displays Consideration For Others
Possible Behaviours
Understands the face value of what other people say. Is considerate to other people’s
expressed needs and concerns.
Example
I didn’t like the present she gave me but I didn’t say anything because I didn’t want to
hurt her feelings
Level: 2 Understands Emotions Of Others
Possible Behaviours
Has intuitive sense of emotional state of others. Understands unexpressed thoughts
and emotions of others.
Example
She looked very unhappy. I think it was because her son did not do very well in his
exams.

HayGroup®
Level: 3 Emotional Self Awareness
Possible Behaviours
Is able to read, understand and monitor one’s own emotions and reactions. Is able to
understand the different types of situations or interactions that provoke specific
emotional reactions.
Example
At the end of the discussion, I felt a bit bad because I raised up my voice, we are
fasting, we are not supposed to be angry while fasting but as I said I was a bit
emotional. I was a bit emotional because people challenged our decision, he was
saying that we are wrong in our decision. I know that I was a bit too much, too nasty.
Level: 4 Manages Own Emotions
Possible Behaviours
Applies understanding of his/her personal response patterns to actively manage
his/her effectiveness in a range of situations. This may involve using deliberate
strategies or personal self-control to ensure he/her can continue to function effectively.
Example
When I was younger I used to reprimand people & I use to be impatient but now I think
I’m trying to be positive on my people, on my officers. I try to make use of them in the
areas that they are good at.
Level: 5 Uses Emotional Awareness For The Benefit Of The Organisation
Possible Behaviours
Accurately assesses emotional state of self relative to others. Manages own
emotional responses to do what is best for team and organisation. Manages other’s
emotional state, by making the connection of how these feelings impact their
performance and takes action to do what is best for the team and organisation.
Example
Hisham had been personally responsible for building the development and training
department, and has taken a lot of personal pride in doing it himself. When I made the
proposal to him, though he agreed to do it, it was of course, difficult for him to loosen
up on his personal involvement and ownership of everything his department did. I
understood how he felt and stopped myself from being upset with him when he
became uncooperative at times. Instead I kept on explaining to him the reasons why
the action was taken. This helped the whole process

HayGroup®
5.6 Visionary Leadership
Definition Ability to set directions, inspire team commitment and have the desire
to lead others into meeting organisation/ agency/ office goals. This
includes adapting one’s approach to the changing requirements of the
situation to support the overall team agenda. The “team” should be
understood broadly as any group in which the individual takes on a
leadership role, including unit, office, agency or the organisation as a
whole.
Core Can the individual engage people in sustaining excellence? Or in

Question meeting organisation initiatives?
Why It All organisations need a driver to lead and pull together its resources to
Matters work together effectively in meeting the challenges and objectives. The
same applies to the Government, where leaders are needed to inspire
and engage people to support the Government’s initiatives. An
outstanding leader can create excitement and engage their team/group
to take on any challenges, whether it’s delivering outcomes or
spearheading the organisation’s critical change initiatives. They take
action with a view that the team’s effectiveness and success would be
the major catalyst in sustaining excellence and in driving the
Government’s change requirements. With this in mind, the leader
supports, guide and protects the team/group to ensure all barriers are
removed.
Level: 1 Actively Contributes
Possible Behaviours
Shares and/or ensures team members receives all relevant information. Supports and
acts consistently with team decision. Plays an active and relevant role in the team.
Expresses positive attitudes and expectations of others in terms of their abilities,
expected contributions, etc. Is receptive and positive towards change, sees change as
a challenge and as an opportunity for themselves as well as for department/
organisation (but do not necessarily change their behaviour accordingly).
Example
I prepared the agenda for the meeting and distributed it to all members of the meeting
to ensure that they will know what to expect during the meeting and what their roles
are.

HayGroup®
Level: 2 Promotes Team Effectiveness
Possible Behaviours
Genuinely values and solicits others’ inputs to promote team effectiveness. Takes
specific actions with the intent of enabling the team to function optimally. Creates the
conditions that enable the team to perform at its best. Adopts flexible and open-
minded approach to impending change and modifies own behaviour to changing
circumstances.
Example
I set a committee to basically be accountable for the work to be carried out, delegated
who should be in charge of the promotions, invitation list, preparation of the venue, so
these are some of the stuff that I list down. So everyone was given the guidelines and
they are basically clear on who is responsible for what, so that the process is much
clearer to make the event a success. Then, during the proposal meeting, we had a
brainstorming session, because I believe that some of my colleagues have got
different ideas, so we discussed, if it is good, then we’ll take it.
Level: 3 Energises the Team
Possible Behaviours
Takes specific action to create oneness of the team e.g. creates an identity for the
team. Encourages and empowers others and making them feel needed and important.
Get resources for team. Shares and communicates team goal and norm to promote
team cohesiveness
Example
It is very important I said, the team should not be just like a team, you have to have
some shared values, you have to discuss what you believe and what are your shared
values should be when you work in a team. And also I want them to know how it
operates, is it a specific meeting at a time or once a week or etc.

HayGroup®
Level: 4 Challenges Mindsets
Possible Behaviours
Creates vision for change and challenges status quo. Takes action to ensure vision is
clearly communicated and engaged (with heart and mind) by others. Inspires
confidence in the compelling vision. Personally exemplifies or embodies the desired
change through strong, symbolic actions that are consistent with the change.
Example
My role as facilitator and as a speaker is to tell them what we want to achieve. Actually
motivating them through sharing the vision and after that, showing to them that we are
serious to achieve it. I was always sincere with them. I was not just talking about it, I
was serious to achieve it. I was always with them (the students) when I could, on the
field. Because I believe to be an effective principal in school, I need to work in 3
dimensions, from student dimension (a principal who can talk to them, smile with
them, play with them, chit chat with them, is a good principal. Take care of them,
support them, and tolerate, not meaning you cannot be strict with them, yes, I am
strict. But you can’t tell them that you hate them, but you love them although you
punish them. You must really show sincerely, it must come from your heart, you
cannot just mould it and make it, make that thing happen, real when you are actually
not really want to have that. That’s quite difficult to state all these things, because it’s
in holistic manner.
Level: 5 Embodies Change
Possible Behaviours
Takes a dramatic action to reinforce or enforce the change effort. Anticipates and
recognises forthcoming changes in internal and external environment and adapt own
strategies and plans and encourages others to do the same. Defines a clear change
vision for self and others. Becomes the catalyst to make change happen in the
organisation
Example
The reason I wanted them to ask for a wish list is if I heard it from them, and then I
gave it back to them, and then pick out some of their wishes, their wishes were like a
fairy godmother guarding their wishes. Now you got to be a good boy like this ok, you
can’t go and waste it now. And that was the risk I was taking to ask, give me the wish
list. Actually there were two, one is yes I want to give it back to them. And say now
you take the responsibility, take the ownership of your wishes, because now they have
encountered. And right my job is to go and get it from them, to go and see the board
and to see if it works. I would go to them with my visions and say this is what I want
for my guys, this is what I want to give them, and therefore please grant me my wish
list and I will try not to let you down. And if I do let you down, come back and pull me
up for that and correct me on whatever it is. But I want to give this to them. Right and
the wish list was in the form of delegation, the wish list was in the form of allocation of
funds and money. The wish list was in the form of giving them actually an
environment where they could go and do what they wanted. Right, but evidently they
would have to come back and actually perform against that. So even I ask them for
the wish list. I had a wish list in term. This is how I make sure that they accept the
change and are willing to take on the risk to implement it.

HayGroup®
5.7 Impact & Influence
Definition Implies the intention to persuade, convince, influence, or impress

others (individuals or groups) in order to get them to support the
speaker's agenda. The key is, understanding others when the person
has his/her own agenda.
Core Does the individual demonstrate the ability to gain buy-in and
Question commitment to his/ her agenda?
Why It The varying situations appearing in internal and external government

Matters relations (e.g. international arena, department presentation) require the
ability to impact and influence a party or audience. Notwithstanding the
ability to understand the audience’s needs only but to be able to identify
the best tactics to suit specific situations to win support, gain co-
operation, or overcome objections and barriers.
Level: 1 Takes Single Action To Persuade
Possible Behaviours
Uses single action to persuade but make no apparent attempt to modify presentation
to suit interest of audience.
Example
My system is not a completely new system. It has been tested in one government
body, I will let you have a look at it. This way you will have a better understanding of
what the system is supposed to be used for.
Level: 2 Takes Multiple Action To Persuade
Possible Behaviours
Takes two or more steps to persuade through a combination of direct persuasion,
concrete examples, visual aids, data or demonstration without attempting to adapt to
interest of audience
Example
It was important that I convinced the Management to go ahead with the Project. What
I did was to prepare a presentation that explained the implication of the Project to the
Agency & also to invite people from other Agencies who have already implemented
the system to get their feedback. I had also arranged for a demonstration of the
system for the Management to try it out by themselves

HayGroup®
Level: 3 Calculates Impact Of Action Or Words
Possible Behaviour
Adapts presentation or discussion to appeal to interest of audience & anticipates the
effect of an action on people's perception of the speaker
Example
Usually what happens is our PR officer will contact the VIPs, however, because I
wanted to make sure that the Menteri will officiate the ceremony, I contacted him
myself. I told him that I wanted to indicate in the invitation, that he will be attending
the opening ceremony. This is because I know for a fact that by mentioning the
Menteri’s attendance, there will be more media coverage
Level: 4 Uses Indirect Influence
Possible Behaviours
Obtains & uses experts or other third parties to influence the audience..
Example
I realised that leaving them alone will not be fair so I made frequent visits. But that
was not the only thing, I have to bring the director general along so that they feel they
are appreciated by the superiors & also they had the opportunity to ask for
clarifications from an expert.
Level: 5 Uses Complex Influence Strategies
Possible Behaviours
Assembles key decision-makers, builds behind the scene support for ideas, uses in-
depth understanding of the interactions within a group to move towards specific
agenda.
Example
What I did was, I held a meeting with everyone in my department to explain to them
what it was I intended to do. I wanted to get their buy-in so that they would also lobby
with me. I also conducted in-depth research with a few of my officers. At the same
time I also identified who were the main stakeholders in the decision making process.
I wanted to understand them better so that I could design my presentation to get their
attention & interest. I then managed to network with members of the decision-making
committee during a particular function and threw in my idea and approach to get
further support.

HayGroup®
5.8 Organisational Awareness
Definition The ability to understand, learn & use the power relationships in one’s
own agency or in other organisations (Ministries, other Government
authorities or Private Sector). This includes the ability to identify who
the real decision-makers are; the individuals who can influence them; &
the political issues that impact these decisions.
Core Does the individual recognise and/or use power relationships to fulfil
Question organisational desired outcomes?
Why It The structure of the wider Service requires the need for a civil servant
Matters to work together with various people or department to enable them to
work effectively. The nature of any Government to be highly
bureaucratic and hierarchical is a norm, thus the need to understand
the structure, know who’s who and who would be able to best assist
him/her in their course of work.
Level: 1 Understands Formal Structure
Possible Behaviours
Recognises and/or uses the following in own organisation/ agency (Formal structure /
hierarchy, Positional power, Rules & regulations, general order, Policies & procedures,
Government/ Agency vision, mission & strategic objectives, Government/ Agency
initiatives/ programmes/ activities).
Example
To prepare myself, I had to know the function of the ministry and to understand their
programmes. There are 5 departments in the Agency, department 1,2,3,4&5. In order
to get things done efficiently it is important to approach the correct department on
specific matters.
Level: 2 Understands Informal Structure
Possible Behaviours
Is aware of the formal & informal structure of the government/ agency & of how things
are accomplished. Recognises key actors, decision-influencers, etc. Knows the
indirect routes to getting desired outcomes when formal structure does not work as
well as desired
Example
I need to know personally whom I’ll be dealing with; I also need to know the power
structure in the small group. Because sometimes, for example in the office, you can
see the AO, the administration officer is the supervisor of that group but actually
sometimes the power structure is not going like that because maybe the CC has more
power.

HayGroup®
Level: 3 Understands Government/ Agency and/or Ministry Climate &

Culture
Possible Behaviours
Knows unspoken protocols/limitations. Recognises and/or uses agency and/or
Ministry culture (language etc) that will produce the best response. Recognises the
implicit & explicit behaviour of people that may have an impact on shaping the
Government/ Agency work culture & processes.
Example
It does not work that way but it’s not easy to explain to these people where some of
the people in the committee are very much in tune giving out, it’s the culture. That’s
the purpose of the total organisation or the division objective. So if I was to say that
you got to hold on & really look into the details that will be against some of their views.
Basically, I need to work around it & understand from their perspective. So, what I did
was I invited them for drinks individually & seeks their perspective & buy-in.
Level: 4 Understands Power & Political Structure
Possible Behaviours
Recognises and/or uses ongoing power & political relationships within the agency,
Ministry & the Government (alliances, rivalries).
Example
That industry-financing reform is already sort of considered very seriously by the
government during the last country’s general election. However the government felt
that this is too major change for reform to put in place in view of the political climate at
that time & there was more negative response than positive response. So they felt
that this is something that may play a major role or could be a negative push factor for
the political master at that time to being in power again. So it was scrapped. So they
close the link on that
Level: 5 Understands Underlying Issues
Possible Behaviours
Recognises and/or uses the root causes for ongoing organisational behaviour. Aware
of how external factors that may impact on the Government/ Agency’s position &
behaviour. Takes action based on the understanding to prepare the organisation for
future opportunities and/or development.
Example
I guess noting major really happened at that point in time other than I kind of got
bored. So consequently my staff got bored. This made them easily distracted by
outside influences. I suppose if you have competent staff, people would like to have
them work in their organisations. I notice that several private companies had
approached my staff. I realise that to keep the good people on my team I needed to
create more challenges for my team & myself.

HayGroup®
5.9 Self Confidence
Definition Is a belief in one’s own capability to accomplish a task and select an

effective approach to a task or problem. This includes confidence in
one’s ability as expressed in increasingly challenging circumstances
and confidence in one’s decisions or opinions.
Core Does the individual believe in his/her ability to do the job?

Question
Why It Civil servants recognised the need to have self-confidence to be able to

Matters work effectively. Form working independently to choosing challenging
tasks, it is imperative for an individual to have faith in one’s own ability
to be able to execute the work satisfactorily.
Level: 1 Acts Confidently Within Job Role
Possible Behaviours
Works without direct supervision. Appears confident in person. Presents self
confidently. Approaches challenges with a positive “can do” attitude.
Example
I am not worried about my job. Besides I have been doing this for years and to tell you
that honestly I can do it with my eyes closed
Level: 2 Acts Confidently Beyond The Limits Of Job Role
Possible Behaviours
Makes decision based on own judgement even when others disagree. Acts in
uncertain situations, beyond routine.
Example
I believe this is the right way to conduct the operation because the people we are
dealing with are quite ruthless
Level: 3 States Confidence In Own Ability
Possible Behaviours
Sees self as expert based on working experience, someone that makes things
happen, a prime mover or a source of expertise in work area. Sees self as better than
others. Publicly expresses confidence in own judgement or abilities.
Example
Because I’m very confident, I’ve served the secondary division very well, and I’m very
experienced and I know I’m one of the prime movers, one of the leaders in the setting
of the system, one of the officers which contribute, even one of the founders of the
system. So I love to be a director especially, because before I left the division I
introduced many recognised programmes to the division.

HayGroup®
Level: 4 Takes On Challenges
Possible Behaviours
Likes challenging assignments and is excited by one. Looks for and gets new
accountabilities. Confidently communicates views or opinions when in disagreement
with management, clients or others in power.
Example
This project is even bigger and very much more challenging and I was excited to do it
because I felt that it is even more challenging than the other that I have done i.
Level: 5 Takes On Extremely Challenging Situations
Possible Behaviours
Confronts or strongly challenges management or clients’ views. Takes on extremely
challenging tasks willingly (Risk taker).
Example
I challenge back. I fight back until my GM walks away. After that we have to cool, to
me it is very healthy actually to argue in a meeting rather than not saying things

HayGroup®
5.10 Society Before Self
Definition Putting the interest of society above self by acting in a way that shows
deep conviction and consistency with values in working towards a
super-ordinate goal for the overall good of society. The degree of
complexity measures the level of commitment exhibited towards
promoting the government/agency’s role in the society.
Core Does the individual have a purpose beyond his/ her job role in serving
Question the society?Does the individual display a commitment to serve the
society?
Why It It is important that the civil servants recognise their role in contributing
Matters towards the progress of society as opposed to just doing a job.
Understanding their significant role would bring new meaning in
dedicating their work towards achieving a purpose higher than his/her
own career. These values will enable them to do what is right even in
difficult situations; overcoming obstacles or personal risks.
Level: 1 Acts According to Basic Professional/ Organisational Values
Possible Behaviours
Expresses what he/she is thinking even when the message may not be especially
welcome or popular or readily acceptable. Is open and honest in his/her work
interactions. Makes an active effort to fit in the organisation norms.
Example
But whatever instruction I received from higher management, I will pass down to the
Pengarah. In the beginning, Pengarah feel ok, and I sometimes have to soften the
impact by saying that you are so busy, that’s why Datuk called me up. I have no
choice but I have to go up. Why can’t you allow your subordinate to go, I said couldn’t
because it’s not proper for the subordinates to go when we are free, unless we are so
committed with some other things outside.
Level: 2 Aligns Personal Values with the Organisation’s Mission
Possible Behaviours
Matches his/her personal values in line with that of the organisation so as to achieve
organisational goals. Takes pride in being a professional in the civil service..
Example
Always be – we must be transparent in what we have – what we are doing so that you
know nobody query us when we are on the right track. I always believe on that
principle because if we follow the procedure we will be happy at the end of the day

HayGroup®
Level: 3 Behaves Consistently with Values Even in the Face of Difficulty
Possible Behaviours
“Walking the Talk” – Consistently behave in a manner, which reflects what he/she
expresses explicitly. Speaks out when it is good for the organisation.
Example
I said I leave it to God. I didn’t tell my wife about all these, getting my family worried is
another thing. It can be very frustrating as well. Because you are honestly doing
something, which you feel it should be done because you are on the move all the time
as well; I’ve been on the move for many areas already and I’ve been serving – now I
serve Kelantan. What is frustrating with these people is that they cannot accept
things, very difficult to adjust, they are so comfortable in one area, very difficult for
them to adjust. And they think very badly of you, it’s frustrating
Level: 4 Advocates the Value of Serving Society
Possible Behaviours
Co-operates with others to achieve objectives in the larger society. Takes action to
generate excitement and commitment to ensure that others buy into the value of
serving society
Example
Because we have done the analysis, the current, the impact of this plans now, after 3
years. And we achieved what we want to achieve. I would say we have done quite
well, that’s why I would say it’s very gratifying. Just you, yourself, that set the plan and
you said you want to do this. Some of the things are quite difficult, some are quite
simple but at the end of the day, everybody contributed their part and it has some
impact on the society that we are in that society, trying to serve that state and to serve
the society. And it affects them, in a positive way. This is the most gratifying part of
serving in the government, you wouldn’t be able to get the money, a lot of the money,
you will get the same bonus as everybody else but what is the extra thing that you
have is you can serve the society and the society can benefit from whatever that you
do

HayGroup®
Level: 5 Makes Personal Sacrifices in Service to Society
Possible Behaviours
Acts on values when significant, personal cost (or risk), status or reputation is
associated with doing so..
Example
I took his advice, maybe kick it out of the way, and when people complain, just endure
it. I felt we should not have gone through that in the first place, we should be more
sensitive, more careful with this, this involved the general public particularly, and then
there are political implications, people will read differently, government is transparent
or not, that kind of thinking. People perceive, it’s an accumulative effect of all this and
people perceived government as not transparent enough, then it will affect our
government. Our Prime Minister is trying to build up again the relationship with the
general public now; we cannot be the source of the problem. If we become the source
of the problem, we are not helping him. Because as a ministry we should be helping
and trying to, and what more we are from the Ministry, we are dealing with the general
public, the rural folks and the masses, we should be helping them & get the people
together. And not to go and do certain things that would create more problems to the
leadership, that is quite frustrating to say, to do things that would create more
problems to the leadership

HayGroup®
5.11 Holding People Accountable
Definition The intent to hold people accountable to standards of performance

using one's personal or position power with the long-term aspiration of
the Government in mind. It includes stating the consequences &
approaching others openly or directly about performance & problems &
comparing it consistently against standards.
Core Does the individual have and uses the authority to hold others to
Question standards of performance?
Why It The continual revolution of the industry/environment (e.g. changing

Matters policy of the AFTA and WTO) has expedited the need to constantly
hold people to standards of performance. The ability to set, evaluate
and change the performance standards accordingly to the needs of the
environment would provide clarity and facilitate the achievement of
organisational objectives.
Level: 1 Tells People What To Do
Possible Behaviours
Gives clear & adequate instructions & explicitly delegates' details of routine tasks in
order to free self to focus on more important tasks
Example
So I told my deputy it has to be reflected in his annual work target, in his own personal
as well as in mine. This is because in my performance work target I have said that I
want this accomplished.
Level: 2 Sets Limits
Possible Behaviours
Firmly says 'NO' to unreasonable request, or sets limits for others' behaviour. May
structure situations to limit others options or to force them to make desired resources
available.
Example
I gave this particular person another task. I told her that you have to go through all the
papers & report to me. Because at the moment, what I observed is that she’s always
on leave. By giving her this task, she has to report to me daily. Therefore, she cannot
find excuse for not coming to see me everyday.

HayGroup®
Level: 3 Demands High Performance
Possible Behaviours
Imposes higher standards of performance with minimum input from others. Demands
high performance, quality or resources. Insists on compliance with own orders or
request in a no nonsense way or “put my foot down style”.
Example
They have to do it, I said, If you can't cover all the departments, then you have to
identify suitable officers to help you to perform the given task. I would expect the
officers to be able to meet my expectations & that you are accountable for their
performance as they are assisting you..
Level: 4 Maintains Visible Standards Of Performance
Possible Behaviours
Publicly monitors performance against clear standards (without prior notice). Issues
clear warnings about the consequences of non-compliance with standards of
performance
Example
By giving him the responsibility, I told him “I'm giving you the opportunity to prove
yourself”. He was one of the seniors, I told him that if he can prove himself, I will
consider promoting him to the higher position. I told him that I didn’t mind his interest
in social activities after the office hour, but he must not let it affect his work. If it does,
it will be hard for him to get a promotion.
Level: 5 Holds People Accountable & Takes Effective Action To Address

Performance Problems
Possible Behaviours
Approaches others openly & directly about performance. Reviews & addresses
performance problem in a timely way by assessing performance against standards to
improve
Example
I had to scold her, but I had to bear the consequences of her actions. I have to report
back to the ministry that a mistake had happened. I couldn’t inform that person that he
could not come as the invitation card has been sent to him. I have to bear the
consequences because of my officer's mistake. I told the ministry that I will check on
what is the protocol to deal with the situation. But what I said to the officer was “You
didn’t check, you made a mistake. I have to bear the consequences, you should put
up a letter of apology saying that you have done something wrong”.

HayGroup®
5.12 Adaptive Thinking
Definition Apply strategic thinking & insights gathered from various resources &
adapt it to suit the local context. This involves applying learned
concepts to the current situation or problem. Able to critically evaluate
situations or problems in order to take appropriate actions.
Core Can the individual integrate, synthesise and evaluate information or

Question situations to provide appropriate actions and/or solutions?
Why It The evolving global and working environment, and education system
Matters has revolutionised the cognitive thinking ability required by a civil
servant in his/her daily work. Not only do they need to analyse and
provide solutions to situations/problems but they must also be flexible
enough to adapt these solutions to meet the future needs of the
organisation.
Level: 1 Understands Situations or Problems
Possible Behaviours
Recognises / identifies problems & understands their implication.Acts within the limit of
one’s authority.
Example
Because I think that in terms of planning & development, it cannot be done by a one-
man show. You need to brainstorm, asked questions, do all the surveys, do research
& get your data right. So if you work individually, it's very difficult for me as a boss.
So I have to break that barrier.
Level: 2 Recognises Problem That Occurs While Doing The Job
Possible Behaviours
Analyses Situations or Problems
Example
I guess the another thing that made me feel sad is that they don’t understand what
craft is all about. Craft is an art, not a manufactured product that you can manufacture
in the factory & you produce just like that. People buy because of the art, it’s
expensive because of the art & craftsmanship. He wanted to change the complex into
something like pasar seni, kind of complex like gerai type of complex. When we built
that complex, our boss has mentioned that he wanted crafts of a high value to be sold
there & not the gerai type of crafts. But our immediate head has already made up his
mind to bring in many businessmen into the complex, there’s a conflict of interest.

HayGroup®
Level: 3 Applies Reactive Situational Dexterity
Possible Behaviours
Adapts approach based on situation or problem. Uses knowledge of theory or of
different past trends or global best practices to look at situations or problem. Acts to
adapt to varying situations / people across offices/agencies / ministries.
Example
We have to find an alternative farm to do the experiment since the original place
wasn’t available. I did find an alternative. I actually went to other faculty farms, met
them & discuss with them what is agriculture faculty. So I told them that I need this
area of farms to do an experiment & they agreed. At the end, I had a place to do the
experiment
Level: 4 Applies Proactive Situational Dexterity
Possible Behaviours
Formulates plans & approaches to maximise & leverage opportunities for the
office/agency/ministry/country taking into consideration how best to meet
stakeholders’ & clients’ needs
Example
The function of the human resource is only to facilitate; for example, they had to look
into the human resource development as part of the industry example, especially the
small & medium industries. At the same time, we also have the Ministry X & we also
have stations done on the ground. They have been asked to maybe monitor to see
what is the general trend of small & medium industry in, as far as human resource
development is concerned. They should not be doing the implementation of courses
for example. They should look for, they should do a study to find out what is lacking,
put up proposal to state government to look for the funds & they have to channel the
funds to the appropriate agencies to have this run & then monitor & evaluate. That is
their function. In order to do that kind of function, you do not need 10 people because
when we have our job analysis, we have job description, job specification, we know
how much a person should be able to do, what grade a person should be to do that
particular kind of job

HayGroup®
Level: 5 Strategic Insights
Possible Behaviours
Modifies / redirects strategic effort to forge a new set of strategic imperatives to ensure
the country continue to progress. Redefines the country’s direction to respond
effectively to changing environment & opportunities. Make multiple causal links,
several potential causes of events, several consequences & their impact on the
country.
Example
Since there is great demand for IT & the country is looking more towards the e-
government concept, we decided to come up with a project that would benefit the
government service as a whole. We started with the PMS project. I am proud to say
that I was the one who initiated the whole concept for the project to be developed. It is
still too early for me or anyone to see the benefit of the project but I believe it will be
successful in a few years time. And of course there is still room for improvement.

HayGroup®
6 BEHAVIOURAL COMPETENCIES (SUPPORT 1)

Adaptive Thinking Applies strategic thinking & insights gathered from many
areas & adapting it to suit the local context.
Community Focus Focuses one’s energy & effort on understanding &
addressing the community’s current & future needs
Desire For Possesses the desire to know more about things, issues,
Knowledge people, or concepts which is for the purpose of getting a job
done, solving a problem, improving a situation or developing
oneself.
Emotional Maturity Desires to understand other people by accurately assessing
the unspoken or partly expressed thoughts, feelings &
concerns of others.
Impact & Influence Implies the intention to persuade, convince, influence, or
impress others (individuals or groups) in order to get them to
support the speaker's agenda.
Organisational Has the ability to understand, learn & use the power
Awareness relationships in one’s own agency or in other organisations
(Ministries, other Government authorities or Private Sector).
Passion For Action Identifies problem, obstacle, & takes more than required/
expected actions to address current or future problems.
Self Confidence Believes in one’s own capability to accomplish a task and

select an effective approach to a task or problem.
Society Before Self Puts the interest of society above self by acting in a way that
shows deep conviction and consistency with values in
working toward a super-ordinate goal for the overall good of
society.
Team Effectiveness Has the ability to work together in a team cohesively and to
lead a team in performing a task

HayGroup®
6.1 Community Focus
Definition Focuses one’s efforts on meeting internal “customers” (intra and inter
departmental fellow employees); and external “customers” (the
community) needs in a manner that provides satisfaction within
available resources.
Question community?

Matters meet this objective, it is important that civil servants continuously
improve their customer service by focusing on meeting the needs of the
community.
Level: 1 Wants To Understand “Customers”
Possible Behaviours
Desires to respond to customers’ questions based on own abilities
Example
“Good morning madam, may I help you?” “Yes, I need to find out where can I pay my
fine and how do I go about doing it”. “You can pay it in the next block but I am afraid I
don’t know how you can do it.”
Level: 2 Responds To “Customer’s” Needs
Possible Behaviours
Gives an immediate “off the cuff” response to customer’s questions without probing for
underlying needs or problems.
Example
“Hello, I need help in finding the JPA building”. “Just go to Block C”.
Level: 3 Responds Appropriately To “Customer’s” Apparent/ Current Needs
Possible Behaviours
Takes the effort to probe customers for underlying needs or problems so as to be able
to provide suitable assistance.
Example
“Hello, I need help in finding the JPA building”. “Which Department are you looking for
in JPA?”. “The Pension Department”. “If that’s the case you need to go to Block C2
Level 1”.

HayGroup®
Level: 4 Follows Up On “Customer’s” Enquiries
Possible Behaviours
Follows through on customer’s inquiries, requests and complaint. Keep customers
up-to-date about progress of their enquiries.
Example
I told the customer that we will not be able to retrieve the file immediately but I
assured him that I would keep him updated with the progress. I called him up a week
after to update him with the progress of the search.
Level: 5 Maintains Clear Communication With “Customers” Regarding

Mutual Expectations
Possible Behaviours
Monitors customer satisfaction. Distributes helpful information to customers. Gives
friendly, cheerful service
Example
Once the assignment was completed I asked her for feedback on my service and was
especially interested in knowing what I could have done better

HayGroup®

improvement); an objective measure (results orientation); the
performance of others (competitiveness) or challenging goals one has
set.

Why It For an organisation to grow and achieve excellence, its employees

Matters need to be ambitious, have personal drive and continuously improve
work performance.
Possible Behaviours
Tries to do the job well or right. Expresses a desire to do better. May express
frustration at waste or inefficiency
Example
I know my boss expects me to do well. Sometimes, I feel shy when I don’t meet his
expectations and I get angry with myself when that happens
Level: 2 Works To Meet/Exceed Existing Standards
Possible Behaviours
Works hard to meet/ exceed existing standards or beat deadlines (e.g. meeting
quality requirements, minimal errors in completing job).
Example
I was given 1 week to complete the task. But I knew that I could do it faster. So I
actually plan the work according to a schedule and I worked against that schedule. I
managed to finish the task one day earlier.
Level: 3 Sets Achievable Goals

Possible Behaviours
Sets challenging but achievable goals for self and/or others.
Example
I know that the only way up is to get a better education. So I enquired about the
diploma courses available. I know it would be a tough journey but I studied and
attended the course every night during weekdays and the whole day during
weekends. I managed to finish my course with flying colours

HayGroup®
Level: 4 Improves Work Performance
Possible Behaviours
Finds more efficient, faster or less expensive ways to do a job
Example
Most of the time, when someone needs to look for something in the internet, I would
surf the web for them. I found it time constraining as some of the things asked for is
the same thing and there are times where many people asked at the same time. So I
spoke to my boss about it, trying to find a better way on how we can catalogue the
stuff, so that it is easier for people to retrieve the documents. I heard about this
knowledge database where we could store information. He said ok but to talk to the
IT dept to find out about the cost. Now it is much faster and people will only come to
me if they can’t find it in the database.
Level: 5 Sets & Works To Meet Challenging Goals

Possible Behaviours
Demonstrates continuous desire to achieve i.e., from setting of goals to on-going
management and execution of set objectives. Does not give up easily in achieving
work result even when faced with obstacles
Example
I was given a co-ordinating role for a major event but I was having trouble working
with some people. I guess they thought I was very junior and not at their level so
they were giving me a tough time. It was very hard on me too because this is my first
time and I needed to prove myself worthy of this position and also not to make my
boss look bad as he was the one who recommended me. So I started to keep a
notebook with me to make sure I do the things I have to do everyday and I talked to
my boss every morning just to make sure that I covered everything. I guess when
the rest saw that I was capable of doing my work, they don’t really say things
anymore. Furthermore, I was very courteous and professional with them. I mean I
had to portray that sort of image. That was hard because I am usually quite “manja”
but I know I had to do this for my own sake.

HayGroup®
6.3 Team Effectiveness
Definition Ability to develop co-operation in a team when performing a task to

achieve common objectives.
Core Can the individual engage people in teamwork? Or in meeting

Question organisation initiatives?
Why It Effective workers know that more can be accomplished by working with
Matters others than relying on personal achievements alone. They understand
the importance of creating a teamwork environment and therefore, have
the desire to lead others to realise that aspiration with the ultimate aim
to meet organisational goals.
Level: 1 Ask For Input From Team Members
Possible Behaviours
Asks for input from team members and encourages their participation
Example
Tuan, could you please give me some feedback on my performance?
Level: 2 Keeps Team Members Informed
Possible Behaviours
Regularly informs and updates team members.
Example
I told the team about the news I heard from my friend. I felt that the news would be
useful to the team
Level: 3 Demonstrates Concern For Fairness Within The Team.
Possible Behaviours
Demonstrates concern for treating people fairly and equitably.
Example
I told my team members to stop bullying the new guy. I said it was our duty as seniors
to help him in his work.

HayGroup®
Level: 4 Gives Credit To Team Members
Possible Behaviours
Gives credit and recognition to team members who have contributed positively.
Example
I was very impressed with her work. I told my boss that I wanted to nominate her for
the “Anugerah Pekerja Cermerlang”
Level: 5 Makes Recommendations
Possible Behaviours
Identifies and recommends solutions which benefit all parties within the team.
Example
I saw a problem in the system and immediate brought it up to my supervisor. I even
told him how I thought the problem could be corrected.

HayGroup®
Definition Shows preference for taking action or does more than is required or
expected in the job i.e. does things that no one has requested, which
will improve results, avoid problems or find new opportunities.
Core Does the individual have the initiative and the ability to think ahead and
Question act on future needs and opportunities?
Why It An effective worker can anticipate a problem/opportunity and act on it

Matters decisively. It is the discretionary effort taken rather than waiting for
opportunities to arrive or problems to resolve itself, which makes
him/her effective at work.
Level: 1 Does More Than Minimum Requirement of Task/Job
Possible Behaviours
Does more than is minimally required in the assignment, task or job description (e.g.
does spell-check although was only asked to type a document).
Example
I prepared some of the photocopies of the report and noticed that the cover page was
dirty. I informed my boss about it.
Level: 2 Recognises Problems & Tries To Rectify
Possible Behaviours
Has the capacity to see what needs to be done before being asked by anyone.
Identifies problem & tries to rectify it to the best of his/her ability. Does not give up
easily when things do not go smoothly.
Example
There was a problem with the photocopying machine and one of the officers needed
copies of a report immediately. I had some knowledge about the machine, so I offered
to try to solve it.

HayGroup®
Level: 3 Recognises Problems & Make Sure Problem Is Rectified
Possible Behaviours
Identifies problems & ensures that the problem is solved (may solve the problem on
his/her own or may get others to help). Seeks information from many different sources
before deciding on own approach to meet objective.
Example
There was a problem with the telecommunication system, so I called the telco
company to fix the system. Because it was a major system, I needed to push them to
solve the problem fast. So, I stayed on and see them work and talked to them at the
same time, just to make sure things are running smoothly.
Level: 4 Looks For New Responsibilities
Possible Behaviours
Willing and eager to seek out and/or accept increased responsibilities.
Example
There was a new counter opening dealing with new products. Since I have been in the
same position for 3 years, I wanted to try something else, something more
challenging. So I applied for the job.
Level: 5 Makes Recommendations
Possible Behaviours
Suggests or makes recommendations for sound innovations and changes.
Example
We had a department meeting and my boss told us about this competition on most
beautiful department and asked for ideas. I said we need some plants and some
colours. A brighter environment would make people feel better at work. I also
suggested that why don’t each of us decorate our own place and have a committee to
set the guidelines. I mean we don’t want to overdress our department.

HayGroup®
6.5 Desire for Knowledge
Definition A desire to learn new things, obtain more information/knowledge in

order to get a job done, or solve a problem.
Question knowledge?
Why It Effective workers show great interest in learning for self-

Matters development/getting a job done. They broaden their knowledge by
reading, attending workshops or through discussion with others.
Level: 1 Keeps Updated With Processes That Impacts On How Job Is Done
Possible Behaviours
Keeps up-to-date with technical or procedural knowledge of own job and related
processes that impacts his/her job’s effectiveness.
Example
There were a few workshops running at the same time. Although I was in charge of
preparing the lunch area for one workshop, I needed to find out whether the other
workshops were using the same place. As they were, I had to prepare a name card for
my workshop section, so that the participants won’t be confused.
Level: 2 Attends Training/ Workshops Required By The Job
Possible Behaviours
Is aware of relevant training/workshops available for own job and request to be
trained. Attends relevant training/ workshops as instructed by the Unit/Agency/
Organisation.
Example
I deal with many different types of people and I have encountered customers who
complain non-stop. Most of the time, I will just keep quiet, as I don’t know what to say.
So when I heard there’s a customer service workshop, I asked my boss whether I
could attend it.

HayGroup®
Possible Behaviours
Asks direct questions of the people who are supposed to answer questions about the
consult other resources. Shows curiosity or interest in things, issues or people.
Example
Well it’s easy you know. When they told me the waiting time is 5 to 6 months, then I
asked, “Is this your standard or is this our standard or is this in line with the practice
guidelines?”
Level: 4 Investigates or Seeks Information
Possible Behaviours
Seeks out for more information from those who know more about the problem or
situation. Continuously look for new information, methods and technologies that may
impact on the organisation.
Example
A few people from another organisation came to prepare some stuff before their
workshop. I was only told to set up one room for them but they told me that they need
3 other rooms and they have actually informed this guy in charge. So I called the guy
and asked, “What’s happening?”, “What to do?”. He actually forgot to tell me about it. I
didn’t have time to be mad as these people were waiting for an answer. So I asked
him to make the relevant calls to look for other rooms so that I could prepare it straight
away.
Level: 5 Does Research
Possible Behaviours
Makes a systematic effort over a limited period of time to obtain needed data/
feedback /information. Conducts in-depth investigation from unusual sources; people
not related to the events. Does formal research or may commission others to do
formal research through newspapers, magazines, computer search systems or other
resources (may include market, financial, competitors research).
Example
By asking many people; even friends overseas. I asked them how to go about it. For
example; In Malaysian Airlines, I know they got an IT project. So, I made myself
available at those places to see if I could get some solutions to the problems I faced in
the project.

HayGroup®
Definition Acts in a way that indicates understanding of other’s concerns, motives

and feelings; recognises strengths and limitations of others.
Core Can the individual understand his/ her own and others emotions and
Question reactions?
Why It Civil servants often have to deal with people and challenging situations
habitually judged by the public. This necessitates the need for the Civil
Servants to be able to read and understand others, and how his/her
emotions would create different responses and reactions. It is therefore
important to self-reflect and manage the perception of the public in
order to be effective in one’s work.
Level: 1 Takes Time To Listen
Possible Behaviours
Takes time to listen to other’s views, concerns and problems.
Example
I sat there at her place for over an hour to listen to her problems.
Level: 2 Understands Moods
Possible Behaviours
Sensitive to the moods and feelings of others
Example
I avoided him that morning because he was not in a good mood.
Level: 3 Understands Abilities Of Others
Possible Behaviours
Appreciates both strengths and limitations of others
Example
I really look up to my supervisor because he is very patient and willing to listen to
other people’s ideas.

HayGroup®
Level: 4 Understands Non-Verbal Indications
Possible Behaviours
Able to interpret non-verbal communications or behaviours
Example
She was very quiet. I knew something was upsetting her.
Level: 5 Seeks To Understand What Motivates Others
Possible Behaviours
Knows what motivates particular individuals and what turns them off. Seeks to
understand reasons for other’s behaviours
Example
I told my colleagues that if we meet our target we will go for a “makan-makan”
session. I knew this will encourage them to work hard to meet the target as they
enjoyed such activities.

HayGroup®
Definition Expresses intention to persuade or influence others (individuals or

groups) to get them to support own objective.
Core Does the individual demonstrate the ability to gain buy-in and
Question commitment to his/ her agenda?
Why It The many aspects of a job/task require each civil servant to work with
Matters others in order to get a job done. Sometimes the work involves
persuading or convincing others in order to gain co-operation, or
overcome objections and problems.
Level: 1 Expresses Desire To Persuade But Does Not Know How
Possible Behaviours
Wants to persuade others but does not know how or what to do.
Example
Most of the time, when my boss asked me to do something, I would just do it without
asking any questions. Sometimes I do feel like telling him my own way of doing it but I
don’t know how to do it.
Level: 2 States Intention But Takes No Action
Possible Behaviours
Knows how to impress others (through reputation, status, appearance, etc.) but does
not take any specific action.
Example
I definitely wanted to make a good impression, especially from a group that I’m fairly
new in. That I can do the work. But also in my mind, I do not want to say anything as
they might think I “berlagak”.
Level: 3 Takes Single Action To Persuade
Possible Behaviours
Takes one step to persuade but makes no clear attempt to modify presentation to suit
interest of audience.
Example
I said to my boss, “We should all have a get-together something like team building
activity to create teamwork in the department. I know of a person who can give good
price on this”.

HayGroup®
Level: 4 Takes Multiple Action To Persuade
Possible Behaviours
Takes two or more steps to persuade through a combination of direct persuasion,
concrete examples, visual aids, data or demonstration without attempting to adapt to
interest of audience.
Example
We were having some communication problems with the Project and the sponsor.
What I did was to help my colleague prepare a presentation that explained the
implication of the Project & also to invite our sponsors to get their feedback. I had also
co-ordinated a demonstration of the system for the Management to try it out by
themselves.
Level: 5 Calculates Impact Of Action Or Words
Possible Behaviours
Adapts presentation or discussion to appeal to interest of audience & anticipates the
effect of an action on people's perception of the speaker.
Example
Usually what happens is our PR officer will contact the VIPs, however, because I
wanted to make sure that the Menteri will officiate the ceremony, I contacted him
myself. I told him that I wanted to indicate in the invitation, that he will be attending
the opening ceremony. This is because I know for a fact that by mentioning about
the Menteri’s attendance, there will be more media coverage.

HayGroup®
Definition Understands and knows how to use work relationships in one’s own
agency/unit as well as others (e.g. Ministries, other Government
authorities or Private Sector). Knows who the real decision-makers are;
the people who can influence them & the political issues that impact
these decisions.
Core Does the individual understand and/or use understanding of the

Question Unit/Agency/Government structure to get the job done?
Why It To be more effective, the civil servant is expected to work well with
Matters other people or departments. Because the Government structure is
generally bureaucratic/hierarchical (has many layers) in nature, the civil
servant must understand it well, know who’s who and especially those
who can best assist him/her in work.
Level: 1 Applies Understanding Of Cultural Differences
Possible Behaviours
Understands and recognises cultural differences of people they deal with and
responds appropriately.
Example
I understand that the Chinese people don’t like the number “4”. So usually when I get
a Chinese customer who request to change his number, I would just allow it.
Level: 2 Non-Political
Possible Behaviours
Focuses on doing his/her own job and ignores organisational “politics”.
Example
There have been talks that Mr X is leaving because of Mr Y and that there are some
people who basically supported it. I just feel people should just stop gossiping and do
their own work.

HayGroup®
Level: 3 Understands Formal Structure Of Unit/ Agency/ Organisation
Possible Behaviours
Recognises &/or uses the following in own organisation/ agency to get a job done
(Formal structure / hierarchy, Positional power, Rules and regulations, General Order,
Policies and procedures, Government/ Agency vision, mission & strategic objectives,
Government/ Agency initiatives/ programmes/ activities).
Example
specific matters.
Level: 4 Understands Informal Structure Of Unit/ Agency/ Organisation
Possible Behaviours
Is aware of the formal and informal structure of the government/ agency and how
things are done. Recognises who makes final decisions, who can influence, Knows
the indirect ways to get a job done when going through normal channels does not
work as well.
Example
sometimes the power structure is not going like that because maybe the CC has
more power
Level: 5 Understands Government/ Agency &/or Ministry Climate and

Culture
Possible Behaviours
Knows unspoken protocols / limitations, Recognises &/or uses agency &/or Ministry
culture (language etc) that will produce the best response, Recognises the implicit
and explicit behaviour of people that may have an impact on shaping the
Government/ Agency work culture and processes.
Example
Most of the people in the government office are very friendly people. Unfortunately,
sometimes you need to be friends with them first then you can get certain things
done. So whenever I go to any of the agency, I will just walk around and talk to
anybody who looks free. This is so, when I need some help, I could just ask them.

HayGroup®
6.9 Self Confidence
Definition Demonstrates a positive image of self and own skills, capabilities and
judgement.

Question
Why It Civil servants recognise the need to be self-confident, and to have faith
Matters in their ability to execute work satisfactorily.
Possible Behaviours
Presents self with certainty in his/her job.
Example
I know my job well. I can do my work with my eyes closed.
Level: 2 Acts Positively Towards Challenges
Possible Behaviours
Approaches challenges with a positive “can do” attitude. Works with minor supervision
especially on new areas.
Example
I found out that I was the only one to be in charge of the building because the other
guy cancelled his transfer. I was a bit scared because this is the first time I will be
working alone but I knew I could do it. I just need time to adjust.
Level: 3 Believes in Own Viewpoint
Possible Behaviours
Expresses belief in own viewpoint (does not just go along with others) and supports
and defends it.
Example
I have like 20 years of experience in the medical field. I have experienced different
technologies, expertise etc. So when my colleagues started complaining about the
lack of technology in the hospital, I was upset because they have not seen the
progress I have seen and I told them just that. Don’t always compare with other
countries because we are different. As long as it works here, we should not complain
so much.

HayGroup®
Level: 4 Learns From Mistakes
Possible Behaviours
Shows ability to accept constructive criticisms and learns from mistakes/negative
events.
Example
I have the tendency to raise my voice and didn’t realise that people were scared of me
because of that. Until one good friend of mine told me that the reason why many
people don’t approach me is because of my loud voice. I was shocked at first but then
I started to view the people around me and realised that I should just try to tone down
my voice. So, sometimes I just have to remind myself, and I find that some people,
who don’t usually talk to me, have started to approach me. I am happy I did what I did.
Level: 5 Seeks Expertise From Others
Possible Behaviours
Is comfortable in recognising and employing expertise of others.
Example
I am actually quite good in writing but not in numbers. One of my colleagues is very
good in numbers, so usually when I have to do something with numbers, I would ask
him to help.

HayGroup®
Definition Demonstrates awareness of the impact and implications of decisions

and actions on other units/departments in the Agency and other
organisations.
Core Does the individual have a purpose beyond his/ her job role in serving
Question the society? Does the individual display a commitment to serve the
society?
Why It It is important that civil servants recognise their role in contributing

Understanding their significant role would bring new meaning to their
work, that they have to achieve a higher purpose in their working life.
These values will enable them to do what is right even in difficult
situations; and overcome obstacles or take personal risks.
Level: 1 Acts To Fit In The Agency’s Norm.
Possible Behaviours
Makes an effort to fit in and dress appropriately, and respects agency norms.
Example
I never wear mini skirts to the office, as it is policy to dress decently and smartly.
Level: 2 Awareness Of Agency Direction
Possible Behaviours
Is aware of the goals and constraints of other units in the Agency and acts
accordingly.
Example
I am aware that the other departments are trying to achieve their ISO certification.
Level: 3 Understands Purpose Of Agency
Possible Behaviours
Understands and promotes overall functions and responsibilities of the Agency.
Example
I am aware that the other departments are trying to achieve their ISO certification.
This is to promote better quality and efficiency in the departments.

HayGroup®
Level: 4 Contributes And Participates Actively Towards Achieving The

Agency Goals
Possible Behaviours
Understands and actively supports organisation mission and goals; aligns own
activities and priorities to meet organisational needs.
Example
I stayed back late for the whole week so that I could finish up the reports for the ISO
certification process.
Level: 5 Makes Personal Sacrifices For Agency
Possible Behaviours
Willing to sacrifice individual needs for the well-being of the Agency
Example
I told my wife that I could not attend her cousin’s wedding because I had to stay back
late at work for that whole week.

HayGroup®
Definition Uses own knowledge and experience to solve problems in a logical

way.
Core Can the individual assess information or situations to provide

Question appropriate actions and/or solutions?
Why It Having the ability to think carefully/logically will enable an employee to

Matters perform a job effectively.
Level: 1 Does The Job Systematically
Possible Behaviours
Undertakes tasks by breaking it down systematically (e.g. knows what needs to be
done first and last).
Example
It’s routine work. I have done it many times before and I can remember with my eyes
closed. Every morning, I will collect the mail, then divide the mail according to the
employees’ name and department. Then I will do my rounds. The rest of the day
consists of delivering stuff.
Possible Behaviours
Recognises / identifies problems that occurs within own job functions but does not
know the implications. Applies basic rules, common sense & past experiences to
identify problems.
Example
I received a complaint from one of the hostel member. The room’s carpet was wet. I
knew then it was because of the air-conditioning. It has been leaking for one week.
Level: 3 Understands Situations or Implication of Problems
Possible Behaviours
Recognises / identifies problems, translate them into simple tasks & understands their
implications.
Example
Because I think that in terms of production, it cannot be done by a one-man show. You
need to ask questions, do all the surveys, do research & get your data right. So if you
work individually, it's very difficult for me as the team lead.

HayGroup®
Level: 4 Analyses Situations Or Problems Logically
Possible Behaviours
Analyses situation logically, identifies the causes and finds solutions to the problems
at hand. Sees patterns, trends or missing information when looking at
problems/situations.
Example
I think it is very different. I mean a vet assistant is not a technician. They have different
expertise and knowledge. You cannot just transfer people just because there is an
urgent need. I mean you want the work to be done well right. I think they have lost
their focus on the objective of a job.
Level: 5 Understands Implications To Solutions
Possible Behaviours
Draws solid conclusions from several possible solutions to a difficult situation.
Example
There are 3 ways to do it. I mean because of miscommunication and last minute, we
can’t really blame anyone for it. So we only have 1 room but actually need 2 more
small rooms for discussion. So, one way was to book another hotel. Which was
possible but more expensive and may cause travel problems. The 2nd way, is to use
the old building where we could get all the rooms there. The only problem was that it
was far away from the lunch area and may need 30 mins to walk. I think the best way
is to have smaller tables in the only room that we have and have partitions around it
just to make sure that the noise doesn’t disrupt the other groups.

HayGroup®
7 BEHAVIOURAL COMPETENCIES (SUPPORT 2)

Adaptive Thinking Uses own knowledge and experience to solve problems in a

logical way.
Community Focus Focuses on meeting and satisfying the needs of internal and
external “customers”.
Desire For Desires to learn new things or obtain more

Knowledge information/knowledge in order to get a job done.
Emotional Maturity Acts in a way that indicates understanding of other’s

concerns, motives and feelings.
Impact & Influence Demonstrates positive influence on others by being calm

and keeping emotions under control when faced with
challenging situations.
Organisational Understands and knows how to use work relationships in

Awareness one’s own agency or in other organisations (Ministries, other
Government authorities or Private Sector).
Passion For Action Shows preference for taking action or does more than is
required or expected in the job.
Self Confidence Demonstrates positive image of self and own skills,

capabilities and judgement.
Society Before Self Shows concern in complying with work related rules and
regulation and accepted code of conduct.
Team Effectiveness Co-operates and works well with others to achieve common
goals/objectives

HayGroup®
7.1 Community Focus
Definition Focuses on meeting and satisfying the needs of internal “customers”

(intra and inter departmental fellow employees); and external
“customers” (the community).
Question community?

Matters meet this objective, it is imperative that civil servants continuously
improve their customer service by focusing on meeting the needs of the
community.
Level: 1 Provides Assistance
Possible Behaviours
Concentrates on the message being verbalised and refers customers to appropriate
department or staff to solve specific problems.
Example
“Good morning Sir, may I help you?”
Level: 2 Acts Immediately
Possible Behaviours
Acts or responds immediately to supervisors/peers/customer’s needs.
Example
Encik Karim asked me for the file. I immediately went to the filing room and got it for
him.
Level: 3 Responds Appropriately
Possible Behaviours
Acts or responds immediately and consistently provide correct assessment on
supervisors/peers/customer needs or expectations and takes appropriate action until
needs are met (“customer comes first”)
Example
I was about to go for my coffee break when a customer walked up to the counter. She
wanted to renew her license. I attended to her needs first before going for my break.

HayGroup®
Level: 4 Follows Up On “Customer’s” Enquiries
Possible Behaviours
Follows through on customer’s inquiries, requests and complaints.
Example
I informed the respective departments about his complaint and wrote him a letter
informing him about the progress.
Level: 5 Solicits Feedback
Possible Behaviours
Gets feedback on the service or work provided/accomplished and takes appropriate
remedial action.
Example
I asked her for feedback about the quality of my work and took immediate steps to
improve on areas, which she said I could do better.

HayGroup®

improvement); an objective measure (results orientation); the
performance of others (competitiveness) or challenging goals one has
set.

Why It For an organisation to grow and achieve excellence, its employees

Matters need to be ambitious, have personal drive and continuously improve
work performance.
Level: 1 Works According To Standards
Possible Behaviours
Works according to existing standard / requirement without making any improvement,
Does what is required of the job (e.g. what is given by the superior).
Example
My boss asked me to type out a letter and I will just follow according to what he had
written.
Possible Behaviours
Tries to do the job well or right. Expresses a desire to do better. May express
frustration at waste or inefficiency.
Example
I know my boss expects me to do well. Sometimes, I feel shy when I don’t meet his
expectations and I get angry with myself when that happens.
Level: 3 Works To Meet/Exceed Existing Standards
Possible Behaviours
Works hard to meet/ exceed existing standards or beat deadlines (e.g. meeting quality
requirements, minimal errors in completing job).
Example
I was given 1 week to complete the task. But I knew that I could do it faster. So I
actually plan the work according to a schedule and I worked against that schedule. I
managed to finish the task one day earlier.

HayGroup®
Level: 4 Sets Achievable Goals
Possible Behaviours
Sets challenging but achievable goals for self and/or others.
Example
I know that the only way up is to get better education. So I enquired about the diploma
courses available. I know it would be a tough journey but I studied and attended the
course every night during weekdays and the whole day during weekends. I managed to
finish my course with flying colours.
Level: 5 Improves Work Performance
Possible Behaviours
Finds more efficient, faster or less expensive ways to do a job.
Example
Most of the time, when someone needs to look for something in the internet, I would
surf the web for them. I found it time constraining as some of the things asked for is the
same thing and there are times where many people asked at the same time. So I spoke
to my boss about it, trying to find a better way on how we can catalogue the stuff, so
that it is easier for people to retrieve the documents. I heard about this knowledge
database where we could store information. He said ok but to talk to the IT dept to find
out about the cost. Now it is much faster and people will only come to me if they can’t
find it in the database.

HayGroup®
7.3 Team Effectiveness
Definition Co-operates and works well with others to achieve common

goals/objectives.
Core Can the individual work together with others?

Question
Why It Effective workers know that more can be accomplished by working with
Matters others than relying on personal achievements alone. They understand
the importance of creating a teamwork environment and therefore, do
his/her own fair share of work to realise that aspiration with the ultimate
aim to meet organisational goals.
Level: 1 Provides Support To Fellow Employees
Possible Behaviours
Participates willingly, supports team decisions, is a “good team player”.
Example
I am always at meetings to give my support.
Level: 2 Carries Out Own Role
Possible Behaviours
Does his or her share of the work.
Example
I made sure that I carried out all my duties.
Level: 3 Follows Up On Inquiries And Requests From Team Members
Possible Behaviours
Makes sure that he or she follows up on all inquiries and requests by team members,
to ensure work is completed accurately and efficiently.
Example
Sometimes when my team members request for my assistance, I would oblige
although I have my own work to do.

HayGroup®
Level: 4 Shares Information With Others
Possible Behaviours
Keeps team members informed and up to date about work and, shares all relevant or
useful information.
Example
I heard the news from my friend and I told my team members about it because I felt
that it will affect our work.
Level: 5 Looks Beyond Own Job
Possible Behaviours
Looks beyond the requirements of own job and offers help to others.
Example
Once I have finished all my own work, I will go around to ask the rest of my team
members if they need help.

HayGroup®
Definition Shows preference for taking action or does more than is required or
expected in the job i.e. does things that no one has requested, which
will improve results, avoid problems or find new opportunities.
Core Does the individual react or takes the initiative to solve a

Question problem/complete a task with a sense or urgency?
Why It An effective worker can anticipate a problem/opportunity and act on it

Matters decisively. It is the discretionary effort taken rather than waiting for
opportunities to arrive or problems to resolve itself, which makes
him/her effective at work.
Level: 1 Meets Minimum Requirement of Task/Job
Possible Behaviours
Does the minimum or what is asked/ instructed to do.
Example
My boss did not tell me what format I should type the letter in. So, I just typed it as it is
given.
Level: 2 Does More Than Minimum Requirement of Task/Job
Possible Behaviours
Does more than is minimally required in the assignment, task or job description (e.g.
does spell-check although was only asked to type a document).
Example
I prepared some of the photocopies of the report and noticed that the cover page was
dirty. I informed my boss about it.
Level: 3 Recognises Problems & Tries To Rectify
Possible Behaviours
Has the capacity to see what needs to be done before being asked by anyone.
Identifies problem & tries to rectify it to the best of his/her ability. Does not give up
easily when things do not go smoothly.
Example
There was a problem with the photocopying machine and one of the officers needed
copies of a report immediately. I had some knowledge about the machine, so I offered
to try to solve it.

HayGroup®
Level: 4 Recognises Problems & Make Sure Problem Is Rectified
Possible Behaviours
Identifies problems & ensures that the problem is solved (may solve the problem on
his/her own or may get others to help). Seeks information from many different sources
before deciding on own approach to meet objective.
Example
There was a problem with the telecommunication system, so I called the telco
company to fix the system. Because it was a major system, I needed to push them to
solve the problem fast. So, I stayed on and see them work and talked to them at the
same time, just to make sure things are running smoothly.
Level: 5 Looks For New Responsibilities
Possible Behaviours
Willing and eager to seek out and/or accept increased responsibilities.
Example
There was a new counter opening dealing with new products. Since I have been in the
same position for 3 years, I wanted to try something else, something more
challenging. So I applied for the job.

HayGroup®
7.5 Desire for Knowledge
Definition A desire to learn new things, obtain more information/knowledge in

order to get a job done, or solve a problem. This includes improving
knowledge of skills to accomplish a task or to serve the
Unit/Agency/Government’s needs.
Question knowledge?
Why It Effective workers show great interest in learning for self-

Matters development/getting a job done. They broaden their knowledge by
reading, attending workshops or through discussion with others.
Level: 1 Keeps Updated With Job Knowledge
Possible Behaviours
Keeps up-to-date with technical or procedural knowledge of own job.
Example
I found out that we do not need to pass Form B & C to the customers anymore. Now,
they only need to complete 1 form which is Form A. and two changes have been
made on Form A to include important information from Form B & C.
Level: 2 Keeps Updated With Processes That Impacts On How Job Is Done
Possible Behaviours
Keeps up-to-date with technical or procedural knowledge of own job and related
processes that impacts his/her job’s effectiveness.
Example
There were a few workshops running at the same time. Although I was in charged of
preparing the lunch area for one workshop, I needed to find out whether the other
workshops were using the same place. As they were, I had to prepare a name card for
my workshop section, so that the participants won’t be confused.

HayGroup®
Level: 3 Attends Training/ Workshops Required By The Job
Possible Behaviours
Is aware of relevant training/workshops available for own job and request to be
trained. Attends relevant training/ workshops as instructed by the Unit/Agency/
Organisation.
Example
I deal with many different types of people and I have encountered customers who
complaints non-stop. Most of the time, I will just keep quiet, as I don’t know what to
say. So when I heard there’s a customer service workshop, I asked my boss whether I
could attend it.
Possible Behaviours
Asks direct questions of the people who are supposed to answer questions about the
consult other resources. Shows curiosity or interest in things, issues or people.
Example
Well it’s easy you know. When they told me the waiting time is 5 to 6 months, then I
asked, “Is this your standard or is this our standard or is this in line with the practice
guidelines?”
Level: 5 Investigates or Seeks Information
Possible Behaviours
Seeks out for more information from those who know more about the problem or
situation. Continuously look for new information, methods and technologies that may
impact on the organisation.
Example
A few people from another organisation came to prepare some stuff before their
workshop. I was only told to set up one room for them but they told me that they need
3 other rooms and they have actually informed this guy in charged. So I called the guy
and asked, “What’s happening?”, “What to do?”. He actually forgot to tell me about it. I
didn’t have time to be mad as these people were waiting for an answer. So I asked
him to make the relevant calls to look for other rooms so that I could prepare it straight
away.

HayGroup®
Definition Acts in a way that indicates understanding of other’s concerns, motives

and feelings
Core Can the individual understand his/ her own and others emotions and
Question reactions?
Why It Civil servants often have to deal with people and challenging situations
habitually judged by the public. This necessitates the need for the Civil
Servants to be able to read and understand others, and how his/her
emotions would create different responses and reactions. It is therefore
important to self-reflect and manage the perception of the public in
order to be effective in one’s work.
Level: 1 Tries To Be Tactful
Possible Behaviours
Able to respond/communicate with tact
Example
I didn’t like the colour of her blouse but I didn’t tell her.
Level: 2 Tries To Be Inoffensive
Possible Behaviours
Refrain from offending others
Example
I stopped myself from making unkind remarks about him as I knew it will offend many
people.
Level: 3 Tries To Understand Concerns Of Others
Possible Behaviours
Takes time to listen and understand other’s concerns
Example
I sat down with him to listen to his problems.

HayGroup®
Level: 4 Understands Moods And Feeling
Possible Behaviours
Able to perceive the moods and feelings of others
Example
My boss was very angry this morning. I did not want to be scolded so I avoided him.
Level: 5 Understands Non-Verbal Indications
Possible Behaviours
Able to interpret non-verbal communications or behaviour
Example
She was very quiet. I knew something was upsetting her.

HayGroup®
Definition Has a positive influence (direct or indirect) on others through having the
ability to be calm and to keep own emotions under control and continue
working when faced with challenging situations.
Core Does the individual demonstrate the ability to impact others by

Question controlling his/her own emotions?
Why It The many aspects of a job/task require each civil servant to work with
Matters others in order to get a job done. Sometimes he/she has to deal with
pressure/opposition/hostility from others. By staying calm, he/she
projects a positive image to others and/or influences others to do the
same.
Level: 1 Keeps Emotions In Check But States No Intention To Influence

Behaviour Of Others
Possible Behaviours
Keeps own emotions from interfering with work or refrains from impulsive behaviour
when dealing with others.
Example
The customer shouted at me because of errors in the bill statement. I just kept quiet,
as I did not want to worsen the situation.
Level: 2 Maintains Consistent Work Style and/or Tries To Influence Others

To Do The Same
Possible Behaviours
Maintains consistent work style under challenging environment and/or tries to make
others do the same.
Example
It was a stressful month for everyone in my department because they were rushing to
complete the year end reporting. I was indirectly affected as well as people started
getting irritated and sometimes they would just demand for something right away. I
just kept my cool and continued working as I had before. After a while, everybody else
kept their cool too.

HayGroup®
Level: 3 Maintains Work Effectiveness & Persuades Others To Do The Same
Possible Behaviours
Works effectively under demanding environment & influences others to do the same.
Example
It was a stressful month for everyone in my department because they were rushing to
complete the year end reporting. I was indirectly affected as well as people started
getting irritated and sometimes they would just demand for something right away. I
actually like working in fast-paced type of environment. I guess it keeps me on my
toes. And when other people see me working even faster, I guess I made an
impression that I can be dependable during a crisis. I also told them that we should
learn to manage stress.
Level: 4 Stays In Control When Faced With Difficulties & Influences Others
To Do The Same
Possible Behaviours
Stays calm and maintains effective work style/performance when faced with
complaints/criticisms.
Example
My boss is quite a hard person to work with. I mean a few people have resigned under
him just in 2 months. Sometimes, I can’t stand him myself, as he would always
criticise me for the tiniest mistake. But then after a while, I kind off understood how he
works and the pressure he gets. So most of the time I would just agree with him and
try to make his life easier. The other day, some of my colleagues were commenting
that they respected me for being calm all the time and asked me how to do it.
Level: 5 Demonstrates Professionalism During Stressful Situations & Insist

On Others To Do The Same
Possible Behaviours
Displays a professional manner by tone of voice, attitude or comment when handling
stressful situations.
Example
There was this situation where my colleague misunderstood what I said and did the
exact opposite in some work that we have been doing together. So when my boss
scolded her, she got real angry and scolded me too. I was real mad, as I was sure that
I explained to her correctly. I kept my cool, and said “ I’m sorry that you got the
information wrong but remember the time I spoke to you about the changes, I even
wrote it down for you. Anyway, it’s no point arguing about it now. The important thing
is to make sure work gets down and these mistakes don’t happen anymore”. I said to
her nicely, and she cooled down almost immediately.

HayGroup®
Definition Understands and knows how to use work relationships in one’s own
agency/unit as well as others (e.g. Ministries, other Government
authorities or Private Sector). Knows who the real decision-makers are;
the people who can influence them & the political issues that impact
these decisions.
Core Does the individual understand and/or use work relationships to get the
Question job done? Does the individual recognise &/or applies understanding of
different cultures and religions in dealing with people?
Why It To be more effective, the civil servant is expected to work well with
Matters other people or departments. Because the Government structure is
generally bureaucratic/hierarchical (has many layers) in nature, the civil
servant must understand it well, know who’s who and especially those
who can best assist him/her in work.
Level: 1 Sensitive Towards Cultural Differences
Possible Behaviours
Is aware of cultural and religious differences of people they deal with i.e. taboos,
nuances.
Example
As a female, I usually wait for Malay men to offer their hands because I understand
that some of them don’t shake hands with females due to religious reasons.
Level: 2 Applies Understanding Of Cultural Differences
Possible Behaviours
Understands and recognises cultural differences of people they deal with and
responds appropriately.
Example
I understand that the Chinese people don’t like the number “4”. So usually when I get
a Chinese customer who request to change his number, I would just allow it.

HayGroup®
Level: 3 Non-Political
Possible Behaviours
Focuses on doing his/her own job and ignores organisational “politics”.
Example
There have been talks that Mr X is leaving because of Mr Y and that there are some
people who basically supported it. I just feel people should just stop gossiping and do
their own work.
Level: 4 Understands Formal Structure Of Unit/ Agency/ Organisation
Possible Behaviours
Recognises &/or uses the following in own organisation/ agency to get a job done
(Formal structure / hierarchy, Positional power, Rules and regulations, General Order,
Policies and procedures, Government/ Agency vision, mission & strategic objectives,
Government/ Agency initiatives/ programmes/ activities).
Example
specific matters.
Level: 5 Understands Informal Structure Of Unit/ Agency/ Organisation
Possible Behaviours
Is aware of the formal and informal structure of the government/ agency and how
things are done. Recognises who makes final decisions, who can influence. Knows
the indirect ways to get a job done when going through normal channels does not
work as well.
Example
sometimes the power structure is not going like that because maybe the CC has more
power

HayGroup®
7.9 Self Confidence
Definition Demonstrates a positive image of self and own skills, capabilities and
judgement.

Question
Why It Civil servants recognise the need to be self-confident, and to have faith
Matters in their ability to execute work satisfactorily.
Level: 1 Desires To Have Self-Confidence
Possible Behaviours
Expresses the need and seeks information to improve self-confidence.
Example
Everybody needs self-confidence to do the job right. Just like me, I need it as well.
That’s why I like to read those motivating books that teach how to have self-
confidence.
Possible Behaviours
Presents self with certainty in his/her job.
Example
I know my job well. I can do my work with my eyes closed.
Level: 3 Acts Positively Towards Challenges
Possible Behaviours
Approaches challenges with a positive “can do” attitude, Works with minor supervision
especially on new areas.
Example
I found out that I was the only one to be in charge of the building because the other
guy cancelled his transfer. I was a bit scared because this is the first time I will be
working alone but I knew I could do it. I just need time to adjust.

HayGroup®
Level: 4 Believes in Own Viewpoint
Possible Behaviours
Expresses belief in own viewpoint (does not just go along with others) and supports
and defends it.
Example
I have like 20 years of experience in the medical field. I have experienced different
technologies, expertise etc. So when my colleagues started complaining about the
lack of technology in the hospital, I was upset because they have not seen the
progress I have seen and I told them just that. Don’t always compare with other
countries because we are different. As long as it works here, we should not complain
so much.
Level: 5 Learns From Mistakes
Possible Behaviours
Shows ability to accept constructive criticisms and learns from mistakes/negative
events.
Example
I have the tendency to raise my voice and didn’t realise that people were scared of me
because of that. Until one good friend of mine told me that the reason why many
people don’t approach me is because of my loud voice. I was shocked at first but then
I started to view the people around me and realised that I should just try to tone down
my voice. So, sometimes I just have to remind myself, and I find that some people,
who don’t usually talk to me, have started to approach me. I am happy I did what I did.

HayGroup®
Definition Concern for degree of self-consciousness in complying with work

related rules and regulation and accepted code of conduct.
Core Does the individual display a commitment to serve the Agency and
Question society?
Why It It is important that civil servants recognise their role in contributing

Understanding their significant role would bring new meaning to their
work, that they have to achieve a higher purpose in their working life.
These values will enable them to do what is right even in difficult
situations; and overcome obstacles or take personal risks.
Level: 1 Demonstrates Concern For Punctuality, Decency And Etiquette.
Possible Behaviours
Arrives to work on time, is always polite and helpful to fellow employees and also to
external customers.
Example
Over the last 5 years, I have never been late for work.
Level: 2 Understands Agency Rules And Regulations.
Possible Behaviours
Possesses awareness and understand of all Agency rules and regulations.
Example
I know that we are not allowed to wear short skirts to the office.
Level: 3 Observes Rules And Regulations.
Possible Behaviours
Consciously makes an effort to observe and behave according to all rules and
regulations of the Agency.
Example
Because I know that we are not allowed to wear short skirts to the office, I have never
worn one before.

HayGroup®
Level: 4 Upholds The Culture And Image Of The Agency
Possible Behaviours
Understands and actively supports organisation mission and goals; aligns own
activities and priorities to meet organisational needs.
Example
The Agency wants to promote a professional image. Therefore I always make sure
that I am dressed smartly and am always professional in my work.
Level: 5 Demonstrates Concern About Own Credibility And Integrity.
Possible Behaviours
Believes that others will judge the Agency based on his/her actions. Therefore, is
concerned about how others view him/her and will take the extra effort to uphold
his/her own credibility, integrity and reputation.
Example
Whenever I hear people saying unkind things about myself and my work, I will
immediately ask them why they say such things and clarify any misunderstandings
because I did not want to spoil the image of my department.

HayGroup®
Definition Uses own knowledge and experience to solve problems in a logical

way.
Core Can the individual assess information or situations to provide

Question appropriate actions and/or solutions?
Why It Having the ability to think carefully/logically will enable an employee to

Matters perform a job effectively.
Level: 1 Follows Instructions
Possible Behaviours
Undertakes task step-by-step as instructed, Does each task as it comes up, responds
to immediate needs or requests (where work is organised by someone else)
Example
My boss gave me detailed instructions. First, I typed the words given. Then, I did a
spell-check as instructed. Once done, I made 2 copies in B&W as requested.
Level: 2 Does The Job Systematically
Possible Behaviours
Undertakes tasks by breaking it down systematically (e.g. knows what needs to be
done first and last).
Example
It’s a routine work. I have done it many times before and I can remember with my eyes
closed. Every morning, I will collect the mail, then divide the mail according to the
employees’ name and department. Then I will do my rounds. The rest of the day
consists of delivering stuff.
Possible Behaviours
Recognises / identifies problems that occurs within own job functions but does not
know the implications, Applies basic rules, common sense & past experiences to
identify problems.
Example
I received a complaint from one of the hostel member. The room’s carpet was wet. I
knew then it was because of the air-conditioning. It has been leaking for one week.

HayGroup®
Level: 4 Understands Situations or Implication of Problems
Possible Behaviours
Recognises / identifies problems, translate them into simple tasks & understands their
implications.
Example
Because I think that in terms of production, it cannot be done by a one-man show. You
need to ask questions, do all the surveys, do research & get your data right. So if you
work individually, it's very difficult for me as the team lead.
Level: 5 Analyses Situations Or Problems Logically
Possible Behaviours
Analyses situation logically, identifies the causes and finds solutions to the problems
at hand. Sees patterns, trends or missing information when looking at
problems/situations
Example
I think it is very different. I mean a vet assistant is not a technician. They have different
expertise and knowledge. You cannot just transfer people just because there is an
urgent need. I mean you want the work to be done well right. I think they have lost
their focus on the objective of a job.

HayGroup®
8 SKILLS/KNOWLEDGE COMPETENCIES
8.1 Generic Skills
Generic Skills Skill Definition
Communication
Ability to exchange information and ideas in verbal and written
form and convey messages in a manner appropriate to the
audience using the right communication tools and means.
Customer
Ability to understand and respond to customers’ needs and
Service
requirements and provide quality services and strives to
continuously improve the services to public and private sectors.
People
Ability to manage, supervise and/or develop human resources
Manage
effectively. This may be achieved through human resource
ment
management practices such as performance management;
compensation and benefits, coaching, counselling and
motivation to ensure Government objectives are achieved. At
the lowest level, this skill includes having the ability to deal with
peers/superiors in their daily activities.
Planning & Ability to establish objectives, identify needed resources and/or

Organising formulate/co-ordinate logically ordered activities including
meetings, events/functions, programs, etc. to accomplish
Government objectives.
Policy and
Ability to comprehend, formulate and enforce Governmental
Procedures
policies, laws, regulations and procedures, so as to ensure that
all actions and activities taken by affected parties are aligned to
the policies and procedures set. For example, compliance to
General Order procedures, adherence to operating theatre
protocols, building by-laws, livestock industry-related laws,
among others.
Problem
Ability to use logical processes to identify problems, thereafter
Solving
assessing and analysing the problems to develop alternative
solutions

HayGroup®
8.2 Functional Skills
Functional Skills Skill Definition
Accounting Ability to understand and apply accounting principles and

standards in order to prepare periodic financial reports that would
facilitate effective financial decision-making for the Government.
Administration & Ability to perform administrative and support tasks e.g. filing &
Maintenance cataloguing, binding, photocopying, general office supply
procurement/inventory, facilities and office equipment
maintenance, scheduling, storekeeping, etc.
Advisory & Ability to give advice or information to others based on own area of
Consultation expertise to promote better understanding of relevant topics
thereby enhancing decision-making for others.
Audit Ability to examine, evaluate and assess business and financial

processes, procedures and information to verify legitimacy,
compliance and quality.
Change Ability to plan, execute and monitor programme of activities

Management specifically designed to develop and enable people to perform their
current jobs effectively and efficiently in order to achieve desired
business objectives while undergoing the change process. It
includes the ability to manage the relationship between people,
process and technology in order to ensure successful
implementation of a new change initiative.
Crisis Ability to respond in a timely and effective manner and take the
Management and necessary corrective actions to rectify and control specific
Resolution situations and assure the interests of all parties are protected.
Decision-making Ability to apply knowledge and expertise in thinking about a

problem or idea, etc. and then making a choice or judgement.
Facilitation Ability to mediate the interaction between two or more parties in

order to foster understanding and meet their interests.

HayGroup®
Feedback Skills Ability to give others specific and detailed feedback on behaviour
or performance, providing both positive reinforcement and areas of
improvement.
Financial Ability to compile and manage budgets, control cash flow, institute
Management risk management and administer tender procurement processes in
accordance to generally recognised financial practices to ensure
the achievement of strategic Government objectives.
Investigation & Ability to enforce rules and regulations and investigate, probe and
Enforcement resolve cases that impact on the safety and security of the
Government.
Knowledge Ability to analyse, utilise and manage information in different

Management formats for specific purposes and at the same time, contribute to
and share relevant knowledge databases with others.
Ability to develop clear and effective workforce career paths to

Managing Career
meet both individual and Government goals and objectives.
Managing Reward Ability to understand, interpret and apply reward mechanisms and
strategies to motivate and recognise workforce performance
thereby achieving Government objectives/targets.
Managing Ability to plan, develop objectives, coach, receive and give

Performance feedback to workforce on a regular basis to assist individual
development in line with Government goals and objectives.
Meeting Ability to undertake secretariat or chairmanship role to organise for

Management meetings; prior, during and after meetings. This skill also includes
abilities to type, take shorthand/notes, write minutes, etc.
Negotiation Ability to employ appropriate techniques to effectively handle

negotiations on matters relating to sales, contract, labour and
business as well as international business and political issues.
Networking Ability to identify opportunities, establish and maintain relationships

using relationship-building techniques in the international and local

HayGroup®

arena in a collaborative and co-operative manner.
Program Delivery Ability to impart knowledge and skills to narrow the gaps between
job needs and actual competencies with the aim of improving
performance.
Program Ability to assess development needs and develop

Development & programs/curricula to bridge the development gaps and assess
Evaluation their effectiveness and to ensure that the program delivery
channels and structures used meet the set objectives.
Project Ability to monitor and ensure project resources are effectively

Management utilised and critical milestones are met in accordance to the project
objectives through activities, i.e. contract management and
documentation, project planning/assessment, project evaluation
and costing, etc.
Protocol Ability to understand, observe and adhere to different international,

Management local, business and cultural norms and practices.
Public Relations Ability to plan, co-ordinate, organise and monitor events and
resources with various parties in promoting public awareness,
education and acceptance in order to ensure successful
implementation of government policies and plans. This aims at
establishing and maintaining a positive public image of the
Government.
Quality Ability to establish, control and assure adherence to plans,

Management policies, procedures and standards to achieve Government
objectives. Activities include constant monitoring of work
performance, improvement of quality standards and benchmarking
to meet and exceed work requirements and process improvement.
This is to inculcate quality culture and ensure Quality Management
initiatives are embraced and practised by the Government.
Research & Ability to identify, gather, analyse, validate and use information for
Development specific purposes i.e. identifying new developments and

HayGroup®

improvement opportunities, sourcing for/integrating best practices,
etc.
Strategic Planning Ability to analyse business trends, implications and options to

devise holistic and long term strategic plans to meet Government
objectives and future goals
Succession Ability to use systematic processes to define future management

Planning requirements and prepare contingency plans to ensure critical jobs
are timely and appropriately staffed for efficient business continuity
Talent Ability to manage current and forecast future talent needs of the
Management nation; and develop action plans that would ensure the supply and
demand of the identified skills and talents are met
Teaching Ability to employ various teaching techniques; understand and

apply the psychology of learning in order to impart knowledge of an
academic subject or practical skill to a person or a group of people.
Workforce Ability to manage diverse individuals and groups proactively and

Diversity maximise performance while recognising and adapting to individual
Management differences and backgrounds in terms of expertise, culture and
interests

HayGroup®
8.3 Information and Communication Technology (ICT) Skills
ICT Skills Skill Definition
Office Ability to use office tools (photocopy, binding and fax machines, etc.)
Productivity to complete work-related tasks.
Tool (OPT)
EG Ability to use Electronic Government (EG) applications such as

(Electronic Generic Office Environment (GOE), Project Monitoring System
Government) (PMS) and Human Resource Management System (HRMIS) and
Applications use word processing, spreadsheet, presentation, databases, email
and internet software in order to complete work-related tasks.
Computer Ability to use specific computer software to design buildings, which
Aided Design formerly would have been done with pencil/pen and paper and
(CAD) create 3-dimensional representation of an object/building, with the
Software help of the software.
8.4 Language Skills
The two languages are Bahasa Malaysia and English.

HayGroup®
8.5 Technical Skills
Technical Skill Skill Definition
Archiving Ability to record and store historical/old literature for future

references
Book Ability to classify and index individual literature for easy and
Classification & practical recording and tracing of items.
Indexing
Book Review & Ability to write concise and accurate summaries on literature.
Synopsis
Writing
Cataloguing Ability to record a list of literature, usually in a special order and

with a description of each item.
Civil Ability to plan, design, construct and maintain structural facilities.

Engineering It includes applying technical knowledge in the fields of
geotechnics, hydraulics and structures, computer applications
and other civil engineering sub-disciplines such as environmental
engineering, transportation engineering and construction.
Cooking Ability to use appropriate cooking processes and techniques

such as frying, boiling, steaming or baking to produce a meal.
The ability includes adjusting heat/temperature levels of cooking
appliance and tasting food.
Counselling Ability to use various counselling techniques such as active

listening and attending; linguistic ability/paralinguistic techniques
and non-verbal understanding when dealing with the person.
Database Ability to install, maintain and administer databases. This

Administration includes preparing database documentation, trouble-shooting
and undertaking back-up of databases
Data Analysis Ability to collect, study, understand and interpret data by

examining its parts and relationships for the purpose of
and
presenting a statement of results.
Interpretation
Defensive Ability to drive well and negotiate difficult situations on the road,
Driving especially involving another vehicle.
Examination Ability to identify, design and select effective examination
Question methods such as objective and subjective testing by level of
Design difficulty. This includes designing imaginative questions by
contextual knowledge to challenge students and test their
learning abilities.

HayGroup®
Firearms Usage Ability to handle firearms (gun, pistol, etc) in line with laws
governing the management and handling of weapons (Akta
Senjatapi 1971)
Food Ability to identify and measure the right amount of ingredients for
Preparation use in preparing a meal/dish. This also includes using various
cooking and kitchen appliances.
Gardening Ability to use suitable gardening tools and equipment and apply
the right techniques in planting and garden maintenance. This
includes pruning, repotting, weeding and fertilising, among
others.
Ability to use tools such as the hammer, saw, pincers, spanner,
General
pliers, screwdrivers, hacksaw, chisel, test pen, and other general
Maintenance & electrical and mechanical tools to perform general maintenance
functions.
Tools Usage
Graphic Design Ability to design, do rendering, create illustrations and layout,

and apply knowledge of colour wheel (primary, secondary and
tertiary colours) to enhance design.
Hardware Ability to assemble electronic components on a circuit board and

Repair & conduct testing using appropriate diagnostic toolkit to ensure
Software functionality. It also requires the understanding of electronic
Diagnostic diagrams and the ability to repair computer hardware and
troubleshoot software-related problems.
Hostel Ability to co-ordinate and manage the day-to-day running of the

Management hostel which includes keeping records of occupants, providing
catering services and basic facilities such as room cleaning,
among others.
Housekeeping Ability to perform cleaning functions such as dusting, sanitising

and washing, etc, in order to eliminate dirt, grime and bacteria,
thus maintaining overall tidiness of area/building.
ICT Networking Ability to design, develop, commission and maintain the network.
ICT Security Ability to perform monitoring activities on ICT systems, analyse

(Monitoring) and forecast trends of cyber attacks.
ICT Security Ability to understand overall ICT security essentials and

(Security implement strong security fundamentals.
Management)
Installation & Ability to install and test hardware, software, network and other
Testing of ICT related ICT infrastructure
Infrastructure

HayGroup®
Library Ability to use automated library management solutions to ensure

effective management of the library.
Management
System
Multimedia Ability to understand multimedia concepts and functions, develop

web page and applications and produce multimedia
presentations
Network Ability to use network monitoring tools to examine and search for
Troubleshootin sources of network problems and recommend solutions to solve
g the problems
Operating Ability to install, configure and troubleshoot various operating

systems
systems and platforms.
Photography Ability to understand and apply basic principles of photography

Techniques including the appropriate use of equipment and software, film
types and speeds, lighting and composition, photo-journalistic
techniques and dark room processes.
Ability to operate printing and press equipment in order to

Printing &
produce print literature.
Publishing
Equipment
Ability to understand programming techniques and various

Programming
programming languages and use software development packages
Ability
to develop application programs and undertake programming
troubleshooting.
Ability to ensure economic viability of proposed projects through
Quantity
effective measurement of quantities, estimating, procurement
Surveying engineering, project management, project planning, construction
economics, cost engineering and construction law.
Ability to apply knowledge of the best routes to reach a specific
Route
destination within the shortest time possible.
Knowledge
Able to protect premises and property against danger, violence or
Security
robbery.
Ability to execute the right techniques of self defence in initiating
Self Defence
civilian arrest
Ability to apply the method of rapid writing in abbreviations and
Shorthand
symbols, especially for taking dictation.
Ability to build working application system from the design and
System
specifications developed during systems analysis and design. It
Development includes the ability to maintain the system as well as make
changes and enhancements to the system as required by system

HayGroup®

and owners.
Maintenance
Ability to identify problem areas and requirements for

System Analysis
computerisation of current manual systems, followed by the ability
and Design to identify the software.
Ability to understand and draw schematics and plans using

Technical
technical tool such as Computer Aided Design (CAD).
Drawing
Ability to organise and direct the flow of traffic and check that
Traffic
vehicles are not parked illegally
Management
Ability to use typewriters and word processors to write documents

Typing
at acceptable speed.
Ability to operate video production-related equipment such as
Video
video cameras, sound equipment (microphones) and lighting
Recording and
systems. This includes having the ability to undertake computer-
Filming
based digital video editing and sound mixing and apply script
development techniques and story boarding methods.

HayGroup®
9 FREQUENTLY ASKED QUESTIONS
The following is a list of questions frequently asked by Agency employees while using
this dictionary, accompanied by suitable answers. The objective of listing down the
questions is to enable each Agency employee have a good understanding of the
dictionary and Competency Model without doubt or confusion.
1. What is competency?
A competency is an “underlying characteristic” of and individual that is “causally
related” to “criterion-reference” effective and/or superior performance in a job or
situation.
2. What is Behavioural Competency?
A Behavioural competency is an underlying characteristic in an individual which is
causally related to performance, whether he/she is effective or successful in his/her
job or when faced with a situation.
3. What does underlying characteristic mean?
Underlying characteristic means the competency is a fairly deep and enduring part
of a person’s personality and can predict behavior in a wide variety of situations and
job tasks.
4. What does causally related mean?
Causally related means that a competency causes or predicts behavior and
performance.
5. What does criterion-reference mean?
Criterion-reference means that the competency actually predicts who does
something well or poorly, as measured on a specific criterion or standard. Examples
of criteria are the dollar volume of sales for salespeople or the number of
applications processed in a day by an officer.
6. What are the underlying characteristics of competency?
The underlying characteristics of competency are Skills, Knowledge, Values, Social
Role, Self-image, Traits and Motives.
7. What is Skill?
Skill is the ability to perform a certain physical or mental task. An example would be;
A dentist’s physical skill to fill a tooth without damaging the nerve; a computer
programmer’s ability to organize 50,000 lines of code in logical sequential order.
8. What is Knowledge?
Knowledge is information a person has in specific content areas. An example; A
surgeon’s knowledge of nerves and muscles in the human body.
9. What are Values?
Values are more conscious, learned beliefs a person holds – what they believe to be
important to do or be. Example, behaving according to the Agency’s Core Values.
10. What in Social Role?
Social Role is the image that an individual projects to the society. Example, the
Village head must always be seen as wise and fair.
11. What is Self-Image?
Self-Image is the identity or self-worth that the individual has. Example, how an
individual sees himself as the group leader.

HayGroup®
12. What are Traits?

Traits are the general disposition that an individual has to behave in a certain way.
Example, reaction time and good eyesight are physical trait competencies of combat
pilots.
13. What are Motives?
Motives are the recurrent needs or thoughts the drive behavior. They are the things
a person consistently thinks about or wants that causes action. Motives “drive,
direct and select” behavior towards certain actions or goals and away for others. For
example; Achievement motivated people consistently set challenging goals for
themselves, takes personal responsibility for accomplishing them, and uses
feedback to do better.
14. What is a Competency Model/Dictionary?
A Competency Model is a set of competencies that provide a model for success for
a particular organization, level, job or role. It reflects all critical behaviors, skills and
knowledge that affect success in a given role. An individual will be able to use the
competency model to identify competency requirements for his/her job strengths and
areas for improvement in his/her job; and, areas for continuous learning and
professional growth.
15. What are the differences between Skills & Knowledge and Behavioral
Competencies?
Skills & knowledge are easier to identify and develop. They are necessary but not
sufficient to differentiate an outstanding performer from a typical performer.
Behavioral competencies are more difficult to identify and develop. It is behavioral
competencies that will differentiate the outstanding performer from the typical
performer.
16. The dictionary contains the part on behaviour and skills, where is the part on
knowledge?
Knowledge is the foundation of skills. Knowledge is information a person has in
specific content areas. An example; A surgeon’s knowledge of nerves and muscles
in the human body.
17. How will the competency model/dictionary be used?
The competency model/dictionary will be used to provide the guidelines of what
competencies are required to carry out a job competently.
18. Will the competency model be use to determine my career path / salary
progression?
The competency model will not be used to determine career path / salary
progression at this stage. There will be a process of internalizing the concept of
competencies before it should be used for such activities.
19. What are the modules in HRMIS that will use the competency model?
The modules, which will involve the competency model, include, Strategy
Formulation & Review, Resourcing, Performance Management, Career
Management, Competency Assessment, Development, and Employee
Communications & Behavioral Management.
20. What was used to build the competency model?
Various kinds of data was used to build the Competency Model:
Inductive Data
Information on strategic imperatives (mission, vision, strategy, roles and objectives)
and current/future challenges facing the Government service were gathered and
analyzed. This pool of data provided perspectives on the behaviors/values and
skills/knowledge espoused by the Government for their employees.

HayGroup®
Deductive Data
Evidence-based data collection activities (in-depth interviews and focus groups
workshops) were conducted across Government samples from various Service
Groups, service classification and job schemes. This pool of data provided evidence
on the behaviors and skills/knowledge demonstrated in day-to-day activities by
different levels of Government employees.
Now and the Future
All inductive and deductive data were gathered to reflect current and future states of
the Government service and were analyzed thematically and statistically to
determine implications on behaviors and skills/knowledge of the Government
employees NOW and in the FUTURE.
21. How was the data collected?
The data was collected through 1-on-1 Interviews with Agency Heads & Members of
Think Tanks, Culture Modelling Exercise, Expert Panel Session, Literature Review,
Focus Groups Sessions and BEIs.
22. What is Culture Modeling Exercise?
Culture Modeling is understanding and analysing what sort of culture is currently
being practiced and also understanding what is the future culture(s) going to be after
understanding the Organisation goals and directions.
23. What is an Expert Panel Session?
An Expert Panel Session is where senior people of the Agencies get together to
understand and discuss about where they think the Organisation is heading and
what are the competencies required to support this direction.
24. What is Focus Group Session?
Focus Group is a session where incumbents of the job get together to provide
information about their jobs, i.e. what are the competencies required to carry out the
tasks involved for that position and also provide examples of characteristics in
outstanding performers.
25. What is BEI?
BEI is Behavioral Event Interview. This is an interview process where Outstanding
and Typical performers describe in their own words, what they said, felt, and did at
work. They are asked to describe both successful and disappointing events. The
interviews are recorded, typed up, and coded for various behavior competencies.
26. Why wasn’t everyone required to participate in the data collection?
The data collection process was based on the JOB and not the jobholder.
Therefore, it was not necessary for every jobholder to participate in the data
collection. (Note : The senior personnel of the Agency selected the representative
for each job in the Agency).
27. How do I develop Competencies?
Developing competencies is a 6-step process.
• Recognition – “I know it when I see it”
• Understanding – “I get how it impacts performance”
• Accurate Self Assessment – “I know I’m not doing it”
• Experimentation – “I’ve tried it on for size”
• Practice – “I’m practicing and getting better”
• On-the-job-application – “It now comes naturally to me”

HayGroup®
28. Are other Public Sectors using Competencies in their Service? How do they use it?
Yes, they are. Some adopt the competency approach based on trends in other
organizations; other use it for Performance Management, Training & Development,
Pay & Grading, Integrated HR Strategy and Culture Change.
29. Will I have access to the competency model/dictionary?
Yes, all information will be available via HRMIS.
30. How will I be assessed on my technical skills?
Technical skills will be assessed via a self-assessment system and validated by a
superior.

HayGroup®
10 DICTIONARY AND COMPETENCY MODEL MAINTENANCE

The competency model is built using data that was obtained from various sources,
which provided evidence on the behaviours and skills/knowledge demonstrated by
Agency employees, now and the future, that is, about 3 to 5 years down the road. At
the end of this period, each agency is advised to revisit its competency model and
evaluate its applicability. This is because jobs and posts at the agency are dynamic in
nature and the scope of work may have grown by then, thus requiring additional
behavioural competencies and/or skills and knowledge.
The Dictionary and Competency Model maintenance process will be managed by your
Agency Steering Committee comprising officers who are exposed to the relevant
HayGroup methodologies, particularly in the development of the competency model.
The Agency Steering Committee is then expected to meet and regularly update JPA on
any changes made to either the dictionary or the competency model. All in all, the
success of this process is hugely dependent on the commitment shown by each
employee of this Agency.

HayGroup®

Competency Dictionary Jpa (0407)

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Competency Dictionary Jpa (0407)

Uploaded by

Copyright:

Available Formats

Pengurusan Sumber Manusia Berasaskan Kompetensi

Jabatan Perkhidmatan Awam Malaysia

COMPETENCY DICTIONARY JPA (0407) 2 - 109

7.9 Self Confidence 89

COMPETENCY DICTIONARY JPA (0407) 3 - 109

1.1 What Are Competencies ?

Kemahiran & Pengetahuan Perlu tetapi tidak memadai

Tingkah Laku/Nilai-Nilai Membezakan yang

Competencies constitute behaviours, skills/knowledge required to perform a job.

COMPETENCY DICTIONARY JPA (0407) 4 - 109

1.2 Definition of Competency Model

COMPETENCY DICTIONARY JPA (0407) 5 - 109

2 HOW WE BUILT THE COMPETENCY MODEL

COMPETENCY DICTIONARY JPA (0407) 6 - 109

Behavioral Event Interview (BEI) Survey Instrumentation

Focus Groups 1-1 interviews

Expert Panel Culture Modeling

COMPETENCY DICTIONARY JPA (0407) 7 - 109

The data used to build the Competency Model was:

The competency design processes took the following approach:

M e n g a n a lis a D a ta Membentuk Model Kompetensi M engesahkan M odel

COMPETENCY DICTIONARY JPA (0407) 8 - 109

The Competency Model was built to satisfy the following:

COMPETENCY DICTIONARY JPA (0407) 9 - 109

The Behavioural and Skills/Knowledge Model comprise :

Managem ent Support Gr oup

In general, an individual in any job from

COMPETENCY DICTIONARY JPA (0407) 10 - 109

3 WHAT YOU SHOULD KNOW BEFORE USING THE DICTIONARY

3.1 Core Values In The Civil Service Ethos

3.1.1 Need For Value-Based Management In The Civil Service

3.1.2 Value-Based Management Concept

The value-based management approach relies on the application of values in

COMPETENCY DICTIONARY JPA (0407) 11 - 109

Loyalty firm in one’s allegiance in order to achieve organisational objectives

3.2 Competency Scales

3.2.1 Scale Definition

Both behavioural and skills/knowledge competencies have their own scales.

COMPETENCY DICTIONARY JPA (0407) 12 - 109

time. You are able to resolve problems and make

None (1) No knowledge of the software applications.

Basic (2) Basic knowledge of software application; may understand

Proficient (3) Can understand & apply software applications well.

Mastery (4) High proficiency in understanding, applying & teaching of

3.2.4 Scale Level Definition For Language Skills

Poor (1) Poor command of the language.

COMPETENCY DICTIONARY JPA (0407) 13 - 109

3.3 Behavioural Competency Dictionary Structure

To be more specific, there are three sets of behavioural competencies :

Each behavioural competency in the Behavioural Model Dictionary is described

Competency Level Possible Example

For each behavioural competency, a dimensional Behavioural Example

COMPETENCY DICTIONARY JPA (0407) 14 - 109

3.4 Skills/Knowledge Competency Dictionary Structure

• Generic Skills/Knowledge Competency (Skills/Knowledge required by the whole

COMPETENCY DICTIONARY JPA (0407) 15 - 109

4 AGENCY-WIDE BEHAVIOURAL COMPETENCY MODEL

4.1 Behavioural Competency Cluster

There are 12 competencies in the Agency-Wide

It is important to note that the Society Before Self

to possess. Whereas, the other behavioural Organisational

COMPETENCY DICTIONARY JPA (0407) 16 - 109

4.2 Behavioural Competency Cluster Context