Competency system

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Personal skill(s)

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1. Brainpower & development

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1.1 Level of education
Level 1 Pre-vocational Secondary Education/Junior General Secondary Education Level 2 Intermediate Vocational Training/Senior General Secondary Education Level 3 Pre-University Education/Higher Vocational Education, not completed/University Education, not completed An education at the above level and/or a combination of level qualifying education and training (e.g. Senior General Secondary Education and executive secretary training) and/or a minimum of two years work or other experience at the above level, leading to the attainment of the targets associated with the role or roles in question. . Level 4 Higher Vocational Education/University Education Level 5 Additional I level 6 additional II PhD and/or a completed postgraduate education (e.g. extra master degrees/postgraduate controller training) and/or teaching at master/postgraduate level and/or a demonstrable achievement at academic or postgraduate level (e.g. being the author of a book).

A completed education at the above level and/or a combination of level qualifying education and training (e.g. primary school and receptionist training) and/or a minimum of two years work or other experience at the above level, leading to the attainment of the targets associated with the role or roles in question.

A completed education at the above level and/or a combination of level qualifying education and training (e.g. primary school and secretary training) and/or a minimum of two years work or other experience at the above level, leading to the attainment of the targets associated with the role or roles in question. .

A completed education at the above level (bachelor/master) and/or a combination of level qualifying education and training (e.g. Pre-University Education and executive secretary training) and/or a minimum of two years work or other experience at the above level, leading to the attainment of the targets associated with the role or roles in question.

A relevant and substantial (at least 6 months) follow-up training to a completed Higher Vocational Education or University Education e.g. -management training -business training -communication training -management development training -consultant development track

Relevant and substantial postgraduate follow-up training is training of at least 6 months, organised by acknowledged educational establishments. No substitutional work experience possible.

Work experience will not be deemed to be a demonstrable achievement. Only books about relevant subjects qualify.

No substitutional work experience possible.

Note: The thinking and working levels are recorded. There is a correlation between the level of education, the working level and the brainpower. The field of study is irrelevant in describing the competency brainpower. What is relevant is the level of one‟s education. That is also why completing an education is less relevant than one‟s thinking level. Hence one‟s thinking and working level is also determined by the level on which one has worked for the past two years. The scale runs from Prevocational Secondary Education to PhD level.

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1.2 Scope of development
Level 1 Person concerned has knowledge and skills (pertaining to theory and practice) in one field and/or area of knowledge and applies these adequately in his/her activities. Level 2 Person concerned has knowledge and skills (pertaining to theory and practice) in two to three fields and/or areas of knowledge and applies these adequately in his/her activities. Level 3 Person concerned has knowledge (pertaining to theory and practice) in two to three fields and/or areas of knowledge and is able to apply this knowledge in conjunction for two of these fields and/or areas. Level 4 Person concerned has knowledge (pertaining to theory and practice) in three fields and/or areas of knowledge and is able to apply this knowledge for all of these fields and/or areas. Level 5 Person concerned has knowledge (pertaining to theory and practice) in more than three fields and/or areas of knowledge and is able to apply this knowledge in conjunction for three of these fields and/or areas. Level 6 Person concerned has knowledge (pertaining to theory and practice) in more than three fields and/or areas of knowledge and is able to apply all this knowledge in conjunction.

Behaviour: •Systematically applies experiences from past situations in new ones •Keeps professional knowledge current by reading the appropriate magazines and attending meetings

Behaviour: •Systematically applies experiences from past situations in new ones •Discusses successes and failures to learn for the future •Analyses the things that did not go well •Searches for and comprehends the implications/impact of recently adopted things •Keeps professional knowledge current by reading the appropriate magazines and attending meetings

Behaviour: •Systematically applies experiences from past situations in new ones •Combines knowledge and experiences •Discusses successes and failures to use as a reference in the future •Deliberately accepts challenges that go beyond earlier experiences •Analyses the things that did not go well •Searches for and comprehends the implications/impact of recently adopted things •Keeps professional knowledge current by reading the appropriate magazines and attending meetings

Behaviour: •Systematically applies experiences from past situations in new ones •Combines knowledge and experiences •Discusses successes and failures to use as a reference in the future •Deliberately accepts challenges that go beyond earlier experiences •Analyses the things that did not go well •Searches for and comprehends the implications/impact of recently adopted things •Keeps professional knowledge current by reading the appropriate magazines and attending meetings

Behaviour: •Systematically applies experiences from past situations in new ones •Discusses and documents successes and failures to use as a reference in the future •Combines knowledge and experiences •Deliberately accepts challenges that go beyond earlier experiences •Analyses the things that did not go well •Searches for and comprehends the implications/impact of recently adopted things •Keeps professional knowledge current by reading the appropriate magazines and attending meetings

Behaviour: •Systematically applies experiences from past situations in new ones •Combines knowledge and experiences •Integrates knowledge, models, systems and thinking patterns into one coherent model •Discusses and documents successes and failures to use as a reference in the future •Deliberately accepts challenges that go beyond earlier experiences •Analyses the things that did not go well •Searches for and comprehends the implications/impact of recently adopted things •Keeps professional knowledge current by reading the appropriate magazines and attending meetings

Note: The scope of development is recorded. The development scope is determined by linking the number of fields and areas of knowledge mastered (from one to many) to their integral/coherent application. This does not only imply that multiple fields and areas of knowledge can be combined, but also that new self-created and unique fields and areas of knowledge originate by means of this combining. Professional fields and areas of knowledge can only be described in general terms, since they can vary per role or function. We will give a few examples. For sales representatives, knowledge of several sales methods does not imply mastering multiple areas of knowledge. For management consultants it is not about mastering two marketing methods, but about having knowledge of HRM, finance, marketing, operational control, organisation etc.

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2. Gathering/Analysing/Interpreting information

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2.1 General interest
Level 1 Person concerned focuses on information relevant to work and home and has little or no interest in other areas. Level 2 Person concerned has interest in one or more subjects, both work-related and outside work. Level 3 Person concerned has knowledge of multiple areas of information and interest and/or cultures, follows social developments through the media, and takes any differences and their effects into account in his/her interactions and actions. Level 4 Person concerned has a broad interest in his/her own and others‟ fields and cultures and is well aware of current social developments and applies that knowledge in his/her analysis and actions. Level 5 Person concerned has broad knowledge of his/her own and others‟ fields and recognizes the consistency of the integrated management system, has interest in other cultures and is well aware of current social and cultural developments, and applies that knowledge in his/her analysis and actions. Level 6 Person concerned has broad knowledge of and interest in subjects and aspects of work, society and culture, and composes a coherent outlook on the relationships between the various aspects, subjects and developments, and applies that knowledge in his/her analysis and actions.

Examples: •A sport •A music style

Examples: •Websites •Newspapers •News programmes •Reading/literature Behaviour: •Is curious about other habits, asks questions and reads about these, tries to experience •Adjusts his/her style of doing business to other habits, e.g. dealing with appointments, time, protocol, dress codes and etiquette

Examples: •Art •Religions and beliefs •Cultures •Other occupations Behaviour: •Is aware that other people and other organisations do certain things differently, tries to understand rather than condemns •Maintains relationships with people from other cultures and other habits for him/her to learn from

Examples: •Influence of employees‟ actions on organisation‟s performance •Chain of relationships of organisations Behaviour: •Ascertains the extent of the political, economic and legal aspects of doing business and general behaviour in other areas •Checks with people from other cultures or organisations whether communications have been understood •Helps, coaches and mentors others to learn to understand their own culture and organisation

Examples: •Cause and effect of financial crisis •Relationship between paradigms and behaviour

Behaviour: •Understands the impact of the system‟s consistency and acts wisely from this understanding •Judges with compassion but does not condemn •Is able to initiate appropriate and focused actions based on understanding and insight

Note: This series reflects the extent of an individual‟s interest and involvement in society and culture (including other cultures). The scale runs from orientation on one‟s own environment to a comprehensive knowledge and understanding of organisational systems and social aspects. The interest in culture and cultures increases throughout the scale, as does the degree of analysis and application.

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2.2 Ability to analyse
Level 1 Person concerned can distinguish between primary and secondary issues based on information given, and devise simple solutions. Level 2 Person concerned gathers, classifies and structures information, distinguishes between primary and secondary issues and devises solutions. Level 3 Person concerned gathers, classifies and structures information, distinguishes between primary and secondary issues, and perceives coherence and relationships where relevant. Questions and/or problems are perceived and concrete solutions are found. Level 4 Person concerned analyses collected data and information. Person concerned makes and examines assumptions and draws and examines conclusions and places these in a logical/deductable pattern. Person concerned formulates possible solutions. Level 5 Person concerned can make analyses based on data from qualitative and/or quantitative research. The analysis forms the basis for developing scenarios. These scenarios are consistent with the outcome of feasibility analyses, in which the relevant constraints (resources, time) as well as a risk analysis have been taken into account. Level 6 Person concerned can make analyses based on data from qualitative and/or quantitative research. The analysis forms the basis for developing scenarios. These scenarios are consistent with the outcome of feasibility analyses, in which the relevant constraints (resources, time) as well as a risk analysis have been taken into account. In these scenarios the expected social impact (including sustainability and chain) are taken into account. Furthermore, scenarios are reviewed for expected impact and feasibility (organisation, chain, business, society, and politics).

Examples: •Assignment •Game programme

Examples: •Activity Scenarios •Implementation plan •Period plan •Game programme •Logistics planning

Examples: •Business plan/spatial design/programme •(Sub)plan significant activity

Examples: •System coherence in organisations, in development and change programmes, and in large projects: •Impact of scenarios on organisation performance •Chain relationships of organisations •Project complexity (design) •Realisation of large building, system or nation-wide activity •Large/complex change programmes Behaviour: Carefully gathers information and reviews quality Applies verifiable qualitative and quantitative analyses Is aware of his/her own filters and frame of mind (paradigms)

Examples: •System coherence of multiple influences on environment (large organisations/complex networks): •Reorganisation of bank •Redeveloping Scouting Nederland •Complex policy plans

Behaviour: •Carefully gathers information and reviews quality •Makes relevant connections •Comes up with concrete solution proposals

Behaviour: •Carefully gathers information and reviews quality •Makes relevant connections •Comes up with concrete solution proposals

Behaviour: •Carefully gathers information and reviews quality •Applies classification principles

Behaviour: •Carefully gathers information and reviews quality •Reviews qualitative and quantitative methodologies used •Applies systems and chain thinking •Is aware of his/her own filters and frame of mind (paradigms)

Note: This competence describes the ability to gather and organise data, to create information from these data and to analyse the information.

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3. Interaction & communication

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3.1 Expression skills
Level 1 Can clearly transfer intentions in a verbal exchange. Level 2 Can transfer intentions and motives coherently and efficiently with a presentation/instruction/explanation tuned to the audience and can discuss an activity and can effectively take part in a (work) meeting. Level 3 Can clearly explain intentions and motives in a letter, email, instruction or presentation and can write a report, an action list for a team meeting, or an activity report and can conduct an adequate commercial conversation or employee review and participate in a meeting. Level 4 Can cohesively and efficiently transfer intentions and motives by means of a; •Policy plan •Research report •Project and/or business plan and can adequately support communication with media (website, presentation). Level 5 Can coherently transfer research results, images, contemplation and perspective in such a way that the captivates the audience and can captivate and enthuse a large audience. Level 6 Can align various expressions and interactions in such a way that creates an integrated message experience.

Examples: •Conversation/telephone •Conversation/chat

Examples: •Explaining assignment/game/activity •Short presentation •Giving and receiving feedback

Examples: •Goal setting •Evaluation •Correction •Bad news Behaviour: Conversation: •Listens effectively and responds adequately •Expresses himself/herself in feelings as well as in facts •Focuses on behaviour (positive or negative) when giving feedback and not on persons •Uses an adequate conversational structure for the conversation at hand Written communication: •Uses simple, concise language when writing reports and other similar documents •Uses a clear structure in presenting primary and secondary issues and details •Uses correct language

Examples: •Document and/or presentation aimed at an individual or small audience (<20 people)

Examples: •Book (e.g. thesis) •Multimedia presentation, film •Collection of poetry

Examples: •Exhibition •Substantial event

Behaviour: •Speaks concisely, with the right level of detail •Uses examples that are consistent with the subject and the audience‟s experiences •Shows enthusiasm, interest, conviction and expertise and thus creates a reliable appearance •Interacts with the audience •Speaks clearly and audibly, articulates well, establishes eye contact and makes contact with the audience •Adequately gives and receives feedback •Listens effectively and responds adequately •Speaks from the diaphragm (powerful and penetrating voice

Behaviour: Presentation: •Speaks clearly and audibly, articulates well, establishes eye contact and makes contact with the audience

Behaviour: Lecture/speech: •Uses pauses to retain interest and attention •Responds to and interacts with the audience

Behaviour: •Lists and details the desired experience and designs and creates this experience on the basis of that inventory

Document: •Uses style and layout that are geared to the intended audience •Uses examples to explain complex matters •Uses images and tables to illustrate and clarify •Uses appropriate page or slide layout •Uses correct language

Document: •Uses style and layout that are geared to the intended audience •Uses examples to explain complex matters •Uses images and tables to illustrate and clarify •Uses appropriate page or slide layout •Uses correct language •Uses expressive language

Note: This competency describes to what extent someone can effectively and efficiently interact and communicate with individuals, small groups (teams) and small to large audiences.

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3.2 Working in teams
Level 1 Does not communicate/participate proactively in his/her own stable work situation/team. Communicates and participates constructively (not yet proactively) in his/her subgroup. Level 2 Communicates /participates proactively and effectively in his/her own stable work situation(team/group). Level 3 Communicates/participates proactively and effectively in his/her own work situation/team and communicates constructively (not yet proactively) in more complex collaborations (interactions with/within multiple teams/groups). Level 4 Communicates/participates proactively and effectively in his/her own stable work situation/team, but communicates proactively (though sometimes with limited effect) in more complex collaborations (interaction with/within multiple groups). Level 5 Communicates /participates proactively and effectively in all familiar situations and within all familiar conceptual frameworks. Level 6 Communicates/participates proactively and effectively in all situations, even if new information and/or new collaborations or work situations arise suddenly and rapidly.

Scouting: Team/Subgroup

Scouting: Team

Scouting: Team/Group Behaviour: •Knows which processes are going on in the team/group and takes that into account when managing and structuring. •Knows the team/group culture, accepts this at first and identifies any problems it may cause •Encourages problem solving in the group/team •Reflects and summarizes in order to verify whether correct understanding has been achieved

Scouting: Group/Region/Country Behaviour: •Initiates team activities like brainstorming, dialogue teambuilding etc. •Facilitates or organises a process in which co-workers/team members jointly determine targets •Recognizes and influences the various roles fulfilled by the group/team members

Scouting: Group/Region/Country Behaviour: •Initiates team activities like brainstorming, dialogue teambuilding etc. •Facilitates or organises a process in which co-workers/team members jointly determine targets and/or solve problems •Recognizes and influences the various roles fulfilled by groups in a process •Unites people and shares information with other groups/teams •Encourages problem solving across groups/teams •Reflects and summarizes in order to verify whether correct understanding has been achieved

Scouting: Group/Region/Country Behaviour: •Initiates team activities like brainstorming, dialogue teambuilding etc. •Facilitates or organises a process in which co-workers/team members jointly determine targets •Recognizes and influences the various roles fulfilled by individuals and groups in a process •Unites groups/people and shares information with other groups/teams •Encourages problem solving across groups/teams •Can draw up procedures and proposals that facilitate processes •Reflects and summarizes in order to verify whether correct understanding has been achieved

Behaviour: •Respects the roles and status of the individual team members •Initiates openness with regard to any expectations and concerns within the team •Is accepted and trusted by the group/team members •Unites people and shares information with other groups/teams •Celebrates special events like an acquisition or project close etc •Disseminates individual employees‟ and teams‟ reputations •Encourages others to continue explaining and discussing

Note: This competency describes proactivity of interaction and team collaboration with reference to the complexity of the interaction environment. The scale used runs from not proactive and not effective within existing conceptual frameworks and situations (low) to proactive and effective in all situations and conceptual frameworks (high).

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3.3 Influencing
Level 1 Collaborates without actively influencing. Level 2 Collaborates and can achieve consensus in immediate personal work environment if interests diverge only slightly. Level 3 Collaborates and can achieve consensus in immediate personal work environment if interests diverge considerably. Level 4 Can achieve consensus when interests diverge slightly both within and beyond the immediate personal work environment. Level 5 Can negotiate from a perspective of mutual interest, achieving results in situations where interests diverge considerably both within and beyond the immediate personal work environment. Level 6 Can influence (negotiate) from a perspective of mutual interest, achieving results in situations with (political) conflicts of interest and under considerable pressure, both within and beyond the immediate personal work environment.

Behaviour: •Creates a vision for others •Uses an effective style/approach to motivate individuals and groups •Looks at the really important things •Ensures close relationships between individuals and teams that pursue similar goals •Provides constructive feedback on the performance of people and groups •Can recognize differences and come to a practical solution

Behaviour: •Uses an effective style/approach to motivate individuals and groups •Looks at the really important things •Ensures close relationships between individuals and teams that pursue similar goals •Provides constructive feedback on the performance of people and groups manner; •Takes (disciplinary) actions where necessary in such a way that he/she receives support •Recognizes conflicts of interest and acts and negotiates respectfully

Behaviour: •Creates a vision for others as substantive trigger for joint action •Uses an effective style/approach to motivate individuals and groups •Keeps individuals and groups focused on achieving common goals •Looks at the really important things •Ensures close relationships between individuals and teams that pursue similar goals •Provides constructive feedback on the performance of people and groups manner; •Recognizes conflicts of interest and acts and negotiates respectfully

Behaviour: •Creates a vision as substantive basis for shared outcome •Uses an effective style/approach to motivate individuals and groups •Keeps individuals and groups focused on achieving common goals •Looks at the really important things •Provides constructive feedback •Uses multiple sources of information carefully and reconstructs events logically and accurately •Recognizes conflicts of interest and negotiates respectfully, taking mutual interest into account

Behaviour: •Creates a basis for shared vision and substantive outcome. •Keeps individuals and groups focused on achieving common goals •Looks at the really important things •Ensures respectful relationships between individuals and teams that pursue similar goals •Provides constructive feedback on content, process and result •Can formulate and effect consequences and can use force to correct undesirable developments •Uses multiple sources of information carefully and reconstructs events logically and accurately •Recognizes conflicts of interest and negotiates respectfully, taking mutual and collective interests into account

Note: This competency describes an individual‟s ability to influence his/her environment. The scale used runs from no active interference (low) to being able to negotiate in any situation from a perspective of mutual interest (high).

Definitions The immediate personal work environment: The group of people one works with and has unavoidable professional relationships with. Slightly diverging interests: Differences between parties about resources/ideas/ideologies which can be settled by rearranging, so that all parties can be fully satisfied. Considerably diverging interests: Differences between parties about resources/ideas/ideologies which cannot be completely settled by rearranging. Some parties will not be satisfied completely and will have to concede. Conflict of interests: Differences between parties about resources/ideas/ideologies cannot be settled at all by rearranging. One or more parties will not be satisfied at all and will have to concede. Everyone will have to concede and some parties will have to abandon their claims entirely. Party: One or more persons with the same interests.

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3.4 Transferring information
Level 1 Can effectively convey a simple influencing interaction/message. Level 2 Can make influencing interactions/messages (images, text, sound) accessible in a structured manner and realise these or have these realised. Level 3 Can create coherent messages in such a way that they become unambiguous. Level 4 Can plan and realise (or have realised) effective and efficient communication with a target group. Level 5 Can set up an organisation‟s multichannel and multilevel communication with 4-6 stakeholders/target groups and can direct its realisation. Level 6 Realises the planning and implementation of multilevel/multichannel communication (plans) in a complex (political) environment with many (at least 6) different stakeholders using and/or controlling multiple media.

Examples: •Basic personal web page •Shop signage •Letter/email

Examples: •Brochure/website •Basic corporate identity (business cards, stationery etc.)

Examples: •Various communication channels, like a website, magazines, point or sales, signage •Complex corporate identity (branding) •Communications experience Behaviour: •Structured communication •Tailoring to information processing capacity of target group

Examples: •Simple communication plan

Examples: •Communication plan based on strategic and tactical levels, process & procedures

Examples: •Complex communication planning •Intense control

Behaviour: •Structured communication •Tailoring to information processing capacity of target group

Behaviour: •Structured communication •Tailoring to information processing capacity of target group

Behaviour: •Structured communication •Tailoring to information processing capacity of target group •Uses the 3 C‟s of communication: - Consistency - Continuity - Clarity

Behaviour: •Structured communication •Tailoring to information processing capacity of target group •Uses the 3 C‟s of communication: - Consistency - Continuity - Clarity

Behaviour: •Structured communication •Tailoring to information processing capacity of target group •Uses the 3 C‟s of communication: - Consistency - Continuity - Clarity

Note: This competency describes to what extent an individual is able to convey a message. The first three levels indicate the individual‟s ability to use communication technologies to convey messages coherently. Levels 4 to 6 describe the ability to plan and deal with communication coherently, consistently and congruously.

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4. Planning & organising

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4.1 Problem solving
Level 1 Needs one clear approach, gets confused by the availability of several approaches. Level 2 Always chooses the easiest or first approach when several approaches are available. Level 3 Examines multiple approaches and chooses between these and/or contributes in finding an alternative. Level 4 Examines multiple approaches and usually chooses the right one and/or finds an alternative. Level 5 Can devise improvements to familiar methods/approaches (innovation). Level 6 Invents new solutions/concepts and/or products/services.

Behaviour:

Behaviour: Creativity: •Chooses an approach from approaches that have already been devised by others •Looks at issues/situations from different angles •Looks for possibilities where others cannot perceive these anymore •Starts with "What is the matter?" or “What is possible?“ •Brainstorms regularly

Behaviour: Creativity: •Examines new/other ways of doing things •Looks at issues/situations from different angles •Sees possibilities where others cannot perceive these anymore •Starts with “What needs to be done” instead of "What is the matter?" or “What is possible?“ •Brainstorms regularly •Works with models, diagrams, drawings, representations •Finds ways to improve what is already effective/efficient

Behaviour: Creativity: •Devises original, new/other ways of doing things •Looks at issues/situations from different angles •Sees possibilities where others cannot perceive these anymore •Starts with “What needs to be done” instead of "What is the matter?" or “What is possible?“ •Thinks “outside the box” •Brainstorms regularly •Works with models, diagrams, drawings, representations •Finds ways to improve what is already effective/efficient Flexibility: •Tries several ways to influence others so that results are achieved •is able to choose different approaches for different customers •is willing and able to choose a different approach that better addresses the problem, the situation, the person •Sees more than one side of an argument and shows a willingness to compromise •Can change work habits •Changes approach if the original approach proves ineffective •Responds to resistance

Behaviour: Creativity: •Devises new solutions/concepts/strategies •looks at issues/situations from different angles •Sees possibilities where others cannot perceive these anymore •Starts with “What needs to be done” instead of "What is the matter?" or “What is possible?“ •Thinks “outside the box” •Brainstorms regularly •Works with models, diagrams, drawings, representations •Finds ways to improve what is already effective/efficient Flexibility: •Tries several ways to influence others so that results are achieved •is able to choose different approaches for different customers •is willing and able to choose a different approach that better addresses the problem, the situation, the person •Sees more than one side of an argument and shows a willingness to compromise •Can change work habits •Changes approach if the original approach proves ineffective •Responds to resistance

Flexibility: -is willing and able to choose a different approach that addresses the problem, the situation, the person -can change work habits -changes approach if the original approach proves ineffective

Flexibility: •is able to choose different approaches for different customers •is willing and able to choose a different approach that better addresses the problem, the situation, the person •Sees more than one side of an argument and shows a willingness to compromise •Can change work habits •Changes approach if the original approach proves ineffective

Flexibility: •Tries several ways to influence others so that results are achieved •is able to choose different approaches for different customers •is willing and able to choose a different approach that better addresses the problem, the situation, the person •Sees more than one side of an argument and shows a willingness to compromise •Can change work habits •Changes approach if the original approach proves ineffective •Responds to resistance

Note: The ability to solve problems, creativity, and mental flexibility are recorded here. The scale runs from hardly flexible to very flexible, expressed in being entirely dependent on practices and procedures devised by others to the ability to devise new solutions and/or concepts.

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4.2 Decisiveness
Level 1 Can translate team planning to personal work planning and realisation. Level 2 Can manage planning and/or realisation of activities in a process or small team (< 5 team members) and/or can manage planning and/or realisation of activities in a project with limited scope (duration < 2 months/team size < 5 people). Level 3 Can effectively translate a (year) plan to operational objectives and realisation in an organisation or organisational unit of up to 30 employees and/or can draw up and execute (i.e. manage the project) a plan for a project (lead time < 6 months/team size < 10 people). Level 4 Can effectively implement a solution concept for several related organisation processes and/or can implement a strategy and/or development concept for an organisation and/or is able to design and implement the automation of a business process and/or can draw up and execute a plan for a complex project (lead time > 6 months/team size > 10 people). Level 5 Can translate market and organisation conditions to an effective solution concept for several related organisation processes and/or Can translate market and organisation conditions to a strategy and/or development concept for a small organisation, organisational unit or reorganisation (up to 150 employees) and/or can draw up and execute a plan for a complex project (lead time > 6 months/team size > 100 people). Scouting: Nation-wide processes/Major activities General: Medium-sized organisation Behaviour: •Takes enough time (and rest) for design-/planning phase •involves multiple stakeholders to make sure to have an optimal plan with the support that is needed •Draws up design and planning processes and follows these •Splits complex projects into clearly defined parts •Takes available resources (including competencies) and constraints into account •Documents planning and progress (level of detail geared to situation) •Creates records (contracts) •Creates records (reports, action lists) •Determines time for his/her own, others‟, participants‟ and clients‟ tasks to make sure that proper attention is given •Monitors basic assumptions and progress and makes adjustments Level 6 Can effectively translate market and organisation conditions to a strategy and/or development concept for a (large) organisation (>150 employees).

Scouting: Single person General: Single person

Scouting: Team General: Team

Scouting: Team/Group/Small activity General: Small organisation Behaviour: •Takes enough time (and rest) for the planning phase •involves multiple stakeholders to make sure to have an optimal plan with the support that is needed •Splits complex projects into clearly defined parts •Takes available resources and constraints into account •Determines time for his/her own, others‟, participants‟ and clients‟ tasks to make sure that proper attention is given •Creates records (reports, action lists) •Monitors progress and makes adjustments

Scouting: Region/Medium-sized activity General: Department/small organisation

Scouting: Setting and developing national policy General: Large organisation Behaviour: •Takes enough time (and rest) for the planning phase •involves multiple stakeholders to make sure to have an optimal plan with the support that is needed •Draws up design and planning processes and follows these •Splits complex projects into clearly defined parts •Takes available resources and constraints into account •Documents planning and progress (level of detail geared to situation) •Creates records (contracts) •Creates records (reports, action lists) •Determines time for his/her own, others‟, participants‟ and clients‟ tasks to make sure that proper attention is given •Monitors basic assumptions and progress and makes adjustments

Behaviour: •Takes available resources and constraints into account •Determines time for his/her own, others‟, participants‟ and clients‟ tasks to make sure that proper attention is given •Sets challenging but realistic/achievable goals •Monitors his/her own progress

Behaviour: •Takes enough time (and rest) for the planning phase •involves (multiple) stakeholders to make sure to have an optimal plan with the support that is needed •Takes available resources and constraints into account •Determines time for his/her own, others‟, participants‟ and clients‟ tasks to make sure that proper attention is given •Sets challenging but realistic/achievable goals •Monitors progress

Behaviour: •Takes enough time (and rest) for the design and planning phases •involves multiple stakeholders to make sure to have an optimal plan with the support that is needed •Takes into account that the process design involves communication and documentation (administrative burden) •Splits complex projects into clearly defined parts •Takes available resources and constraints into account •Documents planning and progress (level of detail geared to situation) •Creates records (contracts) •Creates records (reports, action lists) •Determines time for his/her own, others‟, participants‟ and clients‟ tasks to make sure that proper attention is given •Monitors progress and makes adjustments

Note: This competency describes in what size or scope decisions can be prepared (planning) and taken (realisation) in the context of one‟s own work, smaller organisational units, operational processes, related organisation processes. The highest level is an entire (large) organisation.

Definitions: Organisation part: a separate department, division or subsidiary Large organisation: an organisation that consists of several subsidiaries and/or divisions.

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5. Effectiveness

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5.1 Degree of decisiveness
Level 1 Can take decisions with regard to his/her own work. Level 2 Can take operational decisions, taking resources into account. Level 3 Can take operational decisions with regard to the organisation, taking financial and HR constraints into account. Level 4 Can take decisions concerning a business process, taking financial and HR constraints into account and/or can take decisions concerning a mediumsized project (lead time > 6 months/team size > 20 people) and/or can take determining decisions for a small organisation (<50 employees). Level 5 Can take determining decisions for an organisation or organisational unit, taking financial and HR constraints into account and/or Can take determining decisions for a large project (lead with > 6 months/team size > 100 people). Level 6 Is able to take decisions with a decisive impact for a large organisation.

Scouting: Single person General: Single person

Scouting: Team General: Team

Scouting: Team/Group/Small activity General: Small organisation

Scouting: Region/Medium-sized activity General: Department/Small organisation Behaviour: •Makes decisions if necessary instead of when it feels OK •Makes decisions with sufficient instead of with complete information •Makes calculated risks, accepts the risk of errors and acknowledges errors •Creates basis for decisions •Is prepared to take decisions even if they are unpopular or have negative effects •Responds deliberately and strongly in critical situations

Scouting: Nation-wide processes/Major activities General: Medium-sized organisation

Scouting: Setting and developing comprehensive national policy General: Large organisation

Behaviour: •Makes decisions if necessary instead of when it feels OK •Makes decisions with sufficient instead of with complete information •Responds quickly in critical situations •Weighs personal risks

Behaviour: •Makes decisions if necessary instead of when it feels OK •Makes decisions with sufficient instead of with complete information •Responds quickly and strongly in critical situations •Takes calculated risks, accepts the risk of errors and acknowledges errors •Is prepared to take decisions even if they are unpopular or have negative effects •Takes responsibility and shows confidence in his/her own decisions/defends his/her own point of view

Behaviour: •Makes decisions if necessary instead of when it feels OK •Makes decisions with sufficient instead of with complete information •Responds quickly and strongly in critical situations •Takes calculated risks, accepts the risk of errors and acknowledges errors •Is prepared to take decisions even if they are unpopular or have negative effects •Takes responsibility and shows confidence in his/her own decisions/defends his/her own point of view

Behaviour: •Makes decisions if necessary instead of when it feels ok •Makes decisions with sufficient instead of with complete information •Takes calculated risks, accepts the risk of errors and acknowledges errors •Creates a basis for decisions •Is prepared to take decisions even if they are unpopular or have negative effects •Responds deliberately and strongly in critical situations

Behaviour: •Makes decisions if necessary instead of when it feels ok •Makes decisions with sufficient instead of with complete information •Takes calculated risks, accepts the risk of errors and acknowledges errors •Creates a basis for decisions •Is prepared to take decisions even if they are unpopular or have negative effects •Responds deliberately and strongly in critical situations

Note: The degree of decisiveness is determined here. The scale runs from one‟s own work up to decisions that have to do with managing a large organisation.

Definitions: Organisational unit: an organisational context in which all business processes are managed by the person concerned and are entirely his/her responsibility. The person concerned is responsible for the unit‟s results. Large organisation: an organisation that consists of several independently responsible organisational units.

Personal develepment Corps Nacional de Escutas (em)powerd by © Orang-Orang B.V.

5.2 Initiative & encouragement
Level 1 Realises and states problems in the immediate collaborative situation but takes no initiative to discuss anything/does not propose an approach or solution. Level 2 Takes the initiative to „deal with things‟ in the immediate collaborative situation. Level 3 Takes initiative and inspires others to “deal with things”/address things in the immediate collaborative situation, and monitors his/her own limits. Level 4 Addresses questions/problems in his/her own collaborative situation/responsibility, inspires others and brings about a proactive solution and takes initiative to address issues/problems/opportunities within and outside his/her own team but within the organisation. Level 5 Proactively addresses issues/problems/opportunities outside his/her immediate sphere of influence and acts independently/inspires others to find a (possible) solution. Level 6 Can adequately address issues/problems/opportunities outside the organisation context, inspires others and brings about action or reaction, even if that involves questioning formal and informal structures/belief sets.

Scouting: Team General: Team

Scouting: Team General: Team

Scouting: Team General: Team

Scouting: Group General: Team

Scouting: Region General: Division/Small organisation

Scouting: Country General: (part)Major organisation/Market Behaviour •Takes responsibility to address a problem/issue within a larger context •Thinks ahead towards solutions •Creates support: involves and motivates others to achieve solutions •Uses agenda-setting and solution strategies •Takes action without the certainty of direct returns

Behaviour: •States problems

Behaviour: •States problems • Comes into action before it is required/is the first to get up

Behaviour: •Tries to solve problems himself/herself before asking others for support •Thinks ahead towards solutions •Involves and motivates others to achieve solutions •Sets his/her limits

Behaviour: •Thinks ahead towards solutions •Involves and motivates others to achieve solutions •Sets his/her limits •Is proactive and makes the most opportunities

Behaviour: •Takes responsibility to address a problem/issue within a larger context •Thinks ahead towards solutions •Creates support: involves and motivates others to achieve solutions •Sets his/her boundaries •Takes action without the certainty of direct returns

Note: What is described is the extent to which someone is willing and/or able to address things.

Definitions: 'Initiative' may be linked to 'leadership'. "Initiative ensures that ideas/things/processes occur, which may or may not have people involved. "leadership" focuses on motivating and guiding people to a goal. Someone who shows 'leadership' obviously uses the behaviour type 'initiative'. Conversely, initiative behaviour is not synonymous with effective leadership.

Personal develepment Corps Nacional de Escutas (em)powerd by © Orang-Orang B.V.

5.3 Leadership
Level 1 Gives direction to the realisation of assignment and/or personal goals. Level 2 Gives clear direction to others to achieve specific tasks at operational level by giving instructions and managing followup. Level 3 Directs others by setting priorities and goals and by setting performance objectives. Level 4 Delegates responsibilities, authority and tasks based on a shared plan/planning, taking into account the differences between people in the team/group (skills, motivation and circumstances). Level 5 Stimulates others in performing their duties and managing their staff , based on individual skills, motivation and circumstances, and communicates vision and policy. Level 6 Encourages and inspires others by communicating vision/policy/convictions and manages their thinking and activities from that perspective, taking into account the backgrounds, convictions, skills and motivation of employees/stakeholders.

Scouting: Personal General: Personal Behaviour: •Takes responsibility for realising his/her own task/goal

Scouting: Team General: Team Behaviour •Takes responsibility for realising the team‟s task/ goal •Uses leadership styles

Scouting: Group General: Team Behaviour: •Takes responsibility for realising the task/goal of the organisational unit •Uses leadership styles •Sets feasible targets and priorities •Documents agreements

Scouting: Group/Region/Project General: Department Behaviour: •Takes responsibility for realising the task/goal of the organisational unit •Uses leadership styles •Sets feasible targets and priorities, taking resource constraints and circumstances into account •Documents agreements

Scouting: Region/Country General: Division Behaviour: •Takes responsibility for realising the task/goal of the organisation •Supports managers in their roles •Uses leadership styles •Stimulates from the organisation‟s vision/policies

Scouting: Personal General: Personal Behaviour: •Takes responsibility for realising the task/goal of the organisation and managing the impact on society •Supports managers in their roles •Uses leadership styles (inspirational leadership) •Stimulates from the organisation‟s vision/policies/sense of purpose/social relevance

Note:: We describe the desired effect of leadership behaviour in relation to the size of the organisation and the responsibility for what must be achieved.

Personal develepment Corps Nacional de Escutas (em)powerd by © Orang-Orang B.V.

5.4 Effective collaboration
Level 1 Achieves some of the goals in his/her own work without taking the social climate of the group/team he/she is part of into account. Level 2 Achieves the goals in his/her own work and contributes to the social climate of the team/group he/she is part of. Level 3 Achieves goals with regard to his/her own work and the work of a small group (<10 people) and contributes to the social climate of the team/group he/she is part of. Scouting: Team Level 4 Achieves his/her and the group‟s goals and promotes a social climate within a group of < 30 people. Level 5 Achieves his/her and the group‟s goals and promotes a social climate within a group of > 30 people and < 200 people. Level 6 Achieves his/her and the group‟s goals and promotes a social climate within a group of > 200 people.

Scouting: Team

Scouting: Team

Scouting: Group/Project

Scouting: Region/ Country/Mediumsized project Behaviour: •Systematizes routine work in order to gain time for more important things •Encourages and facilitates a good allocation of duties •Makes the process of structured working open for discussion •Speaks to managers about their way of collaborating and encourages adequate leadership •Prepares for meetings and demands the same from others •interrupts meetings when the discussion is not useful •Attaches great importance to solving problems and finishing work •Helps others achieve their goals by removing obstacles •is prepared to examine the accuracy of decisions when he/she does not agree •Will not be discouraged when obstacles loom •Supports clear communication and feedback/an open atmosphere •Shows attention to others‟ work and personalities •Creates fun/togetherness

Scouting: Region/Country/Major project Behaviour: •Systematizes routine work in order to gain time for more important things encourages and facilitates a good allocation of duties •Makes the process of structured working open for discussion speaks to managers about their way of collaborating and encourages adequate leadership •Prepares for meetings and demands the same from others •interrupts meetings when the discussion is not useful •Attaches great importance to solving problems and finishing work •Helps others achieve their goals by removing obstacles •is prepared to examine the accuracy of decisions when he/she does not agree •Will not be discouraged when obstacles loom •Supports clear communication and feedback/an open atmosphere •Shows attention to others‟ work and personalities •Creates fun/togetherness

Behaviour: •Realises share in total •Contributes little or not to atmosphere/mutual involvement •Attaches importance to solving problems and finishing work

Behaviour: •Takes part in discussions constructively •Attaches great importance to solving problems and finishing his/her work •Will not be discouraged when obstacles loom •Supports clear communication and feedback/an open atmosphere •Shows attention to others‟ work and personalities •Creates fun/togetherness

Behaviour: •Systematizes routine work in order to gain time for more important things •Prepares for meetings and expects the same from others •Interrupts meetings when the discussion is not useful •Attaches great importance to solving problems and finishing work •Helps others achieve their goals by removing obstacles •Is prepared to examine the accuracy of decisions when he/she does not agree •Will not be discouraged when obstacles loom •Supports clear communication and feedback/an open atmosphere •Shows attention to others‟ work and personalities •Creates fun/togetherness

Behaviour: •Systematizes routine work in order to gain time for more important things •Encourages and facilitates a good allocation of duties •Prepares for meetings and expects the same from others •Interrupts meetings when the discussion is not useful •Attaches great importance to solving problems and finishing work •Helps others achieve their goals by removing obstacles •Is prepared to examine the accuracy of decisions when he/she does not agree •Will not be discouraged when obstacles loom •Supports clear communication and feedback/an open atmosphere •Shows attention to others‟ work and personalities •Creates fun/togetherness

Note: What we define here is the degree to which personal, team and/or organisational goals are achieved. We use a scale running from achieving one‟s own goals without taking the social climate of the environment into account (low) to achieving all the goals of oneself and a group of more than 200 people as well as promoting the social climate of the group (high).

Here you will contribute to the social climate within a team/group.

Here you influence, from your responsibility awareness, active social environment within a group

Personal develepment Corps Nacional de Escutas (em)powerd by © Orang-Orang B.V.

5.5 Focus & accuracy
Level 1 Is not accurate by nature and has trouble focusing on a task or subtask. Performs tasks with limited accuracy. Level 2 Has some difficulty in focusing on a task or subtask. Performs tasks with occasional limited accuracy. Level 3 Is usually accurate by nature and sometimes has trouble focusing on a task or subtask, but can execute work very accurately when necessary, especially if the task is unique and has a short duration (<10 days). Level 4 Can focus on a task or subtask and can execute work very accurately when necessary, even if the task is not unique and has a short duration (<10 days. Level 5 Can focus on a task or subtask and can execute work very accurately when necessary, for the whole duration of the task, even if the task lasts for more than 10 days. Level 6 Can focus and concentrate on a (repetitive) task for a long time and can execute work very accurately when necessary.

Behaviour: •Checks the work carefully •Reads "the fine print“ •Collects relevant data to avoid missing things

Behaviour: •Checks the work carefully •Reads "the fine print“ •Finds errors in work that was found to be 'accurate' by others •insists to read the final version •Finds contradictions or inconsistencies in critical information •Makes others responsible for the accuracy of their work •Uses frameworks, models and checklists to ensure that all aspects have been included and checked •Collects relevant data to avoid missing things •is picky, careful and industrious; a gogetter

Behaviour: •Checks the work carefully •Reads "the fine print“ •Finds errors in work that was found to be 'accurate' by others •insists to read the final version •Finds contradictions or inconsistencies in critical information •Makes others responsible for the accuracy of their work •Uses frameworks, models and checklists to ensure that all aspects have been included and checked •Collects relevant data to avoid missing things •is picky, careful and industrious; a go-getter

Behaviour: •Checks the work carefully finds errors in work that was found to be 'accurate' by others •Finds contradictions or inconsistencies in critical information •Uses frameworks, models and checklists to ensure that all aspects have been included and checked •Collects relevant data to avoid missing things •is picky, careful and industrious; a go-getter

Behaviour: •Checks the work carefully •Finds errors in work that was found to be 'accurate' by others •Finds contradictions or inconsistencies in critical information •Uses frameworks, models and checklists to ensure that all aspects have been included and checked •Collects relevant data to avoid missing things •is picky, careful and industrious; a go-getter

Note: What is described is a part of the competency focus, concentration and accuracy. We distinguish several levels. Someone who is naturally not accurate, is poorly focused even when performing unique tasks, has the lowest score. Someone who is so focused and accurate that he/she can stay focused and work accurately for a long time on just one task gets the highest score.

Definitions: A task: a clearly defined assignment with an approach and output. The effective use of this competency is strongly related the role that is to be fulfilled. Accounting requires a significantly different concentration and accuracy than conducting sales interviews.

Personal develepment Corps Nacional de Escutas (em)powerd by © Orang-Orang B.V.

5.6 Perseverance
Level 1 Completes a task under normal circumstances and without resistance from the environment. Level 2 Completes a task under restrictive (personal and/or ambient) conditions. Level 3 Completes a job despite severe obstacles (personal and/or ambient) conditions. Level 4 Achieves a team result when ambient , team, and/or personal circumstances hinder lightly. Level 5 realises a team and organisation result for a large organisation under difficult/prohibitive ambient, team and/or personal circumstances. Level 6 realises a result for a large organisation under extensive internal and/or external pressure.

Scouting: Personal General: Personal

Scouting: Personal General: Personal

Scouting: Personal General: Personal

Scouting: Team/Group/Project General: Team/Department

Scouting: Group/Region/Project General: Department/Project (medium-sized) Behaviour: •Ensures that everybody understands each other‟s responsibilities •Builds and utilises a network of contacts to invoke resources •Keeps track of where people are and can quickly identify „sources‟ •Compares the skills of the people with the necessary skills for the work to be done •Delegates authority to be able to act on assigned responsibilities •Knows well before the end of a project/task when people will be available •Takes into account that alternative circumstances might occur •Asks questions about assumptions and conventional ideas •Identifies the key issues to determine how a situation can develop •Identifies ineffectiveness and inefficiency and takes action to eliminate these

Scouting: Country/Major project General: Division/Organisation

Behaviour: •Takes responsibility for his/her own job •Addresses problems/resistance but not independently so

Behaviour: •Takes responsibility for his/her own job •Recognizes problems/resistance/physical/ambient barriers and deals with those independently •Recognizes his/her own emotional resistance and can state it

Behaviour •Takes responsibility for his/her own job •Recognizes severe problems/resistance/physical/ambient barriers and perseveres nevertheless •Recognizes his/her own emotional resistance, can state it and deal with it

Behaviour: •Ensures that everybody„ understands each other‟s‟ responsibilities •Recognizes severe problems/resistance/physical/ambient barriers and supports the team •Identifies the key issues to determine how a situation can develop •Identifies ineffectiveness and takes action to solve this

Behaviour: •Ensures that everybody understands each other‟s responsibilities •Builds and utilises a network of contacts to invoke resources •Keeps track of where people are and can quickly identify „sources„ •Compares the skills of the people with the necessary skills for the work to be done •Delegates authority to be able to act on assigned responsibilities •Knows well before the end of a project/task when people will be available •Takes into account that alternative circumstances might occur •Asks questions about assumptions and conventional ideas •Identifies the key issues to determine how a situation can develop •Identifies ineffectiveness and inefficiency and takes action to eliminate these •Communicates vision and meaning as a perspective

Note: Here we describe an individual's perseverance. We combine the degree of perseverance with the degree to which conditions and/or (work) environment hinder realisation. The first part of the series concerns the personal perseverance, the second part deals with the degree of perseverance of someone responsible for a small or larger organisation.

Personal develepment Corps Nacional de Escutas (em)powerd by © Orang-Orang B.V.

6. Collaborating within organisations, and with clients & partners

Personal develepment Corps Nacional de Escutas (em)powerd by © Orang-Orang B.V.

6.1 Integrity
Level 1 Searches (and/or exceeds) the limits of (legal) standards for his/her own benefit and/or disseminates and uses information with the intention or effect to damage the position/reputation another person/organisation. Level 2 Searches (and/or exceeds) the limits of (legal) standards for his/her own benefit and/or is not sufficiently aware of the confidentiality/sensitivity of information. Level 3 Respects the limits of (legal) standards in thought and action and resists, under circumstances, temptations that compromise integrity and/or is aware of the confidentiality of (personal or organisational) information and acts accordingly. Level 4 Examines the possibility of complying with higher standards to create value and acts accordingly and/or uses a deliberate confidentiality by making agreements about the confidentiality of information about individuals or organisations. Level 5 Complies with implicit and explicit values and an understanding of mutual interest as starting point in thinking and acting and/or maintains a deliberate confidentiality by making agreements about the confidentiality of information about individuals or organisations and/or speaks with others/adresses others about maintaining appropriate confidentiality/care. Level 6 Creates a culture of values and safeguarding the interest of stakeholders (with guidelines) and thereby promotes sustainable value, welfare and wellbeing and/or maintains a deliberate confidentiality by making agreements about the confidentiality of information about individuals or organisations and/or speaks with others/adresses others about maintaining appropriate confidentiality/care.

Behaviour: •Plays fast and loose with rules and regulations •Acts for his/her own benefit Does not display integrity in dealing with information, e.g. gossips and spreads rumours, consciously or subconsciously •Does not know when to keep quiet •Plays games

Behaviour: •Uses (legal) boundaries and frameworks and codes of conduct but still strives to go around these to benefit the organisation •Is subconsciously insincere with information by gossiping, spreading rumours etc. •Does not know when keep quiet

Behaviour: •Complies Uses (legal) boundaries and frameworks and codes of conduct •Perceives and respects other people‟s values and standards •Respects the environment passively and/or actively and seeks sustainability

Behaviour: •Complies Uses (legal) boundaries and frameworks and codes of conduct •Considers basic values in thought and actions •Perceives and respects other people‟s values and standards •Knows when to keep quiet and makes arrangements about this •Perceives the interests of the other/the larger collective •Passively respects the environment

Behaviour: •Complies Uses (legal) boundaries and frameworks and codes of conduct •Considers basic values in thought and actions •Perceives and respects other people‟s values and standards •Creates or uses ethics •Leverages diversity •Knows when to keep quiet, makes arrangements about this and addresses others about this •Perceives the interests of the other/the larger collective •Respects the environment passively and/or actively and seeks sustainability

Behaviour: •Complies Uses (legal) boundaries and frameworks and codes of conduct •Considers basic values in thought and actions •Perceives and respects other people‟s values and standards •Creates or uses ethics •Leverages diversity •Knows when to keep quiet •Perceives the interests of the other/the larger collective •Respects the environment passively and/or actively and seeks sustainability

Note: The focus on creating value on the basis of imposed, accepted and/or created values is subject of this competence.

Definitions: Norm: law, rule, decency, ethical framework Value: assumption or perspective that focuses on 'good' and/or the continuing positive effects of (inter) acting. Confidentiality of information relates to individuals and/or organisations. In the role of colleague, fellow team member, customer or supplier. The extent to which another‟s interest may be harmed is that person‟s interest and/or faith is the touchstone of conduct. Respect and care are the basis for an environment in which everybody can prosper and everybody‟s interests are served. Integrity presumes living and working by this premise: the limit of individual freedom is the limit of freedom/space of the others and that of society as a whole. Effectively respecting other people and trying to care for common values like sustainability form positive aspects of integrity to pursue.

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6.2 Adaptability
Level 1 Functions without (consciously and/or subconsciously) conforming to the values/beliefs/culture within the organisation and/or shows negative and critical resistance at a critical position against some of the values/beliefs/culture. Level 2 Concurs in part and/or with (perceptible) resistance to the values/beliefs/culture of the organisation. Level 3 Concurs with the values/beliefs/culture of the organisation. Level 4 Is willing and able to act proactively on the basis of the values/beliefs/culture of the organisation and/or provides positive criticism and feedback on values/beliefs/culture where relevant. Level 5 Is willing and able to advocate the values/beliefs/ culture of the organisation consciously by displaying exemplary behaviour. Level 6 Is willing and able to consciously join in developing values/beliefs/culture for an organisation and influences others both by exemplary behaviour and utterances regarding developments, experience and/or compliance with values/beliefs/culture of the organisation Behaviour: Adaptability: •Responds quickly and adequately to changes, new ideas •Advocates changes •Fits in in any environment (customer, collaboration) •Remains effective as conditions change unexpectedly •Responds quickly to changing priorities •Can work simultaneously on multiple tasks •Is willing to try different approaches •Shows through his/her behaviour that he/she complies with the rules of conduct in the organisation

Behaviour: Adaptability: •Finds it difficult to comply with rules/agreements and demonstrates that •Expresses no/insufficient awareness of the formal or informal rules of conduct •Expresses negative criticism about the way things are done/the rules of conduct in the organisation

Behaviour: Adaptability: •Shows through his/her behaviour that he/she complies only in part or reluctantly with the rules of conduct in the organisation •Shows awareness of the formal or informal rules of conduct

Behaviour: Adaptability: •Is rapidly effective in new teams •Demonstrates acceptance of changes •Remains effective as conditions change unexpectedly •Shows ability to adopt new practices •Responds quickly to changing priorities •Can switch to another task quickly •Is willing to try different approaches •Shows through his/her behaviour that he/she complies with the rules of conduct in the organisation

Behaviour: Adaptability: •Is rapidly effective in new teams •Responds quickly and adequately to changes and new ideas and demonstrates acceptance of changes •Fits in in any environment (customer, collaboration) •Remains effective as conditions change unexpectedly •Shows to be able to adopt new practices •Responds quickly to changing priorities •Can work simultaneously on multiple tasks •Can quickly switch to another task •Is willing to try different approaches •Shows through his/her behaviour that he/she complies with the rules of conduct in the organisation Awareness of environment: •Is well-informed on current issues and events •Introduces external events or trends in internal discussions •Recognizes differences between personal and organisational standards and uses these effectively

Behaviour: Adaptability: •Responds quickly and adequately to changes, new ideas •Advocates changes •Fits in in any environment (customer, collaboration) •Remains effective as conditions change unexpectedly •Responds quickly to changing priorities •Can work simultaneously on multiple tasks •Is willing to try different approaches •Shows through his/her behaviour that he/she complies with the rules of conduct in the organisation

Awareness of environment: •Introduces external events or trends in internal discussions •Looks outside the organisation for an analysis of current and future needs •Recognizes differences between personal and organisational values and uses these less effectively

Awareness of environment: •Is well-informed on current issues •Introduces external events or trends in internal discussions •Recognizes differences between personal and organisational values and uses these effectively

Awareness of environment: •Is well-informed on current issues and events •Uses examples of evidence from outside the organisation •Introduces external events or trends in internal discussions •Recognizes differences between personal and organisational standards and uses these effectively

Awareness of environment: •Watches market trends and what competitors are doing •Is well-informed on current events •Has a vision on a wide range of issues •Uses examples of evidence from outside the organisation •Is able to explain the influence of significant external events on a group or introduces external events or trends in internal discussions •Looks outside the organisation for an analysis of current and future needs •Recognizes differences between personal and organisational values and uses these effectively

Note:

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What is described here is the conscious choice to be part of an organisation with its values and to join in defining these .... or to leave the organisation. Here we have a scale ranging from operating without consciously conforming and negative and negative critical resistance (low) to the conscious co-creation of values and propagating these.

6.3 Organisational awareness
Level 1 Has difficulty to effectively align to organisation and colleagues with regard to some aspects and occasionally creates social barriers and barriers in communicative. Level 2 Can effectively align to organisation and colleagues and does not create social barriers and barriers in communicative. Level 3 Can effectively align to organisation and colleagues and thus has a proactive contribution to an effective social context for the work within the organisation/work environment. Level 4 Can consciously create an image of the way employees in an organisation should interact socially. Based on this, he/she: •Functions effectively •Acknowledges employees/the organisation‟s needs Level 5 Can fairly quickly create a coherent picture of: •Formal and informal structures in the organisation and how these come to be •The various actors (from a group perspective as well as the perspective of personal growth, maturity and personal motives) •Values/beliefs/culture in an organisation or organisational unit with up to 100 employees Level 6 Can fairly quickly create a coherent picture of: •Formal and informal structures in the organisation and how these come to be •The various actors (from a group perspective as well as the perspective of personal growth, maturity and personal motives) •The values/beliefs/culture in an organisation or organisational unit with more than 200 employees

Behaviour: •Regularly communicates awkwardly and/or unclearly about work and/or personal needs •Tries to serve his/her own interests without consideration for others

Behaviour: •Understands the priorities and goals of related colleagues and contacts them when they are going to be affected by decisions to be taken •Generally recognizes the right time for change initiatives •Uses feedback to improve his/her work

Behaviour: •Understands the priorities and goals of related colleagues and contacts them when they are going to be affected by decisions to be taken •Knows which groups within the organisation are affected by his/her work •Recognizes the right time for change initiatives •Ensures that the goals of his/her own team are in line with those of the organisation •Uses feedback to improve his/her and the team‟s work

Behaviour: •Uses and expands a personal network within the organisation for information exchange •Understands the priorities and goals of related colleagues and contacts them when they are going to be affected by decisions to be taken •Identifies the various trend-setters in their part of the organisation and uses informal structures to get work done •Knows which groups within the organisation are affected by his/her work •Recognizes the right time for change initiatives •Contributes to others understanding the impact of their decisions and actions •Ensures that the goals of his/her own team are in line with those of the organisation •Uses feedback to improve his/her and the team‟s work

Behaviour: •Rapidly recognizes structures and interaction •Identifies the various trend-setters in their part of the organisation and uses informal structures to get work done •Knows which groups (within and outside the organisation) influence each other •Recognizes the right time for initiatives to change •Contributes to others understanding the impact of their decisions and actions •Ensures that the goals of his/her part of the organisation are in line with those of the whole organisation and the environment •Uses feedback to improve his/her and the team‟s work

Behaviour •Rapidly recognizes structures and interaction •Identifies the various trend-setters in their part of the organisation and uses informal structures to get work done •Knows which groups (within and outside the organisation) influence each other •Recognizes the right time for initiatives to change •Contributes to others understanding the impact of their decisions and actions •Ensures that the goals of his/her organisation are in line with the environment •Uses feedback to improve his/her and the team‟s work

Note: Awareness of organisation and environment has to do with the ability to perceive the overall make-up of an organisation formed by factors like culture, group myths, structure, business processes and group dynamics and to be able to work with these. Here we have a scale that runs from “has trouble to adapt to organisation and colleagues and thereby creates social communication barriers” (low) to “is able to have a coherent picture in a short time and knows how to act accordingly” (high).

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6.4 Understanding cohesion
Level 1 Sees the coherence of his/her own work and acts accordingly. Level 2 Sees the connection between his/her own work and that of colleagues within the department or project team and/or knows the impact of his/her actions on the immediate environment and acts accordingly. Level 3 Sees the connection between his/her own work and that of colleagues with at customers and in the immediate environment and acts accordingly. Level 4 Sees the connection between different parts of the organisation and/or processes and/or understands the impact of his/her own actions on the immediate environment and uses that insight to manage. Level 5 Sees and understands the connection between several parts and processes in a chain, market or organisation and uses that insight to manage. Level 6 Sees and understands the connection between several parts and processes in a chain, market, organisation or society and can connect these to the convictions of the actors in a particular context and uses that insight to manage.

Behaviour: •Efficiently organizes his/her own work using his/her insight into the relationship between the elements of the task •Makes lists, and reports and creates structure

Behaviour: •Sees consistency •Is involved in matters that are not his/her personal priority •Provides assistance to others who are under pressure •Shares information •Strives to understand the priorities and wishes of others •Adheres to guidelines for use in the immediate environment

Behaviour: •Sees consistency •Sees how aspects/dilemmas are part of the customer relationship and of working with the customer •Provides assistance to others who are under pressure •Shares information •Uses information and experience of others •Strives to understand the priorities and wishes of others •Recognizes everyone's unique experiences, backgrounds and perspectives •Asks questions to use everyone's individual experiences •Recognizes the reasons for the guidelines for the use of the environment and behaves accordingly

Behaviour •Sees consistency •Sees how aspects issues are part of a bigger picture •Shows he/she is aware how things are connected in a organisation system •Is involved in matters that are not his/her personal priority •Acts as if all stakeholders are equal partners in a solution •Looks for opportunities at all stakeholders within the organisation/at the customer •Shares information •Uses the information and experience of others •Wants to understand the priorities and needs within the organisation •Acknowledges individual and organisational perspectives •Asks questions to use everyone's individual experiences •Provides guidance on the use of the natural environment

Behaviour: •Sees consistency •Sees how aspects issues are part of a bigger picture •Shows he/she is aware how things are connected in a complex system •Examines the possibilities for all (chain) partners to exploit opportunities •Organizes assistance for (chain) obstacles •Shares information •Uses the information and experience of others •Wants to understand the priorities and needs within the organisation •Recognizes individual and organisational perspectives •Asks questions to exploit everyone's individual experiences •Is aware of the chain of environmental effects and environmental factors

Behaviour •Sees consistency •Sees how aspects issues are part of a bigger picture •Shows he/she is aware how things are connected in a complex system •Examines the possibilities for all (chain) partners in a social context to exploit opportunities •Organizes assistance for (chain) obstacles •Tunes the presentation of development issues to be affected target groups •Organises information sharing •Uses the information and experience of social chain partners •Wants to understand the priorities and needs within the organisation •Recognizes/acknowledges social, organisational and individual perspectives •Asks questions to exploit everyone's individual experiences •Is aware of the chain of environmental effects and environmental factors uses that insight to manage

Note: This competency describes the extent to which someone is aware of and focused on "the coherence of things“ in a chain.

Personal develepment Corps Nacional de Escutas (em)powerd by © Orang-Orang B.V.

6.5 Customer focus and focus on service
Level 1 Fulfils his/her task/role effectively (with regard to social aspects and communication) but does not focus on additional individual and/or customer needs. Level 2 Has a service attitude towards others (colleagues, employees, internal and external customers). Level 3 Has a service attitude and is focused on others (colleagues, employees, internal and external customers). Level 4 Can proactively mold relationships with others (colleagues, employees, internal and external customers, agents). Level 5 Is proactively involved in the realisation of others‟ interests and/or can effectively manage relationships both from a personal perspective and from a perspective of mutual interest. Level 6 Perceives the integral needs of customers and customer groups and devises service strategies that addresses those needs proactively and can establish and manage relationships/management from the perspective of the needs of the customers‟ organisations.

Scouting: Person Behaviour: •Gives people the feeling that he/she listens to them but does not always •Performs tasks in a business-like manner

Scouting: Team Behaviour: •Makes people feel that he /she listens to them with attention •If someone has done something wrong, the issue is central and not the person •Respects confidentiality •Offers others help when they are under pressure •Provides service within the agreed standards

Scouting: Team Behaviour: •Makes people feel that the /she listens to them, with attention •If someone has done something wrong, the issue is central and not the person •Respects confidentiality; offers others help when they are under pressure •Shows interest in people outside work •Respects confidentiality •Offers others help when they are under pressure •Takes unusual or unorthodox measures to help others •Provides service beyond the agreed standards

Scouting: Team Behaviour: •Makes people feel that the /she listens to them, with attention •If someone has done something wrong, the issue is central and not the person •Challenges contempt and disrespect •Shows interest in people outside work •Respects confidentiality; •Takes steps to win the trust of others •Offers help to others when they are under pressure •Takes unusual or unorthodox measures to help others •Provides service beyond the agreed standards

Scouting: Group Behaviour: •Makes people feel that the /she listens to them, with attention •If someone has done something wrong, the issue is central and not the person •Challenges contempt and disrespect •Shows interest in people outside work •Respects confidentiality; •Takes steps to win the trust of others •Offers help to others when they are under pressure •Takes unusual or unorthodox measures to help others •Organises service delivery from established organisation standard

Scouting: Region/Country Behaviour: •Makes people feel that the /she listens to them, with attention •If someone has done something wrong, the issue is central and not the person •Challenges contempt and disrespect •Shows interest in people outside work •Respects confidentiality; •Takes steps to win the trust of others •Offers help to others when they are under pressure •Takes unusual or unorthodox measures to help others •Develops service standards and implements these in the organisation •Creatively researches and develops strategies for service delivery and for cementing customer relationships

Note: What we are trying to capture is the customer focus. We recognize a number of levels. Someone may have customer focus without being focused on the person behind the customer (internal or external). Someone may be focused on customers and service and even on the person behind the customer but be unable to manage such relationships proactively or organise them on a larger scale. We see customer focus as a willingness to proactively take into account and be focused on internal or external partners (customers, suppliers, colleagues etc.).

Personal develepment Corps Nacional de Escutas (em)powerd by © Orang-Orang B.V.

7. Personal development

Personal develepment Corps Nacional de Escutas (em)powerd by © Orang-Orang B.V.

7.1 Focus on development
Level 1 Functions without a conscious focus on the development of self/others. Level 2 Focuses on the development of knowledge/skills associated with his/her role and/or is responsive to questions and the development of close colleagues. Is able to reflect on his/her own experiences. Level 3 Is consciously engaged in the development of the self and the competencies required for the role and/or is responsive to personal situations of other employees. Is able to reflect on his/her role and is sensitive to situations experiences and alternative behaviour. Level 4 Stimulates the development of personality and skills necessary for a particular role, both for himself/herself and colleagues and/or focuses on developing team skills. Can reflect on his/her own and others‟ situations, and is able to identify alternative behaviour scenarios. Level 5 Organizes/facilitates the development of personality and skills for himself/herself and for colleagues/teams. Can reflect in depth on interpersonal and intrapersonal issues and can use his/her insights. Level 6 Promotes/facilitates (both personally and systematically) all individual (employees, colleagues, customers, suppliers, himself/herself) both in terms of personality and skills development, also by organising and supporting this development. Can reflect in depth on interpersonal and intrapersonal issues and can use his/her insights. Behaviour •Approaches others as equals and understands what is important for others •Recognizes and respond s to nonverbal behaviour, body language, voice, innuendo •Accurately anticipates reactions of individuals and groups and listens, let others be heard •Understands the complexity of habits and behaviour in the context of cultural background •Acknowledges the unique experiences, backgrounds and perspectives of the individual employee •Asks questions to get to know about and to use the diverse experiences of people •Involves people who can help build bridges between cultural differences for example in international or organisation-wide activities, solicits contributions from as many different sources as possible. •Chooses a team composition in which a variety of backgrounds and experiences is represented -Organizes and facilitates individual and team development moments -Encourages open discussions -Facilitates reflection (a critical look back) and introspection (look inside) -Uses principles of consciousness development in mentoring

Behaviour: •Approaches others as equals •Has no conscious attention for his/her or others' development

Behaviour: •Approaches others as equals and understands what is important for others •Accurately anticipates reactions of individuals and listens, lets others feel to be heard •Asks questions to get to know about and to use people‟s individual experiences •Participates in professional training •Learns from his/her experiences

Behaviour: •Approaches others as equals and understands what is important for others •Recognizes and respond s to nonverbal behaviour, body language, voice, innuendo •Accurately anticipates reactions of individuals and groups and listens, let others be heard •Recognizes the unique experiences, backgrounds and perspectives of people •Asks questions to get to know about and to use people‟s individual experiences •Encourages open discussions •Participates in vocational and personal training •Reflects on his/her own experiences

Behaviour: •Approaches others as equals and understands what is important for others •Recognizes and responds to nonverbal behaviour, body language, voice, innuendo •Accurately anticipates reactions of individuals and groups and listens, let others be heard •Understands the complexity of habits and behaviour •Acknowledges the unique experiences, backgrounds and perspectives of the individual employee •Asks questions to get to know about and to use people‟s individual experiences •Chooses team compositions in which a variety of backgrounds and experiences is represented •Encourages open discussion and team evaluations •Participates in professional, personal and/or team training •Reflects on his/her own and team development

Behaviour: •Approaches others as equals and understands what is important for others •Recognizes and respond s to nonverbal behaviour, body language, voice, innuendo •Accurately anticipates reactions of individuals and groups and listens, let others be heard •Understands the complexity of habits and behaviour •Acknowledges the unique experiences, backgrounds and perspectives of the individual employee •Asks questions to get to know about and to use the diverse experiences of people •involves people who can help build bridges between cultural differences for example in international or organisation-wide activities, solicits contributions from as many different sources as possible. •Chooses a team composition in which a variety of backgrounds and experiences is represented •Organizes and facilitates individual and team development moments •Encourages open discussions •Facilitates reflection (a critical look back) and introspection (look inside)

Note: This competency is about the focus on personal development and the development of others.

Personal develepment Corps Nacional de Escutas (em)powerd by © Orang-Orang B.V.

7.2 Coaching/Mentoring
Level 1 Can support team functioning by facilitating discussion of personal and team performance. Level 2 Supports individuals and small teams in developing insight in substantive aspects of performance and/or collaboration in daily practice. Level 3 Supports/facilitates individuals and/or (small) teams in practice in the development of work planning, work processes and/or collaboration processes. Level 4 Supports/facilitates individuals and/or (small) teams in the development of personal skills and/or attitudes. Level 5 Supports/facilitates the team‟s development of team ability and/or solutions to complex problems, systems, processes and/or supports individuals in their personal development with targeted interventions/training and/or manages or assists a group intervention in a group of 15-50 participants. C. Mentoring, component: Coaching, developing others component G5 mediation in conflicts. Level 6 Facilitates group processes (problem solving, group consciousness development) in groups of 50-500 participants and/or mentors members of teams within an organisation, thus optimising their personal growth and well-being, and promoting collaboration.

C. Mentoring, component: Coaching, developing others component G5 mediation in conflicts.

C. Mentoring, component: Coaching, developing others component G5 mediation in conflicts.

C. Mentoring, component: Coaching, developing others component G5 mediation in conflicts.

C. Mentoring, component: Coaching, developing others component G5 mediation in conflicts.

Behaviour: •Provides insight and direction •Encourages stakeholders •Shows compassion rather than pity •Separates content and process

Behaviour: •Provides insight and direction •Encourages stakeholders •Shows compassion rather than pity •Separates content and process •Intervenes flexibly •Acts involved and unselfishly •Uses interview styles

Behaviour: •Provides insight and direction •Empowers stakeholders •Separates content and process •Intervenes flexibly •Acts involved and unselfishly •Uses interview styles •Reflects on his/her own performance

Behaviour: •Provides insight and direction •Empowers stakeholders •Shows rather than pity •Intervenes flexibly •Acts involved and unselfishly •Separates content and process •Uses clarification and intervention techniques with depth in contact •Reflects on his/her own functioning.

Behaviour: •Provides insight and direction •Uses group intervention techniques •Empowers stakeholders •Shows compassion rather than pity •Separates content and process •Intervenes flexibly •Acts involved and unselfishly •Uses clarification and intervention techniques with depth in contact

Behaviour: •Provides insight and direction •Uses large-scale group intervention techniques •Empowers stakeholders •Shows rather than pity •Separates content and process •Acts from an understanding of the organisation and insight into the social context •Intervenes flexibly •Acts involved and unselfishly •Reflects on his/her own functioning •Uses clarification and intervention techniques with depth in contact

Note: This series includes the ability to facilitate interventions and/or development processes.

Personal develepment Corps Nacional de Escutas (em)powerd by © Orang-Orang B.V.

7.3 Persuasiveness
Level 1 Accepts beliefs (almost) uncritically. Level 2 Accepts beliefs after a critical consideration. Level 3 Is able to transfer a set of beliefs to people in the immediate work environment. Level 4 Is able to transfer a set of beliefs to a limited group in and beyond the immediate work environment. Level 5 Is able to transfer a set of beliefs to a number of small groups and to make them partially or completely accept this set of beliefs. Level 6 Is able to persuade large groups to partially or completely accept a set of beliefs.

Behaviour: •Accepts the truth of statements at face value •Conforms to (negative) ideas

Behaviour: •Thinks critically and shows surprise and/or involvement •Asks for reasons and backgrounds: asks why? •Utters alternative arguments •Gives a reasoned explanation, which others can follow

Behaviour: •Asks for reasons and backgrounds; asks why? •Has arguments which will influence the debate •Gives a reasoned explanation that others can follow •Explains the advantages and disadvantages and obtains acceptance •Is clear about his/her expectations •Is able to work with many different people from various levels

Behaviour: •Has arguments which will influence the debate •Gives a reasoned explanation that others can follow •Explains the advantages and disadvantages and obtains acceptance •Is clear about his/her expectations and uses the right amount of pressure •Is able to work with many different people from various levels

Behaviour: •Has arguments which will influence the debate •Gives a reasoned explanation that others can follow •Integrates multiple ideas and wishes •Explains the advantages and disadvantages and obtains acceptation •Uses his/her network •Points out the negative consequences if the agreement fails •Is clear about his/her own expectations and uses the correct amount of pressure •Is able to work with many different people from various levels

Behaviour: •Has arguments which will influence the debate •Gives a reasoned explanation that others can follow •Integrates multiple ideas and wishes •Explains the advantages and disadvantages and obtains acceptation •Has a „strategy‟ •Uses network/lobby/alliances •Points out the negative consequences if the agreement fails •Is clear about his/her own expectations and uses the correct amount of pressure •Is able work with many different people from various levels.

Note: Paradigm indicates the way an individual looks at reality (reality view). The way of accepting, generating and influencing others with convictions is described in this competency. Here we have a scale ranging from unable to manage one‟s own beliefs critically (low) to influencing large groups (high).

Definitions: Conviction/set of beliefs is the perception or conception of 'reality'. A collection of opinions about the reality is a set of beliefs. Immediate environment is the group of people one works with. The members of this group cannot be avoided. Limited group: Less than 35 people. Large group: More than 200 people who may be heterogeneous, i.e. this group may consist of subgroups.

Personal develepment Corps Nacional de Escutas (em)powerd by © Orang-Orang B.V.

8. Entrepreneurship & risk management

Personal develepment Corps Nacional de Escutas (em)powerd by © Orang-Orang B.V.

8.1 Entrepreneural behaviour
Level 1 Takes responsibility for achieving his/her own objectives. Level 2 Takes responsibility for achieving the results of the team he/ she is part of. Level 3 Takes responsibility for the outcome of a project and/or organisation process. (Project lead time> 6 months/team size <10 employees). Level 4 Takes responsibility for the outcome of a major project, small organisation or part of organisation (Project lead time> 6 months/team size/organisation size> 50 employees). Level 5 Has full responsibility for the full realisation of an organisation‟s results (minimum 50 employees). Level 6 Personally vouches for investments and results of a large organisation.

Behaviour: •Acts proactively in acquisition/membership recruitment/sales of services •Takes responsibility for the outcome within his/her job by ensuring progress and identifying risks

Behaviour: •Acts proactively in acquisition/membership recruitment/sales or encourages others to act proactively •Takes responsibility for the outcome within his/her team by ensuring progress and identifying risks •Sees opportunities where others do not recognize these •Stays abreast of developments in the relevant field

Behaviour: •Acts proactively in acquisition/membership recruitment/sales or encourages others to act proactively •Takes responsibility for the outcome within his/her project by ensuring progress and identifying risks •Uses an external network to find (business) opportunities •Sees opportunities where others do not recognize these •Identifies opportunities with the greatest potential yield •Stays abreast of developments in the relevant field

Behaviour: •Acts proactively in acquisition/membership recruitment/sales or encourages others to act proactively -Uses an external network to find (business) opportunities •Sees opportunities where others do not recognize these •Encourages entrepreneurial behaviour in others and supports them •Identifies opportunities with the greatest potential yield •Keep customers informed of the latest products and services •Stays abreast of developments in the relevant field •Strives after efficiency

Behaviour: •Acts proactively in acquisition/membership recruitment/sales or encourages others to act proactively -Uses an external network to find (business) opportunities •sees opportunities where others do not recognize these •Connects requirement from one area with solutions from another in unexpected ways •Encourages entrepreneurial behaviour in others and supports them •Identifies opportunities with the greatest potential profitability (returns) •Keeps customers informed of the latest products and services •Keeps abreast of developments in the relevant field •Restructures work to achieve cost savings

Behaviour: •Acts proactively in acquisition/membership recruitment/sales or encourages others to act proactively -Uses an external network to find (business) opportunities •Sees opportunities where others do not recognize these •Connects requirement from one area with solutions from another in unexpected ways •Encourages entrepreneurial behaviour in others and supports them •Identifies opportunities with the greatest potential profitability (returns) •Keeps customers informed of the latest products and services •Keeps abreast of developments in the relevant field •Restructures work to achieve cost savings

Note: What we define here is the extent, in terms of responsibility taken, of the risk taken. For entrepreneurship we use a scale ranging from showing entrepreneurship only for oneself (low) to „feels responsible as operator for a large company‟ (high). From level 3 the person involved takes responsibility for economic performance (filling assignment portfolio, acquiring members), realising the agreed results and continuity (of customer satisfaction, employee satisfaction, proper relationships with partners and environment, profit, and resilience).

Definition: Small organisation: Organisation with up to 50 employees, where person concerned has final responsibility for the results and for establishing and managing processes. Part of an organisation: A business unit (department/section staff) or subsidiary, where person concerned has final responsibility for results, process design and/or investment decisions at a higher level. Organisation: An independent unit with at least 50 employees, where person concerned has full responsibility for results, business operation and process design. Major organisation: An organisation that consists of several independent operating companies and/or divisions.

Personal develepment Corps Nacional de Escutas (em)powerd by © Orang-Orang B.V.

8.2 Working systematically
Level 1 Starts work without taking preconditions and environmental factors. Level 2 Determines what approach/tools/instruments are required just before starting work Level 3 Works according to a prepared plan and arranges timely availability of resources beforehand and/or deploys resources adequately and coherently. Level 4 Works according to plan that was discussed with all involved and arranges timely availability of resources beforehand and/or employs resources adequately and coherently based on the applicable quality system. Level 5 Initiates and coordinates the deployment of resources, taking into account the effective realisation of project and/or programme results and/or develops processes and procedures for quality assurance and/or coordinates so that sustainability and organisational results are guaranteed. Level 6 Initiates and coordinates the deployment of resources, taking into account the effective realisation of project, programme and/or organisation results and/or develops comprehensive processes and procedures for quality assurance and/or coordinates so that sustainability and organisational results are guaranteed.

Behaviour: •Starts without preparation •Stops or shifts work in case of insufficient resources

Behaviour: •Organizes his/her own work on site •Arranges the necessary tools just before start of work

Behaviour: •Plans the work as efficiently as possible •Aligns planning with stakeholders •Tries to identify potential risks •Is aware of the impact of his/her actions on the environment •Manages by results

Behaviour: •Plans the work together with the team •Applies quality approach •Tries to identify potential risks •Strives for efficiency •Proposes a planning in coordination with team members •Is aware of the impact of his/her actions on the environment

Behaviour: •Develops a quality system •Plans the work with the team according to the quality system •Aligns planning with stakeholders •Tries to identify potential risks •Is oriented on (potential) risks •Is aware of the impact of his/her actions on the environment •Manages by sustainability and organisation result

Behaviour: •Plans his/her work •Aligns planning with stakeholders •Tries to identify potential risks •Encourages team members/colleagues/chain partners in risk awareness •Develops coherent measures •Is aware of the impact of his/her actions on the environment •Manages by sustainability and organisation results

Note: Working systematically leads to achieving the most efficient intended result. This competence ranges from one‟s own job, through coherent deployment of resources based on planning and quality procedures, to coherent complex deployment and development of processes and programmes.

Personal develepment Corps Nacional de Escutas (em)powerd by © Orang-Orang B.V.

8.3 Working safely
Level 1 Goes to work without orientating on safety. Level 2 Uses standard safety precautions without aligning these to the actual situation at hand. Level 3 Operates according to an approach, proactively applying safety measures for individuals, workplace, and collaborative situation, even if circumstances change and vary. Level 4 organizes work safety by creating awareness of safety and security. Level 5 Develops processes/procedures for safe working and/or coordinates the safety and/or continuity processes and procedures so that safety, sustainability and organisation results are ensured. Level 6 Can draw up a comprehensive safety and risk analysis and use that for producing a comprehensive risk control approach (preventive and corrective) and/or develops tactical scenarios for the (mitigation of risks) and/or is capable of adequately executing the comprehensive risk management for an organisation or event.

Behaviour: •Works without attention for safety

Behaviour: •Uses safety procedures because it is mandatory

Behaviour: •Focuses on(potential) safety risks •Uses security procedures proactively •Encourages fellow team members/colleagues/(chain) partners in proactive security and safety awareness •Continuously monitors safety during activities •Is aware of the impact of his/her actions on the environment

Behaviour: •Focuses on(potential) safety risks •Uses security procedures proactively •Encourages fellow team members/colleagues/(chain) partners in proactive security and safety awareness •Develops coherent safety measures •Is aware of the impact of his/her actions on the environment

Behaviour: •Ensures safety planning •Aligns planning with stakeholders •Focuses on(potential) safety risks •Proactively develops safety procedures •Ensures that team members/colleagues/(chain) partners proactively use safety measures and have a safety awareness •Develops coherent operational safety measures based on scenarios •Is aware of the impact of his/her actions on the environment •Ensures adequate communication about safety

Behaviour: •Ensures safety planning •Aligns planning with stakeholders •Focuses on(potential) safety risks •Proactively uses safety procedures •Ensures that team members/colleagues/(chain) partners proactively use safety measures and have a safety awareness •Develops coherent operational safety measures based on scenarios •Is aware of the impact of his/her actions on the environment •Develops and ensures comprehensive communication about safety

Note: Safety is an important aspect. The scale for this competence runs from own job/not focused on safety and/or environment via coherent commitment of staff based on planning and safety procedures to coherent complex deployment, development of safety processes and the realisation of the comprehensive risk management.

Personal develepment Corps Nacional de Escutas (em)powerd by © Orang-Orang B.V.

8.4 Stress resistance
Level 1 Is able to perform under normal pressure and stable conditions. Level 2 Is able to perform under normal pressure and varying conditions. Level3 Is able to perform under normal pressure and strongly varying conditions. Level 4 Is able to perform under high pressure and stable conditions. Level 5 Is able to perform under high pressure and varying conditions. Level 6 Is able to perform under high pressure and strongly varying conditions.

Behaviour: •Focuses on the facts •Proactively tries to bring structure and set priorities

Behaviour: •Focuses on the facts •Quickly refocuses on operations after a disappointment or setback •Finds alternatives when people, systems or devices do not function as expected or agreed •Can take decisions and reacts positively when making decisions or action is requested •Remains effective under pressure of time and workload •Proactively tries to bring structure and set priorities •Realises that ample rest becomes more important as the job requires more overview

Behaviour: •Focuses on the facts •Quickly refocuses on operations after a disappointment or setback •Finds alternatives when people, systems or devices do not function as expected or agreed •Can take decisions and reacts positively when making decisions or action is requested •Remains effective under pressure of time and workload •Proactively tries to bring structure and set priorities •Realises that ample rest becomes more important as the job requires more overview •Is able to „keep going even under exacting physical circumstances

Behaviour: •Focuses on the facts •Quickly refocuses on operations after a disappointment or setback •Keeps calm when confronted by personal criticism or anger •Can take decisions and reacts positively when making decisions or action is requested -Remains effective under pressure of time and workload -Proactively tries to bring structure and set priorities -Realises that ample rest becomes more important as the job requires more overview

Behaviour: •Focuses on the facts •Quickly refocuses on operations after a disappointment or setback •Keeps calm when confronted by personal criticism or anger •Finds alternatives when people, systems or devices do not function as expected or agreed •Ask for facts when confronted with personal attack •Can take decisions quickly and react positively when rapid decisions or action are required •Keeps calm and effective under pressure of time or workload •Proactively tries to bring structure and set priorities •Realises that ample rest becomes more important as the job requires more overview

Behaviour: •Focuses on the facts •Quickly refocuses on operations after a disappointment or setback •Keeps calm when confronted by personal criticism or anger •Finds alternatives when people, systems or devices do not function as expected or agreed •Ask for facts when confronted with personal attack •Can take decisions quickly and react positively when rapid decisions or action are required •Keeps calm and effective under pressure of time or workload Proactively tries to bring structure and set priorities •Realises that ample rest becomes more important as the job requires more overview •Is able to „keep going even under exacting physical circumstances

Note: The extent to which someone is resistant to pressure may be important for fulfilling a role, but also for one‟s choice of roles. We create an index for both individual and organisation to gauge whether the match between individual and role is the right one. We use a scale that begins with normal resistance to pressure in stable conditions (low) to resistance to high pressure in strongly varying circumstances (high).

Personal develepment Corps Nacional de Escutas (em)powerd by © Orang-Orang B.V.

8.5 Autonomy
Level 1 Often feels a 'victim' of external circumstances and cannot puts things in perspective. Level 2 Frequently feels a 'victim' of external circumstances and cannot puts things in perspective. Level 3 Often lets himself/herself get "overwhelmed" by the developments and gets problems putting things in perspective. Level 4 Occasionally lets himself/herself get "overwhelmed" by the developments and gets problems putting things in perspective. Level 5 Usually sees himself/herself as the source of his/her own experience / can usually put things in perspective. Level 6 Always sees himself/herself as the source of his/her own experience / can put things in perspective.

Behaviour: •Avoids responsibility •Experience feedback as a personal attack •Bad news is taken personally •Lays blame elsewhere

Behaviour: •Sees responsibility as a burden •Regularly experience feedback as a personal attack •Quickly feels that he/she is not taken seriously „ •Suffers from prohibitive conditions

Behaviour: •Usually acknowledges mistakes but comes up with excuses •Finds feedback difficult to accept •Suffers from prohibitive conditions

Behaviour: •Usually acknowledges mistakes but comes up with excuses •Generally accepts developments and conditions as something inevitable •Does not appear to know an answer to everything •Is extremely reluctant to take tough decisions like rejecting a proposal, stopping a project, reducing employee count etc •Usually commits to agreements until things are finalized •Accepts feedback •Focuses on ways to do things better next time

Behaviour: •Usually acknowledges mistakes but comes up with excuses •Generally accepts developments and conditions as something inevitable •Does not appear to know an answer to everything •Can take tough decisions like rejecting a proposal, stopping a project, reducing employee count etc •Commits to agreements until things are finalized •Usually discusses the arguments behind his/her decisions •Asks and accepts feedback •Usually focuses on ways how to do things better next time •Delivers bad news personally •Analyses decisions and actions, when he/she does not agree with them, to find out the motives

Behaviour: •Usually acknowledges mistakes •Generally accepts developments and conditions as something inevitable •Does not appear to know an answer to everything •Can take tough decisions like rejecting a proposal, stopping a project, reducing employee count etc •Commits to agreements until things are finalized •Usually discusses the arguments behind his/her decisions •Asks and accepts feedback •Focuses on ways how to do things better next time •Delivers bad news personally •Analyses decisions and actions, when he/she does not agree with them, to find out the motives

Note: This competency describes to what extent an individual is willing and able to deal with life experiences.

Examples: Someone feels a victim of circumstances when he/she believes that whatever happens to him or her is the result of external circumstances beyond their control. Someone can be occasionally overwhelmed by external circumstances if he/she basically does not believe that he/she is always the victim of external circumstances, when he/she experiences strong emotions that do make him/her feel a victim.

Personal develepment Corps Nacional de Escutas (em)powerd by © Orang-Orang B.V.

Personal develepment Corps Nacional de Escutas (em)powerd by © Orang-Orang B.V.

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