Competence System

8/1/2019 Competence System

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Competency system


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Personal skill(s)

Brainpower and devolpment

Level of educationScope of development

Gathering/Analysing/Interpreting information

General InterestAnalysing

Interaction and communication

Expression skillsWorking in teamsInfluencingTransferring information

Planning and organising

Problem solvingDecisiveness

Effectiveness

Degree of deciveness

Initiative and encouragementLeadershipEffective collaborationFocus and accuracyPerseverance

Collaboration with organisations, clients and

partners

IntegrityAdaptabilityOrganisational awareness

Understanding cohesionCustomer focus and focus on service

Entrepeneurship and risk management

Entrepenueral behaviour

Working systematically

Working safelyStress resistanceAutonomy


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1. Brainpower & development


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1.1 Level of educationLevel 1

Pre-vocational SecondaryEducation/Junior General Secondary

Education

A completed education at the abovelevel and/or a combination of levelqualifying education and training (e.g.primary school and receptionisttraining) and/or a minimum of twoyears work or other experience at theabove level, leading to the attainmentof the targets associated with the roleor roles in question.

Level 2

Intermediate VocationalTraining/Senior General Secondary

Education

A completed education at the abovelevel and/or a combination of levelqualifying education and training (e.g.primary school and secretary training)and/or a minimum of two years work orother experience at the above level,leading to the attainment of the targetsassociated with the role or roles inquestion.

.

Level 3

Pre-University Education/HigherVocational Education, not

completed/University Education, notcompleted

An education at the above level

and/or a combination of level qualifyingeducation and training (e.g. SeniorGeneral Secondary Education andexecutive secretary training) and/or aminimum of two years work or otherexperience at the above level, leadingto the attainment of the targetsassociated with the role or roles inquestion.

.

Level 4

Higher Vocational Education/UniversityEducation

A completed education at the abovelevel (bachelor/master) and/or acombination of level qualifyingeducation and training (e.g.

Pre-University Education andexecutive secretary training) and/or aminimum of two years work or otherexperience at the above level, leadingto the attainment of the targetsassociated with the role or roles inquestion.

Level 5

Additional I

A relevant and substantial (at least 6months) follow-up training to acompleted Higher VocationalEducation or University Education

e.g.

-management training

-business training

-communication training

-management development training

-consultant development track

level 6

additional II

PhD and/or a completed postgraduateeducation (e.g. extra masterdegrees/postgraduate controllertraining)

and/or teaching atmaster/postgraduate level and/or ademonstrable achievement atacademic or postgraduate level(e.g. being the author of a book).

Relevant and substantial postgraduatefollow-up training is training of at least6 months, organised by acknowledgededucational establishments.

No substitutional work experiencepossible.

Work experience will not be deemed tobe a demonstrable achievement. Onlybooks about relevant subjects qualify.

No substitutional work experiencepossible.

Note:

The thinking and working levels are recorded. There is a correlation between thelevel of education, the working level and the brainpower. The field of study isirrelevant in describing the competency brainpower. What is relevant is the level ofones education. That is also why completing an education is less relevant thanones thinking level. Hence ones thinking and working l evel is also determined bythe level on which one has worked for the past two years. The scal e runs from Pre-vocational Secondary Education to PhD level.


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1.2 Scope of developmentLevel 1

Person concerned has knowledge andskills (pertaining to theory andpractice) in one field and/or area ofknowledge and applies theseadequately in his/her activities.

Level 2

Person concerned has knowledge andskills (pertaining to theory andpractice) in two to three fields and/orareas of knowledge and applies theseadequately in his/her activities.

Level 3

Person concerned has knowledge(pertaining to theory and practice) intwo to three fields and/or areas ofknowledge and is able to apply thisknowledge in conjunction for two ofthese fields and/or areas.

Level 4

Person concerned has knowledge(pertaining to theory and practice) inthree fields and/or areas of knowledgeand is able to apply this knowledge forall of these fields and/or areas.

Level 5

Person concerned has knowledge(pertaining to theory and practice) inmore than three fields and/or areas ofknowledge and is able to apply thisknowledge in conjunction for three ofthese fields and/or areas.

Level 6

Person concerned has knowledge(pertaining to theory and practice) inmore than three fields and/or areas ofknowledge and is able to apply all thisknowledge in conjunction.

Behaviour:Systematically applies experiencesfrom past situations i n new onesKeeps professional knowledgecurrent by reading the appropriatemagazines and attending meetings

Behaviour:Systematically applies experiencesfrom past situations i n new onesDiscusses successes and failures tolearn for the futureAnalyses the things that did not go

wellSearches for and comprehends theimplications/impact of recently adoptedthingsKeeps professional knowledgecurrent by reading the appropriatemagazines and attending meetings

Behaviour:Systematically applies experiencesfrom past situations in new onesCombines knowledge andexperiencesDiscusses successes and failures to

use as a reference in the futureDeliberately accepts challenges thatgo beyond earlier experiencesAnalyses the things that did not gowellSearches for and comprehends theimplications/impact of recently adoptedthingsKeeps professional knowledgecurrent by reading the appropriatemagazines and attending meetings

Behaviour:Systematically applies experiencesfrom past situations i n new onesCombines knowledge andexperiencesDiscusses successes and failures to

use as a reference in the futureDeliberately accepts challenges thatgo beyond earlier experiencesAnalyses the things that did not gowellSearches for and comprehends theimplications/impact of recently adoptedthingsKeeps professional knowledgecurrent by reading the appropriatemagazines and attending meetings

Behaviour:Systematically applies experiencesfrom past situations i n new onesDiscusses and documents successesand failures to use as a reference inthe future

Combines knowledge andexperiencesDeliberately accepts challenges thatgo beyond earlier experiencesAnalyses the things that did not gowellSearches for and comprehends theimplications/impact of recently adoptedthingsKeeps professional knowledgecurrent by reading the appropriatemagazines and attending meetings

Behaviour:Systematically applies experiencesfrom past situations in new onesCombines knowledge andexperiencesIntegrates knowledge, models,

systems and thinking patterns into onecoherent modelDiscusses and documents successesand failures to use as a reference inthe futureDeliberately accepts challenges thatgo beyond earlier experiencesAnalyses the things that did not gowellSearches for and comprehends theimplications/impact of recently adoptedthingsKeeps professional knowledgecurrent by reading the appropriatemagazines and attending meetings

Note:

The scope of development is recorded. The development scope is determined by linkingthe number of fields and areas of knowledge mastered (from one to many) to theirintegral/coherent application. This does not only imply that multiple fields and areas ofknowledge can be combined, but also that new self-created and unique fields and areasof knowledge originate by means of this combining. Professional fields and areas ofknowledge can only be described in general terms, since they can vary per role orfunction. We will give a few examples. For sales representatives, knowledge ofseveral sales methods does not i mply 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 interestLevel 1

Person concerned focuses oninformation relevant to work and

home and has little or no interest inother areas.

Level 2

Person concerned has interest in oneor more subjects, both work-related

and outside work.

Level 3

Person concerned has knowledge ofmultiple areas of information and

interest and/or cultures, follows socialdevelopments through the media, andtakes any differences and theireffects into account in his/herinteractions and actions.

Level 4

Person concerned has a broadinterest in his/her own and others

fields and cultures and is well awareof current social developments andapplies that knowledge in his/heranalysis and actions.

Level 5

Person concerned has broadknowledge of his/her own and others

fields and recognizes the consistencyof the integrated managementsystem, has interest in other culturesand is well aware of current socialand cultural developments, andapplies that knowledge in his/heranalysis and actions.

Level 6

Person concerned has broad knowledge ofand interest in subjects and aspects of

work, society and culture, and composesa coherent outlook on the relationshipsbetween the various aspects, subjects anddevelopments, and applies that knowledgein his/her analysis and actions.

Examples:

A sport

A music style

Examples:

Websites

Newspapers

News programmes

Reading/literature

Behaviour:

Is curious about other habits, asksquestions and reads about these, triesto experience

Adjusts his/her style of doingbusiness to other habits, e.g. dealingwith appointments, time, protocol,dress codes and etiquette

Examples:

Art

Religions and beliefs

Cultures

Other occupations

Behaviour:

Is aware that other people and otherorganisations do certain thingsdifferently, tries to understand ratherthan condemns

Maintains relationships withpeople from other cultures andother habits for him/her to learn from

Examples:

Influence of employees actions onorganisations performance

Chain of relationships oforganisations

Behaviour:

Ascertains the extent of the political,economic and legal aspects of doingbusiness and general behaviour inother areas

Checks with people from othercultures or organisations whethercommunications have beenunderstood

Helps, coaches and mentors othersto learn to understand their ownculture and organisation

Examples:

Cause and effect of financial crisis

Relationship between paradigms andbehaviour

Behaviour:

Understands the impact of the systemsconsistency and acts wisely from thisunderstanding

Judges with compassion but does notcondemn

Is able to initiate appropriate and focusedactions based on understanding andinsight

Note:

This series reflects the extent of an individuals interest and involvement in societyand culture (including other cultures). The scale runs from orientation on onesown environment to a comprehensive knowledge and understanding oforganisational systems and social aspects. The interest in culture andcultures increases throughout the scale, as does the degree of analysisand application.


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2.2 Ability to analyseLevel 1

Person concerned can distinguishbetween primary and secondaryissues based on information given,and devise simple solutions.

Level 2

Person concerned gathers, classifiesand structures information,distinguishes between primary andsecondary issues and devisessolutions.

Level 3

Person concerned gathers, classifiesand structures information,distinguishes between primary andsecondary issues, and perceivescoherence and relationships whererelevant. Questions and/or problemsare perceived and concrete solutionsare found.

Level 4

Person concerned analyses collecteddata and information. Personconcerned makes and examinesassumptions and draws and examinesconclusions and places these in alogical/deductable pattern. Personconcerned formulates possiblesolutions.

Level 5

Person concerned can make analysesbased on data from qualitative and/orquantitative research. The analysisforms the basis for developingscenarios. These scenarios areconsistent with the outcome offeasibility analyses, in which therelevant constraints (resources, time)as well as a risk analysis have beentaken into account.

Level 6

Person concerned can make analysesbased on data from qualitative and/orquantitative research. The analysisforms the basis for developingscenarios. These scenarios areconsistent with the outcome offeasibility analyses, in which therelevant constraints (resources, time)as well as a risk analysis have beentaken into account. In these scenariosthe expected social impact (includingsustainability and chain) are taken intoaccount. Furthermore, scenarios arereviewed for expected impact andfeasibility (organisation, chain,business, society, and politics).

Examples:

AssignmentGame programme

Behaviour:Carefully gathers information andreviews qualityMakes relevant connectionsComes up with concrete solutionproposals

Examples:

Activity ScenariosImplementation planPeriod planGame programmeLogistics planning

Behaviour:Carefully gathers information andreviews qualityMakes relevant connectionsComes up with concrete solutionproposals

Examples:

Business plan/spatialdesign/programme(Sub)plan significant activity

Behaviour:Carefully gathers information andreviews qualityApplies classification principles

Examples:

System coherence in organisations, indevelopment and changeprogrammes, and in large projects:

Impact of scenarios onorganisation performance

Chain relationships of organisations

Project complexity (design)

Realisation of large building, systemor nation-wide activity

Large/complex changeprogrammes

Behaviour:Carefully gathers information andreviews qualityApplies verifiable qualitative and

quantitative analysesIs aware of his/her own filters andframe of mind (paradigms)

Examples:

System coherence of multipleinfluences on environment (largeorganisations/complex networks):

Reorganisation of bank

Redeveloping Scouting Nederland

Complex policy plans

Behaviour:

Carefully gathers information andreviews quality

Reviews qualitative andquantitative methodologies used

Applies systems and chain thinking

Is aware of his/her own filters andframe of mind (paradigms)

Note:

This competence describes the abili ty to gather and organise data, to createinformation from these data and to analyse the i nformation.


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3. Interaction & communication


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3.1 Expression skillsLevel 1

Can clearly transfer intentions in averbal exchange.

Level 2

Can transfer intentions and motivescoherently and efficiently with a

presentation/instruction/explanationtuned to the audience and can discussan activity and can effectively take partin a (work) meeting.

Level 3

Can clearly explain intentions andmotives in a letter, email, instruction

or presentation and can write areport, an action list for a teammeeting, or an activity report and canconduct an adequate commercialconversation or employee review andparticipate in a meeting.

Level 4

Can cohesively and efficientl y transferintentions and motives by means of a;

Policy plan

Research report

Project and/or business planand can adequately supportcommunication with media (website,presentation).

Level 5

Can coherently transfer researchresults, images, contemplation and

perspective in such a way that thecaptivates the audience and cancaptivate and enthuse a largeaudience.

Level 6

Can align various expressions andinteractions 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

Behaviour:Speaks concisely, with the right level ofdetailUses examples that are consistent withthe subject and the audiencesexperiencesShows enthusiasm, interest, convictionand expertise and thus creates a reliableappearanceInteracts with the audienceSpeaks clearly and audibly, articulateswell, establishes eye contact and makescontact with the audienceAdequately gives and receivesfeedbackListens effectively and responds

adequatelySpeaks from the diaphragm (powerfuland penetrating voice

Examples:

Goal setting

Evaluation

Correction

Bad news

Behaviour:

Conversation:Listens effectively and respondsadequatelyExpresses himself/herself infeelings as well as in factsFocuses on behaviour (positive ornegative) when giving feedback andnot on personsUses an adequate conversationalstructure for the conversation at hand

Written communication:Uses simple, concise languagewhen writing reports and othersimilar documentsUses a clear structure in presentingprimary and secondary issues anddetailsUses correct language

Examples:

Document and/or presentation aimedat an individual or small audience (


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3.2 Working in teamsLevel 1

Does not communicate/participateproactively in his/her own stable work

situation/team. Communicates andparticipates constructively (not yetproactively) in his/her subgroup.

Level 2

Communicates /participates proactivelyand effectively in his/her own stable

work situation(team/group).

Level 3

Communicates/participatesproactively and effectively in

his/her own work situation/teamand communicates constructively(not yet proactively) in morecomplex collaborations(interactions with/within multipleteams/groups).

Level 4

Communicates/participates proactivel yand effectively in his/her own stable

work situation/team, but communicatesproactively (though sometimes withlimited effect) in more complexcollaborations (interaction with/withinmultiple groups).

Level 5

Communicates /participates proactivelyand effectively in all familiar situations

and within all familiar conceptualframeworks.

Level 6

Communicates/participates proactivel yand effectively in all situations, even if

new information and/or newcollaborations or work situations arisesuddenly and rapidly.

Scouting: Team/Subgroup Scouting: Team

Behaviour:Respects the roles and status of the

individual team membersInitiates openness with regard to anyexpectations and concerns within theteamIs accepted and trusted by thegroup/team membersUnites people and shares informationwith other groups/teamsCelebrates special events like anacquisition or project close etcDisseminates individual employeesand teams reputationsEncourages others to continueexplaining and discussing

Scouting: Team/Group

Behaviour:Knows which processes are goingon in the team/group and takes

that into account when managingand structuring.Knows the team/group culture,accepts this at first and identifiesany problems it may causeEncourages problem solving inthe group/teamReflects and summarizes in orderto verify whether correctunderstanding has been achieved

Scouting: Group/Region/Country

Behaviour: Initiates team activities likebrainstorming, dialogue teambuilding

etc.Facilitates or organises a process inwhich co-workers/team members jointlydetermine targetsRecognizes and influences the variousroles fulfilled by the group/teammembers


Behaviour:Initiates team activities likebrainstorming, dialogue teambuilding

etc.Facilitates or organises a process inwhich co-workers/team members jointlydetermine targets and/or solveproblemsRecognizes and influences the variousroles fulfilled by groups in a processUnites people and shares informationwith other groups/teamsEncourages problem solving acrossgroups/teamsReflects and summarizes in order toverify whether correct understandinghas been achieved


Behaviour: Initiates team activities likebrainstorming, dialogue teambuilding

etc.Facilitates or organises a process inwhich co-workers/team members jointlydetermine targetsRecognizes and influences the variousroles fulfilled by individuals and groupsin a processUnites groups/people and sharesinformation with other groups/teamsEncourages problem solving acrossgroups/teamsCan draw up procedures andproposals that facilitate processesReflects and summarizes in order toverify whether correct understandinghas been achieved

Note:

This competency describes proactivity of interaction and team coll aboration withreference to the complexity of the interaction environment. The scale used runs fromnot 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 InfluencingLevel 1

Collaborates without activelyinfluencing.

Level 2

Collaborates and can achieveconsensus in immediate personal work

environment if interests diverge onlyslightly.

Level 3

Collaborates and can achieveconsensus in immediate personal work

environment if interests divergeconsiderably.

Level 4

Can achieve consensus wheninterests diverge slightly both within

and beyond the immediate personalwork environment.

Level 5

Can negotiate from a perspective ofmutual interest, achieving results in

situations where interests divergeconsiderably both within and beyondthe immediate personal workenvironment.

Level 6

Can influence (negotiate) from aperspective of mutual interest,achieving results in situations with

(political) conflicts of interest andunder considerable pressure, bothwithin and beyond the immediatepersonal work environment.

Behaviour:Creates a vision for othersUses an effective style/approach tomotivate individuals and groupsLooks at the really important thingsEnsures close relationships betweenindividuals and teams that pursuesimilar goalsProvides constructive feedback on the

performance of people and groupsCan recognize differences and cometo a practical solution

Behaviour:Uses an effective style/approach tomotivate individuals and groupsLooks at the really important thingsEnsures close relationships betweenindividuals and teams that pursuesimilar goalsProvides constructive feedback on theperformance of people and groups

manner;Takes (disciplinary) actions wherenecessary in such a way that he/shereceives supportRecognizes conflicts of interest andacts and negotiates respectfully

Behaviour:Creates a vision for others assubstantive trigger for joint actionUses an effective style/approach tomotivate individuals and groupsKeeps individuals and groups focusedon achieving common goalsLooks at the really important thingsEnsures close relationships between

individuals and teams that pursuesimilar goalsProvides constructive feedback on theperformance of people and groupsmanner;Recognizes conflicts of interest andacts and negotiates respectfully

Behaviour:Creates a vision as substantive basisfor shared outcomeUses an effective style/approach tomotivate individuals and groupsKeeps individuals and groups focusedon achieving common goalsLooks at the really important thingsProvides constructive feedback

Uses multiple sources of informationcarefully and reconstructs eventslogically and accuratelyRecognizes conflicts of interest andnegotiates respectfully, taking mutualinterest into account

Behaviour:Creates a basis for shared vision andsubstantive outcome.Keeps individuals and groups focusedon achieving common goalsLooks at the really important thingsEnsures respectful relationshipsbetween individuals and teams thatpursue similar goals

Provides constructive feedback oncontent, process and resultCan formulate and effectconsequences and can use force tocorrect undesirable developmentsUses multiple sources of informationcarefully and reconstructs eventslogically and accuratelyRecognizes conflicts of interest andnegotiates respectfully, taking mutualand collective interests into account

Note:

This competency describes an individuals abili ty to influence his/her environment.The scale used runs from no active interference (low) to being able to negotiate inany situation from a perspective of mutual i nterest (high).

Definitions

The immediate personal work environment: The group of people one works withand has unavoidable professional relationships with.Slightly diverging interests: Differences between parties aboutresources/ideas/ideologies which can be settled by rearranging, so that all partiescan be fully satisfied.Considerably diverging interests: Differences between parties aboutresources/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 aboutresources/ideas/ideologies cannot be settled at all by rearranging. One ormore parties will not be satisfied at all and will have to concede. Everyonewill 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 informationLevel 1

Can effectively convey a simpleinfluencing interaction/message.

Level 2

Can make influencinginteractions/messages (images, text,sound) accessible in a structured

manner and realise these or havethese realised.

Level 3

Can create coherent messages in sucha way that they become unambiguous.

Level 4

Can plan and realise (or have realised)effective and efficient communicationwith a target group.

Level 5

Can set up an organisationsmultichannel and multilevelcommunication with 4-6stakeholders/target groups and candirect its realisation.

Level 6

Realises the planning andimplementation of multilevel/multi-channel communication (plans) in acomplex (political) environment withmany (at least 6) different stakeholdersusing and/or controlling multiplemedia.

Examples:

Basic personal web page

Shop signage

Letter/email

Behaviour:

Structured communicationTailoring to information processingcapacity of target group

Examples:

Brochure/website

Basic corporate identity (businesscards, stationery etc.)

Behaviour:


Examples:

Various communication channels, likea website, magazines, point or sales,signage

Complex corporate identity (branding)

Communications experience

Behaviour:


Examples:

Simple communication plan

Behaviour:


Uses the 3 Cs of communication:

- Consistency

- Continuity

- Clarity

Examples:

Communication plan basedon strategic and tactical levels,process & procedures

Behaviour:


Uses the 3 Cs of communication:

- Consistency

- Continuity

- Clarity

Examples:

Complex communication planning

Intense control

Behaviour:


Uses the 3 Cs of communication:- Consistency

- Continuity

- Clarity

Note:

This competency describes to what extent an indi vidual is able to convey a message.The first three levels indicate the individuals abili ty to use communication technologie sto 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 solvingLevel 1

Needs one clear approach, getsconfused by the availability ofseveral approaches.

Level 2

Always chooses the easiest or firstapproach when several approaches areavailable.

Level 3

Examines multiple approaches andchooses between these and/orcontributes in finding an alternative.

Level 4

Examines multiple approaches andusually chooses the right one and/or findsan alternative.

Level 5

Can devise improvements to familiarmethods/approaches (innovation).

Level 6

Invents new solutions/concepts and/orproducts/services.

Behaviour:

Flexibility:Is willing and able to choose a differentapproach that addresses the problem,the situation, the personCan change work habitsChanges approach if the originalapproach proves ineffective

Behaviour:Creativity:Chooses an approach from approachesthat have already been devised byothersLooks at issues/situations from differentanglesLooks for possibilities where otherscannot perceive these anymoreStarts with "What is the matter?" orWhat is possible?Brainstorms regularly

Flexibility:Is able to choose different approachesfor different customersIs willing and able to choose a differentapproach that better addresses theproblem, the situation, the personSees more than one side of anargument and shows a willingness tocompromiseCan change work habitsChanges approach if the originalapproach proves ineffective

Behaviour: Creativity:Examines new/other ways of doingthingsLooks at issues/situations from differentanglesSees possibilities where others cannotperceive these anymoreStarts with What needs to be doneinstead of "What is the matter?" or Whatis possible?Brainstorms regularlyWorks with models, diagrams, drawings,representationsFinds ways to improve what is al readyeffective/efficient

Flexibility:Tries several ways to influence others sothat results are achievedIs able to choose different approachesfor different customersIs willing and able to choose a differentapproach that better addresses theproblem, the situation, the personSees more than one side of an argumentand shows a willingness to compromiseCan change work habitsChanges approach if the originalapproach proves ineffective

Responds to resistance

Behaviour:Creativity:Devises original, new/other ways ofdoing thingsLooks at issues/situations fromdifferent anglesSees possibilities where otherscannot perceive these anymoreStarts with What needs to bedone instead of "What is thematter?" or What is possible?Thinks outside the boxBrainstorms regularlyWorks with models, diagrams,drawings, representationsFinds ways to improve what isalready effective/efficient

Flexibility:Tries several ways to influenceothers so that results are achievedIs able to choose differentapproaches for different customersIs willing and able to choose adifferent approach that betteraddresses the problem, thesituation, the personSees more than one side of anargument and shows a willingnessto compromiseCan change work habits

Changes approach if the originalapproach proves ineffectiveResponds to resistance

Behaviour:Creativity:Devises newsolutions/concepts/strategieslooks at issues/situations fromdifferent anglesSees possibilities where others cannotperceive these anymoreStarts with What needs to be doneinstead of "What is the matter?" orWhat is possible?Thinks outside the boxBrainstorms regularlyWorks with models, diagrams,drawings, representationsFinds ways to improve what is alreadyeffective/efficient

Flexibility:Tries several ways to influence othersso that results are achievedis able to choose different approachesfor different customersis willing and able to choose adifferent approach that betteraddresses the problem, the situation,the personSees more than one side of anargument and shows a willingness tocompromiseCan change work habits

Changes approach if the originalapproach proves ineffectiveResponds to resistance

Note:

The ability to solve probl ems, creativity, and mental flexibility are recorded here. Thescale runs from hardly flexible to very flexible, expressed in being entirely dependenton practices and procedures devised by others to the ability to devise new solutionsand/or concepts.


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4.2 DecisivenessLevel 1

Can translate team planningto personal work planning andrealisation.

Level 2

Can manage planning and/orrealisation of activities in aprocess or small team (< 5 team

members) and/or can manageplanning and/or realisation ofactivities in a project with limitedscope (duration < 2 months/teamsize < 5 people).

Level 3

Can effectively translate a (year)plan to operational objectives andrealisation in an organisation or

organisational unit of up to 30employees and/or can draw up andexecute (i.e. manage the project) aplan for a project (lead time < 6months/team size < 10 people).

Level 4

Can effectively implement a solution conceptfor several related organisation processesand/or can implement a strategy and/or

development concept for an organisationand/or is able to design and implement theautomation of a business processand/or can draw up and execute a plan for acomplex project (lead time > 6 months/teamsize > 10 people).

Level 5

Can translate market and organisationconditions to an effective solution conceptfor several related organisation processes

and/or Can translate market andorganisation conditions to a strategyand/or development concept for a smallorganisation, organisational unit orreorganisation (up to 150 employees)and/or can draw up and execute a plan fora complex project (lead time > 6months/team size > 100 people).

Level 6

Can effectively translate market andorganisation conditions to a strategy and/ordevelopment concept for a (large)

organisation (>150 employees).

Scouting: Single personGeneral: Single person

Behaviour:

Takes available resourcesand constraints into account

Determines time for his/herown, others, participants andclients tasks to make sure thatproper attention is given

Sets challenging butrealistic/achievable goals

Monitors his/her ownprogress

Scouting: TeamGeneral: Team

Behaviour:

Takes enough time (and rest)for the planning phase

involves (multiple) stakeholdersto make sure to have an optimalplan with the support that isneeded

Takes available resources andconstraints into account

Determines time for his/herown, others, participants andclients tasks to make sure thatproper attention is given

Sets challenging butrealistic/achievable goals

Monitors progress

Scouting: T eam/Group/SmallactivityGeneral: Small organisation

Behaviour:

Takes enough time (and rest) forthe planning phase

involves multiple stakeholders tomake sure to have an optimal planwith the support that is needed

Splits complex projects into clearlydefined parts

Takes available resources andconstraints into account

Determines time for his/her own,others, participants and clientstasks to make sure that properattention is given

Creates records (reports, actionlists)

Monitors progress and makesadjustments

Scouting: Region/Medium-sized activityGeneral: Department/small organi sation

Behaviour:

Takes enough time (and rest) for the designand planning phases

Involves multiple stakeholders to make sureto have an optimal plan with the support thatis needed

Takes into account that the process designinvolves communication and documentation(administrative burden)

Splits complex projects into clearly definedparts

Takes available resources and constraintsinto account

Documents planning and progress (level ofdetail 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 givenMonitors progress and makes adjustments

Scouting: Nation-wide processes/MajoractivitiesGeneral: Medium-sized organisation

Behaviour:

Takes enough time (and rest) fordesign-/planning phase

Involves multiple stakeholders to makesure to have an optimal plan with thesupport that is needed

Draws up design and planning processesand follows these

Splits complex projects into clearlydefined parts

Takes available resources (includingcompetencies) and constraints intoaccount

Documents planning and progress (levelof detail geared to situation)



Determines time for his/her own, others,participants and clients tasks to make

sure that proper attention is givenMonitors basic assumptions and progressand makes adjustments

Scouting: Setting and developing nationalpolicyGeneral: Large organisation

Behaviour:

Takes enough time (and rest) for the planni ngphase

Involves multiple stakeholders to make sureto have an optimal plan with the support that isneeded

Draws up design and planning processes andfollows these

Splits complex projects into clearly definedparts

Takes available resources and constraintsinto account

Documents planning and progress (level ofdetail geared to situation)



Determines time for his/her own, others,participants and clients tasks to make surethat proper attention is given

Monitors basic assumptions and progressand makes adjustments

Note:This competency describes in what size or scope decisions can beprepared (planning) and taken (realisation) in the context of ones ownwork, smaller organisational units, operational processes, rel atedorganisation processes. The highest level is an entire (large) organisation.

Definitions: Organisation part: a separate department, division or subsidiaryLarge 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 decisivenessLevel 1

Can take decisions with regard tohis/her own work.

Level 2

Can take operational decisions, takingresources into account.

Level 3

Can take operational decisions withregard to the organisation, taking financialand HR constraints into account.

Level 4

Can take decisions concerning abusiness process, taking financial andHR constraints into account and/or can

take decisions concerning a medium-sized project (lead time > 6months/team size > 20 people)and/or can take determining decisionsfor a small organisation ( 6 months/team size > 100 people).

Level 6

Is able to take decisions with adecisive impact for a largeorganisation.

Scouting: Single personGeneral: Single person

Behaviour:Makes decisions if necessary insteadof when it feels OKMakes decisions with sufficientinstead of with complete informationResponds quickly in critical situationsWeighs personal risks

Scouting: TeamGeneral: Team

Behaviour:

Makes decisions if necessary insteadof when it feels OK

Makes decisions with sufficientinstead of with complete information

Responds quickly and strongly incritical situations

Takes calculated risks, accepts therisk of errors and acknowledges errors

Is prepared to take decisions even ifthey are unpopular or have negativeeffects

Takes responsibility and showsconfidence in his/her owndecisions/defends his/her own point of

view

Scouting: Team/Group/Small activityGeneral: Small organisation

Behaviour:

Makes decisions if necessary instead ofwhen it feels OK


Responds quickly and strongly in criticalsituations

Takes calculated risks, accepts the risk oferrors and acknowledges errors

Is prepared to take decisions even i f theyare unpopular or have negative effects

Takes responsibility and showsconfidence in his/her owndecisions/defends his/her own point ofview

Scouting: Region/Medium-sizedactivityGeneral: Department/Small

organisation

Behaviour:Makes decisions if necessary insteadof when it feels OKMakes decisions with sufficientinstead of with complete informationMakes calculated risks, accepts therisk of errors and acknowledges errorsCreates basis for decisionsIs prepared to take decisions even ifthey are unpopular or have negativeeffectsResponds deliberately and strongly incritical situations

Scouting: Nation-wideprocesses/Major activitiesGeneral: Medium-sized organisation

Behaviour:

Makes decisions if necessary insteadof when it feels ok


Takes calculated risks, accepts therisk of errors and acknowledges errors

Creates a basis for decisions


Responds deliberately and strongly incritical situations

Scouting: Setting and developingcomprehensive national policyGeneral: Large organisation

Behaviour:

Makes decisions if necessary insteadof when it feels ok


Takes calculated risks, accepts therisk of errors and acknowledges error

Creates a basis for decisions


Responds deliberately and strongly incritical situations

Note:

The degree of decisiveness i s determined here. The scale runs from ones own workup to decisions that have to do with managing a large organisation.

Definitions:

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


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5.2 Initiative & encouragementLevel 1

Realises and states problems in theimmediate collaborative situation buttakes no initiative to discuss

anything/does not propose anapproach or solution.

Level 2

Takes the initiative to deal with thingsin the immediate collaborativesituation.

Level 3

Takes initiative and inspires others todeal with things/address things in theimmediate collaborative situation, and

monitors his/her own limits.

Level 4

Addresses questions/problems inhis/her own collaborativesituation/responsibility, inspires others

and brings about a proactive solutionand takes initiative to addressissues/problems/opportunities withinand outside his/her own team butwithin the organisation.

Level 5

Proactively addressesissues/problems/opportunities outsidehis/her immediate sphere of influence

and acts independently/inspires othersto find a (possible) solution.

Level 6

Can adequately addressissues/problems/opportunities outsidethe organisation context, inspires

others and brings about action orreaction, even if that involvesquestioning formal and informalstructures/belief sets.

Scouting: Team

General: Team

Behaviour:

States problems

Scouting: Team

General: Team

Behaviour:

States problems

Comes into action before it is

required/is the first to get up

Scouting: Team

General: Team

Behaviour:

Tries to solve problemshimself/herself before asking others for

supportThinks ahead towards solutions

Involves and motivates othersto achieve solutions

Sets his/her limits

Scouting: Group

General: Team

Behaviour:

Thinks ahead towards solutions

Involves and motivates others

to achieve solutionsSets his/her limits

Is proactive and makes the mostopportunities

Scouting: Region

General: Division/Small organisation

Behaviour:

Takes responsibility to address aproblem/issue within a larger context

Thinks ahead towards solutionsCreates support: involves andmotivates others to achieve solutions

Sets his/her boundaries

Takes action without the certainty ofdirect returns

Scouting: Country

General: (part)Majororganisation/Market

Behaviour

Takes responsibility to address aproblem/issue within a larger context

Thinks ahead towards solutionsCreates support: involves andmotivates others to achieve solutions

Uses agenda-setting and solutionstrategies

Takes action without the certaintyof direct returns

Note:

What is described is the extent to which someone is willing and/or able to addressthings.

Definitions:

'Initiative' may be linked to 'leadership'."Initiative ensures that ideas/things/processes occur, which may or may not havepeople 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.


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5.3 LeadershipLevel 1

Gives direction to the realisationof assignment and/or personalgoals.

Level 2

Gives clear direction to others toachieve specific tasks atoperational level by giving

instructions and managingfollow-up.

Level 3

Directs others by setting prioritiesand goals and by settingperformance objectives.

Level 4

Delegates responsibilities, authority andtasks based on a shared plan/planning,taking into account the differences between

people in the team/group (skill s, motivationand circumstances).

Level 5

Stimulates others in performing their dutiesand managing their staff , based onindividual skills, motivation and

circumstances, and communicates visionand policy.

Level 6

Encourages and inspires others bycommunicating vision/policy/convictionsand manages their thinking and activities

from that perspective, taking into accountthe backgrounds, convictions, skills andmotivation of employees/stakeholders.

Scouting: Personal

General: Personal

Behaviour:

Takes responsibility forrealising his/her own task/goal

Scouting: Team

General: Team

Behaviour

Takes responsibility for realisingthe teams task/ goal

Uses leadership styles

Scouting: Group

General: Team

Behaviour:

Takes responsibility for realisingthe task/goal of the organisationalunit


Sets feasible targets and priorities

Documents agreements

Scouting: Group/Region/Project

General: Department

Behaviour:

Takes responsibility for realising thetask/goal of the organisational unit


Sets feasible targets and priorities, takingresource constraints and circumstances intoaccount

Documents agreements

Scouting: Region/Country

General: Division

Behaviour:

Takes responsibility for realising thetask/goal of the organisation

Supports managers in their roles


Stimulates from the organisationsvision/policies

Scouting: Personal

General: Personal

Behaviour:

Takes responsibility for realising thetask/goal of the organisation and managingthe impact on society

Supports managers in their roles

Uses leadership styles (inspirationalleadership)

Stimulates from the organisationsvision/policies/sense of purpose/socialrelevance

Note::

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


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5.4 Effective collaborationLevel 1

Achieves some of the goals inhis/her own work without taking thesocial climate of the group/team

he/she is part of into account.

Level 2

Achieves the goals in hi s/her own workand contributes to the social cli mate ofthe team/group he/she is part of.

Level 3

Achieves goals with regard to his/herown work and the work of a smallgroup ( 30 people and < 200 people.

Level 6

Achieves his/her and the groupsgoals and promotes a social climatewithin a group of > 200 people.

Scouting: Team

Behaviour:

Realises share in total

Contributes little or not toatmosphere/mutual involvement

Attaches importance to solvingproblems and finishing work

Scouting: Team

Behaviour:

Takes part in discussions constructively

Attaches great importance to solvingproblems and finishing his/her work

Will not be discouraged when obstaclesloom

Supports clear communication andfeedback/an open atmosphere

Shows attention to others work andpersonalities

Creates fun/togetherness

Scouting: Team

Behaviour:

Systematizes routine work in order togain time for more important things

Prepares for meetings and expectsthe same from others

Interrupts meetings when thediscussion is not useful

Attaches great importance to solvingproblems and finishing work

Helps others achieve their goals by

removing obstacles

Is prepared to examine the accuracyof decisions when he/she does notagree

Will not be discouraged whenobstacles loom




Scouting: Group/Project

Behaviour:


Encourages and facilitates a goodallocation of duties

Prepares for meetings and expectsthe same from others

Interrupts meetings when thediscussion is not useful

Attaches great importance to solving

problems and finishing work

Helps others achieve their goals byremoving obstacles






Scouting: Region/ Country/Medium-sized project

Behaviour:


Encourages and facilitates a goodallocation of duties

Makes the process of structuredworking open for discussion

Speaks to managers about their way ofcollaborating and encourages adequateleadership

Prepares for meetings and demandsthe same from others

interrupts meetings when thediscussion is not useful



Is prepared to examine the accuracy ofdecisions when he/she does not agree





Scouting: Region/Country/Majorproject

Behaviour:

Systematizes routine work in order togain time for more important thingsencourages and facilitates a goodallocation of duties

Makes the process of structuredworking open for discussionspeaks to managers about their wayof collaborating and encouragesadequate leadership

Prepares for meetings and demandsthe same from others

interrupts meetings when thediscussion is not useful






Shows attention to others work and

personalitiesCreates fun/togetherness

Note:

What we define here is the degree to which personal, team and/or organisationalgoals are achieved. We use a scale running from achieving ones own goalswithout taking the social cli mate of the environment into account (low) to achievingall the goals of oneself and a group of more than 200 people as well as promotingthe social climate of the group (high).

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

Here you influence, from your responsibilityawareness, active social environment within a

group


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5.5 Focus & accuracyLevel 1

Is not accurate by nature and hastrouble focusing on a task or subtask.Performs tasks with limited accuracy.

Level 2

Has some difficulty in focusing on atask or subtask. Performs tasks withoccasional limited accuracy.

Level 3

Is usually accurate by nature andsometimes has trouble focusing on atask or subtask, but can execute workvery accurately when necessary,especially if the task is unique and hasa short duration (


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5.6 PerseveranceLevel 1

Completes a task under normalcircumstances and without resistancefrom the environment.

Level 2

Completes a task under restrictive(personal and/or ambient) conditions.

Level 3

Completes a job despite severeobstacles (personal and/or ambient)conditions.

Level 4

Achieves a team result when ambient, team, and/or personal ci rcumstanceshinder lightly.

Level 5

realises a team and organisation resultfor a large organisation underdifficult/prohibitive ambient, team

and/or personal circumstances.

Level 6

realises a result for a largeorganisation under extensive internaland/or external pressure.

Scouting: PersonalGeneral: Personal

Behaviour:

Takes responsibility for his/her ownjob

Addresses problems/resistance butnot independently so

Scouting: Personal

General: Personal

Behaviour:


Recognizesproblems/resistance/physical/ambientbarriers and deals with thoseindependently

Recognizes his/her own emotional

resistance and can state it

Scouting: Personal

General: Personal

Behaviour


Recognizes severeproblems/resistance/physical/ambientbarriers and perseveres nevertheless

Recognizes his/her own emotionalresistance, can state it and deal with i t

Scouting: Team/Group/ProjectGeneral: Team/Department

Behaviour:

Ensures that everybody understandseach others responsibilities

Recognizes severeproblems/resistance/physical/ambientbarriers and supports the team

Identifies the key issues todetermine how a situation can

developIdentifies ineffectiveness andtakes action to solve this

Scouting: Group/Region/ProjectGeneral: Department/Project(medium-sized)

Behaviour:


Builds and utilises a network ofcontacts to invoke resources

Keeps track of where people are andcan quickly identify sources

Compares the skills of the people with

the necessary skills for the work to bedone

Delegates authority to be able to acton assigned responsibilities

Knows well before the end of aproject/task when people will beavailable

Takes into account that alternativecircumstances might occur

Asks questions about assumptionsand conventional ideas

Identifies the key issues to determinehow a situation can develop

Identifies ineffectiveness andinefficiency and takes action toeliminate these

Scouting: Country/Major project

General: Division/Organisation

Behaviour:


Builds and utilises a network ofcontacts to invoke resources

Keeps track of where people are andcan quickly identify sources

Compares the skills of the people with

the necessary skills for the work to bedone

Delegates authority to be able to acton assigned responsibilities

Knows well before the end of aproject/task when people will beavailable

Takes into account that alternativecircumstances might occur

Asks questions about assumptionsand conventional ideas

Identifies the key issues to determinehow a situation can develop

Identifies ineffectiveness andinefficiency and takes action toeliminate these

Communicates vision and meaning asa perspective

Note:

Here we describe an individual's perseverance. We combine the degree ofperseverance with the degree to which condi tions and/or (work) environment hinderrealisation. The first part of the series concerns the personal perseverance, the secondpart deals with the degree of perseverance of someone responsible for a small orlarger organisation.


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6. Collaborating within organisations, and with clients &

partners


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6.1 IntegrityLevel 1

Searches (and/or exceeds) the limitsof (legal) standards for his/her ownbenefit and/or disseminates and uses

information with the intention or effectto damage the position/reputationanother person/organisation.

Level 2

Searches (and/or exceeds) the limitsof (legal) standards for his/her ownbenefit and/or is not sufficiently aware

of the confidentiality/sensitivity ofinformation.

Level 3

Respects the limits of (legal) standards inthought and action and resists, undercircumstances, temptations that

compromise integrity and/or is aware of theconfidentiality of (personal ororganisational) information and actsaccordingly.

Level 4

Examines the possibility of complyingwith higher standards to create value andacts accordingly and/or uses a deliberate

confidentiality by making agreementsabout the confidentiality of informationabout individuals or organisations.

Level 5

Complies with implicit and explicitvalues and an understanding ofmutual interest as starting point in

thinking and acting and/or maintainsa deliberate confidentiality by makingagreements about the confidentialityof information about individuals ororganisations and/or speaks withothers/adresses others aboutmaintaining appropriateconfidentiality/care.

Level 6

Creates a culture of values andsafeguarding the interest ofstakeholders (with guidelines) and

thereby promotes sustainablevalue, welfare and wellbeingand/or maintains a deliberateconfidentiality by makingagreements about theconfidentiality of information aboutindividuals or organisations and/orspeaks with others/adressesothers about maintainingappropriate confidentiality/care.

Behaviour:Plays fast and loose with rules andregulations

Acts for his/her own benefit Does notdisplay integrity in dealing withinformation, e.g. gossips and spreadsrumours, consciously orsubconsciouslyDoes not know when to keep quietPlays games

Behaviour:Uses (legal) boundaries andframeworks and codes of conduct but

still strives to go around these tobenefit the organisationIs subconsciously insincere withinformation by gossiping, spreadingrumours etc.Does not know when keep quiet

Behaviour:Complies Uses (legal) boundaries andframeworks and codes of conduct

Perceives and respects other peoplesvalues and standardsRespects the environment passivelyand/or actively and seeks sustainability

Behaviour:

Complies Uses (legal) boundaries andframeworks and codes of conduct

Considers basic values in thought andactions

Perceives and respects other peoplesvalues and standards

Knows when to keep quiet and makesarrangements about this

Perceives the interests of the other/thelarger collective

Passively respects the environment

Behaviour:

Complies Uses (legal) boundariesand frameworks and codes of

conductConsiders basic values in thoughtand actions

Perceives and respects otherpeoples values and standards

Creates or uses ethics

Leverages diversity

Knows when to keep quiet, makesarrangements about this andaddresses others about this

Perceives the interests of theother/the larger collective

Respects the environment passivelyand/or actively and seekssustainability

Behaviour:

Complies Uses (legal) boundariesand frameworks and codes of

conductConsiders basic values in thoughtand actions

Perceives and respects otherpeoples values and standards

Creates or uses ethics

Leverages diversity

Knows when to keep quiet

Perceives the interests of theother/the larger collective

Respects the environmentpassively and/or actively and seekssustainability

Note:

The focus on creating value on the basis of imposed, accepted and/or created valuesis subject of this competence.

Definitions: Norm: law, rule, decency, ethical frameworkValue: assumption or perspective that focuses on 'good' and/or the continuing positiveeffects of (inter) acting.Confidentiality of information relates to individuals and/or organisations. In the role ofcolleague, fellow team member, customer or supplier. The extent to which anothersinterest may be harmed is that persons i nterest and/or faith is the touchstone of conduct.Respect and care are the basis for an environment in which everybody can prosper a ndeverybodys interests are served.Integrity presumes living and working by this premise: the limit of individual freedom isthe limit of freedom/space of the others and that of society as a whole.Effectively respecting other people and trying to care for common val ues likesustainability form positive aspects of integrity to pursue.


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6.2 AdaptabilityLevel 1

Functions without (consciously and/orsubconsciously) conforming to thevalues/beliefs/culture within the

organisation and/or shows negativeand critical resistance at a criticalposition against some of thevalues/beliefs/culture.

Level 2

Concurs in part and/or with(perceptible) resistance to thevalues/beliefs/culture of the

organisation.

Level 3

Concurs with the values/beliefs/cultureof the organisation.

Level 4

Is willing and able to act proactively onthe basis of the values/beliefs/cultureof the organisation and/or provides

positive criticism and feedback onvalues/beliefs/culture where relevant.

Level 5

Is willing and able to advocate thevalues/beliefs/ culture of theorganisation consciously by displaying

exemplary behaviour.

Level 6

Is willing and able to consciously joinin developing values/beliefs/culture foran organisation and influences others

both by exemplary behaviour andutterances regarding developments,experience and/or compliance withvalues/beliefs/culture of theorganisation

Behaviour:

Adaptability:

Finds it difficult to comply withrules/agreements and demonstratesthat

Expresses no/insufficient awarenessof the formal or informal rules ofconduct

Expresses negative criticism aboutthe way things are done/the rules of

conduct in the organisation

Behaviour:

Adaptability:

Shows through his/her behaviour thathe/she complies only in part orreluctantly with the rules of conduct inthe organisation

Shows awareness of the formal orinformal rules of conduct

Awareness of environment:

Introduces external events or trendsin internal discussions

Looks outside the organisation for ananalysis of current and future needs

Recognizes differences betweenpersonal and organisational valuesand uses these less effectively

Behaviour:

Adaptability:Is rapidly effective in new teamsDemonstrates acceptance of changesRemains effective as conditionschange unexpectedlyShows ability to adopt new practicesResponds quickly to changingprioritiesCan switch to another task quickly

Is willing to try different approachesShows through his/her behaviour thathe/she complies with the rules ofconduct in the organisation

Awareness of environment:Is well-informed on current issuesIntroduces external events or trendsin internal discussions

Recognizes differences betweenpersonal and organisational valuesand uses these effectively

Behaviour:

Adaptability:

Is rapidly effective in new teams

Responds quickly and adequately tochanges and new ideas anddemonstrates acceptance of changes

Fits in in any environment (customer,collaboration)

Remains effective as conditions

change unexpectedlyShows to be able to adopt newpractices

Responds quickly to changingpriorities

Can work simultaneously on multipletasks

Can quickly switch to another task

Is willing to try different approaches

Shows through his/her behaviour thathe/she complies with the rules ofconduct in the organisation


Is well-informed on current issues andevents


Recognizes differences betweenpersonal and organisational standardsand uses these effectively

Behaviour:

Adaptability:

Responds quickly and adequately tochanges, new ideas

Advocates changes

Fits in in any environment (customer,collaboration)

Remains effective as conditionschange unexpectedly

Responds quickly to changingpriorities

Can work simultaneously on multipletasks

Is willing to try different approaches

Shows through his/her behaviour thathe/she complies with the rules ofconduct in the organisation


Is well-informed on current issues andevents

Uses examples of evidence fromoutside the organisation


Recognizes differences betweenpersonal and organisational standardsand uses these effectively

Behaviour:

Adaptability:Responds quickly and adequately tochanges, new ideasAdvocates changesFits in in any envi ronment (customer,collaboration)Remains effective as conditionschange unexpectedlyResponds quickly to changing

prioritiesCan work simultaneously on multipletasksIs willing to try different approachesShows through his/her behaviour thathe/she complies with the rules ofconduct in the organisation

Awareness of environment:Watches market trends and whatcompetitors are doingIs well-informed on current eventsHas a vision on a wide range ofissuesUses examples of evidence fromoutside the organisationIs able to explain the influence ofsignificant external events on a groupor introduces external events or trendsin internal discussionsLooks outside the organisation for ananalysis of current and future needsRecognizes differences betweenpersonal and organisational valuesand uses these effectively

Note:

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


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6.3 Organisational awarenessLevel 1

Has difficulty to effectively align toorganisation and colleagues withregard to some aspects and

occasionally creates social barriersand barriers in communicative.

Level 2

Can effectively align to organisationand colleagues and does not createsocial barriers and barriers in

communicative.

Level 3

Can effectively align to organisationand colleagues and thus has aproactive contribution to an effective

social context for the work within theorganisation/work environment.

Level 4

Can consciously create an image ofthe way employees in an organisationshould interact socially. Based on this,

he/she:Functions effectivelyAcknowledges employees/theorganisations needs

Level 5

Can fairly quickly create a coherentpicture of:Formal and informal structures in the

organisation and how these come tobeThe various actors (from a groupperspective as well as the perspectiveof personal growth, maturity andpersonal motives)Values/beliefs/culture in anorganisation or organisational unit withup to 100 employees

Level 6

Can fairly quickly create a coherentpicture of:Formal and informal structures in the

organisation and how these come tobeThe various actors (from a groupperspective as well as the perspectiveof personal growth, maturity andpersonal motives)The values/beliefs/culture in anorganisation or organisational unit withmore than 200 employees

Behaviour:Regularly communicates awkwardlyand/or unclearly about work and/orpersonal needsTries to serve his/her own interestswithout consideration for others

Behaviour:Understands the priorities andgoals of related colleagues andcontacts them when they are going tobe affected by decisions to be takenGenerally recognizes the right time forchange initiativesUses feedback to improve his/herwork

Behaviour:Understands the priorities andgoals of related colleagues andcontacts them when they are going tobe affected by decisions to be takenKnows which groups within theorganisation are affected by his/herworkRecognizes the right time for changeinitiativesEnsures that the goals of his/her ownteam are in line with those of theorganisationUses feedback to improve his/her andthe teams work

Behaviour:Uses and expands a personalnetwork within the organisation forinformation exchangeUnderstands the priorities andgoals of related colleagues andcontacts them when they are going tobe affected by decisions to be takenIdentifies the various trend-setters intheir part of the organisation and usesinformal structures to get work doneKnows which groups within theorganisation are affected by his/herworkRecognizes the right time for changeinitiativesContributes to others understandingthe impact of their decisions andactionsEnsures that the goals of his/her ownteam are in line with those of theorganisation

Uses feedback to improve his/her andthe teams work

Behaviour:Rapidly recognizes structures andinteractionIdentifies the various trend-setters intheir part of the organisation anduses informal structures to get workdoneKnows which groups (within andoutside the organisation) influenceeach otherRecognizes the right time forinitiatives to changeContributes to others understandingthe impact of their decisions andactionsEnsures that the goals of his/her partof the organisation are in linewith those of the whole organisationand the environmentUses feedback to improve his/her andthe teams work

BehaviourRapidly recognizes structures andinteractionIdentifies the various trend-setters intheir part of the organisation anduses informal structures to get workdoneKnows which groups (within andoutside the organisation) influenceeach otherRecognizes the right time forinitiatives to changeContributes to others understandingthe impact of their decisions andactionsEnsures that the goals of his/herorganisation are in line with theenvironmentUses feedback to improve his/her andthe teams work

Note:

Awareness of organisation and environment has to do with the ability to perceive theoverall make-up of an organisati on 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 andcolleagues and thereby creates social communication barriers (low) to is able tohave a coherent picture in a short time and knows how to act accordi ngly (high).


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6.4 Understanding cohesionLevel 1

Sees the coherence of his/her ownwork and acts accordingly.

Level 2

Sees the connection between his/herown work and that of colleagues withinthe department or project team and/or

knows the impact of his/her actions onthe immediate environment and actsaccordingly.

Level 3

Sees the connection between his/herown work and that of colleagues withat customers and in the immediate

environment and acts accordingly.

Level 4

Sees the connection between differentparts of the organisation and/orprocesses and/or understands the

impact of his/her own actions on theimmediate environment and uses thatinsight to manage.

Level 5

Sees and understands the connectionbetween several parts and processesin a chain, market or organisation and

uses that insight to manage.

Level 6

Sees and understands the connectionbetween several parts and processesin a chain, market, organisation or

society and can connect these to theconvictions of the actors in a particularcontext and uses that insight tomanage.

Behaviour:Efficiently organizes his/her own workusing his/her insight into therelationship between the elements ofthe taskMakes lists, and reports and createsstructure

Behaviour:Sees consistencyIs involved in matters that are nothis/her personal priorityProvides assistance to others who areunder pressureShares information

Strives to understand the prioritiesand wishes of othersAdheres to guidelines for use in theimmediate environment

Behaviour:Sees consistencySees how aspects/dilemmas are partof the customer relationship and ofworking with the customerProvides assistance to others who areunder pressure

Shares informationUses information and experience ofothersStrives to understand the prioritiesand wishes of othersRecognizes everyone's uniqueexperiences, backgrounds andperspectivesAsks questions to use everyone'sindividual experiencesRecognizes the reasons for theguidelines for the use of theenvironment and behaves accordingly

BehaviourSees consistencySees how aspects issues are part of abigger pictureShows he/she is aware how thingsare connected in a organisationsystem

Is involved in matters that are nothis/her personal priorityActs as if all stakeholders are equalpartners in a solutionLooks for opportunitiesat all stakeholders within theorganisation/at the customerShares informationUses the information and experienceof othersWants to understand the priorities andneeds within the organisationAcknowledges individual andorganisational perspectivesAsks questions to use everyone'sindividual experiencesProvides guidance on the use of thenatural environment

Behaviour:Sees consistencySees how aspects issues are part of abigger pictureShows he/she is aware how thingsare connected in a complex systemExamines the possibilities for all

(chain) partners to exploit opportunitiesOrganizes assistance for (chain)obstaclesShares informationUses the information and experienceof othersWants to understand the priorities andneeds within the organisationRecognizes individual andorganisational perspectivesAsks questions to exploit everyone'sindividual experiencesIs aware of the chain of environmentaleffects and environmental factors

BehaviourSees consistencySees how aspects issues are part of abigger pictureShows he/she is aware how thingsare connected in a complex systemExamines the possibilities for all

(chain) partners in a social context toexploit opportunitiesOrganizes assistance for (chain)obstaclesTunes the presentation ofdevelopment issues to be affectedtarget groupsOrganises information sharingUses the information and experienceof social chain partnersWants to understand the priorities andneeds within the organisationRecognizes/acknowledges social,organisational and individualperspectivesAsks questions to exploit everyone'sindividual experiencesIs aware of the chain of environmentaleffects and environmental factors usesthat insight to manage

Note:

This competency describes the extent to which someone i s aware of and focused on"the coherence of things in a chain.


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6.5 Customer focus and focus on serviceLevel 1

Fulfils his/her task/role effectively (withregard to social aspects andcommunication) but does not focus on

additional individual and/or customerneeds.

Level 2

Has a service attitude towards others(colleagues, employees, internal andexternal customers).

Level 3

Has a service attitude and is focusedon others (colleagues, employees,internal and external customers).

Level 4

Can proactively mold relationships withothers (colleagues, employees,internal and external customers,

agents).

Level 5

Is proactively involved in therealisation of others interests and/orcan effectively manage relationships

both from a personal perspective andfrom a perspective of mutual interest.

Level 6

Perceives the integral needs ofcustomers and customer groups anddevises service strategies that

addresses those needs proactivelyand can establish and managerelationships/management from theperspective of the needs of thecustomers organisations.

Scouting: Person

Behaviour:Gives people the feeling that he/she

listens to them but does not alwaysPerforms tasks in a business-likemanner

Scouting: Team

Behaviour:Makes people feel that he /she listens

to them with attentionIf someone has done somethingwrong, the issue is central and no t thepersonRespects confidentialityOffers others help when they areunder pressureProvides service within the agreedstandards

Scouting: Team

Behaviour:Makes people feel that the /she

listens to them, with attentionIf someone has done somethingwrong, the issue is central and not thepersonRespects confidentiality;offers others help when they are underpressureShows interest in people outside workRespects confidentialityOffers others help when they areunder pressureTakes unusual or unorthodoxmeasures to help othersProvides service beyond the agreedstandards

Scouting: Team


listens to them, with attentionIf someone has done somethingwrong, the issue is central and not thepersonChallenges contempt and disrespectShows interest in people outside workRespects confidentiality;Takes steps to win the trust of othersOffers help to others when they areunder pressureTakes unusual or unorthodoxmeasures to help othersProvides service beyond the agreedstandards

Scouting: Group


listens to them, with attentionIf someone has done somethingwrong, the issue is central and no t thepersonChallenges contempt and disrespectShows interest in people outside workRespects confidentiality;Takes steps to win the trust of othersOffers help to others when they areunder pressureTakes unusual or unorthodoxmeasures to help othersOrganises service delivery fromestablished organisation standard

Scouting: Region/Country

Behaviour:

Makes people feel that the /she

listens to them, with attention

If someone has done somethingwrong, the issue is central and not theperson

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 areunder pressure

Takes unusual or unorthodoxmeasures to help others

Develops service standards andimplements these in the organisation

Creatively researches and developsstrategies for service delivery and forcementing 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 thecustomer (internal or external). Someone may be focused on customers and serviceand even on the person behind the customer but be unable to manage such relationshipsproactively or organise them on a larger scale.We see customer focus as a willi ngness to proactively take into account and be focusedon internal or external partners (customers, suppliers, colleagues etc.).


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7. Personal development


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7.1 Focus on developmentLevel 1

Functions without a conscious focuson the development of self/others.

Level 2

Focuses on the development ofknowledge/skills associated withhis/her role and/or is responsive to

questions and the development ofclose colleagues.Is able to reflect on his/her ownexperiences.

Level 3

Is consciously engaged in thedevelopment of the self and thecompetencies required for the role

and/or is responsive to personalsituations of other employees. Is ableto reflect on his/her role and issensitive to situations experiences andalternative behaviour.

Level 4

Stimulates the development ofpersonality and skills necessary for aparticular role, both for himself/herself

and colleagues and/or focuses ondeveloping team skills. Can reflect onhis/her own and others situations, andis able to identify alternative behaviourscenarios.

Level 5

Organizes/facilitates the developmentof personality and skills forhimself/herself and for

colleagues/teams. Can reflect in depthon interpersonal and intrapersonalissues and can use his/her insights.

Level 6

Promotes/facilitates (both personallyand systematically) all individual(employees, colleagues, customers,

suppliers, himself/herself) both interms of personality and skillsdevelopment, also by organising andsupporting this development.Can reflect in depth on interpersonaland intrapersonal issues and can usehis/her insights.

Behaviour:

Approaches others as equals

Has no conscious attention for his/heror others' development

Behaviour:

Approaches others as equals andunderstands what is important forothers

Accurately anticipates reactions ofindividuals and listens, lets others feelto be heard

Asks questions to get to know aboutand to use peoples individual

experiences

Participates in professional training

Learns from his/her experiences

Behaviour:

Approaches others as equals andunderstands what is important forothers

Recognizes and respond s to non-verbal behaviour, body language,voice, innuendo

Accurately anticipates reactions ofindividuals and groups and listens, let

others be heard

Recognizes the unique experiences,backgrounds and perspectives ofpeople

Asks questions to get to know aboutand to use peoples individualexperiences

Encourages open discussions

Participates in vocational andpersonal training

Reflects on his/her own experiences

Behaviour:Approaches others as equals andunderstands what is important forothersRecognizes and responds to non-verbal behaviour, body language,voice, innuendoAccurately anticipates reactions ofindividuals and groups and listens, let

others be heardUnderstands the complexity of habitsand behaviourAcknowledges the uniqueexperiences, backgrounds andperspectives of the individualemployeeAsks questions to get to know aboutand to use peoples individualexperiencesChooses team compositions in whicha variety of backgrounds andexperiences is representedEncourages open discussion andteam evaluationsParticipates in professional, personaland/or team trainingReflects on his/her own and team

development

Behaviour:Approaches others as equals andunderstands what is important forothersRecognizes and respond s to non-verbal behaviour, body language,voice, innuendoAccurately anticipates reactions ofindividuals and groups and listens, let

others be heardUnderstands the complexity of habitsand behaviourAcknowledges the uniqueexperiences, backgrounds andperspectives of the individualemployeeAsks questions to get to know aboutand to use the diverse experiences ofpeopleinvolves people who can help buildbridges between cultural differencesfor example in international ororganisation-wide activities, solicitscontributions from as many differentsources as possible.Chooses a team composition in whicha variety of backgrounds and

experiences is representedOrganizes and facilitates individualand team development momentsEncourages open discussionsFacilitates reflection (a critical lookback) and introspection (look inside)

BehaviourApproaches others as equals andunderstands what is important forothersRecognizes and respond s to non-verbal behaviour, body language,voice, innuendoAccurately anticipates reactions ofindividuals and groups and listens, let

others be heardUnderstands the complexity of habitsand behaviour in the context of cul turalbackgroundAcknowledges the uniqueexperiences, backgrounds andperspectives of the individualemployeeAsks questions to get to know aboutand to use the diverse experiences ofpeopleInvolves people who can help buildbridges between cultural differencesfor example in international ororganisation-wide activities, solicitscontributions from as many differentsources as possible.Chooses a team composition in which

a variety of backgrounds andexperiences is representedOrganizes and facilitates individualand team development momentsEncourages open discussionsFacilitates reflection (a critical lookback) and introspection (look inside)Uses principles of consciousnessdevelopment in mentoring

Note:

This competency is about the focus on personal development and the development ofothers.


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7.2 Coaching/MentoringLevel 1

Can support team functioning byfacilitating discussion of personal andteam performance.

Level 2

Supports individuals and small teamsin developing insight in substantiveaspects of performance and/or

collaboration in daily practice.

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

Level 3

Supports/facilitates individuals and/or(small) teams in practice in thedevelopment of work planning, work

processes and/or collaborationprocesses.


Level 4

Supports/facilitates individuals and/or(small) teams in the development ofpersonal skills and/or attitudes.


Level 5

Supports/facilitates the teamsdevelopment of team ability and/orsolutions to complex problems,

systems, processes and/or supportsindividuals in their personaldevelopment with targetedinterventions/training and/or managesor assists a group intervention in agroup of 15-50 participants.

C. Mentoring, component: Coaching,developing othe