Example Competency Model ENG 5 JAN 2006 V2

7/25/2019 Example Competency Model ENG 5 JAN 2006 V2

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Shaping the future

Vision

General definition:

Standing back from day-to-day activities to explore new, unknown possibilities;

concentrating on strategy and long-term objectives.

Level 1. Knows the strategy of hisher own !part of the" organi#ation.No. Positive Negative

$ %alks to others about the strategy and policy of

hisher own !part of the" organi#ation.Does not communicate about the strategy of his/her own

(part of the) organization.

& Knows and identifies the major issues of the

strategy of hisher own !part of the" organi#ation.Shows that he/she is unable to indicate the major issues

of the strategy of his/her own (part of the) organization.

' (dentifies the long-term conse)uences of

proposals.

*ocuses only on the direct conse)uences of

proposals.

+ (ndicates how hisher own activities are derived

from the strategy of hisher own !part of the"

organi#ation.

oes not place hisher activities in the context of

the organi#ation strategy.

Level 2. akes new proposals on hisher own initiative for the vision and strategy of hisher own !part of

the" organi#ation".No. Positive Negative

$ Stands back from the day-to-day reality to think about

the future of his/her own (part of the) organization.

oes not take time out from the day-to-day

activities to look at the future of hisher own

!part of the" organi#ation.

& escribes the main outlines of the future of

hisher own !part of the" organi#ation.

escribes the current situation of hisher own


' escribes the path by which the long-term

objectives have to be achieved.

oes not pay attention to the way in which long-

term objectives have to be achieved.

+ omes up with new strategies for the next few

years in which account is taken of externaldevelopments.

*ormulates strategies in which external

developments are left out of consideration.



Level 3. /ncourages others in the immediate work environment to develop new visions and strategies. Sets

an example by expressing a new vision and strategy for hisher own !part of the" organi#ation.No. Positive Negative

$ (ncludes the ideas of employeescolleagues in

hisher own ideas on the vision and strategy to be pursued by hisher own !part of the"

organi#ation.

oes not include the ideas of

employeescolleagues in hisher own ideas on thevision and strategy to be pursued by hisher own


& 0rgani#es sessions to formulate strategies in

which account is taken of external developments

and future prospects.

oes not actively involve others in formulating

strategies that take account of external

developments and future prospects.

' /xplains the vision and strategy of hisher own

!part of the" organi#ation in the immediate work

environment.

oes not devote any attention to explaining

vision and strategy in the immediate work

environment.

+ 1ives others insight into the conse)uences of

changes in policy or strategy.

oes not display any insight to others into the

conse)uences of changes in policy or strategy.

Level 4. (nspires and facilitates others also outside the immediate work environment to develop new

visions and strategies. Sets an example by developing and expressing a new vision and strategy for the

organi#ation or part of the organi#ation.No. Positive Negative

$ (nitiates meetings in which employees are asked

to give their own ideas on the vision and strategy

to be pursued by hisher own !part of the"

organi#ation.

oes not initiate meetings in which employees

are asked to give their own ideas on the vision

and strategy to be pursued by hisher own !part

of the" organi#ation.

& ommunicates the vision and strategy of hisherown !part of the" organi#ation in the

organi#ation.

llows lack of clarity to continue e!isting on the "ision

and strategy of his/her own (part of the) organization.

' 2oints out to others the long-term implications of

proposals for change of hisher own !part of the"

organi#ation.

0nly points out to others the immediate

implications of proposals for change of hisher

own !part of the" organi#ation.

+ evelops a new interpretation of the

organi#ation objective or mission, based on

external developments.

Keeps to the existing organi#ation objective or

mission; does not adjust them on the basis of

external developments.



Independence

General definition

3cting on the basis of one4s own convictions rather than trying to please others; goingone4s own way.

Level 1. 5hen asked, gives hisher own opinion, even if it differs from the opinion of others.No. Positive Negative

$ 1ives hisher opinion on re)uest. 3voids taking hisher own position, even when

asked to do so by others.

& 5hen asked, gives hisher own opinion, even if

heshe knows that it is not shared by the

conversation partners.

5hen asked, only gives an opinion that is in line

with the majority position.

' 1ives both positive and negative feedback toothers who ask for feedback. 1ives only positive feedback to others who askfor feedback.

+ 5hen asked, gives hisher opinion on an issue in

a direct, explicit manner.

(s evasive about what heshe wants to say when

asked to give an opinion.

Level 2. %akes actions independently that are based more on hisher own convictions than on wanting to

please others.No. Positive Negative

$ *ollows hisher own approach, regardless of

objections or pressure from others.

(mmediately adjusts hisher approach if others

make objections or exercise pressure.

& 1ives hisher own opinion, even when hesheknows that it is not shared by the conversation

partners.

1ives an opinion in line with the majority position.

' akes it clear to decision-makers that heshe

does not agree with a decision made by them.

oes not make it clear to decision-makers that

heshe agrees or disagrees with a decision made.

+ omes up with ideas of which others still have to

be convinced.

omes up with ideas that are in line with the

wishes of others.



Level 3. /ncourages others in the immediate work environment to act on the basis of their own convictions,

partly by serving as an example.No. Positive Negative

$ /ncourages employeescolleagues to act on the

basis of their own convictions.

oes not encourage employeescolleagues to act

on the basis of their own convictions.& 1ives tips to employeescolleagues who have

difficulty in expressing andor keeping to their

own opinion.

oes not give tips to employeescolleagues who

have difficulty in taking independent positions.

' *ollows the manner of working in which heshe

believes, even if others make objections.

3djusts hisher own approach when others object

or exert pressure.

+ 5hen faced with differences of opinion, makes

hisher standpoint and goal clear.

2lays down hisher own standpoints and goals

when faced with differences of opinion.

Level 4. (nspires and facilitates others also outside the immediate work environment to act on the basis oftheir own convictions, partly by serving as an example.No. Positive Negative

$ ommunicates in hisher own !part of the"

organi#ation that heshe considers it important

for employees to express their own opinion.

oes not communicates in hisher own !part of

the" organi#ation whether or not heshe considers

it important for employees to express their own

opinion.

& Shows appreciation for people in the

organi#ation who go their own way.

Shows disapproval when people in the

organi#ation go their own way.

' (nitiate actions heshe considers necessary, in

spite of objections.

6ets himherself be prevented from initiating

actions under pressure from others.

+ aintains ideas standpoints in spite of

disapproval from others.

6ets go of ideas standpoints if others

disapprove of them.



Creativity

General definition:

oming up with original solutions for job-related problems; devising new working

methods to replace current methods.

Level 1. 7esponds positively to proposals from others and comes up with hisher own ideas on that basis or

at the re)uest of others.No. Positive Negative

$ 7esponds positively when others propose

unusual solutions.

eals in a negative way with proposals for

unusual solutions.

& 8eros in on new ways of thinking. 9isher proposals are only in line with the usual

ways of thinking.

' entions new, undiscovered sides of ideas or proposals. 0nly mentions the familiar sides of ideas or proposals.

+ Suggests several solutions for a problem. omes up with a single suggestion for a solution

to a problem.

Level 2. omes up with new ideas or a combination of existing working methods solutions on hisher own

initiative.No. Positive Negative

$ omes up with unusual proposals. omes up with the standard, conventional

proposals.

& :rings up matters of course for discussion inorder to generate new ideas.

Keeps to the usual starting points in generatingideas.

' ombines existing ideas into a new solution or

new idea.

ses existing solutions or ideas only separately.

+ akes proposals from less obvious angles of

approach.

:ases hisher ideas and proposals on the familiar

angles of approach.



Level 3. /ncourages others in the immediate work environment to come up with new ideas, partly by

serving as an example.No. Positive Negative

$ #akes the initiati"e to generate ideas with others from

different disciplines.

0nly pays attention to generating ideas with

people from the same discipline.

& /ncourages employeescolleagues to come up

with new solutions and working methods.

Shows that heshe is satisfied when

employeescolleagues dome up with standard

solutions.

' 1ives original suggestions to

employeescolleagues whose creative thinking

process is blocked.

oes not give suggestions to support

employeescolleagues whose creative thinking

process is blocked.

+ (ncludes ideas from different disciplines in

hisher solutions and proposals.

0nly includes ideas from hisher own discipline

in hisher proposals.

Level 4. (nspires and facilitates others also outside the immediate work environment to come up with new

ideas by serving as an example.No. Positive Negative

$ /xpresses in the organi#ation or part of the

organi#ation that it is important to experiment

with new solutions and working methods.

oes not communicate in the organi#ation or part

of the organi#ation that heshe considers it

important to experiment with new solutions and

working methods.

& /xpresses that it is important for the organi#ation

to distinguish itself in the market through new

unusual solutions and methods.

oes not express whether or not heshe considers

new unusual solutions and methods as a way to

distinguish oneself in the market.

' ommunicates that heshe considers it important

to express appreciation to creative employees in

the organi#ation or part of the organi#ation.

oes not express that heshe considers it

important to express appreciation to employees

who come up with creative ideas and concepts.

+ akes time and resources available in the

organi#ation or part of the organi#ation to

promote creativity.

oes not facilitate the promotion of creativity

with time and resources.



Problem analysis

General definition:

(dentifying problems; recogni#ing significant information; collecting and makingconnections between relevant data; tracing possible causes of problems.

Level 1. ollects relevant information. istinguishes main lines from details, facts from suppositions and

causes from effects.No. Positive Negative

$ 6ooks for usable information in addition to

already available information.

Starts from available information.

& ombines newly ac)uired information with

existing information.

eals with newly ac)uired information as

separate from existing information.' 6ooks for the broad outlines first in going

through information.

*ocuses immediately on the details in going

through information.

+ Starts from factual information. ses information based on suppositions.

Level 2. ollects and selects relevant information from different sources independently and on hisher own

initiative; makes connections and orders information.No. Positive Negative

$ :rings together relevant information from

different sources.

0btains relevant information from only one

source.

& akes connections between different aspects ofinformation.

eals with each aspect as standing alone inanaly#ing information.

' <uickly identifies what in hisher view is the

core of a large )uantity of information.

5hen large amounts of information are involved,

limits himherself to identifying subaspects.

+ lassifies information under different subjects to

gain insight.Does not structure information obtained.



Level 3. /ncourages others in the immediate work environment to analy#e problems. Sets and example by

identifying trends, effects and risks on the basis of the ordering of information.No. Positive Negative

$ Supports employeescolleagues in analy#ing a

problem and makes suggestions.

oes not offer employeescolleagues any support

in analy#ing a problem.

& (nvolves colleagues in the analysis of a

!problem" situation.

omes up with pat solutions himherself without

consulting with colleagues.

' =iews and investigates a problem from several

angles of approach.

=iews and investigates a problem from one

specific angle of approach.

+ akes comparisons with other situations in

hisher own or other organi#ations in analy#ing a

situation or problem.

eals with each situation as separate from other

situations.

Level 4. (nspires and facilitates others also outside the immediate work environment to analy#e problems.Sets and example by identifying connections with situations in other organi#ations and between parts of the

problem.No. Positive Negative

$ Sees to it that a decision is preceded by a

preliminary investigation in which all relevant

aspects are identified.

3llows decisions to be made without an

investigation of all relevant aspects beforehand.

& $ommunicates that he/she considers it important to

allow employees the time to analyze problems/issues

thoroughly.

oes not pay any attention to making time

available to employees to make a thorough

analysis of problemsissues.

' akes comparisons with situations outsidehisher own !part of the" organi#ation in

analy#ing a situation or problem.

9andles situations in hisher own !part of the"organi#ation as if they were uni)ue and not

comparable to external situations.

+ (dentifies organi#ational and social trends and

connections in information.

9andles each piece of information separately,

apart from organi#ational and social trends and

connections.



Judgment

General definition:

rawing correct and realistic conclusions based on the information available and the

weighing of pros and cons.

Level 1. (nvolves different points of view and facts in forming judgments.No. Positive Negative

$ %akes time to weigh matters against each other

before drawing a conclusion.

raws conclusions )uickly without carefully

weighing matters against each other.

& /xamines situations from different points of

view.

/xamines situations from one point of view.

' Substantiates hisher reasoning with facts. ses suppositions in substantiating hisher

reasoning.+ entions both the pros and cons of hisher own

standpointdecision.

0nly mentions the pros of hisher own

standpointdecision.

Level 2. onsiders the relevance and feasibility of aspects of an issue on hisher own initiative.No. Positive Negative

$ akes a distinction in hisher conceptuali#ation

between relevant and irrelevant aspects of an

issue.

eals with all aspects of an issue as e)ually

relevant.

& 7eviews different possible solutions for

feasibility.

oes not examine the feasibility of different

possible solutions.' /xamines the conse)uences of possible

decisions.

oes not analy#e beforehand what the

conse)uences are or possible decisions.

+ Substantiates hisher judgment with facts. ses suppositions andor the opinions of others

in substantiating hisher judgment.



Level 3. /ncourages others in the immediate work environment to weigh aspects carefully. Sets an example

by drawing conclusions on the basis of criteria, facts and previous experiences.No. Positive Negative

$ /ncourages employeescolleagues to make a

distinction between relevant and irrelevantaspects of an issue.

oes not encourage employeescolleagues to

make a distinction between relevant andirrelevant aspects of an issue.

& 1ives employeescolleagues feedback on the

validity of the arguments underlying their

conclusions.

oes not give feedback to employeescolleagues

on the validity of their arguments.

' (dentifies conse)uences of different possible

actions before making a decision.

akes a decision without mapping out the

possible conse)uences in advance.

+ /xplains to employeescolleagues which facts

underlie hisher judgment.

oes not inform employeescolleagues of the

facts on the basis of which heshe formed hisher

judgment.

Level 4. (nspires and facilitates others also outside the immediate work environment to form a well-

considered judgment. Sets an example by including scenarios and internal relationships in hisher weighing

of the interests.No. Positive Negative

$ Sees to it that employees identify the long-term

pros and cons of their judgments.

(s satisfied with proposals of which employees

have not worked out the long-term pros and cons.

& Sees to it that use is made of experiences gained

in previous activitiesprojects.

oes not encourage others to use experiences

gained previously.

' /xplains the conse)uences of hisher decisions

for hisher own !part of the" organi#ation.

akes decisions without mentioning their

conse)uences for hisher own !part of the"

organi#ation.

+ Substantiates hisher opinion with different

!future" scenarios.

6imits himherself to one specific !future"

scenario in substantiating hisher opinion.



Organizational sensitivity

General definition:

7ecogni#ing the effects and results of one4s own decisions or activities on other parts

of the organi#ation; recogni#ing the interests of other parts of the organi#ation.

Level 1. Shows that heshe knows which interests play a part in different parts of the organi#ation and who

the decision makers and influencers are.No. Positive Negative

$ Shows that heshe knows and takes account of

the interests of hisher own !part of the"

organi#ation.

3cts without paying attention to the interests of

hisher own !part of the" organi#ation.

& #akes account of his/her own organization in making

commitments to e!ternal parties.

akes commitments to external parties which

cannot be sufficiently kept internally.

' Shows that he/she knows what is going on in other parts

of the organization.

Shows that heshe has no knowledge of what isgoing on in other parts of the organi#ation.

+ (ndicates who the decision-makers and

influencers are.

Shows a lack of insight into who the decision-

makers and influencers are.

Level 2. %akes account on hisher own initiative of differences in the interests of different parts of the

or gani#ation and their interrelationships.No. Positive Negative

$ %akes account of what is going on in other parts

of the organi#ation in hisher actions.

1oes hisher own way without taking account of

the situation and events in other parts of theorgani#ation.

& (n making decisions, takes account of their

effects on other parts of the organi#ation.

ecides and takes actions without taking account

of the effects they have on other parts of the

organi#ation.

' (n presenting plans, takes account of the way in

which plans could be received by parties within

hisher own organi#ation.

(n presenting a plan, only pays attention to the

substantive )uality of the plan.

+ 3pproaches the right people in the organi#ation

!the people who make decisions andor have

influence".

oes not take account of the division of roles,

power and influence in hisher own organi#ation.



Level 3. /ncourages others in the immediate work environment to take account of differences in the

interests of parts of the organi#ation and interrelationships, partly by serving as an example.No. Positive Negative

$ iscusses the interests of the different parts of

the organi#ation with employeescolleagues.

oes not pay any attention of the different parts

of the organi#ation in discussions withemployeescolleagues..

& iscusses with employeescolleagues how they

obtain support for a plan from different groups

within the organi#ation.

oes not discuss ways to obtain support for plans

with employeescolleagues.

' onsiders the interrelationships within hisher

own !part of the" organi#ation in making

decisions and taking actions.

akes decisions and takes actions without

considering the interrelationships within hisher

own !part of the" organi#ation.

+ hecks beforehand with the right parties whether

there is support for hisher proposals.

akes proposals without checking beforehand

whether there is support for them.

Level 4. (nspires others also outside the immediate work environment to take account of differences in the

interests of parts of the organi#ation and interrelationships, partly by serving as an example.No. Positive Negative

$ $ommunicates in the organization or part of the

organization the importance of creating support when

changes are introduced.

oes not pay any attention to the importance of

creating support when changes are introduced.

& 2oints out the conse)uences of plans and

decisions for the interrelationships and for the

positions of the parties or parts of theorgani#ation involved.

oes not pay attention to the conse)uences of

plans and decisions for the interrelationships and

the positions of the parties or parts of theorgani#ation involved.

' 3pproaches others parties in deliberate order;

first ac)uires the necessary support for certain

ideas >behind the scenes4.

*ails to gather support first >behind the scenes4;

therefore )uickly faces resistance.

+ Knows !recogni#es" and takes account of the

unspoken rules and boundaries within the

organi#ation or part of the organi#ation.

0nly takes account of the explicit rules and

agreements in the organi#ation.



Market orientation

General definition:Demonstrating a good knowledge of developments in the market and the eld.

Level 1. (nforms himherself about developments in the market and hisher own field.No. Positive Negative

$ Shows during discussions that heshe is aware of

current developments in the market.

Shows during discussions that heshe is not

aware of current developments in the market.

& 5hen asked, shows that heshe is aware of what

competitors operating in the same market or field

have to offer.

5hen asked, shows that heshe is not aware of

what competitors have to offer.

' ollects information available in the

organi#ation about hisher own field.

oes not take advantage of internal possibilities

to ac)uire knowledge about hisher own field.

+ *inds out about developments in hisher own

field by talking to professional colleagues.

oes not enter into discussions with professional

colleagues about developments in hisher own

field.

Level 2. 0n hisher own initiative, uses knowledge of developments in the market and hisher own field

and shares this knowledge with employees and colleagues.No. Positive Negative

$ (ncorporates current developments in the market

or hisher own field in proposals that heshe

makes.

oes not use current developments in the market

or hisher own field in hisher proposals.

& 2articipates in networks in which information

about developments in hisher own marketfield

is exchanged.

oes not actively participate in knowledge

networks.

' Shares hisher knowledge about relevant

developments in hisher field with

employeescolleagues.

Keeps knowledge about relevant developments

in hisher field to himherself.

+ 2oints out developments in the market or field to

others in the immediate work environment that

are relevant to them.

oes not point out information to others about

developments in the market or field that are

relevant to them.



Level 3. /ncourages others in the immediate work environment to keep themselves informed of

developments in the market and their own field and to use this knowledge. Sets an example by periodically

communicating with employeescolleagues about developments in the market and the field.No. Positive Negative

$ iscusses possible conse)uences ofdevelopments in the market or field with

employeescolleagues for their own !part of the"

organi#ation.

oes not enter into discussions withemployeescolleagues about the possible

conse)uences of developments in the market or

field.

& /ncourages employeescolleagues to inform

themselves of developments in their own field.

6eaves it up to employeescolleagues themselves

whether or not they inform themselves of

developments in their own field.

' 0rgani#es networks in which information about

developments in hisher own marketfield is

exchanges.

oes not encourage any exchange of information

about developments in hisher own marketfield

by way of knowledge networks.

+ Shares knowledge about strengths andweaknesses of relevant market parties with


Keeps knowledge about strengths andweaknesses of relevant market parties to

himherself.

Level 4. (nspires and facilitates others also outside the immediate work environment to inform themselves

of developments in the market and their own field and to use this knowledge. Sets an example by

periodically communicating about developments in the market in and outside the organi#ation or part of the

organi#ation.No. Positive Negative

$ /xpresses in hisher own !part of the"

organi#ation that heshe considers it important tokeep information about developments in the

market and field up-to-date.

oes not communicate whether or not heshe

considers it important to keep information aboutdevelopments in market and field up-to-date.

& (nvests !time andor money" in gaining

knowledge about developments in the market

and new ways to use it.

(nvests in matters other than gaining knowledge

about developments in the market and new ways

to use it.

' %ranslates market developments to various

relevant policy areas !marketing, (%,

leadership, et cetera".

%ranslates market developments only according

to their importance for hisher own work or

immediate work environment.

+ /xplains hisher own ideas about developments

in the market in hisher own !part of the"organi#ation.

oes not communicate hisher own ideas about

developments in the market and possibleinfluences on hisher own !part of the"

organi#ation.



Networking

General definition:

:uilding relationships and networks that are useful in achieving objectives; making

effective use of !informal" networks to get things done.

Level 1. aintains contact with others both in and outside hisher own part of the organi#ation.No. Positive Negative

$ %egularly talks to& e-mails or calls his/her contacts. %alks to, e-mails or calls hisher contacts only

incidentally.

& 3ttends occasions where heshe has an

opportunity to network.

oes not take advantage of opportunities to

network.

' ses existing internal contacts to arrange things. oes not use internal contacts to arrange things.

+ ndertakes activities outside working hours withcontacts who can be helpful in achieving work-

related objectives.

0nly undertakes activities during working hourswith contacts who can be helpful in achieving

work-related objectives.

Level 2. onstructs relationships and networks independently and uses them to achieve goals.No. Positive Negative

$ %alks to, e-mails or calls contacts on hisher own

initiative to whom heshe has not spoken for

some time, for no special reason.

0nly talks to, e-mails or calls contacts to whom

heshe has not spoken for some time when a

specific reason occurs to do so.

& (nvests in long-term relationships even if the

effect is not immediately noticeable.

*ocuses mainly on contacts who are useful

immediately or soon.' 2articipates in networks in order to achieve the

goals of hisher own !part of the" organi#ation.

0nly participates in networks that satisfy hisher

own interests, apart from the goals of the !part of

the" organi#ation.

+ 3pproaches relevant people from hisher own

network to achieve objectives !of the

organi#ation".

oes not use people from hisher own network to

achieve objectives !of the organi#ation".



Level 3. /ncourages others in the immediate work environment to build relationships and networks

independently. Sets an example by using hisher own network for the benefit of the interests of hisher own

part of the organi#ation.No. Positive Negative

$ 'ncourages employees/colleagues to maintain and

e!pand their internal and e!ternal contacts.

oes not encourage employeescolleagues todevote attention to maintaining and expanding

their internal and external contacts.

& 3sks ac)uaintances for help in making contact

with potential business connections networks.

akes independent attempts to make contact

with potential business connections networks,

even if heshe has ac)uaintances who could help

himher to do so.

' ses hisher own network to achieve other

people4s objectives.

0nly uses hisher own network to achieve hisher

own objectives.

+ ses the business connections from hisher own

network to achieve goals of hisher own !part ofthe" organi#ation.

oes not draw on useful business connections in

hisher own network to achieve goals of hisherown !part of the" organi#ation.

Level 4. (nspires and facilitates others also outside the immediate work environment to build connections

and networks independently. Sets an example by maintaining contact with parties in the market and society

who are important for the organi#ation.No. Positive Negative


organi#ation that heshe considers networking

important.


considers it important to network in hisher own


& akes time and resources available toemployees to maintain contact with internal and

external connections.

oes not provide employees with time andresources to maintain contact with business

connections.

' evelops and maintains relations with

representatives from different segments of the

market and society.

6imits himherself to developing and maintaining

relations with representatives from one specific

segment of the market or society.

+ 3cts as a network partner for hisher own !part

of the" organi#ation, for example by taking seats

on external committees or other types of

networks.

oes not act as a network partner for hisher own




Initiative

General definition:

7ecogni#ing opportunities and acting on them; self-starting rather than waiting

passively to see what happens.

Level 1. oes something in addition to what is re)uested.No. Positive Negative

$ 0ffers on hisher own to tackle matters. 0nly tackles matters when others ask himher to

do so.

& 0ffers to help others where necessary. 5aits until others ask for help.' %akes action immediately if things need to be

organi#ed.

%akes a wait and see attitude when things need to

be organi#ed.

+ (dentifies points for improvement and brings

them to the attention of others.

oes not notice points for improvement or does

not point them out to others.

Level 2. %akes actions independently and on hisher own initiative.No. Positive Negative

$ 3ctively comes up with proposals or ideas. 5aits or concurs with the proposals or ideas of

others.

& (s the first to bring up urgent issues. 6ets urgent issues take their course.' 3ssumes tasks on hisher own. 0nly assumes tasks at the re)uest or insistence of

others.

+ (nitiates activities; takes the lead. ay take part in activities; does not initiate them

himherself.



Level 3. /ncourages others in the immediate work environment to take actions independently. Sets an

example by taking actions that are noticeable in hisher own part of the organi#ation.No. Positive Negative

$ iscusses with employeescolleagues how they

can utili#e opportunities.

oes not devote attention in contact with

employeescolleagues to the way in which theycan utili#e opportunities.

& 3sks employeescolleagues for initiatives and

proposals.

Shows no interest in initiatives and proposals

from employeescolleagues.

' 3ssumes tasks and corresponding

responsibilities on hisher own.

0nly assumes tasks and responsibilities at the

insistence of others.

+ %akes the lead in actually implementing agreed

plans.

5aits until others take the initiative to implement

plans.

Level 4. (nspires and facilitates others also outside the immediate work environment to take independentactions. Sets an example by taking actions that are noticeable in and outside the organi#ation.No. Positive Negative


organi#ation that heshe considers it important to

appreciate employees who take actions and

utili#e opportunities on their own.

oes not explicitly communicate in hisher own

!part of the" organi#ation that heshe considers it

important to appreciate employees who show

initiative.

& reates preconditions so that employees who

take initiatives are additionally appreciated.

oes not devote attention to creating

preconditions for additional appreciation of

employees who show initiative.

' reates preconditions so that employees dare to

take initiatives, such as a climate of mutual trustand room to act.

oes not devote attention to creating

preconditions to facilitate that employees dare totake initiatives.

+ akes proposals for changes that are visible in


oes not come up with proposals for changes

that are visible in the organi#ation or part of the

organi#ation.



Getting the best out of yourself & others

Personal Development

General definition:

Demonstrating responsibility for one’s own achievements by using personalqualities and taking actions on the basis of one’s own strengths andweaknesses to increase or improve knowledge, skills and competencies.

Level 1. emonstrates willingness to invest in hisher own development.No. Positive Negative

$ 3sks for feedback during discussions about thework on the degree to which hisher contribution

meets expectations.

oes not utili#e discussions about the work toask others for a response regarding hisher

accomplishments.

& (n)uires from others with whom heshe works

together about personal points for improvement

of knowledge, skills andor behavior.

oes not ask others with whom heshe works

together about points heshe could improve.

' 3sks colleagues for information on matters with

which heshe is less familiar.

oes not ask colleagues for information on

matters with which heshe is less familiar.

+ 2articipates in courses, training andor education

offered to himher.

7ejects opportunities to participate in courses,

training andor education.

Level 2. %akes responsibility for and invests independently and on hisher own initiative in hisher own

development.No. Positive Negative

$ 7egularly asks others for feedback on hisher

performance.

oes not ask others to give feedback on hisher

performance.

& entions both strengths and weaknesses in

hisher own performance.

0nly mentions hisher own strengths or only

hisher own weaknesses.

' 3pplies for projects activities in which heshe

can gain new experience to strengthen hisher

knowledge, skills andor behavior.

oes not initiate any new learning opportunities

to strengthen hisher knowledge, skills andor

behavior.

+ 3sks for specific suggestions to improve

weaknesses mentioned by others when receiving

feedback.

(gnores feedback or attributes the cause of

hisher behavior to something beyond hisher

control



Level 3. /ncourages others in the immediate work environment to strengthen and take responsibility for

their knowledge, skills and behavior, partly by serving as an example.No. Positive Negative

$ entions both strengths and weaknesses in the

in the knowledge, skills and or behavior ofemployeescolleagues.

oes not give or gives only negative feedback on

the accomplishments of others in hisherimmediate work environment.

& /ncourages employeescolleagues to participate

in courses and other opportunities for further

self-development.


participate in opportunities to develop their

knowledge, skills andor behavior.

' (nvites employeescolleagues to join himher in

hisher activities in order to learn.

oes not invite employeescolleagues to join

himher in hisher activities.

+ iscusses hisher own development plans andor

development activities with


Keeps hisher development plans andor

activities to himherself.

Level 4. (nspires and facilitates others also outside the immediate work environment to strengthen their

knowledge, skills and behavior, partly by serving as an example.No. Positive Negative

$ /ncourages others in de organi#ation or part of

the organi#ation to come up with ideas and

means by which knowledge, skills and behavior

of employees can be enhanced.

oes not encourage others to generate ideas and

means to work on the development of

employees.

& akes an ade)uate budget available for training

courses, coaches and other resources for the

personal development of employees.

akes no or inade)uate resources available for

personal development in the organi#ation or part

of the organi#ation.

' Shows appreciation for employees who take

action on their own to improve their knowledge,

skills andor behavior.

2ays no attention or responds negatively to

employees who work on self-development on

their own initiative.

+ Shares hisher own experiences with

development activities with others in the


Keeps hisher own experience with the

enhancement of knowledge, skills andor

behavior to himherself.



Coacing

General definition:

otivating, encouraging and supporting employees in the use of their personal

)ualities and the development of knowledge, skills and competencies, so that they canachieve intended accomplishments and results; adjusting the coaching style to the

employee and situation.

Level 1. 1ives employeescolleagues attention, help and feedback if there is reason to do so.No. Positive Negative

$ %akes time out to listen to employeescolleagues. oes not take the time to listen to


& 9elps employeescolleagues with their work if

necessar y.

6eaves employeescolleagues alone with

difficulties in their work.' 1ives examples of situations in which the

employee colleague has performed

inade)uately or well.

oes not clarify the degree of the other person4s

performance by identifying situations.

+ 2oints out information to employeescolleagues

that could support their personal development.

oes not provide employeescolleagues with any

sources of information that could support their

personal development.

Level 2. ontributes toward the development of employeescolleagues on hisher own initiative.No. Positive Negative

$ /ncourages employeescolleagues to use theirtalents and strengths as well as possible in their

work.

0nly emphasi#es less strong points ofemployeescolleagues.

& 1ives specific feedback to others to promote

their development.

1ives feedback to others in general terms.

' 9elps the other person to become aware of

hisher own strengths and weaknesses.

oes not support the other person in gaining

insight into hisher own strengths and

weaknesses.

+ akes a personal development plan together

with the employee colleague, indicating which

development activity will be undertaken when.

0nly pays attention to the development of the

employee colleague as a result of incidents in

the person4s performance.



Level 3. /ncourages others in the immediate work environment to coach effectively, partly by serving as an

example.No. Positive Negative

$ %alks periodically to employeescolleagues about

the importance of supporting others in theirdevelopment.

oes not devote attention to talking about the

importance of supporting others in theirdevelopment.

& 1ives others feedback on their manner of

coaching.

6eaves others guessing about their manner of

coaching.

' iscusses hisher own manner of coaching with

other coaches.

6eaves hisher own manner of coaching

undiscussed.

+ 9as people perform tasks that are new to them,

thereby offering them new challenges and

opportunities for growth.

9as people perform tasks familiar to them.

Level 4. (nspires and facilitates others also outside the immediate work environment to coach effectively,

partly by serving as an example.No. Positive Negative

$ /xpresses that heshe considers it important to

get the best out of employees and use their

talents and possibilities optimally.

oes not indicate whether or not heshe attaches

value to the optimal use of employees4 talents

and possibilities.

& /xpresses the importance of supporting

employees in their personal development in the

or part of the organi#ation.

oes not devote attention in the organi#ation to

the extent to which and the way in which

employees are supported in their personal

development.

' reates preconditions for the development of

employees.

oes not facilitate any possibilities for the

development of employees.

+ akes sure that heshe is available at important

times to support others and celebrate successes.

(s absent at important times.



ooperation

General definition:

2articipating actively in the achievement of a common result, even if the cooperation

does not concern a goal of direct personal interest.

Level 1. %hinks and works with others if there is reason to do so.No. Positive Negative

$ onsults with others with whom heshe works

together on how a task should be approached.

Starts a task without discussing it first with

others.

& Shares important information with others who

are working on the same task or subject.

Keeps information to himherself.

' 9elps colleagues at their re)uest. oes not offer any help to colleagues who ask

for help.

+ ontinues to come up with ideas andcontributions in a group, even if heshe has no

more interest in doing so.

Stops contributing as soon as heshe has achievedhisher own goal or no longer considers it

feasible.

Level 2. 5orks with others on a common result on hisher own initiative.No. Positive Negative

$ omes up with ideas on the way in which a

common result can be improved.

0nly comes up with ideas on the way in which

heshe alone can improve a result.

& /xchanges information, knowledge or ideas with

employeescolleagues on hisher own initiative.

0nly shares information, knowledge or ideas

when others ask for this.

' (dentifies problems in the team group and

makes efforts to solve them together.

akes no attempt to discuss and solve problems

together.

+ 9elps others to achieve their objectives. 0nly makes efforts to achieve hisher own

objectives



Level 3. /ncourages others in the immediate work environment to cooperate, partly by serving as an

example.No. Positive Negative

$ rges employees/colleagues to cooperate& also with

other disciplines or parts of the organization.

oes not encourage others to cooperate.

& /ncourages employeescolleagues to share

information knowledge with one another on a

regular basis.

(s satisfied when employeescolleagues each

work on their own tasks without regularly

sharing information knowledge with one

another.

' 9elps employeescolleagues to achieve

objectives in which heshe has no personal

interest.

0nly makes efforts to achieve hisher own

objectives.

+ (nitiates cooperation among different groups to

achieve a common result.

oes not organi#e any cooperative efforts when

different groups can or have to achieve a

common result.

Level 4. (nspires and facilitates others also outside the immediate work environment to cooperate, partly by


$ /xpresses the importance of cooperating with

others in and outside the organi#ation in the


oes not communicate whether heshe considers

it important to cooperate with parties inside and

outside the organi#ation to work toward a result.

& 3ims at actionsprojects in which cooperation

takes place with other parts of the organi#ation

or market parties.

Shows satisfaction with actions projects that can

be handled independently in hisher own part of

the organi#ation.

' ooperates with external parties to achieve goals

of the organi#ation or part of the organi#ation.

0nly uses the possibilities of parties within

hisher own organi#ation or own part of the

organi#ation.

+ onnects the interestsactionsactivities of

different parties for the purpose of creating a

>win win4 situation.

eals with each interestactionactivity of

different parties as a stand-alone situation.



!eadersip

General definition

irecting and guiding employees in the performance of their jobs; employing

management styles and methods that are tailored to the employeegroup and situationin )uestion.

Level 1. irects others if there is reason to do so.No. Positive Negative

$ (ndicates what output heshe expects from


6eaves employeescolleagues guessing about the

output heshe expects from them.

& (ndicates to the employee colleague when

results have to be achieved.

1ives the employee colleague tasks without

indicating when they have to be completed.

' omes up with solutions when problems occurin the performance of tasks. oes not come up with solutions to problems inthe performance of tasks.

+ alls employeescolleagues to account for their

results.

oes not call employeescolleagues to account

for their results.

Level 2. irects others in the performance of their tasks on hisher own initiative.No. Positive Negative

$ (ndicates the boundariesframeworks within

which a person has to perform.

oes not indicate what the

boundariesframeworks are within which a

person has to perform.

& (ndicates in a way that the other person canunderstand what results are expected in that

person4s jobrole.

(s unclear about the results expected in the other person4s jobrole.

' 2eriodically discusses performance indicators

with the individual employeescolleagues whom

heshe directs.

0nly discusses performance indicators

incidentally with the individual

employeescolleagues whom heshe directs.

+ 1ives guidance when the results of

employeescolleagues lag behind.

3scertains that results are lagging behind without

giving guidance.



Level 3. /ncourages others in the immediate work environment to direct others in a way that is aimed at

achieving maximum results, partly by serving as an example.No. Positive Negative

$ iscusses with employeescolleagues how

important it is for a manager to give guidance ingood time when employees are at risk of not

achieving results.

oes not communicate with

employeescolleagues about the importance ofgiving guidance in good time when employees

are at risk of not achieving results.

& iscusses the management styles of

employeescolleagues with them.

oes not give feedback to employeescolleagues

on their management styles.

' (nvites others to give feedback on hisher own

management style.


own management style.

+ akes it clear to employeescolleagues how they

can give direction to other people4s performance.

oes not give employeescolleagues any insight

into how they could give direction to other

people4s performance.

Level 4. (nspires and facilitates others also outside the immediate work environment to direct others in a

way that is aimed at achieving maximum results, partly by serving as an example.No. Positive Negative

$ Sees to it that acti"ities are organized that emphasize

the importance of leadership*.

oes not initiate any activities that emphasi#e the

importance of >leadership4.

& Sees to it that managers give their employees

insight into the results to be achieved by their


oes not show that heshe considers it important

for managers to give their employees insight into

results.

' /ncourages others to take measures when the performance of !parts of" the organi#ation lag

behind the forecast.

3llows measures not to be taken when the performance andor accomplishments of !parts

of" the organi#ation lag behind the forecast.

+ (ndicates clearly which results are expected of

!parts of" the organi#ation.

oes not communicate clearly which results are

expected from !parts of" the organi#ation.



Persuasiveness

General definition:

3ttempting to persuade others to adopt a certain standpoint and trying to reach

agreement by using the right arguments and approach.

Level 1. 3rgues hisher standpoint enthusiastically, clearly and logically.No. Positive Negative

$ Shows that heshe believes in hisher own

standpoint.

2uts forth hisher standpoint in a hesitant manner,

uses mitigating language andor has an attitude of

uncertainty.

& ses logical and clear arguments to put forth

hisher own opinion.

Supports hisher own opinion in an illogical and

unclear manner.

' ses specific examples to reinforce hisher own

opinion.

2uts forth hisher own standpoint without using

specific examples.+ +uts forth his/her arguments in a balanced manner. States all hisher arguments at once.

Level 2. Studies the other person and gears hisher arguments accordingly.No. Positive Negative

$ (ndicates the advantages of hisher standpoint for

the other person.

/xpresses hisher own standpoint without

mentioning its advantages for the other person.

& :uilds hisher argument further mainly on the

arguments to which the other person proves to be

sensitive.

/laborates further on arguments that heshe

considers important, regardless of the other

person4s response.

' 7efutes the other person4s objections with

convincing arguments.

oes not use convincing arguments to refute the

other person4s objections.

+ omes up with new arguments if the other

person states that heshe is not yet convinced.

7epeats hisher previously used arguments in

discussions.



Level 3. /ncourages others in the immediate work environment to argue better. Sets an example by

studying others in the immediate work environment and gearing hisher argumentation to them.No. Positive Negative

$ ,i"es employees/colleagues tips to be able to argue

better.

oes not point out possibilities to

employeescolleagues to improve theirargumentation.

& 6ooks for possibilities in the other person4s

standpoints and reasoning to connect hisher own

arguments.

oncentrates mainly on what heshe wants to

say; has no connection with the other person4s

standpoints and reasoning.

' :uilds hisher argument further especially on the

arguments to which different relevant groups

prove to be sensitive.

%akes an argument further especially on the basis

of the arguments to which a specific relevant

group is sensitive is; in doing so, does not take

account of others involved.

+ (n addition to hisher own standpoint, presents

the other person4s refutations and demonstratestheir invalidity.

0nly presents hisher own standpoint, without

demonstrating the invalidity of any refutations bythe other person.

Level 4. (nspires and facilitates others also outside the immediate work environment to argue better. Sets an

example by studying groups in and outside the organi#ation to obtain convincing arguments.No. Positive Negative

$ $reates preconditions so that employees can further

de"elop clear and logical arguments.

oes not create any preconditions to help

employees to argue their standpoints in a clear

and logical manner.

& (ntegrates the interests of everyone involved in

hisher own !part of the" organi#ation

!customers, employees, members et cetera" in

hisher argumentation.

oes not integrate interests of groups involved in

hisher own !part of the" organi#ation in hisher

argumentation or only pays attention to the

interests of a single group.

' /ncourages the organi#ation of sessions in which

employees from different parts of the

organi#ation can discuss things.

oes not initiate any discussion sessions.

+ akes resistance prevailing in hisher own !part

of the" organi#ation discussible and changes it.

Shows an inability to remove the resistance

prevailing in hisher own !part of the"

organi#ation.



"eavioral #le$ibility

General definition:

odifying one4s own style of behavior to achieve a set goal when problems or

opportunities arise.

Level 1. isplays different styles of behavior.No. Positive Negative

$ Switches from asking )uestions to giving

information in a discussion.

%alks for a long time or only asks )uestions; does

not switch from one to the other.

& Shows interest in the content as well as the

person during a discussion.

Shows interest in either only in the content or

only in the person during a discussion.

' isplays different styles of behavior !sometimes

ac)uiescent, sometimes tenacious".

3lways uses the same style of behavior.

+ 2icks up signs of resistance in the other personand tailors hisher behavior accordingly. ?otices signs of resistance in the other personand continues the discussion in the same way.

Level 2. Studies the other person and adjusts hisher style of behavior to achieve a goal.No. Positive Negative

$ n the e"ent of resistance or conflicts& switches between

different styles at the appropriate moment& for e!ample

between confrontation and acuiescence.

ses one style of beha"ior in the e"ent of conflicts& e"en

if it pro"es ineffecti"e.

& =aries !during discussions" at the appropriate

times between paying attention to the content

and paying attention to the relationship with the

discussion partner.

2ays attention !during discussions" either only to

the relationship with the discussion partner or

only to the contents.

' Studies the other person and on that basis selects

an approach to get business done.

3lways uses the same approach to get business

done, without checking whether this approach

works with the person concerned.

+ ses different manners of approach during a

discussion to achieve a goal, for example asking

)uestions, giving information and giving advice.

ses only one approach to achieve a goal, for

example only asking )uestions, only giving

information or only giving advice.



Level 3. /ncourages others in the immediate work environment to switch styles of behavior effectively.

Serves as an example in situations of resistance, conflicts and differences of opinion within groups.No. Positive Negative

$ 1ives employeescolleagues tips on how they

can switch effectively during discussions between, for example asking )uestions, giving

information and giving advice.

oes not give employeescolleagues tips on how

they can switch effectively during discussions between, for example asking )uestions, giving

information and giving advice.

& 9elps employeescolleagues to develop scenarios

in advance for problem situations during

discussions.

oes not help employeescolleagues to develop

scenarios in advance for problem situations

during discussions.

' (n the event of major resistance or conflicts,

switches at the appropriate moments between

different styles of behavior, for example between

confrontation and ac)uiescence.

Keeps to one specific style of behavior in the

event of major resistance or conflicts, for

example only confrontation or only

ac)uiescence.

+ ses different styles in the teamgroup, respondseffectively to individual teamgroup members

and the dynamics within the group.

3pproaches everyone in the team group in thesame way.

Level 4. (nspires and facilitates others also outside the immediate work environment to switch effectively

between styles of behavior. Sets an example by switching effectively between styles of behavior in

situations that arise.No. Positive Negative

$ '!presses in his/her own (part of the) organization that

it is important to use different styles of beha"ior to

influence others effecti"ely.

oes not explicitly communicate in hisher own

!part of the" organi#ation that heshe considers it

important to use different styles of behavior toinfluence others effectively.

& reates preconditions so that employees develop

and master different styles of behavior to

influence others effectively.

evotes no attention to creating preconditions

that make it easier for employees to master

different styles of behavior.

' Switches between different styles of behavior

!motivating, persuading, directing" to get others

in the organi#ation or parts of the organi#ation on

the same line.

Keeps to one specific style of behavior

!motivating, persuading, directing" in hisher

attempts to get different people or parts of the

organi#ation to accept one specific standpoint.

+ Studies hisher discussion partners audience and

on that basis selects an approach to convincethem.

Selects an approach to convince others without

first studying hisher discussion partnersaudience.



%ociability

General definition:

ingling effortlessly with other people; at ease when approaching others and on

social occasions.

Level 1. %alks to others from hisher immediate work environment without hesitation and in a relaxed

manner.No. Positive Negative

$ 7elaxed in dealing with )uestions asked by

someone in hisher immediate work

environment.

isplays a tense attitude and behavior when

someone from hisher immediate work

environment asks a )uestion.

& %alks easily about >the price of eggs4. oes not talk at all or is ill at east when talkingabout >the price of eggs4.

' 3sks the people with whom heshe in discussion

)uestions.

6ets the other people keep the discussion going.

+ Starts a discussion himherself with someone

from hisher immediate work environment.

6eaves it to others to take the initiative to for a

discussion.

Level 2. /asily starts discussions on hisher own initiative with others whom heshe has not met before, and

discusses various subjects with them.No. Positive Negative

$ Starts talking to others on hisher own initiativewhom heshe has never met before.

0nly starts discussions with people heshealready knows.

& :rings up new subjects during a discussion. 6imits himherself to subjects that are the topic

of discussion at that time.

' %alks easily about a wide range of subjects. 0nly talks about a limited number of subjects in

which heshe feels at home.

+ %alks to different people during a meeting and

has one short talk after another.

ontinues talking for a longer time with only one

person or a few people.



Level 3. /ncourages others in the immediate work environment to take initiatives for discussions !also

informally", partly by serving as an example.No. Positive Negative

$ /ncourages employeescolleagues to maintain

contact with others, even if this does not serve aspecific purpose.

oes not point out the importance to

employeescolleagues of maintaining contactwith others, even when this does not serve a

specific purpose.

& 9as periodic discussions with many different

employeescolleagues from hisher immediate

work environment about matters not directly

related to the work.

0nly has discussions with a limited number of

employeescolleagues, usually the same ones,

about matters other than the immediate work.

' 3sks others in hisher immediate work

environment )uestions about their personal

interests.

(n)uires only about other people4s business

standpoints and interests.

+ Starts discussions during meetings in a visiblyrelaxed way with existing and new external

contacts.

oes not start discussions with external contactsduring meetings, or is visibly tense when starting

such discussions.

Level 4. (nspires and facilitates others also outside the immediate work environment to make contact and

have discussions !also informally", partly by serving as an example.No. Positive Negative

$ Sees to it that activities are organi#ed within the

organi#ation or part of the organi#ation in which

employees can associate with one another

informally.

oes not facilitate any possibilities to promote

the informal association of employees amongst

themselves.

& reates preconditions that enable employees to

associate with customers and external contacts in

an informal manner.

oes not create preconditions for activities that

promote the informal association of employees

with external contacts.

' eals with employees in the organi#ation or part

of the organi#ation in a way that invites them to

enter into informal discussions with himher.

eals with employees in the organi#ation or part

of the organi#ation in a way that prevents them

from entering into informal discussions with

himher.

+ 7egularly has informal discussions with different

types of contacts from outside hisher own


0nly has discussions with external contacts when

there is a directly work-related reason to do so.



%ensitivity

General definition:

Showing awareness of other people and the environment, and of one4s own influence

on both. isplaying behavior reflecting recognition of the feelings of others.

Level 1. %akes an interest in the goals, feelings, needs and ideas of others.No. Positive Negative

$ ?ames and recogni#es the other person4s

purposes of the discussion.

(gnores the other person4s purposes of the

discussion.

& %olerant with respect to ideas deviating from

hisher own.

7ejects or disapproves of ideas different from

hisher own.

' 3sks about what motivates the other person and

what heshe has experienced and refers to this.

oes not ask about or refer to the other person4s

motivations and experiences.+ /xpresses hisher understanding of the other

person4s feelings and thoughts.

Shows no understanding of what the other person

thinks and feels.

Level 2. Studies the goals, feelings, needs and ideas of others and responds to them with understanding and

tact.No. Positive Negative

$ #akes account of the other person*s personal interests

and circumstances.

oes not take account of the other person4s

personal interests and circumstances.

& 6eaves room for different standpoints, lets others

be themselves.

6imits room and respect for different

standpoints.

' 7esponds to other people4s emotions and

resistance and makes them discussible.

6imits himherself to the business side of

discussions; does not discuss emotions andor

resistance.

+ 3lso devotes attention during discussions to the

atmosphere and good relationship with the other

person.

0nly pays attention to the contents of the

discussion. %akes a businesslike attitude.



Level 3. /ncourages others in the immediate work environment to recogni#e other people4s feelings and

needs. Sets an example by making other people4s feelings and needs and hisher own influence on them

discussible.No. Positive Negative

$ 2oints out to employeescolleagues that theyshould take account of other people4s feelings

and needs.

oes not urge employeescolleagues to takeaccount of other people4s feelings and needs.

& (dentifies unspoken feelings in the group and

makes them discussible.

0nly pays attention in the group to what is

literally said and does not make unspoken

feelings in the group discussible.

' 7ecogni#es misunderstandings and makes them

discussible.

oes not recogni#e misunderstandings; does not

make them discussible.

+ 3lso pays attention to the atmosphere and good

mutual relationship during meetings.

0nly pays attention to the content during

meetings@ takes a businesslike attitude.

Level 4. (nspires others also outside the immediate work environment to recogni#e other people4s feelings

and needs. Sets an example by showing empathy in different contexts and ranks of the organi#ation.No. Positive Negative


organi#ation the need to show one another

respect and attention.

oes not explicitly communicate the need for

mutual respect and attention among employees.

& (ntervenes when employees do not treat each

other with respect.

3ccepts that employees do not treat each other

with much respect.

' Shows understanding of the needs of diverse

groups in hisher own !part of the" organi#ation.

Shows that heshe has understanding of the needs

of only one specific group in hisher own !part of

the" organi#ation.

+ %akes account of the other person4s response and

the conse)uences for hisher part of the

organi#ation in communicating radical decisions

or bad news.

ommunicates radical decisions or bad news

without taking account of the other person4s

response and the conse)uences for hisher part of

the organi#ation.



!istening

General definition:

emonstrating the capacity to pick up significant information from verbal

communications; continuing to ask )uestions; taking notice of responses.

Level 1. Shows by hisher attitude that heshe is listening to the other person and asks )uestions if

something is unclear.No. Positive Negative

$ ontinues to ask )uestions if something is

unclear or other people send >half4 messages.

oes not continue to ask )uestions when the

other person4s message is unclear.

& 1ives others room to !finish" talking. (nterrupts others with hisher own story.

' 1ives a summary of the other person4s words

and asks whether it is correct.

oes not summari#e the other person4s words or

ask whether heshe has understood them well.+ akes regular eye contact andor nods or

>ahems4 as sign that heshe is listening to the

other person.

oes not show the other person that heshe is

listening by making regular making eye contact,

nodding or >aheming4.

Level 2. 3sks the other person )uestions, also on the basis of non-verbal signals given by the other person,

and has a clear view of what is going on in the other person.No. Positive Negative

$ 2uts the other person4s !non-verbal" signals into

words and asks the other person if heshe

recogni#es them.

6eaves signals given by the other person

undiscussed.

& 2ursues what hisher discussion partner

considers important.

2ursues what heshe considers important.

' orrectly summari#es what the other person

said.

1ives no summary or an incorrect summary of

what the other person said.

+ 3sks hisher discussion partner )uestions when

the latter indicates that heshe has not yet

expressed all hisher ideas on a matter.

oves on to the next subject, even if hisher

discussion partner indicates that heshe has not

yet expressed all hisher ideas.



Level 3. /ncourages others in the immediate work environment to listen before responding, partly by

setting an example.No. Positive Negative

$ /ncourages employeescolleagues to continue to

ask )uestions in discussions before responding.


continue asking )uestions before giving aresponse.

& /mphasi#es to employeescolleagues the

importance of listening attentively to one

another.

oes not call the attention of others in hisher

immediate work environment to the importance

of listening attentively to one another.

' Summari#es what was said by

employeescolleagues to check the extent to

which hisher own interpretations are correct.

oes not make a summary to test hisher own

interpretation of what employeescolleagues said.

+ 3sks for the opinions of employeescolleagues

who do not talk as readily in the group.

*ocuses all hisher attention on the group

members who most emphatically take the floor

on their own.

Level 4. (nspires and facilitates others also outside the immediate work environment to listen before

responding, partly by setting an example.No. Positive Negative

$ ommunicates that heshe considers it important

for employees to listen attentively and continue

to ask for opinions, )uestions or problems from

internal and external parties.

oes not emphasi#e in the organi#ation or part of

the organi#ation the importance of listening

attentively and continuing to ask )uestions in

contact with others.

& akes sure that employees are called to account

when they do not take enough time to listen to)uestions or problems from customers and

colleagues.

oes not ensure that employees in the

organi#ation or part of the organi#ation are calledto account when they do not take enough time to

listen to )uestions or problems.

' akes connections during discussions with

things said earlier within the organi#ation or part


eals with things said in discussions separately

from things said earlier.

+ 1ives a concise summary of complex

discussionsdebates.

oes not summari#e complex

discussionsdebates concisely.



!earning ability

General definition:

3bsorbing new information and ideas and applying them effectively.

Level 1. <uickly absorbs and applies newly provided information.No. Positive Negative

$ 3pplies newly provided knowledge and insights

to hisher own work.

oes not use newly provided knowledge and

insights in hisher own work.

& (mmediately applies the skills learned in a

training course.

2roceeds on the old basis after a training course.

' 2uts pointers from others for improvement of

hisher own work processes into practice.

oes not apply suggestions from others for

improvements.

+ Spends time on going through new information provided to himher by others. oes not spend time on going through newly provided information.

Level 2. 3pplies new information and ideas on hisher own initiative.No. Positive Negative

$ 3pplies newly ac)uired knowledge and insights

to hisher own work on hisher own initiative.

oes not use new knowledge and insights in

hisher own work of hisher own accord.

& hanges hisher behavior or manner of working

on the basis of newly ac)uired information.

ontinues to use hisher old manner of working,

despite usable new information.

' 3pplies things heshe learned in previous

situations to new situations.

akes the same mistakes in new situations that

heshe already made before.

+ ombines new information with existing

information.

(solates the applicability of new information

from the applicability of information already

known.



Level 3. /ncourages others in the immediate work environment to apply new information and ideas, partly

by serving as an example.No. Positive Negative

$ 3sks employeescolleagues what they learned,

for example from a training course, project oractivity, and what they would do differently next

time.

oes not facilitate that employeescolleagues

learn from their experiences.

& /ncourages employeescolleagues to take

courses or training programs to gain new

knowledge and develop new skills.


take training programs or courses.

' 0rgani#es meetings where employeescolleagues

can share their knowledge of and experiences

with certain work processes, projects or

activities.

oes not initiate any occasions for exchanging

knowledge and experiences.

+ <uickly becomes familiar with new informationand insights and applies them effectively in

cooperation with others.

Keeps on using the same information andinsights in cooperation with others.

Level 4. (nspires and facilitates others also outside the immediate work environment to apply new

information and ideas, partly by serving as an example.No. Positive Negative

$ 3ims to have people in the organi#ation or part

of the organi#ation share their knowledge of and

experiences with certain work processes, projects

or activities.

oes not emphasi#e the sharing of knowledge

and experiences in the organi#ation or part of the

organi#ation.

& Sees to it that relevant information can be found

centrally and is easily accessible in the


oes not devote attention to collecting and

making relevant information easily accessible

centrally.

' akes budget and time available in the

organi#ation or part of the organi#ation for

gaining knowledge and learning new skills.

oes not make budget and time available to

increase knowledge and skills.

+ 3pplies new information and experiences gained

to hisher own organi#ation or part of the

organi#ation.

Keeps on doing things in the same way in the

organi#ation or part of the organi#ation, despite

available new information and advancing

insights.



&mbition

General definition:

isplaying behavior focused on reaching a higher position or assuming more

responsibilities.

Level 1. Shows that heshe gladly assumes new responsibilities, immediately grasps opportunities for development.

No. Positive Negative

$ /xpresses the wish to reach a higher position. Shows that heshe wants to continue working at

the same job.

& 3sks for information on career opportunities. 0nly shows interest in the current job and

activities.

' Says that heshe is happy with more extensive or

more difficult tasksresponsibilities.

oes not indicate that heshe is happy with or

responds negatively to more extensive or moredifficult tasksresponsibilities assigned to

himher.

+ 7esponds enthusiastically to training

programscourses offered to himher.

oes not indicate whether heshe appreciates

training programscourses offered or responds

negatively to them.

Level 2. 3ctively looks for new responsibilities and training and development opportunities, contributes additionally to activities that are

especially important for the organi#ation.


$ 3sks for a new position or promotion on hisherown initiative.

5aits to see whether or not heshe will be askedfor a higher position.

& %akes specific training courses or looks for

learning experiences to increase hisher career

opportunities.

0nly takes training courses or looks for learning

experiences in line with hisher current position.

' 3sks for new challengesresponsibilities to

demonstrate that heshe is suitable for higher

positions.

oncentrates only on the current position and

activities.

+ 0ffers to cooperate in prestigious projects in

which heshe can create a distinct profile of

himherself internally.

0nly cooperates in prestigious projects when

others re)uest this.



Level 3. /ncourages others in the immediate work environment to assume new responsibilities and develop further, partly by


$ /ncourages employeescolleagues to assume

new responsibilities.


assume new responsibilities.& rges others in hisher immediate work

environment to take specific training programs

or look for learning experiences to increase their

career opportunities.

oes not urge others to take specific training

programs or gain learning experiences.

' (nvolves employeescolleagues in

activitiesprojects that can offer them new

learning experiences for possible future career

steps.

0nly involves others in activitiesprojects if they

have proven earlier that they can perform such

tasks well.

+ %akes specific training programs or enters into

new learning experiences that could be useful infollowing career steps.

0nly participates in training programs or

learning experiences that are in line with hishercurrent activities andor position.

Level 4. (nspires and facilitates others also outside the immediate work environment to assume new

responsibilities and develop further , partly by serving as an example.No. Positive Negative

$ reates preconditions in the organi#ation or part

of the organi#ation to hold regular discussions on

the ambition of employees.

oes not facilitate any opportunities for regular

discussions on personal ambitions.

& ommunicates clearly about opportunities for

advancement and promotion in the organi#ationor part of the organi#ation.

oes not create clarity about opportunities for

advancement and promotion.

' 3ssumes external responsibilities that could have

a positive effect on the name of hisher own

organi#ation, for example executive positions.

*ocuses only on activities in the organi#ation or

part of the organi#ation itself.

+ 2lays a leading role in activitiesprojects that are

important for the organi#ation or part of the

organi#ation.

oes not play a leading role in activitiesprojects

that are important for the organi#ation or part of

the organi#ation.



Impact

General definition:

aking and maintaining a favorable first impression on others; inspiring confidence

in others.

Level 1. 3cts in a self-assured manner appropriate for the situation.No. Positive Negative

$ hooses clothes and external care that are

appropriate for the position or situation heshe is

in at a particular time.

9isher choice of clothes and external care do not

show that heshe takes account of the position or

situation.

& akes eye contact with hisher discussion

partner.

oes not look at hisher discussion partner.

' /xplains hisher own standpoints withouthesitating or getting stuck. 9esitates andor gets stuck in substantiatinghisher own standpoints.

+ ses a communication style that is appropriate

for the situation or person.

ses a communication style that is not

appropriate for the situation or person.

Level 2. (nterests others through contagious enthusiasm and making acceptable, independent statements.No. Positive Negative

$ Speaks and moves in a way that comes across to

others as self-assured.

Speaks and presents himherself in an insecure

manner.

& %alks about subjects in a way that comes across

to others as powerful and self-assured.

oes not talk or talks in a way that comes across

to others as hesitant or not very powerful.' Keeps the other person4s attention through

hisher contagious, energetic way of acting.

oes not interest the other person when heshe

tells something.

+ %alks about subjects that are interesting to the

other person.

%alks about subjects that are uninteresting to the

other person.



Level 3. /ncourages others in the immediate work environment to interest and influence others, partly by


$ (dentifies notable matters in the way in which anemployeecolleague presents himherself and

gives suggestions on how this can be improved.

oes not give the employeecolleague anyfeedback on how heshe presents himherself and

how this can be improved.

& /ncourages employeescolleagues to devote

attention to making a confidence-inspiring,

powerful first impression on others.

oes not urge employeescolleagues to pay

attention to their degree of impact.

' Keeps the attention of others in hisher

environment through the way in which heshe

tells something.

%ells things in such a way that the attention of

others around himher weakens.

+ 9isher powerful, self-assured manner of acting

influences the decisions and ideas of others inhisher environment.

9isher actions do not exert any influence on the

decisions and ideas of others in hisherenvironment.

6evel +. (nspires and facilitates others also outside the immediate work environment to represent the

organi#ation or part of the organi#ation properly, partly by serving as an example.

?o. 2ositive ?egative

$ /xpresses that heshe considers it important for

employees to represent the organi#ation or part

of the organi#ation in a proper and powerful

manner to the >outside world4.

oes not communicate whether heshe attaches

importance to a proper external representation of


& 9isher powerful, self-assured manner of actinginfluences the ideas of others in the organi#ation

or part of the organi#ation.

9isher not very powerful or self-assured manner of acting does not influence other people4s ideas.

' 2resents hisher ideas in a way that inspires

confidence and comes across as professional to

others in the organi#ation or part of the

organi#ation.

2resents hisher ideas in a way that does not

inspire much confidence andor does not come

across as very professional to others.

+ reates a distinct profile for himherself outside

the organi#ationpart of the organi#ation, thus

demonstrably contributing toward a positive

image of the organi#ationpart of theorgani#ation in the market.

:ehaves outside the organi#ation or part of the

organi#ation in a way that does not help to create

a good profile of it in the market.



!i"ing at top perfor"an#e

$esults orientation

General definition:*ocusing actively on achieving results and objectives; ready to take action in case of

disappointing results.

Level 1. 5orks purposively on achieving agreed results within the time set to do so.No. Positive Negative

$ 2ersists and achieves the planned result. 1ives up prematurely or makes concessions

regarding the planned result.

& 3t the end of a meeting, asks what the

agreements are.

6eaves a meeting without asking about the

agreements.

' 7eports in the interim what results have already

been achieved.

%alks more about the process than about results

achieved.

+ 3sks about desired objectives and results. oes not in)uire about desired objectives and

results, even when they are not clear.

Level 2. Sets ambitious goals independently and on hisher own initiative, and achieves them.No. Positive Negative

$ 3chieves the result better or faster than expected. elivers the result according to the expected

standards and time limit; does not deliver faster

or better.& 3chieves goals. 3djusts goals.

' (ntervenes if results threaten to be disappointing. 2roceeds on the same basis, even if results

threaten to be disappointing.

+ 2roposes methods that are more efficient or

effective.

Keeps to methods that have always worked.



Level 3. /ncourages others in the immediate work environment to set and achieve ambitious goals, partly


$ 'ncourages employees/colleagues to set specific

objecti"es and make action plans.

6eaves it to employeescolleagues themselves

whether or not they set specific objectives andmake action plans.

& 2eriodically checks the results of the activities of


0nly checks results after the activities have been

completed.

' Sets measurable deadlines and standards for the

results to be achieved.

3grees deadlines and standards in a form that is

not measurable.

+ 1ives guidance if the intended result is not likely

to be achieved.

0nly ascertains that the intended result is not

likely to be achieved without giving !timely"

guidance.

Level 4. (nspires and facilitates others also outside the immediate work environment to set and achieve

ambitious goals. Sets an example by actively aiming at results of the organi#ation or part of the

organi#ation.No. Positive Negative


organi#ation that it is important to set ambitious

goals.

3ccepts that others in the organi#ation or part of

the organi#ation set goals for themselves that do

not make any improvement with respect to the

previous periods.

& efines clear structures, divisions of tasks and procedures that promote effectiveness and

efficiency.

oes not create any preconditions to promoteeffectiveness and efficiency, such as structures

and procedures.

' akes clear which measurable results heshe

expects of the different parts of the organi#ation.

6ets lack of clarity exist about which results

heshe expects of the different parts of the

organi#ation.

+ 3dheres to the preset goals of hisher own !part

of the" organi#ation. 3djusts the policy or

intervenes otherwise so that these goals can still

be achieved.

3llows himherself to deviate from the preset

goals of hisher own !part of the" organi#ation.

3djusts these goals if they no longer appear to be

feasible.



'uality orientation

General definition:

Setting high standards on the )uality of products and services and acting accordingly.

Level 1. 3dheres to established )uality standards and corrects errors.No. Positive Negative

$ 5orks according to the )uality standards

applicable to hisher work.

eviates from the applicable )uality standards in

hisher work.

& arries out suggestions of others about possible

improvements in hisher own work.

ontinues working in the same old way, despite

possible improvements suggested by others.

' orrects errors when they are pointed out to

himher.

6ets errors in the work continue to exist.

+ Keeps to agreements made on the )uality of products andor services. 3cts in conflict with )uality agreements made.

Level 2. akes proposals on hisher own initiative and takes action to increase the )uality of products and

services.No. Positive Negative

$ akes proposals of his/her own accord to increase the

uality of products and/or ser"ices.

oes not make proposals to increase the )uality

of products andor services.

& (ntroduces previously ascertained points for

improvement in subse)uent activities on hisher

own initiative.

akes previously made errors or allows

ascertained shortcomings to occur again.

' 3sks others to give feedback on the )uality of

the products andor services delivered by

himher.

elivers products andor services without asking

for feedback on the )uality experienced.

+ akes efforts in hisher work to surpass the

)uality of previously delivered products andor

services the next time.

Shows that heshe is satisfied once a standard

)uality level has been reached.



Level 3. /ncourages others in the immediate work environment to deliver high-)uality products andor

services and to improve their )uality, partly by serving as an example.


$ 'ncourages employees/colleagues to make proposals

for uality impro"ement.

6eaves it up to the own initiative of

employeescolleagues whether or not they make

proposals for improvement.

& 2eriodically brings the )uality of delivered

products andor services up for discussion with

others in hisher immediate work environment.

0nly discusses the )uality delivered if heshe is

forced to do so for a specific reason.

' akes hisher own proposals to improve the

)uality of hisher own products andor services

and those of employeescolleagues.

oes not make hisher own proposals for )uality

improvement.

+ entions )uality criteria for new situations, products andor services to


oes not formulate any new )uality criteria incase of new situations, products andor services.

Level 4. (nspires and facilitates others also outside the immediate work environment to take actions to

improve )uality, partly by serving as an example.No. Positive Negative

$ akes time and resources a"ailable to impro"e the

uality of the ser"ices of the organization or part of the

organization.

oes not facilitate any possibilities to improve

the )uality of the services.

& 3ims at having parts of the organi#ation called to

account for the )uality of their products andor

services.

oes not pay any attention in the organi#ation or

part of the organi#ation to the need to call one

another to account for the )uality of products

andor services.

' akes sure that applicable )uality standards are

set out clearly for the organi#ation or part of the

organi#ation.

oes not create clarity regarding applicable

)uality standards.

+ (nitiates actions himherself to enhance the

)uality of the products andor services of the


oes not undertake any activities to improve the

)uality of the products andor services of the




(ntrepreneursip

)eneral de*inition+

7ecogni#ing market opportunities for both current and new productsservices and

considering them in a businesslike manner; taking risks to achieve a businessadvantage.

Level 1. 7ecogni#es opportunities to sell productsservices and shows that heshe wants to use them.No. Positive Negative

$ 3ims at making firm agreements during contact

with customers.

oes not focus on making firm agreements

curing contact with customers.

& :rings new productsservices to the attention of

customers.

/mphasi#es the existing package of

productsservices in contact with customers.' ainly identifies opportunities in the market

instead of risks.

ainly identifies risks instead of opportunities in

the market.

+ %akes action immediately when opportunities

arise to achieve a business advantage.

isses opportunities to achieve a business

advantage.

Level 2. %akes independent actions to use the possibilities to sell products and services.No. Positive Negative

$ 3pproaches prospective customers on hisher

own.

Spends all hisher time on current customers.

& akes proposals for actions to approach newmarkets or approach current markets in a

different way.

0ea"es the initiati"e for making proposals regarding the

approach to the market to others.

' Sells both new productsservices and the

productsservices that were the immediate reason

for a contact discussion.

0nly sells productsservices that were the

immediate reason for the contact discussion.

+ eets customer4s needs with solutions that are

profitable for hisher own !part of the"

organi#ation.

2resents solutions that are more profitable for

other parties than for hisher own !part of the"

organi#ation.



Level 3. /ncourages others in the immediate work environment to utili#e opportunities to sell products and

services. Sets an example by translating opportunities into product proposals and business plans for hisher

own part of the organi#ation.No. Positive Negative

$ /ncourages employeescolleagues also to sell productsservices that were not the immediate

reason for a contactdiscussion.

oes not devote attention in contacts withemployeescolleagues to the importance of cross-

selling.

& Shows appreciation for employeescolleagues

who utili#e opportunities to achieve a business

advantage.

1ives no sign of appreciation when

employeescolleagues grasp opportunities to

achieve a business advantage.

' %ranslates opportunities in the market into

business plans for hisher own !part of the"

organi#ation.

6eaves possibilities to translate opportunities in

the market into business plans for hisher own

!part of the" organi#ation unused.

+ omes up with proposals for !new"

productsservices that are in line with the needsof the market.

Starts from the existing productsservices in

proposals.

Level 4. (nspires and facilitates others also outside the immediate work environment to utili#e possibilities

to sell products and services. Sets an example by identifying strategic opportunities and arriving at a

business plan for the organi#ation or part of the organi#ation.No. Positive Negative

$ /xpresses that heshe considers it important for

employees in hisher own !part of the"

organi#ation to deal pro-actively with signals

from customers.


considers it important to deal pro-actively with

signals from customers.

& /ncourages others to show appreciation to

employeescolleagues who take responsible risks

to achieve an advantage for the !part of the"

organi#ation.

oes not urge others to show appreciation to

employeescolleagues who take responsible risks

to achieve an advantage.

' (nvests time and resources to make optimum use

of !potential" opportunities in the market.

(nvests time and resources in matters other than

making optimum use of !potential" opportunities

in the market.

+ 6ooks for strategic positions in markets that

would be in keeping with the future business.

oncentrates on positions in markets that are in

keeping with the current business.



Decisiveness

General definition:

3ctive decision-making; committing oneself by expressing opinions, taking action.

Level 1. 1ives hisher opinion in concrete terms. 7esponds within the set time, if necessary without

consultation.No. Positive Negative

$ %akes a standpoint within the set time. /xceeds set periods in taking a standpoint.

& (ndicates clearly and specifically what heshe has

decided.

(s unclear to others about what heshe has

decided.

' (f necessary, makes a decision without consulting

others.

3cts only after consulting with others.

+ 1ives arguments as to why heshe has postponeda decision. 2ostpones a decision without giving argumentsfor this.

Level 2. akes decisions or takes action independently, even when all information is not yet available.No. Positive Negative

$ akes full use of hisher authority in making

decisions.

0nly makes decisions if everyone agrees, even if

decisions are concerned that fall within the scope

of hisher authority.

& akes decisions for which all information is not

yet available.

5aits until all information is available before

making decisions.

' akes decisions in case of conflicts of interests. Keeps postponing decisions in case of conflictsof interests.

+ (s )uick to decide. %akes a long time to decide.



Level 3. /ncourages others in the immediate work environment to make decisions independently. Sets an

example by making !unpopular, if necessary" decisions and communicating in language that others can

understand.No. Positive Negative

$ hallenges an employeecolleague to makehisher own decisions, even in problem

situations.

ecides for an employeecolleague if this personcannot make hisher own decisions in problem

situations.

& 1ives feedback to employeescolleagues on the

way in which they make decisions.

oes not give feedback on the way in which

employeescolleagues make decisions.

' (f necessary, makes decisions that could arouse

resistance in parties involved in them.

0nly makes decisions that are supported by all

parties involved.

+ ommunicates the motivations underlying

decisions made by himher.

oes not explain the arguments on which hisher

decisions are based.

Level 4. (nspires and facilitates others also outside the immediate work environment to make decisions

independently.

Sets an example by making and communicating decisions that are important for the organi#ation or part of

the organi#ation.No. Positive Negative



for decisions to be made independently.

oes not pay attention to whether or not

decisions are made independently in the !part of

the" organi#ation

& /valuates for hisher own !part of the"

organi#ation why decisions are made or not.

3fter a decision has been made, does not spend

any time on evaluating why that decision was or

was not made.

' reates preconditions for transparent decision-

making.

oes not devote any attention to promoting

possibilities for transparent decision-making.

+ akes decisions that are important for hisher

own !part of the" organi#ation within the time set

to do so.

(n making decisions that are important for hisher

own !part of the" organi#ation, does not pay

attention to monitoring the time set to do so.



Planning and organizing

General definition:

etermining goals and priorities effectively and stipulating the time, activities and

resources re)uired to achieve the set goals.

Level 1. 0rgani#es hisher own work effectively.No. Positive Negative

$ 0rgani#es and documents hisher work in such a

way that heshe and others can find things

)uickly.

ses a manner of organi#ing and documenting

that makes it time-consuming for himher and

others to find things.

& akes a feasible schedule for the tasks heshe

carries out.

/stimates the time heshe needs to carry out tasks

as either too little or too much.

' %akes stock of the activities necessary to achievehisher own goal. 5orks toward hisher own goal without making aschedule of the necessary activities in advance.

+ etermines which activity has priority in

consultation with the person having final

res ponsibility.

Sets priorities without consulting with the person

having final responsibility.

Level 2. /ffectively plans and organi#es hisher own work independently and on hisher own initiative,

partly in coordination with others.No. Positive Negative

$ Sets priorities in the work and acts accordingly. *inishes activities in the order in which they

come in.& (ndicates in a schedule when others have to

deliver and what conditions are to be met.

akes no overview of the schedule and

conditions to be met by results to be delivered by

others.

' oordinates the changes made by himher in a

schedule with all relevant parties.

3djusts the schedule without consulting the

parties involved.

+ %hinks of solutions in advance to remove

possible obstacles to the achievement of a goal.

%hinks of solutions at the time an obstacle

occurs.



Level 3. /ncourages others in the immediate work environment to plan and organi#e. Sets an example by

effectively coordinating several activities or gearing them to one another.No. Positive Negative

$ Supports employeescolleagues in the planning

and organi#ing of their projectsactivities.

oes not offer employeescolleagues any help in

planning and organi#ing their projectsactivities.& 1ives employeescolleagues tools and tips on

how they can deal efficiently with their time.

oes not give employeescolleagues any

possibilities to deal efficiently with their time.

' 1ears activities and schedules of different

projectsactivities to one another.

eals separately with the work of different

projectsactivities.

+ 3djusts hisher action plan as soon as

developments occur that could affect the

!project" goals.

6eaves hisher action plan unchanged when

developments occur that could affect the

!project" goals.

Level 4. (nspires and facilitates others also outside the immediate work environment to plan and organi#e.Sets an example by effectively gearing goals and activities of various parts of the organi#ation to one

another.No. Positive Negative

$ /xpresses in de organi#ation or part of the


for employees to have and maintain insight into

the way they spend their own time.


considers it important for employees to have and

maintain insight into the way they spend their

own time.

& 3ims to coordinate the numerous activities that

differ from one another with respect to content

and completion time.

oes not pay any attention to the coordination of

various activities that differ from one another

with respect to content and completion time.

' 1ears goals and activities of various parts of the

organi#ation to one another.

eals separately with goals and activities of

various parts of the organi#ation.

+ (nforms parts of the organi#ation at a timely

stage of changes in long-term plans.

oes not communicate changes in long-term

plans to parts of the organi#ation, or only does so

at the last minute.



Customer orientation

General definition:

(nvestigating the spoken and unspoken wishes and needs of customers and acting

accordingly; giving high priority to service and customer satisfaction.

Level 1. *inds out about customer demand and responds with an appropriate proposal for the customer.No. Positive Negative

$ 3sks purposeful )uestions to map out the wishes

and needs of the !possible" customer.

oes not continue to ask )uestions about the

wishes and needs of the customer.

& %ranslates customer demand into a solution

appropriate for the customer.

Suggests solutions that are not in line with the

customer and hisher )uestion.

' Keeps to agreements made with customers. oes not keep agreements with customers.+ 7esponds )uickly to )uestions and complaints

from customers.

6ets )uestions and complaints from customers

wait for a long time.

Level 2. 3ctively thinks along with the customer and comes up with appropriate proposals on hisher own

initiative.No. Positive Negative

$ 3sks )uestions about both short- and long-term

needs of the customer.

6imits himherself to mapping out the current

needs of the customer.

& akes the customer proposals in line with

hisher current and future needs.

0nly makes the customer proposals relating to

hisher current needs.' (ndicates clearly what hisher own !part of the"

organi#ation can and cannot do for the customer.

(s unclear to the customer about what hisher

own !part of the" organi#ation can and cannot do

for the customer.

+ 3fter the delivery of productsservices,

investigates the satisfaction and further needs of

the customer.

oes not investigate after the delivery of

productsservices what the satisfaction and

further needs of the customer are.



Level 3. /ncourages others in the immediate work environment to optimi#e the services provided to

customers, partly by serving as an example.No. Positive Negative

$ iscusses with employeescolleagues what

heshe means by >good service4.

oes not enter into discussions with

employeescolleagues about what heshe means by >good service4.

& /ncourages employeescolleagues to fully map

out the customer4s needs before making

proposals.

oes not pay attention in hisher contact with

employeescolleagues to the desirability of fully

mapping out the customer4s needs before making

proposals.

' akes proposals that are in line with both short-

and long-term needs of the customer.

6imits hisher proposals to the current needs of

the customer.

+ %akes additional actions to expand the services to

the customer.

6imits hisher actions for the customer to those

which are strictly necessary.

Level 4. (nspires and facilitates others also outside the immediate work environment to optimi#e the

services provided to customers, partly by serving as an example.No. Positive Negative


organi#ation that heshe considers it important to

provide good services to customers.

oes not pay any attention to expressing the

importance of the provision of good services to

customers.

& rges investigation of the wishes and needs of

customers.

oes not undertake any activities to promote

investigation of the wishes and needs of

customers.

' aintains a lasting andor regular contact with

!prospective" customers who are important for


0nly maintains incidental andor superficial

contact with !prospective" customers who are

important for the organi#ation or part of the

organi#ation.

+ 6aunches specific actions in hisher own !part of

the" organi#ation to increase customer

satisfaction.

Does not organize any action programs to increase

customer satisfaction.



Negotiating

General definition:

ommunicating one4s own standpoints and arguments effectively and pointing out

common goals in a manner leading to agreement and acceptance by both parties.

Level 1. Shows respect for the negotiating partner and also starts from hisher own objectives.No. Positive Negative

$ 2repares himherself for a meeting; indicates

what possibilities for negotiation heshe sees.

1oes to meetings unprepared; has no view in

advance of the possibilities for negotiation.

& Shows respect for the objectives, interests and

position of the negotiating partner.

0nly talks about hisher own objectives and

interests during negotiations.

' 2uts the negotiating partner under pressure

without harming the relationship.

Keeps to hisher own interests and the

achievement of hisher !own" objectives in amanner that harms the relationship.

+ Safeguards hisher own objectives during

negotiations.

2ays attention to the interests and satisfaction of

the negotiating partner in a way that weakens

hisher own ob jectives.

Level 2. 6ets the negotiating partner know on hisher own initiative that heshe is aiming at a >win win4

situation.No. Positive Negative

$ 'mphasizes common interests during negotiations1

in"estigates alternati"es.

Keeps repeating hisher own standpoint; does not

deal with similarities in interests.

& 6ets go of hisher own starting points in the

event of minor differences in order to reach

agreement.

oes not let go of hisher own starting points in

the event of minor differences in order to reach

agreement.

' Shows that heshe is a negotiating partner who

thinks along with the other person and makes

efforts to reach agreement.

Shows that heshe is defensive or hostile during

negotiations and does not think along with the

negotiating partner.

+ %akes stock of the standpoints and interests of

the negotiating partner and uses this information

in hisher argumentation to obtain support for

hisher proposal.

omes up with a proposal without relating it to

the standpoints and interests of the negotiating

partner.



Level 3. /ncourages others in the immediate work environment to negotiate effectively, partly by serving

as an example.No. Positive Negative

$ Supports employeescolleagues in preparing for

or conducting negotiations.

6ets employeescolleagues find out on their own

how they prepare or conduct negotiations; doesnot give any support.

& /valuates the results and process of negotiating

with employeescolleagues.

3ccepts negotiation results of

employeescolleagues without studying how they

were achieved and any learning points.

' %akes stock of the standpoints and interests of

the negotiating partner and uses this information

in hisher argumentation to obtain support for

hisher proposal.


the standpoints and interests of the negotiating

partner.

+ 1ives frameworks during the negotiating process

within which negotiations are to be conducted.

oes not identify or is not clear in identifying the

frameworks within which negotiations are to beconducted.

Level 4. (nspires and facilitates others also outside the immediate work environment to negotiate

effectively, partly by serving as an example.No. Positive Negative

$ 3ims in hisher own !part of the" organi#ation at

having negotiations thoroughly prepared; calls

others to account if this is not done.

2ays no attention to the importance of good

preparation for negotiations; accepts inade)uate

preparations by others.

& akes it clear in hisher own !part of the"

organi#ation to employees within which marginsand standards negotiating is allowed.

1ives employees the freedom to determine

margins and standards as they see fit duringnegotiating situations.

' %akes stock of the diverse interests of different

parties in and outside the organi#ation and brings

them together.

6ets differences in the interests of various parties

continue to exist.

+ %akes stock of the standpoints and interests of

the various parties and uses this information in

hisher argumentation to obtain support for

hisher proposal.


the standpoints and interests of the various

parties.



#unctional management

General definition

irecting others on a functional, non-hierarchical basis in relation to certain projects

or intended results; adjusting style and method to the personsgroup of personsinvolved and the situation.

Level 1. irects others if there is reason to do so.No. Positive Negative

$ learly indicates what heshe expects of the

other person.

ommunicates unclearly to the other person

about expectations.

& hecks whether a person whom heshe asks to

do something is willing and able to perform this

task.

oes not check the willingness and skill of the

other person.

' /xplains why heshe has asked someone else to perform a certain activity. 3sks someone else to do something withoutexplaining why.

+ alls others to account for the results they

achieved.

oes not call others to account for the results

they achieved.

Level 2. irects others on hisher own initiative in the context of certain tasks , goals andor projects.No. Positive Negative

$ (ndicates the boundariesframeworks within

which a person has to perform.

1ives no opinion on what the

boundariesframeworks are within which a

person has to perform.& (ndicates which results heshe expects in a

manner that the other person can understand.

(s unclear about the results expected from the

other person.

' /ngages people for activities they are good at. 6inks people to tasks for which they possess

little knowledge, experience or efficiency.

+ alls others to account when they have not

performed agreed activities.

3scertains that someone !contrary to the

agreements made" has not done something,

without giving guidance.



Level 3. /ncourages others in the immediate work environment to manage employees in a way that is

aimed at achieving maximum results, partly by serving as an example.No. Positive Negative

$ 2eriodically discusses subjects with

employeescolleagues such as >effectivemanagementleadership4.

oes not devote any attention to discussing

>effective managementleadership4.

& iscusses with others how they can direct the

performance of people over whom they do not

have hierarchical authority.

oes not give others insight into how they can

direct the performance of others on a functional

basis.

' (nvites others to give feedback on hisher

management style.


management style.

+ akes it clear to employeescolleagues how they

can direct the performance of others.

6ets employeescolleagues find out on their own

how they can direct the performance of others.

Level 4. (nspires and facilitates others also outside the immediate work environment to manage employees

in a way that is aimed at achieving maximum results, partly by serving as an example.No. Positive Negative

$ $reates opportunities for employees in the (part of the)

organization to gain insight into different influencing

styles.

oes not facilitate the opportunities throughout

the organi#ation or part of the organi#ation to

increase insight into different influencing styles.

& 3ims at having employees gain insight into the

results applicable to their !part of the"

organi#ation.

oes not show that heshe considers it important

for employees to gain insight into the results

applicable to their !part of the" organi#ation.

' rges others to take measures when the performance of the !parts of the" organi#ation lag

behind the forecast.

3llows measures not to be taken when the performance andor achievements of the !parts of

the" organi#ation lag behind the forecast.

+ (ndicates which results are expected of the !parts

of the" organi#ation.

ommunicates unclearly about which results are

expected of the !parts of the" organi#ation.



%tress tolerance,-esilience

General definition:

ontinuing to perform effectively when facing time pressure, adversity,

disappointment and opposition.

Level 1. 7emains calm under time pressure, personal criticism and emotional behavior of others.No. Positive Negative

$ 7emains calm and friendly under pressure. 7eacts nervously or with irritation under

pressure.

& 7emains concentrated under time pressure and

continues to work letter-perfect.

akes more mistakes than usual under pressure.

' Shows patience with others. 6oses hisher patience when others hinder hisher

work or goals.+ ontinues to respond calmly and politely to

other people4s emotional behavior.

7eacts restlessly and impolitely to other people4s

emotional behavior.

Level 2. ontinues to perform effectively when facing high pressure of time, adversity, disappointment and

opposition, partly by setting priorities independently and on hisher own initiative.No. Positive Negative

$ ontinues to work in a structured manner and on

the basis of priorities under pressure.

5hen under pressure, lets himherself be led by

the events of that time; loses structure in hisher

manner of working.

& %akes time when facing !work" pressure or problem situations to analy#e the situation

calmly.

7espond rashly to !work" pressure or problemsituations with ill-considered activities or

decisions.

' 7emains calm and collected when facing

opposition andor personal reproaches.

1ets upset or reacts furiously when facing

adversity andor personal reproaches.

+ 5orks just as effectively as before after adversity

or disappointment.

5orks less effectively after adversity or

disappointment.



Level 3. /ncourages others in the immediate work environment to continue performing effectively under

pressure. Sets an example by giving direction and support to others in hisher immediate work environment

in the event of setbacks and conflicts.No. Positive Negative

$ Discusses the stress tolerance of the

employee/colleague with him/her and looks together

with him/her for ways to deal effecti"ely with stress

situations.

oes not offer the employeecolleague anysupport in looking for ways to increase hisher

stress tolerance.

& 1ives employeescolleagues tips to organi#e the

work so as to minimi#e chances of stress.

oes not give employeescolleagues tips to

organi#e the work so as to minimi#e chances of

stress.

' 0rgani#es the work in such a way that there is

little chance of stress.

%akes too little account of stressful factors in

hisher manner of organi#ation.

+ (n the event of common adversity, outlines

possibilities and sets priorities so that others cancontinue working effectively.

Shows that heshe is confused in the event of

common adversity and does not offer others ahandle to perform activities effectively again.

Level 4. (nspires and facilitates others also outside the immediate work environment to continue

performing effectively under pressure. Sets an example by giving direction and support to others in the

organi#ation or part of the organi#ation in tumultuous times and in the event of disappointing results.No. Positive Negative

$ akes methods and manners of working

available that could prevent or limit stress

situations.

oes not make any methods and manners of

working available to prevent or limit stress

situations.& (n tumultuous times, outlines the direction or

course to prevent or remove stress in the


(s inaccessible to others in the organi#ation or

part of the organi#ation during tumultuous times;

makes no effort create clarity regarding the

course.

' 7emains positive and optimistic under great

stress and in complex situations.

Shows that heshe is disheartened and

discouraged under great pressure and in complex

situations.

+ otivates better performance in the event of

disappointing results of the organi#ation or part


1ets discouraged if results of the organi#ation

are disappointing and cannot motivate parts of

the organi#ation to perform better.



Organizational identi*ication

General definition

/xpressing the culture, re)uirements, priorities and goals of the organi#ation

Level 1. 9as overall knowledge of the goals, priorities and culture of hisher own !part of the" organi#ation

and accepts them.No. Positive Negative

$ emonstrates knowledge of the main aspects of

the priorities, goals and management decisions

applicable in the !part of the" organi#ation.

Shows that heshe is not aware of the main

management decisions, priorities and goals.

& %alks enthusiastically about the goals and

priorities of the organi#ation when there is

reason to do so.

%alks mainly about hisher own goals and

priorities and does not make a connection with

the organi#ation4s goals.' 5orks according to the guidelines and priorities

of the !part of the" organi#ation, even if these are

not in accordance with hisher interests or ideas.

0nly carries out activities that are in line with

hisher own interests or ideas.

+ %alks about the organi#ation in positive terms. Says negative things about the organi#ation.

Level 2. :rings hisher own behavior in line with the goals, priorities and culture of hisher own !part of

the" organi#ation and expresses them.No. Positive Negative

$ :rings hisher proposals in line with the

priorities and goals set by the organi#ation.

akes proposals that are not in line with the

priorities and goals of the organi#ation.

& %alks enthusiastically about the goals and

priorities of the organi#ation.

%alks mainly about hisher own goals and

priorities and does not make a connection with

the organi#ation4s goals.

' 5orks on activities that are clearly related to the

organi#ation4s goals.Spends time on acti"ities that are not related to the

organization*s goals.

+ %alks about the organi#ation in positive terms. akes negative statements about the

organi#ation in the presence of colleagues or

external parties.



Level 3. /ncourages others in the immediate work environment to bring their behavior in line with the

goals, priorities and culture of hisher own !part of the" organi#ation and to express them, partly by serving

as an example.No. Positive Negative

$ alls others to account when their behavior isnot in line with the goals and priorities

applicable to the !part of the" organi#ation.

3ccept behavior displayed by others that is not inline with the applicable goals and priorities.

& /xplains why certain decisions have been made

and goals and priorities set in a project !part of

the" organi#ation.

Does not e!plain the how and why of certain decisions

and priorities set.

' akes efforts in cooperation with others to

implement management decisions, even if

heshe does not personally stand behind their

choice.

oes not make any effort to achieve goals if

heshe does not stand behind the choice or

content of the goals.

+ alls others to account when they make negativestatements about the organi#ation or its goals.

3ccepts negative statements by others about theorgani#ation or its goals.

Level 4. (nspires others also outside the immediate work environment to bring their behavior in line with

the goals, priorities and culture of hisher own !part of the" organi#ation and to express them, partly by


$ 1ets others enthusiastic about paying attention to

being well in line with the organi#ation4s goals.Does not succeed in getting others to the point where

they bring themsel"es in line with the organization*s

goals.& Shows that heshe considers it important for

others to behave in line with the culture of the

organi#ation.

Does not say whether he/she considers it important for

others to beha"e in line with the culture of the

organization.

' 0nly initiates activities or projects that are well

in line with the organi#ation4s goals.

3lso has activities and projects carried out that

can be considered >personal interest4.

+ (nforms everyone in hisher own !part of the"

organi#ation of the applicable priorities, goals

and management decisions.

3llows lack of clarity to exist regarding which

decisions have been made and which priorities

and goals are applicable.



Progress Monitoring

General definition:

/stablishing and monitoring plans andor procedures to control and regulate the

progress of tasks and activities.

Level 1. (nforms the person having final responsibility about hisher own activities at a time when action is

still possible.No. Positive Negative

$ (n)uires with others if work information has not

been delivered.

1oes further with hisher own work when work

information proves to be missing.

& Keeps track of how far along heshe is with the

work, so that the progress can be communicated

at any time.

oes not keep track of the progress of work

himherself.

' (mmediately tells others when heshe is unable to

keep agreements.

0nly makes it known at the time of the

agreement or deadline that it will be exceeded.

+ hecks hisher own work several times while

doing it.

hecks hisher own work when it is all done.

Level 2. (ndependently monitors the progress of projectsactivities; reports on them and anticipates

interruptions in their progress.No. Positive Negative

$ etermines how the progress of tasks and

activities will be monitored before they arecarried out.

oes not provide clarity in advance on the way

in which the progress of tasks and activities will be monitored.

& 3sks those involved in the interim about the

progress of activities and whether the results will

be achieved.

oes not keep track of the progress of activities.

' onitors hours, money, people and resources in

projectsactivities at the same time.

(n monitoring progress, concentrates on one or

only a few aspects of a projectactivity at the

expense of other aspects.

+ (nitiates activities or makes decisions to prevent

interruptions in the progress of a project activity.

6ets interruptions in the progress of a project

activity go by before heshe intervenes.



Level 3. /ncourages others in the immediate work environment to monitor progress. Sets an example by

monitoring the progress of several or complex projectsactivities.No. Positive Negative

$ 'ncourages employees/colleagues to monitor the

progress of projects/acti"ities on a regular basis.

oes not point out to employeescolleagues the

importance of regular progress monitoring.

& /ncourages employeescolleagues to exchange

experiences in monitoring the progress of

projectsactivities on a regular basis.

oes not make the exchange of experiences in

monitoring the progress of projectsactivities an

agenda item.

' 3sks for feedback on projectsactivities for

which heshe has final responsibility.

3ssigns work without re)uesting regular

feedback.

+ 7egularly checks whether long-term, complex

projectsactivities are still running according to

plan.

oes not compare the course of long-term,

complex projects activities with the original

plans.

Level 4. (nspires and facilitates others also outside the immediate work environment to monitor progress.

Sets an example by monitoring the progress of several processes in the organi#ation.No. Positive Negative

$ ims at ha"ing the monitoring of the progress of

projects/acti"ities discussed regularly in the organization

or part of the organization.

oes not communicate whether heshe considers

it important to discuss the monitoring of projects

activities on a regular basis.

& 3ims at having procedures developed to be able

to monitor the progress of complex

processesprojects.

oes not devote attention to the development of

procedures for monitoring the progress of

complex processes projects.

' 7egularly checks the extent to which parts of theorgani#ation have achieved their objectives.

0nly checks at the close of the fiscal year theextent to which parts of the organi#ation have

achieved their objectives.

+ onitors deadlines and milestones of several

coherent processes or projects.

onitors the deadlines and milestones of only a

few isolated processes or projects at the expense

of monitoring other processes or projects.



Discipline

General definition:

omplying with organi#ational policy andor procedures; seeking confirmation from

the proper authorities in case of ambiguous or changing circumstances.

Level 1. 3cts according to the policy and procedures of the organi#ation and looks for the right guidelines in case of ambiguity before

taking action.


$ 3sks which rules and procedures apply in hisher

own organi#ation.

oes not inform himherself of the applicable

rules and procedures.

& 3sks whether the authori#ed person agrees when

heshe wants to do something for which the

procedure is not clear.

ecides by himherself what to do when the

applicable procedures are not clear, without

consulting with the authori#ed person.

' 3sks the authori#ed person to formulate rules if

no rules have been laid down yet for an aspect.

akes hisher own decisions if no rules have

been laid down for something.

+ 3cts according to the applicable rules and

procedures.

eviates from the applicable rules and

procedures.

Level 2. Shows that heshe is aware of the policy and procedures of the organi#ation, takes account of them, also under pressure of

work or if they conflict with hisher own interests, and assumes responsibility for doing so.


$ 3dheres to the rules and procedures of hisher

own organi#ation, even if they are in conflictwith hisher own interests.

3cts in conflict with the applicable rules and

procedures.

& ontinues to adhere to the rules and procedures

of hisher own organi#ation, also in the event of

high work pressure.

eviates from the applicable rules or procedures

when the work pressure is high.

' Shows that heshe is aware of the procedures

applicable to the organi#ation and hisher field of

work.

Shows that heshe does not know what

procedures apply to the organi#ation and hisher

own field of work.

+ (ndicates that heshe takes responsibility for the

implementation of rules and procedures.

States that heshe follows rules and procedures

simply because they apply.



Level 3. /ncourages others in the immediate work environment to bring their manner of working in accordance with the policy

and procedures of the organi#ation and, in case of ambiguity or changes, to seek confirmation from the proper

authority, partly by serving as an example.No. Positive Negative

$ alls employeescolleagues to account whenthey deviate from applicable rules andor

procedures.

oes not intervene when employeescolleaguesdeviate from the applicable rules andor

procedures.

& ommunicates the applicable rules and

procedures to others with whom heshe works

together.

oes not communicate what the applicable rules

andor procedures are when heshe works

together with others.

' 9eshe acts, in view of others in hisher

immediate work environment, in accordance

with the applicable rules and procedures.

3cts in conflict with the applicable rules and

procedures.

+ akes specific agreements with others prior to a

common activity on the work process to befollowed.

oes not make agreements prior to a common

activity on the work process to be followed.

Level 4. (nspires and facilitates others also outside the immediate work environment to bring their manner of

working in accordance with the policy and procedures of the organi#ation and, in case of ambiguity or changes, to seek

confirmation from the proper authority, partly by serving as an example.No. Positive Negative

$ ommunicates which rules and procedures apply

within the organi#ation or part of the

organi#ation.

oes not create clarity about the applicable rules

and procedures.

& 9elps to have people in the organi#ation or partof the organi#ation who act in conflict with the

applicable rules and procedures brought into

line.

oes not facilitate any possibilities organi#ation-wide or throughout the part of the organi#ation to

bring people into line who violate the applicable

rules and procedures.

' /nsures in case of lack of clarity about rules

andor procedures that clarity is soon created

regarding them in the organi#ation or part of the

organi#ation.

6ets lack of clarity about rules andor procedures

exist too long.

+ (nspires other people in the organi#ation, partly

be setting an example, to act in accordance with

the applicable rules and procedures.

oes not set an example when it comes to acting

in accordance with the applicable rules and

procedures.



&ccuracy

General definition:

5orking with details in a concentrated manner and without errors; carefully checking

the )uality of the work.

Level 1. he#%s or% and #orre#ts errors hen there is reason to do so.No. Positive Negative

$ orrects errors which others have pointed out to

himher.

6ets errors continue to exist.

& 3sks others to check hisher work before

finishing it or turning it in.

*inishes work or turns it in without asking others

for a final check.

' 5orks with full attention on activities that

re)uire accuracy.

3llows himherself to be distracted while

working on activities that re)uire accuracy.

+ 3sks about important details and re)uirementsset on the work.

oes not inform himherself about applicablere)uirements and details.

Level 2. !voids "a%ing errors and #he#%s or% on his'her on initiative.No. Positive Negative

$ hecks work on hisher own initiative for

possible errors before finishing it andor turning

it in to others.

*inishes activities or turns them in without

having checked them.

& omes up with ideas on how errors can be

prevented.

oes not suggest ideas for preventing errors.

' Sets aside time and room to work calmly on

tasks that re)uire preciseness.

9andles other matters in between when heshe

works on tasks that re)uire accuracy.

+ (ncorporates what heshe has learned from

previously made errors in new activities.

akes the same errors several times.



Level 3. (n#ourages others in the i""ediate or% environ"ent to or% a##urately and #he#% or%.No. Positive Negative

$ /ncourages employeescolleagues to work

accurately and check work for possible errors.

6eaves it up to other people4s own initiative

whether or not they work accurately and check

work.& /ncourages employeescolleagues to ask others

to check work and give feedback.


have others check their work.

' /valuates errors made in activitiesprojects with

employeescolleagues in order to learn from

them.

oves on to the next activityproject without

evaluating errors in a previous process.

+ ommunicates openly with

employeescolleagues about what heshe has

learned from errors made.

6eaves errors made by himher and learning

points undiscussed.

Level 4. )nspires and fa#ilitates others also outside the i""ediate or% environ"ent to or%

a##urately* partly be serving as an e+a"ple.No. Positive Negative


organi#ation the importance of preventing errors

and checking work.


attaches importance to preventing errors and

checking work.

& reates preconditions that promote accurate

work andor can preventlimit errors.

oes not facilitate any possibilities to promote

accurate work and the preventionlimitation of

errors.

' 3ims at the evaluation of projects executed

within the organi#ationpart of the organi#ationin order to learn from errors made previously.

*ocuses on the next goalproject without aiming

at evaluation of previous processes.

+ (nspires others within the organi#ation or part of

the organi#ation to work precisely by aiming to

work things out carefully.

(s satisfied with partial or incorrectly worked out

proposalsactivities.



Oral communication

General definition:

onveying ideas and opinions clearly to others, making use of unambiguous

language, gestures and non-verbal communication; adapting language andterminology appropriately.

Level 1. %alks understandably and can clarify hisher ideas at the re)uest of others.No. Positive Negative

$ %alks calmly. %alks fast.

& Speaks clearly; can be understood. (s difficult to understand.

' ses examples to clarify hisher argument. oes not use any examples to clarify hisher

argument.

+ ses correct language in discussions. ses sloppy language in discussions; makesgrammatical mistakes.

Level 2. 3djusts hisher usage and explanations to the other person on hisher own initiative and supports

the message by posture and gestures.No. Positive Negative

$ /xpresses a message clearly. ommunicates a message in a confused manner.

& Separates main from subordinate issues and

communicates them in logical order.

entions main and subordinate issues in

arbitrary order.

' ses words the other person understands,

clarifies professional language or jargon.

oes not tailor hisher language to the other

person.

+ Supports hisher message by posture and

gestures.

oes not reinforce hisher message by posture

and gestures.



Level 3. /ncourages others in the immediate work environment to express themselves clearly orally, partly


$ 1ives feedback and suggestions for

improvement to employeescolleagues regardingtheir oral communication.

oes not give support and tips to

employeescolleagues on how they can expressideas and opinions clearly.

& /xplains complex matters concisely. /xplains complex matters in an elaborate

manner.

' /nlivens what heshe says with gestures, facial

expressions and intonation.

oes not use gestures, facial expressions and

intonation that would enliven hisher message.

+ 7egularly summari#es hisher own message. oves on to the next subject without briefly

summari#ing the last one.

Level 4. (nspires and facilitates others also outside the immediate work environment to express themselvesclearly orally, partly by serving as an example.No. Positive Negative

$ '!presses in the organization or part of the organization

the importance of e!pressing oneself clearly and

understandably.

oes not explicitly communicate that heshe

considers it important for employees to express

ideas and opinions clearly and understandably.

& reates preconditions so that employees can

develop their oral communication further.

oes not facilitate any possibilities for further

improvement of oral communication.

' 9ighlights abstract material in clear and

understandable terms.

/xpresses abstract material in a manner unclear

to others.

+ %alks to others from all ranks of the organi#ationin understandable language.

oes not connect with certain groups in theorgani#ation by using too difficultabstract

language.



.ritten communication

General definition:

/xpressing ideas and opinions clearly in properly structured, well-organi#ed and

grammatically correct reports or documents, utili#ing language and terminologyappropriate to the reader.

Level 1. 5rites letter-perfect texts which are clear through their structure, short sentences and layout.No. Positive Negative

$ ses correct spelling, grammar and style in texts. akes spelling, grammatical or style errors in

texts.

& ses chapters, sections and paragraphs in a text

in a coherent manner.

ses chapters, sections and paragraphs

incoherently.

' /nsures that the layout of the text is clear. 5rites text with confusing layouts.+ ses short, concise sentences in a text. ses unnecessarily long sentences in a text.

Level 2. 5rites concise texts independently that are tailored to the reader.No. Positive Negative

$ ses examples, metaphors, figures and

illustrations in a text to clarify something.

0nly states facts in a text without clarifying them

with examples and suchlike.

& Studies the readers and tailors the choice of text

structure to them.

ses a standard structure for texts without taking

account of the reader4s starting situation.

' oes not use more text than necessary to make a

message clear.

?eeds a lot of words to make a message in a text

clear.

+ ses words the reader can understand. oes not tailor hisher language to the reader4s

understanding.



Level 3. /ncourages and helps others in the immediate work environment to express themselves clearly in

writing, partly by serving as an example.No. Positive Negative

$ 1ives employeescolleagues suggestions for text

structure, language and style issues.

oes not give employeescolleagues tips relating

to structure, language and style issues.& 3ssists employeescolleagues who have

difficulty in writing documents.

oes not assist employeescolleagues in writing

documents, even if they have difficult with this.

' +rior to the common writing of documents& makes

agreements on the style and layout to be used.

oes not agree any uniform style and layout

prior to the common writing of documents.

+ *ormulates texts in a gripping and interesting

way.

*ormulates texts in a businesslike, not very

interesting way.

Level 4. (nspires and facilitates others also outside the immediate work environment to express themselves

clearly in writing, partly be serving as an example.No. Positive Negative


organi#ation the importance of expressing

oneself in a clear, understandable way in writing.

oes not explicitly communicate that heshe

considers it important for employees to

communicate in writing in a correct,

understandable manner.

& reates preconditions so that employees can

develop their written communication further.

oes not facilitate any possibilities for further

improvement of written communication.

' 3ims at making clear agreements on written

language and having them centrally recorded.

oes not devote any attention to clear

agreements on written language and having them

centrally recorded.

+ 5rites complex messages in texts that are clear

and accessible to different groups of readers.

escribes complex messages in a complicated

inaccessible manner.

Documents

Example Competency Model ENG 5 JAN 2006 V2