Hay的素质词典(英文)

Saskatchewan Public Service MANAGEMENT COMPETENCY DICTIONARY
Government of Saskatchewan
June 1, 1998
Table of Contents
Page Introduction ii Problem Solving
Conceptual Thinking1 Innovative Thinking2 Strategic Orientation3 Leadership
Change Leadership4 Sharing Responsibility (core)5 Holding People Accountable (core)6 Team Leadership (core)7 Interpersonal Influence
Impact and Influence8 Listening, Understanding and Responding (core)9 Networking (core)10 Teamwork (core)11 Personal and Corporate Effectiveness
Results Orientation (core)12 Commitment to Learning13 Client Service Orientation (core)14 Concern for Political Impact15 Flexibility16 Organizational Awareness17 Planning and Initiative18 Management Competency Matrix
Introduction
The Management Competency Dictionary provides a detailed description of the behavioural competencies, their associated measurement scales and the target levels for high performance associated with each of the management roles within the Saskatchewan Public Service.
A competency is any knowledge, skill, or personal attribute which enables a person to deliver successful performance. In other words, competencies are a way to identify what it means to be a superior performer within an organization.
There are two types of competencies; behavioural and technical competencies. While each is important, behavioural competencies most often differentiate superior performance.
For each behavioural competency, there is a description or definition of what it means
and a scale of behaviours associated with it called a competency measurement scale.
The behavioural scale associated with a specific competency defines various levels of performance for that competency. These levels represent the noticeable differences in performance that can be observed and measured. The scales are numbered in ascending order (from three to six levels, depending on the competency) with each level being more difficult to perform than the previous level. The levels are referred to as target levels and there is a behavioural description illustrating the level of performance
for each.
The competencies are organized into four clusters: Problem Solving, Leadership, Interpersonal Influence, and Personal and Corporate Effectiveness. There are eight core competencies which are associated with all management roles as well as ten competencies which differentiate between the various management roles.
In addition to this dictionary, behavioural competency profiles are available for each management role.
Conceptual Thinking
Conceptual Thinking: Understands a situation or problem by identifying patterns or connections and addressing key underlying issues. Conceptual thinking includes organizing the parts of an issue or situation in a systematic way.
Target Levels:
1.Sees Basic Relationships: Links parts of a problem to a broader set of issues or
relationships. Sees patterns or trends when looking at information.
2.Sees Multiple Relationships: Analyzes relationships among several parts of an
issue or situation. Uses multiple associations of events and applies concepts from other fields when analyzing events or situations.
3.Clarifies Complex Data or Situations: Uses alternative ways of looking at issues
or problems and linking complex information to a solution. Analyzes, plans and integrates concepts into a structured and rational process. Makes complex ideas or situations clear, simple and/or understandable. Assembles ideas, issues and
observations into clear and useful explanations and solutions.
4.Applies Complex Concepts In Area of Responsibility: Adapts and applies
concepts in new ways that improve the delivery of information and programs in support of departmental priorities. Identifies several solutions and weighs the value of each in moving the work of the department forward.
5.Creates New Concepts That Advance the Departmental Priorities: Creates
and applies concepts that are new and different to advance departmental direction.
Demonstrates leadership in thinking and integrating efforts with stakeholders
internally and externally that clearly influences program management.
Innovative Thinking
Innovative Thinking: Takes an innovative approach to problem solving. It includes the ability to “think outside of the box”, to go beyond the conventional, and a willingness to try out different solutions. At the higher levels, it is the ability to champion innovation and encourage new ideas from employees.
Target Levels:
1.Is Open to New Ideas: Is open-minded when presented with a new perspective,
and will not automatically dismiss new ideas. Will accept other solutions when conventional methodology does not work.
2.Questions Conventional Methodology: Questions and challenges the quality
of conventional work methodology. Is prepared to try out different solutions. Is prepared to take the unorthodox approach.
3.Thinks Laterally: Generates varied solutions to problems. Thinks laterally
(“outside of the box”) to identify new solutions. Will consider the radical or
unconventional. Is prepared to look beyond the data for solutions. Is innovative and creative when generating solutions.
4.Is Agile in Response to Change: Anticipates and responds to external change.
Is flexible when faced with external constraints, and adapts methodology and ideas quickly to immediate or anticipated changes in the external environment.
5.Champions Innovative Thinking: Encourages new ideas from employees.
Generates and maintains a creative environment amongst the team. Genuinely values and champions innovation.
Strategic Orientation
Strategic Orientation: Demonstrates an intimate understanding of the capabilities, nature and potential of the department. It involves taking calculated risks based on an awareness of societal, economic, market and political issues, trends, processes and outcomes as they impact the strategic direction of the department and its linkages with the direction of government.
Target Levels:
1.Understands Strategies: Able to analyze and comprehend departmental goals
and strategies developed by others and how they relate to departmental capability.
2.Aligns Current Actions with Strategic Goals: Prioritizes work in alignment
with departmental goals and acts in accordance with government strategies,
objectives, or goals.
3.Functions Within the External Environment: Understands how the
department interacts with the external world; relations with the community,
stakeholders, etc. Analyzes how changes might impact communities and the
department and calculates the necessary adjustments that will be required to
achieve desirable outcomes.
4.Contributes to Strategic Direction: Contributes to the development of the
department vision, mandate and long-term strategy. Develops and implements long-term alternative strategies for achieving success at the departmental level in own area of responsibility.
5.Formulates Strategy With Internal and External Alliances: Actively
addresses long-term issues, opportunities, and internal forces affecting the
department and government in relation to the external environment. Champions development of proactive strategies and uses strategic alliances to extend the
boundaries and impact of the department.
Change Leadership
Change Leadership: Energizes and alerts groups to the need for specific changes in the way things are done. It involves taking responsibility to champion the change effort through building and maintaining support and commitment.
Target Levels:
1.Describes General Need for Change: Identifies and describes to staff a need
for change in the department.
2.Expresses Vision for Change: Defines an explicit vision for change; may
simplify, modify, or redefine a previous vision in specific terms.
3.Building Support and Commitment: Communicates the message or vision for
change to everyone affected and actively involves them in the change process.
4.Challenges Status Quo: Challenges the status quo by comparing it to an ideal
state or a vision of change; creates a sense of urgency.
5.Implements Change: Champions the change by taking dramatic action (e.g.,
structural changes) to reinforce or enforce the change vision. Includes a willingness to address obstacles to change even though it may mean facing hard truths and making tough decisions.
Sharing Responsibility
Sharing Responsibilty: Shares responsibility with individuals and groups so that they have a deep sense of commitment and ownership. It includes an intent to foster the long-term learning or development of others.
Target Levels:
1.Expresses Positive Expectations: Expresses positive expectations of others,
speaks of team members in positive terms. Makes positive comments regarding others’ potential for development and ability to assume greater responsibility.
Trusts their judgment and that they know what they are doing; shows respect for others’ capabilites.
2.Delegates Routine Tasks: Gives routine tasks to employees; demonstrates trust
in employees’ abilities to accomplish tasks to acceptable levels of performance, and assigns appropriate resources to employees. This may include providing detailed instructions and/or explanations to ensure that employees have the necessary skills to accomplish tasks.
3.Demonstrates Trust: Demonstrates trust by recognizing and acknowledging that
others have the skills and abilities necessary to achieve high goals. Supports
employees’ ongoing learning and self development and provides them with
opportunities to demonstrate their capabilities and newly acquired skills/knowledge.
Accepts and supports others’ considered views, recommendations or actions.
4.Delegates Fully: After assessing subordinates’ competence, delegates full
authority and responsibility with the latitude to do a task in their own way,
including the opportunity to make and learn from mistakes in a non-critical setting.
Also assigns appropriate resources to employees.
Holding People Accountable
Holding People Accountable: Acts to ensure others perform in accordance with clear expectations and goals.
Target Levels:
1.Sets Clear, Consistent Expectations and Goals: Gives a detailed explanation
of the goal: what it looks like for the individual and the group. Gives adequate directions, makes needs and requirements clear to achieve performance
expectations.
2.Manages for High Performance: Reviews performance against clear standards
or expectations. Provides feedback and coaches employees about their
performance.
3.Takes Corrective Action: Addresses performance problems in a timely way by
assessing performance against standards and acting in a way to change
performance for the better. Can include corrective discipline or performance
improvement.
Team Leadership
Team Leadership: Mobilizes people to work toward a shared purpose in the best
interests of the department, the people comprising it and the people it serves. It
involves attracting, supporting, developing and retaining a talented and diverse workforce. Team leaders demonstrat e concern for individual differences and employee morale.
The "team" here should be understood broadly as any group in which the person
takes on a leadership role.
Target Levels:
1.Manages Expectations and Informs Others: Expresses positive expectations
of others and speaks to group members regularly. Shares useful and relevant
information and explains the rationale behind decisions. Respects and accomodat e s
in dividual differences.
2.Builds Team Effectiveness: Uses strategies to promote team morale and
productivity (e.g., facilitates team interaction, conflict management, recognizes
team successes). Asks questions to encourage team input and focuses team on
the topic at hand. Acts to promote a friendly and cooperative environment
conducive to personal and professional development and employees’ sense of
belonging. Creates an environment that recognizes, supports, respects and
welcomes diversity of employees and clients.
3.Fosters Team Success: Communicates team objectives and accomplishments
both inside and outside of the team. Works to resolve obstacles outside of the
team's direct influence.
4.Cross-Team Collaboration: Ensures cross-team collaboration to contribute to
organizational effectiveness, such as providing information to other areas of the
organization to help make decisions collaboratively and sharing resources to solve
mutual problems.
5.Defines a Vision: Defines and articulates a vision that generates excitement,
enthusiasm and commitment to action that is aligned with the government’s
strategic direction.
Impact And Influence
Impact and Influence: Acts to persuade, convince or influence others, in order to have a specific impact or effect.
Target Levels:
1.Takes a Single Action to Persuade: Persuades others through oral and/or
written presentations by appealing to reason using data or concrete examples. 2.Takes Multiple Actions to Persuade: Uses multiple arguments to persuade
using reason or rationale. Includes careful preparation of data for presentations.
3.Calculates the Impact of One’s Actions or Words: Customizes and adapts a
presentation or discussion that appeals to the specific interest and level of the audience. Anticipates and prepares for the reactions of others.
es Indirect Influence: Uses experts or third parties to influence others.
es Complex Influence Strategies: Assembles coalitions and builds broad
based support for ideas, initiatives and directives.
Listening, Understanding And Responding
Listening, Understanding and Responding: Acts to understand and respond appropriately to the concerns of others.
Target Levels:
1.Listens: Demonstrates openness and receptivity to new information. Is willing to
listen when approached by others.
2.Listens Actively: Demonstrates objective and active listening. Is able to seek out
the facts and pertinent information before drawing conclusions.
3.Listens and Responds with Sensitivity: Listens and responds to people’s
concerns by altering own behaviour in a helpful manner. Is genuinely sensitive to cross-cultural differences, non-verbal cues, feelings and emotions. Responds with sensitivity and directness.
4.Effective Use of Empathy: Is willing and able to see things from another
person’s perspective and demonstrating an understanding of other people’s
concerns.
5.Insightful Assessment: Is capable of accurate assessment and sensitivity to the
underlying complex root causes for individual or group behaviour patterns. After assessing the issue, takes appropriate action to achieve resolution.
Networking: Establishes, maintains and utilizes a broad network of contacts (e.g., in government, media and the community) in order to keep a pulse on public, political and internal issues and make informed decisions. It includes identifying who to involve, when and how to involve them in order to accomplish objectives and minimize obstacles.
Target Levels:
1.Maintains a Network of Contacts: Maintains an established network of contacts
for general information sharing and to keep on top of public, political and internal issues.
2.Utilizes Established Network of Relationships: Uses network to seek
information of strategic importance or to gain access to sources of influence in order to support departmental objectives.
3.Broadens Network of Relationships: Continuously seeks to broaden network of
relationships to seek information, promote the image of the department and build support to ensure the success of long-range goals. Uses relationships as chains of direct and indirect influence.
4.Creates Opportunities: Creates future opportunities and positions the
department for success through an ever broadening network. Works to promote the department in the interests of the greater public good. Develops a responsible
profile for the department in the community.
Teamwork: Works co-operatively with others, working together as opposed to working separately or competitively.
Target Levels:
1.Has Positive Expectations of the Team: Regards team members in a positive
light. Willingly participates in a team setting.
municates Information: Keeps team members informed and up-to-date
about all relevant or useful information, even if not directly required to do so.
3.Solicits Input: Solicits ideas and opinions to help form specific decisions or plans.
Values others’ input and expertise and is willing to learn from others.
4.Encourages Others: Rather than take personal credit for work done, will publicly
credit others who have performed well. Encourages others and recognizes their contribution.
5.Builds Team Spirit: Acts to promote a friendly climate, good morale and
co-operation between team members. Resolves team conflicts. Promotes team reputation with others. Takes leadership when appropriate.
Results Orientation
Results Orientation: Works to achieve desired policy and program management outcomes. It includes setting goals and priorities that maximize the use of resources available to consistently deliver results against government direction, departmental objectives and public expectations.
Target Levels:
1.Works to Meet Performance Standards: Ensures performance measures are in
place to track achievements, take corrective action and meet deadlines.
2.Strives to Exceed Expectations: Works to exceed set targets and persists in
achieving a standard of excellence that goes beyond expectations.
3.Improves Operations: Makes specific changes in work methods or operations to
improve performance and deliver timely results within allocated budget. Develops challenging performance expectations ensuring the right mix of activities and
resources that leads to optimal results.
4.Enhances Program Outcomes: Develops and implements desired
program/policy evaluation measures. Analyzes performance information to set priorities and take calculated risks to improve the delivery of services and
operations. Predicts emerging issues and manages the associated risks.
Establishes new policy/program directions focused on the enhancement of program outcomes.
Commitment to Learning
Commitment to Learning: Actively pursues learning and development in order to achieve results and to contribute to continuous improvement. Supports and encourages the learning and development of others.
Target Levels:
1.Has Interest in Own Field of Expertise: Has an interest in own field of
expertise. Reads information directly given to him or her. Talks to others directly involved about new approaches, tools, methods and technologies.
2.Keeps Current in Own Field of Expertise: Seeks out new approaches, tools,
methods and technologies in own field of expertise by reading, talking to others inside and outside the organization, and attending seminars/conferences.
3.Keeps Current with Trends and Issues: Finds out what changes may impact
the department and its clients and assesses what approaches, tools, methods and technologies will be needed to stay current in a demanding and changing
environment.
4.Links Knowledge to Department and Client Needs: Demonstrates an in-depth
understanding of potential solutions in area of expertise that could impact the
department and client. Links knowledge of current or emerging approaches, tools, methods and technologies to the emerging needs of the department and clients.
5. Maintains Broad Learning Perspective: Contributes to a climate of continuous
improvement by sharing new information throughout the organization.
Client Service Orientation
Client Service Orientation: Serves the public interest through focusing individual or departmental effort on meeting key public needs through development and implementation of sound program policy, programs and services that support the direction of government.
Target Levels:
1.Responds to Enquiries: Follows through on public inquiries, requests and
complaints in a timely manner.
2.Maintains Clear Communication: Monitors public need and keeps them informed
about the progress of departmental services and programs.
3.Takes Action to Respond to Public Needs: Makes self available, makes
decisions and acts in the interest of the public.
4.Alignment with Public Needs: Aligns program policies and services with public
need and government direction.
Concern for Political Impact
Concern for Political Impact: Aware of how departmental issues, program policies, and decisions impact public interests/concerns. At the same time, is sensitive to the differing needs/agendas of multiple stakeholders and works to ensure that program policy is consistent with the strategic direction of cabinet.
Target Levels:
1.Demonstrates an Awareness of Governmental Impact: Identifies and
understands the departmental implications of key issues or decisions in light of the potential impact on public interests/concerns. States specific possible outcome(s).
2.Aligns Actions To Support Public Interests/Concerns: Makes decisions and
takes action to respond to specific public interests/concerns.
3.Balances Public Interest with Stakeholder Needs/Agendas: Weighs
stakeholder needs against public interest and works to reconcile needs of multiple stakeholders. Conducts risk assessment to maximize results, with the best interest of the public in mind.
4.Contributes to Program Policy Advancement: Improves departmental
responsiveness to public interests and concerns by revising program policies This could be a result of new public issues that emerge or existing issues that could be better addressed based on new evidence or analyses.
5.Advances Government Policy: Uses knowledge of emerging public
issues/concerns to develop new program policies that address long-term needs, have a significant impact on public well-being and are consistent with the strategic direction of cabinet.
Flexibility
Flexibility: Adapts to and works effectively within a variety of situations, and with various individuals or groups. Flexibility entails understanding and appreciating different and opposing perspectives on an issue, adapting one’s approach as the requirements of a situation change, and changing or easily accepting changes in one’s own department or job requirements.
Target Levels:
1.Accepts Need for Flexibility: Willing to change ideas or perceptions based on
new information or contrary evidence. Understands other people’s points of view.
2.Applies Rules Flexibly: Modifies procedures and processes to fit a specific
situation to get a job done in order to meet department goals.
3.Adapts Own Strategy: Changes the overall plan, goal or project to fit the
situation. May even make small or temporary changes in departmental policies or programs to meet the needs of a specific situation.
Organizational Awareness
Organizational Awareness: Acts with an understanding of the department and government processes such as legislation development, policy development, budget and decision-making; and at the highest levels it includes taking action to make departmental changes in order to resolve identified issues or problems.
Target Levels:
1.Understands Formal Structure: Recognizes the current formal department and
government structures, processes and inherent limitations and capabilities of the department and how they relate to achieving results.
2.Understands Informal Internal Structure: Understands the informal internal
relationships, processes within government and their interaction in achieving
results.
3.Understands Interaction with Outside World: Understands how the
department interacts with the external world; relations with the community,
stakeholders, etc., and uses this knowledge in achieving results.
4.Recognizes Areas for Improvement: Recognizes and articulates specific
organizational issues or problems and suggests specific changes in functions,
structure or processes to address it.
5.Positions Organization and Resources for Alignment: Assesses
organizational readiness and capability for alignment. Identifies appropriate
resources based on organizational strengths and weaknesses, and positions them to address specific, diagnosed problems. Ensures the organization and resources are aligned with the broader organizational strategy.
Personal and Corporate Effectiveness
Planning And Initiative
Planning and Initiative: Proactively doing things and not simply thinking about future actions.
Target Levels:
1.Shows Persistence: Persists, takes multiple steps to overcome obstacles. Does
not give up easily when things do not go smoothly.
2.Addresses Current Opportunities or Problems: Recognizes and acts upon
present opportunities or addresses present problems. Plans and organizes work in an effective manner to address the current opportunity.
3.Acts Proactively: Grasps opportunities or identifies potential problems and takes
the initiative to follow through rather than wait for problems to arise.
4.Plans Ahead: Thinks ahead and plans for contingencies. Effectively organizes
resources and activities to deal with short-term concerns.
5.Plans for the Future: Anticipates longer-term situations and puts plan(s) in place
to effectively address them. Organizes resources and activities to deal with longer-term problems or opportunities.
6.Implements Comprehensive Plan(s): Develops and implements comprehensive
plan(s) that bridge complex issues and span across time. Aligns and uses resources to meet long-term or strategic goals. Is prepared for most contingencies. Is well positioned to take advantage of opportunities as they arise.
Saskatchewan Public Service
Management Competency Dictionary June 1, 1998。