WORKING

WITH
COMPETENCIES
MANUAL

SERVICE PROVIDERS
Community Living disABILITY Services
MANITOBA FAMILY SERVICES AND
CONSUMER AFFAIRS
 Hay/McBer November 04

Hay/McBer
 Table of Contents

I. Working with Competencies

About this Manual ............................................................................................... 1

What is a Competency? ..................................................................................... 2
Why are Competencies Important? ................................................................... 3
Competencies There are Two Types .............................................................. 4
Putting the Competencies Together A Working Model ................................... 5
A Practical Guide to Using Competencies Some Examples ......................... 10

II. The Competency Dictionary

Introduction ....................................................................................................... 13

A. Core Competencies .................................................................................. 15

Building Relationships ...................................................................................... 16
Developing Others ............................................................................................ 17
Integrity ............................................................................................................. 18
Listening, Understanding and Responding ....................................................... 19
Advocacy .......................................................................................................... 20
Quality of Service.............................................................................................. 21

B. Job Specific Competencies ..................................................................... 22

Professional Excellence.................................................................................... 23
Flexibility ........................................................................................................... 24
Information Gathering and Analysis.................................................................. 25
Opportunity Seeking ......................................................................................... 26
Self-Control ....................................................................................................... 27
Strategic Thinking ............................................................................................. 28
Team Leadership .............................................................................................. 29
Teamwork ........................................................................................................ 30

III. Glossary..31

Hay/McBer
 I. WORKING WITH COMPETENCIES
About this Manual
The greatest resource of any organization is its employees. Helping employees develop towards and attain the required skills, values and
behaviours that are key to their jobs can contribute greatly to their performance on the job. Ensuring that recruiting efforts focus on the
necessary skills, values and competencies is also a critical piece of building a high performing organization.

This manual is part of a tool kit being made available to agencies. It is designed to help leaders and staff become more familiar with
competencies. This manual is also designed to help leaders and staff understand how competencies can be used to support more effective
recruitment and selection strategies. Over time, selecting for and developing these competencies in staff members will also help foster
superior performance the real goal behind the use of competencies.

The manual consists of two main sections.

The first section of the manual is designed to provide an introduction to Working with Competencies. The key questions that this section
seeks to answer include the following:

What are competencies?

What are the specific behaviours or competencies that contribute to superior performance in the kinds of jobs we see in the
agencies?

Why is the introduction of competencies important for ongoing success at all levels within an agency?

How can competencies can be used on more of a day to day basis within an agency? How can the information in this manual be
applied in a practical way?

The second section of this manual consists of a Competency Dictionary a hands on tool to help you begin working with the competencies
in greater detail. The Competency Dictionary can be considered as a reference tool. It lays open the definitions of the competencies and
related terms that have been designed for use by the agencies.

The behavioural competencies described in this manual were developed through a variety of processes, and have been designed with the
agencies in mind. The information in the Competency Dictionary is based on a variety of sources, including:

A review of the job profiles developed by the Staffing Stabilization Committees Human Resource Sub-Committee;

Input from an Expert Panel, consisting of a cross section of approximately twenty representatives from day, residential and
supported employment agencies from both rural and urban settings; and

Accessing Hay Groups experience and database of competency models.

Hay/McBer 1
What is a Competency?

A competency is any observable and/or measurable knowledge, skill, ability, attitude or behaviour or other
personal characteristic that:

Is essential to perform the job; or

Contributes to successful performance on the job and differentiates solid from superior performance.

When we are describing a competency, there are two major components to consider:

The overall definition of the competency or behaviour that is considered to be critical to successful performance on the job. The
definition explains what the competency means in general terms. The definition also helps to provide a common way of looking at a
particular behaviour and will help everyone in an agency understand the term in the same way.

Each competency can be divided into a series of levels of proficiency this is known as a competency scale. The levels describe
the noticeable differences in performance that can be observed and measured for a particular competency.

For example, when we consider direct service workers and others who work in the agencies, we know that the ability to "build relationships" is
a particular characteristic that can make a difference in how successfully an agency supports the individuals it serves. While each of us may
have a general idea of what this term means, it is important to define Building Relationships in a way that makes sense to all agencies and
in a way that can be consistently understood by staff within the agencies. We might therefore, consider a definition of Building Relationships
as the ability to establish and build effective working relationships and networks with individuals and a variety of internal and external
stakeholders.

As we consider the variety of jobs found in a given agency, it is also clear that different jobs will have different requirements for building
relationships. In order for a direct service worker to be successful in this role, he or she must get to know the community and services available
in order to make the necessary connections that will provide opportunities for individuals to actively participate in their community. If we
consider the role of an Executive Director, it might be more critical for the incumbent to seek out and establish strategic relationships and
partnerships that assist with enhancing the agencys image in the community and that facilitate advocacy efforts.

While the majority of staff members in agency roles will need to demonstrate some ability to build relationships, there may be varying degrees
of this behaviour required when we consider different jobs. That is why the competency scale is a necessary part of the framework. It defines
each level of a particular competency and each level is noticeably different than each of the others.

Hay/McBer 2
Why Are Competencies Important?
In every job, some people perform more effectively than others. Thirty years of research conducted by Hay McBer have shown that
exceptional performers use a variety of approaches and behaviours to get the job done. What the research also shows is that exceptional
performers use a different variety of approaches and behaviours than those individuals who perform at the expected level.

Think of the best teacher or doctor in your life experience. Chances are, that teacher or doctor demonstrated not only sound technical
knowledge and skills, but also a variety of behaviours that made your experience with that professional an exceptional one.

Competencies can be likened to an iceberg. Only a small percentage of an iceberg sits above the waterline and is visible. The majority of the
iceberg lies under the water, as the illustration below shows. We can think of competencies as lying both above and below the waterline, as
well. Competencies that appear above the waterline are those that are most easily observed technical knowledge and skills. However, the
research shows that it is the competencies that lie below the waterline that differentiate average form superior performers. While technical
competencies can be acquired through training, those competencies that lie below the water line or behavioural competencies are more difficult
to develop.

T h e Ic e b e rg M o d e l O f C o m p e te n c ie s

In fo rm a tio n th a t a p e rs o n
h a s in a p a rtic u la r a re a

K n o w le d g e B e h a v io u ra l d e m o n s tra tio n
o f e x p e rtis e

S k ill
T h e im a g e o n e p ro je c ts to
o th e rs (o u te r-s e lf)
S o c ia l R o le A p e rs o n s s e n s e o f id e n tity
a n d w o rth ( in n e r-s e lf)
S e lf-Im a g e
A g e n e ra l d is p o s itio n to
b e h a v e in a c e rta in w a y
T ra it R e c u rre n t th o u g h t
th a t d riv e s b e h a v io u r

M o tiv e

C o py rig h t 2 00 1 , H a y G ro u p In c .

Understanding those behaviours that contribute to superior performance is the first step towards laying the foundation for future success and
a higher performing organization. These competencies can then be integrated into recruiting and selection strategies. Over time, these
competencies can be the focus of developmental and performance management efforts.

Hay/McBer 3
Competencies There are Two Types
When we speak about competencies, they can generally be divided into two main categories. These are described below:
1. Core Competencies are based on the organizations mandate, key values, and goals. They describe those behaviors that are necessary
for successful performance in all jobs throughout the agency. In other words, these core competencies are necessary for the agency to
meet its strategic goals and priorities. They are found in every job, but to varying degrees.
The core competencies for all roles are:
Building Relationships
Developing Others
Integrity
Listening, Understanding and Responding
Advocacy
Quality of Service

These terms are defined in greater detail elsewhere in the manual. But, what is important here is to understand that these competencies
will help agency staff to more effectively meet the needs of the individuals that are served by the agencies. For example, by engaging in
advocacy and building community relations, accessibility and community education will be strengthened. As leaders help staff to grow
and develop, staff members can better assist individuals to grow and develop. A strong service orientation helps everyone stay focused on
who we serve and allows us to adapt to changing expectations and needs. A strong ability to listen and understand underlies all that we
are trying to accomplish in being person-centered and respectful. Over time, a path for superior performance is laid.

2. Job-Specific Competencies refer to the key interpersonal and personal skills and abilities that are necessary to specific types of jobs
within the agencies. The job specific behavioural competencies are:
Professional Excellence
Flexibility
Information Gathering and Analysis
Opportunity Seeking
Self-Control
Strategic Thinking
Team Leadership
Teamwork

It is important to note that these competencies are defined at different levels for different jobs. At the same time, it is important to keep in
mind that we need to think through issues and concerns, solve problems and stay aware of our environment. We need to work as a team
and support each other. As issues change, we must remain flexible, but never lose sight of what the agency is trying to accomplish. We
must focus on achieving results and taking initiative to help support the individuals we serve, and to allow them to participate fully in the
community.

Hay/McBer 4
Putting the Competencies Together A Working Model
Once the core and job specific competencies have been identified in general terms, it then becomes necessary to understand how they relate
to a particular job. This next section provides the answers to the following questions:

How do we translate the list of competencies so that they make sense for the variety of jobs we typically find in an agency?
The competencies are developed into a model or framework, which we highlight on the next page. You will see that the model includes
both core and job specifc competencies. The model consists of two parts one that highlights the specific competency and another that
indicates the level at which that competency should be demonstrated.

We would expect to see all jobs having some requirement for a core competency. However, not all the same job specific competencies
will be applied to all jobs.

Keep in mind, that the list of competencies that appear in the model have been developed with the agencies in mind. They are not the
competencies we might expect to see used in the world of banking. Nor are they the competencies we would expect to see in a
manufacturing plant. They represent those behaviours that are seen as being critical for success in effectively supporting individuals in
becoming active participants in the community.

If these competencies are found in each job, but to varying degrees, how will we know what is the right level at which a
competency should be demonstrated for any one job?

This is where the competency scale comes into play. Remember that the competency scale defines the various levels of performance for
that competency. A target level of performance is set out for each competency, for each job. The target describes what the behaviour
looks like when we think of superior performance in a particular competency and in a particular type of job in an agency.

It is important to understand that not all staff members are expected to be performing at the target level at any given time. The target level
really sets the bar for superior performance and what that might look like. Training and development opportunities can be identified to
help an existing staff member attain this defined target level over time. The target level, then, is a level of demonstrated competence that
an incumbent can shoot for.

In the case of recruiting and selection, job candidates can be better screened for those competencies that have been defined for the
position for which they are being considered. The competencies provide a framework for understanding how much of this competency the
candidate has demonstrated in previous job situations.

Hay/McBer 5
 Target Levels for Performance

For each competency, a job

has an optimum

Performance
performance level (target
level)
Improving competency to
that level will create a
dramatic increase in
Target level performance
Competency Level

Target levels tell:

Where an individual should be performing
Where to focus developmental efforts, for the
greatest improvement in performance
Copyright 2001, Hay Group Inc.

Is there a competency model for every job that exists in all agencies?
Although there are numerous positions in each and every agency and variations across the agencies themselves - feedback from the
expert panel process suggested that five competency models could work well across the system.
Competency models have been developed for the following types of positions:
Executive Directors
Program Coordinators (Residential and Day)
Supervisors (Residential Front Line Supervisor/House Manager/Team Leader and Day Services Program Supervisor)
Direct Service Workers (Residential Support Worker and Facility Based/Individualized Support Worker/Job Coach/Vocational
Support Worker)
Employment Consultant

As a matter of interest, we point out that initially, Residential and Day workers were treated as distinctly different types of jobs. However,
the analysis conducted by Hay Group suggested there are very few differences in the type of competencies that are required to
successfully perform each of the roles.

Hay/McBer 6
 What do the competency models look like?
There are two tables on the following page that lay out the core and job specific competencies and the target levels for the jobs listed
above. At first glance, the tables may appear a bit cryptic just a list of competencies, codes and numbers. Keep in mind that there is a
section in this manual that defines each of the competencies, and describes what each of the target levels looks like.
For the purpose of understanding these tables, you should know that:
The numbers highlighted in the matrix are related to the target level of competence for a particular competency.
If a box is shaded gray and contains ND, this indicates that this competency is "not differentiating" or "not critical"
for superior performance in that job. The competency may still be required for the job - in fact, it may be a
prerequisite. However, it just was not identified as a factor that helped understand the difference between a superior
versus a solid performance. Someone in that job position would therefore want to focus on some of the other
competencies in order to achieve superior performance.
In order to determine the required competencies and target levels for a given job, you would first find the appropriate column that relates to
the job to which you want to refer. The numbers in the columns represent the target level for the associated competency. Keep in mind
that these target levels are described in a subsequent section of this document called the Competency Dictionary.

Hay/McBer 7
 COMPETENCY MODELS CHARTS
CORE COMPETENCIES
Target Levels

Competency Executive Program Supervisors DSW Employment

Directors Coordinators Consultant

Building Relationships 4 4 3 2 3
Developing Others 4 3 3 3 3
Integrity 4 4 3 3 3

Listening, Understanding, Responding 3 3 4 4 4

Advocacy 4 3 3 2 3
Quality of Service 5 5 4 4 4

JOB SPECIFIC COMPETENCIES

Target Levels

Competency Executive Program Supervisors DSW Employment

Directors Coordinators Consultant

Professional Excellence ND ND ND 4 4
Flexibility 4 3 3 ND ND

Information Gathering & Analysis ND ND 3 2 3

Opportunity Seeking ND ND ND ND 3
Self-Control ND ND 3 3 3
Strategic Thinking 4 3 2 ND ND

Team Leadership 5 4 4 ND ND

Teamwork ND ND ND 4 ND

The boxes with numbers in them identify competencies that are important for that position and the number reflects the target level to which someone should perform that role.
*ND" means "Not Differentiating". In other words, these competencies do not differentiate between a superior and a solid performer in this role.

Hay/McBer 8
For example, if we were to better understand the types of behaviours that a high performing or "superior" Supervisor might demonstrate, we
would expect to see the following competencies at the following target levels:

In terms of Core Competencies:

Building Relationships Level 3

Developing Others Level 3
Integrity Level 3
Listening, Understanding, Responding Level 3
Advocacy Level 2
Quality of Service Level 5

In terms of Job Specific Competencies:

Flexibility Level 3
Information Gathering & Analysis Level 3
Strategic Thinking Level 2
Team Leadership Level 4

In order to more fully understand the target levels, it is important to reference the next section, the Competency Dictionary. This is where you
will find the definitions of each of the competencies, descriptions of each of the levels and the target levels.

Hay/McBer 9
A Practical Guide to Using Competencies Some Examples
These competency models are used in a variety of human resource management applications including:
Recruiting and Selection
Development/Training
Career Planning

Examples now follow for each of these applications.

Example A: Using the Competency Model for Recruiting and Selection

Joe, the Executive Director of a residential agency, needs to hire a new Residential Support Worker. He consults the job profile to create a job
posting, including the required education and then looks at the competency model to determine which competencies are critical for the job. He
sees that there are 10 critical competencies for the position: Building Relationships, Developing Others, Integrity, Listening, Understanding,
Responding, Advocacy, Service Orientation, Achievement Orientation, Information Gathering and Analysis, Self-Control and Teamwork. He
lists these as part of the job posting.

Once the job is posted, Joe begins to prepare for how he (and anyone else he involves in the selection process) will screen resumes. This
includes looking at the job profiles for what types of work experience he will consider relevant, what experiences he will look for and what
education is required.

Once Joe has a short list of candidates, he puts together a list of interview questions to be used with the candidates. As he has already
examined the resumes for relevant job experience and education, he will be concentrating on gathering competency evidence in the interviews.
He looks at the competency model and the proficiency level required for each competency. He chooses what he considers to be the 5 most
critical competencies and creates questions based on these. For example, if Teamwork is one of the competencies, Joe might ask the
candidates Tell me about a time you felt you worked very successfully as part of a team. Joe will then compare the answers he receives to
the target levels for the competencies as described in the competency dictionary.

His final selection will be based on a combination of job experience, education and the demonstrated competencies.

Hay/McBer 10
Example B: Using the Competency Model for Development and Training
Susan is an Employment Consultant. She has been working in this role for about a year and feels she is doing well, but could be doing more.
She has talked with her supervisor and she agrees that Susan should undertake some developmental activities.

Susan knows she has the technical skills required for the position and that is why she was hired. She decides to concentrate on her
competencies. She examines the competency dictionary and carefully reads the description of each competency and the level she is
supposed to be demonstrating on the job.

She realizes that she is on target (that is, she behaves in the expected manner) for many of the competencies, but below target for others. Her
assessment is based on thinking about times she has demonstrated the competencies and coming up with specific behavioural example of
those times. She creates a list for herself and to review with her supervisor, using the examples as evidence for her assessment.

Competency Target Demonstrated

Building Relationships 3 3
Developing Others 3 2
Integrity 3 3
Listening, Understanding, Responding 4 3
Advocacy 3 3
Quality of Service 4 2
Professional Excellence 4 2
Information Gathering and Analysis 3 3
Opportunity Seeking 3 2
Self-Control 3 3

In examining the list with her supervisor (who agrees with her assessment), Susan decides to initially target Opportunity Seeking as a
developmental opportunity. She chooses this because it is very critical to the job, she is close to target level and she knows another
employment consultant who is great at opportunity seeking who can assist her in reaching her goal.

Once the competency is decided upon, Susan consults the Development Resource Guide (DRG). She decides to read one of the books
listed and to undertake to complete a couple of the activities listed.

Susan seeks feedback from her friend on how he creates opportunities for individuals and also gets feedback from her manager. As time goes
by, Susan and her supervisor agree that she is beginning to demonstrate Level 3 behaviours and Susan considers concentrating on another
competency for improvement.

Hay/McBer 11
Example C: Using the Competency Model for Career Planning
Diane is an Individualized Support Worker. She has been working in her agency for four years and is eager for a new challenge. She has
talked to the supervisor she works with and thinks that is a position she might be interested in.

She talks to her executive director about this possibility and she agrees that it would be a good move for Diane. Together, they begin to plan
what activities Diane will need to undertake to become a Program Coordinator.

To create a development plan, they first look at the job profile and see what, if any, gaps there are between the education that Diane has and
that required of a Program Coordinator. Diane has previously evaluated herself on the competencies required for her position, but now she
looks at the competency model to see what additional competencies she may require for Program Coordinator. She sees that there are
several competencies that are different to be a successful program coordinator Flexibility, Strategic Thinking, Team Leadership, and higher
levels of the core competencies are also required. She knows that she has likely demonstrated some of these competencies in her current
position, she just hasnt concentrated on them because they are not critical in her role.

She works with her manager to determine how she can find opportunities in her current role to demonstrate these competencies and arranges
to take some courses to meet the formal educational requirements. Using the Development Resource Guide (DRG), Diane also watches
some films to get a better idea of what the competencies look like in action so she can begin to find ways to demonstrate them in her job. As
she progresses, she further uses the DRG to help her design on the job activities to practice using those competencies.

Hay/McBer 12
 II. THE COMPETENCY DICTIONARY
This part of the manual is called the Competency Dictionary. It is a reference tool that contains information on all of the competencies and
target levels for the various types of jobs found in the majority of agencies.

The Competency Dictionary is your reference for identifying:

Competency definitions for both Core and Job Specific Competencies
The various levels of performance for each competency the Competency Scale
Targeted level of performance or competency for the types of jobs found in the agencies
Each page in the Competency Dictionary is set up in the same way:

Competency
definition
Building Relationships
The ability to establish and build effective working relationships and networks with a variety of key stakeholders ("stakeholders", can include internal and external individuals,
clients, families, other organizations or influential people). It involves identifying and building the linkages that will strengthen the organizations ability to provide excellent
services and enhance its image in the community.
Competency
scale 1. Builds Rapport: 2. Develops Relationships and 3. Collaborates with Stakeholders on 4. Establishes New
Identifies Opportunities for an Ongoing Basis: Partnerships/Strategic
Makes a conscious effort to Partner/Community Relationships:
establish and build rapport Involvement: Develops a long-term, collaborative
with stakeholders, including relationship with stakeholders with Seeks out partnerships with a
family members Gets to know community and the explicit intent to share thorough and balanced assessment
services available and connects information/resources and achieve of the strengths and weaknesses
Gets to know important with community to mutual benefit the goals of both groups. (e.g., (e.g. financial benefit/cost, visual
family issues and relations relationships with employers, health presence in the community, etc.)
and support individual in Meets regularly with stakeholders care, community, church groups,
their interactions with family and maintains contact when no families, etc.)
members specific issue needs to be
addressed
ED
PC
SUP
EC
DSW

Target level of
performance

Hay/McBer 13
In order to familiarize yourself with the information in the Dictionary, begin by reviewing the definition and the scale for each competency. It is
important to read the entire definition to make sure you understand it in its intended context. For example, we may all have a general
understanding of what is meant by the term Teamwork. However, there may be important information in the definition that will help you
understand what teamwork looks like in the context of an agency setting.
The competency scale consists of the levels of observable behaviour and typically includes either three or four levels. The scale provides you
with a sense of what varying levels of performance looks like for a particular competency and also includes a target level of performance for
each of the jobs.
The target level of performance is highlighted along the bottom of each page in a series of shaded boxes. Take a look at the competency
called Building Relationships. Along the bottom of the page are the shaded boxes, along with reference to the position referred to. You will
need to refer to the following key as a guide:
ED Executive Director
PC Program Coordinator
Sup Supervisor
EC Employment Consultant
DSW Direct Service Worker
These shaded areas tell us that for an Executive Director, the target level under Building Relationships is a Level 4 and refers to the
requirement to establish new partnerships and strategic relationships. The information contained within this column provides additional
descriptive information as what this Level 4 consists of and what the target level behaviour looks like. It is important to keep in mind that an
existing incumbent may not be performing at the target level. This should not be alarming, if this is the case. Rather, this information can be
used to reflect on developmental opportunities and needs so that over time, an incumbent may grow in the role so as to be demonstrating the
target level of behaviour.
As a number of previous examples also show, this Dictionary can also be used for recruiting and selection efforts. To the degree that a
candidate can highlight other experiences that match this target level of behaviour, there is a greater likelihood that you will be selecting for
the behaviour or behaviours that will contribute to superior performance.
Keep in mind, if a position is not identified in this shaded area, it simply means that the particular competency is not a factor or a differentiating
factor in contributing to superior performance.

Hay/McBer 14
 A. Core Competencies

Core Competencies: Are based on the organization's

mandate, key values and goals. They describe the behaviours
that are necessary for successful performance in all jobs
throughout the agency. These competencies are found in every
job, but to varying degrees.

Hay/McBer 15
 Building Relationships
The ability to establish and build effective working relationships and networks with a variety of key stakeholders. "Stakeholders" can
include internal and external individuals, clients, families, other organizations or influential people. It involves identifying and building
the linkages that will strengthen the organizations ability to provide excellent services and enhance its image in the community.

1. Builds Rapport: 2. Develops Relationships 3. Collaborates with 4. Establishes New

and Identifies Stakeholders on an Partnerships/
Makes a conscious effort to
establish and build rapport with Opportunities for Ongoing Basis: Strategic
Partner/Community Relationships:
stakeholders, including family Develops a long-term,
members Involvement: collaborative relationship with Seeks out partnerships with
Gets to know important family Gets to know community and stakeholders with the explicit a thorough and balanced
issues and relations and services available and connects intent to share assessment of the
supports individual in their with community to mutual benefit information/resources and strengths and weaknesses
interactions with family achieve the goals of both (e.g. financial benefit/cost,
Meets regularly with stakeholders groups. (e.g., relationships visual presence in the
members and maintains contact when no with employers, health care, community, etc.)
Meets the neighbours and specific issue needs to be community, church groups,
talks to them regularly addressed families, etc.) Matches the
strengths/needs of an
Initiates relationship with Initiates activities to improve the Calls on relationships in times agency/individual with
community members in a way longer-term working relationship of need but also responds business needs of a partner
that connects the individual to with the stakeholder promptly to requests of others (e.g. with an employer)
the community member Informally educates the
immediately and does not Gets to know the business of Sets a formal plan for
community the community and seeks for forming specific
make them (the employee) a
focal point Ensures individual has ways to use this knowledge to partnerships within the
opportunities to interact in the the benefit of all community
community by using own Formally educates the Stays in touch politically,
relationships or creating them community (e.g. knows the political agenda
(e.g. taking the individual to the presentations, newsletter and adapts partnerships
same hairdresser, going to the articles) accordingly
same place for coffee)
Takes personal interest in family
events, initiates family contact
ED
PC
Sup
EC
DSW

Hay/McBer 16
 Developing Others
The ability to foster the learning and development of others (individuals, staff, and peers) through coaching, mentoring and
empowering so that people have a deep sense of commitment and ownership. It includes promoting an environment of continuous
learning and self-development that contributes to ongoing success. Developing Others is applied to all roles and is not limited to
formal positions of authority.

1. Expresses Positive 2. Gives Reasons and Other 3. Gives Feedback to 4. Provides In-Depth
Expectations Support Encourage Ongoing Mentoring, Coaching,
Development or Training
Makes positive comments Gives direction and provides
and gives helpful explanation as a learning Gives specific feedback in a Fosters a person's learning
suggestions regarding strategy when coaching constructive way to maintain the and development by
others' development, regarding routine tasks persons dignity for developmental ensuring that the necessary
current and expected purposes time is provided and
future abilities, and/or Provides practical support or
arranging appropriate and
potential to learn assistance to foster learning Reassures others after a setback helpful assignments, formal
(i.e., volunteers additional and provides ongoing feedback in training, or other
Celebrates successes and resources, tools, information, behavioural rather than personal experiences
encourages others in expert advice, etc.) or arranges terms
developmental initiatives for formal learning opportunities Delegates full authority and
Demonstrates trust in their ability responsibility to
Believes others want to Lets the individual or employee to achieve high goals and individuals/employees,
and can learn, trusts their accomplish the tasks on their expresses positive expectations for giving them the latitude to
judgement and shows own future performance by giving perform tasks in their own
respect for others' individualized suggestions for
intelligence Asks questions or uses other way (is open to new ways
improvement of approaching a task or
methods to check that others
have understood explanation or Assists others in identifying where issue)
directions they are at and what activities are Acts as a formal mentor to
required to reach their goals. Finds staff over the long term.
solutions to assist them in reaching Establishes training or
the goal developmental plans and
ensures the required
programs or materials are
in place
ED
PC
Sup
EC
DSW

Hay/McBer 17
 Integrity
Acting in a way that is consistent with what one says; is important; that is, ones behavior is consistent with ones values. Values
may come from business, society, or personal moral codes.

1. Acts Consistently, in 2. Acts Consistent with Values 3. Acts on Values Despite 4. Acts on Values
the Workplace, and Beliefs Emotional Risk to Self Despite Significant
according to Basic Cost or Risk
Takes pride in being trustworthy Admits to having made a mistake
Values of Openness and works to rectify the situation Willing to address or
and Honesty Is honest in relationships.
intervene on sensitive
Recognizes that staff members Speaks out, when needed, in
Expresses ideas, beliefs are a guest in the individuals order to promote the individuals
issues in order to support
and information that fits or protect the individual,
home care, health, safety and welfare.
with the agency and while maintaining the work
Willing to speak out even when it
persons code of values in Willingly instigates program may hurt a relationship with a
relationship
order to promote client evaluation and acts on colleague, but is in the best Knows limitations of when
individuality, health care, recommendations interest of the individual to report and when to act
safety and welfare
Makes decisions and stands Willingly engages in debate,
regarding uncertain ethical
Shares information, behind them accepts scrutiny and having ideas
issues
insights, or comments
Treats all equally challenged Challenges powerful
about the work when it persons to act on
would be easier to refrain Willing to speak up if an
understood code of values
from being open about the individuals plan is in question
(walk the talk)
situation

ED
PC
Sup
EC
DSW

Hay/McBer 18
 Listening, Understanding and Responding
The ability to accurately listen and understand, and then respond appropriately when interacting with individuals and groups.

1. Listen Actively: 2. Listen Responsively: 3. Effectively Uses Empathy: 4. Accurately Assesses

Human Behaviour:
Actively listens to Actively seeks to understand Demonstrates the ability to see
others individually or others by getting the facts and things from anothers perspective; Accurately assesses root
in groups or listens pertinent information and open to others' feelings and new causes of individual/group
when approached by reiterating this information to ideas; is able to walk in their shoes behaviours (theyre behaving
others check understanding before this way because; knowing
drawing conclusions Interprets information beyond what is
how a change in family
Picks up on others said, especially where thoughts,
situation might impact an
non-verbal cues, such Goes out of the way with others concerns or feelings are not clearly
individuals life (work, home
as feelings and to invite conversations that help expressed by others
etc.)
emotions to understand the speaker;
Understands the meaning behind
makes self available to others Demonstrates sensitivity to
May ask questions to what is said
subtle, underlying causes of
confirm understanding Responds in ways that
of the speaker communicates clear Knows when to step in to assist an behaviour and acts to help
individual in communicating and resolve personal
understanding and respect (e.g.
when to stay back issues/problems
repeats back, allows time for an
individual to put together their Uses understanding to predict and Understands the longer-term
response) prepare for others reactions (often in reasons for behaviour; how
order to influence, develop, help or different individuals respond to
Clearly understands and uses
lead). Understands how decisions different situations
non verbal cues to aid in
and actions will impact others
understanding the individual Makes an assessment of
specific strengths and
Assists others in communicating
weaknesses based on a
(e.g., mediates between two
deeper understanding of the
parties)
individual
Assists others in
understanding individuals (e.g.
creating dictionaries that
explain the non-verbal
language of an individual) or
evaluates fit between
individuals social preferences
and environment
ED
PC
Sup
EC
DSW

Hay/McBer 19
 Advocacy
Advocacy is a focus on and commitment to involving the individual in the community and influencing the community to assist in meeting
the needs and goals of the individual. It involves the use of persuasive techniques or negotiation skills to achieve desired results,
advocate for the rights of the individual and proactively encourage the integration of the individual into the community. At higher levels,
advocacy involves thinking about what the other party cares about, thinking win-win, and framing arguments in light of their issues.
1. Identifies a 2. Takes Action With the 3. Is Proactive With the 4. Advocates Politically:
Problem or Issue: Individual: Individual:
Recognizes when
Identifies a problem or Ensures individual has an active role Removes barriers, resolves regulations/policies may need to
an issue (e.g. in the community (e.g. assist with issues on behalf of individual be changed and advocates for
identifies a concern teaching Sunday school, ensuring (e.g. with employer getting changes at a political level
about lack of they receive the same training as access to services/benefits
Adapts a presentation or
community other employees on the job site) previously denied; gaining
discussion to appeal to the interest
involvement or health- access to a service and
related needs) Communicates with stakeholders treating as a precedent for
and level of others with the aim of
about individuals involvement and creating positive change
future access issues)
Demonstrates a basic uses persuasion to foster inclusion
Anticipates the effect of one's own
awareness of (e.g. attending family event, getting a Involves community
action or behaviour and gears
advocacy by bringing church member to provide members/partners in
actions accordingly for a particular
forward issues and transportation, involvement in coffee integration (e.g. involving co-
effect (e.g., may take a well
potential concerns breaks) workers in career planning)
thought-out dramatic or unusual
with co-workers and
supervisors Successfully promotes expectations Uses a variety of persuasive action in order to have a specific
regarding individuals (e.g. plant the techniques to encourage impact)
Sees the need to seeds regarding an individuals inclusion (e.g. uses multiple
Anticipates and prepares for
discuss certain issues capability) methods of presenting
others' reactions and plans to
that may impact on information that are tailored
individuals overall well Ensures individuals are recognized to the audience to gain buy-
negotiate and comes to consensus
for their contribution (e.g. getting on the issues, seeking win-win
being in)
paid, included and involved, thanked solutions over time, is able to
or other appropriate forms of Recognizes when policy make concessions
recognition) changes may have wider
Uses indirect influence tactics
impact and communicates
Creates opportunities for individuals this effectively (e.g.
when appropriate (e.g. uses others
to recognize others (e.g. buying gift in network to become change
Medications no longer
certificate to thank a neighbour for agents by inspiring them about the
covered by Social Services
shoveling snow) and participating change)
that may impact other
reciprocally in the community individuals)

ED
PC
Sup
EC
DSW

Hay/McBer 20
 Quality of Service
The ability to focus ones efforts on discovering and meeting the individuals or other stakeholders needs in order to provide a high
quality service. This competency refers also to a commitment to providing quality of service; working towards common goals; and
building partnerships to achieve common goals. Stakeholders may include funding agencies, board of directors, families and
employers, to name a few.

1. Maintains Clear 2. Takes 3. Acts to Improve 4. Addresses Underlying 5. Uses a Long-Term

Communication Personal Quality of Service for Needs of Individual or Perspective/Acts as a
Responsibility the Individual or Stakeholder Trusted Advisor
Maintains clear
for Correcting Stakeholder
communication with Seeks information about the Looks for long-term
Problems
individual or Makes self fully real underlying needs of the benefits to the
stakeholder Takes personal available, especially individual, beyond those individual/stakeholder
regarding mutual responsibility for when individual or expressed initially (e.g. and adjusts approach
expectations correcting stakeholder is going researches the history of the accordingly. (e.g. looks
service problems through a critical period individual to understand how for creative solutions to
Monitors client
(e.g., spends extra time he or she may react to given match individual with
satisfaction Corrects when needed) situations) community)
Distributes helpful problems
promptly and non Ensures person-centered Provides individual with Acts as a trusted advisor.
information to
defensively, even plan is in place and true choices. (e.g. finds
individuals families
ways to help them Looks at the longer term
and/or other if extra time and ensures the plan meets
communicate their choice and the complete picture
stakeholders effort is involved the individuals needs.
and waits for a response) when engaging in
Understands how the
planning
Gives friendly, individual feels and holds
Is on top of situations in
cheerful service others accountable for
services/programs; Becomes involved in
taking action to achieve decision-making
understands how changes
the plan processes and
in one service can impact
understand fully how to
Takes action beyond individuals in another
empower each individual.
normal expectations, but
Identifies gaps in service
within the context of the
delivery and takes action to Engages in contingency
role planning that goes
close the gap
beyond the basic. Willing
Matches underlying needs to take calculated risks
of individual or stakeholder if it will allow for a safe
to products or services and enriching experience
for the individual
ED
PC
Sup
EC
DSW

Hay/McBer 21
Hay/McBer 22
 B. Job Specific Competencies

Job Specific Competencies: Are those key interpersonal

skills, abilities and behaviours that are necessary for specific
types of jobs within an agency. They do not apply equally to all
jobs.

Hay/McBer 23
 Professional Excellence
Professional Excellence is a concern for working towards a standard of excellence. The standard may be ones own past
performance, an objective measure, the performance of others, a challenging (a definite stretch, but not unrealistic or impossible)
goal one has set or a benchmark that may have been set by others.

1. Wants to Do Job 2. Creates Own Measures of 3. Improves Performance 4. Sets and Works to
Well; Expresses Excellence Meet Challenging
Will actively suggest ideas for
Affect or Feeling Goals
Keeps track of and measures improving processes. Makes
about Performance outcomes against a standard of specific changes in the system or Refers to specific
Tries to do the job well excellence in own work methods to improve measures of baseline
or right and expresses a performance performance compared
Knows that one has to move to
desire to do better Is prepared for meetings, with better performance
make things happen and feels
contributes recommendations and at a later point in time
May express frustration ownership for getting results
(e.g., finding not just any
at waste or inefficiency anticipates barriers to
May focus on new or more implementing these job for individual but one
precise ways of meeting goals recommendations. Is persistent in that matches their skills,
set by management finding better ways to do things hopes and dreams)
Initiates proactive follow Examples may include Setting out to achieve a
up/review of person-centered suggestions that will improve a unique standard (e.g.,
plan. Follows through from number of programs; or doing No one had ever done it
previous program, planning something better, faster, at lower before)
information cost, more efficiently; or improves Recognizes when to
When creating goals, quality, without setting any change approach to
understands the needs of others specific goal reach end goal (e.g. when
involved and does not get Will enthusiastically volunteer to a job is not working out
caught up in unimportant details take on additional tasks and it is time for individual
to change)
Works to achieve/ensure
consistency in program
development and delivery
EC
DSW

Hay/McBer 24
 Flexibility
The ability to adapt to and work 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 ones approach as the requirements
of a situation change, and changing or easily accepting changes in ones own agency or job requirements.

1. Accepts Need for 2. Applies Rules Flexibly 3. Adapts Approach 4. Adapts

Flexibility Organization's/
Alters normal procedures to fit a Decides how to do something
Own Strategy
Demonstrates willingness specific situation to get a job done based on the situation
to change ideas or and/or meet agency/individual
Is willing to set aside own Changes the overall
perceptions based on new goals plan, goal, or project
agenda, change behaviour and
information or contrary (i.e., what youre trying
Accepts alternatives ways of move forward with change
evidence to accomplish) to fit the
doing things, lets others act on
While maintaining the same situation
Understands other ideas
overall plan or strategy, changes
peoples points of view
Interprets policy to make sense how to accomplish the plan; Makes small or
in daily situation adapts programs to better temporary
support strategic/individual plan organizational changes
to meet the needs of a
Acts to fit the situation or the specific situation
person, tries a variety of
methods/activities to meet plan

ED
PC
Sup

Hay/McBer 25
 Information Gathering and Analysis
The drive to search for answers, to gather information, to help formulate ideas and then the ability to use the information to make
connections and to identify key or underlying issues in complex situations.

1. Ask Questions 2. Investigates and Sees 3. Researches and Applies 4. Clarifies Complex
Patterns Complex Concepts Concepts and
Asks direct questions of
Scans the
the people who are Notices when a current situation Makes a systematic effort over a
supposed to answer is similar or dissimilar to a past limited period of time to obtain Environment
questions about the situation, and identifies the needed data or feedback through Establishes ongoing
situation, such as people similarities and/or differences in-depth investigation from systems or habits to get
who are directly involved. unusual sources or information; (e.g. joining
Knows what questions to Investigates the situation beyond commissioning others to do
routine questioning, expands the online discussion
ask and who to ask. formal research groups; scanning
network of people/possible
Draws on own or others answers. May include observing Expands network by going to new certain publications)
past experience to workplaces, the individual, resources Takes intricate data and
assess a problem or community members to better puts it into lay terms
situation, identifying understand how to assist the Uses knowledge of theory or of
different past trends or situations (including using vivid
similarities and individual in integrating analogies/diagrams/oth
differences to look at current situations (e.g.
When looking at information, researches and applies different er means to make the
steps back from the detail and theories of adult learning to help complex appear simple)
sees patterns, trends, or missing an individual overcome problem)
pieces
Identifies root problem and
Researches and applies/modifies develops possible solutions
complex learned concepts or
methods appropriately Translates a complex set of
ideas, issues and observations
into a clear and useful
explanation

Sup
EC
DSW

Hay/McBer 26
 Opportunity Seeking
The ability to identify a problem, obstacle or opportunity and take action and/or proactively create opportunities to resolve or
prevent problems. It is an orientation towards actively seeking out opportunities for the individual that will assist in enhancing
involvement within his or her community.

1. Shows Persistence: 2. Addresses Current 3. Proactively Anticipates 4. Anticipates Long-

Opportunities or Problems: Short-Term Opportunities: Term Opportunities:
Persists and tries more
than once to overcome Addresses problems as they Identifies problems before others Takes action to create
obstacles arise, resolving them quickly and takes action to avoid (e.g. an opportunity with a
identifying potential safety longer term view (e.g.
Persists when things do Recognizes and acts upon concerns and ensuring that assisting individuals in
not go smoothly present opportunities in ones job setting is structured so as to creating their own
(e.g. seeing when changes made
Does not procrastinate avoid) business, having an
to the team are not working and entrepreneurial focus)
creating solutions to address Plans ahead to meet deadlines
this.) or job demands Thinks ahead, year-to-
year, and plans for
Recognizes key actors, decision Has a system to identify short contingencies and
makers to get ideas moved term opportunities and address avoids crises
forward or to arrange employment these, always looking for new or
opportunities for an individual different opportunities for Thinks long term about
individuals (includes examining possibilities for
work culture and environment of individuals, career
employers and assessing paths and employer
suitability) relations
Lays out development
path for individual and
matches their needs to
community based
opportunities
EC

Hay/McBer 27
 Self-Control
The ability to keep ones emotions under control and restrain negative actions when provoked, when faced with opposition or
hostility from others, or when working under conditions of stress. It also includes the ability to maintain stamina under continuing
stress.

1. Restrains Emotional Impulses 2. Responds Calmly 3. Manages Stress Effectively

Feels an impulse to do something Feels strong emotions, (such as anger, Withholds effects of strong emotions
inappropriate and resists it extreme frustration, or high stress); holds the or stress over time
emotions back, and continues to act calmly to
Feels strong emotions (such as anger, make things better Keeps functioning or responds
extreme frustration, or high stress) and constructively despite ongoing stress
holds them back Ignores angering actions and continues a
conversation or task. May leave temporarily to May apply special techniques or plan
May leave room or otherwise remove withhold emotions, then return immediately to activities ahead of time to manage
self from the source of the emotions continue emotions or stress

Sup
EC
DSW

Hay/McBer 28
 Strategic Thinking
The ability to understand the business/service implications of decisions on ones role and links organizational strategy and
mission to daily work. At the lowest level, it includes simple understanding of strategies; at the highest level it is a
sophisticated awareness of the impact of the service delivery system and the political climate at large on strategies, and how
in turn that affects choices.

1. Aligns Current 2. Integrates Goals with 3. Integrates Goals with 4. Understands External
Actions with Plans and Operations: Impact on Internal
Strategic Goals of the Approaches: Strategy:
Assesses and links short-
Organization:
Develops and implements term, day-to-day tasks in the Is aware of the projected
Prioritizes work in long-term objectives, context of long-term agency directions of trends in the
alignment with the strategies, and goals for strategies or a long-term industry, government and the
agency goals one's own area perspective community at large and how
changes might impact service
Acts in accordance with Orients more to longer- Considers whether short-
delivery and related fiscal
strategies, objectives, or term than day-to-day term goals will meet long-
management
goals set by agency activities term objectives/outcome
measures Considers how present policies,
Understands Determines long-term processes, and methods (not
organizational goals and issues, problems or Reviews own and teams
current actions, but on-going
strategies developed by opportunities actions against the
issues) might be affected by
others but has not been organizations strategic plan
Develops and establishes future developments and trends
personally involved in Considers the big picture
broad scale, longer-term Sees the bigger picture
developing an when considering possible
objectives, goals, or
organizational strategy
projects affecting a opportunities or projects or Ensures a framework to review
department, or several thinks about long-term policies and procedures in view
departments applications of current of the big picture
activities
Considers the need for
advocacy and regulation
change when creating policy
and procedures
ED
PC
Sup

Hay/McBer 29
 Team Leadership
The intention to take a role as leader of a team or other group. It implies a desire to lead others. Team Leadership is
generally, but certainly not always, shown from a position of formal authority. The team here should be understood broadly
as any group in which the person takes on a leadership role, including the agency as a whole.

1. Keeps People 2. Promotes Team 3. Obtains 4. Positions Self as 5. Commun-

Informed Effectiveness Resources/Takes the Leader icates a
Care of the Team Compelling
Makes sure the Takes specific actions with Establishes norms for
Vision
group has all the the intent of enabling the Protects the group and group behavior
necessary team to function optimally its reputation vis--vis (rules of Inspires
information, the larger engagement) and confidence in
communicates Creates the conditions that imposes sanctions on
agency/organization or the mission
goals in a enable the team to perform people who violate
the community at large
meaningful way at its best (e.g., setting these norms Leads people
clear direction, providing Obtains needed through
Explains the appropriate structure, personnel, resources, Sets a good example changes that
reasons for a getting the right people) information for the group by personally support the
decision; lets modeling desired mission and
people affected Uses complex strategies, Provides or secures behavior, living the
such as hiring and firing vision, involving
by a decision needed support and standard of
decisions, team all
know what is development for both the excellence that
happening assignments, cross- individuals and the others can model Generates
training, mediation, etc., to leadership team as a excitement,
Communicates, promote team morale and group (e.g. coaching and Takes action to enthusiasm
follows up and productivity educating the Board) ensure that others and
acts fairly when buy into commitment to
administering Gets others input for organizations
purposes of promoting the the group
policies and mission, goals, mission
procedures effectiveness of the group agenda, climate,
or process tone, policy
Listens and acts on
concerns that are brought
forward, stays in contact
with those who provide
direct service
Acts to build team spirit for
purposes of promoting the
effectiveness of the group
or process
ED
PC
Sup

Hay/McBer 30
 Teamwork
Involves working co-operatively with others, being part of a team, working together, as opposed to working separately or
competitively. These behaviours apply when one is a member of a group of people functioning as a team.

1. Co-operates with 2. Expresses Positive 3. Solicits Input and 4. Encourages Others: 5. Builds
Team Members: Expectations of Gives Support: Team
Publicly recognizes and
Team: Spirit:
Participates willingly Solicit ideas and acknowledges team
with others Speaks positively opinions from others to members' expertise and Acts to
about the team help form specific contribution to the team promote a
Ensures all group decisions or plans
friendly
members have Expresses positive Encourages members of
climate, good
relevant or useful expectations of team Genuinely values others the group to contribute
within their area of morale and
information members (e.g., You input and expertise and
expertise co-operation
can do it!) is looking to learn from
Is a good team others
within the
player; understands Credits contributions Assists new team team
the value and within the team Gives input; provides members providing
informal mentoring and Protects and
importance of helpful advice, shares
working well Knows the strengths information support promotes
and weaknesses of group
together and is diplomatically
team members Challenges peers and reputation
prepared to
contribute to that Consistently there and others to excel with others
available to provides
process Encourages
assistance or support to
or facilitates a
Helps out when team members
beneficial
others are busy
resolution to
conflict

DSW

Hay/McBer 31
 III. GLOSSARY
Quick definitions of some of the words or terms
Word Definition: For further
or What it means. details see
Term pages

Behaviour A behaviour is something that you can see a person 'do' or hear them 'say'.

Classification A classification system is a framework that ties job requirements to pay. It is sometimes the same as a job family ladder.
System

Competency A competency is any observable and/or measurable knowledge, skill, ability, attitude or behaviour or other personal 7
characteristic that:
Is essential to do the job; or
Contributes to successful performance on the job and differentiates solid from superior performance.

Competency The Competency Dictionary is a hands-on reference tool where you will find: 6, 18
Dictionary the definitions for each of the core and job-specific competencies;
the competency scale that describes the various levels of performance for each competency; and
the target levels of performance for the jobs.

Competency The competency scale describes the varying levels of proficiency or performance into which each competency can be divided. 7, 19
Scale There are typically three or four levels of observable and measurable behaviour that describe the noticeable differences for a
particular competency. The scale includes the target level of performance for each of the jobs.

Core Core competencies are those behaviours that are necessary for successful completion in all jobs throughout the agency. They 9, 20
Competencies are based on the organization's mandate, key values and goals and are necessary for the agency to meet its strategic goals and
priorities. They are found in every job but to varying degrees.

Development The Development Resource Guide helps employees plan their personal development. Once a person has identified the See the
Resource Guide competencies on which s/he would like to focus, the Development Resource Guide will help generate ideas and provide direction Development
in the creation and implementation of their personal action plan. Development activities are available for all levels of all Resource
competencies in the Competency Dictionary. Managers may use the guide to help employees build their development plans. Guide

Hay/McBer 32
 Word Definition: For further
or What it means. details see
Term pages.

Job Description A job description or job profile identifies the tasks, roles and responsibilities for a position including, for example, the Executive See job
or Director, Program Coordinators, Supervisors, Direct Service Workers, and Employment Consultants. Some agencies may descriptions
Job Profile combine the responsibilities of more than one position. Job descriptions and job profiles may come in different formats including
for example:
the 'long format' which is typically quite detailed and includes several columns identifying the area of responsibility, the
function, job details, as well as the knowledge, skills, and values and attitudes to do the job. This format is useful for human
resource activities such as orientation, training or performance review.
the 'short format' which summarizes the data of the long format in order to be more user-friendly for human resource
activities such as advertising openings.

Job Family A job family ladder is a framework that represents jobs of different complexity in relation to pay.
Ladder

Job-Specific Job-specific competencies are the key interpersonal and personal skills and abilities that are necessary for specific types of jobs 9, 27
Competencies within the agency. These competencies are defined at different levels for different jobs.

Knowledge Knowledge is information that a person has in a particular area. It is one component of the 'technical knowledge and skills' 8
competencies or behaviours that are most easily observable and that are needed for an average performer. In the Hay/McBer
Iceberg model it refers to the small percentage of competencies that are 'above the waterline'.

Non- "Non-differentiating (ND)" means that the person in the job does not need to focus on this specific competency in order to 12, 13, 14,
Differentiating achieve superior performance in their job. It may mean that this particular competency is assumed as a prerequisite for the job 19
and that the person already has this competency. Therefore it does not differentiate between 'superior' and 'solid' performance in
that role.

Skill A skill is a behavioural demonstration of expertise. It is one component of the 'technical knowledge and skills' competencies or 8
behaviours that are most easily observable and that are needed for an average performer. In the Hay/McBer Iceberg model it
refers to the small percentage of competencies that can be observed above the waterline.

Solid Performer A solid performer is an employee who demonstrates solid or sound technical knowledge and skills. 'Solid' or 'sound' 12
performance may be 'average' performance.

Hay/McBer 33
 Word Definition: For further
or What it means. details see
Term pages

Superior A superior performer is an employee who demonstrates solid or sound performance in technical knowledge and skills but also 8, 12
Performer demonstrates exceptional behavioural competencies. These typically include competencies that describe social role, self-
image, a trait or motive.

Target Level The target level describes the optimum performance level for each competency for each job. It is the performance level that a 10, 11
person in a job should aim to achieve. It describes what the behaviour 'looks like' when we think of superior performance in a
particular competency and in a particular type of job in an agency. Thus, it shows where to focus developmental efforts in
order to obtain the greatest improvement in performance.

Technical Technical knowledge and skills refers to those competencies or behaviours that are most easily observable and that are 8
Knowledge and needed for an average performer. In the Hay/McBer Iceberg model it refers to the small percentage of competencies that can
Skills be observed above the waterline.

Hay/McBer 34