COMPETENCY
ASSESSMENT FRAMEWORK
FOR SMS
Presentation-HR steering committee
13 June 2008
OVERVIEW OF PRESENTATION
• Background
• Competency Assessments- What they are
• Revised framework
• Revised instruments
• Ethical considerations
• Assessment process
• Link to Performance Management
• Link to training and development
BACKGROUND
BACKGROUND
In February 2005 Cabinet approved that DPSA embarks on a
voluntary implementation of competency assessments after the
completion of a validation study of the assessment battery for
SMS in the public service. Only a few departments took
advantage of this cabinet decision and by the end of 2006 +/-
1000 SMS members were assessed.
In October 2006 Cabinet took a decision to make competency
Assessments compulsory for Senior Management Service (SMS)
members by December 2008 in order to strength recruitment and
development.
In preparation to implement Cabinet decision, a project was
undertaken to refine the current SMS Competency Framework
and the battery to ensure its relevance to the public service
context.
BACKGROUND cont.
Cabinet also decided on how competency assessments
should be applied:
– in cases where they are applied for selection purposes, the
assessments must be utilised only as an aid in determining
the suitability of candidates in conjunction with other
selection tools such as interviews, reference checks and
security clearances to come to a final recommendation. The
final decision on who to appoint remains with the Executing
Authority or her/his delegate;
– the Department of Public Service and Administration (DPSA)
is responsible for quality control and contract management
COMPETENCY BASED
MANAGEMENT
PURPOSE OF IMPLEMENTING COMPETENCY
PURPOSE CONTINUED
ASSESSMENTS IN THE PS
The aim of implementing the Competency
Assessments for SMS in the PS is to enhance and
improve:
– recruitment and selection practices;
– performance management;
– training and development i.t.o dev. of PDPs, WPSP,
targeted interventions and programmes; and
– career management and succession planning.
– The SMS competency database and create a link with
performance management, and skills development
database.
COMPETENCY – BASED MANAGEMENT
• Involves the application of a set of competencies
to ensure the effective and efficient management
of performance that contribute to organisational
results.
• Assist the organisation to only recruit and retain
employees who have the requisite competencies
to perform their expected tasks.
• Competency assessments are the cornerstone of
selection, performance management, training and
career development of employees.
COMPETENCY – BASED
MANAGEMENT Cont.
RECRUITMENT POLICY: that is fair and linked to the
organisational strategy will be able to attract the right calibre of
people sought after by the organisation.
COMPETENCY BASED SELECTION: Interviews,
competency assessments, reference checks/security vetting,
development of PDPs and a developmental programme.
PERFORMANCE CONTRACTING: Setting Standards, Signing
PA, Agree on developmental opportunities related to the PDP
(orientation, induction, coaching, mentoring, targeted training)
Agree on periodical performance reviews.
PERFORMANCE REVIEW: Evaluate, Monitor progress, Assess,
Performance and give feedback. Depending on outcome decide
on a developmental programme, reward, take disciplinary
action and/or dismiss
PERFORMANCE DECISION: Retain or Exit.
ELEMENTS OF COMPETENCY
BASED MANAGEMENT
Recruitment, Career
SkillsDev. Devel & [Link] Exit
selection & Perf. Orient; Ind; Succession Reward & Management
placement contract
Ment; coach planning incentives
Performance Management
Personal Development Plan (PDP) Result Management
Learning and Development Contribution Management
Career and Development Competency Management
Employee Relations Compliance Management
10
COMPETENCY BASED
ASSESSMENTS
WHAT ARE COMPETENCIES
They are:
• Skills, knowledge and attributes which enable the
person to do the job.
• underlying characteristics which enable someone
to perform a job better in more situations, more
often, with better results”.
• those factors that distinguish the best from the rest
in a given role.
• deep seated or easily observed qualities of people
(motivation, traits, etc)
• All competencies can be measured.
• Competencies are not the tasks of the job they are
what enable people to do the tasks.
COMPETENCY-BASED ASSESSMENTS
• Directly measure skills & abilities specifically
relating to a particular job.
• Can be developed for and applicable to any
job level.
• Content related to actual work that needs to
be done.
• Provides clear measurements of whether
people’s skills, knowledge, behavioural
attributes are appropriate for the level of the
required job standard.
METHODS TO MEASURE COMPETENCE
Structured
Interviews
360 degree Simulations
feedback
COMPETENCY
Behavioural
Questionnaires Competency
tests
Observation
APPLICATION OF COMPETENCY
ASSESSMENTS RESULTS
Performance Management
Training & Development
(NQF) Recruitment &
Selection
Reward & Individual’s Career
Job Requirements
Recognition Competencies
Planning
Remuneration Succession Planning
Employment Relations
PROCESS FLOW FOR
COMPETENCY BASED ASSESSMENTS
RECRUITMENT AND SELECTION POLICY
DEVELOPED AND IMPLEMENTED
Short, Medium or Long Term
Competency Assessment Centre
training interventions identified.
Training and development
Select training interventions
interventions implemented
Short, Medium, Long Term
training completed
Redeploy/ transfer Promote
Report on Performance
Improvement & Development
Do Re-assessment
Exit
ETHICAL
CONSIDERATIONS
ETHICAL CONSIDERATIONS
• Use of psychometric/competency testing is
permissible provided the instruments used are
Valid, Reliable, Unbiased and can be
applied fairly to all employees/potential
employees.
• The DPSA competency assessment battery
was validated against the above, the main
objective of which was to ensure compliance
with Section 8 of the Employment Equity Act
(Act 55 of 1998).
VALIDATION RESULTS & DEFINITIONS
• Validity: The extent to which an instrument
measures what it is designed to measure.
• Reliability: The extent to which a measure
produces consistent scores.
• Unbiased: Scores must not be biased as far
as race, gender and age were concerned.
• Fairness: Consistent application of
procedures to all people irrespective of
gender, race, religious background etc.
PREDICTIVE VALIDITIES
Predictive Validities
• Structured Interviews: 0.4
• Unstructured Interviews: 0.15
• Cognitive Tests: 0.4
• Personality Test: 0.2
• Simulation Exercises: 0.5
• Assessment Centres: 0.4
• Self Assessment: 0.15
• 360° Feedback: 0.4
• Knowledge Tests 0.45
• Probation Periods 0.4
• Academic Results 0.2
It can be concluded that assessment methodologies differ widely i.t.o
predictive validities. Whilst some (notably structured interviews,
cognitive tests, assessment centres and the use of probation) register
relatively high (0.4 – 0.45) on predictive validity of job related
performance, others such as personality tests, self assessments, and
unstructured interviews would appear less promising.
ASSESSMENT CRITERIA
ASSESSMENT CRITERIA
• Assessments results represent a person’s
typical behaviour. i.e repeated patterns over
time and demonstrating a broad range of
behaviours;
• They are based on:
– Facts, rather than opinions
– Self and supervisory assessments
– Evidence gathered from an appropriate range of
sources;
– Clear behavioural indicators as criteria of
performance
– Rating scale of 1 – 5 used to classify evidence of
demonstrated behaviour.
APPLICATIONOF
APPLICATION OF COMPETENCY
COMPETENCY
ASSESSMENTSRESULTS
ASSESSMENTS RESULTS (Cont)
(Cont.)
• Should never be used alone to arrive at a
decision for selection (Interview results,
Reference checks, security vetting, play a role).
• Feedback must be provided by an accredited
professional (registered occupational
psychologist).
• Confidentiality of results must be maintained.
• Results valid up to 12 months
COMPETENCY ASSESSMENT PROCESS
• One-day process - Recruitment
• Two-day process - Development
• 9 Service providers have been appointed to administer
competency assessments through a tender process.
• Assessors must be qualified psychologist registered by the
Health Professional Council of South Africa (HPCSA).
• They are trained and accredited to administer the battery.
• Service Level Agreements have been signed with Service
Providers
• Report templates are the same.
• Quality Assurance was done by an expert (Prof Ricky Mauer)
now a panel of experts. The Health Professional Council of
South Africa and Higher Education South Africa have been
requested to assist in quality control of the competency
assessment process and accreditation of the battery.
• Site inspection of assessment venues was completed.
COMPETENCY
FRAMEWORK
REVIEW PROCESS
The review of the 2001 SMS Competency Framework took
the following steps:
• Consultations were undertaken with existing users (managers
and service providers) to understand whether the existing
competencies are still relevant to the managerial work of the
SMS members and feedback was used to make amendments
• The learner needs analysis conducted by SAMDI; international
benchmarks and best practice relating to each function were
used to produce the final draft competency units
• This led to streamlining the competencies and collapsing them
into five core competencies and five process competencies
REVIEW OF PROCESS cont.
• Each core competencies has three dimensions namely, planning,
execution and reporting. ‘People management and empowerment’ is the
only one that is slightly different in terms of dimensions.
• The process competencies cut across and form an essential part of the
core competencies.
• The MMS (Middle Management) and the SMS Competency Frameworks
have been merged, therefore there are now clearly defined behavioural
indicators for six performer levels.
• New batteries for each performer level grouping have been developed
(ASDⅅ D&CD; DDG&DG). The validation study will inform the final
exercises.
• There are four proficiency levels that underpin the difference between non
and effective performance within a performer level
• Within each competency, dimensions of competence have been identified
that would eventually become the units or modules of training for each
competency.
REVIEW OF PROCESS cont.
• The framework now clearly describes leadership and
managerial competencies to ensure that SMS members have a
balance of both in their profile.
• The Cognitive Process Profile (CPP) has been added to the
suite of competency assessment battery to also bring a balance
between the leadership and cognitive processes.
• To yield a better outlook of the candidate, the assessment
centre is made up of the following:
– Assessment Exercises
– Occupational Personality Profile (OPP)
– Cognitive Process Profile (CPP- Development)
– Cognitive & Potential Assessment (COPAS- Recruitment)
REVIEW OF PROCESS cont.
• Cognitive Potential Assessment (COPAS) is
recommended for recruitment and MMS (for
logistical purposes as it can be done on the same
day as the Assessment Exercises)
• It is intended that this suite will be subject to
incremental changes using feedback collected from
new and existing users of the competency
framework and battery
• The Leadership and Management Competency
Framework, as part of the Leadership Development
Management Strategy has been posted on the
dpsa website to allow comments on any aspect
CORE AND PROCESS COMPETENCIES
• Core Competencies • Process Competencies
– Strategic capability – Knowledge
and leadership Management
– People Management – Service Delivery
and Empowerment Innovation
– Programme and – Problem Solving and
Project Management Analysis
– Financial Management – Client Orientation and
– Change Management Customer Focus
(Batho Pele)
– Communication
A VISION FOR SMS
A highly competent, dedicated, responsive and
productive leadership cadre of the Public Service
LEADERSHIP AND MANAGEMENT COMPETENCIES AND THE DIMENSIONS TO BE MEASURED FOR HIGH
PERFORMANCE AND ENHANCED SERVICE DELIVERY
COMMUNICATION
KNOWLEDGE MANAGEMENT
SERVICE DELIVERY INNOVATION
PROBLEM SOLVING & ANALYSIS
ANNUAL PROJECT/ FINANCIAL
EMPLOYEE
PERFORMANCE PROGRAMME REPORTING CHANGE RESULTS, IMPACT BUSINESS PROCESS
RELATIONS MONITORING & EVALUATION
REPORTING PERFORMANCE (In-Year Monitoring DELIVERY LOOPS
MANAGEMENT REPORTING AG Report)
EHW AND PROCESS IMPROVEMENT
LEADING PEOPLE, PROJECT/ FINANCIAL SUBJECT
DIVERSITY ORG DESIGNS
STRATEGY & TASK PROGRAMME BUDGETING & MATTER
MANAGEMENT POLICY CHANGE &
EXECUTION MGT EXECUTION EXECUTION SPECIALISATION
EXECUTION
STRATEGIC PLANNING, FINANCIAL
GOVERNANCE HR PLANNING; PROJECT/ PLANNING & CHANGE VISION,
MANAGEMENT & CHANGE PLANNING BEST PRACTICE
& MANAGEMENT PROJECT PFMA,
FRAMEWORKS DEVELOPMENT PLANNING MTEF, MTSF & STRATEGY
PEOPLE
STRATEGIC PROJECT & TECHNICAL AND
MANAGEMENT FINANCIAL CHANGE
CAPABILITY AND PROGRAMME PROFESSIONAL
AND MANAGEMENT MANAGEMENT
LEADERSHIP MANAGEMENT SKILLS
EMPOWERMENT
CORE COMPETENCIES
SETTING ENSURING
OPENNES VALUE INCREASING
CONSULTATION REDRESS PROVIDING SERVICE
FOR ACCESS
INFORMATION AND STANDAR COURTESY
MONEY
TRANSPARENCY DS
CORE PRINCIPLES (8 BATHO PELE PRINCIPLES)
LEGISLATIVE FRAMEWORK AS A FOUNDATION
CORE COMPETENCY: STRATEGIC CAPABILITY AND LEADERSHIP
Lead
knowledge and
learning
Lead political &
Lead Service
cultural context
delivery
thru Batho Pele Strategic innovation
Principles
Capability &
Leadership
Lead with
Lead with clear
accurate
comun
problem solve
strategies
Analysis
DIMENSIONS STRATEGIC PLANNING, GOVERNANCE &
MANAGEMENT FRAMEWORK
LEADING PEOPLE, ANNUAL PERFORMANCE
STRATEGY AND TASK Strategic Capability & Leadership REPORTING
EXECUTION MANAGEMENT
DIFFERENT CAREER PATHS
• The competency framework and the assessment battery that have been
developed by DPSA, deals only with leadership and managerial competencies
and relevant for those SMS members who have managerial roles and
responsibilities. The development of technical and professional competency
frameworks will be done later in conjunction with the relevant line
departments.
PERFORMER LEVELS:
• Performer levels are the levels of management that describes the job of a
manager in terms of complexity, responsibility, time application, value
attached to the job, skills required and difficulty which distinguishes why
people are paid differently for the jobs that they do. For example, the decision
to pay an assistant director differently from a Director General depends on
the complexity of the job and the responsibility it carries.
LEVELS OF COMPLEXITY:
• The manner in which individuals process information to solve problems is
measured and expressed in terms of 6 levels of complexity.
COMPETENCY INDICATOR:
• Competency indicator identifies the functions and delegations expected from
individuals at particular performer levels.
MANAGERIAL TECHNICAL PROFESSIONAL OTHER IN
100% 100% 100% T/P:M
6 Ch ief Ex ecut ive Head Head Pr of essional
Manager ( DG) Tech n ical Serv ices ( DG) 50/50
Serv ices ( DG)
5 Ex ecut ive Ex ecut ive Ex ecut i ve
Manager ( DDG) Tech n ician Pr of essional ( DDG) 60/40
( DDG)
CAREER PATHS
4 Senior Man ager Senior Seni or Pr of essional
( Ch ief Direct or) Tech n ician ( Ch ief Direct or) 65/35
( Ch ief
Direct or )
3 Manager Tech n ician Ch ief Pr of essional
( Direct or) ( Direct or) ( Di rect or) 70/30
2 Mid dle Specialist Special ist
Manager Tech n ician Pr of essional
80/20
( Deput y ( Deput y ( Deput y Direct or )
Direct or ) Direct or )
1 Jun i or Manager Jun i or Jun ior
(A i t t T h i i P f i l( A i t 80/20
STAGES IN
ASSESSMENT CENTRE DESIGN
Define Organisational Objectives
Gain Commitment
Review/validate
Job analysis
existing procedures
Define competencies Select exercises
Design Programme Develop exercises
Train assessors
Run Pilot
Implement Programme
Review and validate
COMPETENCY
ASSESSMENT BATTERY
SMS ASSESSMENT BATTERY
The SMS battery consists of the following exercises and
instruments:
• Programme and project exercise– takes the form of a project to be
managed through a problem statement
• Planning exercise– takes the form of a strategic analysis of an
organisation in the context of service delivery improvement
• Reporting and role play exercise – Also measures managerial skills at
a strategic level
• OPP – personality inventory measuring nine different personality
dimensions
• CPP - a computerized assessment instrument which measures thinking
processes and styles – linking these to everyday cognitive functioning
(This instrument is proposed for inclusion in the refined battery)
• COPAS – written numerical cognitive measure that determines potential
at current level and determines needs at next work level
NEW ASSESSMENT CENTRE
Assessment Exercises
Generic Leadership
& Managerial
competencies
COPAS CPP
Cognition Development
Recruitment Cognition
Personality
OPP
EXAMPLE OF REQUIRED VS.
) ON DPSA BATTERY
OBSERVED BEHAVIOUR
5
2 Observed
Required
1
0
PS I
CM
KM
FM
m
M
ra
F
&A
&E
SD
&C
Co
PP
St
PM
CO
OCCUPATIONAL PERSONALITY
PROFILE (OPP) QUESTIONNAIRE
• Background
The OPP measures nine different personality dimensions that are bi-
polar. That is to say high or low scores on each dimension measure
opposite personality characteristics (e.g. extraversion v introversion).
The OPP provides a detailed assessment of –
– interpersonal style;
– thinking style;
– patterns coping with stress;
– preferred team roles;
– preferred leadership style; and
– preferred subordinate style.
• Instructions
There are 98 questions. Participants are asked to rate themselves on
a scale from 1 to 5 on each question.
• Duration
There is no time limit, however, most people take about 20 minutes.
OPP LEADERSHIPSTYLES
LEADERSHIP STYLES
The OPP places individuals into the following five leadership styles:
• Participative leader
Participative leader is primarily concerned with getting the best out of a
team as a whole rather than the individuals within that team. Hence,
he/she will encourage contributions from all members of a team and
believe that by pooling ideas and coming to a consensus view, the best
solutions to problems will naturally arise.
• Consultative leader
The Consultative Leadership Style combines elements of both
democratic and directive leadership orientations. He/she will value
group discussion and will encourage contributions from the separate
members of the team. However, although group discussions will be
largely democratic in nature Consultative Leader will typically make the
final decision as to which of the varying proposals should be accepted.
OPP LEADERSHIP
LEADERSHIP STYLES CONT.
STYLES Cont.
• Delegative leader: The style of Delegative Leader is characterized by
delegating work to subordinates. As they are not greatly democratic in
their approach the process of delegation will involve little consultation
and subordinates will generally be assigned work rather than have any
active input into how projects should be conducted.
• Negotiative leader: motivate subordinates by encouraging them,
through incentives etc., to work towards common objectives. Hence,
through a process of negotiation attempts will be made to arrive at
some mutually equitable arrangement with the other members of the
team so as to coax them to work in a particular way. Negotiative leader
will rely heavily upon his/her skills of persuasion to achieve their stated
goals.
LEADERSHIP STYLES
. CONT.
• Directive Leader: is characterized by having firm views
about how and when things should be done. As such
he/she will leave little leeway for subordinates to display
independence believing that they should adhere to the
methods and schedules as originally laid down. Having a
high goal-orientation and being particularly concerned with
results the Directive Leader will have a tendency to closely
monitor the behaviour and performance of others.
• Receptive Subordinates tend to be traditional in their
approach and will rarely criticise or question the nature of
others’ work. They would usually be very accommodating
and typically believe that the ideas of others should be
executed to the best of their abilities. Additionally they are
eager to complete prescribed tasks assigned to them in
accordance to pre-specified procedures.
EXAMPLES OF LEADERSHIP
STYLES
50
40
30
20
Directors
10
0
CPP MEASURES LEVELS OF COMPLEXITY
LEVELS OF COMPLEXITY
• The manner in which individuals process
information to solve problems is measured
and expressed in terms of 5 levels of
complexity.
• The following provides an indication of the
work environments that the SMS members
would be evaluated against:
DEFINING LEVELS OF
DEFINING LEVELS OF COMPLEXITY
COMPLEXITY
• Pure operational: A focus on single, separate/isolated elements in a
highly structured environment. Preference for tangible and concrete
information.
• Diagnostic: Linear sequence/causality, tangible focus and preference
for a thorough knowledge/experience base.
• Tactical: Coordination of structural elements within a system,
interactions between tangible elements e.g. tactical plans, budgets,
project management.
• Parallel processing: co-ordination across systems and contexts
process approach relatively intangible focus .e.g. theoretical models,
co-ordination of systems, broad strategy.
• Pure strategic: Holistic consideration of whole systems of many strata,
philosophical trends, vague, emerging patterns, wide contextual
implications.
THE CPP IDEAL LEVELS OF COMPLEXITY
3 - D - Level 13 5 - DDG - Level
4 - CD - Level 14 15 6 - DG - Level 16
Tactical/ Tactical/ Parallel Pure Strategic/
Diagnostic/ Diagnostic/ Tactical/ Tactical/
Operational Parallel Strategic Parallel
Guidelines/ Performance/ Strategic Leadership and
Practices/ Standards/ framework/ Management
Frameworks/ Policies/ M&E Strategy
M&E M&E
WORK ENVIRONMENTS
EXAMPLE OF COMPLEXITY–LEVELS
LEVELS
OF COMPLEXITY
BY PERFORMER LEVEL CONT.
Level of Complexity Directors Chief Deputy-
Directors Director
General
Pure Operational 5.7% 13.3% 0%
Operational- 31.4% 40% 0%
Diagnostic
Diagnostic 13.88% 0% 0%
Operational- Tactical 5.7% 0% 0%
Diagnostic- Tactical 22.8% 20% 67%
Tactical 5.7% 6.6% 20%
Tactical - Parallel 11.4% 13.3% 0%
Parallel 2.84% 6.6% 0%
Parallel-Pure 0% 10% 10%
Strategic
Pure Strategic 0% 0% 10%
SUMMARY OF RESULTS
• Development Areas
Financial Management, Programme and Project
management and Strategic Leadership Capability
• Prevalent Problem Solving in terms of Complexity
Operational -Diagnostic
• Prevalent Problem Solving Styles
Random, Explorative, Impulsive, Learning
• Prevalent Thinking Styles according to OPP
A general preference for jobs that require following set
procedures and systems and working within well-defined
structures and rules.
• Primary Leadership Style: Directive
• Prevalent Subordinate Styles: Receptive
RECOMMENDATIONS
Recruitment and Selection
• In that case it will be recommended that the recruitment
and selection of new employees be focused on employing
individuals with the relevant strategic ability specifically at
DDG and Chief Director Level.
• This would also apply to selecting future employees who
demonstrate strong capabilities in Financial Management,
Project and Programme Management, Knowledge
Management, Service Delivery Innovation.
• By implication, the integration of the results of OPP, CPP
and DPSA battery gives a complete picture of a SMS
member and should be included as part of development.
RECOMMENDATIONS CONT.
Human Resource Development
• Coaching & Mentoring
• The gaps could also be addressed through developmental
programmes which may entail, coaching, mentoring, and
formal training programmes. If the gaps are prevalent across
all levels, it is recommended that the coaches and mentors be
identified from outside of the department.
• Personal Development Plans (PDPs) should be tailored
around each candidate’s developmental areas and strengths
as indicated in their individual reports, taking into
consideration the departmental needs. Progress on the
identified developmental area should be monitored and built
into individual performance agreement. SMDP/EMDP/Khaedu
• Current employees, of whom strategic capability is required,
should undergo cognitive strategies training in line with the
identified CPP gaps.
LINK TO PERFORMANCE
MANAGEMENT
CORE COMPETENCIES PROCESS BATHO PELE WEIGHTI Own Supervi
COMPETENCIES PRINCIPLES NG Rating sor
(Client
Rating
Orientation and
Customer
Focus)
STRATEGIC CAPABILITY AND LEADERSHIP
Strategic capability and Knowledge - Consultation
Management - Service standards
leadership - Access
- Planning Service Delivery - Courtesy
- Execution Innovation - Information
- Openness and
- Governance Problem Solving and transparency
&Management Analysis - Redress
-Reporting - Value for money
Communications
PEOPLE MANAGEMENT AND EMPOWERMENT
People Management and Knowledge - Consultation
Empowerment Management - Service standards
- Access
- HR Planning
Service Delivery - Courtesy
- HR Management - Information
Innovation
- HR Development - Openness and
- EHW Problem Solving and transparency
- Diversity Management Analysis - Redress
- Employee Relations - Value for money
Communications
Management
(Execution; Governance &
Management; Reporting)
PROGRAMME AND PROJECT MANAGEMENT
Project/Programm Knowledge Management - Consultation
e and Project - Service
-Planning Service Delivery Innovation standards
-Execution Problem Solving and - Access
-Reporting Analysis - Courtesy
- Information
Communications - Openness and
transparency
- Redress
- Value for
money
FINANCIAL MANAGEMENT
Financial Knowledge Management - Consultation
Management - Service
-Planning Service Delivery Innovation standards
-Execution Problem Solving and - Access
-Reporting Analysis - Courtesy
- Information
Communications - Openness and
transparency
- Redress
- Value for
money
CORE COMPETENCIES PROCESS BATHO PELE WEIGHTI Own Supervi
COMPETENCIES PRINCIPLES NG Rating sor
(Client
Rating
Orientation and
Customer
Focus)
CHANGE MANAGEMENT
Change Knowledge Management - Consultation
Management - Service
-Planning standards
-Execution Service Delivery - Access
-Governance & Innovation - Courtesy
Management - Information
-Reporting Problem Solving and - Openness and
Analysis transparency
- Redress
Communications - Value for
money
LINK TO TRAINING
AND DEVELOPMENT
THE PROFICIENCY LEVELS
DESCRIPTOR INDICATOR TRAINING NEEDS
1. Not achieved No ability displayed with Beginner - basic training
regard to the task at hand program to address gap
2. Partially achieved A minimum display of An intermediate – training
working knowledge intervention to address
gaps
Competent –
3. Achieved fulfilled task requirement recommended for an
advanced training
programme for the level
4. Exceeded Advanced –training in
Expectation Achieved beyond the preparation for the next
required performer level. performer level.
PDP RECOMMENDATION
• Achieved all 5 competencies - 0 or Long Term incentive
training programme and ready for promotion. - Can be
considered to be a coach.
• Achieved 4 competencies - short, medium term of 1
competency and long term incentive training programme and
ready for promotion. Can be a coach.
• Achieved 3 competencies- short to medium term training
programmes to address the gap, can be considered for
promotion provided that s/he is attached to a coach.
• Achieved 1 and 2 competencies- An intensive short and
medium term training programme cannot be considered for
promotion.
(Where gaps have been identified no consideration for
promotion before completion of the PDP).
PERFORMER LEVEL
Junior Management Middle Management Senior Management Executive Management
Service (JMS) Service (MMS) Service (SMS) Service (EMS)
Managing Self Managing Self and Managing a function Managing a corporate
others
Assistant Director Deputy Director Directors and Chief Deputy Director-General
Directors and Director-General
SHORT TERM DEVELOPMENT PROGRAMMES ASSOCIATED WITH PERFORMER LEVELS
- Khaedu 1 Khaedu 2 Khaedu 3
Induction and Induction and Induction and Orientation Induction and Orientation
Orientation Orientation
MEDIUM TERM DEVELOPMENT PROGRAMMES ASSOCIATED WITH PERFORMER LEVELS
Mentoring Mentoring Coaching Coaching
Junior Management Middle Management Senior Management Executive Management
Development Development Development Programme Development Programme
Programme (JMDP) Programme (MMDP) (SMDP) (EMDP)
LONG TERM DEVELOPMENT PROGRAMMES ASSOCIATED WITH PERFORMER LEVELS
Technical Technical Exchange programmes Exchange programmes
programmes programmes Research work Research work
Research work Research work Sabatticals
PERFORMANCE
SUCCESS PROFILE
100%
WORK
EXPERIENCE COMPETENCIES
WHAT I HAVE 30% 10% 30% WHAT I AM
DONE CAPABLE OF
PERSONAL
ATTRIBUTES
KNOWLEDGE
WHAT I KNOW 30% WHO I AM
ACADEMIC
QUALIFICATIONS
