SI competency framework and dictiornary for HR

CONTENTS

• Introduction to the Sun International Competency Framework and Dictionary
• Getting the most from the Competency Framework and Dictionary
• Benefits of Using a Competency Framework and Dictionary
• What is a Competency?
• Why are Competencies Important?
• Using Competencies in Strategic Human Resource Planning
• Using a Competency Based Approach in Recruitment
• The Advantage of a Competency Based Interview Approach
• Using Competencies as part of Performance Management
• Using Competencies as part of Learning and Development
• Using Competencies as Part of Multi-Rater/360 Feedback Processes
• Using Competencies for Gap Analysis and Succession Planning
• The Sun International Competencies Framework and Dictionary
• Selecting the Appropriate Competencies for a Role
• Using the Sun International Competency Framework and Dictionary
• Using the Competency Dictionary
• Understanding Proficiency Levels
• Competency Based Interview Questions
• Preparing Your Own Competency Based Interview Questions
• Evaluating and Scoring the Interview Data

INTRODUCTION

• In today’s global, digital, competitive and fast-paced environment, organisations need to ensure individual performance and organisational success in
order to remain relevant and effective. Managing talent in an organisation is therefore a deliberate process that requires focused planning and a
means for integrating all related activities. The goal is to ensure that the right people are doing the right things to accomplish the right outcomes at the
right time. More organisations are finding that using competencies as the backbone of a human resource management system creates a structured,
defensible and rigorous process for recruiting and developing a highly productive workforce well suited to carry out required business strategies for
success and performance.

• In continued pursuit of HR excellence as well as individual and organisational performance at Sun International, the Group Talent team therefore
explored, adopted and implemented competency-based systems and methodology linked to all facets of HR and Talent such as recruitment,
succession planning, performance management, learning and development and more. When competencies are reflected across these processes,
it is easier to drive the performance needed to support business-critical goals.

• A Competency Framework and Dictionary, aligned with current and future organisational goals, was developed to ensure we have a common
and comprehensive understanding on the competencies as well as behavioural and technical abilities that will ensure efficient and effective job
performance at Sun International. The Competency Framework and Dictionary is the product of intensive work involving subject-matter experts
as well as challenging advice on external best practice.

• The new Competency Framework and Dictionary is designed to radically simplify the way we use competencies at Sun international.
It is easy to use and will enable HR to make a real difference to the success of the organisation.

Tanja Nicholls
Group Assessment Manager

1

GETTING THE MOST FROM THE COMPETENCY
FRAMEWORK AND DICTIONARY

• The primary purpose of a Competency Framework and Dictionary is to outline the specific competencies and behaviours that are relevant for the
organisation’s success. They enable us to speak a common language around skills and development, helping us to raise the overall efficiency,
effectiveness and performance of the organisation.

• An employee needs a number of competencies (a set) in order to perform at the optimum level in a job. These competencies are required, in varying
combinations, at differing levels, for various jobs. Competencies can be difficult to recognise, articulate, define and measure, and so it is useful to
have a Competency Framework and Dictionary which sets out the types of behaviours (behavioural indicators) one would expect to see in
successful performance in different types and levels of jobs. Such a framework provides a common language or understanding of the behaviours
required. However, these descriptors should not be used as rigid and absolute performance measures, but rather as generic guidelines for what
effective performance would look like. They are a starting point for a conversation around expected levels of performance.

• A common Competency Framework can help to build the foundation of talent management, while differentiated competencies evaluate success
on a more tailored level when differentiated by function, level and role. Differentiated competencies highlight role intricacies according to business
function, employee level and role, and can help employees to better focus on the most critical factors to job success.

• The Competency Framework and Dictionary therefore clearly differentiate between effective and ineffective behaviours, allowing employees and
their managers to track progress toward competence in key competencies required for effective performance in a role. It provides a behavioral
framework for identifying and driving high performance. As a result, important decisions related to employees can be made objectively based on
demonstrated competencies and behaviours.

• The Competency Framework and Dictionary includes a combination of competencies from which you can select four to eight enterprise wide core 2
competencies and up to six role-specific competencies as well as corresponding interview questions which will enable you to:

• Easily identify competencies which are relevant for a specific role
• Select interview questions associated to that competency
• Zone-in on the competencies and behaviours that are key to a role
• Identify skill gaps that need to be addressed
• Identify suitability and fit for a specific role

• Make informed Talent decisions

BENEFITS OF USING A COMPETENCY FRAMEWORK
AND DICTIONARY

Advantages include: Selection Succession planning

• Standardised performance management criteria enables the Performance Reward
comparison of performance within job families in business management
units and geographies. COMPETENCIES

• Standardised development expectations help unify corporate Job design Career pathing
culture.
Individual training and
• Models enable organisations to strengthen the leadership bench, development
and facilitate the identification of future leaders.

• When competency models are used in the hiring process it
ensures better candidate fit.

• Models integrate HR processes such as recruiting, development,
succession planning and performance management.

One of the great advantages of multi-level competencies is their ability to create greater consistency and continuity across the talent 3
lifecycle - from hiring to career progression to succession planning.

WHAT IS A COMPETENCY?

“A competency is the specific measurable work habits, behaviours, characteristics or attributes of an individual (e.g. personality, ability, motivation, values,
knowledge and skills) used/required to achieve a work objective and successful job performance”.

A relatively enduring Displayed more often Competencies help us to:
characteristic of and more consistently • Design jobs and structure
a person • Write job descriptions
by outstanding • Manage and develop performance of employees
performers • Recruit and select employees
• Train and develop employees
Competency • Identify and plan career paths
• Plan for successors for key jobs
Specific to a given Used or required • Develop our organisational culture
role, job, situation to get outstanding
Competencies are not used when we:
or culture results • Evaluating and grading jobs
• Determining remuneration

Competencies enable top performers to demonstrate critical behaviours more often, in more situations,
and with better results.

4

WHY ARE COMPETENCIES IMPORTANT?

Visible Skills • While knowledge and skills are the most common means
Behaviour Knowledge of matching people to jobs, it is important to note that
rarely do they differentiate performance. Most often, they
Experience represent the baseline requirements for a job. They are
necessary but not sufficient conditions or pre-requisites
Invisible Wants Social Role Needs for outstanding performance in the role. Excellence
Motives usually depends on the more deep-seated characteristics
Desires of the person.

Self Image • The other factors related to performance are more
personal and harder to see in someone, like the rest of
Underlying Motives the iceberg below the waterline. Also, like an iceberg, with
Drivers most of the ice below the waterline, the factors below the
Values Attitudes waterline are significant drivers
of higher performance.
Beliefs
Thus, a competency is any knowledge, skill, trait, motive,
Traits attitude, value or other personal characteristic that:
• Is essential to perform a job (Threshold Competency)
Early Life • Differentiates typical from superior performers
History • (Differentiating Competency)

Organisations benefit from working with competencies because it gives them a better, more sophisticated way 5
to manage, measure and improve the job performance of their employees than just evaluating skills and knowledge.

It also helps in reinforcing values and encouraging common culture and behaviour.

USING COMPETENCIES IN STRATEGIC HUMAN
RESOURCE PLANNING

• The planning processes of most best practice organisations not
only define what will be accomplished within a given timeframe,
but also the numbers and types of human resources that will be
needed to achieve the defined business goals (e.g., number of
human resources; the required competencies; when the resources
will be needed; etc.).

• Competency-based management supports the integration of
human resources planning with business planning by allowing
organisations to assess the current human resource capacity
based on their competencies against the capacity needed to
achieve the vision, mission and business goals of the organisation.
Targeted human resource strategies, plans and programs to
address gaps (e.g., hiring / staffing; learning; career development;
succession management; etc.) are then designed, developed and
implemented to close the gaps.

• These strategies and programs are monitored and evaluated on
a regular basis to ensure that they are moving the organisations
in the desired direction, including closing employee competency
gaps, and corrections are made as needed. Competencies form
an integral part of the process.

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USING A COMPETENCY BASED APPROACH IN
RECRUITMENT AND SELECTION

• In order to ensure that the right person is employed at the right place and at the right time, decision-makers require objective information on which
to base selection, development and career decisions. Competencies are used as predictor for performance in making these decisions.

• Best practice in HR means leveraging a competency based approach to recruitment and selection. A Competency Framework with a clear set
of competencies which are necessary for executing the overall business strategy forms the foundation for a competency based approach.

• Using a Competency Based Interviewing approach (behavioural interviewing) candidates are asked questions relating to their experience, actions,
decisions and behaviour in specific circumstances, which they then need to back up with concrete examples. This ensures consistency in decisions
for all people based on a structured competency model for the business.

• Competency Based Interviewing is used to examine how candidates previously reacted or “behaved” in specific situations. Candidates draw on their
own real life experiences to discuss how they handled various issues. Past behaviour is used as a predictor of future behaviour. It is the interviewer’s
job to determine if the candidate’s previous behaviour is desirable to the organisation and the relevant role. The behavioural indicators in the
Competency Dictionary is used as guide to determine the proficiency level of the candidate for the specific competency.

• Competency Based Interview questions are designed to elicit both positive and negative examples of actual past behaviour/performance
rather than possible or potential behaviours/performance. It also enables us to identify the proficiency level
of the applicant for a specific competency.

The best predictor of future performance behaviour is past performance
behavior And The more recent the performance/behaviour, the more
likely it is to be repeated

7

THE ADVANTAGES OF A COMPETENCY BASED
INTERVIEW APPROACH

• A competency-based approach has its frame of reference “Rest” “Best” “Future”
in the inherent requirement for job performance. Using
Competency Based Interviews enables the following: In using Competency Based Interviews we are able to:

• Consistency, effectiveness and efficiency in hiring decisions • get behind espoused values, or what interviewees think they do,
(decision points are clearly defined)
• to find out what they actually do
• Improved fairness, objectivity and inter-rater reliability
• it uncovers the motives, abilities, and knowledge people really have
• Improving the transparency of the selection process by clearly and use
communicating the behaviours employees must display for
success in the role / job • prevent interviewers from making hasty decisions or from assessing
interviewees on the basis of characteristics that are not relevant to
• Miminising the cost of recruitment, better hiring decisions the job

• Legal protection for the employer (Reasonable criteria for selection • create efficiencies by providing re-usable selection tools and
has been documented) processes (e.g. menu of questions for interviews and competency
dictionary to evaluate behaviours)
• Predicting of Job Performance

• Improving the overall performance curve of the organisation

• Identifying who your best employees are and will be, given current
and future measures of success

• Identifying why they are successful and what behaviours they
demonstrate

• Identifying development gaps which in turn enables the
development of targeted programs to develop the essential
competencies that will help average performers rise to the
next level

By asking about critical incidents in the interviewee’s job experience, the technique gets at the 10 percent 8
of behaviours that make 90 percent of the difference

USING COMPETENCIES AS PART OF PERFORMANCE
MANAGEMENT

• Performance management is an essential HR function, but it’s Multi-level competencies such as those in the Competency Framework
also a sensitive and often challenging process. Performance and Dictionary help to keep the discussions objective by providing a set
management is about achieving results in a manner that is of clearly defined and observable behaviours that are expected at different
consistent with organisational expectations. Integrating job levels or for different jobs. This helps managers to articulate any
competencies within the performance management process shortcomings and provide actionable feedback for employee
supports the provision of feedback to employees not only on improvement.
“what” they have accomplished (i.e. performance goals), but
also “how” the work was performed, using competencies for Competencies can be integrated into the regular Performance
providing feedback. Competencies support any type of Management process in one of two ways:
performance-management approach, including total, team • By defining the competencies needed to perform each
driven, continuous learning and coaching, project-based
performance management and more. Assessing or evaluating Performance Goal / Objective (typically 1 to 3 competencies
competencies as a part of performance management is an per goal / objective).
important means of assisting employees in understanding • By integrating the competencies for the employee’s job
performance expectations and enhancing competencies. into the Performance Management process.

The performance goals / objectives address “what” must be accomplished
during the review period, and the competencies measure “how” the
employee conducted him/herself to accomplish their work. The advantage
of this method is that all competencies defined in the competency profile
for the employee’s role / job are continually evaluated. In both cases,
feedback provided on the employee’s competencies typically feeds into
the development of a learning or action plan to address gaps in
performance and development within or beyond the employee’s
current role / job.

9

USING COMPETENCIES AS PART OF LEARNING AND
DEVELOPMENT

• One of the biggest challenges in HR is determining the best Competencies support learning by:
learning resources and approaches to support employee growth. • Focusing learning on the critical competencies needed for success in the
Competencies offer a framework that aligns learning resources
and curricula to expected proficiency levels. Once oganisations job and organisation
have defined the competency and proficiency requirements for
individuals, groups, areas or the whole organisation, it becomes • Providing standards for measuring employee performance and capabilities
possible to develop learning strategies targeted to close major
gaps in organisational competencies and to focus learning plans • Providing the framework for identifying learning
on the business goals and strategic direction for the organisation. options/curriculum/programmes to meet employee and
organisational needs

• Supporting effective forecasting of organisational, as well as project-
related learning requirements

• Competency profiles assist in effective learning and development • Providing standards for determining how well learning has occurred,
by identifying the behaviours, knowledge, skills and abilities that both at the individual and organisational level

are necessary for successful performance in a job. Employees can
assess their competencies against those required for their own

job, or for another job in which they are interested, and then take

steps to acquire or improve any necessary competencies.

• Competencies are also particularly effective in helping
organisations support the development of “soft” skills. While gaps
in technical skills are generally easier to identify, soft skills such as
“Influencing and Asserting”, “Demonstrating Integrity”, etc. are
harder to quantify. Multi-level competencies concrete terms, offer
a clear sense of progression from basic to advanced proficiency,
and help managers pinpoint and address deficiencies.

10

USING COMPETENCIES AS PART OF MULTI-RATER/360
FEEDBACK PROCESSES

• In Multi-rater, 360 and upward feedback processes, the
behavioural indicators for the competencies needed within the
target role / job are used as the standard for assessing the
performance of the employee. In Multi-rater / 360 feedback,
different stakeholder groups provide ratings, including the
employee, their supervisor, as well as others with whom the
employee interacts (e.g. peers, team members, clients both
within and outside the organisation, reporting employees; etc.).
In Upward Feedback, all employees reporting directly and / or
indirectly to the supervisor/manager/leader provide feedback
on the supervisor/manager/leader’s performance.

• The results are compiled and a report is provided to the employee.
The report includes the results for all competencies, highlighting
both the competencies that are strong as well as those rated
lowest by the different stakeholder groups. In almost all cases,
individual ratings from others (except for the employee’s
supervisor) are combined in such a way (e.g. averaged ratings) as
to protect the anonymity of the individuals providing the feedback.
The report is set up to show similarities and differences in ratings
across the different stakeholder groups. The results
of the process are normally used to develop learning and action
plans for improvement.

11

USING COMPETENCIES FOR GAP ANALYSIS AND
SUCCESSION PLANNING

• Many organisations are experiencing difficultly attracting well- Establishing effective career development and succession

qualified workers and retain them once have been hired. These management programmes starts at the planning stage by:

trends underscore the importance of career development and • Defining the Competency Architecture (Competency
succession management initiatives aimed at preparing employees dictionaries and competency architectures are established that
for increasing responsibilities within their organisations. allow employees and managers to compare and contrast
Organisations are instituting development programs that allow competency requirements across roles and levels within or across
employees to progress through a phased program of development job groups).
aimed at increasing employee competencies and preparing them
to take on increased responsibility. • Defining Career Streams and Roles (Beyond this, typical roles
and career streams within the group to be profiled are defined.

This allows both managers and employees to see how progression

• While competencies are ideal for addressing deficiencies at the typically occurs. It also allows the organisation to develop career

employee level, they can also be used to identify organisation-wide development and succession management programmes, tools and

gaps in talent resources and build a more adaptable, high processes that support progression. We are in the process of

performing workplace. defining these).

• By placing employees on a competency continuum, and by
breaking each job down into a set of competencies and proficiency
levels, managers can assess the readiness of potential successors
to assume leadership roles and identify departments or business
areas where existing competencies or proficiencies don’t meet
current or future needs.

• Competencies make it easier to see who could fill a specific job
and how far away they are from being ready for the challenge.

12

USING THE SUN INTERNATIONAL COMPETENCY
FRAMEWORK AND DICTIONARY

Our Competency Framework consists of 4 Domains Each domain consists of 3 competency clusters

13

USING THE SUN INTERNATIONAL COMPETENCY
FRAMEWORK AND DICTIONARY

Each cluster consists of several competencies For a Competency Framework and Dictionary to be useful as
a human resource management tool, it must not only identify
and list and define the competencies necessary for effective job
performance but also provide behavioural examples that illustrate how
employees successfully exhibit particular competencies on the job.
These examples are known as behavioural anchors. They must be
based on specific, observable behaviours and day-to-day performance,

not isolated incidents. Created this way, the Competency Framework
and Dictionary lists behavioural anchors articulate the specific actions
that have the most direct impact on successful performance and are
invaluable in determining how effectively a competency
was demonstrated.

14

SELECTING THE APPROPRIATE COMPETENCIES
FOR A ROLE

Differentiate by function
• The technical skills and behaviours needed to succeed in each function may vary; therefore, differentiating between functional

competencies is valuable. When differentiating the competencies by function, consider the purpose and impact of the function-
specific goals or tasks in a competency model. For example, the skills one may need in the IT function might differ from those
needed in HR, but all competencies should support and drive business goals.

Differentiate by role
• As with functions, the technical skills and behaviours needed to succeed in each role may vary. In some organisations,

role-specific competencies are linked across functions and are categorised by job families. Thus, roles may serve different
purposes in the function, but the skills and behaviors they exhibit should be uniform within the function.

We are in the process of creating competency and behavioural requirements for job families to simplify the process
of selecting the appropriate competencies. This will ensure the competency expectations are consistent across
roles in the various job families.

Differentiate by level
• While similar competencies may be expected of employees in similar roles, differentiating by level can illustrate

the differences in competency proficiency. For example, Coordinators and Administrators may be expected
to demonstrate similar behaviours and skills, but the expected proficiency levels may differ according to seniority
level or complexity of the role or environment.

Differentiating by role can simplify promotion decisions and indicate behavioural
proficiency levels in the performance management process.

15

USING THE COMPETENCY DICTIONARY

The contents of this dictionary represent the non-technical multi-level competencies (behavioral competencies)
for roles at Sun International

For each job, choose the competencies that
are most critical to ensure effective
performance for the role.

The competency definition provides a
high level description of the competency.

A list of typical behaviours associated
to the competency is listed for ease
of referencing.

Each competency also includes a
proficiency scale that indicates the full range
of expression of the competency. Each level
reflects a progression from unsatisfactory or
limited demonstration of the competency
towards a more complex and strategic
demonstration.

Behavioural indicator provides a clear 16
description of the observable behaviours
that an employee will demonstrate on the
job. The behaviours at each level of the
scale are illustrative rather than definitive;
that is other examples of behavior are
possible.

Each competency scale is cumulative which
means that, although behaviours from lower
levels are not repeated at higher levels, they
may nonetheless apply (except for negative
indicators).

UNDERSTANDING PROFICIENCY LEVELS

Organisations typically include incremental competency proficiency
scales as part of the overall competency structure. These scales reflect
the breadth of proficiency typically required by the organisation within
a competency area.

For example, communication skills may be a requirement for most
entry-level jobs as well as at the Executive levels; however, the depth
and breadth of communication proficiency needed at these two levels
may be quite different.

The proficiency scales serve two purposes: Why did we decide to include five levels and not three or seven or ten?
1. They facilitate planning and development for improvement within
current roles or jobs; and This model is based on extensive experience across a wide range of sectors
2. They allow for comparisons to occur across jobs, roles and levels, and HR processes. Nearly three decades of competency based engagements
not only in terms of the competencies required, but also the proficiency have shown us that five levels provide enough detail and differentiation to
levels needed using a common incremental scale enhance accuracy, while avoiding unnecessary complexity.
for defining the competencies.

Thus, having competency proficiency scales supports career
development, succession management and human resource
planning activities within the organisation.

Proficiency scales help you compare requirements across jobs, which is especially useful when determining
potential career paths within the organisation

17

COMPETENCY BASED INTERVIEW QUESTIONS

The contents of this dictionary includes possible interview questions to include in the Competency Based Interview

When using the behavioural questions within this Dictionary it is
recommended that you use the STAR method (Situation/ Action/
Outcome) in evaluating the responses from the candidate. That is,
ask the candidate to call on their past experiences to:

1. Recount a specific event, activity, or “SITUATION”; and then to

2. Discuss their own “ACTION” or reaction to the event or
situation; and then to

3. Outline the “OUTCOME” or final result.

Ask the candidate to describe the situation first before probing
with follow-up questions.

This Competency Dictionary is designed to aid you in conducting competency Effort put into collecting specific STARS will make the decision 18
based interviews accurately, fairly and objectively. The questions within this making process fair, consistent, manageable and accurate. The
Competency Dictionary are behavioural based. Example questions are following questions will be answered in the process of asking the
provided and can be used to encourage consistency. You will see that the Competency Based Interview Questions:
questions have differing levels of complexity to enable you to select the most
appropriate ones for the role to which you are recruiting. You may still need to Can you do the job? (skills, abilities, qualifications)
tailor questions or construct your own questions for the role you are recruiting Will you do the job? (interest, attitude and motivation)
for especially to elicit technical or functional knowledge specific to the role. How will you fit into the organisation? (personality and behaviours)

Determine whether each STAR is effective or ineffective and then
determine the associated proficiency level for the responses you
recorded for the job which the candidate is being considered.

PREPARING YOUR OWN COMPETENCY BASED
INTERVIEW QUESTIONS

When preparing for or drafting your own Competency Based Stick to open-ended questions. This type of question cannot be
Interview questions, ensure that the questions are aligned answered with a simple ‘yes’ or ‘no’, or with a specific piece of
to the role and competency requirements. information. This type of question gives the candidate scope to
respond as he or she feels is appropriate. These questions usually
Review the planned behavioural questions and ask yourself: contain words such as ‘describe’, ‘explain’, ‘tell me about’, ‘share’,
• why has it been included? ‘compare’, ‘what, ‘how’, and the candidate must give details.
• what type of information will it give me? Your lead (or first) question for any competency will generally
• what type of actions will I be listening for? be an open-ended question phrased as a sentence such as:
• Describe a situation when you faced a major ethical dilemma
Make sure the questions: • Give me a specific example that would best illustrate your team
• are behavioural – they should ask for specific examples of what
leadership skills etc.
the candidate said or done to reveal behaviour that’s recent and
relevant to the position Refrain from closed questions: This type of question should only
• focuses on the most important aspect of the target you are be used when it is essential to clarify a point of fact. A closed question
interviewing for can normally be answered using a simple ‘yes’ or ‘no’, or a specific
• are not leading or theoretical – leading questions guide the simple piece of information.
candidate to the answer you want and theoretical questions
ask candidates for theories and opinions.

• Remember to keep questions short and simple.
Long questions, or questions asking for several
kinds of information, will confuse candidates.

19

EVAULATING AND SCORING THE INTERVIEW DATA

You may need to probe the candidate to gain better understanding Scoring key
of what they meant. Examples of Probing Questions are: 5 – Expert/Exceptional (Significantly exceeds criteria for successful job) performance
• Can you explain what you mean by...? 4 – Advanced (Exceeds criteria for successful job performance)
• Can you give me an example? 3 – Proficient/Meets expectations (Meets criteria for successful job performance)
• Tell me what happened exactly. 2 – Basic/Needs Improvement (Generally does not meet criteria for successful
• What steps did you take?
• What was your involvement? job performance)
• Can you tell me why you reacted this way? 1 – Unsatisfactory/Limited (Significantly below criteria for successful job performance)
• Did you have any other opinions?
• Can you tell me how you felt when that happened?
• How do you think others felt when you did that?
• Can you talk me through your thoughts at the time you took that

action?
• Were you satisfied with the outcome?
• Was ... satisfied with the outcome?
• Looking back, how do you see things now?
• What, if anything, would you do differently?
• What did you learn from the experience?

Capture the candidate’s response in the interview guide and ensure
that you collect a full STAR.

Use the proficiency rating scale to score the interview data and test
your findings against the behaviours associated to that proficiency
level to ensure fair and accurate evaluation of the data.

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SOURCING INFORMATION

Gathering and seeking out data to translate into knowledge for purposes of planning, decision-making, problem-solving or reporting

B E H AV I O U R S

• Is curious and inquisitive by nature • Gathers and explores information • Scans the environment for new ideas • Accesses multiple channels and sources
• Questions and probes • Conducts information search
• Adopts an explorative approach and information to gather required information
• Adopts a consultative approach • Conducts research and investigation • Considers multiple sources before
• Seeks new knowledge
• Seeks information to support decisions making decisions
1 • Listens to other's ideas and views

Unsatisfactory / Limited PROFICIENCY LEVELS

2 34 5

Basic / Needs Improvement Proficient / Meets Expectations Advanced / Exceeds Expectations Expert / Exceptional

• Adopts an assumptive approach • Displays basic curiosity • Demonstrates a curious nature • Adopts a consultative and participative • Adopts consultative and inclusive
• Assumes information at hand is • Holds a narrow focus • Is open to alternative perspectives approach decision-making approach
• Uses limited consultation • Consults others on important matters
sufficient • Demonstrates effective data gathering • Uses information to influence
• Prefers to deal with familiar • Gathers information with broader
• Has limited exposure outside current information purpose in mind methods decisions
application area • Conducts benchmarking and trend • Uses new and cutting-edge ideas
• Tends to be inwardly-focused when • Conducts information search
• Requests or shares limited information analysis and solutions
solving problems • Gathers information or data from
• Does not collect, categorise and track • Shows basic distribution of information multiple sources for analysis and • Sources appropriate information and • Creates opportunities for people
relevant information required for decision making data to experience broader insights
specific tasks and projects gained from other sources regarding changing trends
• Probes and questions to elicit • Does broad information search for
• Does not seek new sources of • Does not yet collect data and • Appreciates views and opinions
information sharing decision-making
information to draw conclusions and information effectively • Investigates matters carefully of credible sources
increase own knowledge base • Does not seek new information • Spends time gathering and • Integrates information and follows
• Sources data, analyses it and reaches sourcing information to support
• Does not distribute information gained sources valid conclusions market trends
from other sources • Gathers and exchanges limited decision-making • Conducts benchmarking to achieve
• Seeks relevant information when • Provides useful, “widely recognised”
• Does not share knowledge and information competitive advantage
making decisions and user-friendly information
information with co-workers • Does not spend sufficient time on • Explores options and information from • Conducts continuous data search to
• Does not demonstrate sufficient gathering and sourcing information • Installs and maintains document minimize negative impact on the
different sources before reaching management, storage and retrieval
understanding of need for information • Tends to rely on their own current decisions organisation
search in making decisions body of knowledge • Uses information to influence systems • Evaluates and uses information from
• Tends to be unfocused when • Relies on many different sources of
• Relies on own creativity to solve decisions multiple sources
conducting research • Evaluates effectiveness of data- information to reach conclusions
• Does not use information or data problems • Evaluates and improves effectiveness
• Does not incorporate information or gathering methods • Evaluates information from multiple of information and sources
effectively source
data effectively to persuade and • Demonstrates fair understanding • Develops information systems and
• Relies on intuition about knowledge management • Evaluates effectiveness of data-
• Has no clear understanding or interest support a position and its components networks to build capacity
gathering methods • Identifies resources (including
of business, industry or market trends • Makes recommendations for
partnerships or indirect-resource
improvement of data-gathering
approaches) to facilitate achievement
methods of the organisation's goals and
• Demonstrates fair understanding of objectives

business, industry and market trends

23

SOURCING INFORMATION

Gathering and seeking out data to translate into knowledge for purposes of planning, decision-making, problem-solving or reporting

B E H AV I O U R S

• Is curious and inquisitive by nature • Gathers and explores information • Scans the environment for new ideas and • Accesses multiple channels and sources
• Conducts information search
• Questions and probes information to gather required information
• Adopts an explorative approach • Conducts research and investigation • Considers multiple sources before

• Adopts a consultative approach • Seeks information to support decisions making decisions
• Seeks new knowledge • Listens to other's ideas and views

INTERVIEW QUESTIONS

• Tell me of a time where you had to solve a problem and where you did not have all the information necessary to reach a decision. What did you do to obtain the information you needed and
what options did you consider in the process? What was the final outcome?

• Tell me about a time when you used fact-finding skills to solve a problem. What was the situation? What did you do to ensure you had the information you needed and what was the outcome?
• Tell me of a time where you had to make a decision on using a new process, vendor, location, price change, products or services. What factors did you consider when making this decision and what information

did you need to consult to substantiate your decision? What was the final outcome?
• Tell me of a time where you noticed that the marketplace trends for your area or the industry were changing and where you had to do benchmarking, market or competitor analysis to come up with ideas

on how to stay abreast of new developments. How did you go about your data searches, what sources did you use and what was the result?
• Tell me of a time where business performance was an issue and where you had to implement strategies to address this issue. What management data or information did you collect and monitor

to inform your future strategic plans and policies. How did you use the data and what improvements to strategy or policy have your implemented as a result? What was the overall outcome?

24

SOURCING INFORMATION

Processing information to ensure its relevance, accuracy and quality in support of the decision-making process

B E H AV I O U R S

• Verifies sources • Finds errors • Is quality-minded • Presents as attentive and mindful

• Cross references information and sources to • Ensures accuracy • Works with, manages and ensures data
determine validity and relevance • Checks for understanding integrity

• Checks details to ensure thoroughness or • Consults others as and when required
completeness • Ensures delivery of quality work output

PROFICIENCY LEVELS

1 2 34 5

Unsatisfactory / Limited Basic / Needs Improvement Proficient / Meets Expectations Advanced / Exceeds Expectations Expert / Exceptional

• Makes mistakes • Inconsistent when checking facts and • Monitors and checks work or • Spots mistakes • Spots and corrects mistakes
• Does not check for mistakes data information for accuracy and quality • Does things properly first-time round • Verifies information as correct
• Does not verify sources • Verifies information as correct • Cross references information
• Sometimes checks work for accuracy • Checks for correctness
• Relies on own sources • Often seeks perfection and sources to determine validity
• Does not verify relevance and errors • Checks and monitors quality • Approaches quality as non-negotiable and relevance
• Demonstrates basic ability to and accuracy • Tends to take longer on something • Verifies sources
of information used
determine data-relevance • Determines information requirements to ensure minimum standard of quality • Works with and manages data
• Is not attentive to detail • Makes recommendations for • Ensures data integrity
• Does not consult with others • Attempts completeness of work before checking relevance, accuracy • Recommends and implements
• Does not seek understanding • Attempts to understand and create and quality of data provided improvement
• Is thorough measures for improvement
• Compromises on quality understanding • Adopts a meticulous approach
• Attends to detail • Approaches quality as
• Works too fast (quality sacrificed • Evaluates data to determine accuracy a non-negotiable
over speed) • Determines and ensures
and quality completeness of work
• Values quantity over quality
or relevance

• Employs make-shift solutions

• Adopts a highly reactive or even
impulsive approach

25

CHECKING INFORMATION

Processing information to ensure its relevance, accuracy and quality in support of the decision-making process

B E H AV I O U R S

• Verifies sources • Finds errors • Is quality-minded • Presents as attentive and mindful

• Cross references information and sources to • Ensures accuracy • Works with, manages and ensures
determine validity and relevance • Checks for understanding data integrity

• Checks details to ensure thoroughness or • Consults others as and when required
completeness • Ensures delivery of quality work output

INTERVIEW QUESTIONS

• We have all made mistakes at some point in our careers. Describe a time where you were especially careful not to make a mistake. Why was it critical to avoid mistakes and what did you do to control mistakes
in your work. What was the outcome?

• What methods/procedures do you use to make sure that your work is error free? Give me a specific example that shows when you used these methods. Why was it necessary and what was the outcome?
• Tell me about a time when you had a tight deadline and had to deliver a complex assignment or task that required attention to detail. How did you go about assuring that you have correctly assessed the content

and accuracy of your work in order to deliver high quality results on time?
• Describe a situation where you discovered a mistake prior to distributing a work deliverable (for example an email, letter, report etc.). How did you discover the mistake and what action did you take?

What was the final outcome?

• Tell me about a situation where attention to detail was important in accomplishing an assigned task and where you could have paid more attention to detail? What happened and what were the results?
How did you apply what you learned about your own attention to detail to future tasks?

• Describe a difficult problem you had to sort out in your last job where you had to consult with others to ensure the completeness and or accuracy of the information you were given that you believed were not
sufficient to carry out your task. What did you do and what was the result?

• Give me an example of a time you discovered an error in information that had been overlooked by a colleague. What did you do to address the issue? What was the overall outcome?
• Tell me of a time when you overlooked doing something. What were the circumstances? How did you handle it and what did you do to ensure this did not happen in future?
• Please give me an example of a situation where your attention to detail saved your employer time and money?
• Give me an example of a time where you noted that information communicated to stakeholders, service providers or suppliers were not accurate or sufficient to ensure success of an event or production?

What was the issue and what did you do about it? What was the outcome?
• When have you found it valuable to use a detailed checklist or procedure list to reduce potential errors on the job? What as the outcome? What would you do differently today?
• Give me an example of a situation where you needed to pay attention to small but important details? What was the result?
• Tell me about a situation where you had to verify sources or cross reference information to ensure data integrity and found some discrepancies. What did you do and what was the result?

26

DOCUMENTING FACTS

Compiling and storing documents and reports to maintain a factual record for decision-making and future reference

B E H AV I O U R S

Stores data or information (electronic or hard copies) Compiles documents
Secures information and data Is effective in writing reports

Ensures data security Compiles reports
Records facts and statistics accurately Writes cohesively

PROFICIENCY LEVELS

1 2 34 5

Unsatisfactory / Limited Basic / Needs Improvement Proficient / Meets Expectations Advanced / Exceeds Expectations Expert / Exceptional

• Does not write and or present • Compiles basic reports from • Combines concise and consistent • Transforms data to engage non- • Compiles and presents strategic
concise information available data information from various sources specialist audiences communication for the organisation

• Content, style, and medium of • Combines information from various • Compiles logical reports of data from • Tailors communication to the reader, • Reviews complex and sensitive

communication is not tailored to the sources but is not concise or multiple sources audience and context, to positively work done
audience consistent • Compiles reports on issues in own influence people or events • Identifies impact of sensitive work
• Does not record data accurately • Is aware of the importance of • Edits work delegated to others to
area of expertise on the Organisation
• Does not compile and securely store accuracy when reporting ensure accuracy and quality
documents for future reference • Secures information and data per • Accurate reports information and data • Decides on necessity of reports • Conveys critical nuances and
• Determines data requirements to • Maintains and ensures data integrity qualifiers to facilitate complete
• Does not ensure data security requirements understanding of material
develop reports and security
• Adopts a haphazard approach • Ensures data security in own area • Ensures accuracy and completeness
• Determines analytic methodology • Determines and communicates
• Is reactive of expertise reporting requirements of reports Provides direction and
• Is not organised • Uses graphics and tables to present for logic and completeness ensures data security
• Follows Standard Operating
numerical or statistical data • Enforces data security
• Demonstrates compliance Procedures • Provides direction on reporting
• Stores data per policies and
requirements
procedures

• Ensures and maintains
information security

27

DOCUMENTING FACTS

Compiling and storing documents and reports to maintain a factual record for decision-making and future reference

B E H AV I O U R S

Stores data or information (electronic or hard copies) Compiles documents
Is effective in writing reports
Secures information and data
Ensures data security Compiles reports
Writes cohesively
Records facts and statistics accurately

INTERVIEW QUESTIONS

• Tell me of a time you had to document processes as well as store them electronically for future reference. What were the steps you followed? What worked and what did not work? What was the final outcome?
• Tell me about a recent document you had to compile which was particularly difficult for you (for example a report or proposal etc.). How did you manage it? What was the reason for it being difficult?

What process or guidelines did you follow in developing it and what was the final outcome?
• Tell me of a time where you had to review documents that were used to reach a conclusion or decision and found that the information was not correct. What did you do and what was the outcome?
• Tell me of a time that you were asked to retrieve confidential information, documents and reports and found that the necessary security protocols were not in place which allowed unauthorised people access.

What did you do to address this issue and what was the result?
• Describe a situation that you had to compile a document to convey highly technical information to a non-technical audience. What did you do to get your message across and what was the outcome?
• In some jobs it is necessary to conduct research and document the findings for future reference. Please give me an example of work of this kind you have done where it was necessary to go back to the documents

to substantiate why certain decisions were reached. Why was this necessary? What did you do to ensure thoroughness of the documents you compiled? What methods did you use to securely store these
documents as well as ensure that they could be retrieved easily? What was the final outcome?

28

ANALYSI NG

Methodically evaluating, differentiating, comparing, contrasting and linking data to find the interrelationship; or to make a systematic comparison
of alternatives to determine the source of a problem, reach a conclusion or to provide a suitable solution

B E H AV I O U R S

• Analyses and examines information • Demonstrates ability to systematically work • Uses enquiry to obtain information when • Probes facts

• Spends time thinking, contemplating, reflecting through problems analysing a problem • Makes sensible recommendations
• Analyses issues from different perspectives • Diagnoses problems following well-structured • Applies integrative thinking by pulling together • Logically and rationally analyses problems

• Identifies key issues and relationships frameworks using appropriate knowledge, multiple strands from different perspectives to distil information
• Identifies and distinguishes core issues procedures and techniques • Applies critical reasoning • Draws logical conclusions

PROFICIENCY LEVELS

1 2 34 5

Unsatisfactory / Limited Basic / Needs Improvement Proficient / Meets Expectations Advanced / Exceeds Expectations Expert / Exceptional

• Makes assumptions • Makes general assumptions • Challenges assumptions • Enquires to obtain information and • Anticipates consequences and
• Does not probe facts • Prefers dealing with • Prefers dealing with factual analyse problems plans accordingly
• Does not challenge assumptions
factual/concrete data information • Questions, challenges and interprets • Identifies several solutions
• Does not draw logical conclusions
• Does not see interrelationships • Does not challenge assumptions • Probes information information to clarify the main issues to complex problems
effectively • Integrates information to make logical • Identifies where integration can occur • Integrates findings from different
between data and issues
• Deals with preferred issues in area deductions or assumptions in different sets of information disciplines
• Does not apply common sense
• Focuses on data presented of expertise (Specialist) • Deals with fair amounts of information • Identifies key relationships between • Notices discrepancies and
• Focuses on irrelevant data • Finds interrelationships • Grasps essence issues inconsistencies in data
• Attends to detail
• Overlooks crucial information between issues • Logically and rationally analyses • Questions, challenges and interprets
• Easily finds sources of problems
• Adopts a fragmented approach • Does a basic comparison problems to distil information and information to clarify main issues
• Demonstrates limited analysis of data • Conducts detailed analyses
of alternatives • Demonstrates Integrative thinking reach logical conclusions • Systematically compares two or more
• Shows insufficient processing of data • Does not ask enough questions • Makes sense of management, alternatives
• Misunderstands and misinterprets • Pulls information apart
• Reaches basic conclusions • Makes sense of management, technical, financial and statistical data • Adopts a logical and holistic approach
data at times • Demonstrates basic analysis of data • Notices data discrepancies and • Notices trends and plans accordingly
• Needs time for in-depth analysis due technical, financial and statistical data, • Makes sense of management,
• Shows little understanding inconsistencies
• Dislikes involvement with complex to lapses in concentration if time permits technical, financial and statistical data
• Interprets basic information • Adopts a structured approach • Adopts a logical and holistic approach • Understands complex information
information • Prefers an analytical approach
• Wants to be thorough but needs high • Works systematically with data
level of data-familiarity before being • Adopts logical and critical • Systematically works through
able to process it problems
reasoning approach
• Lacks explorative capacity • Applies critical reasoning
• Dislikes complexity • Is explorative by nature
• Double checks own work to ensure • Is intellectually sharp
• Is analytically-efficient
and adhere to standards and

guidelines, and avoid or minimize
re-work

29

ANALYSI NG

Methodically evaluating, differentiating, comparing, contrasting and linking data to find the interrelationship; or to make a systematic comparison
of alternatives to determine the source of a problem, reach a conclusion or to provide a suitable solution

B E H AV I O U R S

• Analyses and examines information • Demonstrates ability to systematically work • Uses enquiry to obtain information when • Probes facts

• Spends time thinking, contemplating, reflecting through problems analysing a problem • Makes sensible recommendations
• Analyses issues from different perspectives • Diagnoses problems following well-structured • Applies integrative thinking by pulling together • Logically and rationally analyses problems

• Identifies key issues and relationships frameworks using appropriate knowledge, multiple strands from different perspectives to distil information
• Identifies and distinguishes core issues procedures and techniques • Applies critical reasoning • Draws logical conclusions

INTERVIEW QUESTIONS

• Tell me about a time when you had a complicated problem to solve. Briefly outline the problem and describe how you approached solving it. What was the outcome?

• Tell me about a time when you had to analyse information in order to make a recommendation. What kind of thought process did you go through? What type of information (such as checklists, guideline processes
etc.) did you include or exclude from the process? What was your reasoning behind your decision and recommendation and what was the outcome?

• Give a recent example of when you had to analyse information in order to propose recommendations or action plans. What was the purpose of the analysis? What conclusions did you draw from the analysis?
What was the outcome?

• Tell me of a time where you had to do an analysis (e.g. cost / benefit analysis, trend analysis, market analysis, financial analysis etc.). Why was this necessary? What were some of the analytical methods you have
used and how have these helped you add value? What was the outcome?

• Solving a problem often require evaluation of alternative sources or solutions. Give me an example of a time when you had actively defined several solutions to a single problem to test the viability of all.
Which tools did you use (research, brainstorming, data or trend analysis etc.)? How were you able to determine the most effective solution? What was the outcome?

• What is the most difficult problem you have had to resolve in the last 12 months? What made it difficult? What processes did you use to resolve the problem? Who else did you involve? What was the outcome?
• Give me an example when you have collected and analysed complex data to inform you decision making? What approach did you take to analysing the data? What were the key issues you identified?

How confident were you with the decisions made?
• Give me an example of an analysis project you were responsible for where you had to identify global trends and patterns in disjointed information? How did you approach the task?

What did you do to ensure that you had sufficient information to conduct your analysis? How were you able to assure that you have been realistic in your planning or projections and what was the final outcome?

• Tell me of a time where you had to forecast future needs for example customers, staff etc. Which sources did you consult in order to accurately identify the needs? What method did you use and what was the
outcome of your analysis?

• Give me an example of a situation where you had to analyse and estimate cost for a project or deliverable with reasonable accuracy before implementing the project or deliverable. Why was this necessary?
How did you go about this and what was the outcome?

• Give me an example where you had to analyse the strengths and weaknesses of a specific product or service to provide recommendations for improvement.
What information did you rely on to determine which recommendations to make? What were the key steps you followed in your analysis and what was the overall outcome?

• Give me an example where you had to conduct a trend analysis. What efforts have you made to understand the external forces and industry trends affecting your customers and the industry?
How did your analysis help in projecting future trends? What action plans did you propose or implement and what was the result?

• Give me an example of a complex analysis that you were doing and found subtle relationships between facts or data or inconsistencies in the data. What is your process for drawing inferences or conclusions from
data? How did you assess the accuracy of your conclusions? What action did you take and what was the result?

30

FINANCIAL ACUMEN

Maintaining and applying a broad understanding of financial and cost management principles to ensure decisions are sound and commercially viable

B E H AV I O U R S

• Understands budget and cost management • Applies industry data, commercial and financial • Displays sound knowledge of cost relating • Ensures that cost is managed effectively

principles principles to understand and address key to own area of responsibility across own business area
• Interprets, prepares, monitors and controls business issues • Takes responsibility for personal use • Makes sound judgement calls in respect

budgets to achieve unit objectives • Revises operational goals within budget of physical resources of finances
• Is aware of cost drivers in own work area constraints • Ensures minimum waste

• Makes cost-control decisions

PROFICIENCY LEVELS

1 2 34 5

Unsatisfactory / Limited Basic / Needs Improvement Proficient / Meets Expectations Advanced / Exceeds Expectations Expert / Exceptional

• Does not prepare work-unit budgets • Prepares basic cash flow statements • Maintains work unit’s financial records • Prepares consolidated financial • Directs the organisation's fiscal
• Prefers others to manage and • Requires assistance in preparing and systems for budget inputs reports resources

control budgets budgets • Develops options and • Reviews, monitors and prepares • Establishes controls over fiscal

• Prefers others to make cost reduction • Requires assistance to develop basic recommendations for budget targets budgets in line with strategic resource within context of requisite
decisions options and recommendations for • Manages and monitors financial risk objectives governance and compliance
budget targets • Considers cost-benefit outcomes • Takes ownership of key planning, • Fosters an environment that
• Monitors revenue and expenditure
• Not yet able to monitor revenue and • Interprets and applies budget and cost budgeting and forecasting processes encourages fiscal responsibility
ineffectively expenditure related principles • Considers cost to benefit ratio on • Co-ordinates review and formulation
• Does not articulate basic financial
• Demonstrates limited effort to • Applies theoretical concepts relating to actions of policies, procedures and systems
concepts
calculate financial implications budget and cost management • Integrates data from business, across the organisation relevant to
• Is unable to explain or justify the
• Not able to justify and explain work- • Demonstrates sound financial industry and market trends for sound financial management practices
work-unit budget unit budgets to other stakeholders knowledge competitive advantage • Ensures financial policies, procedures,
• Does not understand importance
• Understands the basics of asset • Demonstrates fair understanding of • Develops corrective measures systems and standards are
of financial accountability control budget and cost management issues to ensure alignment of budget to implemented
• Shows limited financial insight and Demonstrates knowledge of general financial resources • Develops, monitors and evaluates
• Does not respond to cost saving
exposure outside current concepts of financial planning, • Aligns expenditure to cash flow budgetary processes and tools
opportunities budgeting and forecasting and how projections • Uses financial data and broader
application area • Is reactive and inexperienced in
• Is inexperienced they interrelate • Ensures effective utilization business understanding to act on
approach to dealing with budget and • Demonstrates fair understanding of of financial resources supplier, customer and stakeholder
• Tends to adopt an operational focus cost management issues demands
• Appears as a specialist with limited business, industry and market trends • Ensures financial procedures are
• Provides detailed, specific and
exposure to broader business matters • Demonstrates average exposure to adhered to relevant feedback
business-related concepts • Shows awareness of financial and

cost implications on management

decisions at all levels
• Promotes, monitors, and adheres

to finance policies

• Demonstrates sound financial insight
• Interprets budgetary requirements

and provides advice

31

FINANCIAL ACUMEN

Maintaining and applying a broad understanding of financial and cost management principles to ensure decisions are sound and commercially viable

B E H AV I O U R S

• Understands budget and cost management • Applies industry data, commercial and financial • Displays sound knowledge of cost relating to • Makes cost-control decisions

principles principles to understand and address key own area of responsibility • Ensures that cost is managed effectively across
• Interprets, prepares, monitors and controls business issues
• Takes responsibility for personal use of physical own business area
budgets to achieve unit objectives • Revises operational goals within budget
• Is aware of cost drivers in own work area constraints resources • Makes sound judgement calls in respect of

• Ensures minimum waste finances

INTERVIEW QUESTIONS

• Tell me of a time when you were given the task of improving a service or product but had to consider the cost implication in your recommendation. What were the budgetary constraints?
What recommendations did you make and what was the outcome?

• Tell me of a time you had to do a cost-benefit analysis to support a proposal or plan you wanted to implement. How did you go about it. What was your findings and what was the overall outcome?

• Describe some recent projects you were involved in to improve accounting’s efficiency/effectiveness. Why was this necessary? What did you do and what was the outcome?
• Tell me of a time where you came across questionable accounting practices. How did you handle the situational and what was the outcome?
• Describe a time where you had to reconcile financial records that were just not adding up. How did you resolve the issue? What was the result?

• Tell me of a time where you had to introduce cost management initiatives in your area. Why was the necessary? What action did you take and what was the impact on the business?
• Describe a situation where outstanding matters from an action list was not followed through on and you had implement control measures or processes to avoid future problems or incidents from happening.

What was the issue, what did you do and what was the result?

• Tell me about a time where you conducted a trend and vendor analysis and found that the discrepancies against pricing practices. What did you do to control pricing and improve practices?
What impact did this have on the business?

• Tell me about a time where you conducted a trend and business analysis and found that the forecasts made was not realistic. What did you do to control costs and improve revenue?

What impact did this have on short term profit and long term sustainability?
• Describe a situation where you found that the cost base of a project was excessively high. What did you do to save cost and what influenced the outcome? What was the result?

• Tell me of a time where you had to facilitate the management and achievement of revenue targets and deliverables for a business unit and found the revenue objectives and targets not aligned
to the business unit strategy? What did you do to address this and what was the result?

• Describe a time when you conducted a risk analysis in terms of the impact on short term profit margins versus long term sustainability as well as a conducted a competitor analysis and found the data

or metrics to be out of date or irrelevant? What action did you take to complete the analysis and what recommendations did you make to boost revenues against forecasted targets?
• Describe a situation where there were a lot of inefficiencies impacting on the unit’s ability to achieve its revenue targets. What recommendations and cost effective competitive solutions

did you introduce to address the inefficiencies as well as to capitalize on opportunities. How were these received by the business and what was the outcome?
• Describe a situation where you were reviewed the financial analysis and benchmark with leading financial trends and practices including economic trends and revenue opportunities in your industry

which caused concern regarding your organisation’s acquisition and expansion prospects which will not produce the returns anticipated. What actions did you take and what was the result?

• Tell me about a time you used financial data to support a decision to improve the efficiency and effectiveness in your area or the business as a whole. Why was this necessary? What were your findings?
What did you do and what was the result?

• Give me an example of a time where you had to do month/year end closing which was particularly challenging. Describe the challenges you faced. How did you address these and what was the final outcome?

32

BUSINESS ACUMEN

Applying cross functional business insight and knowledge of internal and external drivers, such as stakeholders, political climate, environmental factors, socio-economic
factors, technology, and financial reality to the business and customer experience as a whole

B E H AV I O U R S

• Understands corporate strategy and policy people, systems, finances and client expectations • Adds value to the organisation; applies industry opportunities the organisation may face
data, commercial and financial principles • Links decisions with business objectives
• Understands the nature and interdependency impact on problems and decisions
• Applies cross-functional insights to business and • Considers impact of decisions on value chain
of strategy, business model, the market, • Demonstrates commercial awareness customer experience • Explores possibilities and growth opportunities

competitors, revenue and profit drivers • Understands, responds to and functions in • Creates value or competitive advantage Applies knowledge of internal and external drivers

• Focuses on long-term sustainability accordance with organisation's goals, and • Recognises and responds to challenges and to the business and customer experience

• Maintains a balanced view of how strategy, market, competitive environment

PROFICIENCY LEVELS

1 2 34 5

Unsatisfactory / Limited Basic / Needs Improvement Proficient / Meets Expectations Advanced / Exceeds Expectations Expert / Exceptional

• Shows limited exposure to business- • Shows basic awareness of factors • Knows what it takes to run a • Demonstrates in-depth understanding • Shows strong understanding of
related concepts that drive the business sustainable and competitive business of products and services in the prevailing and anticipated micro- and
industry or market place macro-economic dynamics
• Has no real interest in broader • Understands basics of how • Applies average theoretical business
• Is aware of different variables in • Understands business-growth drivers,
business concepts a business works concepts business environment profitability, and ROI
• Demonstrates limited insight into • Thoroughly understands unit goals, • Understands how own business
• Understands how all activity in the • Employs sustainable business and
business drivers objectives and strategies function intersects with other business
organisation connects, integrates and revenue growth strategies, e.g.
• Does not understand business, • Raises compliance, ethics, and other functions aligns to strategic goals establishing new businesses, mergers
industry or market trends clearly issues to protect the organisation’s • Appreciates basic strategic processes • Leverages business drivers to and acquisitions, and joint ventures
reputation and obligations
• Conveys a limited understanding (tactical strategy) maximise probability of success • Understands competitive
• Aligns work-group or team activities
of industry in which the organisation • Shows basic insight into best practice • Drives organisational effectiveness environments, and interrelationship
with the units’ strategic orientation and optimisation dynamics in competitive markets
operates • Is a specialist with limited exposure and business trends
• Shows limited exposure outside • Demonstrates sound understanding of • Shows awareness of implications of • Demonstrates interest in growing
to broader business matters decisions at all levels market share and aligns activities
current application area Demonstrates a reactive and particular areas of the business in a to ensure competitive advantage
• Adopts a specialist focus operational focus specialist capacity • Applies financial and commercial
• Adopts an operational focus • Demonstrates fair understanding of • Explores new markets
• Manages individual work principles to drive financial • Anticipate/responds to industry trends
• Does not apply business principles • Maintains productivity levels during business, industry, drivers, market performance of the business
to decision-making trends, and the impact on business • Employs capital project analysis,
turbulent periods • Sets achievable financial and investment analysis, project portfolio
• Does not explore possibilities • Identifies potential future directions • Demonstrates financial and performance goals and monitors analysis, entity profitability analysis,
• Does not leverage organisational commercial awareness progress
for assigned tasks and market research techniques
structures, rules and networks • Identifies and timeously responds to • Makes valid recommendations based • Understands impact of taxation on
• Does not identify growth opportunities best practice analysis of business and
to get ahead • Does not link decisions to business business growth opportunities and industry trends business decisions
• Works in a silo best practices within operational area
• Is inexperienced objectives • Applies basics of business plans • Grasps opportunities to grow business • Manages compliance, governance,
• Understands organisation’s strengths and ethics issues to protect the
• Needs support and coaching to cope • Investigates competitive edge organisation’s reputation and deliver
with business issues amongst competitors and weaknesses compared to
on its obligations
• Understands how to increase results competitors • Drives/monitors organisational 33
• Integrates data and follows market
• Judgement and decisions reflect performance for sustainable growth
requisite understanding of cost-benefit trends to seek competitive advantage
implications • Reflects corporate political savvy
• Shows interest growing market share
• Is conservative with expenditure

BUSINESS ACUMEN

Applying cross functional business insight and knowledge of internal and external drivers, such as stakeholders, political climate, environmental factors, socio-economic
factors, technology, and financial reality to the business and customer experience as a whole

B E H AV I O U R S

• Understands corporate strategy and policy people, systems, finances and client expectations • Adds value to the organisation; applies industry opportunities the organisation may face
data, commercial and financial principles • Links decisions with business objectives
• Understands the nature and interdependency of impact on problems and decisions
• Applies cross-functional insights to business and • Considers impact of decisions on value chain
strategy, business model, the market, competitors, • Demonstrates commercial awareness customer experience • Explores possibilities and growth opportunities

revenue and profit drivers • Understands, responds to and functions in • Creates value or competitive advantage Applies knowledge of internal and external drivers

• Focuses on long-term sustainability accordance with organisation's goals, and • Recognises and responds to challenges and to the business and customer experience

• Maintains a balanced view of how strategy, market, competitive environment

INTERVIEW QUESTIONS

• Tell me of a time where you had to use your knowledge of the industry or organisation to get an idea approved. How did you keep yourself up to date with factors influencing the organisation or industry? How did
you use this knowledge to ensure that you gained approval? What was the result?

• Describe a situation where there were a lot of inefficiencies impacting on the unit’s ability to achieve its revenue targets. What recommendations and cost effective competitive solutions did you introduce to address
the inefficiencies as well as to capitalise on opportunities. How were these received by the business and what was the outcome?

• Describe a time you had to utilise information on industry trends to support a decision or idea. What was your approach? What were the commercial benefits of the decision or idea and overall outcome?
• Describe a financial / commercial decisions that you have made / advised on that was difficult to communicate to the business. What was the reason for the difficulty? How did you go about substantiating the reason

for the decision and how was it received? What was the outcome?
• Tell me about a time when your team’s sales revenues were below target and the remedial actions you took to recover performance. How was sales performance compared to target? How did you conduct your

evaluation into causation and what were your findings? What were the main elements of the plan you developed to recover performance? Who were the key stakeholders and what communications did you make to
them? How did you measure the success of your plan?
• Tell me about a competitor analysis you conducted that revealed that there were some issues regarding the way in which you were doing business. What did you do with the information? What was the outcome?
• Tell me about an occasion when you borrowed ideas from other industries to ensure up to date offerings to your customers. How have you integrated these ideas into your area and what was the commercial benefit
(ROI) to the business?
• Describe an occasion when your evaluation of buyers’ behaviour was particularly instrumental in the development of your marketing tactics. What did you identify as the significant features of buyers behaviour in
this case? Why was this data so influential in the development of your tactics? What did you do that was directly in response to this analysis?
• Describe to me how your internal management of the finance function actually improved the business performance of the organisation. What were the key improvements you made and why? What impact did they
have within the team? What did they drive in other areas of the business?
• Provide me with an example of a change and or recommendation you made (in process, strategy, procedure etc.) at work in response to a change in the external environment or changing customer needs. Why was
this action necessary? What were the major sources you consulted before making the recommendation? What was the outcome?

34

STRATEGIC THINKING

Applying big-picture thinking through a holistic and integrated view, in order to provide a long-term growth plan aligned
to the organisation's present and future business objectives

B E H AV I O U R S

• Focuses on the future technological trends • Identifies what is required for the organisation to • Considers options to enhance long-term value
• Identifies potential risks • Develops strategies, goals and objectives continue to be viable and competitive in changing creation

• Explores possibilities and outcomes • Determines strategic priorities social and business environments • Provides long-term recommendations and
• Understands and applies aspects related to • Integrates and systematically compares growth- • Develops clear medium to long-term strategy for solutions

economic, business, social, political, and opportunities the organisation to support its vision • Creates synergy across the business

PROFICIENCY LEVELS

1 2 34 5

Unsatisfactory / Limited Basic / Needs Improvement Proficient / Meets Expectations Advanced / Exceeds Expectations Expert / Exceptional

• Relies on others to translate strategy • Finds it difficult to put strategic plans • Establishes environment that fully • Translates vision, mission and • Creates and articulates vision, mission
and execute plans into practice supports organisational vision through strategic direction, brand and values and values for the Group inspires and
careful integration and coordination of for a business unit or group function motivates followers; excites
• Shows limited insight regarding • Demonstrates limited insight in
team activities • Recognizes critical or sensitive issues; shareholders
strategic planning determining strategic direction • Aligns business units’ operational links these to organisational priorities • Determines key strategic drivers
• Demonstrates limited planning for the Demonstrates basic ability to translate • Interprets strategic direction
and clarify vision strategy with organisational strategy • Identifies new projects, product or
future • Shapes organisation’s future
• Understands, but does not • Translates business unit or functional service offerings needed due to • Determines how to lead strategy
• Does not effectively understand or communicate vision, mission, roles strategy into clear operational tactics strategic changes or industry trends
communicate the vision and mission and objectives for business area or specialist function • Analyses strategies and converts development and execution processes

• Develops short-term solutions and • Does not incorporate long-term • Integrates and fully aligns tactical and them into action and takes remedial Aligns organisational leadership

goals perspective and broader operational plans of own business action where required strategy with business direction
organisational implications in planning, area with relevant components of • Consistently monitors/reviews • Sets organisational strategic direction
• Avoids change
• Only implements changes if requested decision-making and problem solving organisational and business unit strategic plans; takes corrective action to drive sustainable results over short-
• Conducts basic analysis of whether a strategy • Ensures work-unit is structured medium- and long-term
or instructed • Determines or re-allocates required • Sets internal and external strategic
• Adopts an operational focus change in strategic direction will appropriately to implement required
resources for effective execution of direction to viable long-term enterprise
Demonstrates concrete thinking impact upon existing services and stated strategic direction strategic initiatives • Recognises, anticipates and
products • Promotes aligned perspective with
• Is uncomfortable outside area of • Observes trends accurately judges emerging issues
expertise • Brainstorms action-plans to address • Anticipates problems employees to implement strategy • Encourages reasonable and strategic
short-term matters • Develops plans to prepare for • Balances trade-offs between short-
• Tends to be reactive and focuses on risk-taking amongst top leadership tier
the here-and-now • Sets short-term goals and objectives opportunities or problems and medium-term strategic and
• Develops basic action plans and • Develops key insights to decide which
• Deals with matters as and when they operational perspectives strategies to implement
programmes to execute strategic • Organises and plans for medium- and
arise • Develops sub-process and support
objectives long-term targets
• Proactively develops contingency mechanisms needed to implement
• Develops tactical and operational strategic mandates
plans plans for business unit or function • Develops service-performance

• Aligns tactical and operational plans to measures 35
• Reads and responds to dynamic
organisational strategy
• Anticipates and explores opportunities environments in a mindful, incisive and

and threats systemic manner

• Questions prevailing assumptions

STRATEGIC THINKING

Applying big-picture thinking through a holistic and integrated view, in order to provide a long-term growth plan aligned to the organisation’s
present and future business objectives

B E H AV I O U R S

• Focuses on the future technological trends • Identifies what is required for the organisation • Considers options to enhance long-term

• Identifies potential risks • Develops strategies, goals and objectives to continue to be viable and competitive in value creation
• Explores possibilities and outcomes • Determines strategic priorities changing social and business environments • Provides long-term recommendations

• Understands and applies aspects related to • Integrates and systematically compares • Develops clear medium to long-term strategy and solutions
economic, business, social, political, and growth-opportunities for the organisation to support its vision • Creates synergy across the business

INTERVIEW QUESTIONS

• Give me an example of a situation where the organisation's goals and priorities influenced your day to day decision-making. Why did it impact on your decision? What was the impact?
• Tell me of a time where you had to align your team's efforts to the organisation's strategic objectives. How did you determine which of the strategies were important to your team? What did you do to ensure alignment?

What was the overall result?
• Tell me about a time when your ability to translate strategy into your team’s day to day work had a positive impact.
• Tell me of a time where you had to set and measure long-range goals and objectives for your team, business unit or organisation. How did you approach this task? How did you track your progress on these goals and

how did you measure the results?
• Tell me about a time when you had to translate company strategies into specific actions. Why was it necessary? What did you do to keep them integrated and to make them understandable to others? How was it

received and what was the outcome?
• Describe a time where you had to focus on strategic goals while implementing a plan or initiative which addressed short-term objectives. What did you ensure that the plan was in line with the strategic goals? Were the

immediate short term objectives met and what were the overall impact on the business?
• Tell me about a time where you conducted an industry benchmark analysis where it was evident that your organisation were not on par with leading practices in the industry. What did you do to position the business

case for improvement and changes that was necessary and what did you propose relating to the strategic objectives relating to finance? What was the final outcome?
• Tell me about where you had to collaborate with other key stakeholders in the organisation to develop, design and integrate a new strategy, budgets and targets as well as develop or adapt strategies to meet changing

business demands where there were disagreement about the aspects or strategies that would lead to business growth? What did you do to create synergy and alignment of the objectives in order to develop and
implement the new strategy? What was the result?
• Tell me of a strategic change you have initiated recently. Why was this necessary? How did the business react and what was the overall result?

• Describe a strategic initiative you have managed from inception to execution. What brought about the need to implement this initiative? What impact did it have on the business?
• Tell me of some strategies that you conceived and implemented, both successful and unsuccessful. What did they have in common and how were they different? What was the reason why some were successful and

others not? How did you measure the impact to the business and what was the overall impact on the business?
• Tell me about a situation where you had to weigh the long-term business implications of a decision you made for your department/function. What were the issues you had to consider? What was the final decision?

What was the impact in the business?
• Give me an example of a strategy you developed to achieve a long or short-term business need, goal or objective. What was the benefit of this to your organisation/department/team.

36

CONCEPTUALISING

Integrating information and perspectives from various sources to create, invent or formulate an idea and the interpretation thereof for self and others

B E H AV I O U R S

• Connects the dots • Develops and clarifies concepts by means of examples to arrive
at appropriate decisions and solutions
• Forms an idea or concept out of observations, information and data
• Applies theories and concepts in solving problems • Creates a meaningful context by making abstract or theoretical
information meaningful to others
• Develops concepts
• Uses business intelligence to develop new ideas or strategies

PROFICIENCY LEVELS

1 2 34 5

Unsatisfactory / Limited Basic / Needs Improvement Proficient / Meets Expectations Advanced / Exceeds Expectations Expert / Exceptional

• Shows no strategic intent • Does not create a bigger picture • Steps back to see bigger picture • Communicates the ‘big picture’ clearly • Forms high-level ideas
• Loses sight of bigger picture for others • Draws on past experience and to others • Adopts a global perspective and
• Loses sight of goals
• Sees information in isolation knowledge to solve current situation • Uses business intelligence to develop holistic view
• Does not challenge status quo
• Sees problems in isolation • Does not link or integrate events of similar nature new ideas and strategies • Generates future scenarios
• Shows no integrated concepts or data effectively • Continues to develop long-term • Makes complex ideas or situations • Develops new ideas that lead to

• Does not integrate information, • Demonstrates ability to see trends perspective and big-picture thinking clear, simple, and understandable greater efficiency and inclusiveness,
concepts or ideas
• Identifies key issues or patterns in • Appreciates theoretical applications of • Simplifies complexity by integrating e.g. trend analysis
• Uses pre-existing concepts day-to-day situations models concepts • Incorporates factual, rational,

• Makes invalid assumptions • Over-complicates issues • Draws logically-deduced conclusions • Provides simple, practical, and emotional and people-related

• Does not see relationship between • Is a specialist who focuses on from information implementable explanations or variables into planning and
issues
preferred issues or activities • Makes wide connections and sees solutions to clarify complex situations decision-making
• Does not link information to form • Creates own hypothesis to current inter-relationship between issues • Breaks-down complex issues into • Incorporates information from various
new opinions
situation or problem • Identifies similarities and differences useful models or illustrations disciplines
• Does not recognise when a current • Bases actions and decisions on between situations to reach • Assembles ideas, issues, and • Provides simple explanations to clarify
conclusions
situation is exactly the same as or reactive assumptions of current observations into clear and useful complex situations
similar to a past situation • Uses well-chosen analogies to
situation and past experience illustrate an issue or situation explanations • Conceptualises and helps others
• Focuses on the short-term • Derives conscious rationale for • Applies new learning to improve conceptualise, beyond the obvious,
• Adopts a fragmented approach • Appropriately applies and modifies
• absence from recurring situations or complex learned concepts current situation across boundaries using questioning and imaginative
events and functions terms
• Considers how well situations are • Appropriately applies and modifies • Proposes alternative, radical
• Focuses on symptoms
described by existing models learned concepts or methods to fit hypotheses and tests them or keeps
• Adopts a short-term, operational • Adopts a practical approach current situations them in play
approach • Reverts to operational perspectives • Identifies trends • Demonstrates integrative thinking

under pressure • Integrates facts and connects dots • Is willing to experiment without having
• Forms integrated ideas bias, stereotypes and traditional views
constraints

• Redefines understanding of
stakeholder needs

37

CONCEPTUALISING

Integrating information and perspectives from various sources to create, invent or formulate an idea and the interpretation thereof for self and others

B E H AV I O U R S

• Connects the dots • Develops and clarifies concepts by means of examples to arrive
at appropriate decisions and solutions
• Forms an idea or concept out of observations, information and data
• Applies theories and concepts in solving problems • Creates a meaningful context by making abstract or theoretical
information meaningful to others
• Develops concepts
• Uses business intelligence to develop new ideas or strategies

INTERVIEW QUESTIONS

• Describe an opportunity you have missed. What did you fail to see? Why do you think you missed it?
• Think about a time when you were confronted with a lot of information and had to figure out what was most important. What process or method did you use to understand what you were dealing with and identify the

critical information to focus on? What was the outcome?
• Describe a situation when you were given a task that was difficult to complete because you were uncertain of several key elements in the information you were provided. How did you go about completing the task?

What was the outcome?
• Discuss a recent work situation in which you saw connections that others missed. How did you make these connections? How did you communicate them to the team and what was the result?
• Tell me about a time you were able to identify key or underlying issues in a complex situation. What were the issues? What did you do to address these and what was the outcome?

• Give me an example of when you integrated seemingly unrelated information in order to analyse a situation or anticipate a problem. Why did you consider the information to be appropriate/useful or necessary?
What was the outcome?

• Describe a situation that required careful thought and considering the bigger picture on your behalf before committing to action.
• Describe a recent situation in which you needed to apply general business concepts in making a work related decision. How did you go about this? What was the decision you reached and what was

the impact on the business?

38

DECIDING

Applying sound judgement to reach logical conclusions and timeous decisions by weighing up the pros and cons of the situation

B E H AV I O U R S

• Weighs up the pros and cons of a situation situational criteria to solve or conclude a problem • Able to make quick decisions under pressure • Comfortable with complexity

• Makes the right judgment calls within the context • Takes into account relevant facts, tasks, goals, • Is risk-attentive and considers the risk involved • Is determined and decides on actions

of the problem constraints, risk and conflicting points of view in making decisions • Takes actions based on evidence at hand

• Considers immediate objectives as well as • Discriminates between priorities • Comfortable making decisions in an unfamiliar • Takes appropriate action

consequences, impact on people and the situation or environment

PROFICIENCY LEVELS

1 2 34 5

Unsatisfactory / Limited Basic / Needs Improvement Proficient / Meets Expectations Advanced / Exceeds Expectations Expert / Exceptional

• Typically works within a context of • Quality of decisions decreases when • Recognises scope of own authority for • Tackles complex business challenges • Challenges proposals for business
‘known-problems known-solutions’ forced to operate at faster pace decision-making and escalates to the without hesitation cases to align to and enable strategic
appropriate level if necessary intent of the business
• Gets subjectively involved in issues • Considers reactions of people when • Conducts cost-benefit analysis to
• Considers implications of decisions • Champions breakthrough ideas,
• Makes biased and subjective making decisions, but not emotions • Considers reactions and emotions of foresee impact of decisions initiatives and business ventures with
decisions • Forces own decisions onto others • Weighs-up criteria before reaching confidence and conviction
people when making decisions
• Is judgemental, changes mind and is before hearing their side, with little decisions • Takes calculated and well-informed
• Consults others before making risks to enable organisation to
indecisive sensitivity to their needs important decisions • Takes all factors into consideration in develop, grow and defend itself
• Jumps to conclusions • Prefers to make decisions assessing situations
• Does not consult others for guidance • Empowers team members to make • Takes decisive action in high-profile
independently • Does not allow hearsay to affect
• Is reluctant to make simple decisions decisions situations and inspires others to follow
• Postpones decisions and shows judgement through with supportive actions
• Hesitates to make decisions under • Considers several alternatives and
pressure inexperience in decision-making defends option chosen • Is emotionally well-balanced and • Makes unpopular and unpleasant
• Inappropriately involves others in remains consistent under pressure decisions when necessary
• Makes impulsive decisions • Demonstrates clear problem-solving
• Makes high-risk decisions without decisions process • Arrives at decisions in an orderly • Applies clear and consistent criteria
• Considers a limited number of fashion
considering consequences • Makes logically concluded decisions • Sources relevant information to
alternatives • Bases decisions on core set of values ensure informed decisions
• Does not maintain clear • Develops feasible solutions despite
communication and transparency • Needs time to commit to decisions uncertainty and limited information • Defends chosen option • Objectively weighs up evidence and
(is cautious, over-analyses, and slow) • Is not afraid to decide alternatives
on reasons for decision taken • Demonstrates decisiveness under
• Disregards rules and policies • Is intuitive and instinctive in dealing pressure • Acts decisively and commits to a • Bases decisions on deep analysis of
• Waits for permission or support to with issues (relies on gut rather than course of action
fact) and gets subjectively involved • Acts decisively and commits requisite information, and trusts own-
implement decisions • Takes necessary actions to ensure developed gut-feel
• Is apologetic for decisions made • Does not always adhere to rules to a course of action • Considers long-term implications of
• Lacks confidence in making decisions and policies • Takes necessary actions to ensure sustainable decisions
• Timeously decides on good of the options
• Does not take accountability • Does not communicate decisions sustainability of decision • Decides upon win-win outcome for
for decisions organisation based on thorough
to others with impact • Displays confidence in decisions when company, employees and customers
• Accounts for own and team decisions challenged and revises if necessary analysis of correct, sufficient data
• Avoids making unpopular decisions • Knows when to escalate issues, and • Implements decisions or commits to
• Communicates decisions to relevant action within appropriate time
• Uses consultative approach as a takes accountability for own decisions
safety strategy parties • Ensures buy-in and understanding
• Is accountable and responsible for and judgment
• Accepts accountability and of decision
decisions made and rises above bias
responsibility for decisions
when making decisions
39

DECIDING

Applying sound judgement to reach logical conclusions and timeous decisions by weighing up the pros and cons of the situation

B E H AV I O U R S

• Weighs up the pros and cons of a situation situational criteria to solve or conclude a problem • Able to make quick decisions under pressure • Comfortable with complexity

• Makes the right judgment calls within the context • Takes into account relevant facts, tasks, goals, • Is risk-attentive and considers the risk involved • Is determined and decides on actions

of the problem constraints, risk and conflicting points of view in making decisions • Takes actions based on evidence at hand

• Considers immediate objectives as well as • Discriminates between priorities • Comfortable making decisions in an unfamiliar • Takes appropriate action

consequences, impact on people and the situation or environment

INTERVIEW QUESTIONS

• Describe a scenario where you noticed that the appearance of the area or outlet you were working in was not up to standard or the equipment or systems you had to work with was not working effectively.
Why is this a concern? What did you do about it and what was the outcome?

• Describe a recent important decision you made. Why did you commit to the decision? What was the impact of the decision? If you had the chance to make this decision again, would you do the same or differently?
• Give an example of a time in which you had to be relatively quick in coming to a decision. Why was this necessary? Describe the steps you took to ensure your decision was correct and effective.

What was the impact of your decision?
• Describe a time in which you weighed the pros and cons of a situation and decided not to take action even though you were under pressure to do so. Why didn't you commit to action and what was the outcome?

Would you have done the same today?
• Give an example of a time when you had to delay a decision to reflect on the situation. Why did you not act immediately? What did you realise upon reflection? What did you end up doing? What was the outcome?

• Tell me about an unpopular decision that you made recently? What thought-process did you follow before making it? How did your colleagues/clients react and how did you deal with their reaction?
• Describe a situation when you realised that your recommendations would have negative consequences for others and how you rationalised your decisions. What consequences did these have for others?

How did you rationalise these issues and what was the outcome?
• What is the most difficult problem you have had to resolve in the last 12 months? What made it difficult? What processes did you use to resolve the problem? Who else did you involve? What was the outcome?
• Give me an example of a situation where you had to make a decision without the input of key players, but knowing that these key players would judge you on that decision (i.e. superior unavailable at the time).

What did you base your decision on? What did you end up doing and what was the result?
• Tell me about a time when you had to make a decision without knowledge of the full facts. How did you make that decision and how did you handle its consequences?
• Tell me about a decision that you made, which you knew would be unpopular with a group of people. How did you handle the decision-making process and how did you manage expectations?
• Tell us about a situation where you made a decision too quickly and got it wrong. What made you take that decision? What did you do to rectify the situation and what was the ultimate outcome?
• Provide me with an example where you were required to make a quick decision under pressure where it was necessary to reverse your decision. What factors led to the reversal and what was the outcome?
• Give me an example of a controversial decision you have made. Why was it considered controversial? What factors supported this decision? What was the impact? Do you feel the quality of that decision

still holds today and why?
• Describe a situation where you had to make a tough business decision. What did you do to remain rational and objective? How did you assess the risk? What action did you take and what was the final outcome?
• Tell me about the strongest challenge you received in respect of a decision made by you and how you dealt with it? Where did the challenge come from and in what context? What wider implications were there?

How did you manage the issue?
• Tell me about a decision that you made that you later wish you had reversed. What was the decision and what had been the basis for your judgement? What could you have done but didn’t and why not?

Why do you now wish you had acted differently?

40

APPLYI NG EXPERTI SE AND TECHNOLOGY

Utilising technology as a means to evaluating information, solving problems and making decisions

B E H AV I O U R S

• Is technologically savvy • Relies on own expertise and technology in reaching conclusions
• Understands the latest technological updates and applications within
• Uses technology to improve business processes and service delivery
a business context • Uses technology to enhance efficiency
• Applies technology appropriately

• Uses technology to support expertise

PROFICIENCY LEVELS

1 2 34 5

Unsatisfactory / Limited Basic / Needs Improvement Proficient / Meets Expectations Advanced / Exceeds Expectations Expert / Exceptional

• Understands need for technology as a • Understands impact of new • Is technologically savvy • Demonstrates understanding of latest • Uses technology to achieve
tool to communicate with others technology on operations • Demonstrates effective use of technological updates and application strategic goals
within a business context
• Uses basic technology as a tool to • Uses technology to communicate technology • Strategically leverages technology
• Uses technology to enhance efficiency
communicate with others • Uses technology to input data • Applies technology appropriately • Uses technology to improve business to enhance operational efficiency
• Operates computer at basic level • Uses technology to research • Shares technology expertise with work and revenue growth
• Is not familiar with tools or devices • Uses technology to analyse data processes and service delivery • Shows creativity and vision in applying
group
necessary to deliver results in own • Makes use of available computer • Initiates studies to determine feasibility technology to improve services and
area of expertise applications as part of daily duties • Assists in identifying technology to implement technology into a productivity
• Accomplishes routinely assigned tasks advances for a single team or unit program, unit, or departments’ • Anticipates adaptation of work

using systems and technology • Differentiates and makes operations methods to changing technology

• Is not interested in activities such as recommendations to team members • Advances use of technology across a and environments
exploring software and configuring department • Capitalises on own proficiency using
on use of appropriate software
account settings applications to perform different work • Initiates studies exploring technological equipment by identifying
technological advancement efficient, cost-effective technological
activities opportunities applications for integration into the

workplace

41

APPLYI NG EXPERTI SE AND TECHNOLOGY

Utilising technology as a means to evaluating information, solving problems and making decisions

B E H AV I O U R S

• Is technologically savvy • Relies on own expertise and technology in reaching conclusions
• Understands the latest technological updates and applications within a
• Uses technology to improve business processes and service delivery
business context • Uses technology to enhance efficiency
• Applies technology appropriately

• Uses technology to support expertise

INTERVIEW QUESTIONS

• Tell me how you have capitalised on the emerging opportunities afforded by social media to develop your marketing capability and how you have evaluated the success of their use. What opportunities did you
identify? What aspects of social media did you see as relevant and why? How did you apply them to your products or services? What has been successful and where was the use of social media less than
successful, and why?

• Tell me about where you have utilised the marketing streams afforded by e-commerce and how you ensured that you were best served by the technology available. How did the technology fit with your needs?
How did you apply the technology?

• Can you describe a time when you put in place a framework to enable your customer services operation to engage better with customers harnessing social media and on-line capabilities?
What opportunity did you see to capitalise on new technologies and capabilities? How did you harness those opportunities and what were the benefits?

• Tell me about a significant contribution you made to improve system availability and reliability within a business. What was the opportunity that you saw to make an improvement? What was the nature of your
intervention? What level of improvement did it provide?

• Describe a time when you developed and provided a technical solution to meet customers’ needs. How was it received and what was the impact on customer satisfaction?
• Describe a time when you enhanced your knowledge and skills regarding the use of technology in your area to enhance your efficiency and effectiveness in your role.

What were the areas you though you needed to develop and what was the impact on your overall performance?
• It is important to stay on top of professional or technical trends and issues in your area. Describe what you have done to stay up-to-date and how you have applied your technical / professional knowledge to your job

assignments. What was the result?
• Provide an example of where you introduced a new way of working that includes the use of technology. What and why were the changes necessary in your opinion? What was the outcome of this new way of work?
• Tell me of a situation where you were not up to speed with the technological requirements of a task that was assigned to you. What did you do to upskill yourself? How did you manage the expectations around

delivery and what was the outcome?
• Tell me of the he last time that you experienced a technical problem during your workday. What was the nature of the issue and why were you not able to resolve it yourself? To whom did you go for help?

Why did you chose this person? What did you learn from this and what was the result?
• Tell me about a time when you used your technical knowledge to solve a problem that appeared to be unsolvable. What was your approach in resolving the issue? What was the outcome?
• Describe a highly technical report that you had to complete. What did the report entail? What was the purpose? Who was the audience and what was the outcome?
• When you have several users experiencing computer problems, how do you determine which users get help first? How do you go about resolving the matters and what was the outcome?

42

ENTREPRENEURIAL THINKING

Identifying, recognising and leveraging new business opportunities in the market place and calculating risks before capitalising on them

B E H AV I O U R S

• Dares to be different • Thinks outside the box • Prepares to explore unchartered territories • Focuses on business growth and profitability

• Demonstrates a capacity for independent work • Weighs up risks associated with decisions or business opportunities • Creates additional sales for future growth
and original thinking • Is comfortable taking risks • Able to work within the unknown (complexity) • Explores various opportunities

• Demonstrates an internal locus of control • Expects the unexpected • Takes accountability in making business • Acts decisively on business opportunities
• Seeks to win and outperform competitors improvement decisions

PROFICIENCY LEVELS

1 2 34 5

Unsatisfactory / Limited Basic / Needs Improvement Proficient / Meets Expectations Advanced / Exceeds Expectations Expert / Exceptional

• Demonstrates limited business • Understands basic financial and • Understands business case for new • Is focused on business growth and • Prepares to explore unchartered
knowledge business concepts approaches and improvement profitability territories or business opportunities
initiatives
• Requires close and extensive • Needs some guidance on business • Proposes innovative ways to grow • Assesses customer needs
• Has creative and original ideas to
guidance improvement plans and decisions improve business growth revenue • Develops innovative products and
• Enjoys working in structured, • Seeks feedback for new products or • Explores opportunities services to address recommendations
• Uses networks to seek fresh ideas • Thinks outside the box
predictable environments within services based on customer needs • Implements innovative strategic
• Weighs up risks before committing to • Conducts research and develops
clearly-defined parameters • Makes some business improvement action business proposals resulting in high campaigns to accomplish goals
• Does not adapt to existing approaches suggestions return on investment • Is able to work within the unknown
• Maintains status-quo Demonstrates • Acts decisively on business
• Applies own knowledge and expertise • Formulates completely new and ‘off- (complexity)
concrete thinking opportunities
to develop new approaches within own the-wall’ ideas and concepts, which
• Prefers predictability • Uses trend analysis to develop new create a potential opportunity
• Considers current guidelines when area of expertise approaches, products and services
• Identifies concepts for new programs, • Uses innovative approaches to allow
developing a new product • Encourages different approaches new and ‘off-the-wall’ ideas to be
• Is risk-averse products, or services • Recommends investing in emerging realised
• Is pessimistic • Weighs up pros and cons before
technologies to produce new products • Takes calculated risks by creating
• Does not enjoy competing committing to action new and innovative business lines
against others • Creates new products, services,
• Is conservative by nature or policies based on requirements • Sees and acts on long-term (beyond
• Does not enjoy challenging others • Adopts a careful and calculated 12 months) opportunities and
• Is indecisive when faced with submitted by users problems
approach • Is comfortable with complexity
opportunities • Is reactive to business opportunities • Spots medium-term (3-12 month)
• Identifies and exploits short-term
• Shows an external locus of control opportunities and problems
opportunities

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ENTREPRENEURIAL THINKING

Identifying, recognising and leveraging new business opportunities in the market place and calculating risks before capitalising on them

B E H AV I O U R S

• Dares to be different • Weighs up risks associated with decisions • Prepares to explore unchartered territories or • Focuses on business growth and profitability

• Demonstrates a capacity for independent work • Is comfortable taking risks business opportunities • Creates additional sales for future growth
and original thinking • Expects the unexpected • Able to work within the unknown (complexity) • Explores various opportunities

• Demonstrates an internal locus of control • Takes accountability in making business • Acts decisively on business opportunities
• Seeks to win and outperform competitors improvement decisions

• Thinks outside the box

INTERVIEW QUESTIONS

• Provide an example of how you successfully identified and proposed measurable benefits to persuade a customer or win a sale. What were the factors you considered? What was your approach
in persuading the customer to your point of view and what was the overall outcome?

• Give an example of where you conducted a business needs analysis to accurately identify customer needs for new initiatives or solutions you proposed and implemented. What method did you apply in your
analysis? What was the opportunities you identified? What recommendations did you make and implemented? What was the impact on the business?

• Give an example of a time when you spotted business opportunities or ways to significantly increase profit potential in a way that hadn’t been spotted by others. Describe the process you went through.
What were the opportunities you seized? What was the outcome?

• Describe a situation where you were able to introduce improvements/change initiatives in your organisation with the aim of driving effectiveness and operational efficiency. What were the proposed initiatives and

what were some typical obstacles or barriers you encountered in implementing these? What was the outcome?
• Tell me about a risky opportunity that you proposed which your organisation didn’t support? What was the opportunity and how was the risk evaluated? What was the potential up-side? With the benefit of hindsight,

what would you have done differently and should the business have responded differently?
• Give me an example of how you identified and capitalised on potential business opportunities? How did you identify your options? What were the commercial implications of this activity?

How did you gain support for your ideas?
• Tell me about a time when you were responsible for a new market entry e.g. new product, new geography (local / international) or new market segment. What were your ideas and on what research were they

based? What plans did you put in place and actions did you take? What was the outcome?
• Please share an example where you had to analyse the feasibility of breaking into a new market or introducing a new product or service offering for your organisation. What was the market opportunity

and why was it significant for the organisation? What was your analysis of the competition and what did you see as the main barriers to entry? What was the outcome?

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MANAGING COMPLEXITY

Sensibly using and controlling money, time and resources to handle multiple inputs with interconnected variables

B E H AV I O U R S

• Learns, responds and applies new concepts • Breaks down complicated concepts into clear • Accomplishes complex tasks without asking • Integrates complex ideas and approaches to

easily and manageable components for guidance or instruction develop the best possible solutions
• Demonstrates insight into complex situations • Focuses others on the core message or desired
• Assimilates large amounts of data or information • Identifies and reviews conflicting priorities,
• Quickly integrates complex information to result of a complex plan or idea
easily to identify what is most important interdependencies and hidden assumptions identify strategies and solutions

• Narrows down information to articulate

the core idea or issue

PROFICIENCY LEVELS

1 2 34 5

Unsatisfactory / Limited Basic / Needs Improvement Proficient / Meets Expectations Advanced / Exceeds Expectations Expert / Exceptional

• Enjoys working in a structured • Adopts a diagnostic problem-solving • Adopts a structural perspective and • Adopts a holistic systems approach to • Is comfortable facing complex sets of
environment approach approach to problem-solving problem-solving challenges characterised by diversity
within and external to the organisation
• Enjoys routine • Shows competency in performing • Shows significant competence in • Integrates complex ideas and
• Recognises change within systems
• Adopts a concrete and practical relatively basic-level tasks frequently performing advanced tasks approaches to develop best possible as being nonlinear
approach • Conducts linear and sequential • Enjoys mental stimulation and solutions
• Easily assimilates large amounts of • Assimilates large amounts of data and
• Does not enjoy complexity analysis of available data complex situations
data to identify what is most important narrows it down to articulate core
• Does not recognise complexity or • Identifies cause and effect • Is self-confident and independent- • Quickly integrates complex ideas or issues
manage it effectively • Is unclear on casual relationships minded • Demonstrates competence in
information to identify strategies and
• Applies self in performing basic, between variables • Is comfortable dealing with several managing complex,
solutions
routine tasks in own area of expertise • Tends only to consider functional variables outside area of expertise • multifaceted operations
• Simplifies processes to deal with key • Aims to simplify business models
• Is a specialist who prefers to work with perspectives • Is not overwhelmed by complexity issues
familiar issues • Interprets and applies findings from • Adequately addresses complexity • Aims to simplify productive and
• Breaks down complicated problems commercial structures of companies
• Needs guidance or instruction when multiple sets of information with • Integrates complex information to or concepts into clear, manageable
faced with new or unfamiliar tasks difficulty identify solutions components • Conducts analyses to optimise
or data • Becomes uncertain when faced
• Understands cause and effect to • Differentiates between variables enterprise complexities
• Needs time to process new with ambiguity to create order out of chaos • Demonstrates keen insights into
information generate appropriate solutions
• Assimilates large amounts of data • Notices how new patterns emerge situations
• Finds it hard to manage the degree of • Looks for divergence • Focuses others on the core message
change occurring in the environment to identify what is most important • Shows competence in performing
and the rate of that change • Identifies interconnectedness or desired result of a complex plan
technically complex tasks and projects
• Is reactive under pressure of variables • Learns new concepts quickly or idea

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MANAGING COMPLEXITY

Sensibly using and controlling money, time and resources to handle multiple inputs with interconnected variables

B E H AV I O U R S

• Learns, responds and applies new • Breaks down complicated concepts into clear • Accomplishes complex tasks without asking for • Integrates complex ideas and approaches

concepts easily and manageable components guidance or instruction to develop the best possible solutions

• Assimilates large amounts of data or information • Identifies and reviews conflicting priorities, • Demonstrates insight into complex situations • Focuses others on the core message

easily to identify what is most important interdependencies and hidden assumptions • Quickly integrates complex information to or desired result of a complex plan or idea

• Narrows down information to articulate the core identify strategies and solutions

idea or issue

INTERVIEW QUESTIONS

• Tell me of the most complex project you have been responsible for? What were the challenges and how did you overcome them? What was the outcome?
• Tell me of a time when a work related issue fell apart or where you felt like you were not in control of the situation. What type of parameters do you usually operate under? How did you handle the situation and what

was the result?
• Describe a situation where there were a lot of conflicting, delayed or ambiguous information you had to work with in order to solve a problem or reach a decision. What techniques did you use to cope?

What did you do to make the most of the situation? What was the overall outcome?
• Tell me of a time where your role (tasks and responsibilities) changed frequently due to changing work demands. Why were there continuous changes? What did you do to manage the situation and what was the

outcome?
• Share an example of a situation where there were no clear guidelines provided to carry out a very complicated task with multiple variables to consider which had to be completed within a very short time.

What made it complicated? How did you approach the task? Despite stress, pressure and change, how did you go about accomplishing this task? What was the outcome?

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I N N O VAT I N G

Generating, improving or introducing an idea, process or solution to enhance business performance

B E H AV I O U R S

• Challenges traditions (status quo) • Applies better solutions to meet new requirements, • Is unconventional • Generates ideas brainstorming and consulting

• Seeks opportunities to improve work performance unarticulated or existing market needs • Innovatively frames ideas by creating themes and • Explores possibilities

trying different and novel solutions and approaches • Experiments and courageously pursues own ideas making new connections • Provides unique insights

• Seeks opportunities to think laterally and to develop • Adopts a creative and original approach • Generates innovative solutions • Generates alternatives

novel solutions to work problems • Creates relevant options to address problems and • Creates a culture that fosters innovation and

opportunities and achieve desired outcomes continuous improvement

PROFICIENCY LEVELS

1 2 34 5

Unsatisfactory / Limited Basic / Needs Improvement Proficient / Meets Expectations Advanced / Exceeds Expectations Expert / Exceptional

• Does not enjoy working across • Encourages own group or team to • Manages the innovation process • Aims for consistent innovation by • Demonstrates personal commitment
boundaries enthusiastically participate in the • Confidently facilitates brainstorming challenging the status quo to innovation, and recognises and
innovation process celebrates examples thereof
• Participates within innovation teams at sessions • Creates an environment that fosters
• Is open to ideas that promote • Challenges prevailing status quo and
a basic level improvement • Challenges traditional ways of thinking free exchange of ideas and learning organisational assumptions impacting
• Does not willingly share ideas • Inspires and encourages others to be from failures on business performance
• Lacks courage to try new ideas or • Is comfortable introducing new ideas • Creates an environment in which
more innovative by personal reflection • Creates a safe environment to
methods in own area of work creativity and innovation are seen as challenge the status quo, and to
• Prefers familiarity • Generates some alternatives of continuous improvements in mind- the norm stimulate ideas and creativity from
• Demonstrates difficulty handling • Explores possibilities in specialist area set and way-of-work • Embraces new ways of working and
• Supports innovation team pro-actively followers
ambiguity • Generates basic suggestions for creativity
and reactively • Drives a culture of innovation and
• Seeks guidance and support improving work processes and • Encourages and drives continuous inquiry aligned to the vision and
• Applies concrete thinking productivity • Facilitates constructive co-operation improvement and associated initiatives
between groups working on similar strategic objectives, supported by an
• Is very structured • Demonstrates sound judgement over that focus on value and competitive innovation process
• Demonstrates conventional ideas which creative ideas and suggestions opportunities advantage • Encourages development of viable
• Is comfortable using traditional will work, and are worth pursuing • Benchmarks area against leading • Connects issues together and
alternatives
methods • Adopts an innovative approach when practices to continuously improve articulates clear ideas to guide and • Encourages divergent thinking
• Is inflexible in approach solving problems or solution finding in shape creativity
processes, products and services amongst everyone for innovative ideas
own area of expertise • Generates creative solutions to • Combats uncertainty by empowering • Supports and encourages considered
people to develop new ideas
challenges and problems risk-taking
• Generates a range of clear solutions • Personally searches for and
• Builds cases in own area for • Challenges organisational norms
encourages breakthrough out-of-the- • Initiates strategic and structural
grassroots-innovative ideas box thinking
• Champions breakthrough ideas and • Drives optimisation changes to accommodate

initiatives with confidence and • Ensures the right mix of innovation promising innovations

conviction
• Works through issues and challenges

in decisive and flexible way

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I N N O VAT I N G

Generating, improving or introducing an idea, process or solution to enhance business performance

B E H AV I O U R S

• Challenges traditions (status quo) • Applies better solutions to meet new requirements, • Is unconventional • Generates ideas brainstorming and consulting

• Seeks opportunities to improve work performance unarticulated or existing market needs • Innovatively frames ideas by creating themes and • Explores possibilities

trying different and novel solutions and approaches • Experiments and courageously pursues own ideas making new connections • Provides unique insights

• Seeks opportunities to think laterally and to develop • Adopts a creative and original approach • Generates innovative solutions • Generates alternatives

novel solutions to work problems • Creates relevant options to address problems and • Creates a culture that fosters innovation and

opportunities and achieve desired outcomes continuous improvement

INTERVIEW QUESTIONS

• Please describe a situation where you came up with a creative solution to a problem or shared a creative or unique idea to improve a product or service. How was it implemented? What was the outcome?
• Describe a time when you came up with a creative solution or contribution to the organisation. How did the idea come to you? How was it received and what was the impact to the business?
• Tell me of a time where you challenged the way things have always been done and proposed best practice methods. How was it received? How did you manage it and what was the final outcome?
• Tell me about a time when you had to step away from traditional methods to solve a difficult or complex problem. Can you describe your approach? What was the outcome?
• Tell me about some of the ideas have you developed and implemented that have impacted on the long term strategic development of your organisation. What were the challenges? What was the impact on your

organisational strategies? How did you evaluate the effectiveness of these strategies in the long term?
• Describe a situation where you were able to introduce improvements/change initiatives in your organisation with the aim of driving effectiveness and operational efficiency. What were the proposed initiatives and

what were some typical obstacles or barriers you encountered in implementing these? What was the outcome?
• Tell us of a project or situation where you felt that the conventional approach would not be suitable. How did you derive and manage a new approach? Which challenges did you face? How did you address them?
• Tell us about a situation where you trusted your team to derive a new approach to an old problem. How did you manage the process? what was the outcome?
• Tell us about a time when you had to convince a senior colleague that change were necessary. What made you think your new approach would be better suited? How did you handle this and what was the result?
• Give me an example where you broke out of a structured mindset and intuitively played with multiple concepts and ideas to provide a particularly creative solution to a business issue. What value did this have to the

business and what was the outcome?
• Tell me about a time when you came up with an innovative solution to a challenge your organisation was facing. What was the challenge? What solution did you propose and what was the outcome?
• Tell me about a time when you created a new process or program that was considered risky. What was the situation and what did you do? What was the outcome?
• Tell me about a problem that you’ve solved in a unique or unusual way. Why was this different from how others would have approached it? What was the outcome?

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