MANAGING AND RESOLVING CONFLICT
Anticipating, diffusing and resolving disagreements, confrontations, tensions and complaints in a practical and constructive manner
B E H AV I O U R S
• Is comfortable calming upset people • Proactively manages possible disagreements • Resolves conflict in a mature, yet assertive • Listens and fairly considers both sides
or conflict
• Handles angry individuals well manner of a story
• Maintains composure • Treats relationship issues with sensitivity • Finds mutually acceptable solutions
• Manages the emotional climate • Negotiates or mediates sound agreements in • Reaches agreement or finds resolutions
• Is focused on resolving conflict and arguments situations where disagreements or differences
in interest arise
PROFICIENCY LEVELS
1 2 34 5
Unsatisfactory / Limited Basic / Needs Improvement Proficient / Meets Expectations Advanced / Exceeds Expectations Expert / Exceptional
• Is highly responsive and does not • Recognises potential for conflicts, • Regularly initiates communication to • Effectively identifies and manages • Distinguishes between critical and
listen carefully confrontation and disagreement but help solve interpersonal or team potential relationship conflicts to non-critical conflicts
does not approach it appropriately conflicts and problems prevent disagreements arising
• Does not demonstrate an • Attempts to manage conflicts
• Identifies conflict situations needing • Is consciously aware of differences • Demonstrates willingness to see
understanding of the needs of others attention and conflict-related issues things from other points of view collaboratively
• Adopts defensive behaviour • Proficiently defuses volatile situations
• Is not open to suggestions • Responds to opposing views in a non- • Recognises underlying agendas and • Makes effort to understand other • Brings conflicts and disagreements
• Blames others for mistakes defensive manner needs of others, and finds solutions viewpoints into the open
• Is not able to anticipate conflict when it • Aims to remain objective in conflict • Understands own role in conflict • Acts calmly and rationally in conflict • Promotes co-operation and
arises situations situations situations acceptance
• Deliberately fuels conflict • Blames others • Cautiously confronts opposition • Facilitates discussion and resolution of • Is committed to resolve differences in
• Allows conflicts to build • Waits for others to solve interpersonal • Confronts problems openly and conflicts or disagreement ideas, views and opinions within the
• Waits for conflicts to blow over or team conflicts and problems constructively • Views opposing parties as equal team or appropriate forum
• Avoids dealing with conflict • Does not assume responsibility for • Seeks to mediate conflict between partners in terms of their right to • Effectively identifies and manages
• Needs support to diffuse and resolve own actions and decisions individuals and groups express their viewpoints potential relationship conflicts to
• Takes specific action to mediate prevent disagreements arising
disagreements, confrontations, • Is not effective in attempts to maintain • Adopts a problem-solving approach to
between conflicting individuals or • Is tactful and diplomatic
tensions and complaints positive, productive working conflict parties • Shows respect for others’ opinions
• Does not constructively resolve relationships in differing or conflicting • Openly addresses conflicts as they
• Adopts a problem-solving approach to and works toward mutually agreeable
problems and conflicts with situations arise conflict solutions to resolve conflict among
employees, customers and • Is not effective in resolving problems • Generates multiple practical solutions team members
stakeholders • Examines situation to identify causes
and conflicts with employees, to problems • Avoids unnecessary or unproductive
• Is unable to see the other side of the rather than blaming people confrontation
story customers and stakeholders • Identifies areas of agreement • Is constructively outspoken and
• Is unable to resolve or constructively • Gets point across without offending • Uses solid negotiation skills to reach
• Is seen as discourteous and offensive challenges others to be the same,
manage conflicts others win-win solutions despite difficult
• Uses threatening language or swears despite personal risk circumstances
during information exchanges • Shows diplomacy and tact • Assertively and tactfully voices • Maintains objective, non-emotional
• Tactfully voices disagreements
• Focuses on resolving conflict and disagreements, and proposes distance from interpersonal conflicts or
arguments that arise during
avoids personal issues and attacks alternatives, appropriate for the negotiations
context
• Settles disputes equitably
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MANAGING AND RESOLVING CONFLICT
Anticipating, diffusing and resolving disagreements, confrontations, tensions and complaints in a practical and constructive manner
B E H AV I O U R S
• Is comfortable calming upset people • Proactively manages possible disagreements or • Resolves conflict in a mature, yet assertive • Listens and fairly considers both sides of a
conflict
• Handles angry individuals well manner story
• Maintains composure • Treats relationship issues with sensitivity • Finds mutually acceptable solutions
• Manages the emotional climate • Negotiates or mediates sound agreements in • Reaches agreement or finds resolutions
• Is focused on resolving conflict and arguments situations where disagreements or differences
in interest arise
INTERVIEW QUESTIONS
• Tell me about a time when it was necessary to confront someone in your team that had a negative attitude. Why was this necessary to address? What actions did you take and what was the outcome?
• Give a specific example of a time when you had to address an angry customer. What was the problem and what was the outcome? How did you diffuse the situation?
• Tell me about a time when you had to escalate a customer issue. Why were you or why did you feel unable to resolve matters? How did you escalate the issue and what was the resolution?
• Tell me about a situation where you were involved in conflict which led to a negative outcome. What happened? How did you handle the situation? What was the result and what did you learn from it?
• Give us an example where you found it difficult to deal with a difficult member of your team. From where did the conflict originate? What did you do to resolve the conflict and what was the outcome?
• Give an example of when you were able to communicate with another person when your relationship was strained or difficult. What did you do to avoid the interaction from causing conflict and what was the result?
• At times, we are all required to deal with difficult people. An even more demanding factor is to be of service to a difficult person. When have you been successful with this type of situation at work?
Tell me about a time when you were not successful and why. What did you do to resolve the issues between you and what was the outcome?
• Describe a time when you were too direct and straightforward with a co-worker, resulting in a strained relationship. How did you clear things up and continue a working relationship? What was the impact on your
relationship thereafter?
• Describe a time when someone continued to hold a grudge after you tried to resolve your work differences. What actions did you take to improve the relationship and what was the result?
• Describe a time when you took personal accountability for a workplace conflict and initiated contact with the individual(s) involved to explain your actions.
• Describe a scenario in which you had to deal with a very angry customer where escalation was required to handle the complaints or disputes. What did you do to try and resolve the conflict and what
was the outcome?
• Tell me about a time when your position on an issue was opposed by others whose cooperation you needed. How did you handle it and what was the outcome?
• Tell me about a relationship with a co-worker where there was underlying tension. What caused it and what did you do about it? What was the outcome?
• Tell me about a time when you were instrumental in resolving an issue or disagreement with a customer. Why were you involved? What did you do and what were the results?
• Describe a time when someone shared their frustrations about another person with you. What advice did you give? What was the result?
• Give an example on how you had to maintain your objectivity and emotional control in a tense conflict situation with a very angry customer. What caused the customer to become irate?
What did you do to remain calm? How did you resolve the issue?
• When groups work together, conflict often erupts. Tell me about a time that conflict occurred in one of your work groups and what you did about it. What was the outcome?
• Describe a time when you took personal accountability for a conflict and initiated contact with the individual(s) involved to explain your actions. What was the approach and what was the outcome?
• Working on a project with others sometimes causes conflict. Describe one of the most difficult situations you've had involving conflict with another person. How did you handle it and what was the outcome?
• Describe a situation where conflicting priorities in your processes and/or objectives prevented you from working effectively. How did you resolve the conflict and what was the outcome?
• Tell me about a time when you had to mediate a discussion among people who were in conflict. How did you prepare? What did you do and what was the result?
• Tell me about a time when you had to deal with a conflict within your team. How did the difficulty manifest itself? How did you reach resolution or overcome the issue and what was the outcome?
• Tell me about a time when you felt that conflict or differences were a positive driving force in your organisation. How did handle the conflict to optimise its benefit?
• Tell me about someone with whom you have had conflict with in the past and now have a good working relationship. What caused the conflict and how did you improve the relationship? What was the outcome?
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PERSUADING
Presenting a compelling perspective to influence and shape the opinions of others to accept a different point of view;
or gaining their consensus, agreement and commitment
B E H AV I O U R S
• Makes a strong personal impression on others various stakeholders • Has opinions and holds sway over the opinions • Gains clear agreement and commitment from
• Promotes ideas effectively of others others by persuading, convincing and
• Convinces other people to accept a different
• Asserts and influences through various modes negotiating
point of view
• Builds consensus and cooperation across of communication
• Convinces and influences others
PROFICIENCY LEVELS
1 2 34 5
Unsatisfactory / Limited Basic / Needs Improvement Proficient / Meets Expectations Advanced / Exceeds Expectations Expert / Exceptional
• Depends on others for support and • Gains insufficient co-operation from • Develops basic strategies to influence • Meets in advance and in person with • Creates strategic frames of reference
direction others others key people or leaders to create win- for self and others
win situations
• Is ignorant of concerns and needs of • Takes time to create favourable • Uses variety of persuasions, sales- • Builds consensus and cooperation
• Uses power, authority, and influence
other parties impression techniques and tools appropriately to achieve goals across various stakeholders
• Conforms under pressure • Establishes rapport with others • Gets co-operation from others • Asserts and influences through
• Lacks persuasiveness to gain support • Style of influencing deters from • Projects basic confidence • Uses agendas and perspectives of
various modes of communication
from others achieving goals (a negative influence) • Makes impact on peers and others to persuade
• Relies on position to influence others • Tries to convince people who don’t colleagues but is limited in terms of • Anticipates objections and plans • Makes a strong personal impression
• Is unable to influence people and influencing experts on others
have decision-making authority accordingly
events • Struggles to influence diverse teams • Uses charisma to influence
• Recognises when it is appropriate to • Persuades and influences all parties to
• Is unaware of how others perceive self • Easily influences like-minded • Has opinions and holds sway over
• Has questionable motives influence or persuade others individuals co-operate and accept
• Relies on position to influence events recommendations opinions of others
• Dictates to others (‘telling’ style) • Communicates, and persuades others • Uses wide variety of interpersonal
• Is non-assertive • Consistently uses same set of to see benefits of recommendations • Uses an in-depth understanding of the
• Lacks enthusiasm or sincerity persuasion tools and techniques interactions to move toward a specific styles and communication methods to
• Understands prospect or client needs agenda gain agreement or acceptance of
• Uses inappropriate or unacceptable • Demonstrates limited impact ideas, plans, decisions or services
language or communication methods and decision criteria • Understands what works for different
• Will only convince others of viewpoint • Accurately interprets moods, feelings audiences presented
• Uses anger, threats or withdraws co- with assistance • Convinces people to accept different
operation to get own way and reactions of others, and adjusts • Persuasively presents ideas and
• Only sees things from own point of own behaviour accordingly thoughts, and creates enthusiasm points of view
• Is discourteous and offensive or uses view • Appropriately adapts own behaviour to among listeners • Conveys messages and ideas in
threatening language or swears during • Is not persistent enough styles of different people • Negotiates and influences persuasive, effective, and inspiring
exchanges • Convinces others of need to commit to persuasively
• Estranges team members through • Is selectively assertive ways
• Applies logic to persuade others in a course of action • Presents compelling arguments to • Gains clear agreement and
actions
straightforward situations • Understands all sides of an issue and support positions commitment from others by
its impact on the parties involved • Develops and uses subtle strategies
• Recognises need for additional buy-in persuading, convincing and
or support from decision-makers to persuade others negotiating
• Creates a quick and favourable 101
impression
• Is confident and persuasive
• Invites feedback and dialogue
PERSUADING
Presenting a compelling perspective to influence and shape the opinions of others to accept a different point of view;
or gaining their consensus, agreement and commitment
B E H AV I O U R S
• Makes a strong personal impression on others various stakeholders • Has opinions and holds sway over the opinions • Gains clear agreement and commitment from
• Promotes ideas effectively of others others by persuading, convincing and
• Convinces other people to accept a different
• Asserts and influences through various modes negotiating
point of view
• Builds consensus and cooperation across of communication
• Convinces and influences others
INTERVIEW QUESTIONS
• Tell me about a time when you strongly disagreed with what was being said. What were the circumstances? What did you do to persuade others to your point of view and what was the outcome?
• Describe a time when you were very straightforward, said what needed to be said and did not back away from an uncomfortable issue. How was it received? What was the outcome?
• Describe a situation in which your first attempt to sell an idea failed. How did you react to this? What other approaches did you try and what was the result?
• Describe a time you had to communicate a message to someone, knowing that you were right and they were wrong and reluctant to accept your point of view. How did you approach it and what was the outcome?
• Describe a time when you had to win someone over, who was reluctant or unresponsive. What did you do to persuade them to see things your way? What was the outcome?
• Describe a time when you had to persuade a client to take a course of action that was personally difficult for him to accept. Why was it personally difficult for the client? How did you seek to persuade the client and
what was the result?
• Describe a time when you were very effective in getting your point across and convinced others to change their view. Why did they initially not share your view? What method did you use to change their minds and
what was the outcome?
• Describe a time when you used verbal skills to change an attitude, sell a product/idea, or influence others. Give specific examples where you did this. How did you do it and what were some of the outcomes?
• Describe a situation where you were able to influence others on an important issue. What approaches or strategies did you use? What was the outcome?
• Give an example of a time when you have had to influence a group of stakeholders to adopt your ideas on an important strategic issue? How did you persuade them to adopt your ideas? How did you handle any
objections? What was the result? With hindsight, would you have approached it differently?
• Describe a situation where you participated in negotiations with the union or other management forums where it was clear that agreement would not be reached. What where some of the issues or concerns and
what did do to resolve the matter. What was the final outcome?
• Have you ever had to persuade a customer to accept an idea that you knew he/she would not like? Tell me about the resistance you met and how you overcame it. Tell us about a difficult sales negotiation and how
you managed ambitious customer expectations regarding product pricing. How did you set your negotiating tactics? How did the negotiations go and what was the deal concluded in the end?
• Describe a time your decision or take on an issue surprised a lot of your colleagues where it was critical to win support. How were you able to get them on board with your thinking? What was the final outcome?
• Describe a situation where you needed to influence different stakeholders who had different agendas. What approaches or strategies did you use and what was the outcome?
• Tell me about a time when you were willing to disagree with a boss, co-worker, peer or client in order to build a positive outcome. Why was this necessary? How did you approach this and what was the result?
• Give me an example of when you have had to gain support from stakeholders to implement a strategic decision that had potential to be controversial. How did you handle any objections? How did you get others on
board? What were the political/personal sensitivities you had to deal with? What were the results? With hindsight, how could you have approached this differently?
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LEADING PEOPLE
Encouraging and driving people by utilising appropriate interpersonal, organisational and management styles and methods,
according to the needs of individual and business requirements
B E H AV I O U R S
• Takes action to increase motivation shared sense of purpose and direction • Enforces procedure, rules and regulations results
• Is comfortable giving instruction • Demonstrates care and consideration towards • Utilises appropriate interpersonal, • Drives others to become a high-performing
• Maintains a presence and is available to others others organisational and management styles and team
• Provides and obtains commitment to the vision • Utilises capabilities of others and develops them methods to manage others • Recognises and rewards contributions of others
and core values of the organisation to greater efficiency • Evaluates and manages performance • Fosters team spirit
• Builds commitment to the organisation and a • Facilitates and supports others to achieve
PROFICIENCY LEVELS
1 2 34 5
Unsatisfactory / Limited Basic / Needs Improvement Proficient / Meets Expectations Advanced / Exceeds Expectations Expert / Exceptional
• Prefers to do rather than lead • Does not fully step into power as a • Enjoys being in a leadership position • Adopts a democratic, consultative and • Demonstrates a democratic,
• Retains high levels of control and leader • Creates a sense of cohesion and team participative approach participative leadership style
overloads self with work • Is more comfortable taking on spirit and derives participation and • Promotes a common purpose and • Shows ability to manage organisation
• Does not create opportunities for leadership role in pressure-free support direction • Seeks ways to increase personal
learning and development environment • Establishes clear purpose for the team • Brings a competitive drive to the team contribution and level of responsibility
• Is inflexible, demanding and autocratic • Shows ability to manage bigger team • Encourages teamwork
• Undermines confidence of others • Develops and incorporates best
• Manages few people, or small team • Defines roles and responsibilities of • Inspires loyalty
• Is a poor role-model • Feels uncomfortable in leadership role team members and drives team • Demonstrates commitment to practice people management
• Fails to motivate and provide support • Wants to please others members to deliver results processes, approaches and tools
achievement of team objectives • Utilises others’ talents and energy to
or direction to the team • Inconsistently communicates • Sets measurable and achievable
• Communicates clear expectations achieve results
• Applies inappropriate pressure on the expectations performance expectations for team
• Does not involve team effectively members • Delegates with task-maturity in mind • Facilitates team synergy
team or individuals • Shows interest in developing people • Facilitates team goal-setting and
• Sets goals for team without adequate • Does not foster team spirit • Keeps people motivated and focused
• Finds it difficult to discipline team on work deliverables • Encourages and strives for continuous problem-solving
communication • Does not challenge self and others improvement in performance • Appropriately challenges people
• Is unwilling to delegate • Continuously monitors team • Takes a proactive, positive view of
• Delegates work without guidance effectively • Identifies underlying performance
• Sets and communicates some goals performance staff and their capabilities to ensure
• Focuses strongly on tasks and • Sets team priorities that demonstrate issues and responds appropriately understanding of roles/responsibilities
neglects human aspect for the team • Encourages mutual accountability in
• Does not link own goals to the understanding of workload priorities • Provides clear directions and priorities
• Is unwilling or unable to deal with • Uses team resources effectively team settings to motivate individuals • Delegates authority to execute
performance issues department • Participates in team goal-setting and to do their best for each other and
exceed goals responsibilities, and holds staff
• Does not monitor and track team • Delegates action but not responsibility problem-solving
• Abdicates responsibility once activities • Maintains balance between task and • Holds team members responsible to accountable for agreed upon
performance attain established performance commitments
• Is critical and dismissive and does not are delegated people issues expectations • Delegates responsibility to individuals
clarify goals and objectives, • Is aware of steps and guidelines for • Recognizes and rewards successful to make them accountable for
employee development; encourages behaviours and results within policy successful execution
performance expectations, standards others to develop their potential • Gives constructive, timely feedback
or measures • Deals effectively with poor
• Inconsistently provides feedback to • Provides regular feedback regarding • Counsels and supports staff to
strengths and development needs performance improve their skills
team members
• Provides meaningful feedback to team • Rewards people for improvement and
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members to keep them on track achievements
LEADING PEOPLE
Encouraging and driving people by utilising appropriate interpersonal, organisational and management styles and methods,
according to the needs of individual and business requirements
B E H AV I O U R S
• Takes action to increase motivation shared sense of purpose and direction • Enforces procedure, rules and regulations results
• Is comfortable giving instruction • Demonstrates care and consideration towards • Utilises appropriate interpersonal, • Drives others to become a high-performing
• Maintains a presence and is available to others others organisational and management styles and team
• Provides and obtains commitment to the vision • Utilises capabilities of others and develops them methods to manage others • Recognises and rewards contributions of others
and core values of the organisation to greater efficiency • Evaluates and manages performance • Fosters team spirit
• Builds commitment to the organisation and a • Facilitates and supports others to achieve
INTERVIEW QUESTIONS
• Give me an example of a time when you needed to help other employees learn a new skill set. What did you do and what was the result?
• Tell me about a time when you had to provide immediate constructive feedback to a peer, co-worker, team member, direct report. How did you handle it and what was the outcome?
• Describe the most challenging managerial action you have had to take. What was involved and how did it turn out?
• Tell me about a developmental discussion with a direct report. How did you prepare? What was the outcome and what could you have done differently?
• Describe specifically what you've done to create a team environment. What action did you take to determine your team’s morale? How did you ensure good moral is maintained? What was the overall outcome?
• Describe a time you had to provide constructive feedback to a peer, co-worker, direct report a team member that was not received in a positive manner. How did you manage the situation? What was the outcome?
• Tell me about a time when you had to step in and take over a project or task to assure that it would be completed on time as planned. What were the circumstances and what was the outcome?
• Tell me about the last time you recognised or rewarded an individual from your team for exceptional performance. Tell me the reasons for the recognition. How did you approach this and what was the outcome?
• Describe how you turned around the performance of a direct report who was not very motivated. What did you do and what was the outcome?
• Tell me about a time you were less successful as a leader than you wanted to be. What was the circumstances that resulted in you not achieving the desired impact? What did you do about it? What was the result?
• Tell me about a time when it was necessary to confront a negative attitude in your team. Specifically what actions did you take and what was the outcome?
• Tell me about a situation where you had to get a team to improve its performance. What were the problems and how did you address them?
• Describe a situation where you had to drive a team through change. How did you achieve this and what was the outcome
• Describe a situation where you needed to inspire a team. What challenges did you meet and how did you achieve your objectives?
• Tell me about a situation where you faced reluctance from your team to accept the direction that you were setting. What did you do to reduce the resistance and what was the outcome?
• Describe a project or situation where you had to use different leadership styles to reach your goal. Why and when did you use different styles of leadership? What worked and what did not? What was the outcome?
• Describe an occasion when you had to deal with the failure of a team member to deal effectively with a situation involving another department that was widely observed. What was the situation and what had gone
wrong? What position did you take, what did you do and what was the outcome?
• Tell me about a time when you had your greatest success in building team spirit. What specific results did the team accomplish? What was your role in creating team spirit?
• Please tell me about a time when negative perceptions around your team’s performance or any aspect of it within the business brought about severe pressure upon you to act and how you managed that situation.
Where was the pressure coming from and why? How did you exert influence to manage the situation and what was the outcome?
• Tell me about a time when you took on a significant leadership role on a project or program that you are particularly proud of. Why is this so significant to you? What did you do to ensure that it was a success?
• Every manager experienced problems like high turnover, absenteeism, low morale, and low productivity at times where high performance is expected. Tell me of a time when you experienced a similar problem.
What did you do to address the matter? What was the final outcome?
• Tell me about a time when you were the lead in an unpopular project as assignment and pushed ahead because you knew it to be the “right” thing for the business unit, department or company. What was your
approach and what was the result?
• Tell me about a time when a working relationship with a direct report impacted your ability to give constructive feedback or take personal action. What was the nature of the working relationship and what resulted
in it being like this? How did you manage the feedback to the direct report and what was the outcome?
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INFORMING AND COMMUNICATING
Exchanging clear and concise written or verbal information and ideas in a way that the recipient understands the message
B E H AV I O U R S
• Is articulate and eloquent • Explains things well • Conveys clear and concise information to others • Communicates at different levels
• Gives appropriate messages to targeted • Is thorough when communicating
• Communicates informatively • Communicates clearly and convincingly in order
audiences • Checks for understanding
• Shows readiness to express points of view firmly to influence opinions and behaviour of others • Uses different communication styles (and
and constructively
media)
PROFICIENCY LEVELS
1 2 34 5
Unsatisfactory / Limited Basic / Needs Improvement Proficient / Meets Expectations Advanced / Exceeds Expectations Expert / Exceptional
• Is very passive in the interactive • Tends to withdraw in presence of • Tailors information to audience needs • Creates climate that promotes free • Creates an environment that is
environment more assertive personalities • Communicates message to gain flow of communication conducive to productive and
transparent communication
• Tends to withdraw from interactions • Is very serious when sharing ideas support, commitment and agreement • Consistently shares ideas and
• Uses multiple channels and means to
• Does not take the needs of audience • Engages audience in interactive • Thinks before speaking information with others communicate intent
into account when expressing ideas communication • Listens closely and responds • Uses a style of language appropriate
• Develops well-defined communication
• Does not obtain necessary buy-in from • Uses similar communication style appropriately to the receiver
strategy
those affected by decisions regardless of audience or situation • Listens and leverages non-verbal cues • Interprets verbal, non-verbal clues well • Effectively persuades and influences
• Communication is often • Does not proactively initiate • Voices opinion effectively and • Is participative
• Organises thoughts and ideas in clear others
misunderstood or misinterpreted communication or share information assertively
and congruent manner • Conducts effective discussions and
• Misinterprets information and • Listens closely to the message being • Expresses thoughts clearly and
• Structures thoughts well, and negotiations
instructions and takes inappropriate delivered and waits until speaker has concisely communicates them in a persuasive • Is adept in effectively communicating
action ended intended message before • Is accurate, brief and clear
and forceful way controversial issues to difficult
• Assumes others understand what responding • Clearly communicates expectations • Questions and clarifies where audiences
he/she is trying to communicate and • Demonstrates basic ability to adapt and instructions • Communicates effectively and
moves forward in communications necessary
communications and content to suit • Consistently delivers accurate, clear, assertively in high-risk situations to
without confirming their understanding • Expresses self openly and honestly, resolve complex or sensitive issues,
• Confuses messages communicated the audience and concise messages orally and in clearly and concisely
• Communicates factual, no-nonsense writing to effectively inform others and builds consensus
• Conceals information or holds ideas • Consistently communicates even the • Communicates complex issues clearly
close to the chest manner and dominates conversations • Communicates openly and respectfully most difficult messages in a sensitive
• Communicates selectively; prefers to when addressing problems with other and supportive manner without and credibly with widely varied
• Does not communicate/inform others team members
communicate on a one-on-one basis compromising the meaning of the audiences
• Is unwilling to listen to others • Asks open-ended questions to message • Conveys information, opinions and
• Talks over others • Appropriately expresses own opinion encourage others to give their point of • Provides clear instructions or
• Is discourteous and offensive • Shares ideas and thoughts when view arguments fluently and confidently
information to peers or team members
• Uses threatening language/swears comfortable and avoids difficult or • Checks for understanding and others • Shows professionalism through
during exchanges of information • Communicates in a tactful and • Refrains from immediate judgement excellent communication
unpopular communication
• Uses inappropriate or unacceptable • Needs time to formulate/share ideas considerate manner and criticism of others’ ideas • Maintains continuous, open and
• Difficulty verbalising thoughts • Reacts assertively if opposed
language or communication methods • Elicits feedback and checks for consistent communication with others
• Does not always convey honest • Conveys complex ideas in a logical
intentions, in attempt to avoid conflict understanding
sequence that others can understand
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• Ensures message is understood
INFORMING AND COMMUNICATING
Exchanging clear and concise written or verbal information and ideas in a way that the recipient understands the message
B E H AV I O U R S
• Is articulate and eloquent • Communicates clearly and convincingly in order • Conveys clear and concise information to media)
• Communicates informatively to influence opinions and behaviour of others others • Communicates at different levels
• Gives appropriate messages to targeted • Is thorough when communicating
• Shows readiness to express points of view firmly
audiences • Checks for understanding
and constructively • Uses different communication styles (and
• Explains things well
INTERVIEW QUESTIONS
• Describe a situation where you had to explain something complex to a colleague or a client. Which problems did you encounter and how did you deal with them? What was the outcome?
• Tell me about a time when you had to explain something you knew well to someone who had difficulty understanding the subject. How did you do it and what was the outcome?
• Describe a time when you were unsuccessful in getting your point across. Why were you unsuccessful? What did you do about it and was the outcome?
• Describe a situation when you had to communicate a message to someone, knowing that you were right and that they were wrong and reluctant to accept your point of view. How were you able to create
understanding and acceptance?
• Describe a time when you were very effective in getting your point across and convinced others to change their position. What method did you use? What was the outcome?
• Recall a time you picked up on non-verbal cues from your listener(s) telling you to change your communication approach. Why was it necessary to change your approach? What did you do? What was the outcome?
• Describe when you had to communicate under difficult circumstances. What was the nature of the circumstances making it difficult to communicate effectively? How did you overcome this? What was the outcome?
• Tell me about a time when you did not understand what someone was trying to communicate. What were the circumstances? How did you handle it and what was the result?
• Describe a time you and someone else had different understandings of a conversation. How did you learn about the miscommunication or misunderstanding? What did you do about it and what was the outcome?
• Some situations require us to express ideas/opinions in a very tactful and careful way. Tell me about a time when you were successful with this skill. What was the outcome?
• Describe a time when you were able to successfully communicate with another person even when you felt the individual did not value your perspective. What was your approach and what was the outcome?
• Give me an example of an incident with a customer or fellow employee which resulted from a misunderstanding. How did you solve the problem? What was the result?
• Tell me about a time when you had to explain something you knew well to someone who had difficulty understanding the subject. What did you do to overcome this and what was the result?
• Give me an example when listening to an important message was difficult as you were preoccupied or the speaker’s communication was unclear. What did you do to grasp the key points? What was the result?
• Tell me about a time when you had to convey technical information to a non-technical audience in a written form. What did you do to get your message across? What was the outcome?
• Give an example where you had to inform people of a change in your environment (e.g. environmental change, change in policies or procedures etc.). How do you go about assuring that your message was clearly
understood? What was your approach and what was the outcome?
• Give an example of how you carefully considered your audience prior to communicating with them. What factors influenced your communication? How did you approach the situation and what was the outcome?
• Describe a time when you were able to overcome a communications barrier(s). What were the reason for the barriers? What was your approach in overcoming the barriers and what was the outcome?
• Give an example of an analysis report you had to produce that was particularly important to your client and which you found particularly challenging to produce. How did you structure the information to meet
the needs of the reader/targeted audience? How effective was the final piece of work and what feedback did you receive?
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COACHING AND DEVELOPING
Developing the potential of others by providing job-relevant learning, developmental experiences and feedback to enhance individual performance and growth
B E H AV I O U R S
• Acts as a mentor and coach of organisational capability as a key business • Actively promotes and supports development of and other support
• Provides insight and shares own personal priority people as a primary resource (organisational • Fosters an environment that encourages
learning • Holds others responsible for career or self- capability) to improve the competitive position in professional and personal growth with the
• Adopts the role of Talent Champion for own development the market transfer of knowledge to people
business area • Fosters learning and development with
• Creates a culture which promotes development appropriate level of needs analysis, coaching,
PROFICIENCY LEVELS
1 2 34 5
Unsatisfactory / Limited Basic / Needs Improvement Proficient / Meets Expectations Advanced / Exceeds Expectations Expert / Exceptional
• Does not engage in coaching or • Shows basic ability to coach teams or • Coaches, develops and mentors • Provides coaching, mentorship and • Provides leadership and resources to
development activities on the job individuals to strengthen performance others to develop their knowledge, development assignments and create a conducive environment for
skills and abilities opportunities to build new skills and professional development
• Refrains from coaching to improve • Understands correlation between
• Coaches others in constructive and enhance capabilities • Actively drives talent development in
performance developing others, organizational positive ways to absorb information • Provides coaching to others to help the organisation
• Fails to take responsibility for coaching performance and sustainability and learn quickly
• Protects knowledge assets in team leverage their strengths and effectively • Develops an organisational learning
and developing others • Actively coaches employees who lack
• Treats mistakes as learning ability, knowledge, or experience develop in areas where improvement culture by instituting organisation-wide
• Is aware of need and value of training, opportunities is needed mechanisms and processes to
for self and others • Creates supportive environment for • Invests time into coaching/mentoring promote and support continuous
• Initiates development by demand
• Does not see or utilise opportunities to development • Ensures high-potential individuals learning and improvement
• Does not effectively implement
develop people • Makes available appropriate have opportunities for accelerated • Drives strategic training initiatives
development-interventions assignments or other experiences to development, including cross-business • Pays attention to, and meets different
• Seldom delegates, and does not • Encourages staff to utilise
create opportunities to learn develop others’ skills and opportunities and individual needs of people
development/training opportunities competencies • Encourages others to take on new recognising their unique growth and
• Abdicates delegated responsibilities • Motivates self-development in others • Takes specific steps to develop others development
• Initiates development, if forced to • Encourages others to share learning responsibilities to support professional
• Seeks and provides some feedback to to take on more responsibility • Determines, discusses and agrees on
• Does not effectively manage • Ensures development plans are development action plans to address developmental
gauge and monitor progress and performance and accountability • Continually motivates others to
update development plans to facilitate implemented needs
• Delegates and monitors work progress • Identifies and communicates strength improve their skills and competencies • Actively arranges for developmental or
continuous self-improvement • Determines how much guidance an • Identifies and creates development
• Is reluctant to give feedback regarding and development areas in others stretch-assignments
individual needs to complete a task opportunities
poor performance and relates it to • Structures assignments and • Maintains genuine interest in
• Gives clear and concise instructions responsibilities to stretch staff • Works with others to strengthen their facilitating personal and professional
career development how to complete a task or process capabilities and development performance and improve their skills in growth of others, regardless of the
• Does not provide regular, timely, a particular area
• Takes time to provide task-related • Gives focused and constructive reporting relationship
constructive and actionable feedback feedback to maintain self-esteem and • Gains employee commitment to new
help to others help others to work towards responsibilities, discussing delegations
to individuals or teams • Divides complicated tasks into
• Does not encourage multi-skilling achievement of their goals • Defines role expectations, monitors
activities others can perform easily • Ensures respective strength of team-
within team performance and coaches for success
• Explains and demonstrates expected members is used to achieve teams’ • Gives feedback that is constructive
• Inhibits personal development behaviours
overall objectives with individualised suggestions for
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improvement
COACHING AND DEVELOPING
Developing the potential of others by providing job-relevant learning, developmental experiences and feedback to enhance individual performance and growth
B E H AV I O U R S
• Acts as a mentor and coach of organisational capability as a key business • Actively promotes and supports development of and other support
• Provides insight and shares own personal priority people as a primary resource (organisational • Fosters an environment that encourages
learning • Holds others responsible for career or self- capability) to improve the competitive position in professional and personal growth with the
• Adopts the role of Talent Champion for own development the market transfer of knowledge to people
business area • Fosters learning and development with
• Creates a culture which promotes development appropriate level of needs analysis, coaching,
INTERVIEW QUESTIONS
• Tell me about a time when your co-workers gave you feedback about your actions or behaviour that was a blind spot to you. How did you respond? What changes did you make and what was the result?
• Recall when you had to work with a team member who was less experienced or knowledgeable than other team members. What effect did it have on you and the team? What did you do and what was the outcome?
• Tell me of the last discussion you had with your manager regarding your development. What was one of the development opportunities discussed and what have you done to follow up on it? What was the benefit?
• Tell me about a time when your intervention was critical in bringing about performance improvement in respect of a particular employee. What was your approach and what did you do to ensure performance
improvement? What was the end result?
• Describe a coaching discussion you initiated with your manager or a peer in the last three months. What was the reason and what was the outcome?
• Tell me about an occasion when you had to give difficult feedback to a member of your team. How did the problem arise? How did you handle the conversation and what was the outcome?
• Tell me about a time when you coached a co-worker to help them improve their skills or job performance. What did you do and what was the result?
• Describe a situation where you helped motivate someone to improve his or her performance. How did you approach this and what was the outcome?
• Tell me about a time when you had to work with a team member who was less experienced or knowledgeable than other team members. What effect did it have on you and the team?
What did you do to enhance their performance and what was the outcome?
• Tell me about a specific development plan that you created and carried out with one or more of your employees. What was the specific situation? What were the components of the development plan?
How long was the time frame from start to finish? What was the outcome?
• Every manager expects that their employees must perform optimally. Tell me of a time when an employee did not demonstrate the level of competence required to perform effectively in his or her role.
What did you do to ensure that the employee was able to achieve the expected level of performance? What was the outcome?
• Tell me about an employee that you coached yet could not raise their performance to the desired level. How did you coach the employee? What prevented the improvement?
What did you do about it and what was the result?
• Describe the last development discussion you had with an employee. How did you prepare? What was the result? What could you have done differently and why?
• Describe the number one development needs of one of your direct reports. What was the development? What did you do to coach him/her to develop in this area? What improvements have taken place?
• Tell me what you've done to help a peer/team member understand what knowledge/skill areas to strengthen. Why did you consider this important? How did you approach the peer/team member for this
discussion and what was the result?
• Sometimes our best coaching efforts don't yield successful results. Tell me about a time when you worked with someone, but the person failed to improve. Why did your efforts not pay off? What did you do
about it and what was the outcome?
• Part of this job is to improve the competency and skills of employees. Give an example of where you have coached someone to improve their competence in certain areas of their job. What were the steps
you took to accomplish this and what was the outcome?
• Tell me about a time when you have successfully coached someone to deal with a difficult situation. Why did you become the coach? What difficulty did they face? What approach did you take as their coach
and what was the result?
• Talk me through a situation where you had to redirect or influence the re-shaping of unrealistic aspirations of an ambitious team member. How did you help coach them to realise a change to a more realistic position?
Why were his or her ambitions not realistic? What was the overall outcome?
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111
CONTEXTUAL REASONING
Demonstrating sound judgement and understanding of the topic or situation at hand by choosing the most appropriate
action in line with situational requirements
B E H AV I O U R S
• Is perceptive perspectives of different people and situations • Shows an intuitive understanding of the • Views organisational issues in the correct
• Understands interpersonal dynamics • Reads the environment or situation situation/context context
• Reads people
• Tunes in and interprets the moods and • Responds appropriately • Deals with organisational issues in the correct
• Demonstrates sound judgement context
• Acts appropriately within the situational context
PROFICIENCY LEVELS
1 2 34 5
Unsatisfactory / Limited Basic / Needs Improvement Proficient / Meets Expectations Advanced / Exceeds Expectations Expert / Exceptional
• Struggles to understand context • Understands context and responds • Understands dynamics of group within • Understands the role interpersonal • Applies broader contextual
• Tends to act out-of-context appropriately in own area of expertise wider organisational context dynamics has on context understanding, strategic-thinking and
• Does not view organisational issues in decision-making skills
• Displays interest in clarifying or • Makes an appropriate response in • Shows ability to project future actions
correct context • Uses appropriate and context-
• Does not understand formal, informal interpreting context given context or consequences of actions within a sensitive communication mechanisms
• Finds it difficult to view organisational • Uses tact and diplomatic methods of specific context and responses
structures and forces present in group • Actively increases contextual
issues in correct context interaction that is context-appropriate • Interprets changes in context and
and work contexts awareness and understanding of determines appropriate response-
• Does not read a situation correctly • Places a problem in context before • Is aware of situational dynamics factors influencing functional areas tactics
• Misinterprets information deciding on course of action • Clarifies implicit situational criteria • Observes or challenges prevailing
• Uses information to anticipate what • Demonstrates awareness of external
• Often misunderstands • Understands importance of making culture, values, norms and unspoken
will most likely happen and global factors and potential impact
• Jumps to conclusions sound judgement-calls rules of the group when necessary, to on the performance of the
• Takes inappropriate actions • Demonstrates sound judgement generate learning
• Refrains from making an immediate • Applies sound judgement organisation
judgement • Weighs up pros and cons of a • Continually assesses and reassesses
• Identifies, processes, and understands situation, despite conflicting
• Draws ineffective conclusions critical elements of information of what information situation to determine most
• Demonstrates ability to monitor, happens in order to reach a sound
• Discerns most appropriate course of appropriate response
detect, and recognise multiple decision action when various options are not • Understands situational dynamics and
• Takes appropriate action to effectively
situational elements clear responds with a defensive mind set
adapt to situations • Appropriately interprets situational
dynamics
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CONTEXTUAL REASONING
Demonstrating sound judgement and understanding of the topic or situation at hand by choosing the most appropriate action
in line with situational requirements
B E H AV I O U R S
• Is perceptive • Reads the environment or situation • Shows an intuitive understanding of the • Views organisational issues in the correct
• Understands interpersonal dynamics situation/context context
• Reads people
• Responds appropriately • Deals with organisational issues in the correct
• Tunes in and interprets the moods and
perspectives of different people and situations • Demonstrates sound judgement context
• Acts appropriately within the situational context
INTERVIEW QUESTIONS
• Give me an example of a time when you used good judgment and logic in solving an interpersonal problem.
• Describe a situation where you started off thinking that your approach was the best, but needed to alter your course during the implementation due to situational demands. What made you change your approach?
Why was this necessary and what what the result?
• Describe a situation where one of your projects suffered a setback due to an unexpected change in circumstances. What were the aspects that you did not anticipate that resulted in the setbacks? What did you do
about it and what was the result?
• Describe a situation where you were asked to do something that you had never attempted previously. What information did you use to anticipate what will most likely happen and to support the decision you took in
the end? How appropriate what your decision at the time? What happened? Would you do the same if you had an opportunity?
• Describe a time when you had to consider various options as well as the impact on people before you could come to a conclusion. What did you do to come to a decision? What was the impact of your decision?
• Tell me about a time you realised that what you were working on could have a far-reaching impact, and you sought out relevant/appropriate people to gather their concerns and perspective before you proceeded
with the task. Why did you take this approach? What did you do and what was the result?
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CONTINUOUS LEARNING
Actively identifying new areas for learning and regularly creating and taking advantage of learning opportunities
B E H AV I O U R S
• Is inquisitive • Invests in personal understanding and growth • Understands importance of learning new • Applies new learning
• Is hungry to know and learn • Continuously assesses own development and information for both current and future problem • Is receptive to feedback
• Actively seeks opportunities and feedback to learning needs
solving and decision-making • Views criticism as constructive
improve • Shows a high level of self-awareness
• Seeks learning opportunities • Actively participates in learning activities
• Quickly gains knowledge, understanding, or skill
PROFICIENCY LEVELS
1 2 34 5
Unsatisfactory / Limited Basic / Needs Improvement Proficient / Meets Expectations Advanced / Exceeds Expectations Expert / Exceptional
• Shows no interest in self-development • Willingly undertakes learning • Understands importance of learning • Offers assistance to help individuals • Aligns personal learning with strategic
• Does not see value in growing new opportunities following direction and development overcome obstacles to learning needs of the organisation
insight, skills and competencies • Appreciates learning or training • Continuously updates knowledge • Ensures opportunities for development • Demonstrates intrinsic need to update
• Needs encouragement to take action opportunities through reviewing materials and are available own frameworks of understanding
• Undertakes learning opportunities • Engages in learning opportunities to consulting internal or external experts • Secures resources required to support • Stays informed of industry trends,
• Actively seeks out opportunities to
following instruction further develop skills and capabilities development efforts competition, and changing technology
gain additional exposure and
• Takes advantage of learning in technical and functional areas experience • Demonstrates resourcefulness in • Scans environment to stay abreast of
opportunities only when presented to • Appropriately applies learned • Seeks pertinent learning opportunities acquiring necessary knowledge, skills emerging developments in broader
him/her and competencies based on thorough organisational context and overall
concepts to enhance job performance (such as
• Does not seek or willingly participate understanding of personal strengths professional field
• Selects appropriate development coaching or mentoring skills, computer
in on-the-job training to enhance skills skills, technical training, dealing with and development needs • Identifies knowledge, skills and
• Does not apply learning from past activities and pursues them • Shows strong need to develop new competencies that are key to long-
• Creates a development action plan to difficult people, negotiating skills)
mistakes • Makes specific efforts to improve skills insights, skills and competencies term business success
• Does not accept feedback regarding respond to own development needs • Keeps up-to-date on current research • Maintains a broad learning perspective
• Consults others to gain better in own technical or professional area • Is proactive in seeking to acquire
personal shortfalls or needs for and trends affecting own field
understanding of own strengths and • Seeks and uses feedback and other knowledge
improvement sources of information to identify • Systematically analyses and shares
• Takes time to absorb information development needs learning or knowledge gained from
• Is open to receive direction and appropriate areas for learning and
development projects
feedback to grow and learn • Takes on challenging or unfamiliar • Devises long-term action plan for own
• Treats mistakes as learning
assignments to grow development
opportunities • Puts new knowledge, understanding,
• Learns from past mistakes or skills to practical use on the job
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CONTINUOUS LEARNING
Actively identifying new areas for learning and regularly creating and taking advantage of learning opportunities
B E H AV I O U R S
• Is inquisitive • Invests in personal understanding and growth • Understands importance of learning new • Applies new learning
• Is hungry to know and learn • Continuously assesses own development and information for both current and future problem • Is receptive to feedback
• Actively seeks opportunities and feedback to learning needs
solving and decision-making • Views criticism as constructive
improve • Shows a high level of self-awareness
• Seeks learning opportunities • Actively participates in learning activities
• Quickly gains knowledge, understanding, or skill
INTERVIEW QUESTIONS
• Describe a work-related situation where you found yourself without the specific technical knowledge to perform a task essential to a project. What did you do and what was the result?
• Constant changes in processes, procedures, and technology make it difficult to keep up with everything there is to know about our jobs. How do you determine which areas to target for learning? Give a specific
example of such a change in your area and what you did to upskill yourself.
• In any new job there are some things we pick up quickly and other things that take more time to learn. Tell me about something you learned quickly and something that took more time. What did you do to ensure
that you could apply your learning and what was the result?
• We've all had the experience of trying a new technique or process we've learned in training, only to have difficulty making it work. Tell me about a time when this happened to you. What did you do? What happened
and what was the result?
• Tell me about a recent job or experience that you would describe as a real learning experience. What happened? What did you learn from the job or the experience and what was the result?
• Give an example of using a mistake as an opportunity for learning and/or development. What happened? How did you turn this into a learning opportunity and what was the result?
• Please tell us about a time when you made a mistake in the workplace or made a bad decision. How did you recover? What did you learn that you could apply in future situations? What was the result?
• Describe an occasion when you received feedback that was difficult to accept but you saw its merit. What feedback were you given? How did you receive the feedback? What was your immediate reaction? What
were your thoughts following time for reflection and what was the overall outcome?
• Careers grow and develop just like people do. Where do you see your career now and in the future? Why? What are you doing to sustain it and what steps are you going to take to achieve your future goals?
• Tell me about a time when your co-workers gave you feedback about your actions. How did you respond? What changes did you make and what was the result?
• Describe the last discussion you had with your manager regarding your development. Describe one of the development opportunities discussed and what have you done to follow up on it? What was the benefit?
• Describe a time when you took a new job that required a much different set of skills from what you had. How did you go about acquiring the needed skills and what was the result?
• Tell me about a time when you volunteered for an assignment to expand your knowledge and skills. Be specific. What did you learn from this experience and what was the overall outcome?
• Have you had an occasion when a prior strength actually turned out to be a weakness in another setting? How did you cope with this situation? What did you do about it and what was the result?
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EMOTIONAL MATURITY
Responding appropriately whilst understanding and managing one's own emotions when dealing with others
B E H AV I O U R S
• Copes actively and effectively with stress • Considers needs and difficulties of others
• Manages the emotional climate • Assists others with difficulties they face
• Differentiates between different emotional cues • Is self-aware
• Responds appropriately • Maintains and provides a positive (yet realistic) outlook on the future, and
what it may present
PROFICIENCY LEVELS
1 2 34 5
Unsatisfactory / Limited Basic / Needs Improvement Proficient / Meets Expectations Advanced / Exceeds Expectations Expert / Exceptional
• Seeks attention and gratification from • Demonstrates basic consideration • Demonstrates emotional intelligence • Possesses ability, capacity and skills • Is socially in-tune with others
others towards others • Displays emotional openness to identify, assess and manage • Shows versatility in relation to others
• Is generally optimistic about life and emotions of self and adjusts • Respects and protects dignity,
• Is self-centered and immature • Shows a willingness to know and own
tends to see the good in themselves accordingly to influence others integrity and rights of each person
• Own needs take precedence over feelings and others • Is able to read, understand and • Openly recognises unique
needs of others • Accurately perceives meaning behind • Shows internal locus of control and
respond to challenging emotive contributions of each person
• Does not respond and attend to emotions learns from experience • Is supportive and respectful
• Demonstrates humility and self- situations • Demonstrates deep understanding of
others’ needs • May at times misinterpret peoples’ • Attends to needs and feelings of
• Shows a tendency for emotions to get intentions, emotions and behaviour regulates emotions own emotions, and how they impact
others, irrespective of how they on behaviour
out of control • Does not always come across as • Regulates emotions and responds • Responds to different needs, feelings
express themselves and capabilities of others
• Displays emotional volatility and respectful and diplomatic appropriately to emotions of others • Anticipates reluctance and feelings of
• Is willing and skilled in sharing • Respects diversity and takes it into others to proposals being made
temper tantrums • Does not always demonstrate account in communications • Uses feedback to gauge whether own
• Gets upset extremely easily sufficient respect towards persons appropriate feelings at appropriate response is effective and appropriate
times • Asks for others opinions and seeks
• Makes mountains out of mole hills who show cultural, racial, physical, • Shows awareness of the impact of self mutually beneficial solutions to 114
• Is unable to take criticism, and takes it language, capacity and any other problems
difference on others and adjusts responses
too personally or takes self too accordingly • Modifies own responses and
• Is not aware of the effect individual behaviour according to requirements
seriously actions have on others • Takes cultural, racial, physical, and
• May be impatient and not always treat any other differences of individuals • Recognises how feelings affect them
• Is more concerned about attainment into account during communication and their job performance
others fairly with necessary respect of operational efficiencies than
• Shifts blame and shows external locus establishing relationships • Responds to others’ anxieties, needs • Shows awareness of self-impact on
and predicaments
of control • Choices that relate to interpersonal others and adjusts responses
situations, may have a negative effect • Exhibits patience and empathy in accordingly
• Resists self-discovery / introspection on the business and individuals • Communicates views constructively
• Does not understand and manage dealing with others' emotions
• Holds back and removes self from • Seeks feedback and constructive • Asserts rights in a situation
own emotions situation to reduce negative impact on • Acts with self-confidence
others when feeling strong emotions criticism
• Misinterprets other people’s intentions,
emotions and behaviour (such as anger or frustration) • Uses feedback to help make personal
improvements
• Does not have own opinions, or is
• Eagerly faces realities of daily life and
unable to express them
deals with them in an up-front manner
EMOTIONAL MATURITY
Responding appropriately whilst understanding and managing one's own emotions when dealing with others
B E H AV I O U R S
• Copes actively and effectively with stress • Considers needs and difficulties of others
• Manages the emotional climate • Assists others with difficulties they face
• Differentiates between different emotional cues • Is self-aware
• Responds appropriately • Maintains and provides a positive (yet realistic) outlook on the future,
and what it may present
INTERVIEW QUESTIONS
• Describe a time when you had to react to an emotional customer or employee. How did you handle it and what was the outcome?
• Tell me about a time when you became aware that you were having a negative impact on another person or group. What were the signs? What did you do about it and what was the outcome?
• Tell us about a time when you had to use coping strategies when dealing with a high pressure situation. How were you able to remain calm and composed? What was the result?
• Tell me about a time when you found yourself on unfamiliar territory. How did you adapt to this situation? What was the eventual outcome?
• Occasionally our work is judged or criticised unfairly or our intent is misunderstood. Can you tell me about a recent situation that fits this description? How did you react and what was the overall outcome?
• Tell me about a recent threatening or difficult work situation. How did you approach this situation? What was the outcome?
• Tell me about a time in the past year when your patience was tested with coworkers, customers, or supervisors. How did you handle the situation? What was the result?
• We all get angry or frustrated from time to time. Why were you frustrated? How did you reacted in a recent situation. What was the result?
• Describe a situation where you had to deal with someone who didn't like you (or you didn’t like). What was the reason for this and how did you handle it? What was the result?
• Tell me about a time when you gave a direct report something that they found difficult or were not interested in doing. How did you handle their concerns? What was the outcome?
• Describe a time when you disagreed strongly with another’s’ point of view. What was the situation and how did you handle it? What was the overall outcome?
• Tell me about a time when you pushed another person too far. What was the situation and outcome? What did you do about it and what was the final outcome?
• Give an example of when you felt you needed to be more sensitive to a situation or issue. Why was this necessary? What did you do and what was the result?
• Give an example of where you had a particularly difficult issue to manage or resolve. Describe the kind of impact you and your style have had on others around you. How do you adjust your style to getting your work
done without burning bridges? What was the outcome?
• Before undertaking a change, what do you do to predict how various people in the department may react and plan to anticipate their reactions? Give an example of when you had to do this. What was the outcome?
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RESPONDING WITH URGENCY
Responding to matters in accordance with priority, adopting a fast-paced approach
B E H AV I O U R S
• Is energetic • Reacts to opportunities • Is highly responsive to situational demands • Meets deadlines
• Takes the bull by the horns • Prioritises and takes action accordingly
• Effectively manages time
• Does not wait for things to happen
• Completes tasks in a timely manner
• Creates energy and urgency through own actions • Completes own work on time
• Instils urgency in others
PROFICIENCY LEVELS
1 2 34 5
Unsatisfactory / Limited Basic / Needs Improvement Proficient / Meets Expectations Advanced / Exceeds Expectations Expert / Exceptional
• Procrastinates • Spends time up-front planning before • Demonstrates good time management • Manages own time exceptionally well • Allocates time and resources to
• Leaves things to the last minute responding skills to meet short- and medium-term • Allocates time and resources to achieve goals when faced with
• Does not respond to priorities objectives competing priorities
• Tends to allow enough time in the day achieve goals timeously
• Responds slowly to changing • Develops timelines and milestones • Responds swiftly to changing priorities
requirements to sufficiently attend to each matter • Manages own time well • Dedicates adequate time and energy • Dedicates required time and energy to
and tries to gain depth in solutions and • Effectively allocates own time to to achieve task success
• Takes unreasonably long to respond conversations assignments or tasks to ensure that
complete work • Is able to determine urgency and
• Requires more time than others • Maintains a strong pace over time • Uses time effectively and prevents no aspect of the work is neglected
• Is unable to sustain output over • Believes in a more measured pace, priority when faced with competing • Possesses a strong sense of urgency
irrelevant issues or distractions priorities • Believes in an urgent and fast-paced
periods of time and allows time to be thorough and • Demonstrates a strong sense of
interfering with work completion approach
• Has little regard for value of time qualitative urgency
• Adjusts priorities when appropriate • Sets a vigorous pace
• Adopts an unhurried approach • Demonstrates a basic ability to • Is energetic and responsive • Believes in an urgent and fast-paced • Keeps productivity levels high
• Fails to meet deadlines most of the prioritise matters in own area of approach
• Is responsive to urgent and important • Frequently completes tasks early with
time expertise issues • Maintains a vigorous pace higher-than-expected quality
• Is unproductive • Focuses on priorities identified by • Is energetic and keeps productivity
• Is unable to prioritise • Responds with appropriate levels of
others levels high
• Is disorganised or untidy energy and urgency
• Responds promptly when placed • Creates a sense of urgency • Completes tasks ahead of time
under pressure
• Distinguishes between more and less
• Responds to changing requirements critical activities and tasks
once certain what the expectations are
• Understands need to identify
appropriate level of urgency
• Responds to urgent matters
• Responds to problems in a timely
manner
• Demonstrates a somewhat reactive
approach
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RESPONDING WITH URGENCY
Responding to matters in accordance with priority, adopting a fast-paced approach
B E H AV I O U R S
• Is energetic • Reacts to opportunities • Is highly responsive to situational demands • Meets deadlines
• Takes the bull by the horns • Prioritises and takes action accordingly
• Effectively manages time
• Does not wait for things to happen
• Completes tasks in a timely manner
• Creates energy and urgency through own actions • Completes own work on time
• Instils urgency in others
INTERVIEW QUESTIONS
• Tell me about a time you had to quickly adjust your work priorities to meet changing demands. What was the reason for the changing demands? What did you do about it and what was the result?
• Tell me about a time you felt pressure on a job and where you were required to act quickly? How did the situation come about? How did you react? What made you decide to handle it that way?
What effect, if any, did this have on your other responsibilities?
• Tell me about a time you had to work at a fast pace for a long period of time. What kind of work did you do? What did you do to maintain that pace? What was the result?
• Describe a time when you were particularly exhausted at work. What kind of hours did you put in? How did the situation affect you? What did you do to maintain your focus and the pace of working and
• what was the result?
• Tell me about a time when you had to put things together in sequence at a constant tempo. How did you identify the priorities and the response rate to each? What did you do to maintain your pace and
what was the result?
• In this role you need to remain energetic and highly responsive. What job activities have you found drains you energy? What did you do to maintain your focus, energy and effectiveness?
What did you do to ensure that you responded appropriately and what was the result?
• People often make errors after they work long hours on the job. Give me an example where you felt exhausted and feared that your level of effectiveness and productivity was compromised.
What did you do to maintain efficient productivity levels from the beginning to the end of your shift?
• Describe a situation that required you to do a number of things at the same time and where you had to re-evaluate the urgency and priority of tasks to respond to an urgent matter.
How did you handle it? What was the result?
• Tell me about your work experience in managing multiple job priorities with varied deadlines. When and how do you determine priority and deadline changes? What did you do and what was the result?
117
MAINTAINING FOCUS
Staying with a position or plan of action until the desired objective is obtained or is no longer reasonably attainable
B E H AV I O U R S
• Adopts a can-do-attitude • Keeps an eye on the ball • Follows-through on commitments organisational success and goal attainment
• Sets and pursues challenging goals • Is conscientious and reliable
• Persists to get things done • Drives and pushes self to achievement • Focuses on maintaining stable performance
• Perseveres
• Shows tenacity • Demonstrates self-reliance to bounce-back from under pressure
1 setbacks and constraints
Unsatisfactory / Limited • Demonstrates a strong commitment to
PROFICIENCY LEVELS
2 34 5
Basic / Needs Improvement Proficient / Meets Expectations Advanced / Exceeds Expectations Expert / Exceptional
• Prefers to pace themselves at a • Is responsible and accountable • Works to achieve goals despite • Demonstrates a strong work ethic • Continuously raises the bar for
comfortable tempo • Sets high personal performance barriers or difficulties • Tends to spend time setting goals and increasingly high-levels of excellence
and success
• Does not persevere till job is done standards • Actively works to overcome obstacles planning how to overcome obstacles
• Demonstrates behaviours that help
• Lacks tenacity to see things through to • Demonstrates commitment to by changing strategies, doubling • Adopts a focused, concentrated and others remain calm, focused and
completion successful achievement of realistic efforts, and using multiple approaches disciplined approach energised
goals • Persists despite obstacles
• Does not attach importance to define • Redirects energy to related achievable • Stays the course in the face of
• Pursues objectives with energy and • Puts in extra effort (above what is adversity while ensuring motivation
clear-cut goals and objectives focus normally required) to accomplish goals goals, if appropriate and commitment of others
• Gets readily distracted and exhibits • Is persistent and has stamina,
• Stays focused on tasks despite • Honours commitments and sees tasks • Demonstrates strong commitment to
less discipline, persistence and resilience and endurance to see things
distractions to completion organisational success and goal
resilience in pursuing own goals and through attainment
• Stays focused on problems until • Adjusts focus when it becomes
targets effective solutions can be found obvious a goal cannot be achieved • Remains determined despite frequent • Drives and pushes self to achieve
• Gives up on something before value obstacles goals
• Can be relied upon to get things done • Takes disciplined and reliable courses
has been added in area of expertise of action • Re-engineers or creates new • Perseveres in the face of obstacles
• Tends to become side-tracked processes and systems to get around
• Lives life as it happens • Does not give up at the first obstacle • Feels a need to do things properly obstacles • Shows tenacity and perseverance and
expects others to be likewise inclined
• Procrastinates • May need some encouragement to • Maintains performance after • Is not distracted by peripheral
• Finds tasks boring and as a result persevere when placed under disappointment or rejection situations to own goals • Maintains focus during situations
involving considerable stress
neglects to focus and pay attention to pressure • Is good at following through until
detail • Perseveres when stakes are high something is completed • Focuses on maintaining stable
• Loses energy or interest before task is • Finds it difficult to constantly focus and
• Seldom leaves tasks unfinished performance under pressure
complete concentrate on a task or drive it to
• Only takes on very familiar tasks completion • Measures progress against targets
• Leaves task execution to others
• Reacts inappropriately when faced
with disappointment or failure
118
MAINTAINING FOCUS
Staying with a position or plan of action until the desired objective is obtained or is no longer reasonably attainable
B E H AV I O U R S
• Adopts a can-do-attitude • Shows tenacity • Follows-through on commitments organisational success and goal attainment
• Sets and pursues challenging goals • Keeps an eye on the ball • Drives and pushes self to achievement • Focuses on maintaining stable performance
• Persists to get things done • Is conscientious and reliable
• Perseveres • Demonstrates self-reliance to bounce-back from under pressure
setbacks and constraints
• Demonstrates a strong commitment to
INTERVIEW QUESTIONS
• Tell me about a time when you were able to maintain your motivation even when significant obstacles were in your way. What were the nature of the obstacles? What did you do to overcome these and keep on
track? What was the outcome?
• Tell me about a situation where things deteriorated quickly. How did you react to recover from that situation? What was the result?
• Tell me about a project where you achieved success despite the odds being stacked against you. How did you ensure that you pulled through?
• Give me an example of a situation where you knew that a project or task would place you under great pressure. How did you plan your approach and remain motivated? To what extent does your motivation,
commitment and accomplishment of tasks or projects drive your persistence? What was the result?
• Give me an example of a situation where you worked under pressure. How did you deal with it and what was the result? Under what conditions do you work best and worst?
• Which recent project or situation has caused you the most stress? How did you deal with it?
• What is the biggest challenge that you have faced in your career. How did you overcome it?
• Tell us about a time when you successfully pushed one of your ideas despite strong opposition. What was your approach and what was the result?
• Tell me about the longest time it took you to conclude a deal with a customer. What did you do to remain focused on the end goal in spite of it taking long to close the deal? What was the result?
• Describe a situation when you had to overcome a number of obstacles to achieve an objective. What was the nature of the obstacles. What did you do to overcome them? What did you do to keep yourself
motivated and what was the result?
• Tell me about a time when your pursued a project or assignment and did not achieve the desired end result due to a significant amount of resistance or obstacles. What were the reasons and what action did you
take? What was the outcome?
• Tell me about a time when you were able to maintain your focus when encountering a crisis? How did you handle it and what was the result? Why do you think "hanging in there" represents one of the most
important qualities an employee can exhibit?
• Tell me about a time a "tough skin" helped you handle rejection or conflict and you persevered until the desired outcome was resolved. What was your approach? What did you do and what was the result?
• Tell me about a time when you were able to provide your own motivation to produce even though you were working alone. What were the circumstances of the situation and how did you manage to motivate yourself
to persevere? What was the result?
• Getting the job done may require unusual persistence or dedication to results, especially when faced with obstacles or distractions. Tell me about a time in which you were able to be very persistent in order to reach
goals. Be specific. What did you do and what was the result?
119
ACTING WITH ENERGY AND ENTHUSIASM
Consistently maintaining high levels of activity or productivity over extended periods of time with vigour, effectiveness, and determination
B E H AV I O U R S
• Is optimistic • Is productive • Remains productive under pressure • Possesses deep confidence in own skills and
• Is energetic abilities
• Shows enthusiasm • Is determined
• Is passionate about what one does • Works long hours without losing effectiveness
• Is engaged
• Maintains stamina
1 • Delivers with high output
Unsatisfactory / Limited PROFICIENCY LEVELS
2 34 5
Basic / Needs Improvement Proficient / Meets Expectations Advanced / Exceeds Expectations Expert / Exceptional
• Lacks enthusiasm • Displays enthusiasm, given a work • Elicits a positive and optimistic outlook • Demonstrates sufficient strength and • Inspires others through positive
• Shows low energy assignment on life vitality to perform required duties attitude, energy and enthusiasm
• Loses energy or interest before
• Shows sufficient strength and vitality • Thrives on a heavy workload and has • Takes personal responsibility and • Consistently demonstrates passion,
difficult problems can be solved
• Reacts inappropriately when faced to perform duties as required energy to deal with excessive work accountability for own energy levels enthusiasm and excitement about
• Seeks to understand reasons for lack demands • Shows dedication and determination ideas, work, people, and ability to
with lack of energy • Maintains a strong work-pace over • Generates enthusiasm among team succeed
of energy and find ways to overcome it
• Performance suffers substantially time members • Manages own energy resources
when working long hours • Makes adjustments to activities and • Works long hours without losing • Is passionate about what he or she • Sustains long working hours when
processes based on available energy
• Is unable to sustain output over effectiveness does necessary
• Maintains a strong pace over time
periods of time due to low energy • Retains capacity for effective action or • Is enthusiastic and energetic by nature • Operates with vigour, effectiveness,
• Performs moderately complex mental
levels accomplishment over long periods of • Consistently exhibits optimism and and determination over extended
• Is unable to effectively perform work effectively time energy periods of time
• Performs moderately physically taxing
mentally or physically taxing work • Performs repetitive work without losing • Demonstrates a high level of • Demonstrates behaviours that help
• Is generally not competitive by nature work effectively effectiveness commitment to accomplish tasks others remain calm, focused and
• Offers moderate output energised
and needs to be challenged by • Completes work objectives with • Frequently works overtime without
• Consistently maintains high activity
external forces intensity losing effectiveness and productivity levels
• Is unable to recognise signs of • Performs mentally or physically taxing • Seeks to understand reasons for lack
• Builds hope, optimism, excitement and
distress in self work effectively of energy and to find ways to enthusiasm in others
• Prefers to pace themselves at a • Pursues objectives with energy and overcome it
• Remains determined despite dips in • Inspires high levels of employee
comfortable tempo persistence
energy engagement and productivity
• Is unproductive • Ensures appropriate levels of
• Is disengaged productivity
120
ACTING WITH ENERGY AND ENTHUSIASM
Consistently maintaining high levels of activity or productivity over extended periods of time with vigour, effectiveness, and determination
B E H AV I O U R S
• Is optimistic • Is productive • Remains productive under pressure • Possesses deep confidence in own skills and
abilities
• Is energetic • Is determined
• Shows enthusiasm • Works long hours without losing effectiveness
• Is passionate about what one does • Maintains stamina
• Is engaged • Delivers with high output
INTERVIEW QUESTIONS
• Tell me about a time when you felt that you just couldn’t get anything done. Why did you feel like this? What did you do to regain your energy and focus? What was the result?
• Tell me about a time your enthusiasm dwindled regarding a work project or situation. What changed your level of enthusiasm or engagement? What did you do to get it back and what was the result?
• Give me an example of a time when your positive attitude caused others to be motivated or energised. What was the situation? What was the result?
• Tell me about a time you had to work at a fast pace for an extended period of time. How did you maintain your work pace, energy and enthusiasm?
• Give an example of a time where your job activities required a high level of energy and enthusiasm from you. How did you maintain your effectiveness while working on these activities? What was the outcome?
• Working in the Hospitality Industry you are often expected to work long hours without losing your focus, energy or effectiveness. Tell me about a time when you were really tired while working and where you ended
up having to deal with a lot of challenges. What did you do to remain energetic and motivated? What was the result?
• Describe a time when you were very enthusiastic or motivated about a project or work assignment. How did you share this with your team or group? What were some of the specific things that motivated you? What
did you do to sustain this level of energy and enthusiasm over a long period and what was the result?
• Give me a specific example of something you did that helped build enthusiasm in others. Why were they initially not enthusiastic or engaged in what they were doing? What did you do that changed the situation for
them and what was the outcome?
• Tell me about a time when you felt especially productive. What factors contributed to this effectiveness? What did you do yourself to remain productive and what was the result?
• Time management has become a necessary factor in personal productivity especially when you are working under pressure. Give me an example of any time management skill you have learned and applied to
work. How did this facilitate productivity at work? What resulted from use of the skill?
• At work it is sometimes desirable to use recognition to build motivation in others. Describe a time in which you were able to create positive energy in another employee or team in order for them to drive towards
successful goal achievement. What did you do and what was the result?
• Provide an example of when you were able to maintain your energy and enthusiasm in the face of diversity or continuous change. What did you do and what was the outcome?
121
EMBRACING CHANGE
Accepting major change developments and adjusting effectively by adapting own behaviour to changing demands
B E H AV I O U R S
• Is positive and enthusiastic demands • Adjusts effectively to work within new work major changes in work tasks or the work
environment
• Accepts new ideas and approaches structures, processes, requirements, or cultures
• Is flexible and adapts to changing demands • Functions effectively in uncertain environments
• Deals with ambiguity • Copes effectively in the face of adversity
• Adjusts own behaviour to meet changing • Maintains effectiveness when experiencing
PROFICIENCY LEVELS
1 2 34 5
Unsatisfactory / Limited Basic / Needs Improvement Proficient / Meets Expectations Advanced / Exceeds Expectations Expert / Exceptional
• Does not seem to demonstrate • Demonstrates a basic understanding • Shows basic insight into change • Identifies and develops change • Advocates changes
understanding in the impact of change of the impact of change initiatives on management practices strategies • Builds a change management culture
initiatives on the organisation the organisation • Creates and fosters environments that
• Evaluates change strategy and drives • Focuses on long-term good of change,
• Is unable to see need for a process to • Performs basic analysis to determine promote and encourage change
manage change impact or benefit of change change initiatives accordingly not short-term inconveniences • Volunteers to lead change initiatives
• Consults and persuades relevant • Seeks to understand changes in work • Quickly modifies behaviour to deal
• Does not easily accept change • Clarifies how change will impact on
stakeholders of need for change tasks, situations, and environment and effectively with changes in the work
• Does not engage in change current practice before accepting it environment
• Hopes change will go away • Requires support to determine impact • Responds effectively to need or the rationale for change • Models change-behaviour through
• Resists change reasons for change • Actively seeks information about new
of changes consistent words and actions in
• Consistently resists and is disruptive • Supports prospect of change work situations
• Prefers for others to initiate and drive support of change
to change process • Supports change initiatives • Investigates and seeks to understand • Consults and persuades others of the
• Does not adjust own behaviour to new ideas
• Understands need for change but • Treats change and new situations as reason for change need for change
meet changing demands opportunities for learning and growth • Constructively discusses implications • Explains and convinces others of the
• Becomes agitated and stressed when needs others to act as change agents
• Prefers current practices and • Focuses on beneficial aspects of of change with others need for adaptation and change
asked to respond differently change • Is sensitive to effects change has on
maintains status quo • Ensures support and buy-in
• Is pessimistic and does not enjoy • Speaks positively about change to others • Identifies and assists in resolving
uncertainty or dealing with ambiguity • Does not seek new opportunities for
change others • Rewards acceptance of change and resistance to change
• Does not react positively when faced • Invites discussion on views of change discourages resistance to change • Manages opposition, resistance or
with changing situations • Takes time to accept change in the
workplace • Is involved in continuous improvement • Anticipates resistance to change and setbacks effectively
• Becomes very demotivated and actions prepares arguments to address
resistance • Keeps self and others calm and
negative during periods of change • Displays a positive attitude in the face focused in times of change or
• Is unable to see positive • Treats change as an opportunity for ambiguity
of ambiguity and change learning and growth
consequences and opportunities in
• Looks for ways to overcome difficulties
change
• Is positive, optimistic and open-
minded
• Is adaptable and resilient
122
EMBRACING CHANGE
Accepting major change developments and adjusting effectively by adapting own behaviour to changing demands
B E H AV I O U R S
• Is positive and enthusiastic • Adjusts own behaviour to meet changing • Adjusts effectively to work within new work • Maintains effectiveness when experiencing
• Accepts new ideas and approaches demands structures, processes, requirements, or cultures major changes in work tasks or the work
• Is flexible and adapts to changing demands
• Deals with ambiguity • Functions effectively in uncertain environments environment
• Copes effectively in the face of adversity
INTERVIEW QUESTIONS
• Give an example where you considered changing jobs but found the decision difficult to make? What were the reasons for this and what was the result?
• Tell us about the biggest change that you have had to deal with. How did you cope with it? What happened?
• Think of an organisational change you went through. What was the nature of the change? How did it affect you? What did you learn from it and what was the end result?
• Tell of a situation where you had to adjust quickly to changes over which you had no control. What was the impact of the change on you? What did you do and what was the result?
• Tell me about a time when you had to change your point of view due to new information or changing priorities. How did you approach this? What did you do and what was the result?
• Give me an example of how you quickly adapted to a change in your work area when others were resisting it and holding on to "the old way." What was the nature of the change? Why was it difficult for others to
change? What actions did you take to help bring others on board and what was the result?
• Can you describe an important situation or event that you found very unfamiliar and how you coped with it and adapted to it. How did you assess the situation, what did you do and what was the result?
• Describe a time when you had to deal with frequent job changes or unexpected events. Tell me what you did. What does this situation say about your ability to work in an ambiguous or unstructured environment?
How did you manage the complexity and what was the result?
• Tell me about a situation in which you had to adjust quickly to a significant change in organisation, department, or team priorities. How did the change affect you? What did you do and what was the result?
• Tell me about a significant business change that caused you personal difficulty. How did it impact you? How did you reconcile the change with your own situation? How did you adapt? What was the end result?
• When has it been necessary for you to tolerate an ambiguous situation at work? Give me details of the duration and intensity of the circumstance. What effect did this have on you? What did you do to manage the
situation and what was the impact?
• Tell me about a situation in which you have had to adjust to changes over which you had no control. What were some of the typical obstacles or barriers you encountered that made it difficult for you to achieve
required goals? How did you handle these difficulties and what was the final outcome?
123
MANAGING STRESS
Maintaining optimum performance whilst effectively handling multiple sources of stress in a demanding environment
B E H AV I O U R S
• Demonstrates resilience • Reduces levels of anxiety in self and others by managing emotions and
• Maintains focus under pressure behaviour
• Demonstrates effective coping strategies in dealing with pressure
• Handles stress in an acceptable manner to others and the organization
• Maintains stable performance under pressure or opposition such
as time-pressure or job-ambiguity
PROFICIENCY LEVELS
1 2 34 5
Unsatisfactory / Limited Basic / Needs Improvement Proficient / Meets Expectations Advanced / Exceeds Expectations Expert / Exceptional
• Is unable to change work-style or • Solicits expertise to appropriately • Understands personal stress-triggers • Develops appropriate strategies as • Develops and applies stress-reduction
direction to react to situation handle stressful situations and takes steps to limit impact needed to alter conditions that create strategies to cope with long exposure
stress and to sustain physical and to stressful situations
• Causes stress to impact on others in • Takes initiative to limit impact of stress • Adjusts to temporary peaks in stress
mental health • Identifies and consistently models
work teams factors on job levels • Maintains sound judgment and ways of releasing or limiting stress
• Is unable to meet client or stakeholder • Attunes to personal stressors • Develops appropriate strategies as
• Applies basic coping strategies decision-making despite on-going • Makes thoughtful decisions to
needs while under stress needed to alter conditions that create
• Adjusts to temporary fluctuations in stressful situations evaluate situation objectively, even
• Does not recognise signs of distress in stress levels stress and to sustain physical and • Recognises personal limits on under severe stress
self mental health • Maintains composure
• Maintains focus during situations • Maintains constructive interpersonal workload and negotiates adjustments
• Does not make use of effective coping • Demonstrates self-control in the face
involving limited stress relationships when under stress to minimise effects of stress
strategies of significant challenges
• Continues to function effectively • Maintains composure when dealing • Adapts to prolonged stress by • Stays calm and focused under
• Reacts inappropriately to stressful during periods of on-going low- with short but intensely stressful modifying work methods
situations extremely stressful circumstances
intensity stress situations • Maintains composure in highly • Demonstrates behaviours that help
• Gets agitated and stressed when • Is able to perform during short, but • Demonstrates professionalism by tone stressful and difficult situations
asked to respond differently others remain calm, focused and
occasionally intense stress-provoking of voice, attitude and commentary in • Controls strong emotions or other
• Is unable to look after self and health energised during periods of extreme
situations stressful situations stressful responses and takes action stress
while under stress • Adopts a positive approach in times of • Remains flexible, open, and positive in to respond constructively to the source
• Is unable to make informed-decisions
stress the face of changing needs and of the problem
under stress customer demands • Ensures appropriate levels of
• Morale or efficiency drops notably • Stays focused on work-tasks and uses
productivity
during periods of stress time and energy productively when
under stress • Maintains output under pressure
• Adopts a victim mentality and blames • Effectively balances multiple
others for own situation
obligations
• Demonstrates a positive disposition
124
MANAGING STRESS
Maintaining optimum performance whilst effectively handling multiple sources of stress in a demanding environment
B E H AV I O U R S
• Demonstrates resilience • Reduces levels of anxiety in self and others by managing emotions and
behaviour
• Maintains focus under pressure
• Demonstrates effective coping strategies in dealing with pressure • Handles stress in an acceptable manner to others and the organisation
• Maintains stable performance under pressure or opposition such
as time-pressure or job-ambiguity
INTERVIEW QUESTIONS
• Tell me about a time when you received negative feedback from your manager. How did you handle this?
• Tell me about the most stressful situation you have ever found yourself in at work. How did you handle it and what did you do to remain energetic and motivated? What was the result?
• Give me an example of a difficult time when you experienced a considerable amount of stress. How did you mange and reduce your stress in your job? What was the result?
• It is not unusual to be in a setting at work that will be physically demanding. Tell me about a time when you were able to do a job in spite of difficult conditions. What did you do to manage the stress? What was the
result?
• Tell me about a high stress situation when it was desirable for you to remain calm and even-tempered. What happened and how did you react? What was the result?
• Every job produces different levels of stress. What was the most stressful aspect of your job? How did you react to this? What was the impact?
• We all have times when the responsibilities of our jobs are overwhelming. Give me an example of a time when you felt overwhelmed at work. How did you react? What did you do to overcome this and what was the
result?
• Working with customers can be challenging at times. Describe one of the most stressful interactions you've had with an internal/external customer. How did you react and what was the result?
• Sometimes angry, internal or external customers make personal accusations or attacks which can be quite stressful. Tell me about a time when this happened to you. How did it affect you? How did you react and
what was the outcome?
• Tell me about an important project you were working on that had an unreasonable deadline. How did it affect you? How did you react? What was the outcome?
• Tell me about a time when you had to cope with strict deadlines or time demands. How were you able to manage the pressure? What was the result?
125
MAINTAINING COMPOSURE
Maintaining a sense of professionalism and emotional restraint when provoked, or when working under increasingly stressful conditions
B E H AV I O U R S
• Stays calm and relaxed during stressful and communication style • Is tactful and diplomatic
challenging events • Demonstrates emotional restraint when
• Is composed in dealing with pressure provoked
• Treats relationship issues with sensitivity • Resolves conflict in a mature, assertive manner
• Adopts an appropriate and professional • Fairly considers both sides of a story
PROFICIENCY LEVELS
1 2 34 5
Unsatisfactory / Limited Basic / Needs Improvement Proficient / Meets Expectations Advanced / Exceeds Expectations Expert / Exceptional
• Does not listen • Feels strong emotions (such as anger, • Displays professionalism in tone of • Maintains an objective, non-emotional • Uses deliberate strategies or self-
• Talks over others extreme frustration, or high stress) voice, attitude or commentary when in distance from interpersonal conflicts or control in situations of stress or
• Deliberately fuels conflict and may react in the spur of the stressful situations arguments adversity
• Is over-critical moment • Responds constructively and • Shows maturity and self-control when • Stays calm and focused under
• Takes sides • Resists temptation to act immediately professionally to challenges, challenged to engage effectively extremely stressful circumstances
• Does not consider both sides of a provocation and disappointment
when it appropriate • Maintains composure in highly • Maintains composure and shows self-
story • Maintains a sense of professionalism
• Is impatient • Gets defensive when faced with and emotional restraint when stressful and difficult situations control in the face of significant
• Is non-assertive criticism provoked • Maintains composure and speaks challenges
• Demonstrates behaviours that help
• Gets defensive • Maintains composure when dealing • Stays calm in the face of others’ anger politely to demanding and hostile co-
others remain calm, focused and
• Does not maintain composure and with short but intense stressful or lack of control, or when faced with workers
direction in high-pressure situations complaints energised during periods of extreme
situations • Remains non-defensive, composed stress
• Loses composure easily • Maintains composure when dealing • Controls own emotions and calms and optimistic when seeking positive
• Is subject to emotional outbursts others • Acknowledges anger-actions or
• Uses threatening language or swears with less demanding matters resolutions to challenging situations stressful situations, thinks it through
• Prevents own emotions interfering • Holds emotions back and continues to • Controls strong emotions or other and responds in a calm and
during exchanges of information
• Uses inappropriate or unacceptable with stressful situations act calmly and respectfully towards stressful responses and responds composed manner
others • Remains non-defensive, composed
language or communication methods • Exerts some emotional control constructively
(body language, tone, etc.) • Acknowledges anger-actions or and optimistic when seeking and
stressful situations, and responds in a offering positive resolutions to highly
calm and composed manner challenging situations
• Does not become defensive when
faced with criticism
126
MAINTAINING COMPOSURE
Maintaining a sense of professionalism and emotional restraint when provoked, or when working under increasingly stressful conditions
B E H AV I O U R S
• Stays calm and relaxed during stressful and communication style • Is tactful and diplomatic
challenging events • Demonstrates emotional restraint when
• Is composed in dealing with pressure provoked
• Treats relationship issues with sensitivity • Resolves conflict in a mature, assertive manner
• Adopts an appropriate and professional • Fairly considers both sides of a story
INTERVIEW QUESTIONS
• Tell me about a time when you were overwhelmed by your responsibilities. How did you deal with the pressure and what effect did it have on you? What was the outcome?
• Tell me about a time when you were under extreme pressure and remained calm and focused at work. How were you able to remain calm? What was the result?
• Tell me about a time when events collided or you were expected to accomplish much in a short time, but you were able to keep your composure. What was the situation? What did you do and what was the result?
• Tell me about a time when you had to make a split second decision. What skill did you use to keep your composure? What was the outcome?
• Tell me about a time when you had to deal with an uncomfortable situation at work. How did you manage it and what was the result?
• Tell me about a time when you became angry or upset at work. What was the reason for your anger or frustration? What happened? What did you learn and how has it changed or affected your ability to deal with
different situations?
• Describe a time when you were proud of your ability to withhold your comments until you had all the facts. What did you do and what was the result?
• Tell me about your biggest work related disappointment. What happened? How did it impact your behavior in your work environment? What was the result?
• Tell me about a time when you had to deal with someone who was not being reasonable. How did you handle it and what was the outcome?
• Tell me about a time when you had to let go of your need to control a situation. What was the issue? Why was it necessary for you to let go?
• Describe a situation where you were asked to do something that you believed was not of value. How did you handle it and what was the outcome?
127
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SI competency framework and dictiornary for HR
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