A to Z - Activities, Competencies, Education and Training of Engineering Supervisors - Article Series
Competency definition
Boyatzis (1982: 21) defines a job competency as “an underlying characteristic of a person, in that it may be a motive, trait, skill, aspect of one’s self-image or social role, or a body of knowledge which he or she uses, which is causally related to the achievement of effective, or better, work performances”.
1. the knowledge, skills, abilities, and other attributes required to perform desired future behavior (Blancero, Boroski, and Dyer, 1996: 387);
2. an individual's demonstrated knowledge, skills, or abilities (Ulrich, Brockbank, Yeung, and Lake, 1995: 474);
3. skills and traits that are needed by employees to be effective in a job (Mansfield, 1996);
4. knowledge and skills that underlie effective performance (McLagan, 1997);
5. knowledge, skills, abilities and behaviours required for successful performance of job duties (Mirabile, 1995: 13);
6. “an underlying characteristic of an individual that is causally related to criterion-referenced effective and/or superior performance in a given job or situation” ((Mitrani, Dalziel, and Fitt, 1992; Spencer and Spencer, 1993: 11);
7. a collection of observable behaviors that superior performers exhibit more consistently than average performers, grouped according to a central theme, which then becomes the competency (Klein, 1996).
Klein’s definition is significantly different from the others since, instead of maintaining that competencies underlie behaviors, it suggests that behaviors underlie competency. Woodruff (1993) raises a similar issue distinguishing between competence and competency and proposing that competence is a performance criterion while competencies are the behaviors driving the competence. This is similar to Klein's (1996) argument that competencies are not psychological constructs but thematic groups of demonstrated observable behaviors that discriminate between superior and average performance. These behaviors require no inference, assumptions, or interpretation.
Goal and action management abilities
1. Efficiency orientation
2. Planning
3. Initiative
4. Attention to detail
5. Self-control
6. Flexibility
People management abilities
7. Empathy
8. Persuasiveness
9. Networking
10.Negotiating
11.Self-confidence
12.Group management
13.Developing others
14.Oral communication
Analytic reasoning abilities
15.Use of concepts
16.System thinking
17.Pattern recognition
18.Theory building
19.Using technology
20.Quantitative analysis
21.Social objectivity
22.Written communication
Source: Boyatzis, Cowen, Kolb & Associates, 1995: 82-91.
The Competent Production Supervisor: A model for effective performance Arnaldo Camuffo and Fabrizio Gerli
MIT IPC Working Paper IPC-05-002
March 2005
https://ipc.mit.edu/sites/default/files/2019-01/05-002.pdf
Supervisor competency model
https://insite.johnsoncitytn.org/uploads/files/supervisor%20competency%20model.pdf
Interpersonal Skills
1. Building Positive Working Relationships
2. Building Trust
3. Communication Skills
INTERPERSONAL SKILLS
1. Building Positive Working Relationships: Developing and using collaborative relationships with
internal and external partners and customers to facilitate the accomplishment of work goals.
Key Behaviors:
Keeps people within and outside the department updated and informed in a timely manner.
Values others’ knowledge and expertise. Invites the input and feedback of others. Fully
considers others’ explanations/points of view.
Acknowledges requests from others promptly. Is available and responsive. Shows up on time for
meetings and appointments.
Maintains a positive attitude.
Initiates open and candid relationships with people at all levels.
Interacts effectively with own and higher managers; builds solid relationship with boss.
Cooperates with others to pursue mutual goals.
2. Building Trust: Interacting with everyone in a way that gives them confidence in one’s intentions and
those of the organization; fostering an environment that is fair and open to new ideas.
Key Behaviors:
Builds trust by being reliable and dependable. Follows through on commitments.
Gives credit where credit is due.
Treats people fairly and with respect.
Applies policies and procedures consistently when dealing with employee issues.
Expresses consistent point of view to different audiences.
Supports employees' decisions.
Is honest and straightforward with others. Maintains confidentiality and high personal ethical
standards.
Communicates rationale for decisions/actions. Admits ineffective decisions.
3. Communication Skills: Clearly conveying information and ideas through a variety of media to others
in formal and informal settings in a manner that engages them and helps them understand and retain
the message.
Key Behaviors:
Organizes thoughts before speaking, and concentrates on key points. Communicates clearly and
articulately. Speaks concisely and to the point.
Uses examples to clarify a point.
Says what is on his or her mind in a direct but tactful manner.
Adapts communication style and presentation focus to fit the audience. Uses appropriate
language to set the proper “tone” of the communication. Writes correspondence that is professional, accurate, and grammatically correct.
Asks questions to encourage others to elaborate on their thoughts. Listens carefully to input
without interrupting. Clarifies what others say to ensure understanding.
Conducts effective and productive meetings (one-on-one, team, etc.) on a regular basis.
Uses multiple modes to communicate messages.
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