Scouting Netherlands - Competency System

7/31/2019 Scouting Netherlands - Competency System

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Competency system

Personal develepment Corps Nacional de Escutas (em)powerd by Orang-Orang B.V.


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Personal skill(s)



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1. Brainpower & development



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1.1 Level of educationLevel 1

Pre-vocational Secondary

Education/Junior General Secondary

Education

A completed education at the above

level and/or a combination of level

qualifying education and training (e.g.

primary school and receptionist

training) and/or a minimum of two

years work or other experience at the

above level, leading to the attainment

of the targets associated with the role

or roles in question.

Level 2

Intermediate Vocational

Training/Senior General Secondary

Education


level and/or a combination of level

qualifying education and training (e.g.

primary school and secretary training)

and/or a minimum of two years work or

other experience at the above level,

leading to the attainment of the targets

associated with the role or roles in

question.

.

Level 3

Pre-University Education/Higher

Vocational Education, not

completed/University Education, notcompleted

An education at the above level

and/or a combination of level qualifying

education and training (e.g. Senior

General Secondary Education and

executive secretary training) and/or a

minimum of two years work or other

experience at the above level, leading

to the attainment of the targets


question.

.

Level 4

Higher Vocational Education/University

Education


level (bachelor/master) and/or a

combination of level qualifying

education and training (e.g.

Pre-University Education and

executive secretary training) and/or a

minimum of two years work or other

experience at the above level, leading

to the attainment of the targets


question.

Level 5

Additional I

A relevant and substantial (at least 6

months) follow-up training to a

completed Higher Vocational

Education or University Education

e.g.

-management training

-business training

-communication training

-management development training

-consultant development track

level 6

additional II

PhD and/or a completed postgraduate

education (e.g. extra master

degrees/postgraduate controller

training)

and/or teaching at

master/postgraduate level and/or a

demonstrable achievement at

academic or postgraduate level

(e.g. being the author of a book).

Relevant and substantial postgraduate

follow-up training is training of at least

6 months, organised by acknowledged

educational establishments.

No substitutional work experience

possible.

Work experience will not be deemed to

be a demonstrable achievement. Only

books about relevant subjects qualify.

No substitutional work experience

possible.

Note:

The thinking and working levels are recorded. There is a correlation between the

level of education, the working level and the brainpower. The field of study is

irrelevant in describing the competency brainpower. What is relevant is the level of

ones education. That is also why completing an education is less relevant than

ones thinking level. Hence ones thinking and working level is also determined by

the level on which one has worked for the past two years. The scale runs from Pre-

vocational Secondary Education to PhD level.



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1.2 Scope of developmentLevel 1

Person concerned has knowledge and

skills (pertaining to theory and

practice) in one field and/or area of

knowledge and applies these

adequately in his/her activities.

Level 2

Person concerned has knowledge and

skills (pertaining to theory and

practice) in two to three fields and/or

areas of knowledge and applies these

adequately in his/her activities.

Level 3

Person concerned has knowledge

(pertaining to theory and practice) in

two to three fields and/or areas of

knowledge and is able to apply this

knowledge in conjunction for two of

these fields and/or areas.

Level 4



three fields and/or areas of knowledge

and is able to apply this knowledge for

all of these fields and/or areas.

Level 5



more than three fields and/or areas of

knowledge and is able to apply this

knowledge in conjunction for three of

these fields and/or areas.

Level 6



more than three fields and/or areas of

knowledge and is able to apply all this

knowledge in conjunction.

Behaviour:Systematically applies experiences

from past situations in new ones

Keeps professional knowledge

current by reading the appropriate

magazines and attending meetings



Discusses successes and failures to

learn for the future

Analyses the things that did not go

wellSearches for and comprehends the

implications/impact of recently adopted

things






Combines knowledge and

experiences


use as a reference in the futureDeliberately accepts challenges that

go beyond earlier experiences


well

Searches for and comprehends the


things







experiences


use as a reference in the futureDeliberately accepts challenges that



well



things






Discusses and documents successes

and failures to use as a reference in

the future

Combines knowledge andexperiences

Deliberately accepts challenges that



well



things







experiences

Integrates knowledge, models,

systems and thinking patterns into onecoherent model

Discusses and documents successes

and failures to use as a reference in

the future

Deliberately accepts challenges that



well



things




Note:

The scope of development is recorded. The development scope is determined by linking

the number of fields and areas of knowledge mastered (from one to many) to their

integral/coherent application. This does not only imply that multiple fields and areas of

knowledge can be combined, but also that new self-created and u nique fields and areas

of knowledge originate by means of this combining. Professional fields and areas of

knowledge can only be described in general terms, since they can vary per role or

function. We will give a few examples. For sales representatives, knowledge of

several sales methods does not imply mastering multiple areas of knowledge.

For management consultants it is not about mastering two marketing methods,

but about having knowledge of HRM, finance, marketing, operational control,

organisation etc.



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2. Gathering/Analysing/Interpreting information



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2.1 General interestLevel 1

Person concerned focuses on

information relevant to work and

home and has little or no interest inother areas.

Level 2

Person concerned has interest in one

or more subjects, both work-related

and outside work.

Level 3

Person concerned has knowledge of

multiple areas of information and

interest and/or cultures, follows socialdevelopments through the media, and

takes any differences and their

effects into account in his/her

interactions and actions.

Level 4

Person concerned has a broad

interest in his/her own and others

fields and cultures and is well awareof current social developments and

applies that knowledge in his/her

analysis and actions.

Level 5

Person concerned has broad

knowledge of his/her own and others

fields and recognizes the consistencyof the integrated management

system, has interest in other cultures

and is well aware of current social

and cultural developments, and

applies that knowledge in his/her

analysis and actions.

Level 6

Person concerned has broad knowledge of

and interest in subjects and aspects of

work, society and culture, and composesa coherent outlook on the relationships

between the various aspects, subjects and

developments, and applies that knowledge

in his/her analysis and actions.

Examples:

A sport

A music style

Examples:

Websites

Newspapers

News programmes

Reading/literature

Behaviour:

Is curious about other habits, asks

questions and reads about these, tries

to experience

Adjusts his/her style of doing

business to other habits, e.g. dealing

with appointments, time, protocol,

dress codes and etiquette

Examples:

Art

Religions and beliefs

Cultures

Other occupations

Behaviour:

Is aware that other people and other

organisations do certain things

differently, tries to understand rather

than condemns

Maintains relationships with

people from other cultures and

other habits for him/her to learn from

Examples:

Influence of employees actions on

organisations performance

Chain of relationships of

organisations

Behaviour:

Ascertains the extent of the political,

economic and legal aspects of doing

business and general behaviour in

other areas

Checks with people from other

cultures or organisations whether

communications have been

understood

Helps, coaches and mentors others

to learn to understand their own

culture and organisation

Examples:

Cause and effect of financial crisis

Relationship between paradigms and

behaviour

Behaviour:

Understands the impact of the systems

consistency and acts wisely from this

understanding

Judges with compassion but does not

condemn

Is able to initiate appropriate and focused

actions based on understanding and

insight

Note:

This series reflects the extent of an individuals interest and involvement in society

and culture (including other cultures). The scale runs from orientation on ones

own environment to a comprehensive knowledge and understanding of

organisational systems and social aspects. The interest in culture and

cultures increases throughout the scale, as does the degree of analysis

and application.



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2.2 Ability to analyseLevel 1

Person concerned can distinguish

between primary and secondary

issues based on information given,

and devise simple solutions.

Level 2

Person concerned gathers, classifies

and structures information,

distinguishes between primary and

secondary issues and devises

solutions.

Level 3

Person concerned gathers, classifies

and structures information,

distinguishes between primary and

secondary issues, and perceives

coherence and relationships where

relevant. Questions and/or problems

are perceived and concrete solutions

are found.

Level 4

Person concerned analyses collected

data and information. Person

concerned makes and examines

assumptions and draws and examines

conclusions and places these in a

logical/deductable pattern. Person

concerned formulates possible

solutions.

Level 5

Person concerned can make analyses

based on data from qualitative and/or

quantitative research. The analysis

forms the basis for developing

scenarios. These scenarios are

consistent with the outcome of

feasibility analyses, in which the

relevant constraints (resources, time)

as well as a risk analysis have been

taken into account.

Level 6

Person concerned can make analyses

based on data from qualitative and/or

quantitative research. The analysis

forms the basis for developing

scenarios. These scenarios are

consistent with the outcome of

feasibility analyses, in which the

relevant constraints (resources, time)

as well as a risk analysis have been

taken into account. In these scenarios

the expected social impact (including

sustainability and chain) are taken into

account. Furthermore, scenarios are

reviewed for expected impact and

feasibility (organisation, chain,

business, society, and politics).

Examples:

AssignmentGame programme

Behaviour:Carefully gathers information and

reviews quality

Makes relevant connections

Comes up with concrete solution

proposals

Examples:

Activity ScenariosImplementation plan

Period plan

Game programme

Logistics planning


reviews quality

Makes relevant connections

Comes up with concrete solution

proposals

Examples:

Business plan/spatialdesign/programme

(Sub)plan significant activity


reviews quality

Applies classification principles

Examples:

System coherence in organisations, indevelopment and change

programmes, and in large projects:

Impact of scenarios on

organisation performance

Chain relationships of organisations

Project complexity (design)

Realisation of large building, system

or nation-wide activity

Large/complex change

programmes


reviews qualityApplies verifiable qualitative and

quantitative analysesIs aware of his/her own filters and

frame of mind (paradigms)

Examples:

System coherence of multipleinfluences on environment (large

organisations/complex networks):

Reorganisation of bank

Redeveloping Scouting Nederland

Complex policy plans

Behaviour:

Carefully gathers information and

reviews quality

Reviews qualitative andquantitative methodologies used

Applies systems and chain thinking

Is aware of his/her own filters and

frame of mind (paradigms)

Note:

This competence describes the ability to gather and organise data, to create

information from these data and to analyse the information.



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3. Interaction & communication



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3.1 Expression skillsLevel 1

Can clearly transfer intentions in a

verbal exchange.

Level 2

Can transfer intentions and motives

coherently and efficiently with a

presentation/instruction/explanationtuned to the audience and can discuss

an activity and can effectively take part

in a (work) meeting.

Level 3

Can clearly explain intentions and

motives in a letter, email, instruction

or presentation and can write areport, an action list for a team

meeting, or an activity report and can

conduct an adequate commercial

conversation or employee review and

participate in a meeting.

Level 4

Can cohesively and efficiently transfer

intentions and motives by means of a;

Policy plan

Research report

Project and/or business plan

and can adequately support

communication with media (website,

presentation).

Level 5

Can coherently transfer research

results, images, contemplation and

perspective in such a way that thecaptivates the audience and can

captivate and enthuse a large

audience.

Level 6

Can align various expressions and

interactions in such a way that creates

an integrated message experience.

Examples:

Conversation/telephone

Conversation/chat

Examples:

Explaining assignment/game/activity

Short presentation

Giving and receiving feedback

Behaviour:Speaks concisely, with the right level of

detail

Uses examples that are consistent with

the subject and the audiences

experiences

Shows enthusiasm, interest, conviction

and expertise and thus creates a reliable

appearance

Interacts with the audience

Speaks clearly and audibly, articulates

well, establishes eye contact and makes

contact with the audience

Adequately gives and receives

feedback

Listens effectively and responds

adequatelySpeaks from the diaphragm (powerful

and penetrating voice

Examples:

Goal setting

Evaluation

Correction

Bad news

Behaviour:

Conversation:Listens effectively and responds

adequately

Expresses himself/herself in

feelings as well as in facts

Focuses on behaviour (positive or

negative) when giving feedback and

not on persons

Uses an adequate conversational

structure for the conversation at hand

Written communication:Uses simple, concise language

when writing reports and other

similar documents

Uses a clear structure in presenting

primary and secondary issues and

details

Uses correct language

Examples:

Document and/or presentation aimed

at an individual or small audience (


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3.2 Working in teamsLevel 1

Does not communicate/participate

proactively in his/her own stable work

situation/team. Communicates andparticipates constructively (not yet

proactively) in his/her subgroup.

Level 2

Communicates /participates proactively

and effectively in his/her own stable

work situation(team/group).

Level 3

Communicates/participates

proactively and effectively in

his/her own work situation/teamand communicates constructively

(not yet proactively) in more

complex collaborations

(interactions with/within multiple

teams/groups).

Level 4

Communicates/participates proactively

and effectively in his/her own stable

work situation/team, but communicatesproactively (though sometimes with

limited effect) in more complex

collaborations (interaction with/within

multiple groups).

Level 5

Communicates /participates proactively

and effectively in all familiar situations

and within all familiar conceptualframeworks.

Level 6

Communicates/participates proactively

and effectively in all situations, even if

new information and/or newcollaborations or work situations arise

suddenly and rapidly.

Scouting: Team/Subgroup Scouting: Team

Behaviour:Respects the roles and status of the

individual team membersInitiates openness with regard to any

expectations and concerns within the

team

Is accepted and trusted by the

group/team members

Unites people and shares information

with other groups/teams

Celebrates special events like an

acquisition or project close etc

Disseminates individual employees

and teams reputations

Encourages others to continue

explaining and discussing

Scouting: Team/Group

Behaviour:Knows which processes are going

on in the team/group and takes

that into account when managingand structuring.

Knows the team/group culture,

accepts this at first and identifies

any problems it may cause

Encourages problem solving in

the group/team

Reflects and summarizes in order

to verify whether correct

understanding has been achieved

Scouting: Group/Region/Country

Behaviour:Initiates team activities like

brainstorming, dialogue teambuilding

etc.Facilitates or organises a process in

which co-workers/team members jointly

determine targets

Recognizes and influences the various

roles fulfilled by the group/team

members






determine targets and/or solve

problems


roles fulfilled by groups in a process

Unites people and shares information

with other groups/teams

Encourages problem solving across

groups/teams

Reflects and summarizes in order to

verify whether correct understanding

has been achieved






determine targets


roles fulfilled by individuals and groups

in a process

Unites groups/people and shares

information with other groups/teams

Encourages problem solving across

groups/teams

Can draw up procedures and

proposals that facilitate processes

Reflects and summarizes in order to

verify whether correct understanding

has been achieved

Note:

This competency describes proactivity of interaction and team collaboration with

reference to the complexity of the interaction environment. The scale used runs from

not proactive and not effective within existing conceptual frameworks and situations (low)

to proactive and effective in all situations and conceptual frameworks (high).



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3.3 InfluencingLevel 1

Collaborates without actively

influencing.

Level 2

Collaborates and can achieve

consensus in immediate personal work

environment if interests diverge onlyslightly.

Level 3

Collaborates and can achieve

consensus in immediate personal work

environment if interests divergeconsiderably.

Level 4

Can achieve consensus when

interests diverge slightly both within

and beyond the immediate personalwork environment.

Level 5

Can negotiate from a perspective of

mutual interest, achieving results in

situations where interests divergeconsiderably both within and beyond

the immediate personal work

environment.

Level 6

Can influence (negotiate) from a

perspective of mutual interest,

achieving results in situations with

(political) conflicts of interest andunder considerable pressure, both

within and beyond the immediate

personal work environment.

Behaviour:Creates a vision for others

Uses an effective style/approach to

motivate individuals and groups

Looks at the really important things

Ensures close relationships between

individuals and teams that pursue

similar goals

Provides constructive feedback on the

performance of people and groupsCan recognize differences and come

to a practical solution

Behaviour:Uses an effective style/approach to




individuals and teams that pursue

similar goals


performance of people and groups

manner;Takes (disciplinary) actions where

necessary in such a way that he/she

receives support

Recognizes conflicts of interest and

acts and negotiates respectfully

Behaviour:Creates a vision for others as

substantive trigger for joint action



Keeps individuals and groups focused

on achieving common goals



individuals and teams that pursuesimilar goals


performance of people and groups

manner;


acts and negotiates respectfully

Behaviour:Creates a vision as substantive basis

for shared outcome






Provides constructive feedback

Uses multiple sources of informationcarefully and reconstructs events

logically and accurately


negotiates respectfully, taking mutual

interest into account

Behaviour:Creates a basis for shared vision and

substantive outcome.




Ensures respectful relationships

between individuals and teams that

pursue similar goals

Provides constructive feedback oncontent, process and result

Can formulate and effect

consequences and can use force to

correct undesirable developments

Uses multiple sources of information

carefully and reconstructs events

logically and accurately


negotiates respectfully, taking mutual

and collective interests into account

Note:

This competency describes an individuals ability to influence his/herenvironment.

The scale used runs from no active interference (low) to being able to negotiate in

any situation from a perspective of mutual interest (high).

Definitions

The immediate personal work environment: The group of people one works with

and has unavoidable professional relationships with.

Slightly diverging interests: Differences between parties about

resources/ideas/ideologies which can be settled by rearranging, so that all parties

can be fully satisfied.

Considerably diverging interests: Differences between parties about

resources/ideas/ideologies which cannot be completely settled by rearranging.

Some parties will not be satisfied completely and will have to concede.

Conflict of interests: Differences between parties about

resources/ideas/ideologies cannot be settled at all by rearranging. One or

more parties will not be satisfied at all and will have to concede. Everyone

will have to concede and some parties will have to abandon their claims entirely.

Party: One or more persons with the same interests.



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3.4 Transferring informationLevel 1

Can effectively convey a simple

influencing interaction/message.

Level 2

Can make influencing

interactions/messages (images, text,

sound) accessible in a structured

manner and realise these or havethese realised.

Level 3

Can create coherent messages in such

a way that they become unambiguous.

Level 4

Can plan and realise (or have realised)

effective and e fficient communication

with a target group.

Level 5

Can set up an organisations

multichannel and multilevel

communication with 4-6

stakeholders/target groups and can

direct its realisation.

Level 6

Realises the planning and

implementation of multilevel/multi-

channel communication (plans) in a

complex (political) environment with

many (at least 6) different stakeholders

using and/or controlling multiple

media.

Examples:

Basic personal web page

Shop signage

Letter/email

Behaviour:

Structured communication

Tailoring to information processing

capacity of target group

Examples:

Brochure/website

Basic corporate identity (business

cards, stationery etc.)

Behaviour:




Examples:

Various communication channels, like

a website, magazines, point or sales,

signage

Complex corporate identity (branding)

Communications experience

Behaviour:




Examples:

Simple communication plan

Behaviour:

Structured communicationTailoring to information processing


Uses the 3 Cs of communication:

- Consistency

- Continuity

- Clarity

Examples:

Communication plan based

on strategic and tactical levels,

process & procedures

Behaviour:




- Consistency

- Continuity

- Clarity

Examples:

Complex communication planning

Intense control

Behaviour:




- Consistency

- Continuity

- Clarity

Note:

This competency describes to what extent an individual is able to convey a message.

The first three levels indicate the individuals ability to use communication technologies

to convey messages coherently.

Levels 4 to 6 describe the ability to plan and deal with communication coherently,consistently and congruously.



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4. Planning & organising



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4.1 Problem solvingLevel 1

Needs one clear approach, gets

confused by the availability of

several approaches.

Level 2

Always chooses the easiest or first

approach when several approaches are

available.

Level 3

Examines multiple approaches and

chooses between these and/or

contributes in finding an alternative.

Level 4

Examines multiple approaches and

usually chooses the right one and/or finds

an alternative.

Level 5

Can devise improvements to familiar

methods/approaches (innovation).

Level 6

Invents new solutions/concepts and/or

products/services.

Behaviour:

Flexibility: -is willing and able to choose a different

approach that addresses the problem,

the situation, the person

-can change work habits

-changes approach if the original

approach proves ineffective

Behaviour:Creativity:Chooses an approach from approaches

that have already been devised by

others

Looks at issues/situations from different

angles

Looks for possibilities where others

cannot perceive these anymore

Starts with "What is the matter?" or

What is possible?

Brainstorms regularly

Flexibility:is able to choose different approaches

for different customers

is willing and able to choose a different

approach that better addresses the

problem, the situation, the person

Sees more than one side of an

argument and shows a willingness to

compromise

Can change work habits

Changes approach if the original


Behaviour:Creativity:Examines new/other ways of doing

things

Looks at issues/situations from different

angles

Sees possibilities where others cannot

perceive these anymore

Starts with What needs to be done

instead of "What is the matter?" or What

is possible?


Works with models, diagrams, drawings,

representations

Finds ways to improve what is already

effective/efficient

Flexibility:Tries several ways to influence others so

that results are achieved

is able to choose different approaches


is willing and able to choose a different

approach that better addresses the

problem, the situation, the person

Sees more than one side of an argument

and shows a willingness to compromise


Changes approach if the original


Responds to resistance

Behaviour:Creativity:Devises original, new/other ways of

doing things

Looks at issues/situations from

different angles

Sees possibilities where others

cannot perceive these anymore

Starts with What needs to be

done instead of "What is the

matter?" or What is possible?

Thinks outside the box


Works with models, diagrams,

drawings, representations

Finds ways to improve what is

already effective/efficient

Flexibility:Tries several ways to influence

others so that results are achieved

is able to choose different

approaches for different customers

is willing and able to choose a

different approach that better

addresses the problem, the

situation, the person


argument and shows a willingness

to compromise


Changes approach if the originalapproach proves ineffective


Behaviour:Creativity:Devises new

solutions/concepts/strategies

looks at issues/situations from

different angles

Sees possibilities where others cannot

perceive these anymore

Starts with What needs to be done

instead of "What is the matter?" or

What is possible?

Thinks outside the box


Works with models, diagrams,

drawings, representations

Finds ways to improve what is already

effective/efficient

Flexibility:Tries several ways to influence others

so that results are achieved

is able to choose different approaches


is willing and able to choose a

different approach that better

addresses the problem, the situation,

the person


argument and shows a willingness to

compromise


Changes approach if the originalapproach proves ineffective


Note:

The ability to solve problems, creativity, and mental flexibility are recorded here. The

scale runs from hardly flexible to very flexible, expressed in being entirely dependent

on practices and procedures devised by others to the ability to devise new solutions

and/or concepts.



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4.2 DecisivenessLevel 1

Can translate team planning

to personal work planning and

realisation.

Level 2

Can manage planning and/or

realisation of activities in a

process or small team (< 5 team

members) and/or can manageplanning and/or realisation of

activities in a project with limited

scope (duration < 2 months/team

size < 5 people).

Level 3

Can effectively translate a (year)

plan to operational objectives and

realisation in an organisation or

organisational unit of up to 30employees and/or can draw up and

execute (i.e. manage the project) a

plan for a project (lead time < 6

months/team size < 10 people).

Level 4

Can effectively implement a solution concept

for several related organisation processes

and/or can implement a strategy and/or

development concept for an organisationand/or is able to design and implement the

automation of a business process

and/or can draw up and execute a plan for a

complex project (lead time > 6 months/team

size > 10 people).

Level 5

Can translate market and organisation

conditions to an effective solution concept

for several related organisation processes

and/or Can translate market andorganisation conditions to a strategy

and/or development concept for a small

organisation, organisational unit or

reorganisation (up to 150 employees)

and/or can draw up and execute a plan for

a complex project (lead time > 6

months/team size > 100 people).

Level 6

Can effectively translate market and

organisation conditions to a strategy and/or

development concept for a (large)

organisation (>150 employees).

Scouting: Single personGeneral: Single person

Behaviour:

Takes available resources

and constraints into account

Determines time for his/herown, others, participants and

clients tasks to make sure that

proper attention is given

Sets challenging but

realistic/achievable goals

Monitors his/her own

progress

Scouting: TeamGeneral: Team

Behaviour:

Takes enough time (and rest)for the planning phase

involves (multiple) stakeholdersto make sure to have an optimal

plan with the support that is

needed

Takes available resources and

constraints into account

Determines time for his/her

own, others, participants and

clients tasks to make sure that

proper attention is given

Sets challenging but

realistic/achievable goals

Monitors progress

Scouting: Team/Group/SmallactivityGeneral: Small organisation

Behaviour:

Takes enough time (and rest) for

the planning phase

involves multiple stakeholders tomake sure to have an optimal plan

with the support that is needed

Splits complex projects into clearly

defined parts

Takes available resources and

constraints into account

Determines time for his/her own,

others, participants and clients

tasks to make sure that proper

attention is given

Creates records (reports, action

lists)

Monitors progress and makes

adjustments

Scouting: Region/Medium-sized activityGeneral: Department/small organisation

Behaviour:

Takes enough time (and rest) for the design

and planning phases

involves multiple stakeholders to make sureto have an optimal plan with the support that

is needed

Takes into account that the process design

involves communication and documentation

(administrative burden)

Splits complex projects into clearly defined

parts

Takes available resources and constraints

into account

Documents planning and progress (level of

detail geared to situation)

Creates records (contracts)

Creates records (reports, action lists)

Determines time for his/her own, others,

participants and clients tasks to make sure

that proper attention is givenMonitors progress and makes adjustments

Scouting: Nation-wide processes/Majoractivities

General: Medium-sized organisation

Behaviour:

Takes enough time (and rest) for

design-/planning phase

involves multiple stakeholders to makesure to have an optimal plan with the

support that is needed

Draws up design and planning processes

and follows these

Splits complex projects into clearly

defined parts

Takes available resources (including

competencies) and constraints into

account

Documents planning and progress (level

of detail geared to situation)




participants and clients tasks to make

sure that proper attention is givenMonitors basic assumptions and progress

and makes adjustments

Scouting: Setting and developing nationalpolicy

General: Large organisation

Behaviour:

Takes enough time (and rest) for the planning

phase

involves multiple stakeholders to make sureto have an optimal plan with the support that is

needed

Draws up design and planning processes and

follows these

Splits complex projects into clearly defined

parts

Takes available resources and constraints

into account

Documents planning and progress (level of

detail geared to situation)




participants and clients tasks to make sure

that proper attention is given

Monitors basic assumptions and progressand makes adjustments

Note:This competency describes in what size or scope decisions can be

prepared (planning) and taken (realisation) in the context of ones own

work, smaller organisational units, operational processes, related

organisation processes. The highest level is an entire (large) organisation.

Definitions: Organisation part: a separate department, division or subsidiary

Large organisation: an organisation that consists of several subsidiaries and/or divisions.



17/40

5. Effectiveness



18/40

5.1 Degree of decisivenessLevel 1

Can take decisions with regard to

his/her own work.

Level 2

Can take operational decisions, taking

resources into account.

Level 3

Can take operational decisions with

regard to the organisation, taking financial

and HR constraints into account.

Level 4

Can take decisions concerning a

business process, taking financial and

HR constraints into account and/or can

take decisions concerning a medium-sized project (lead time > 6

months/team size > 20 people)

and/or can take determining decisions

for a small organisation ( 6 months/team size > 100 people).

Level 6

Is able to take decisions with a

decisive impact for a large

organisation.

Scouting: Single personGeneral: Single person

Behaviour:Makes decisions if necessary instead

of when it feels OK

Makes decisions with sufficient

instead of with complete information

Responds quickly in critical situations

Weighs personal risks

Scouting: TeamGeneral: Team

Behaviour:

Makes decisions if necessary instead

of when it feels OK



Responds quickly and strongly in

critical situations

Takes calculated risks, accepts the

risk of errors and acknowledges errors

Is prepared to take decisions even if

they are unpopular or have negative

effects

Takes responsibility and shows

confidence in his/her own

decisions/defends his/her own point of

view

Scouting: Team/Group/Small activityGeneral: Small organisation

Behaviour:

Makes decisions if necessary instead of

when it feels OK



Responds quickly and strongly in critical

situations

Takes calculated risks, accepts the risk of

errors and acknowledges errors

Is prepared to take decisions even if they

are unpopular or have negative effects

Takes responsibility and shows

confidence in his/her own

decisions/defends his/her own point of

view

Scouting: Region/Medium-sizedactivity

General: Department/Small

organisation

Behaviour:Makes decisions if necessary instead

of when it feels OK



Makes calculated risks, accepts the


Creates basis for decisions



effects

Responds deliberately and strongly in

critical situations

Scouting: Nation-wideprocesses/Major activities

General: Medium-sized organisation

Behaviour:


of when it feels ok





Creates a basis for decisions



effects


critical situations

Scouting: Setting and developingcomprehensive national policy

General: Large organisation

Behaviour:


of when it feels ok




risk of errors and acknowledges error

Creates a basis for decisions



effects


critical situations

Note:

The degree of decisiveness is determined here. The scale runs from ones own work

up to decisions that have to do with managing a large organisation.

Definitions:

Organisational unit: an organisational context in which all business processes are

managed by the person concerned and are entirely his/her responsibility. The person

concerned is responsible for the units results.

Large organisation: an organisation that consists of several independently

responsible organisational units.



19/40

5.2 Initiative & encouragementLevel 1

Realises and states problems in the

immediate collaborative situation but

takes no initiative to discuss

anything/does not propose anapproach or solution.

Level 2

Takes the initiative to deal with things

in the immediate collaborative

situation.

Level 3

Takes initiative and inspires others to

deal with things/address things in the

immediate collaborative situation, and

monitors his/her own limits.

Level 4

Addresses questions/problems in

his/her own collaborative

situation/responsibility, inspires others

and brings about a proactive solutionand takes initiative to address

issues/problems/opportunities within

and outside his/her own team but

within the organisation.

Level 5

Proactively addresses

issues/problems/opportunities outside

his/her immediate sphere of influence

and acts independently/inspires othersto find a (possible) solution.

Level 6

Can adequately address

issues/problems/opportunities outside

the organisation context, inspires

others and brings about action orreaction, even if that involves

questioning formal and informal

structures/belief sets.

Scouting: Team

General: Team

Behaviour:

States problems

Scouting: Team

General: Team

Behaviour:

States problems

Comes into action before it is

required/is the first to get up

Scouting: Team

General: Team

Behaviour:

Tries to solve problems

himself/herself before asking others for

supportThinks ahead towards solutions

Involves and motivates others

to achieve solutions

Sets his/her limits

Scouting: Group

General: Team

Behaviour:

Thinks ahead towards solutions

Involves and motivates others

to achieve solutionsSets his/her limits

Is proactive and makes the most

opportunities

Scouting: Region

General: Division/Small organisation

Behaviour:

Takes responsibility to address a

problem/issue within a larger context

Thinks ahead towards solutionsCreates support: involves and

motivates others to achieve solutions

Sets his/her boundaries

Takes action without the certainty of

direct returns

Scouting: Country

General: (part)Majororganisation/Market

Behaviour

Takes responsibility to address a

problem/issue within a larger context

Thinks ahead towards solutionsCreates support: involves and

motivates others to achieve solutions

Uses agenda-setting and solution

strategies

Takes action without the certainty

of direct returns

Note:

What is described is the extent to which someone is willing and/or able to address

things.

Definitions:

'Initiative' may be linked to 'leadership'.

"Initiative ensures that ideas/things/processes occur, which may or may not have

people involved. "leadership" focuses on motivating and guiding people to a goal.

Someone who shows 'leadership' obviously uses the behaviour type 'initiative'.

Conversely, initiative behaviour is not synonymous with effective leadership.



20/40

5.3 LeadershipLevel 1

Gives direction to the realisation

of assignment and/or personal

goals.

Level 2

Gives clear direction to others to

achieve specific tasks at

operational level by giving

instructions and managing follow-up.

Level 3

Directs others by setting priorities

and goals and by setting

performance objectives.

Level 4

Delegates responsibilities, authority and

tasks based on a shared plan/planning,

taking into account the d ifferences between

people in the team/group (skills, motivationand circumstances).

Level 5

Stimulates others in performing their duties

and managing their staff , based on

individual skills, motivation and

circumstances, and communicates visionand policy.

Level 6

Encourages and inspires others by

communicating vision/policy/convictions

and manages their thinking and activities

from that perspective, taking into accountthe backgrounds, convictions, skills and

motivation of employees/stakeholders.

Scouting: Personal

General: Personal

Behaviour:

Takes responsibility for

realising his/her own task/goal

Scouting: Team

General: Team

Behaviour

Takes responsibility for realising

the teams task/ goal

Uses leadership styles

Scouting: Group

General: Team

Behaviour:

Takes responsibility for realisingthe task/goal of the organisational

unit


Sets feasible targets and priorities

Documents agreements

Scouting: Group/Region/Project

General: Department

Behaviour:

Takes responsibility for realising thetask/goal of the organisational unit


Sets feasible targets and priorities, taking

resource constraints and circumstances into

account

Documents agreements

Scouting: Region/Country

General: Division

Behaviour:

Takes responsibility for realising the

task/goal of the organisation

Supports managers in their roles


Stimulates from the organisations

vision/policies

Scouting: Personal

General: Personal

Behaviour:

Takes responsibility for realising the

task/goal of the organisation and managing

the impact on society

Supports managers in their roles

Uses leadership styles (inspirational

leadership)

Stimulates from the organisations

vision/policies/sense of purpose/social

relevance

Note::

We describe the desired effect of leadership behaviour in relation to the

size of the organisation and the responsibility for what must be achieved.



21/40

5.4 Effective collaborationLevel 1

Achieves some of the goals in

his/her own work without taking the

social climate of the group/team

he/she is part of into account.

Level 2

Achieves the goals in his/her own work

and contributes to the social climate of

the team/group he/she is part of.

Level 3

Achieves goals with regard to his/her

own work and the work of a small

group ( 30 people and < 200 people.

Level 6

Achieves his/her and the groups

goals and promotes a social climate

within a group of > 200 people.

Scouting: Team

Behaviour:

Realises share in total

Contributes little or not to

atmosphere/mutual involvement

Attaches importance to solving

problems and finishing work

Scouting: Team

Behaviour:

Takes part in discussions constructively

Attaches great importance to solving

problems and finishing his/her work

Will not be discouraged when obstacles

loom

Supports clear communication and

feedback/an open atmosphere

Shows attention to others work and

personalities

Creates fun/togetherness

Scouting: Team

Behaviour:

Systematizes routine work in order togain time for more important things

Prepares for meetings and expects

the same from others

Interrupts meetings when the

discussion is not useful



Helps others achieve their goals by

removing obstacles

Is prepared to examine the accuracy

of decisions when he/she does not

agree

Will not be discouraged when

obstacles loom




personalities


Scouting: Group/Project

Behaviour:

Systematizes routine work in order to

gain time for more important things

Encourages and facilitates a good

allocation of duties

Prepares for meetings and expects

the same from others

Interrupts meetings when the





removing obstacles

Is prepared to examine the accuracy


agree


obstacles loom




personalities


Scouting: Region/ Country/Medium-sized project

Behaviour:


Encourages and facilitates a good


Makes the process of structured

working open for discussion

Speaks to managers about their way of

collaborating and encourages adequate

leadership

Prepares for meetings and demandsthe same from others

interrupts meetings when the





removing obstacles

is prepared to examine the accuracy of

decisions when he/she does not agree


obstacles loom




personalities


Scouting: Region/Country/Majorproject

Behaviour:


encourages and facilitates a good


Makes the process of structured

working open for discussion

speaks to managers about their way

of collaborating and encourages

adequate leadership

Prepares for meetings and demandsthe same from others

interrupts meetings when the





removing obstacles

is prepared to examine the accuracy


agree


obstacles loom




personalitiesCreates fun/togetherness

Note:

What we define here is the degree to which personal, team and/or organisational

goals are achieved. We use a scale running from achieving ones own goals

without taking the social climate of the environment into account (low) to achieving

all the goals of oneself and a group of more than 200 people as well as promoting

the social climate of the group (high).

Here you will contribute to the social climate

within a team/group.

Here you influence, from your responsibility

awareness, active social environment within a

group



22/40

5.5 Focus & accuracyLevel 1

Is not accurate by nature and has

trouble focusing on a task or subtask.

Performs tasks with limited accuracy.

Level 2

Has some difficulty in focusing on a

task or subtask. Performs tasks with

occasional limited accuracy.

Level 3

Is usually accurate by nature and

sometimes has trouble focusing on a

task or subtask, but can execute work

very accurately when necessary,

especially if the task is unique and has

a short duration (


23/40

5.6 PerseveranceLevel 1

Completes a task under normal

circumstances and without resistance

from the environment.

Level 2

Completes a task under restrictive

(personal and/or ambient) conditions.

Level 3

Completes a job despite severe

obstacles (personal and/or ambient)

conditions.

Level 4

Achieves a team result when ambient

, team, and/or personal circumstances

hinder lightly.

Level 5

realises a team and organisation result

for a large organisation under

difficult/prohibitive ambient, team

and/or personal circumstances.

Level 6

realises a result for a large

organisation under extensive internal

and/or external pressure.

Scouting: PersonalGeneral: Personal

Behaviour:

Takes responsibility for his/her own

job

Addresses problems/resistance but

not independently so

Scouting: Personal

General: Personal

Behaviour:


job

Recognizes

problems/resistance/physical/ambient

barriers and deals with those

independently

Recognizes his/her own emotional

resistance and can state it

Scouting: Personal

General: Personal

Behaviour


job

Recognizes severe


barriers and perseveres nevertheless

Recognizes his/her own emotional

resistance, can state it and deal with it

Scouting: Team/Group/ProjectGeneral: Team/Department

Behaviour:

Ensures that everybody understands

each others responsibilities

Recognizes severe


barriers and supports the team

Identifies the key issues to

determine how a situation can

developIdentifies ineffectiveness and

takes action to solve this

Scouting: Group/Region/ProjectGeneral: Department/Project(medium-sized)

Behaviour:



Builds and utilises a network of

contacts to invoke resources

Keeps track of where people are and

can quickly identify sources

Compares the skills of the people with

the necessary skills for the work to bedone

Delegates authority to be able to act

on assigned responsibilities

Knows well before the end of a

project/task when people will be

available

Takes into account that alternative

circumstances might occur

Asks questions about assumptions

and conventional ideas

Identifies the key issues to determine

how a situation can develop

Identifies ineffectiveness and

inefficiency and takes action to

eliminate these

Scouting: Country/Major project

General: Division/Organisation

Behaviour:



Builds and utilises a network of

contacts to invoke resources

Keeps track of where people are and

can quickly identify sources

Compares the skills of the people with

the necessary skills for the work to bedone

Delegates authority to be able to act

on assigned responsibilities

Knows well before the end of a

project/task when people will be

available

Takes into account that alternative

circumstances might occur

Asks questions about assumptions

and conventional ideas

Identifies the key issues to determine

how a situation can develop

Identifies ineffectiveness and

inefficiency and takes action to

eliminate these

Communicates vision and meaning asa perspective

Note:

Here we describe an individual's perseverance. We combine the degree of

perseverance with the degree to which conditions and/or (work) environment hinder

realisation. The first part of the series concerns the personal perseverance, the second

part deals with the degree of perseverance of someone responsible for a small or

larger organisation.



24/40

6. Collaborating within organisations, and with clients &

partners



25/40

6.1 IntegrityLevel 1

Searches (and/or exceeds) the limits

of (legal) standards for his/her own

benefit and/or disseminates and uses

information with the intention or effectto damage the position/reputation

another person/organisation.

Level 2

Searches (and/or exceeds) the limits

of (legal) standards for his/her own

benefit and/or is not sufficiently aware

of the confidentiality/sensitivity ofinformation.

Level 3

Respects the limits of (legal) standards in

thought and action and resists, under

circumstances, temptations that

compromise integrity and/or is aware of theconfidentiality of (personal or

organisational) information and acts

accordingly.

Level 4

Examines the possibility of complying

with higher standards to create value and

acts accordingly and/or uses a deliberate

confidentiality by making agreementsabout the confidentiality of information

about individuals or organisations.

Level 5

Complies with implicit and explicit

values and an understanding of

mutual interest as starting point in

thinking and acting and/or maintainsa deliberate confidentiality by making

agreements about the confidentiality

of information about individuals or

organisations and/or speaks with

others/adresses others about

maintaining appropriate

confidentiality/care.

Level 6

Creates a culture of values and

safeguarding the interest of

stakeholders (with guidelines) and

thereby promotes sustainablevalue, welfare and wellbeing

and/or maintains a deliberate

confidentiality by making

agreements about the

confidentiality of information about

individuals or organisations and/or

speaks with others/adresses

others about maintaining

appropriate confidentiality/care.

Behaviour:Plays fast and loose with rules and

regulations

Acts for his/her own benefit Does notdisplay integrity in dealing with

information, e.g. gossips and spreads

rumours, consciously or

subconsciously

Does not know when to keep quiet

Plays games

Behaviour:Uses (legal) boundaries and

frameworks and codes of conduct but

still strives to go around these tobenefit the organisation

Is subconsciously insincere with

information by gossiping, spreading

rumours etc.

Does not know when keep quiet

Behaviour:Complies Uses (legal) boundaries and

frameworks and codes of conduct

Perceives and respects other peoplesvalues and standards

Respects the environment passively

and/or actively and seeks sustainability

Behaviour:

Complies Uses (legal) boundaries and

frameworks and codes of conduct

Considers basic values in thought andactions

Perceives and respects other peoples

values and standards

Knows when to keep quiet and makes

arrangements about this

Perceives the interests of the other/the

larger collective

Passively respects the environment

Behaviour:

Complies Uses (legal) boundaries

and frameworks and codes of

conductConsiders basic values in thought

and actions

Perceives and respects other

peoples values and standards

Creates or uses ethics

Leverages diversity

Knows when to keep quiet, makes

arrangements about this and

addresses others about this

Perceives the interests of the

other/the larger collective

Respects the environment passively

and/or actively and seeks

sustainability

Behaviour:

Complies Uses (legal) boundaries

and frameworks and codes of

conductConsiders basic values in thought

and actions

Perceives and respects other

peoples values and standards

Creates or uses ethics

Leverages diversity

Knows when to keep quiet

Perceives the interests of the

other/the larger collective

Respects the environment

passively and/or actively and seeks

sustainability

Note:

The focus on creating value on the basis of imposed, accepted and/or created values

is subject of this competence.

Definitions: Norm: law, rule, decency, ethical framework

Value: assumption or perspective that focuses on 'good' and/or the continuing positive

effects of (inter) acting.

Confidentiality of information relates to individuals and/or organisations. In the role of

colleague, fellow team member, customer or supplier. The extent to which anothers

interest may be harmed is that persons interest and/or faith is the touchstone of conduct.

Respect and care are the basis for an environment in which everybody can prosper and

everybodys interests are served.

Integrity presumes living and working by this premise: the limit of individual freedom is

the limit of freedom/space of the others and that of society as a whole.

Effectively respecting other people and trying to care for common values like

sustainability form positive aspects of integrity to pursue.



26/40

6.2 AdaptabilityLevel 1

Functions without (consciously and/or

subconsciously) conforming to the

values/beliefs/culture within the

organisation and/or shows negativeand critical resistance at a critical

position against some of the

values/beliefs/culture.

Level 2

Concurs in part and/or with

(perceptible) resistance to the

values/beliefs/culture of the

organisation.

Level 3

Concurs with the values/beliefs/culture

of the organisation.

Level 4

Is willing and able to act proactively on

the basis of the values/beliefs/culture

of the organisation and/or provides

positive criticism and feedback onvalues/beliefs/culture where relevant.

Level 5

Is willing and able to advocate the

values/beliefs/ culture of the

organisation consciously by displaying

exemplary behaviour.

Level 6

Is willing and able to consciously join

in developing values/beliefs/culture for

an organisation and influences others

both by exemplary behaviour andutterances regarding developments,

experience and/or compliance with

values/beliefs/culture of the

organisation

Behaviour:

Adaptability:

Finds it difficult to comply with

rules/agreements and demonstrates

that

Expresses no/insufficient awareness

of the formal or informal rules of

conduct

Expresses negative criticism about

the way things are done/the rules of

conduct in the organisation

Behaviour:

Adaptability:

Shows through his/her behaviour that

he/she complies only in part or

reluctantly with the rules of conduct in

the organisation

Shows awareness of the formal or

informal rules of conduct

Awareness of environment:

Introduces external events or trends

in internal discussions

Looks outside the organisation for ananalysis of current and future needs

Recognizes differences between

personal and organisational values

and uses these less effectively

Behaviour:

Adaptability:Is rapidly effective in new teams

Demonstrates acceptance of changes

Remains effective as conditions

change unexpectedly

Shows ability to adopt new practices

Responds quickly to changing

priorities

Can switch to another task quickly

Is willing to try different approachesShows through his/her behaviour that

he/she complies with the rules of


Awareness of environment:Is well-informed on current issues



Recognizes differences betweenpersonal and organisational values

and uses these effectively

Behaviour:

Adaptability:

Is rapidly effective in new teams

Responds quickly and adequately to

changes and new ideas and

demonstrates acceptance of changes

Fits in in any environment (customer,

collaboration)


change unexpectedlyShows to be able to adopt new

practices


priorities

Can work simultaneously on multiple

tasks

Can quickly switch to another task

Is willing to try different approaches





Is well-informed on current issues and

events

Introduces external events or trendsin internal discussions


personal and organisational standards


Behaviour:

Adaptability:

Responds quickly and adequately to

changes, new ideas

Advocates changes


collaboration)


change unexpectedly

Responds quickly to changingpriorities

Can work simultaneously on multiple

tasks






Is well-informed on current issues and

events

Uses examples of evidence fromoutside the organisation




personal and organisational standards


Behaviour:

Adaptability:Responds quickly and adequately to

changes, new ideas

Advocates changes


collaboration)


change unexpectedly


prioritiesCan work simultaneously on multiple

tasks





Awareness of environment:Watches market trends and what

competitors are doing

Is well-informed on current eventsHas a vision on a wide range of

issues

Uses examples of evidence from

outside the organisation

Is able to explain the influence of

significant external events on a group

or introduces external events or trends


Looks outside the organisation for an

analysis of current and future needs


personal and organisational values


Note:

What is described here is the conscious choice to be part of an organisation with its

values and to join in defining these .... or to leave the organisation. Here we have a

scale ranging from operating without consciously conforming and negative and

negative critical resistance (low) to the conscious co-creation of values and propagating

these.



27/40

6.3 Organisational awarenessLevel 1

Has difficulty to effectively align to

organisation and colleagues with

regard to some aspects and

occasionally creates social barriersand barriers in communicative.

Level 2

Can effectively align to organisation

and colleagues and does not create

social barriers and barriers in

communicative.

Level 3

Can effectively align to organisation

and colleagues and thus has a

proactive contribution to an effective

social context for the work within theorganisation/work environment.

Level 4

Can consciously create an image of

the way employees in an organisation

should interact socially. Based on this,

he/she:Functions effectively

Acknowledges employees/the

organisations needs

Level 5

Can fairly quickly create a coherent

picture of:

Formal and informal structures in the

organisation and how these come tobe

The various actors (from a group

perspective as well as the perspective

of personal growth, maturity and

personal motives)

Values/beliefs/culture in an

organisation or organisational unit with

up to 100 employees

Level 6

Can fairly quickly create a coherent

picture of:

Formal and informal structures in the

organisation and how these come tobe

The various actors (from a group

perspective as well as the perspective

of personal growth, maturity and

personal motives)

The values/beliefs/culture in an

organisation or organisational unit with

more than 200 employees

Behaviour:Regularly communicates awkwardly

and/or unclearly about work and/or

personal needs

Tries to serve his/her own interests

without consideration for others

Behaviour:Understands the priorities and

goals of related colleagues and

contacts them when they are going to

be affected by decisions to be taken

Generally recognizes the right time for

change initiatives

Uses feedback to improve his/her

work

Behaviour:Understands the priorities and




Knows which groups within the

organisation are affected by his/her

work

Recognizes the right time for change

initiatives

Ensures that the goals of his/her own

team are in line with those of the

organisation

Uses feedback to improve his/her and

the teams work

Behaviour:Uses and expands a personal

network within the organisation for

information exchange

Understands the priorities and




Identifies the various trend-setters in

their part of the organisation and uses

informal structures to get work done

Knows which groups within the

organisation are affected by his/her

work

Recognizes the right time for change

initiatives

Contributes to others understanding

the impact of their decisions and

actions

Ensures that the goals of his/her own

team are in line with those of the

organisation

Uses feedback to improve his/her andthe teams work

Behaviour:Rapidly recognizes structures and

interaction


their part of the organisation and

uses informal structures to get work

done

Knows which groups (within and

outside the organisation) influence

each other

Recognizes the right time for

initiatives to change



actions

Ensures that the goals of his/her part

of the organisation are in line

with those of the whole organisation

and the environment


the teams work

BehaviourRapidly recognizes structures and

interaction


their part of the organisation and

uses informal structures to get work

done

Knows which groups (within and

outside the organisation) influence

each other

Recognizes the right time for

initiatives to change



actions

Ensures that the goals of his/her

organisation are in line with the

environment


the teams work

Note:

Awareness of organisation and environment has to do with the ability to perceive the

overall make-up of an organisation formed by factors like culture, group myths,

structure, business processes and group dynamics and to be able to work with these.

Here we have a scale that runs from has trouble to adapt to organisation and

colleagues and thereby creates social communication barriers (low) to is able to

have a coherent picture in a short time and knows how to act accordingly (high).



28/40

6.4 Understanding cohesionLevel 1

Sees the coherence of his/her own

work and acts accordingly.

Level 2

Sees the connection between his/her

own work and that of colleagues within

the department or project team and/or

knows the impact of his/her actions onthe immediate environment and acts

accordingly.

Level 3

Sees the connection between his/her

own work and that of colleagues with

at customers and in the immediate

environment and acts accordingly.

Level 4

Sees the connection between different

parts of the organisation and/or

processes and/or understands the

impact of his/her own actions on theimmediate environment and uses that

insight to manage.

Level 5

Sees and understands the connection

between several parts and processes

in a chain, market or organisation and

uses that insight to manage.

Level 6

Sees and understands the connection

between several parts and processes

in a chain, market, organisation or

society and can connect these to theconvictions of the actors in a particular

context and uses that insight to

manage.

Behaviour:Efficiently organizes his/her own work

using his/her insight into the

relationship between the elements of

the task

Makes lists, and reports and creates

structure

Behaviour:Sees consistency

Is involved in matters that are not

his/her personal priority

Provides assistance to others who are

under pressure

Shares information

Strives to understand the prioritiesand wishes of others

Adheres to guidelines for use in the

immediate environment


Sees how aspects/dilemmas are part

of the customer relationship and of

working with the customer

Provides assistance to others who are

under pressure

Shares informationUses information and experience of

others

Strives to understand the priorities

and wishes of others

Recognizes everyone's unique

experiences, backgrounds and

perspectives

Asks questions to use everyone's

individual experiences

Recognizes the reasons for the

guidelines for the use of the

environment and behaves accordingly

BehaviourSees consistency

Sees how aspects issues are part of a

bigger picture

Shows he/she is aware how things

are connected in a organisation

system

Is involved in matters that are nothis/her personal priority

Acts as if all stakeholders are equal

partners in a solution

Looks for opportunities

at all stakeholders within the

organisation/at the customer

Shares information

Uses the information and experience

of others

Wants to understand the priorities and

needs within the organisation

Acknowledges individual and

organisational perspectives

Asks questions to use everyone's


Provides guidance on the use of the

natural environment



bigger picture


are connected in a complex system

Examines the possibilities for all

(chain) partners to exploit opportunitiesOrganizes assistance for (chain)

obstacles

Shares information


of others



Recognizes individual and

organisational perspectives

Asks questions to exploit everyone's


Is aware of the chain of environmental

effects and environmental factors

BehaviourSees consistency


bigger picture


are connected in a complex system

Examines the possibilities for all

(chain) partners in a social context toexploit opportunities

Organizes assistance for (chain)

obstacles

Tunes the presentation of

development issues to be affected

target groups

Organises information sharing


of social chain partners



Recognizes/acknowledges