Competency Framework

Capacity Building Panel
c om petency
f r a m e w o rk
for professional development
ICE Learned Society
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ICE Competency Framework
The ICE Competency Framework for Professional Development works in accordance with ICE guidelines and
good practice to support its members in the identification of areas for professional development. As part of a
continued commitment to lifelong learning and continuous professional development, the Framework supersedes
the professional review process with informal self-assessment aimed at helping members with the training
needs analysis necessary to support a deeper understanding of civil engineering and the skills required for
professional practice. The Framework serves as an additional route for translating Institutional objectives and
long-term goals to the members, providing the individual with a clear picture of the knowledge, skills,
behaviours and attitudes that are recognised and valued – whether they are core to the profession or those that
underpin work in general. It is envisioned that the Framework will help to engender those competencies
attributed to a well-rounded practitioner at the heart of society. One who actively works to further the discipline,
professional image and foster a greater public trust.
Purpose
The purpose of this framework is to provide a guide for the member, allowing them to take responsibility for
their own review, training needs identification and future career development. This structured approach to
competency evaluation aims to promote increased self-awareness, assess the level of generic and engineering
specific competencies relevant to professional practice and provide a deeper understanding of the competencies
underpinning effective performance.
Context
The competencies within the Framework articulate the capability and behaviour the ICE wishes to encourage
within its members. Therefore, it is important to clearly distinguish between the requirements for professional
accreditation and the role competency plays in development post professional review. The ICE Competency
Framework for Professional Development is a method of attribute based assessment that should not conflict or
be confused with performance assessment – it is to be used exclusively for development of the individual as a
professional. It should not be used for recruitment or to solely influence advancement/status. It is intended to
assist the members of the ICE to become self-aware practitioners who encourage trust, practice with integrity
and raise the profile of civil engineers. It is not a standard; the Framework is a tool for ‘professional’
development to be incorporated within a holistic approach to lifelong learning.
1
In order to distinguish professional development and lifelong learning from the professional review process, civil
engineering competencies have been divided into two streams: Foundation Competencies and Professional
Competencies. Foundation Competencies are demonstrated through awareness and critical understanding of the
distinct body of knowledge and the ability to apply and challenge the methodology1. Foundation Competencies
are developed through formal learning, are regulated by the professional accreditation process to achieve the
workplace standard and form the foundation for the development of Professional Competencies. Professional
Competencies are gained through experience and interaction2 and are cultivated, matured and honed through
continuing professional development. The Framework focuses on evaluation of the latter.
Within this framework, the term competency will relate to the personal attributes used in work activities which
underpin competent performance3. Competency is not defined by the performance or outcomes but a measure
of regular demonstration of ability indicative of the presence of a set of competencies required for effective
practice. The Professional Competencies have been split into three areas and the competencies within those
areas defined by a set of indicators all designed to provide an accessible form of assessment
Limitations
 The framework is not for the purpose of assessing fundamental knowledge or educational understanding
but the manner in which they are applied. Therefore, application is limited to post-professional review; and
 The ICE Competency Framework does not address specialisation specific competencies and equally, not all
elements may be applicable to all individuals.
2
The Areas of Professional Competency
Foundation
Competencies
Elements of Behavioural Competency Elements of Contextual Competency

• Professional Attitude • Strategic Thinking
• Self Management/Time Management • Organisational Awareness
• Human Resource Management • Organisational Commitment
• Leadership • Commercial/Market Awareness
• Communication • Finance
• Collaborative Working • Sustainable and Resilient Approach
• Teamworking Skills
• Adaptability
• Negotiation and Influence
• Initiative
• Creativity
• Information Seeking
• Assertiveness
3
Self-Assessment
The self-assessment process is completed by scoring each of the competency indicators from 1 to 5.
To assist in evaluation an example of indicator score identification is provided below.
Score Description
1  I've never even consider it, or I don't do that
2 I am Working at it or somewhat aware
3  I regularly do this for the most part, or I feel capable
4  I frequently do this, or aware of why l do it.
5  I'm an expert as this, or I always do this.
Competency Ranges
Following indicator scoring an overall average competency range can be determined.

Ranges are provided to give a general idea of the level of development. They seek to highlight the breadth and
depth of each of the competency elements.
Range Description
1 None
Competency not demonstrated, or only basic awareness. Needs
supervision/assistance.
2 Low
Low but progressing awareness and demonstration.
Would benefit from mentorship or greater experience.
3 Good
Good awareness and demonstration of competency.
Regularly demonstrates many of the indicators, may need to focus on specific
attributes.
4 Informed
Sound awareness, understanding and demonstration of competency.
5 Model
Exemplary demonstration of competency.
4
The Framework provides an opportunity for self awareness and it is not expected that all competencies will be
developed homogeneously. Due to the dependency of the competencies on underlying characteristics such as
attitude and behaviour which are developed and influenced in part by motive and mental preference it is likely
that competencies may be concentrated in some areas and some competencies may be more important
depending on the role of the individual.
5
Example Assessment
P2 Problem Solving: The effective application of engineering knowledge to arrive at an

appropriate solution(s). I do this
Indicators: Score most of
Personal Attributes – Behaviours, skills, knowledge and attitudes (1-5) the time
Contributes to the identification of problems and the production of practical 4
solutions.
Demonstrates the appropriate amount of attention to detail. 3 I feel confident
Logically assess situations to identify constraints, root causes, patterns, and capable of
5
interrelationships, implications and potential benefits.
Encourages cross-team and cross-discipline brainstorming.
this
2
Capable of complex analysis through critical thinking. 2
I am aware I
Identifies and evaluates alternative solutions. 2
should, but
Reflects on solutions post implementation. 2 often do not
Total 22
Competency Score (Total  7) 3
Range Description
1 None Demonstrates Good
Competency not demonstrated, or only basic awareness. Needs problem solving. Can
effectively apply
2 Low
Low but progressing awareness and demonstration. knowledge to arrive at
Would benefit from mentorship or greater experience. a solution but needs to
3 Good be more than just
aware of other sources
attributes. and reflect on choices
4 Informed made.
5 Model
B4 Leadership: The ability to create and convey vision and strategic direction through
empowerment, inspiration and example.
I am somewhat aware
Indicators: Score of this in my daily life
Personal Attributes – Behaviours, skills, knowledge and attitudes (1-5) but need to be more
tapped into the
Motivates and facilitates others through the provision of visible strategic 3
direction. business side
Proactively takes the lead through the recognition and application of the 4
appropriate leadership styles.
Is able to establish buy-in and gain the trust and confidence of others. 4
I am aware of what
Works to make organisational vision and strategy a reality. 3
style to use and
Creates and maintains energy and momentum for the achievement of goals 3
and objectives. naturally take control of
Empowers other with advice and support. Lobbies on the behalf of others. 2 situations in a manner
Encourages high performance in others. 2 which my colleagues
Total 21 appreciate.
Competency Score (Total  7) 3 Note: Looked up leadership
Range Description styles to ensure I was up to
1 None date on the literature.
2 Low
3 Good
attributes.
4 Informed
5 Model
6
Competencies Score Root Training Require

Cause/Indicator (Yes/No)
Knowledge Application 2
Problem Solving 3
Decision Making 3
Organisation and Planning 3
Quality Management 3
Technology Management 3
Information and Knowledge Management 3
Resource Management 3 Justification/ root
Achievement Orientation 3 cause of score. i.e.
Health and Safety 3 not required for
current role or need
Professional Attitude 3
to develop a specific
Self Management/Time Management 3 indicator
Human Resource Management 4
Leadership 3
Communication 4
Collaborative Working 3
Teamworking Skills 3
Adaptability 4
Negotiation and Influence 2
Initiative 2
Creativity 3
Information Seeking 3
Assertiveness 3
Strategic Thinking 4
Organisational Awareness 3
Organisational Commitment 3
Commercial/Market Awareness 3
Finance 2
Sustainable and Resilient Approach 3
Professional Competency Level 3
Potential areas for
development. Training
suggestions might
include courses on
managing people or
emotional intelligence.
7
8
The Practice Competency Area – Elements and Indicators of Competency
P1 Knowledge Application: Demonstration of the thought processes involved in the

application of engineering knowledge.
Indicators: Score
Personal Attributes – Behaviours, skills, knowledge and attitudes (1-5)
P1.1 Applies knowledge in the appropriate context. Demonstrates sound
judgement, intellectual rigour and constancy.
P1.2 Thinks empirically and learns from experience.
P1.3 Uses appropriate methods to systematically organise thoughts.
P1.4 Considers and accurately interprets client, organisational and legal
requirements. Assigns meaning to information provided.
P1.5 Recognises the absence of required information and uses knowledge and
experience to develop a complete picture.
P1.6 Tailors standard practices to fit the situation.
P1.7 Recognises and takes opportunities to challenge accepted methodology.
P1.8 Expresses an understanding of the limits of own knowledge and ability.
Total
Competency Score (Total  8)
Range Description
1 None
2 Low
3 Good
attributes.
4 Informed
5 Model
9
P2 Problem Solving: The effective application of engineering knowledge to arrive at an

appropriate solution(s).
Indicators: Score
P2.1 Contributes to the identification of problems and the production of practical
solutions.
P2.2 Demonstrates the appropriate amount of attention to detail.
P2.3 Logically assess situations to identify constraints, root causes, patterns,
interrelationships, implications and potential benefits.
P2.4 Encourages cross-team and cross-discipline brainstorming.
P2.5 Capable of complex analysis through critical thinking.
P2.6 Identifies and evaluates alternative solutions.
P2.7 Reflects on solutions post implementation.
Total
Range Description
1 None
2 Low
3 Good
attributes.
4 Informed
5 Model
10
P3 Decision Making: The effective use of evidence based judgement.

Indicators: Score
P3.1 Makes timely, logical, informed and evidence based decisions.
P3.2 Makes decisions based on clear problem definition and sound reasoning.
Seeks guidance when needed.
P3.3 Recognises the wider potential impact of decisions and the potential internal
and external responses.
P3.4 Champions decisions. Able to articulate the reasoning in defence of decisions
made.
P3.5 Recognises areas where decisions could be challenged.
P3.6 Works to avoid incomplete decisions.
P3.7 Aware of personal biases and does not let them impact decision making.
Total
Range Description
1 None
2 Low
3 Good
attributes.
4 Informed
5 Model
11
P4 Organisation and Planning: The ability to translate requirements into action.

Indicators: Score
P4.1 Identifies and arranges tasks systematically to meet requirements.
P4.2 Acts in a manner that demonstrates a sound understanding of the
benefits and consequences relating to a sequence of actions.
P4.3 Demonstrates the ability to reasonably plan the use of resources.
P4.4 Sets realistic but challenging objectives and targets.
P4.5 Works within the agreed scope of work.
P4.6 Recognises the relationships between tasks and the potential impact on
time, cost and quality.
Total
Range Description
1 None
2 Low
3 Good
attributes.
4 Informed
5 Model
12
P5 Quality Management: Concern for meeting agreed requirements.

Indicators: Score
P5.1 Understands, complies with and contributes to quality standards and
processes.
P5.2 Takes pride in work.
P5.3 Sets and follows key quality targets in accordance with
client/organisation requirements and applicable standards and legislation.
P5.4 Works in a manner that ensures quality is at the forefront of deliverables.
P5.5 Reviews solutions/work/recommendations and identifies potential
obstacles to quality. Able to manage obstacles without sacrificing quality.
P5.6 Applies discretion where appropriate while maintaining the ‘spirit’ of
quality.
Total
Range Description
1 None
2 Low
3 Good
attributes.
4 Informed
5 Model
13
P6 Technology Management: Displays a proactive and responsible attitude toward the

use of existing and emerging technology.
Indicators: Score
P6.1 Actively seeks information/advice concerning the latest applicable
technology.
P6.2 Proactively incorporates new technology into solutions.
P6.3 Capable of balancing new and old technology.
P6.4 Adopts an appropriate risk attitude to technology.
P6.5 Assesses the social, environmental and economical impact of the
incorporation of chosen technology.
P6.6 Responsibly pilots/experiments with emergent technology.
P6.7 Appreciates that technology is not a substitutes for knowledge. Verifies
principles.
Total
Range Description
1 None
2 Low
3 Good
Regularly demonstrates many of the indicators, may need to focus on
specific attributes.
4 Informed
5 Model
14
P7 Information and Knowledge Management: The location, collection, review and

validation, summarising, storing and dissemination of information.
Indicators: Score
P7.1 Systematically identifies information needs and addresses them.
P7.2 Reviews and analyses information in an appropriate and timely manner.
P7.3 Clearly articulates both oral and written information for effective transfer
ensuring the quality of relevant information.
P7.4 Values the maintenance of accurate and complete documentation for
future learning. Uses systems to manage information and knowledge.
P7.5 Understands and communicates the limitations of transferred
information.
P7.6 Actively shares good practice internally and externally.
P7.7 Works to make own information and knowledge clear and available to
others.
Total
Range Description
1 None
2 Low
3 Good
attributes.
4 Informed
5 Model
15
P8 Resource Management: The effective identification, allocation and management of

resources in order to meet objectives.
Indicators: Score
P8.1 Understands the quality and quantity of resources required by tasks.
P8.2 Aware of the procedures and mechanisms for obtaining and allocating
resources and how to navigate resource boundaries within own organisation’s
structure.
P8.3 Co-operates with others to manage competing demands.
P8.4 Actively identifies situations that may stress or underutilise available
resources.
P8.5 Anticipates external resource demands by communicating with relevant
supply chains.
Total
Range Description
1 None
2 Low
3 Good
4 Informed
5 Model
16
P9 Achievement Orientation: Systematic evaluation for improved performance.

Indicators: Score
P9.1 Displays a strong need to deliver above the norm.
P9.2 Concentrates effort on the achievement of objectives, targets and benefits.
P9.3 Searches for areas to improve efficiency and delivery.
P9.4 Takes a goal-oriented approach to work and career by setting own goals.
P9.5 Feels personally responsible for and/or oversees the meeting of key
objectives.
P9.6 Is entrepreneurial and works to overcome obstacles and generate optimal
solutions.
Total
Range Description
1 None
2 Low
3 Good
attributes.
4 Informed
5 Model
17
P10 Health and Safety: Effectively applies and promotes a responsible attitude towards
health, safety and wellbeing.
Indicators: Score
P10.1 Recognises and communicates the benefit of good health, safety and
wellbeing to maintaining the profession and is aware of key issues.
P10.2 Demonstrates the values of health and safety in the preparation of
plans, designs and the delivery of work from a whole-life perspective.
P10.3 Allocates appropriate resources to maintain a high standard of health
and safety in accordance with relevant legislation and organisation
requirements.
P10.4 Is hazard aware. Recognises potential risks to health, safety and
wellbeing and acknowledges high-risk activities.
P10.5 Works to understand issues affecting the work of others. Addresses
obstacles to individual wellbeing in a timely fashion.
P10.6 Sets an example. Reports and responds to risks. Goes beyond what is
considered acceptable.
Total
Range Description
1 None
2 Low
3 Good
4 Informed
5 Model
18
The Behavioural Competency Area – Elements and Indicators of Competency
B1 Professional Attitude: The upholding of a professional image cultivated from trust,

mutual respect and behaviour becoming of a civil engineer.
Indicators: Score
B1.1 Acts in an honest and open manner that earns and encourages the
confidence of peers, colleagues and the public.
B1.2 Respects and complies with all legal requirements and applicable codes.
B1.3 Encourages others to respect and comply with all legal requirements and
applicable codes
B1.4 Demonstrates tact, control and objectivity, delivering only constructive
criticism.
B1.5 Treats all people and environments with sensitivity and fairness.
B1.6 Operates with integrity and in a manner that does not embarrass
himself/herself, the employer or the Institution.
B1.7 Readily voices concern and/or challenges behaviour that contradicts an
engineer’s duty of care.
B1.8 Provides a responsible and honest representation of all situations while
respecting a person’s or organisation’s right to confidentiality.
B1.9 Assesses current, varying and future social attitudes and assumes a socially
appropriate approach.
B1.10 Demonstrates a sense of pride, prudence and accountability in own work.
B1.11 Recognises the value of CPD to the profession. Has a strong desire to learn
and actively pursues personal professional development.
Total
Range Description
1 None
2 Low
3 Good
attributes.
4 Informed
5 Model
19
B2 Self Management/Time Management: The ability to effectively manage personal

workload and career.
Indicators: Score
B2.1 Works consistently with persistence and discipline.
B2.2 Effectively prioritises and monitors own tasks, activities and performance
with limited guidance.
B2.3 Is aware of own learning and communication styles to make the best of
strengths and compensate for weaknesses.
B2.4 Able to manage competing demands without compromising quality,
efficiency or focus.
B2.5 Is aware of the chain of authority and upward communication channels.
B2.6 Takes ownership for the development of own performance requirements and
communicates own potential, values and drivers.
B2.7 Portrays confidence and constructively identifies and acts upon unreasonable
demands on time and resource.
B2.8 Confidently works autonomously when appropriate.
Total
Range Description
1 None
2 Low
3 Good
attributes.
4 Informed
5 Model
20
B3 Human Resource Management: The ability to effectively manage the workload and
career of others through selection, retention, development, assessment, reward and
interpersonal understanding.
Indicators: Score
B3.1 Demonstrates patience and seeks to understand the motives and attitudes
of others you have responsibility for.
B3.2 Acts as a mentor and role model.
B3.3 Proactively seeks to define and incorporate individual working, learning and
communication styles and media.
B3.4 Clearly sets and communicates to others challenging but achievable
performance expectations.
B3.5 Effectively matches people to task and takes a proactive approach to the
development of others and the promotion of a healthy work-life balance.
B3.6 Observes progress and performance and provides others with timely and
constructive feedback and individual support.
B3.7 Understands the processes of career development and is able to align
individual and organisational goals.
B3.8 Recognises and rewards initiative and good performance.
B3.9 Recognises and harnesses the potential in others in line with the
organisational strategy.
B3.10 Manages conflict, moderates disputes and de-escalates situations.
B3.11 Monitors the job satisfaction and wellbeing of others.
Total
Range Description
1 None
2 Low
3 Good
attributes.
4 Informed
5 Model
21
B4 Leadership: The ability to create and convey vision and strategic direction through
empowerment, inspiration and example.
Indicators: Score
B4.1 Motivates and facilitates others through the provision of visible strategic
direction.
B4.2 Proactively takes the lead through the recognition and application of the
appropriate leadership styles.
B4.3 Is able to establish buy-in and gain the trust and confidence of others.
B4.4 Works to make organisational vision and strategy a reality.
B4.5 Creates and maintains energy and momentum for the achievement of goals
and objectives.
B4.6 Empowers other with advice and support. Lobbies on the behalf of others.
B4.7 Encourages high performance in others.
Total
Range Description
1 None
2 Low
3 Good
attributes.
4 Informed
5 Model
22
B5 Communication: Effective dissemination and receipt of information through formal

and informal, written, verbal and illustrative correspondence.
Indicators: Score
B5.1 Demonstrates strong interpersonal skills and effectively engages with others.
B5.2 Demonstrates clear articulation of thought.
B5.3 Displays strong presentation skills. Speaks confidently, clearly, concisely,
considers impact of style, content and audience to promote understanding.
B5.4 Values the process of consultation. Actively listens to and frequently seeks
the opinions and contributions of others.
B5.5 Is openly aware of communication strengths and weaknesses and the
potential impact of semantics and body language.
B5.6 Shares relevant information in a timely and open manner to keep relevant
parties informed through the accepted communication systems.
B5.7 Demonstrates the benefits of formal documentation. Works well within the
established systems, plans and reporting structures.
B5.8 Anticipates barriers to effective communication.
B5.9 Clarifies own understanding of the expectations of others. Clearly states all
assumptions concerning the information received and how it will be used.
B5.10 Systematically breaks down complicated or complex information into an
accessible format.
B5.11 Maintains formal and informal communication networks.
Total
Range Description
1 None
2 Low
3 Good
attributes.
4 Informed
5 Model
23
B6 Collaborative Working: The ability to work with and support others in the pursuit of
separate, competing or complimentary objectives.
Indicators: Score
B6.1 Actively seeks to understand the motive and attitudes of others with related
objectives.
B6.2 Demonstrates strong interpersonal skills and effectively engages with others
with related objectives.
B6.3 Involves others with related objectives and shares appropriate information,
knowledge and outcomes in a timely manner. Encourages other to do the
same.
B6.4 Asks for assistance when needed.
B6.5 Responds positively to the requests of others for assistance.
B6.6 Identifies areas for resource sharing and opportunities to collaborate/partner
with others both internally and externally.
B6.7 Develops and maintains networks of working relationships.
B6.8 Works well with and as a part of different teams and groups – internal,
external, permanent, temporary, cross-functional and cross-discipline.
Total
Range Description
1 None
2 Low
3 Good
attributes.
4 Informed
5 Model
24
B7 Teamworking Skills: The ability to work with and support others in the pursuit of a
common goal.
Indicators: Score
B7.1 Actively seeks to understand the motives and attitudes of others within the
team.
B7.2 Actively listens and frequently seeks the opinions and contributions of the
team.
B7.3 Openly and readily involves all team members. Sponsors the sharing of
information, knowledge and outcomes in a timely manner.
B7.4 Demonstrates an awareness of the different team roles, formative processes
and team dynamics.
B7.5 Strong team building skills. Engenders an atmosphere of camaraderie and
places the team ahead of the individual.
B7.6 Promotes team development opportunities and activities.
B7.7 Creates and maintains team energy and momentum. Manages conflict for
the achievement of common goals and objectives.
B7.8 Champions team decisions.
Total
Range Description
1 None
2 Low
3 Good
attributes.
4 Informed
5 Model
25
B8 Adaptability: The quality of effectively anticipating, coping with and embracing

change.
Indicators: Score
B8.1 Readily adapts thinking, behaviour and skills to new or unfamiliar
environments.
B8.2 Reacts in a timely manner to change. Demonstrates ease and efficiency in
reprioritising.
B8.3 Feels comfortable with changing expectations.
B8.4 Systematically evaluates the full impact of changes.
B8.5 Anticipates areas of potential change and responds with flexible approaches,
alternatives or solutions.
B8.6 Helps to facilitate needed change.
B8.7 Views change, even unexpected change, as an opportunity.
Total
Range Description
1 None
2 Low
3 Good
attributes.
4 Informed
5 Model
26
B9 Negotiation and Influence: Application of the appropriate behavioural pressures for

resolving a situation or initiating change.
Indicators: Score
B9.1 Aware of and takes advantage of varying negotiation styles and tactics.
Alters style to produce desired outcome/maximum impact.
B9.2 Shows an awareness of when negotiation is warranted and identifies the
appropriate strategy given the context and the limits of own authority.
B9.3 Is able to construct persuasive, evidence based and complex arguments
under pressure and in a timely manner.
B9.4 Uses influence to effect behavioural or situational changes to achieve
consensus, acceptance or a course of action.
B9.5 Aware of own personal and professional ability to influence and imposes
appropriate ethical boundaries.
Total
Range Description
1 None
2 Low
3 Good
attributes.
4 Informed
5 Model
27
B10 Initiative: A proactive approach to continuous improvement.

Indicators: Score
B10.1 Actively pursues opportunities, solutions and new ways of working.
B10.2 Maintains a positive and ambitious outlook towards problems and tasks.
B10.3 Is able to take full advantage of new opportunities without compromising
previous objectives.
B10.4 Exhibits drive and goes beyond what is required.
B10.5 Challenges others and the norm and takes calculated risks.
B10.6 Forward looking and entrepreneurial.
Total
Range Description
1 None
2 Low
3 Good
attributes.
4 Informed
5 Model
28
B11 Creativity: Works and acts in an original manner for the formation of imaginative or
novel solutions.
Indicators: Score
B11.1 Is aware of, demonstrates and values the stages in the creative process.
B11.2 Strives to think in an original manner.
B11.3 Able to bring creative solutions into practice. Can visualise a practical use for
new ideas.
B11.4 Remains flexible and open to original thought.
B11.5 Looks to other disciplines and sectors for new or variations on solutions.
B11.6 Champions creativity and incorporates it into strategy.
Total
Range Description
1 None
2 Low
3 Good
attributes.
4 Informed
5 Model
29
B12 Information Seeking: A strong desire for exhausting all sources of useful information
about a situation, environment or problem.
Indicators: Score
B12.1 Proactively questions assumptions and sources of information.
B12.2 Displays curiosity towards new and potential sources of information.
B12.3 Constantly looks for areas to improve through research.
B12.4 Gathers information to remove ambiguity and uncertainty.
B12.5 Questions and includes experts/others to acquire more information.
B12.6 Actively captures lessons learned.
Total
Range Description
1 None
2 Low
3 Good
attributes.
4 Informed
5 Model
30
B13 Assertiveness: Persuasive behaviour for the alignment of objectives.

Indicators: Score
B13.1 Conveys ideas and decisions in a highly confident manner.
B13.2 Ensures own opinions are voiced and heard.
B13.3 Insists on agreed levels of performance/delivery.
B13.4 Maintains a high degree of self-control and conviction when using an
authoritative but appropriate approach.
B13.5 Makes and abides by decisions. Able to manage pressures.
B13.6 Is aware of assertiveness tactics and how they can assist with delivery,
communication and consultation.
Total
Range Description
1 None
2 Low
3 Good
attributes.
4 Informed
5 Model
31
The Contextual Competency Area – Elements and Indicators of Competency
C1 Strategic Thinking: The ability to focus on the whole picture for the realisation of
benefits.
Indicators: Score
C1.1 Results oriented. Is able to set and work to long-term objectives.
C1.2 Considers strengths, opportunities, threats and weaknesses and responds
appropriately.
C1.3 Demonstrates business literacy and an understanding of business processes
and their impact on performance.
C1.4 Is able to work with vagueness and uncertainty.
C1.5 Recognises interdependencies and potential issues.
C1.6 Able to articulate vision, goals, organisational strategy and anticipated
benefits.
C1.7 Able to manage internal, external, formal, informal, temporary and
permanent interfaces.
Total
Range Description
1 None
2 Low
3 Good
attributes.
4 Informed
5 Model
32
C2 Organisational Awareness: Displays an understanding of the business environment

in which you operate.
Indicators: Score
C2.1 Aware of the wider organisational environment and the link between
strategy and operation. Clearly sees how role ties into strategy and reflects
organisational priorities.
C2.2 Shows an understanding of the organisation’s products, services, culture,
strategy, context in relation to work selection and business development.
C2.3 Is able to identify relevant internal and external stakeholders/partners.
C2.4 Is aware of different types of organisational structures and the structure you
work within/across.
C2.5 Acknowledges the levels of authority within the organisation and beyond.
C2.6 Understands how the organisation impacts internal and external situations.
C2.7 Understands the organisation’s industry position and its strengths and
weaknesses.
Total
Range Description
1 None
2 Low
3 Good
attributes.
4 Informed
5 Model
33
C3 Organisational Commitment: The ability to manage the relationship between

individual and organisation.
Indicators: Score
C3.1 Is able to balance organisational and personal goals and objectives without
compromising quality, efficiency or focus.
C3.2 Adopts and reflects the organisational strategy and key organisational
values.
C3.3 Shares opportunities with the organisation.
C3.4 Feels ownership for organisational success.
C3.5 Willingly assists other colleagues, business units and partners.
C3.6 Champions organisational and business unit decisions.
Total
Range Description
1 None
2 Low
3 Good
attributes.
4 Informed
5 Model
34
C4 Commercial/Market Awareness: Uses an awareness of the external organisational

context to search for opportunities.
Indicators: Score
C4.1 Aware of the organisation’s client/customer base and supply chain.
C4.2 Works to fully understand client/customer needs and requirements.
C4.3 Recognises the impact of cost and quality on competitiveness and client
satisfaction and retention.
C4.4 Aware of political, economic, technological, legal, environmental and
situational drivers and trends that may affect current or future work and
opportunities.
C4.5 Able to identify and work towards building relationships/alliances with key
players and competitors.
C4.6 Searches for new areas that could benefit from civil engineering and
partnerships that could support current/new work.
C4.7 Understand how to and is capable of responding to new opportunities.
Total
Range Description
1 None
2 Low
3 Good
attributes.
4 Informed
5 Model
35
C5 Finance: Demonstrates an awareness of the financial context attributed to work

activities.
Indicators: Score
C5.1 Understands the financial aspects and implication related to own level of
responsibility including the organisation’s business plan, financial objectives,
categories of expenditure, forecasts, budgetary systems and cashflow.
C5.2 Understands how own objectives and activities relate to and impact the
achievement of financial objectives.
C5.3 Proactively seeks support from financial specialists and is aware of the
sources of financial information for the preparation of budgets.
C5.4 Is aware of own level of financial autonomy and accountability and those
responsible for financial decisions.
C5.5 Is aware of organisation’s processes and procedures for preparing budgets,
procurement, tendering, monitoring performance and responding to
variances.
C5.6 Is able to understand, evaluate, clarify and confirm tender requirements.
C5.7 Is able to identify and recognise the significance of financial information.
C5.8 Seeks to understand good value for money and how the value of work may
change.
C5.9 Proactively looks for areas where value can be increased and challenges
constructively.
C5.10 Values the importance of accurately representing financial information.
C5.11 Understands the financial implications of different types of contract
arrangements.
C5.12 Consults, justifies, negotiates and agrees on financial resources needed to
meet objectives.
C5.13 Works to identify and understand procurement requirements and how they
impact objectives.
Total
Range Description
1 None
2 Low
3 Good
attributes.
4 Informed
5 Model
36
C6 Sustainable and Resilient Approach: Considers the short and long term impact and
maintenance of actions and recommendations.
Indicators: Score
C6.1 Understands, respects and works towards relevant environmental, social,
technical and economic strategies and targets.
C6.2 Appreciates the effect decisions may have on the environment and
community and selects solutions with a reasonable level of impact.
C6.3 Seeks out potential issues and sustainable resources in the development of
solutions.
C6.4 Encourages others to promote and advance a sustainable and resilient
approach
C6.5 Takes into account both local and global considerations.
C6.6 Works toward sustainable and resilient solutions for now that are adaptable
and don’t compromise the future.
C6.7 Manages competing demands without sacrificing sustainability or resilience
of the end result.
Total
Range Description
1 None
2 Low
3 Good
attributes.
4 Informed
5 Model
37
Competencies Score Root Cause/ Specific Training

Indicator Required
(Yes/No)
Knowledge Application
Problem Solving
Decision Making
Organisation and Planning
Quality Management
Technology Management
Information and Knowledge

Management
Resource Management
Achievement Orientation
Health and Safety
Professional Attitude
Self Management/Time Management
Human Resource Management
Leadership
Communication
Collaborative Working
Teamworking Skills
Adaptability
Negotiation and Influence
Initiative
Creativity
Information Seeking
Assertiveness
Strategic Thinking
Organisational Awareness
Organisational Commitment
Commercial/Market Awareness
Finance
Sustainable and Resilient Approach
Professional Competency Level
(Total29)
38
Areas for Development/ Training Opportunities

Training Needs
39
Definitions
Lifelong Learning
Purposeful and reflective training for the effective management of changing role requirements, technological
advancements, social evolution and continued personal development.
Competency
Within this framework, the term competency will relate to the personal attributes used in work activities which
underpin competent performance3. Competency is not defined by the performance or outcomes but a measure
of regular demonstration of ability indicative of the presence of a set of competencies required for effective
practice.
Competencies
Competencies are the behaviours, skills, knowledge and attitudes which lead to effective practice4. They do not
contain reference to the technical skills required for practice. When combined with technical skills,
competencies enable the delivery of a role/job or posting5. The list was developed from careful consideration of
a number of sources.
Areas of Competency
The Areas of Competency contain the building blocks of professional practice. They are comprised of core and
general competencies and are subdivided into 3 areas: Practice, Behavioural and Contextual.
Practice Competencies
The behaviours, skills, knowledge and attitudes required for the effective application of theory,
development of engineering solutions and specialisation.
Behavioural Competencies
The behaviours, skills, knowledge and attitudes required for the establishment and maintenance of
effective working relationships. The heading behavioural should not be confused with behaviour – which
demonstrates the potential presence of an element.
Contextual Competencies
40
The behaviours, skills, knowledge and attitudes required for awareness and interaction with the
environment, including external considerations in a business, cultural, political and economical context.
Indicators of Competency
The indicators further define the behaviour, skills, knowledge and attitudes associated with the competency and
provide a method for assessing the likelihood of presence and level of development. In some cases they also
provide examples of how a specific competency could manifest or be demonstrated. The list is not exhaustive
but developed from careful consideration and synthesis of a number of sources.
Knowledge
Civil Engineering is about applying a distinctive body of knowledge therefore, for the purposes of this
framework, knowledge does not concern the acquiring of a solid theoretical base but a general awareness and
the cognitive processes involved in its use.
41
References
1. Engineers Australia. 2003. Australian Engineering Competency Standards. Barton: Engineers Australia.
2. Engineers Australia. 2003. Australian Engineering Competency Standards. Barton: Engineers Australia.
3. Ahadzie, DK Proverbs, DG Olomolaiye, P. 2008. Towards developing competency-based measures
for construction project managers: Should contextual behaviours be distinguished from task behaviours?
International Journal of Project Management. 26(6), pp.631-645
4. Commission for Healthcare Audit and Inspection. 2005. The Competency Guide [online]. London:
Healthcare Commission. [Accessed 6 November 2009]. Available from:
http://jobs.healthcarecommission.org.uk/appform/Healthcare%20Commission%20-
%20Competency%20Framework.pdf.
5. DFID. Unknown. UK Department for International Development website [online]. [Assessed 8
November 2009]. Available from:
http://webarchive.nationalarchives.gov.uk/+/http://www.dfid.gov.uk/recruitment/competency-
framework.pdf.
Bibliography
ASSOCIATION FOR PROJECT MANAGEMENT. 2008. APM Competence Framework.

High Wycombe: Association for Project Management.
AUSTRALIAN INSTITUTE FOR PROJECT MANAGEMENT. 2008. AIPM Professional

competency standards for project management, version 1.0. Sydney: Australian Institute
for Project Management.
Caupin, G. Knoefel, H., Koch, G., Pannenbacker, K., Perez-Polo, F., Seabury C. 2006. ICB-IPMA
Competence Baseline, version 3.0. Nijkerk, Netherlands: International Project Management Association.
CIPD. 2009. Competency and competency frameworks [online]. London: Chartered Institute of Professional
Development. [Accessed 6 November 2009]. Available from:
http://www.cipd.co.uk/subjects/perfmangmt/competnces/comptfrmwk.htm.
Commission for Healthcare Audit and Inspection. 2005. The Competency Guide [online]. London: Healthcare
Commission. [Accessed 6 November 2009]. Available from:
42
http://jobs.healthcarecommission.org.uk/appform/Healthcare%20Commission%20-
%20Competency%20Framework.pdf.
DFID. Unknown. UK Department for International Development website [online]. [Accessed 8 November
2009]. Available from:
http://webarchive.nationalarchives.gov.uk/+/http://www.dfid.gov.uk/recruitment/competency-framework.pdf.
Engineers Australia. 2003. Australian Engineering Competency Standards. Barton: Engineers Australia.
GAPPS. 2007. A Framework for Performance Based Competency Standards for

Global Level 1 and 2 Project Managers. Sydney: Global Alliance for Project
Performance Standards
Management Standards Centre. 2008. National Occupational Standards for Management and Leadership
[online]. [Accessed 1December 2009]. Available from World Wide Web: http://www.management-
standards.org/content_1.aspx?id=10:5406&id=10:1917.
SPENCER, L.M. and SPENCER, S.M. (1993) Competence at work. New York: John Wiley & Sons.
43
Appendix A: Quick Tips
# Competency Quick Tip- 1 Quick tip- 2 Quick tip- 3 Quick tip- 4 Quick tip- 5
1 Knowledge Be realistic about what you Review your approach and Consider the whole life of a Consider a planned and
know, undertake a self reflective expected results with a colleague project and be aware of measured approach to
Application SWOT analysis. An honest and deploying objectivity and the downstream ensure you get it right first
without bias self assessment to impartiality. implications of your time and take your time to
detail your Strengths, decisions throughout the undertake the right
Weaknesses, Opportunities and lifecycle. Understand the consultations.
Threats in general and specific interconnectivity of
industry or sector knowledge. functions between stages
This should help to provide a and consult planning
picture of what you know, what professionals to appreciate
you don't know, what you can the sequence
develop and where the gaps in
knowledge are. Remember that
you are not expected to know
everything!
2 Problem Solving Refer to your bank of solutions Consider a framework analysis Go beyond the obvious and
from past projects including approach to enhance and evaluate challenge what you see
lessons learnt and try to offer solutions. This can be a list of against basic principles and
solutions that encompass more possible options ranked against use common sense.
than the obvious i.e improved specific criteria and scored. The
carbon footprint and sustainable most viable option (depending on
solutions. weighting of criteria can give an
early indication of a viable solution
and presented in a logical and
objective manner.
3 Decision Making Define and clarify the issues Gather the facts, list the possible Brainstorm the possible
considering the context. For decisions that are available to you options and solutions and
example understand the and understand the cause and detail the pro's and con's.
stakeholders, appreciate effect/consequences of your Try to do this with a
whether action is required, if so, possible decisions. colleague so that you have
does it require urgent action. a sounding board to your
ideas.
44
4 Organisation Develop a priority schedule for Consider the possibility of scope Develop a simplified Gantt
work packages and understand creep on planning time and chart for the projects at
and Planning the consequences of the delivery resources for work packages and Micro and Macro levels. Try
dates on the overall workload. build in contingencies. Always not to over complicate this
consider a back up or second chart at this stage. Keep it
option for mitigation, this may be simple!
extracted from a risk register and
developed further at a later date.
5 Quality Ensure quality procedures are Tailor the quality process if Take a considered Take a considered approach
met through consultation with needed through Project Context approach and revert to a and revert to a risk
Management internal quality manual and appraisals and ensure compliance risk assessment document assessment document to
discussion with internal quality is achieved, approved and signed to ensure that the project ensure that the project is
officer if available. Ensure a off by the designated Quality is delivered in line with a delivered in line with a "right
clear brief is signed off. Manager. "right first time" principles. first time" principles. Ensure
Ensure that your approach that your approach
minimises waste and minimises waste and
abortive work. abortive work.
6 Technology Develop a database of Use a PEST (Political, Keep abreast of latest Verifies designs using first
technology products, services Environmental, Social and technology and products principles and demonstrates
Management and case studies of success and Technological) analysis for new through attending and that using modern software
failures from industry suppliers. products and technological inviting suppliers to CPD techniques can validate
advances. session. technical designs but should
not be relied on as the sole
source of design tools. This
approach should be detailed
in the quality procedures and
updated as new products are
released into industry.
7 Information and Develop an accurate register Develop an accurate register and Maintain regular contact Consult the company intra-
and data base of data base of with internal document net data base and extract
Knowledge knowledge/information that is knowledge/information that is controller for best practice relevant information carefully
Management easily accessible and us it as an easily accessible and us it as an and exchange of organising into files within
aid or tracker. Investigate on aid or tracker. Investigate on line information and the company electronic filing
line document sites for the latest document sites for the latest knowledge. system.
standards/guidelines/bulletins standards/guidelines/bulletins etc.
etc.
45
8 Resource Understand the company Set clear & realistic goals when Consider the up and down Be aware of internal
capabilities and maintain a applying resources to stream resources politics between business
Management communication with internal key tasks/projects. committed and non units and approach
players and consider external committed and how quality business unit leaders
possibilities, develop external and output maybe with a professional
network. affected. attitude.
9 Achievement Consider how to deliver added Develop a 5 year plan and break it Take ownership and full Apply where possible
value at all stages & levels. down into yearly objectives and accountability of your TQM (Total Quality
Orientation Adopt an attitude of value for targets. These must be realistic projects. Deliver is key to Management)/ Lean/ Six
money, right first time and and should be reviewed if success in most Sigma principles and
principles of sustainability circumstances change and alter professional environments techniques. To develop
throughout the project lifecycle. the expected progress or path of and encourage junior staff best practice and
the objectives and targets. to do the same. efficiency with projects
and your general
approach to work related
matters.
10 Health and Present and/ or attend lessons Keep in touch with latest H&S Check your H&S Consult with the H&S
learnt workshops for all staff Legislation and review your H&S certificates and training is Executive, CDM Co-
Safety through the selection of key plans and files and extract maintained and not ordinators and Industry
projects with unique H&S knowledge for future applications. expired. If there is a need professionals regularly.
requirements and KPI's. Also, to before more familiar
liaise with the Health and Safety with specific H&S matters,
officer within your organisation enrol onto a course to
to keep abreast of the latest update your skills and
H&S issues. knowledge.
11 Professional Behave with honesty, integrity, Refer to the Charter & Bylaws for Seek out a peer within the Put confidentiality of your
composure and a duty of care the Institution of Civil Engineers organisation that is clients/contracts
Attitude with all stakeholders showing and think of how your conduct recognised for their commercial issues ahead
fairness and impartiality when reflects on yourself and how it professional approach and of personal gain and
required. effects others. use their example as a endeavour to maintain a
benchmark. If possible find positive reputation of
a mentor within your Civil Engineers to those
organisation that can guide you encounter
and assist you during your throughout your career.
career and impart the right
attitude. This maybe be
someone that is not linked
to your sector or expertise.
46
12 Self Generate a sense of discipline Review your ability to manage Review your work life Generate some change
and order by prioritising tasks your time by undertaking self balance and try to develop management techniques
Management/ and duties at the beginning of reflection and or ask a trusted a strategy that maintains a to management changes
Time the day and diarise tasks in colleague for feedback or tips and good balance that is in your personal and
Management order of completion dates such ideas for improvement. healthy, effective and professional life.
as days/weeks/months & years realistic in terms of the
as required. demands from your career
and those from your
personal life. Allow
sufficient time for this
adjustment period to
mature and continually
review this in accordance
with changes in
circumstances at home and
at work.
13 Human Evaluate your team and place Arrange one to ones with your Ensure others are aware Address your team Detail
them in positions that challenge team members and listen to their you are approachable for individually on a monthly organisational
Resource them so that they produce work concerns. Review team training open and frank discussions basis for a short one to and team
Management to the best of their ability and to and CPD needs on a monthly about job satisfaction one discussion to current expectations for
the agreed brief. If necessary basis. Arrange personnel human resources issues. the team and
introduce them to their own contingencies if necessary. Establishes individual allow their input
"Myers Briggs" analysis. routes forward during on what they can
appraisals and considers deliver or be
mentoring staff in a realistically
structured and ad hoc expected to
manner if required. achieve.
14 Team working Evaluate the team around you Share successes and failures and Develop your Be open to delegation of
and ensure that you undertake collective feedback communication skills and duties but also to be
Skills communicate issues and workshops including the remember to be patient as delegated duties.
expectations in a professional appropriate personnel where well as vocal.
and effective manner. lesson learnt exercises can be
imparted to a team.
47
15 Initiative Remember to challenge all Try to keep up to date with the Consider how to apply new Consider the overall cost
problems with a best practice latest technology in various techniques to every task and and efficiencies of a
approach. fields and industries. think laterally about solutions project and compare
and approaches. Remember them with the delivery
to debate and discussion requirements so that
regularly with your peers and unnecessary
a wider network. compromises are not
made. Consider the full
life of the asset or facility
in your decision making
process.
16 Creativity Keep an open mind and consider Review other sectors and Convert ideas into realistic
new ways of doing things within organisations in different and workable solutions but
the context of your work. For countries and at different levels ensure a cut off point is in
every task, try to think of three and consider how to apply their place should a solution not
new ways of doing things efficiencies to improve current be viable.
differently. practice
17 Leadership Establish a strategic objective Evaluate who you are Visualise the common goal Find out what motivates During your
and drive it forward with communicating your strategy to and enthuse others with this your audience in their leadership of
conviction. and impart details at the right in mind work context and ensure projects be
level and the right time. that your leadership style willing to listen to
responds to this. others during this
process.
18 Communication Use the right type of language, Understand your audience and Use the right type of Think 'Simple' when
format and pitch that your develop your presentation skills technology to effectively delivering sentences and
audience will respond to and by rehearsing alone or with communicate to your don't rush your delivery
avoid any ambiguity in your others to ensure a critique (use audience at the right time during presentations.
communication. the internet e.g. you tube to get and frequency.
examples of communicating
speeches or presentations).
19 Collaborative Consider all stakeholders and Openly invite the group to Asses the availability and Disseminate appropriate
analyse them to appreciate the contribute ideas and thoughts realistic input that members information to the group
Working power distribution within the during weekly forums and can offer to the group. at an agreed time and
group and how decisions might provide feedback on a regular Obtain a statement of frequency. With
effect each other. basis. commitment from the group acknowledgement of
to meet objectives and received information.
agreed goals within time,
quality and cost parameters.
48
20 Adaptability Adopt a readiness for change, Establish a risk assessment that Maintain processes that are Communicate change
respond positively and introduces change risk flexible and can be adjusted effectively in a pre-emptive
understand the principles of management. If a cause and to meet the end goal. These manner and at all
change, educate the team that effect analysis can be used it should not be detrimental to subsequent stages.
change may involve pre-change, should be adopted to the time line and or
transition and post change. understand the interlinking quality/cost of the finished
aspects of change. product.
21 Negotiation Establish the facts and agenda Always have a fall back position Avoid an adversarial stance Seek advice from Senior Undertake
of other parties. Develop a in a negotiation scenario that during negotiations and use people within your some
strong argument in your favour offers flexibility to achieve a influencing techniques if organisation for tips and background
that demonstrates credibility and high level of return. possible. Read the body advanced knowledge of the read on
buy-in from others. language and tone of the issue/s. influencing
person you are negotiating techniques.
with and adjust accordingly.
22 Information Consistently research and read Challenges publications through Use industry websites for the Attend Continuing
industry publications and debate with colleagues and latest articles and guidance. Professional Development
Seeking develop a bank of papers and further reading into chosen courses and lectures.
articles to enhance a personal subjects or areas of expertise.
knowledge bank.
23 Assertiveness Take control of your projects Be curious at all stages and Be confident, clear and Be considerate and
and establish clear and question or challenge any consistent in your opinions professional to all people in
unambiguous parameters to positive or negative influences and requests during a the work environment.
meet milestones and deliverable. with a view to generating a project. Remembering that being
This can be demonstrated at possible opportunity. assertive does not mean
"Kick off" meetings. being arrogant, dismissive
or rude towards others and
their opinions.
24 Organisational Offer to attend business unit Seek out opportunities that can Be involved with the Actively provide input in
meetings and other potentially market and enhance business at networking marketing and at trade
Commitment management meetings that you the companies status and events and take a personal shows such as CV input
feel you could contribute reputation regardless of sector interest in the management during tenders and offering
towards. or market. of the business. a presence at road shows.
25 Strategic Take an ordered view of Undertake a long term Read the annual reports over
strategic objectives within your sustainability strategy with the the past 3-5 years and
Thinking business and consider long term business and understand the understand how the board
issues. effect of interdependencies on envisage the future of the
the overall performance of the company, clients and
business. markets.
49
26 Organisational Meet and greet the other Look at the market share and Familiarise yourself with the Keep up-to-date with
business units and ask for an strength with the wider industry company brochures, Trade literature and press
Awareness informal induction if possible, arena. literature, history and annual to ascertain the business
failing that, attend internal reports using the company communities view of your
company events to become website. organisation
familiar with leaders with the
business.
27 Commercial/Market Undertake a PESTEL analysis. Network to aid business Investigate the trend in price Consider success Joint
(Political, Environmental, Social, development in emerging fluctuation of certain Ventures and Alliances that
Awareness Technological, Economical & sectors or markets, use materials and labour. This may be useful to your
Legal) networking websites to develop would include the rates of organisation and make an
contacts. inflation and various indices active attempt to develop a
that might effect the cost of working relationship.
construction.
28 Finance Read the company's annual Read statements issued by the Read Financial papers and Be involved in the Undertake and
reports and understand "where Financial Director if appropriate. keep abreast of global organisations invoicing and regularly
the company has come from" , developments and emerging understand how WiPs updated
"where it is now" and "where it markets/commodities and (Work in Progress Balance Sheet/
intends to be in the future". share prices for a general statements) and the Cash Flow and
understanding of the payment mechanism Profit and Loss
markets and how they effect works. Statements on
the Construction and related all projects to
service industries. have accessible
and actively
monitored
accounts.
29 Sustainable and Read around the subject of how Consider the effects of climate Explore leading best practice Try to calculate the carbon
construction can affect socio- change on the worlds and initiatives into footprint in your project
Resilient Approach economic and environmental infrastructure. Understand sustainable design and and think of methods to
issues. issues around you would reduce construction. reduce it.
the carbon footprint of your
projects.
50
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Under the following conditions:

With the understanding that:

The Areas of Professional Competency

Elements of Behavioural Competency Elements of Contextual Competency

To assist in evaluation an example of indicator score identification is provided below.

2 I am Working at it or somewhat aware

3  I regularly do this for the most part, or I feel capable

4  I frequently do this, or aware of why l do it.

5  I'm an expert as this, or I always do this.

Following indicator scoring an overall average competency range can be determined.

P2 Problem Solving: The effective application of engineering knowledge to arrive at an

Competencies Score Root Training Require

The Practice Competency Area – Elements and Indicators of Competency

P1 Knowledge Application: Demonstration of the thought processes involved in the

P2 Problem Solving: The effective application of engineering knowledge to arrive at an

P3 Decision Making: The effective use of evidence based judgement.

P4 Organisation and Planning: The ability to translate requirements into action.

P5 Quality Management: Concern for meeting agreed requirements.

P6 Technology Management: Displays a proactive and responsible attitude toward the

P7 Information and Knowledge Management: The location, collection, review and

P8 Resource Management: The effective identification, allocation and management of

P9 Achievement Orientation: Systematic evaluation for improved performance.

The Behavioural Competency Area – Elements and Indicators of Competency

B1 Professional Attitude: The upholding of a professional image cultivated from trust,

B2 Self Management/Time Management: The ability to effectively manage personal

B5 Communication: Effective dissemination and receipt of information through formal

B8 Adaptability: The quality of effectively anticipating, coping with and embracing

B9 Negotiation and Influence: Application of the appropriate behavioural pressures for

B10 Initiative: A proactive approach to continuous improvement.

B13 Assertiveness: Persuasive behaviour for the alignment of objectives.

The Contextual Competency Area – Elements and Indicators of Competency

C2 Organisational Awareness: Displays an understanding of the business environment

C3 Organisational Commitment: The ability to manage the relationship between

C4 Commercial/Market Awareness: Uses an awareness of the external organisational

C5 Finance: Demonstrates an awareness of the financial context attributed to work

Competencies Score Root Cause/ Specific Training

Organisation and Planning

Information and Knowledge

Health and Safety

Self Management/Time Management

Human Resource Management

Negotiation and Influence

Areas for Development/ Training Opportunities

ASSOCIATION FOR PROJECT MANAGEMENT. 2008. APM Competence Framework.

AUSTRALIAN INSTITUTE FOR PROJECT MANAGEMENT. 2008. AIPM Professional

GAPPS. 2007. A Framework for Performance Based Competency Standards for

Appendix A: Quick Tips

/Creative Commons Licence

▪ To promote our contribution to society worldwide

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