A Guide To Competency Development in The Civil Service: Performance Management & Development System

A Guide to
Competency Development
in the Civil Service
Performance Management &
Development System
A Guide to
in the Civil Service
Performance Management &
Development System
Published by
GSA
Competency Development for Job Holders & Managers
Foreword
The Performance Management and Development System operated across the civil
service is a competency based system. As part of this system, jobholders and their
managers together identify the specific competencies needed to carry out their
jobs.
Every member of staff through this system has the opportunity to develop the
competencies (skills, knowledge, behaviours and attributes) needed to carry out
his or her role effectively. To achieve this, appropriate approaches to competency
development and learning supports must be put in place, both in the workplace
and through training interventions. This guide has been developed to assist both
managers and jobholders with this task.
If we are to develop and improve our competence as individuals we must consider

our work, what we are trying to achieve in an organisational context and how we
go about achieving it. It may also require us to challenge our assumptions and our
traditional ways of behaving. We all have a role to play in our personal
development and in the development of our colleagues.
The guide is not intended to act as a formal interpretation of the PMDS, rather it
is a training and development support. It contains ideas and materials which
jobholders and managers may find helpful in further exploring behavioural
competencies.
Under each of the seventeen competency headings, the guide explains the
competency, its relevance, and ways in which it can be developed on the job,
through formal training or through self managed learning.
Investment in competency development will undoubtedly pay off in a number of

ways. The individual benefits in enhanced abilities, greater motivation and
personal satisfaction, while the organisation benefits from excellent job
performance and consequently better quality service to our customers.
This guide may be used in different ways. Some users of the guide may read it in
depth from cover to cover. Others may focus on the particular parts of the guide
that are relevant to them at a particular point in time. The material contained in
this guide will continue to be of assistance as we develop the competencies
needed for our particular jobs both now and in the future.
Human Resource Development Services

CMOD
Contents
Part I Competency Development – Key Issues
The PMDS Competency Framework . . . . . . 2
Knowledge . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Behaviours and Attributes . . . . . . . . . . . . . 7
Methods of Developing
Behavioural Competencies . . . . . . . . . . . . . 8
On-the-Job Learning . . . . . . . . . . . . . . . . . . 9
The Importance of Coaching . . . . . . . . . . 10
Formal Training Interventions . . . . . . . . . 11
Self Managed Learning
and e-Learning . . . . . . . . . . . . . . . . . . . . . 12
When it's not a Learning Issue . . . . . . . . 13

Contents continued
Part II The Seventeen Competencies of the PMDS
Personal Effectiveness Cluster

Self Confidence . . . . . . . . . . . . . . . . . . . . . . . . .20
Achievement, drive and commitment . . . . .23
Initiative . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23
Teamworking . . . . . . . . . . . . . . . . . . . . . . . . . . .25
Communications . . . . . . . . . . . . . . . . . . . . . . . .27
Group and Interpersonal Effectiveness

Cluster
Networking/Influencing . . . . . . . . . . . . . . . . .32
Customer Service . . . . . . . . . . . . . . . . . . . . . . . .34
Managing and Developing People . . . . . . . .36
Leadership . . . . . . . . . . . . . . . . . . . . . . . . . . . . .39
Interpersonal Understanding . . . . . . . . . . . . .41
Thinking Style and Problem Solving Cluster

Analytical Thinking . . . . . . . . . . . . . . . . . . . . .44
Conceptual Thinking . . . . . . . . . . . . . . . . . . . .44

Decision Making/Judgement . . . . . . . . . . . . .45
Specialised Expertise . . . . . . . . . . . . . . . . . . . .51
Managing for Results Cluster

Managing Budgets and Resources . . . . . . . .54
Information Seeking and Management . . . .56
Concern for Clarity and Work Quality . . . . .59
Appendix – Additional reading/reference material . .61

PA R T I
Self Confidence Achievement, Drive and Commitment Initiative

Teamworking Communications Networking/Influencing
Customer Service Managing and Leadership
Key Issues
Interpersonal Understanding Managing Budgets and Resources
Information Seeking and Management Concern for Clarity and
Work Quality Analytical Thinking Conceptual Thinking
Decision Making/Judgement Specialised Expertise
1
The PMDS Competency Framework

When we talk about developing competencies we mean the development of the
necessary behaviours and attributes as well as knowledge and skills required
to do our jobs well in a way in which we realise our potential and provide the
highest quality service to our customers.
The Performance Management and Development System (PMDS) places a

Competency Framework at the centre of the management of performance. The
Framework describes seventeen behavioural competencies which have been
identified as relevant in the current civil service environment.
The PMDS Behavioural Competencies:
Personal Effectiveness Thinking Style & Problem Solving

Self Confidence Analytical Thinking
Achievement, Drive & Committment Conceptual Thinking
Initiative Decision Making & Judgement
Teamworking Specialised Expertise
Communications
Group & Interpersonal

Effectiveness
Managing for Results Networking/Influencing
Managing Budgets & Resources Interpersonal Understanding
Infomation Seeking & Management Customer Service
Concern for Clarity & Work Quality Managing & Developing
People
Leadership
2
Key Issues
Who is responsible for Competency Development?
Competency development is the responsibility of:
• the jobholder
• the line manager
• PMDS reviewers
• Heads of sections
• Senior management
There is a tendency for some people to view it as the responsibility of someone

else, senior management, corporate services or the training unit to promote
individual development. While each has a role to play, under the PMDS,
identification of the specific competency development needs of an individual and
agreeing ways to address these needs rests in the first instance with jobholders
and line managers.
It is useful to look at what we mean by knowledge and skills and how these can
be acquired before considering the behavioural competencies in detail. Developing
relevant skills and knowledge is a key element of competency development and is
considered in the following pages.
3
Knowledge
Knowledge is essentially the information we need to do the job. For example, we
need to know all the relevant information about any case or situation we are
dealing with. We may need to know about legislative or accounting procedures or
about details of legislation or regulations. We need to know about policies,
organisational structures and so on.
How can we obtain the knowledge or information we

need at work?
A great deal of the knowledge we need to do our jobs is obtainable within our
own workplace or through existing networks of contacts. Colleagues in our own
Department or other Departments, managers and clients are excellent sources of
the specific information we need. The more local the source, the more specific to
one's needs the information is likely to be.
Some of the obvious ways of acquiring knowledge in the workplace are:
• By contact with relevant people • Use of Internet/accessing websites

and situations
• By availing of opportunities to
• By discussion and asking questions experience new situations
• By asking someone to brief us on a • Induction policies and practices

situation
• Overlap period when changing job
• By observation and listening
• Formally organised seminars,
• Regular meetings conferences and training events
• Use of bulletin boards and e-mail • Coaching
• Reading files, publications, • By developing and using job guides

legislation, books, reference
material, manuals • By e-learning
4
Key Issues
Knowledge at work is acquired in formal and informal ways. Research indicates
that most work related knowledge is acquired informally at work.
The extent to which knowledge is constructively shared in the workplace is an

aspect of organisation culture and working style. Managers and colleagues play a
key role in their approach to knowledge sharing and in creating opportunities for
knowledge sharing in the workplace.
Skills
Skills are the things we need to be able to do in the job.
• What we can do with people (interpersonal and communication skills)
• What we can do with information (cognitive skills)
• What we can do with objects/things (technical skills)
How do we learn the skills we need?

1. Observe the activity
In order to acquire the ability "to do" something we need clear guidance or to
observe someone else carrying out the activity first. For example, if we observe
effective practice at meetings or effective handling of customers this is a first step
in learning how to do this activity ourselves. It is in the workplace that we are
most likely to have opportunities to observe.
2. Practice the activity
Real progress in skill development comes when we start "doing" the activity
ourselves, ideally under the guidance of a good coach (a colleague or manager
usually). Opportunities to learn by doing are created when managers delegate,
entrust responsibility and provide support and guidance. Effective delegation and
coaching and acknowledgement of a task well done are, perhaps, the most
powerful competency development tools.
5
3. Reaching a point of error
It is natural for learners to make mistakes. We learn by our mistakes in a

supportive and non-blaming culture. (Think of when you learned to drive or cycle!)
Managers have to manage the process of learning by allowing trial and error
while, at the same time, ensuring that inappropriate levels of error do not occur.
The learner needs adequate opportunity to practice under guidance and with
support.
4. Get feedback or find out why the error is occurring and how to
improve
Constructive feedback is an essential component of the practice stage. The learner

needs encouragement and recognition of progress. She or he needs to hear what
was done well in order to build on that. It is also important to receive constructive
suggestions on how to improve, progress learning and reach a higher level of
achievement. It is clearly important to give feedback in a manner which is sensitive
and constructive. The focus of feedback should always be on the task and
effective performance of that task. The more specific the feedback, the more
useful it will be. Feedback also needs to be timely.
5. Repeat practice until the activity is perfected
All learners need lots of opportunities to practice a skill and to experience

increasing levels of challenge as learning progresses. The learner needs the right
level of challenge and an increasing sense of achievement to make progress and
become proficient in the skill. It is only by observation, trial, error, feedback and
repeated practice that we can learn to use a computer, speak in public, draft
legislation, manage staff, deal with customers or manage budgets. The
opportunities we have to observe and then do things, preferably with the
guidance of a good coach, determine whether or not we develop our workplace
skills.
6
Key Issues
Behaviours and Attributes
Experience indicates that enhanced performance can best be achieved and
maintained if we focus not only on the knowledge and skills required for a job but
also on behaviours and attributes. The combination of knowledge, skill,
behaviours and attributes determine whether we handle situations appropriately
and professionally at work.
This is the thinking behind the modern competency movement which began in
Harvard in the 1970s with the work of Professor David Mc Clelland, founder of
the Hay/McBer consultancy. The work of McClelland was based on "behavioural
event" interviews which analysed effective and ineffective behaviours at work and
grouped behaviours into clusters. These clusters form the basis of competency
frameworks. Competency is a now highly influential concept in human resource
management world-wide.
The PMDS Competency Framework thus encompasses more than the skills and
knowledge required for a job. It includes a focus on attributes and behaviours
required for effective performance within the Irish civil service.
Developing behavioural competencies

This guide looks at each of the seventeen behavioural competencies in turn. The
material includes a description of the competency and some points to reflect upon
or to discuss between jobholder and manager with a view to competency
development. While emphasis is placed on "on-the-job" learning, quick, neat and
easy solutions to the development of a particular competency may not always be
possible. In many cases, competency development may require analysis of the
factors involved and coaching or other learning interventions over a period of
time.
7
Methods of Developing Behavioural

Competencies
COMPETENCY
DEVELOPMENT
On-The-Job Learning
Formal Learning Interventions
Self-Managed Learning
The PMDS provides an opportunity to recognise and use the learning opportunities
in our working environment. Work on competency development will take place in
three main arenas; on the job learning, formal training interventions (such as
training courses) and self-managed learning.
8
Key Issues
On-the-Job Learning
The day-to-day working environment is a rich source of competency development
opportunities. Most of the specific work-related knowledge, skills and behaviours
we have already learned were learned at work from colleagues or by exposure to
situations where we could acquire knowledge or observe and practice skills and
behaviours.
Line managers have a key role to play in fostering a learning environment on-the-
job and ensuring that such learning is appropriately managed rather than left to
chance. This can be encouraged through:
• Recognition by senior managers, line managers and jobholders alike that time
needs to be set aside at regular intervals for on-the-job learning. The amount
of time will vary depending on the existing level of attainment of an
individual of the required competency.
• On-the-job learning being recognised as an investment and integral part of

the job and not something which is an add on or carried out at the expense
of work output.
• Mentoring or coaching directly where the opportunity provides itself or by

appointing mentors within units/sections, particularly for new staff.
• Assigning responsibility within units/sections for the development of work

guides or manuals to assist in the transfer of knowledge and practices
between staff.
9
The Importance of Coaching

Coaching is a key ability for those who manage others since it is often crucial to
effective on-the-job learning. Line managers need to coach their staff to achieve
effective performance and colleagues may also need to coach each other. This has
been happening informally in the civil service for many years, although many good
coaches might never have used the word coaching. However, in other instances,
people who need and would benefit greatly from coaching do not receive it.
Coaching may involve creating learning opportunities, giving information,

listening, demonstrating, encouraging, asking questions, observing someone while
they take on a new challenge, suggesting the next learning step, giving feedback,
creating ongoing learning situations, offering guidance at all stages of learning
and openness to questions.
Good coaching depends on the relationship between the coach and the learner. It
requires the existence of trust, respect, rapport, understanding and an atmosphere
in which it is possible to be candid.
Research shows that everyone has far more potential than she/he regularly
demonstrates. (This is often borne out in crisis situations when people are put in
situations which call on their potential.) Managers need to believe in the potential
of their people if it is to be realised at work. Again research shows that we often
behave and perform to a standard which others expect of us. Therefore, a key
element of coaching is belief in the potential of others. Coaching involves
unlocking potential which is already there. It is helping others to learn rather than
actually teaching them. When people discover, rather than being told, the learning
tends to stick.
There is no one right way to coach. It depends on the individual and the situation.
Coaching must be tailored to the specific needs of the person. When coaching, an
attitude of encouragement is central. It is important to avoid too much criticism of
a learner (especially in relation to early mistakes), information overload, moving
too fast or too slow for the learner, unfamiliar language or terms and taking too
10
Key Issues
much control. Bearing these kinds of issues in mind, anyone can be a good coach.
The key factor is the right attitude.
Formal Training Interventions

Formal training, such as the conventional classroom approach, should complement
on-the-job learning. Knowledge, skills and behaviour development in the
classroom must link with the workplace if learning is to be retained and built
upon. The work environment needs to be supportive if this is to happen.
Key issues to be aware of in opting for formal training are:
• Clarity on the content and objectives of learning programmes
• Ensuring programme objectives meet individual and work specific needs
• Tailoring standard programmes to meet specific needs
• Involvement of learners in decisions about training
• Consultation with Departmental Training Officer
• Consideration of a range of formal training options
• Use of local skills, knowledge and expertise on training programmes
• Evaluation of effectiveness of training
• Value for money and utilisation of resources
11

Self managed learning can be very effective and might include reading, attending
learning events, e-learning, pursuing qualifications outside working hours and any
other learning pursuit which the individual controls. The appendix suggests
reading material under the competency headings.
E-Learning
As the potential of technology develops, e-learning is increasingly becoming a
viable method of learning in certain areas. It can complement or supplement more
traditional forms of learning and offers excellent and innovative learning solutions.
E-learning can be interpreted in many ways but might typically involve interactive
learning material accessed via the Internet or an Intranet or CD/DVD. The provider
manages learning material, updates material and can interact with learners as
appropriate. Many organisations combine e-learning aspects with classroom based
training. One important advantage of e-learning is the control which a learner has
over the pace of learning.
12
Key Issues
When it’s not a Learning Issue
There are a range of factors which can affect an individual’s work performance
and his/her proficiency in a particular competency which may require a response
other than training and development. A different response is likely to be
appropriate where the following kinds of factors are affecting work performance.
• A motivation/morale issue
• Resource issues
• Organisation culture issues
• Working environment issues
• Working relationship issues
• Differences of style
• Stress or burnout issues
• An issue relating to the fit between the individual and the job
• Unresolved conflicts
• Policies, systems or procedures which need review
• Non work issues (health, domestic, etc.)1
This list is given by way of example and is not intended to be exhaustive.
1
The Employee Assistance Service is available to provide support to individuals who may be
experiencing non-work difficulties which are impacting on work performance and to advise managers
on how to handle such situations appropriately and professionally.
13
14
PA R T I I
Self Confidence Achievement, Drive and Commitment Initiative

Teamworking Communications Networking/Influencing
Customer Service Managing and Leadership
The Seventeen
Behavioural Competencies
of the PMDS
Interpersonal Understanding Managing Budgets and Resources
Information Seeking and Management Concern for Clarity and
Work Quality Analytical Thinking Conceptual Thinking
Decision Making/Judgement Specialised Expertise
15
Developing the
Seventeen Behavioural Competencies
in the PMDS Framework
Cluster Personal Effectiveness
1. Self-Confidence 10. Interpersonal Understanding
2. Achievement, Drive & 11. Analytical Thinking
Commitment
12. Conceptual Thinking
3. Initiative
13. Decision Making/Judgement
4. Team Working
14. Specialised Expertise
5. Communications
15. Managing Budgets and Resources
6. Networking/Influencing
16. Information Seeking and
7. Customer Service Management
8. Managing and Developing People 17. Concern for Clarity and Work
Quality
9. Leadership
16
Developing the competencies

"In order to make an affective competency "teachable" you must
first break it down into its underlying dimensions or components.
You must have a clear understanding of its dimensions...and how
they are interrelated. You must put the competency in an
organisation or environmental context and identify its ramifications
and effect on the achievement of the job outputs....In order to fully
develop and implement some competencies employees require the
benefit of time, circumstance and personal experience"

David D Dubois
Competency-Based Performance Improvement
A Strategy for Organisational Change
HRD Press, 1993
The following pages explore each competency in turn and are intended for use by
jobholders and managers to provide assistance in developing the competencies.
It is hoped that this material will be of use in:
• Exploring the application of the seventeen PMDS competencies within your

own work environment
• Identifying factors which impact on competency development in your work

environment so that these can be taken into account
• Identifying the relevant aspects of a competency which individual staff will

focus on in their development efforts
• Identifying aspects of a competency needing development in relation to a

particular job
• Identifying ways to develop a competency or the relevant aspects of a

competency with reference to the work needs and the individuals concerned.
17
18
Personal Effectiveness Cluster
Self Confidence . . . . . . . . . . . . . . . . . . . . . .20
Achievement, drive and commitment . . . .23
Initiative . . . . . . . . . . . . . . . . . . . . . . . . . . .23
Teamworking . . . . . . . . . . . . . . . . . . . . . . .25
Communications . . . . . . . . . . . . . . . . . . . . .27
1. Self-Confidence
Self-confidence might be described as belief in one's own ability to handle work
situations and to accomplish work tasks. Self-confidence manifests in taking
initiative, willingness to learn, to handle work situations and to take on
responsibility. In interpersonal situations, self-confidence manifests in calmness,
assertiveness, ability to listen to various viewpoints, ability to articulate an
unpopular position, to change one's view in the light of new information, to take
decisions and to handle conflict effectively. A person with self-confidence will also
welcome feedback.
Developing Self Confidence

The Induction Period
Confidence can be enhanced during the early period in a job. New people
normally need guidance, support, work exposure, regular feedback and
appropriate levels of challenge and responsibility over time. The absence of these
factors may result in the individual doubting their own ability and possibly result in
low levels of self-confidence.
Developing self-confidence depends on stretching individual "comfort zones"
Each individual has a "comfort zone", a range of tasks and situations in which she
or he believes in her or his ability to handle the situation. Self-confidence develops
when we widen this comfort zone by taking on and meeting challenges.
Appropriate challenges stretch our individual comfort zone but are not
overwhelmingly daunting. Becoming a confident public speaker or a confident
user of information technology are examples of the process involved. We have to
move from total lack of confidence as we start, to some level of confidence as we
practice, and finally to a higher level of confidence as we gain experience, step by
step. Encouragement, opportunities to practice without inappropriate risk and
effective coaching by managers or colleagues help this process.
20
Be Specific
It is useful to be specific. It is not easy to tackle an issue described in language

such as "I lack self confidence or "John lacks self confidence". This thinking is
very broad and non-specific. A more useful way is to think about the role and
work environment and the specific areas in which the individual needs to build
Personal Effectiveness
self-confidence and become more comfortable. Then, step-by-step, the individual
can start to take on and overcome specific challenges in that environment, ideally
Cluster
with support and guidance.
Some examples of ways in which self-confidence might be built up on the job

include:
• recognition of individual and team effort by managers
• specific feedback by managers
• being informed on developments in the work area
• opportunity to work alongside more experienced colleagues
• involvement in significant work projects
• taking on new and different tasks with support and guidance
• with guidance, covering for an absent colleague or deputising for the

manager
• having one’s views sought or one’s presence sought at meetings
• conducting research
• writing a report
• making a presentation
• being a member or leader of a project team
• representing the Unit or Department, under guidance if necessary
• developing an area of specialism, interest or expertise in the job
• rotating duties at reasonably regular intervals
Staff should be encouraged rather than compelled to take on confidence building

challenges in order to gain the maximum benefit from such opportunities.
21
Confidence Building is an Individual Issue
Some individuals may need more managerial attention and support in developing
their self-confidence at work than others. Comparisons between staff are usually
not helpful in addressing the issue. Self-confidence builds in an incremental
fashion over time. The pace of progress will be individual. Each and every member
of staff can improve his or her self-confidence at work with an appropriate degree
of belief, support and the desire to move beyond the existing comfort zone.
What to Avoid
Fear of failure, fear of personal exposure and fear of the negative reactions of
others promote low self-confidence. Whether an individual receives negative or
positive messages about his or her worth and ability to contribute at work are
important. The actions of managers and colleagues can have the effect of
developing or diminishing self-confidence. For example, a manager who fails to
delegate is sending a message that she/he does not believe in staff ability. If this
happens over a long period of time staff may fail to develop skills, knowledge and
confidence.
22
2. Achievement, Drive & Commitment

This competency might be described as possessing and acting upon a desire to
reach and surpass standards of excellence at work. It manifests as working
towards clear objectives and standards and being results focused. People with this
competency "pull out the stops" to deliver, take personal responsibility for getting
results and aim for completion and excellence.
Cluster
3. Initiative
Initiative is a preference for taking action within the bounds of one’s ability. It may
involve doing more than is required or expected, anticipating situations and acting
to avoid problems or creating new opportunities.
Developing achievement, drive, commitment and

initiative
These two competencies within the Personal Effectiveness Cluster are closely
related. They are significantly affected by personal motivation. Therefore, a
manager who wishes to foster these competencies to improve performance might
usefully explore and work on the issue of staff motivation.
Working to Improve Individual Motivation
Research suggests that the following may be some of the factors which affect
motivation and which can be addressed in attempts to improve motivation, and
thereby commitment, initiative and so on.
Positive factors
• setting clear individual and team goals
• effective teamwork
• having the information, skills and resources one needs
• having a suitable degree of personal challenge
23
• opportunity for personal contribution and achievement
• effort valued, recognised and rewarded
• suitable degree of individual control, responsibility and choice
Negative Factors
• too much or too little work or lack of variety
• lack of challenge and goal setting
• lack of consultation or isolation
• lack of feedback
• lack of knowledge of the "big picture"
• lack of self-confidence
Motivation at work is heavily influenced by individual needs and values. This

suggests that while there are common factors such as those listed above,
individual needs will affect the development of commitment, drive, initiative and
achievement in different individuals.
Flexibility, openness and reward for innovation encourage individual thinking and
initiative. New employees and newly promoted people are one group who may
possess a high degree of drive and initiative which can be easily fostered and
developed with appropriate encouragement and mentoring.
24
4. Team Working
A team is a group of people working together in pursuit of a common goal. A
common form of team working would be people working together in the same
unit/section covering broadly the same activities but with differing levels of
responsibility. This might also involve working together on a specific project or
working together in the delivery of a particular service. In an effective team,
Cluster
members are clear on the common goal, are co-operative and mutually supportive
and carry out their individual roles in support of the team's common goal.
Developing the Teamwork Competency

Effective team leadership is about managing, motivating, setting clear goals,
delegating responsibility and facilitating good team communication. Good team
players participate willingly in group work and support team decisions. They are
loyal to the group. They do not attempt to dominate or work to an individual
agenda but keep the common purpose in mind and the need for contribution and
involvement by all team members in achieving the common goal. They share
information and ideas and seek the contribution of others as well as aiming to
resolve conflicts which may arise and reach quality outcomes. They also
acknowledge the value of the contributions of others.
Individuals and managers in assessing their contribution to the development of the

teamwork competency might explore such issues as:
• Clarity of team goals
• Clarity of roles of team members
• Factors influencing one’s own contribution to the team
• Personal organisation and individual behaviour in the team
• Specific training needs for own role in the team
• Progressing tasks
25
• Effective decision making processes
• Sharing and seeking information
• Cooperation with others
• Listening skills
• The need to be open to ideas, especially those different to one’s own
• Conflict management
Analysis of such issues should help identify specific aspects of teamwork which an
individual may need to reflect upon and address within the team, with the support
of his or her manager.
Formal training in teamwork can develop an understanding of the nature of group

dynamics and provide useful insight into one’s individual behaviour in teams and
the degree to which this is effective. To become a good team worker requires
practical experience. Feedback from other team members or the team leader is
useful. Formal team leadership training can be quite useful for those who need
specific skills if they are to be effective in the leadership role.
26
5. Communications
Effective communication is the lifeblood of organisations. Communication at its
most basic level is about the exchange of information and ideas between
individuals resulting in a shared mutual understanding. Failure to develop this
competency to the highest degree possible both at individual and organisational
level can be very costly in terms of wasted resources, lost opportunities, confusion,
Cluster
errors, and poor levels of motivation.
The key to understanding the particular communication competency requirements

of individuals and how they might be developed is to analyse the specific work
context and the forms of communication in which individuals engage. Issues to
consider include:
• With Whom the Communication Takes Place
Customers, staff, managers, colleagues, ministers, social partners, others or a

combination of some or all of these elements
• How the Communication Take Place
Meetings, one-to-one, electronic, written, phone, formal presentation etc.
• Why the Communication Takes Place
To impart and/or gather information, to show understanding, to consult, to

co-operate, to persuade, to negotiate to influence, etc.
Developing the communication competency

Coaching on the job
Managers play a key role in helping an individual to identify and focus on the
specific aspect of communication which needs development. She or he can
provide an opportunity to observe good practice, give guidance on the specific
situation, provide an opportunity to practice, under observation if necessary, and
provide feedback on performance. This is possibly the most effective way to
develop the specific aspects of communication required in the work context. Such
27
skills as participating at or chairing a meeting, handling customers, answering

telephone queries, negotiation and making presentations develop effectively
through observation of those who are already accomplished at these tasks,
followed by practice, preferably with feedback.
Policies
Having communication policies in place can also help, for example, a policy on
how to answer the telephone, use of e-mail, how to process customer queries etc.
To be most effective such policies should be drawn up in collaboration with the
staff who implement them.
Training
Formal training in all aspects of communication is available and can be useful to

develop an understanding of the principles. Formal training events can also
provide opportunities to practice the skills of communication (for example,
handling a situation assertively, making a presentation or chairing a meeting) in a
safe and supportive environment with expert feedback and without the risk of
making mistakes which will have impact in a real workplace situation. Skills
developed during formal training will, of course, need to be applied in the
workplace.
There is a wealth of reading and other self managed learning material available on
this area.
Communication checklist
The following is a list of aspects of the communication process to consider. (It is

not intended to be an exhaustive list.)
• Imparting information clearly and concisely
• Tone of voice and body language
28
• Use of language (For example, consider use of jargon, whether the degree of
formality or informality is appropriate, how the language sounds to the
recipients or listeners, and whether it is emotionally loaded or in any way
unprofessional.)
• Degree of openness to others
• Listening to others with a view to understanding
Cluster
• Asking questions with a view to understanding
• Articulating an unpopular viewpoint
• Behaviour in groups
• Focus on progressing issues
• Approach to conflict
• Ability to control reactions when stressed, upset or angry
• Telephone style
• Style of writing, including electronic material
• Dissemination of information
• Consultation with others
• Giving and receiving feedback
• Ability to refuse a request assertively if necessary
29
30
Group and Interpersonal Effectiveness
Cluster
Networking/Influencing . . . . . . . . . . . . . . .32
Customer Service . . . . . . . . . . . . . . . . . . . .34
Managing and Developing People . . . . . . .36
Leadership . . . . . . . . . . . . . . . . . . . . . . . . .39
Interpersonal Understanding . . . . . . . . . . .41

6. Networking/Influencing
Effective networking involves the ability to develop and maintain a network of
contacts through a personalised approach and to use this to advance work related
goals. A person with networking competency will build up relevant contacts and
establish rapport with contacts. She or he will usually involve others and will share
and seek information. A range of professional relationships across organisations is
established.
Networking can take place both formally and informally. It can manifest itself in
various ways such as:
• Regular meetings with groups or individuals for specific purposes
• Discussions at the margins of meetings, conferences etc.
• Exchange of contact details through business cards etc.
• Contact on a regular or intermittent basis through telephone, e-mail and

personal meetings both in and outside work settings with individuals within
and outside your organisation.
Developing the networking/influencing competency

Networking
Individuals wishing to develop networking abilities need to be proactive and open

to opportunities arising on a day to day basis. A manager working with a staff
member to develop networking competency might:
• ensure the person is adequately involved in relevant activities
• delegate responsibility which requires establishing contacts and networking
• introduce the person to various contacts
• appoint the person as a contact for others
• involve the person actively in meetings, working groups or project teams
32
• coach the person in how to handle specific networking situations
• work to develop a networking culture
Influencing
Different people will have different influencing styles. Formal training in

influencing or in relevant aspects of communication can help with influencing
ability. Careful observation of skilled and successful negotiators and those who
have excellent skills in handling meeting and conflict situations will also help.
Influencing skills are a specific aspect of communication skills. Influencing creates

buy-in to ideas and courses of action and reduces resistance. It engenders
creativity and co-operation rather than conflict or unwilling submission. It is
important in almost every role but especially for leaders, managers, those who
Group and Interpersonal

Effectiveness Cluster
work in a team, those who need to get the co-operation of others on ideas,
courses of action and introducing changes, and those whose work involves any
type of negotiations. A key factor in successful influencing is whether we can
make our idea or proposition meaningful to another person. This requires active
consideration of the other person’s point of view, the ability to listen to views
different to one’s own and responding accordingly.
There are a range of skills and attitudes involved in influencing. Examples are as
follows:
Skills Attitudes
Listening Patience
Probing questions Flexibility
Verbal fluency Trust
Building rapport Confidence
Body language Credibility
Painting a vision of the future Openness
Case preparation Consistency
Establish common ground Courage
Reframing issues Enthusiasm
33
7. Customer Service
Customer service is about providing a high quality service to customers in a
friendly, efficient and effective manner. It centres on a desire and ability to meet
customer needs, respecting their rights and dignity. The principles of good quality
customer service will generally be set out in the organisation's customer service
action plan.
Developing the customer service competency

Effective customer service does not rely only on the abilities of those in direct
interaction with customers. Effective customer service policies, adequate systems,
procedures and management supports in the form of resources, training and
dealing with problems at the front line are essential. Dealing with customers can
be challenging and demanding and staff members may need supports or specific
front line problems to be explored and addressed.
Staff may be fully informed in the work area and aware of the principles of
professional service but may be hampered in their ability to deliver customer
service due to feeling stressed. Developing a knowledge of stress management
techniques as well as techniques for handling difficult customers can be useful to
staff who have a high level of interaction with customers. This can be achieved
through coaching, observations of others practicing such skills, self managed
learning such as reading, or through development programmes addressing these
specific issues.
Staff dealing with customers will need to have a friendly and caring disposition
supported by good knowledge of the work and good communication skills (see
also separate sections on self confidence, achievement, drive and commitment
and communication competencies for related issues on motivation, confidence
and so forth).
34
Knowledge will include:
• Familiarity with and understanding of civil service and local customer service
policies
• Thorough knowledge of the relevant work area
• An understanding of the relevant rules, legislation, regulations etc. and an

ability to convey this in an easily understandable manner.
Through guidance, constructive feedback and providing the opportunity for on-
the-job learning, managers can promote and assist the development of qualities
such as:
• Attention to customers, the need for courtesy, sensitivity etc.

• Ability to ask the right questions to obtain information
• Ability to listen, empathise and respond effectively in all interactions with
customers
• Ability to impart accurate and appropriate information in writing, by

telephone or in person
• Appropriate use of tone and language, avoiding jargon and emotionally

loaded messages
• Ability to be flexible and sensitive to individual customer situations and needs
• Presenting oneself professionally when meeting customers
• Ability to handle complaints and differences of view assertively and calmly
• Ability to handle one’s own reactions and emotions
• Ability to interact effectively with colleagues, staff and managers to serve

customers
Formal training in these areas is widely available. Such training is most effective
when linked closely with the specific requirements of the organisation and the
customer service policy of the organisation.
35
8. Managing and Developing People

This competency involves securing the effective work performance of people in
meeting business goals and ensuring that the potential of people is recognised
and developed.
It is recognised today that for organisations to operate effectively, there must be

appropriate people management and development practices at local level.
Therefore, line managers need to focus not only on tasks but also on their
responsibilities as managers of people.
Development of the managing and developing people

competency
The first step is to develop an understanding and an acceptance of the day-to-day
responsibilities of people management i.e. viewing people management as an
integral and essential part of the job.
It is particularly important for newly appointed or newly promoted managers who

are new to staff management to acknowledge and address these responsibilities.
This competency may be acquired through reflection, coaching, discussion, self
managed learning and relevant training.
The responsibilities of people management include:
• Entering into the spirit of the PMDS process
• Building effective working relationships with staff based on mutual respect

and trust
• Effective communication with staff
• Clearly agreeing individual and team roles and responsibilities
• Effective approach to ensuring morale and motivation are high
• Effective work delegation
36
• A pro-active approach to the development of people
• Ensuring people are coached on-the-job as needed
• Monitoring work performance
• Assessing performance fairly with reference to objectives and job

requirements
• Ensuring an effective feedback process
• Managing underperformance effectively
• Ensuring civil service policies affecting people are implemented at local level
(e.g. HR Strategy, Equality Policy etc.)

• Ensuring available support resources are known to staff
(e.g. Employee Assistance Service)
How can a manager improve her/his abilities in these areas?
Becoming an effective manager of people in all these areas is something which an

individual will need to develop over a period of time. There are many principles,
skills and behaviours involved in becoming effective. Managing others requires
flexibility of approach and good judgement in individual situations.
Methods of development would include:
• Observation of effective people managers and analysing what they do
• Coaching by a manager with experience of managing people effectively
• Self managed learning: There is a great deal of useful reading material on

most of the issues involved
• Personal reflection on the effectiveness of one’s approach to issues such as

delegation, communication, management style etc. and trying new
approaches
37
• Getting feedback from staff on one’s ideas or approaches
• Formal training in people management or an aspect on which one wished to

concentrate. This may be particularly useful for those new to managing staff
• Ensuring People Management is included in PMDS Role Profiles of managers
38
9. Leadership
Leadership is a complex concept and a complex competency to develop.
There are numerous texts, theories and definitions on the subject of leadership.
For example:
"Leadership is that part of the management sphere concerned with
getting results though people, and all that it entails and implies – the
organisation of the staff into productive teams, groups, departments;
the resolution of conflicts in the workplace; creating vision and
direction for the whole undertaking; and providing resources in
support of this."

(Pettinger, R. (1994) Introduction to Management, London Macmillan)
The wide literature on the subject suggests that effective leadership involves
managing but is more than managing. In the civil service today, leadership may
involve structuring, informing, guiding, facilitating, making decisions and providing
inspiration or vision for groups. Leadership style involves balancing variables such
as the needs of task and the needs of people. A leader works to develop and
advance strategy while managing various and complex group processes
(communication, decision making, etc.) effectively to this end.
Development of the leadership competency

Developing effective leadership competency, therefore, requires a level of
excellence in a broad range of other competencies including self-confidence,
communication skills, interpersonal understanding, team working and managing
and developing people.
39
Steps to develop leadership competency would require individual analysis of one’s

strengths and weaknesses and concentration of development effort in relevant
areas, for example:
• Self-confidence as a leader
• Handling information
• Thinking strategically
• Providing vision for others
• Motivating others
• Structuring a group effectively to work towards strategic goals
• Communication channels and styles
• Decision making and problem solving
• Resource management
• Relationships
• Judgement
Other ways to develop as a leader might include analysis and emulation of

effective leaders and getting feedback. Formal training programmes in leadership
are available and can be very useful in providing a learning structure within which
to develop an understanding of the principles of leadership and identify areas on
which one may need to concentrate development effort.
40
10. Interpersonal Understanding

A person who is skilled in interpersonal understanding has the ability and desire to
accurately hear and/or understand spoken and unspoken concerns, feelings and
thoughts of others. It is clearly a complex issue requiring a degree of personal
maturity and an understanding of the communication process. Key skills required
are the ability to listen actively for understanding and to ask appropriate
questions. To acquire a degree of competence in these skills requires considerable
practice built on an understanding of these principles.
Developing Interpersonal Understanding Competency

Conscious effort to improve in this competency requires individual motivation and
a desire for interpersonal understanding. An individual wishing to develop the

competency might consider such questions as:
• Do I pay attention to others when they are trying to communicate with me?
• Do I regularly invite others to talk or to expand on what they have said?
• Am I an effective listener?
• Do I ask open questions such as "Can you tell me how you see it?" "What
do you think?"
• Do I try to see situations from the other person’s point of view?
• Do I think of all angles to situations before I react?
• Do I try to establish what "lies behind" situations and behaviours?
• When there is difference or difficulty, do I choose to try to understand, to try

to blame or to try to win?
• Am I generally trusted and respected by others?
• Do I tend to push my own point of view to the exclusion of others?
• Do I try to see "the big picture"?
41
On the job learning might include observation of others whose effectiveness arises
from high levels of interpersonal understanding. For example, observation of
someone at a meeting who listens to those with different viewpoints to
themselves and uses this ability to good effect in resolving differences and making
progress. Personal reflection, a desire to understand others and willingness to
change are key tools needed to make progress.
42
Thinking Style and Problem
Solving Cluster
Analytical Thinking . . . . . . . . . . . . . . . . . . .44
Conceptual Thinking . . . . . . . . . . . . . . . . .44
Decision Making/Judgement . . . . . . . . . . .45
Specialised Expertise . . . . . . . . . . . . . . . . . .51

11. Analytical Thinking

Analytical thinking is a problem solving competency. It involves being able to seek
and organise relevant information systematically when exploring problems and
coming up with rational, well informed, conclusions.
In a civil service context analytical thinking is required to:
• assist government to make informed evidence based policy decisions,
• place the focus on medium and longer term outputs and outcomes,
• emphasise equity, income distribution, value for money and quality customer
service considerations,
• provide a basis for subsequent evaluation and review of decisions
A person with this competency demonstrates an ability to think things through in

a logical way and can break down tasks or issues into logical steps. He/she can sift
through information, identify what is important as distinct from what is urgent,
identify causes as well as consequences, and have a strategic understanding of the
bigger picture. Analytical thinking informs all aspects of the decision making
process. An analytical approach to policy formulation and decision making is
critically important in terms of enabling public service providers to deliver services
to the public that are relevant, appropriate, and of the highest quality.
12. Conceptual Thinking

Conceptual thinking is another problem solving competency. It involves the ability
to identify patterns or connections between situations that are not obviously related
and to identify key underlying issues in complex situations. Conceptual thinking can
involve an approach sometimes described as "thinking outside the box" or lateral
thinking, thinking of new ways to do things which are not always obvious.
Research suggests that there are often perceptual, emotional, cultural,

environmental and other blocks to conceptual thinking which we may need to
44
overcome if we are to develop the competency. It can be difficult for us to change

from our habitual patterns of thought and our habitual ways of doing things.
There is a tendency to react to new ideas with great caution and even alarm. The
result is that new ideas are often dismissed without being adequately considered.
The ability to reframe issues is crucial to the process of conceptual thinking. This
includes developing new or different ways of describing or approaching a situation
or opportunity.
13. Decision Making/Judgement

This competency involves the ability to make informed decisions or judgments
about situations or issues where a course of action is needed. Analytical and
conceptual thinking competency feed into the decision making competency to
assist us in reaching quality decisions.
The decision making and judgement competency can be required at many

different levels within a civil service organisation. For some it will be manifested in
the need to take operational decisions where a clear precedent exists. For others it
may require deciding on courses of action based on hard data and seeking advice
when unsure. It is also required when taking strategic decisions where there is a
high degree of uncertainty and risk.
problem Solving Cluster

The competency involves the ability to process information using appropriate
Thinking Style and

analysis, the confidence to take a decision, being prepared to take a balanced risk
and to be held accountable for the outcome.
Developing these three Competencies

(Analytical Thinking, Conceptual Thinking,
Decision Making/Judgement)
As an aid to understanding the development of these three competencies it is
useful to consider the constituent stages of decision making. These three inter-
related competencies are, perhaps, best understood and developed as elements of
an effective approach to decision making, problem solving and issue resolution.
45
The Problem Solving/Decision Making Process
We are concerned here with the thinking process which takes place when, for
example, we must make a recommendation or a decision on a particular case,
when we make administrative decisions, when we put forward arguments for a
line of action, when we decide to tackle a challenging situation, when we
formulate policy, and so on.
The first thing to recognise is that we seldom think about the way we think. We
tend to take it for granted. However our thinking during the problem solving
process can be broken into a number of distinct stages. There are pitfalls to avoid
and techniques which can be used to be more effective at each stage.
The key stages include:
1. How we define the problem or issue
2. The information we seek and use in exploring the problem
3. Generating ideas and possible solutions
4. Evaluating ideas and possible solutions to draw conclusions
5. Follow up on conclusions
It might be useful to think of an example from your own experience and consider
each of the stages using that example.
1 Defining the problem
(Conceptual thinking competency is prevalent at this stage)
How we define the problem is crucial because this determines how we will
proceed to think. We frequently define problems in terms that
• Are too vague or broad
For example, "We need to communicate better in this Division". Here we
need to say specifically who is involved and give reasons why. For example
"This Section needs improved ways to exchange regular information with
46
that Section about x,y and z so that…." The danger is that broad statements
are open to misinterpretation and lead to confusion. More specific statements
point the way towards addressing the real issues.
• Are narrowly defined as an assumed solution rather than a problem.
For example, "We need a staff training course" versus "We need to explore
and address training needs" or "We need more roads" versus "We need a
transport systems which can accommodate x number of people with specific
needs a, b, c,".
This kind of narrow thinking leads to assumed solutions, often based on no

real evidence or analysis. The assumed solution may or may not address the
real issues. A further common barrier to effective problem solving can be
failure to involve the right people in the thinking process, especially people
who will be affected by decisions.
2 The information we seek and use in exploring the problem
(Involves conceptual and analytical thinking)
Effective problem solving is based on factual, verifiable, information rather than

assumptions, opinions which have not been explored and questioned or

prejudiced thinking of any kind. Therefore an effective problem solver will
Thinking Style and

question all information and opinions, including his or her own, in order to verify
it. A great deal of opinion offered and a great deal of one's own opinions may not
stand up to scrutiny. This is partly because opinion may be based on anecdotal
evidence only (the sample of one) or some kind of prejudice which we do not
realise we have. The opinion might be held, for example, that a particular person
would not be suitable for a particular role, or that a particular group of people
would behave in a particular way in response to some action. The question to ask
is "What specific evidence supports this thinking".
To be effective also requires a search for relevant information from wide sources in
order to adequately inform the thinking about the issue. Failure to ask the right
47
questions in order to gather all the relevant facts may result in implementing poor
or unworkable solutions.
3 Generating ideas and possible solutions
(Involves conceptual and analytical thinking)
The tendency sometimes is to work with a very small group of obvious ideas
rather than opening up the mind to many and different ideas. We tend to dismiss
unusual or minority thinking very quickly. This is unfortunate because it means we
are limiting our exploration of issues to what we are already familiar with and with
familiar patterns. Many great advances in thinking in several fields were dismissed
and ridiculed when first put forward because they differed from the conventional
ways of looking at the problem. Think beyond the obvious.
One simple technique to improve the conceptual thinking competency is to

brainstorm ideas, either on one’s own or (usually more productively) in a group.
When we brainstorm we throw out as many ideas as possible in quick succession
without evaluating them and encourage unusual ideas. It is essential not to allow
any evaluation as ideas are generated. Early evaluation limits possibilities and
creativity. This process creates a broad and much richer canvas of thought to work
from and can be done in a matter of minutes. It is useful to chart up the ideas as
a group works so that everyone has a visual picture of this canvas of thoughts.
Another widely used and useful technique to enhance creative thinking is mind
mapping. (See reading list). It may also be very useful in some group problem
solving situations to explore rather than dismiss minority views as this can broaden
out the group's thinking. Some problems cannot be solved unless we are able to
move outside our habitual patterns of thinking. Two dimensional thinking is the
ability to make obvious links and see patterns and connections between things or
ideas based on conventional thinking. Three dimensional thinking is the ability to
see patterns and connections between things which are not obviously related,
based on conventional thinking, but which are, in fact, significant.
48
4 Evaluating ideas and possible solutions to draw conclusions
(Requires analytical thinking, decision making/judgement)
While ensuring creative input into thinking, effective problem solving must also be
based on effective analysis of ideas. Some of the common pitfalls are to fail to
explore and analyse the pros and cons adequately, especially in relation to
favoured and unpopular ideas. We also often fail to weight the pros and cons
accurately. An argument in favour of an idea may be given much more or much
less weight than the verifiable evidence would support. The 80/20 rule should be
borne in mind, i.e. that 80% of effects result from 20% of causes.
Many techniques have been devised to assist evaluation and analysis of ideas, such
as cost benefit analysis, force field analysis and weighted ranking. (See reading
list). These are simply tools which assist the process. The choice of analytical
method and value judgments will always impact on outcomes. The important
thing at this stage of the problem solving process is to have sound reasons for
favouring or dismissing ideas on the basis of rigorous scrutiny before moving
towards a conclusion and a line of action.
5 Follow up on conclusions
It is essential to plan, manage and monitor implementation of ideas.

Thinking Style and
Competency Development in this area
Going back to the three competency headings, we can see that analytical
thinking, conceptual thinking, judgement and decision making abilities
weave right through the problem solving process. A useful way to work on the
development of the competencies might therefore involve assessing your existing
approaches to the stages above (individually and in decision making meetings) and
trying out alternative approaches.
On the job opportunities to grapple with challenges, encouragement of

contribution to thinking, opportunities for creative input, opportunities to work
49
with good role models and getting feedback on ideas may also be useful in
developing these competencies.
Formal training programmes in policy analysis and in decision making/problem

solving techniques may be of particular benefit to develop these competencies.
Self managed learning through reading is also a development option.
50
14. Specialised Expertise

Specialised expertise results from a depth of knowledge in a specific area or
considerable proficiency in specific skills.
A person with specialised expertise can offer specialised advice to others, is

accepted by colleagues as an "expert" in their area and can draw on innovations
and best practice in devising solutions. The civil service has many staff with
specialised expertise, for example, computer programmers, accountants, architects,
statisticians, legal experts, engineering experts, trainers and many others.
Specialised expertise may be acquired through formal education prior to

recruitment such as specific third level qualifications for technical and professional
positions. Civil servants in administrative positions at all grade levels may develop
specialised expertise in a particular work area through the accumulation of
experience, perhaps supplemented by formal training post-appointment.
Development of the specialised expertise competency

Ongoing professional development opportunities are necessary if expertise is to be
maintained and kept up to date. In areas where the work is such that it requires
specialised expertise, managers must make every effort, in co-operation with

jobholders, to ensure that relevant education or training in the specialised subject
Thinking Style and

is obtained by staff who need it.
This may occur through specialised work experience or through formal training or
education during or outside of working hours. For certain courses of study taken
primarily outside of working hours, fees may be refunded and examination and
study leave allowed. Details on these arrangements are available from
Departmental Training Officers. Civil servants who wish to take time off work to
pursue a course of study should consult their Personnel Officer who will be able to
provide details of the relevant provisions for such situations. Reading of specialist
trade journals and attendance at specialist conferences/seminars are also useful in
keeping abreast of developments.
51
52
Managing for Results Cluster
Managing Budgets and Resources . . . . . . .54
Information Seeking and Management . . .56
Concern for Clarity and Work Quality . . . .59

15. Managing Budgets and Resources

This competency covers a broad range of budget and resource management
aspects. It includes the ability to design, develop and monitor budgets with a view
to setting and adhering to realistic budget targets. It is also involves the ability to
assess and evaluate the use of resources with a view to ensuring value for money
and avoiding costly and wasteful over supply or under utilisation of resources.
All civil servants are involved to some extent in the management and use of State
resources. The demand for investment and expenditure invariably exceeds the
resources available and, as a result, managing resources to ensure appropriate
choices and value for money is a basic but crucially important responsibility of civil
servants. Success in this regard requires a general understanding of the framework
within which the financial administration of the State operates and the various
procedures and practices that underpin that framework. It requires an appreciation
of value for money considerations such as economy, efficiency and effectiveness.
However, in managing resources, civil servants must recognise that, in addition to

value for money, considerations of equity and income distribution are also of
central importance. An appropriate balance in terms of the level, range, and
quality of services provided to the public and funded out of general taxation is
necessary. Civil servants also need to manage budgets and resources in the public
interest in the knowledge that public service customers do not generally have a
choice.
Under the modernisation programme, decision making and control is moving

closer to the point of contact with the general public. This requires budget and
resource management competency at many levels within organisations. The new
financial management information framework, incorporating accruals data
accumulated on an ongoing basis, will play a key role in this regard and will allow
managers to identify matters of concern and issues as they arise. This system will
also extend financial management beyond a year end account of past actions
(managing budgets after the event) towards an ongoing process of management
during the period in question with an added forward planning dimension.
54
Developing the managing budgets and resources

competency
On the job learning through a process of coaching and delegation is a necessary
and particularly effective method for developing the ability to manage budgets
and resources. The "Public Financial Procedures" manual produced by the
Department of Finance summarises Government accounting principles and
procedures. Training courses in public sector related accounting and financial
procedures may also be useful, particularly in Government Accounting and
Financial Procedures.
Jobholders and managers in carrying out their work should, through a process of
consultation with more knowledgeable colleagues and self learning, seek to
develop and improve this competency by considering the following aspects:
• Understanding budgeting concepts
• Effective evaluation of budget needs
• Gathering and managing the data required for budgeting
• Checking spend against agreed budgets according to approved procedures
• Following up on errors and inconsistencies
• Tackling irregularities or inappropriate use of budgets
• Making the appropriate adjustments needed to budgets to ensure overall

budgetary compliance
• Ongoing monitoring and review of expenditures in light of the prevailing

economic and social policy environment
• Dealing effectively with changing priorities within a budget period.

Managing for Results
Cluster
55
16. Information Seeking and Management

Information management is key to successful business results. The competency
involves collecting information to assess the present state of a problem or
situation, developing and implementing information systems to facilitate effective
management of data, interpreting the information or data objectively, using it to
find out the reasons for situations and using the conclusions to support evidence
based decision making.
Freedom Of Information (FOI)
When it comes to information seeking and management in the modern public

service we must all be aware of the provisions of the Freedom of Information Act
1997. This gives the public access to most records in the possession of civil service
organisations with certain exceptions relating to sensitive information. Records
include electronic material, formal and informal material and graphic material. All
civil servants need to have a basic knowledge of the provisions of the Act. Staff
with specific FOI responsibilities require formal training. Since the Act requires
organisations to make information available in a relatively short time period it is
essential that all records in the possession of organisations be quickly and easily
accessible. To ensure best practice and to meet the requirements of the Act it is
essential to have effective information management and record keeping systems
and practices.
Developing the information seeking and management

competency
A prerequisite to learning is to establish effective information seeking and
information management policies and practices at organisational and unit level.
Information seeking is a necessary skill in a wide range of business tasks such as

working in project teams, collaborating with others, highlighting critical
information gaps or for showing up new possibilities. Developing the skill involves
a range of activities and considerations, for example,
56
• Location or sources of information
• Knowing what formal information sources exist within the organisation and
how they are organised
• Knowing how information sources on the Internet are organised
• Knowing how to access relevant information external and internal to the

organisation
• Intelligent searching using the search supports available (e.g. paper file
indexes, library indexes, library support systems, searchable computer files
etc.).
• Collecting, differentiating and restricting information according to

usefulness/relevance
• Assessing, questioning, reflecting, evaluating and profiling information
• Extracting by working through an information source to identify relevant

material
• Categorising, ranking, prioritising, sequencing/chaining, integrating and

linking information
Information management skills include the following:
• Knowing how to monitor/browse core sources of information to keep abreast

of developments
• Using known gatekeepers to knowledge e.g. librarians, people who have

large numbers of contacts or who have a track record in problem solving
• Knowing how to gather and organise collections of information, whether on

paper or on computer systems, to support analysis and decision making

Cluster
• Knowing how to personalise automatic information delivery systems to meet

specific needs
57
• Knowing how to embed knowledge into documents, into spreadsheets to

allow this knowledge to be re-usable at later stages
• Knowing how to build organised information stores for future re-use
• Knowing how to extract relevant aggregate information from organised

information collections e.g. financial and non-financial indicators,
performance data etc.
• Knowing how to format information to increase its usability for particular

purposes or to allow it to be used in a computer system
• Identifying critical success factors
• Identifying and weighing up issues
• Restructuring, repackaging, summarising and synthesising information to

meet specific purposes
Key methods of acquiring abilities in information seeking and management

include:
• emulation of best practice in the area
• coaching by managers or colleagues in information sources, systems and

procedures
• Formal training in information management systems
• Coaching, reading or formal training on the provisions of the Freedom of

Information Act, 1997
58
17. Concern for Clarity and Work Quality

In order to promote a concern for clarity and work quality it is necessary for
managers to ensure clear roles and functions. There must be an ordered approach
to work and to implementation of systems to ensure clarity, order, accuracy and
adherence to or surpassing of quality standards.
People will generally be concerned about the clarity and quality of their work if
they are well motivated and they feel that they have a worthwhile contribution to
make to the team and to work and, ultimately, the quality of service which they
deliver to their customers and to the public. (See section on Motivation under the
Achievement, Drive and Commitment Competency).
Developing the concern for clarity and work quality

competency
Managers must ensure that there are appropriate levels of delegation of
responsibility and tasks. Encouragement, advice and constructive feedback should
be given to jobholders in regard to the work which they undertake. It is
particularly important that reasons are given by managers for their decisions. If any
changes to work practices, material or output prepared by jobholders are made by
managers, these should be explained to enhance common understanding of the
standards or qualities required.
Exploration of the following issues should provide pointers for managers and
jobholders for development on the job of this competency:
• Personal organisation of work
• Clear objectives for self set through the PMDS process
• Clear objectives for staff set through the PMDS process

• Motivation to achieve high standards

Cluster
• How standards are set for self and others
59
• Whether standards are achieved by self and staff
• Systems and methods of ensuring accuracy, clarity and quality
• Ways of monitoring progress
Training programmes in personal effectiveness, time management, quality issues,

staff management or other relevant aspects of the competency might also be
considered.
60
Appendix
Additional Reading/reference materials
The following publications are available from most leading booksellers. The Internet also
provides a rich and evolving source of reference material.
Reference material on competencies
Self Confidence Teamworking
1. How To Improve Your Confidence: Dr. Kenneth 1. Working In Teams: Alison Hardingham
Hambly. Sheldon Press, Beekman Pub., ISBN: 0846451549
ISBN: 0859695638 2. People And Self Management: Sally Palmer
2. Develop Your Assertiveness: Sue Bishop Butterworth-Heinemann,
LPC Group, ISBN: 0749418222 ISBN: 0750638613
3. Be Positive: Phil Clements 3. How To Influence Others At Work: Dick
Kogan Page, ISBN: 074943256X McCann. Butterworth-Heinemann, ISBN:
4. Creating Confidence: How To Develop Your 0750609907
Personal Power And Presence: M. Bunch 4. How To Be A Better Teambuilder: R. Eales-
Kogan Page Ltd, ISBN: 0749427825 White. LPC Group, ISBN: 0749419121
5. Managing Pressure For Peak Performance: S. 5. Team Decision Making Techniques: P. K. Kelly.
William. Unknown, ISBN: 0749412399 John Wiley & Sons,
Achievement Drive and Commitment ISBN: 0787950890
6. People And Self Management : Sally Palmer. 6. The Teamworking Pocketbook: Ian Fleming
Butterworth-Heinemann, Stylus Pub., ISBN: 1579220215
ISBN: 0750638613 7. Leading Teams: Creating A Team:
7. The Effective Executive : Peter Drucker Rob Yeung
Harperbuisness, ISBN: 0887306128 Trans-atlantic Pub., ISBN: 1857035666
8. The Seven Habits Of Highly Effective People: 8. Teamworking: Stephen J.Procter
Stephen Covey Palgrave, ISBN: 0312229011
Simon & Schuster, ISBN: 0671708635
9. Make Every Minute Count : The Sunday Communications
Times.Marlowe & Co., ISBN: 1569246130 1. Effective Presentation Skills: Robert Dilts
10. Know Yourself: Achieve Your Goals Through Meta Pub., ISBN: 0916990311
Better Self Knowledge: Dr. E Balke. Unkown,
2. Successful Presentation Skills: Andrew Bradbury
ISBN: 0749429003
Kogan Page Ltd, ISBN: 0749417498
3. Influencing With Integrity: Genie Laborde.
Initiative Syntony Pub., ISBN: 0933347103
1. Creative Thinking And Brainstorming: J. G. 4. Words That Change Minds: Shelle Rose
Rawlinson. Gower Pub Ltd, Charvet
ISBN: 0704505436 Kendall/Hunt Pub., ISBN: 0787234796
2. Creativity And Problem Solving At Work: T. 5. How To Improve Your Confidence: Dr. Kenneth
Rickards.Ashgate Pub. Co., Hambly
ISBN: 0566028913
Sheldon Press, ISBN: 0859695638
3. Instant Creativity: Change The Way You Think
Now: B. Clegg 6. Be Positive: Phil Clements
Kogan Page Ltd, ISBN: 0749429496 Kogan Page, ISBN: 074943256X
4. Make Things Happen: The Quest Toolbox 7. Communicate To Win: R. Denny
Series: Steve Smith Kogan Page, ISBN: 0749433272
Kogan Page Ltd, ISBN: 0749424842 8. How To Be Better At Writing Reports And
5. The Intelligent Organisation: Engaging the Proposals: P. Forsyth
Talent & Initiative of Everyone in the Kogan Page, ISBN: 0749422009
Workplace: Gifford Pinchot & Elizabeth 9. People Skills: Robert Bolton
Pinchot. Berrett-Koehler Pub., New Harbinger Pub., ISBN: 1572240229
ISBN: 1881052982 10. 101 Ways to Improve Your Communication
Skills: Jo Condrill
Goalminds, ISBN: 0966141490
61
Networking and influencing Executive Excellence, ISBN: 189000961X
1. How To Influence Others At Work: Dick 11. 10 Steps to Empowerment: Diane Tracy
McCann. Butterworth-Heinemann, Quill, ISBN: 068811279X
ISBN: 0750609907 12. Harvard Business Review on Managing People:
2. Reinventing Influence: Mary Bragg Harvard Business School,
Financial Times Prentice Hall, ISBN: 0875849075
ISBN: 0273623133
3. Words That Change Minds: Shelle Rose Leadership
Charvet. Kendall/Hunt, ISBN: 0787234796 1. Leadership by the Book: Ken Blanchard: Bill
4. Make That Call: Iain Maitland Hybels and Phil Hodges
Kogan Page, ISBN: 0749432527 HarperCollins ISBN:0007114532
5. Improve Your People Skills, 2nd Edition: Peter 2. 21 Leaders for The 21st Century:Trompenaars,
Honey F and Hamden-Turner.Capstone Pub. Ltd,
Beekman Pub., ISBN: 0846450739 ISBN: 1900961660
6. Introducing Neuro-Linguistic Programming: 3. The future of leadership: today’s top leadership
Psychological Skills for Understanding and thinkers speak to tomorrow’s leaders: edited by
Influencing People: Joseph O’Connor Warren Bennis, Gretchen Spreitzer,Thomas
Thorsons Pub., ISBN: 1855383446 Cummings:
John Wiley, ISBN: 0787955671
Customer Service 4. What Leaders Really Do: John P Kotter.
1. Crowning The Customer: Feargal Quinn Harvard Business School Press, Boston 1999:
ISBN 0-87584-897-4
Rappel Marketing, ISBN: 0962480835
5. The 21 Irrefutable laws of Leadership: John C
2. Managing Quality Customer Service: W.B.
Maxwell. Thomas Nelson Publishers, Nashville,
Martin. Crisp Pub., ISBN: 0931962831
1999: ISBN 0-7852-7034-5
3. How To Be Better At Customer Care: T.R.V.
Foster. Kogan Page, ISBN: 0749429453
Interpersonal Understanding
4. Meeting Customer Needs: I. Smith
Butterworth-Heinemann, 1. How To Be Better At Managing People: A.
ISBN: 0750606681 Barker. Kogan Page, ISBN: 0749431962
5. Telephone skills: Patrick Forsyth 2. Managing Your Boss: S. Mann
(CIPD), ISBN: 0852928653 Barron’s Educational Series,
ISBN: 0764119508
3. Managing Disagreement Constructively: H.S.
Managing and Developing People
Kinder
1. Managing People, A Competence Approach To Crisp Pub., ISBN: 1560523832
Supervisory Management: Cartwright, Collins,
4. Face To Face: A Practical Guide To Interactive
Green, Candy
Skills: P. Honey
Blackwell Pub., ISBN: 0631209239
Gower Pub., ISBN: 0566027445
2. First Line Management : Bedward, Rexworthy,
5. Developing Your Interpersonal Intelligence: Mel
Blackman, Rothwell, Weaver
Silberman & Freda Hansburg. Berrett Koehler
Butterworth-Heinemann, Pub. , ISBN: 1576750914
ISBN: 0750627999
3. The Manager As Coach And Mentor: Eric
Analytical Thinking
Parsloe. Beekman Pub., ISBN: 0846451093
4. Practice Of Management : Peter Drucker 1. Teach Yourself To Think: Edward de Bono
Harper, ISBN: 1559942789 Pub Group West, ISBN: 1574533622
5. The Competent Manager: R.E. Boyatziz 2. Make The Most Of Your Mind: Tony Buzan
Wiley-Interscience, ISBN: 047109031X Simon & Schuster, ISBN: 0671495194
6. Leadership: P. Sadler 3. Project Skills: Sam Elbeik
Unknown, ISBN: 074942124X Butterworth-Heinemann,
ISBN: 0750639784
7. Managing Assertively: Madelyn Burley
4. The Fifth Discipline: Peter Senge
John Wiley & Sons, ISBN: 0471039713
Courrency/Doubleday ISBN: 0385260954
8. 10 Steps to Empowerment: A Common-Sense
Guide to Managing People: Diane Tracy. Quill,
ISBN: 068811279X
9. The Art of Managing People: Phillip L.
Hunsaker
Simon & Schuster, ISBN: 0671628259
10. Managing People is Like Herding Cats: Warren
Bennis
62
5. The Art Of Systems Thinking: Essential Skills for 5. Managing Information and Statistics: Roland &
Creativity and Problem Solving: Joseph Frances Bee
O’Connor and Ian Mc Dermott.Thorsons, ISBN: (CIPA), ISBN: 0852927851
0722534426
Concern for clarity and work quality
Conceptual Thinking 1. Target Setting And Goal Achievement: R. Hale
1. Learning Maps And Memory Skills : Powerful Kogan Page Ltd, ISBN: 0749426322
Techniques To Improve Your Brain Power: I. 2. Delegating For Results: R.B. Maddux
Svantsesson
Crisp Pub., ISBN: 1560524553
Kogan Page Ltd, ISBN: 0749424559
3. Managing Performance: Goals, Feedback,
2. How To Be Better At Creativity: G. Petty. Coaching, Recognition: J. Hill
Unknown, ISBN: 0749421673
Ashgate Pub. Co., ISBN: 0566077396
3. Innovation And Creativity: J. Ceserani
4. Accountability: Practical Tools For Focusing On
Kogan Page Ltd, ISBN: 0749415932 Clarity, Commitment And Results: B. Klatt
4. The Effective Strategist: Key Skills For All Stoddart Pub., ISBN: 0773760121
Managers: J. Van Maurik
5. How To Give Effective Business Briefings:
Gower Pub. Co., ISBN: 0566080443 Techniques For Relaying Information And
5. Thinking Styles: Relationship Strategies that Obtaining Feedback From Employees: C. Clark
Work: Fiona Bedoes-Jones
Stylus Pub., ISBN: 074942513X
BJA Associates, ISBN: 0953531007
Reference material on emotional intelligence
Decision making and judgement
1. Emotional Intelligence: Daniel Goleman
1. The Management Task: Rob Dixon
Bantam Books, ISBN: 0553375067
Butterworth-Heinemann,
ISBN: 0750633905 2. Working with Emotional Intelligence: Daniel
Goleman
2. Project Skills: Sam Elbeik
Bantam Doubleday, ISBN: 0553378589
Butterworth-Heinemann,
ISBN: 0750639784 3. 7 Steps to Emotional Intelligence: Patrick E
Merlevede
3. Practical Problem Solving And Decision
Making: An Integrated Approach: R. Hale Crown House Pub., ISBN: 1899836500
Kogan Page, ISBN: 074942219X 4. Promoting Emotional Intelligence in
Organisations: Cary Cherniss
4. Solve That Problem:
American Society for Training & Development,
Kogan Page Publishing, ISBN: 0749424826 ISBN: 1562863045
5. How To Be A Better Decision Maker: A. Barker.
LPC Group, ISBN: 0749419504
Reference material on coaching
Managing Budgets and resources 1. The Manager As Coach And Mentor: Eric
Parsloe
1. Administrative Budgets In The Irish Civil Beekman Pub., ISBN: 0846451093
Service: Richard Boyle
2. The Complete Guide to Coaching at Work:
IPA, ISBN: 1872002919 Suzanne Skiffington, Perry Zeus
2. Managing Devolved Budgets: Richard Boyle McGraw Hill, ISBN: 0074708422
IPA, ISBN: 1872002161 3. Effective Coaching: Myles Downey
3. Managing Public Money: Sean Cromien Texere Pub., ISBN: 1587991209
IPA, ISBN: 0906980712
4. Mastering Financial Management: S. Brookson.
DK Pub. Merchandise, ISBN: 0789471493
Information seeking and management

1. Making The Most Of Management
Information: Richard Boyle
IPA, ISBN: 187200265X
2. Practice Of Management: Peter Drucker
Harperbusiness, ISBN: 0887306136
3. Managing Information: Avoiding Overload: T.J.
Bently. LPC Group, ISBN: 0749426829
4. Managing Information: P. Grainger
Nichols Pub. Co., ISBN: 0893974323
63
Human Resources Development Services
Centre for Management & Organisation Development
Department of Finance, Lansdowne House, Lansdowne Road, Dublin 4
Telephone: (01) 604 5124/5

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A Guide to

If we are to develop and improve our competence as individuals we must consider

Investment in competency development will undoubtedly pay off in a number of

Human Resource Development Services

Part I Competency Development – Key Issues

The PMDS Competency Framework . . . . . . 2

Behaviours and Attributes . . . . . . . . . . . . . 7

The Importance of Coaching . . . . . . . . . . 10

Formal Training Interventions . . . . . . . . . 11

Self Managed Learning

When it's not a Learning Issue . . . . . . . . 13

Part II The Seventeen Competencies of the PMDS

Personal Effectiveness Cluster

Achievement, drive and commitment . . . . .23

Group and Interpersonal Effectiveness

Customer Service . . . . . . . . . . . . . . . . . . . . . . . .34

Managing and Developing People . . . . . . . .36

Interpersonal Understanding . . . . . . . . . . . . .41

Thinking Style and Problem Solving Cluster

Conceptual Thinking . . . . . . . . . . . . . . . . . . . .44

Specialised Expertise . . . . . . . . . . . . . . . . . . . .51

Managing for Results Cluster

Information Seeking and Management . . . .56

Concern for Clarity and Work Quality . . . . .59

Appendix – Additional reading/reference material . .61

Self Confidence Achievement, Drive and Commitment Initiative

The PMDS Competency Framework

The Performance Management and Development System (PMDS) places a

The PMDS Behavioural Competencies:

Personal Effectiveness Thinking Style & Problem Solving

Group & Interpersonal

• the line manager

There is a tendency for some people to view it as the responsibility of someone

How can we obtain the knowledge or information we

Some of the obvious ways of acquiring knowledge in the workplace are:

• By contact with relevant people • Use of Internet/accessing websites

• By asking someone to brief us on a • Induction policies and practices

• Use of bulletin boards and e-mail • Coaching

• Reading files, publications, • By developing and using job guides

The extent to which knowledge is constructively shared in the workplace is an

• What we can do with people (interpersonal and communication skills)

• What we can do with information (cognitive skills)

• What we can do with objects/things (technical skills)

How do we learn the skills we need?

2. Practice the activity

3. Reaching a point of error

It is natural for learners to make mistakes. We learn by our mistakes in a

Constructive feedback is an essential component of the practice stage. The learner

5. Repeat practice until the activity is perfected

All learners need lots of opportunities to practice a skill and to experience

Developing behavioural competencies

Methods of Developing Behavioural

Formal Learning Interventions

• On-the-job learning being recognised as an investment and integral part of

• Mentoring or coaching directly where the opportunity provides itself or by

• Assigning responsibility within units/sections for the development of work

The Importance of Coaching

Coaching may involve creating learning opportunities, giving information,

Formal Training Interventions

Key issues to be aware of in opting for formal training are:

• Clarity on the content and objectives of learning programmes

• Ensuring programme objectives meet individual and work specific needs