COMPETENCIES

DICTIONARY
 Minconsult Competencies
Influencing / Analytical Skills Planning &
Leadership Skills Organising

Teamwork &
Cooperation

Developing Interpersonal CommunicationSkills

Others Understanding
 Competencies by Job Level
Required Competencies by Job Level
MTM (N) Senior Managers to Senior Engineers to
Competencies Directors/HODs Assistant Managers Graduate Engineers
(N-1) (N-2) (N-3)
Influencing/Leadership Skills 4 3 2
Analytical Skills 4 3 2
Planning and Organising 4 3 2
Developing Others 4 3 2
Interpersonal Understanding(EQ) 4 3 2
Communication 4 3 2
Teamwork and Cooperation 4 3 2 3
 Comp Title
PLANNING AND ORGANISING
Proficiency Level Behavioral Descriptors
illustration what is
LeveltoDefinition expected at the level
Comp Definition The ability plan and organise work, understand and effectively manage resources, prioritize steps to be taken,
of proficiency
anticipate potential issues/barriers and develop contingency plans to address these, and execute individual and
team activities in a way that ensures the achievement of a set of objectives.

Level 1 Level 2 Level 3 Level 4 Level 5

Plans own work activities Manages multiple priorities
 Efficiently uses time  Demonstrates the ability to
and completes multi-task.
tasks/projects on time  Prioritise tasks.
through routine
planning of own work  Switches gears quickly or
efficiently.
and organization of
resources.  Ensures things are done using
efficient and effective
 Keeps appropriate
alternatives while maintaining or
people informed on improving the quality of delivery
progress of
tasks/projects.  Develops plans for simple
projects, which involves
 Ensures availability of determining milestones,
sufficient/appropriate organizing resources, assessing
resources (i.e., time, the impact of the project on
equipment, tools, etc.) others, and effectively
to accomplish task(s). communicating at appropriate
stages.
Coordinates activities
Plans and executes broad
involving others within own
implementation Efforts
team
 Prioritizes the team’s  Develops and implements efficient
involvement on several work plans for complex projects
simultaneous initiatives. involving multiple groups.
 Organizes work and  Anticipates, is prepared for, and
assignment of tasks to effectively deals with problems or
maximize efficiency. roadblocks.
 Optimizes their own  Demonstrates a keen
and/or the team’s understanding of the relationships
schedule by taking time among various components of
to organize the work large-scale programs that cut
environment. across groups, organizing them
such that limited resources are
 Ensures the team has
access to the appropriate used most effectively.
resources to complete  Identifies the implications and
tasks, and that they use risks of alternative courses of
them effectively. action, goes out to make these
work, looking beyond existing
organizational boundaries.
Assigns priorities to multiple
competing projects
 Uses expertise to devise and
drive plans for highly complex
or difficult projects involving
multiple internal and external
stakeholder groups.
 Demonstrates a keen
understanding of the
relationships between different
internal and external
stakeholder groups.
 Takes timely, strategic actions to
facilitate the efficacy of
multiple stakeholders working
together to deliver strategic
projects.
 Optimizes the utilization of
cross-functional resources to
deliver timely projects.
 INFLUENCING/LEADERSHIP SKILLS
Effectiveness in guiding the team and individuals within the team towards tasks completion and getting his
ideas accepted by his team members.

Level 1 Level 2 Level 3 Level 4 Level 5

A Role Model for Effective Inspire Others Towards High
Focuses on personal impact Facilitates Teamwork Promotes Team Effectiveness
Leadership Achievement

 Aligns others to agenda in
meetings, discussions etc.
 States agenda and objectives,
controls time
 Persuades by using facts and
data
(Does not have to be a formal
meeting)
 Facilitates activities /
discussions to encourage
participation and cooperation
 Constantly keeps people
affected informed on
developments
 Takes multiple steps to gain
buy-in when interacting with
others
 Sets clear direction,
expectations and
responsibilities of the team
 Delegates and empowers
others, provides resources to
meet practical needs
 Uses complex strategies to
promote team morale and
productivity such as team
 Sets a good example by
personally modelling desired
behaviour and establishing
norms for group behaviour
 Ensures others buy into leader’s
mission, goals, agenda, climate,
tone and policy
 Protects team’s reputation and
builds team’s credibility and
 Communicates a compelling
vision that generates
excitement, enthusiasm and
commitment in others to
strive towards it
 Inspires and empowers
multiple teams to overcome
challenges and generate
exceptional results

 Shares knowledge and assignments, cross-training, etc confidence  Is a voice of influence in

resources, and encourages  Acts to build team spirit for  Leads initiatives to more building a culture of high
the same of others purposes of promoting the effectively support the business integrity

 Makes sure the group has all effectiveness of the group, strategy  Serves as a personal model of
the information and may resolves conflicts in the team, the change that she/he
explain the reasons for a gives feedback (individual/ expects of others & instils a
decision collective) sense of ownership in others
 ANALYTICAL SKILLS
Builds a logical approach to address problems or opportunities. Includes understanding a situation by
breaking it apart into smaller pieces, looking at causal or if-then relationships. Interprets and links
information in a systematic manner in order to understand and solve issues.

Level 1 Level 2 Level 3 Level 4 Level 5

Sees Key Issues & Basic Analyses Relationships &
Breaks Down Problems Sees Multiple Relationships Makes Complex Plans or Analysis
Relationships Anticipates

 Breaks problems into simple
lists of tasks or activities,
without assigning values.
 Makes a list of items, tasks or
activities with no particular
order or priorities.
 Breaks down large pieces of
work into smaller, simplified
and more manageable parts.
 Takes apart problems into
pieces and links together
pieces with a single link.
 Sorts out a list of tasks in
order of importance, looks
at data and identifies key
issues.
 Identifies causes and
effects, by using ‘if A … then
B’ thinking and uses this to
prioritize issues.
 Breaks down a problem into
smaller parts and makes
multiple causal links
 When faced with a problem,
gathers as much information
as necessary about it before
identifying root causes and
possible solutions.
 Analyses issues/ideas and sees
multiple linkages leading to a
bigger picture.
 Looks objectively at every side
of an idea or situation
 Analyses relationships among
several parts of a problem or
situation.
 Anticipates potential obstacles
or consequences of situation
 Presents problem analysis and
recommended solutions
 Undertakes complex analysis
and traces performance
implications through
complex data
 Uses several analytical
techniques to break apart
and simplify a complex
situation/ concept into
component parts
 Thinks beyond the
organization, balancing
multiple perspectives when
setting direction
 PLANNING AND ORGANISING
The ability to plan and organise work, understand and effectively manage resources, prioritize steps to be taken,
anticipate potential issues/barriers and develop contingency plans to address these, and execute individual and
team activities in a way that ensures the achievement of a set of objectives.

Level 1 Level 2 Level 3 Level 4 Level 5

Plans own work activities Manages multiple priorities
 Efficiently uses time  Demonstrates the ability to
and completes multi-task.
tasks/projects on time  Prioritise tasks.
through routine
planning of own work  Switches gears quickly or
efficiently.
and organization of
resources.  Ensures things are done using
efficient and effective
 Keeps appropriate
alternatives while maintaining or
people informed on improving the quality of delivery
progress of
tasks/projects.  Develops plans for simple
projects, which involves
 Ensures availability of determining milestones,
sufficient/appropriate organizing resources, assessing
resources (i.e., time, the impact of the project on
equipment, tools, etc.) others, and effectively
to accomplish task(s). communicating at appropriate
stages.
Coordinates activities
Plans and executes broad
involving others within own
implementation Efforts
team
 Prioritizes the team’s  Develops and implements efficient
involvement on several work plans for complex projects
simultaneous initiatives. involving multiple groups.
 Organizes work and  Anticipates, is prepared for, and
assignment of tasks to effectively deals with problems or
maximize efficiency. roadblocks.
 Optimizes their own  Demonstrates a keen
and/or the team’s understanding of the relationships
schedule by taking time among various components of
to organize the work large-scale programs that cut
environment. across groups, organizing them
such that limited resources are
 Ensures the team has
access to the appropriate used most effectively.
resources to complete  Identifies the implications and
tasks, and that they use risks of alternative courses of
them effectively. action, goes out to make these
work, looking beyond existing
organizational boundaries.
Assigns priorities to multiple
competing projects
 Uses expertise to devise and
drive plans for highly complex
or difficult projects involving
multiple internal and external
stakeholder groups.
 Demonstrates a keen
understanding of the
relationships between different
internal and external
stakeholder groups.
 Takes timely, strategic actions to
facilitate the efficacy of
multiple stakeholders working
together to deliver strategic
projects.
 Optimizes the utilization of
cross-functional resources to
deliver timely projects.
 DEVELOPING OTHERS
Foster long term learning and development of others through various methods including empowering the
individuals to take on new tasks and roles. Works on developing others to realise their full potential. Focus
on development and intent rather than a formal role of training.

Level 1 Level 2 Level 3 Level 4 Level 5

Expresses a positive expectations Gives feedback and stretches Creates a continuous learning
Gives how-to direction Coaches and develops others
of a person. potential and development environment
• Makes positive comments • Gives detailed instructions, • Diagnoses gaps that underline • Develops others leveraging on • Understands and identifies
regarding the abilities or guidance and on-the-job current and future organization-wide opportunity learning or developmental
potential of others even when demonstration to others in performance. eg assignments beyond own needs and takes action to
they see little hope or chance. performing tasks. • Creates development plans that area develop programs or materials
include stretched actions/ to meet needs
• Expresses positive expectations • Tells how to do task, makes • Committed to develop others
activities, coaching, trainings,
about an employee’s potential specific, helpful suggestions. etc to close gaps; follows up. despite challenges, balancing • Actively supports employees
even when other parties may • Provides timely and specific employee’s aspiration and with potential in seeking
• Conducts structured coaching to organization needs. lateral and promotional
not share the same beliefs feedback (positive and enhance performance and/or opportunities to further their
about that person’s potential. negative) for continuous development of others. • Credits others who have
performed well career.
• Believes others want to and/or development. • Takes calculated risks when
can learn and improve • Encourages and empowers • Anticipates future
developing others
others, reassures after a talents/capability needs in the
• Provides practical support or organization and takes action
assistance to make jobs easier setback
to address needs

Level 1
Generally Tactful
• Interacts with others with
courtesy
• Pleasant, friendly and builds
rapport with people
• Listens actively and asks
questions to understand
meaning or emotions of others
• Recognizes own mistakes and is
open to change
INTERPERSONAL UNDERSTANDING/EQ
Seeks to understand others and maintain emotional control when faced with conflicts and/or stressful
situations. Thinks carefully about the likely effect on others of one’s words, action and appearance and
mode of behavior.
Level 2 Level 3 Level 4 Level 5
Understands emotions Understands Meanings Interacts effectively Interacts with high impact
• Understands present • Understands unexpressed or • Seeks to understand others’ • Interacts effectively with a
emotions (by reading body poorly expressed meanings, perspectives and challenges to deep understanding and
language, facial expressions, unspoken thoughts, concerns or have a balanced view of others consideration of others’
and/or tone of voice) and feelings • Adapts interaction style to the concerns, feelings and
explicit content (what the • Uses understanding to get uniqueness of individuals motivation
other person says about biz
others to act the way he/she • Is emotionally stable and • Bounces back from challenging
or other issues) wants them to business environment or
responds constructively under
• Understands both meaning & • Communicates tactfully yet ambiguous or challenging personal setbacks; keeps
emotions and responds others positive and motivated
ensuring messages (+ve/-ve) are circumstances
appropriately, chooses the delivered clearly as well
right words and body • Diffuses high-tension situations
• Does not give up easily and is • Effectively handles highly
language tensed situations & values
calm when handling difficult/
• Manages own emotions well conflicting situations diversity
when interacting with others

Being attuned to the needs, perspective and sensitivities of others and acting with them in mind. It involves
practicing active listening when interacting with individuals and groups. It includes the ability to reflect on verbal
and non-verbal behavior and communicate effectively.
Level 1 Level 2
Communicates with Pay attention when interacts
others but lack attention with others
 Communicates when  Listens attentively to
communicated. others, and encourages
them to express their
 Body language not views.
consistent with
 Picks up on non-verbal
words.
cues to others’ feelings
 Lacks attention span. and emotions, including
tone of voice, intuition
and choice of words.
 Is aware of own feelings,
reactions and messages.
 Is able to accurately
describe others’ views of
specific events or
situations.
COMMUNICATION SKILLS
Level 3
Checks Understand and Clarifies
 Demonstrates objective and active
listening.
 Asks probing questions to gain a
clear understanding of the issue or
question at hand.
 Seeks to ensure that messages are
clearly understood, useful and
timely.
 Correctly interprets non-verbal
cues. Participates to check
understanding, and invites open
dialogue. Seeks out the facts and
pertinent information before
drawing conclusions.
 Is able to anticipate someone’s next
action based on an understanding
of their behaviour.
Level 4
Effectively uses Empathy
• Listens and responds to
people’s concerns by
altering own behaviour in a
helpful/appropriate
manner.
• Is genuinely sensitive to
underlying messages (i.e.,
reads beyond what is said),
especially where thoughts,
feelings or emotions are
poorly expressed.
• Can see things from
another person’s
perspective, anticipate
reactions, and respond
accordingly to achieve
resolution
Level 5
Makes Insightful Assessments
 Is capable of accurate assessment
and sensitivity to the underlying
complex root causes of individual or
group behaviour patterns.
 Displays an in-depth understanding
of the ongoing reasons for a
person’s behaviour or responses.
 Balances a point of view about
another person’s actions; will not
be influenced by any extreme of
positive or negative implications of
a personal relationship or specific
action.
 After assessing an (interpersonal)
issue, takes appropriate action to
resolve workplace-related
issues/problems/conflict
 TEAMWORK AND COOPERATION
Demonstrate genuine intention to work cooperatively with others to be part of the team and to work
together as a member of a Group as opposed to working separately and competitively. Collaborates with
others across cultures and organizational boundaries to achieve common goals and positive results.

Level 1 Level 2 Level 3 Level 4 Level 5

Cooperates Fosters Teamwork Solicits Inputs Encourages Others Proactively Builds Team Spirit

 Willingly co-operates to meet
team goals even at expense of
personal preferences
 Puts in extra effort when
others need help and is not
afraid to seek advice from
others
 Does a fair share of the work, a
“good team player”
 Recognises that the ways of
getting things done in different
depts are not the same &
keeps other team members
up-to-date on important and
useful information
 Actively includes individuals
from diverse backgrounds in
team activities, capitalises on
diverse skills and ideas
 Recognises when help is
needed and offers support
 Has a positive view of the
team & wants team to deliver
its objectives
 Accepts that others have a
valid point of view and shows
respect for others'
intelligence, speaks positively
of others in terms of their
abilities
 Solicits ideas & opinions from
others & works together to
form decisions & plans
 Consults other members of the
team on joint matters
 Genuinely values, calls upon &
utilises the inputs, experience
and expertise of colleagues
 Willingly learns from others
(including subordinates and
peers)
 Promotes team cooperation
 Publicly credits others who
have performed well
 Encourages and empowers
others, makes them feel strong
and important
 Gives credit for good team
work
 Identifies what motivates
different individuals and uses
this knowledge to improve
team performance
 Encourages colleagues after a
set back
 Acts to promote a friendly
climate, good morale &
cooperation (hold get-
togethers, creates symbols of
group identity)
 Resolves conflicts/ issues
within team in a positive
manner
 Uses understanding of
different interests & agendas
to achieve positive outcomes
 Protects/promotes group
reputation
 Creates new opportunities for
individuals to work together