Department of Defense. Conducting Job Analyses for Strategic Civilian Human Capital Planning PROCEDURES

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1 Department of Defense Conducting Job Analyses for Strategic Civilian Human Capital Planning PROCEDURES 1. INTRODUCTION. This Attachment establishes the job analysis procedures and protocols that are to be implemented to establish an enterprise-wide common thread for articulation of DoD capabilities. The procedures and protocols include: Organizational Job Analysis; Position and Personnel Inventory Job Analyses; Job Analyses Methods Approved for DoD; Updates and Documentation of Validated Competencies, Competency Proficiency Measures; Establishment of Targets and Gap Analyses; and Conducting Subject Matter Expert (SME) Group Sessions. 2. ORGANIZATIONAL JOB ANALYSIS PROCEDURES. The DoD components shall: a. Conduct organizational assessments of mission-based capabilities that identify the competency requirements through job analysis. The outcomes and products of the job analyses are to identify the organizational competencies and proficiency level requirements. These requirements will tie to organizational mission-based capability requirements and either directly or indirectly link to both the work and the worker. Frequency of organizational assessments should be every two to five years or less depending on emerging technologies, perishability of the work or changing priorities. b. Conduct organizational assessments of mission-based competency requirements through job analysis using surveys to identify and document the following: (1) Organizational missions (current and future) (2) Capability requirements (current and future) (3) Organizational competencies (current and future) needed to support required mission capabilities The process for generating and documenting in paragraphs 2b(1) to 2b(3) shall be determined by the Components. c. Document the outcomes of the organizational assessments to identify the core competencies by functional areas tied to organizational mission-based capability requirements. d. Document the comparison of current organizational competency requirements to those of existing positions and identify gaps in alignment action plans if needed. 1 ENCLOSURE

2 e. Document identified future organizational competency requirements, compared to the current organizational competency requirements, and identify gaps in action plans for alignment. 3. POSITION AND PERSONNEL INVENTORY JOB ANALYSIS PROCEDURES. The job analysis methodologies for DoD-wide use all imply generalizability (See Glossary for definition.) The implication is that competencies and proficiency level requirements validated through SMEs, focus groups, and sampling are assumed to be valid for all positions and personnel. The following job analysis procedures are approved for DoD-wide use: a. SME and Survey Sample Combination. b. Focus Groups of SMEs in Rating and Ranking of Competencies and Survey Sample Combination. c. Large Survey Sampling of Incumbents and Supervisors and Critical Incident Instrument Combination. d. SME & Focus Group Combination and Survey Sample. e. Cluster analysis of critical tasks using SMEs or large survey sample. Job analysis for occupations that have less than 30 employees will not require the execution of the above methodologies. Instead review by SMEs and acceptance of existing competencies validated through one of the approved methods (para 3a to 3e) is acceptable. If there are no validated competencies in existence, a survey of managers should be pursued to generate the competencies. 4. JOB ANALYSIS METHODS APPROVED FOR DoD. The details of these methods are as follows: a. SME and Survey Sample Combination. (1) Identification of qualifying SMEs. SMEs can be selected to identify required competencies and proficiency levels of positions by functional area. The number of SMEs by functional area to be appointed for this purpose depends on the size and complexity of the positions in the functional areas. At a minimum consideration of the following is recommended in sizing the number of SMEs: scope, complexity, size and geographic dispersion of the positions within an occupational series. In addition, SMEs selected also have to meet the following minimum criteria in the area of their expertise which include experience, recency of positions held in functional area of expertise, rank, and supervisory experience. All SME expertise should be documented and meet the following standards on key elements: (a) Experience. All participants need to be experienced professionals with a minimum of 5 years performing and/or supervising the technical work being performed. 2 ENCLOSURE

3 (b) Proficiency. Associated with experience, is the proficiency level of the participants. All participants should be regarded as top performers in their respective field. (c) Recency. All participants need to have either performed or supervised the work performed recently. Given the rapid changes in some fields, if a SME has been out of touch with the work for a year then it is questionable as to whether they will have the best understanding of the work performed at the time. (d) Representation. Representation is an important factor that covers multiple concepts. First, it is important to have all aspects of the job covered. Certain positions require specialized competencies and at least one SME should be a participant representing the specialty of work. Second, SMEs from multiple geographic locations should be represented to make sure work is not performed differently in each location. (2) Survey samples should be based on a stratification of the functional population based on a number of factors some of which may be unique to the functional area. At a minimum stratification has to include occupational series, specialty areas within occupational series, and distribution of grades/bands (grouped: entry, mid, senior,) commands and CONUS vs. OCONUS. In order to ensure the stratification is representative of the population, stratified validation samples should be based on.05 alpha. b. Focus Groups of SME in Rating and Ranking of Competencies and Survey Sample Combination. (1) Focus group members should be selected on the same basis as the SMEs qualification process explained in paragraph 4.a (1) above. (2) Focus groups of SMEs shall reach at least a minimum 60% agreement in each occupation to meet content validity criteria determined through statistical assessment e.g., Lawshe s Content Validity coefficient (3) Procedures explained in paragraph 7 should be executed and documented. c. Large Survey Sampling of Incumbents and Supervisors and Critical Incident Instrument Combination. (1) Validation of competencies for positions. The large sample validation approach may be used as the primary methodology for identifying required competencies and proficiency levels of positions needed to successfully execute the critical tasks of positions. Validation data should be gathered from the incumbents of positions and validated by supervisors. (2) Validation of personnel inventory competency requirements. Validation data should be gathered from incumbents self-assessments and validations by supervisors. The large sample competency validation methodology should be supplemented by other instruments that ensure the linkage between the required competencies and proficiency levels and the critical 3 ENCLOSURE

4 tasks of positions. This supplemental step should be achieved through the use of critical incident instruments. (3) Critical incident reporting. This procedure requires asking SMEs to identify between one and three either positive or negative observed incidents of performed tasks that link to the competencies and proficiency levels they are associated with: a. The critical incident technique systematically identifies which technical and nontechnical competencies contribute to success or failure of individuals or organizations in specific situations. The presence or lack of competencies in a particular incident determines the outcome of a critical incident. By collecting a sufficient number of such critical incident reports (a minimum of 3 in each functional area), it is possible to build a profile of the competencies that are required for satisfactory performance in any function. Participants are asked to develop jobrelated, non-sensitive (can be shared) critical incident reports using the following three main elements: (1) Situation: A description of the situation that led to the incident. (2) Action: The behaviors of the focal person during the incident. (3) Result: The outcome of the focal person s actions. b. After developing a critical incident report, participants classify the critical incident in terms of the effectiveness and proficiency level and identify the non-technical and technical competencies present in the critical incident. ineffective? (1) Effectiveness. Was the action described in the critical incident effective or (2) Proficiency level. What is the skill level of the focal person evaluated against the scale in paragraph 6c. (3) Competency identification. Which non-technical and technical competencies are present in the critical incident? c. To help SMEs create the critical incident reports, a worksheet should be distributed during the critical incident part of the SME sessions. d. An example of a critical incident report follows: (1) Situation: An analyst has a large amount of data that will take two weeks to analyze normally. 4 ENCLOSURE

5 (2) Action: The analyst recognizes that the data is very repetitive and the important pieces of the data stand out from the "noise." The analyst writes a program to extract the important data and puts it into a format that is easily analyzed. (3) Result: The analyst reduces the amount of time to analyze the data from two weeks to two days. (4) Effectiveness: The actions are considered to be effective. applied. (5) Proficiency Level: The proficiency scale in paragraph 6c should be (6) Competency Identification: The non-technical competencies evidenced include Attention to Detail, Problem Solving, Adaptability, Creativity/Innovation, Critical Thinking, Judgment, and Self Reliance and the technical competencies represented include Digital Network Exploitation Analysis and Computer Programming. d. SME & Focus Group Combination and Survey Sample. Paragraphs 4a, 4b and 4c provide the guidance in this area. e. Cluster analysis using SMEs or cluster analysis of critical tasks though large survey sample. (1) Cluster Analyses using SMEs. a. Cluster analysis requires the identification of clusters of work (or functions) in an occupational series and a sample SMEs associated with each function b. The sample of SMEs should be provided a preliminary list of functional competencies and asked to review and modify the competencies as applicable c. The input from the preliminary SME sample reviews and edits of the competencies should be validated by a larger representative sample of SMEs in the functional population. This step may be executed electronically. The SMEs in the larger sample provide feedback on the applicability of the competencies to the work performed and competency proficiency level requirements needed to successfully execute that work. (2) Cluster analysis of critical tasks though large survey sample. In this procedure all critical tasks performed in an occupation or group of related occupations should be entered into a data base and a cluster-analysis program should be executed. The results identify unique clusters of highly associated critical tasks that define the functional groupings of the critical tasks. Cluster analyses may be performed using a variety of programs e.g., SAS, SPSS. Clustered critical tasks may then be used as a basis for identifying the required competencies and proficiency levels by conducting SME sessions. 5 ENCLOSURE

6 5. UPDATE AND DOCUMENTATION OF VALIDATED COMPETENCIES. a. The job analysis methods adopted by the Components and OSD Functional Communities must ensure updates of validated competencies by re-validating through job analysis methods described in paragraph 3. Update must occur every two to five years for all mission critical occupations depending on the frequency of changes in required competencies. b. Information on the recency of validated competencies as they are used from selection to replacement is required and will be made available for review at a minimum every year by OSD and other outside agencies such as OPM and the Government Accountability Office (GAO). c. The DoD Components and functional communities are required to maintain and update all documentation pertaining to their job analyses. 6. C0MPETENCY GAP ASSESSMENTS, REPORTING, PROFICIENCY LEVEL MEASURES, ESTABLISHMENT OF TARGETS AND GAP ANALYSIS. a. Competency-gap assessment and reporting requirements. DoD must report competencygap information for both the current state and for the future state for selected occupations annually. Identifying the occupations to be assessed and collecting and analyzing the information is a cooperative effort involving the functional communities and HR in OSD and the components, with the actual reporting handled by OSD. The report submitted to the Office of Personnel Management and the Office of Management and Budget includes competency proficiency levels of the employees in all positions in the selected occupations and a gap analysis between employees competency proficiency levels and the target proficiency levels for their positions. DoD-wide competency proficiency scales are five-point scales that must be used to identify the required competencies and proficiency levels of positions and employees competency proficiency levels. b. The position competency proficiency scale level definitions are: (1) Minimally Proficient. Position requires the employee to know/exhibit none or very few of the traits of this competency and have an awareness of basic techniques and concepts. (2) Somewhat Proficient: Position requires the employee to know/exhibit few of the traits of the competency and have a few experiences gained via a classroom and/or experimental scenarios or as a trainee on-the-job is sufficient. (3) Proficient: Position requires employee to know/exhibit many of the traits of this competency and be able to successfully complete tasks requiring this competency with minimal guidance. (4) Very Proficient: Position requires employee to know/exhibit most of the traits of this competency to be able to successfully complete tasks requiring this competency without guidance. 6 ENCLOSURE

7 (5) Extremely Proficient: Position requires employee to be an expert/exhibit all of the traits of this competency and be able to provide guidance, troubleshoot and answer questions on difficult and complex topics. This position rating scale above should be used to identify current and future position competencies based on future missions (3-10 yrs out). c. Selection of a competency and levels of proficiency requirements for positions should be based on the criticality of the tasks that have to be performed in order to successfully execute the duties of positions. For example, if speech writing is one of the critical tasks that have to be performed successfully in some positions, a competency like Written Communication may be very important or extremely important to successfully perform this critical task and therefore require a level 5 or Expert level proficiency. d. Personnel inventory competency proficiency level measures. The level of proficiency is a measure of an employee s demonstrated level of mastery of a competency associated with a body of knowledge, skills and abilities. For example, an employee may have demonstrated the extremely proficient level competency in Written Communication as demonstrated by writing extremely persuasive speeches on controversial topics for diverse audiences and writing articles that expressed agency policy and viewpoints for multiple audiences within and outside the agency. Employee s demonstrated level of mastery of a competency should be the basis for assigning competency proficiency rating to the employee. The rating scale for assessing employees competency proficiency levels is presented below. (1) Minimally Proficient: Employee knows/exhibits none or very few of the traits of this competency. Employee may need extensive study, training, or assistance in order to perform a job requiring this competency.. (2) Somewhat Proficient: Employee knows/exhibits few of the traits of the competency. Employee may need substantial study, training, or assistance in order to perform a job requiring this competency.. (3) Proficient: Employee knows/exhibits many of the traits of this competency. Employee may need some study, training, or assistance in order to perform a job requiring this competency.. (4) Very Proficient: Employee knows/exhibits most of the traits of this competency. Employee may need a brief review to perform a job requiring this competency.. (5) Extremely Proficient: Employee is an expert/exhibit all of the traits of this competency. Employee may need no review to perform a job requiring this competency. Employee could teach/effectively demonstrate this competency to a class on the competency. 7 ENCLOSURE

8 e. Establishment of competency proficiency level targets for positions. Target proficiency levels of competencies for positions should be the proficiency levels required for the successful execution of critical tasks in these positions. The required target proficiency levels for positions should be based on job analysis methods approved for DoD-wide use (see paragraph 3) and supervisory input. f. Reporting. Competency proficiency levels of the employees in all positions by occupational series must also be reported based on the 5-point rating scale definitions provided in paragraph 6d above. g. Competency gap measures for current state. Competency gap measures should be the differences between the distributions of position based competency proficiency level targets set as goals (see paragraph 6c) set as goals versus the employee proficiency levels in inventory (see paragraph 6d) after attrition factors are applied to the inventory. Current gaps must be reported based on the five point rating scale definitions provided in paragraphs 6b and 6d. h. Competency gap measures for future state. Competency gaps measures should be the differences between the distribution of position based competency proficiency level targets set as goals to meet future mission requirements (see paragraph 6b) versus the employee proficiency levels in current inventory (see paragraph 6d) after attrition factors should be applied to inventory. Future gaps must be reported based on the five point rating scale definitions provided in paragraphs 6a and 6b. i. Steps in paragraphs 6g to 6h must be followed and reported in compliance with OPM s competency gap reporting requirements and Reference (a) that requires the reporting of current and future gaps. 7. CONDUCTING SME/FOCUS GROUP SESSIONS. a. The sessions should be intended to facilitate group discussion and participation in the effort to collect data for the development of technical and non-technical competencies along with the critical tasks and knowledge, skills, and abilities (KSA) they entail. Group participation is essential to the value of the product. Conducting the sessions does not, in itself, constitute product validity. To ensure content validity for each competency, there must be a follow-on action to assure that a representative sample of the population provides input. This section provides information on: what should be covered in SME/focus group sessions, the validation process, technical competency development, establishment of tasks and KSA linkages of required competencies, non-technical competency development, critical incidence reporting, and post SME/focus session procedures. (1) Introduction and competency overview. This portion of the session allows the facilitators to discuss with the participants the mechanics of the SME sessions and the relevance of defining competencies for military and civilians in a Total Force, including: (a) What is competency based management. 8 ENCLOSURE

9 (b) The process and framework that will be used. (c) Why the data are collected. (d) The difference between non-technical and technical competencies. (2) Validation process. (a) Information on SMEs expertise. The following information, as a minimum, should be recorded on each SME/focus group member: 1. The highest military rank and/or civilian grade/band held in the occupation that is being analyzed. 2. The highest level of education attained (e.g., high school graduate, bachelor s degree, graduate degree) and major study area. 3. Whether or not the individual has performed as a supervisor in the occupation that is being analyzed and, if so, the number of years employed in a supervisory capacity. 4. The Component, organization, location and occupation in which the individual is currently employed. 5. Prior experience by Component, organizational level (e.g., Headquarters, command), and occupation. 6. Area(s) of expertise to include years of experience in each area and years since last employed in each area. 7. Any other information (e.g., whether the individual has worked overseas) pertinent to the positions being analyzed. (b) SME/focus group member data submissions. This portion requires recording the data submitted by each SME/focus group member during conduct of the job analysis. (c) SME specialty areas. The specialty area of the SMEs should be posted at the beginning of the session to facilitate development of the competencies through discussions among the SMEs. (d) Technical competency development. During this portion of the session, SMEs should be asked to review or write/edit technical competency titles and definition, listing tasks associated with each competency, and select the related KSAs. 9 ENCLOSURE

10 1. Allocation of time handout. Using a pie chart format, SMEs should identify how their day is portioned between technical work (to become the basis for technical competencies) general administrative duties, collateral duties, other miscellaneous duties. They should then be asked to divide the portion of technical work into large chunks of technical work responsibilities (e.g. report writing, customer service, etc). 2. Assess pre-populated titles and definitions. SMEs should be provided material (e.g. a stack of cards) that contains one draft technical competency title and definition on each. They should be asked to assess the title and definition on each one to determine which applies to their occupation and place each one in the accept, reject, or modify pile. Comparison of collected information should then be used to determine which competencies should be deleted, modified and accepted based on 60% agreement among the SMEs. 3. Modifying titles and definitions. If there are many modifications or it is a large group, the SMEs should be broken into teams according to their major duties to work on the technical competencies that need modification. Once modifications have been made, the modified technical competencies should be added, and the accepted list of technical competencies should be subjected to a final review by all the SMEs to ensure the following: (a) All technical competencies that should be represented are represented. (b) Technical competencies listed are unique and not overlapping. (c) There is a majority (60%) agreement among SMEs on the list of technical list of competencies. 4. When developing technical competencies, it is important to restrict the number and complexity of competencies, typically aiming for no more than 15 for any particular function which may later be consolidated into a smaller set. (e) Establishment of task and KSA linkages of required competencies. Following identification of competencies, add depth to the competency titles and definitions by identifying the critical tasks, knowledge elements, skill statements, and ability statements required to successfully perform the duties of the positions. 1. Technical competency assessment. The assessment portion captures the following information for each competency developed: (a) Frequency. How often a task requiring the competency is performed? (b) Importance. How important is the task requiring the competency? (c) Development. How the competency is best developed? 10 ENCLOSURE

11 initially required? (d) Stage of development. At what stage of a career is the competency (e) Core or specialty. Required by all individuals (core) or only for certain positions (specialty). (f) Percentage of time. What percent of total work hours does the task requiring the competency take to perform successfully? (g) Requirements for successful performance. Competencies and proficiency level requirements for the successful execution of the tasks requiring the competencies separately documented for current and future missions. 2. Non-technical competency development. After developing technical competencies, SMEs should be asked to review non-technical competencies. 3. Non-technical competency sort. Participants should be asked to perform a sorting exercise (card sorts may be used) to identify which non-technical competencies apply to the function and to identify and affirm the following: (a) The competencies listed are critical to successful performance in the positions of a functional area within occupational series (b) The competencies listed differentiate top performers from all the rest. performance. (c) Higher level proficiency in listed competencies results in better 4. After the SMEs have completed the sorting exercise, the facilitators should tally the number of accepts and then divide that number by the total number of SMEs present for the exercise. In order to keep the number of non-technical competencies manageable, the results should be recorded, sorted by percent agreement, and presented to the SMEs as either a list of the Top 10 or a list of the competencies that had 60% or more agreement. 5. The complete list of non-technical competencies can be found in Appendix. (f) Critical incident reporting. The procedures are described in paragraph 4 c (3.) (g) Post SME Session Procedures. 1. Upon SME session completion, data analysis and reporting should be the primary tasks. Templates should be created for both data analysis and reporting to promote consistency and ease of data analysis. Depending on which elements of the SME sessions were facilitated the following elements need to be analyzed 11 ENCLOSURE

12 2. Analyze data. All analyses should be checked for accuracy. It is important to have a second set of eyes review both the data input and analyses for quality control purposes. As soon as feasible after a SME session (preferably within three working days), a meeting should be convened consisting of one SME, the session s facilitator, one military member where applicable, and one person who did not attend that particular SME session. The purpose is to review the technical competency data for compliance of form, ensure no competencies (or portions thereof) are redundant, and align competencies with previously collected technical competencies. The refined competencies should be submitted to one or two SME session participants for their review and final acceptance of the content, but not of the format. 3. Expertise Qualifier: Spreadsheets can be used to complete the analysis of the demographic data from the SME session participants and to archive all of the data obtained. Elements essential to report in the final documentation include the experience and locations of participants. This is to show all SMEs were not from a single concentrated location, which would lessen the validity of the results. 4. Task and KSA assignment: A task or KSA must have at least 60% SME agreement that it links to a competency in order for it to be considered a valid competency requirement. Depending on the volume of data gathered on the linkages between critical tasks, KSAs and competencies, pivot tables or data bases should be created to store the information. 5. Competency assessment: The competency assessment requires the SMEs to rate each competency on the frequency with which it is applied, importance, how a competency is best developed, whether it is required by all individuals (core) or only for certain positions (specialty), and the stage of a career it is initially required. The majority of SME ratings should be selected to identify the results of the assessed areas except for importance which requires that the average of the ratings be used. 6. Percentage of time spent. All of the responses from the pie charts should be averaged to gain a better understanding of how much time employees of a function typically spend performing the overarching core functions of the job (technical work, administrative duties, collateral duties, and other miscellaneous duties) and the more granular time spent performing the actual technical competencies. If there are large differences in time spent in by personnel in different types of organizations, such as, field versus headquarters, the data for each of those organizations may be analyzed separated in addition to the averages for all the responses. A small summary of this analysis may be included in the report. 7. Non-technical competencies: Analysis of the top non-technical competencies should be completed during the SME sessions. Results from this analysis should be depicted in the final report. 8. Critical incidents. Results of the critical incidents should be analyzed to determine which technical and non-technical competencies should be reflected in the SME assessments of the competencies reflected in the critical incidence description. Summary tables of the related competencies should be presented in the final report. 12 ENCLOSURE

13 9. Final report: At a minimum, the final report should include competency titles and definitions, related tasks and KSAs, results from the competency assessment (importance, stage of career, etc.), and the critical incident analysis. 13 ENCLOSURE

14 GLOSSARY PART I. ABBREVIATIONS AND ACRONYMS DHRB CONUS GAO KSA OCONUS OPM OSD OTB SME UGESP Defense Human Resources Board Continental United States Government Accountability Office Knowledge, Skills and abilities Outside the Continental United States Office of Personnel Management Office of the Secretary of Defense OSD Technical Board Subject Matter Expert Uniform Guidelines on Employee Selection Procedures PART II. DEFINITIONS Unless otherwise noted, these terms and their definitions are for the purposes of this Instruction. competency. A competency is an (observable) measurable pattern of knowledge, abilities, skills, and other characteristics that individuals need in order to successfully perform their work. This is the definition established in DODI , Volume 250. competency-based management. A systematic approach to evaluating and effectively aligning employee competencies with mission and job requirements through the human capital life cycle. This is the definition established in DODI , Volume 250. competency gap. The delta between current employees competencies and competency proficiency levels against current position competencies and competency proficiency requirements. component functional community manager. The senior functional leader, responsible for supporting the execution of DODI , Volume 250 in their respective DOD Component career field by working with OSD and command leadership, manpower representatives, senior function leaders at the OSD level, and HR consultants. This is the definition established in DODI , Volume 250. focus group. A focus group consists of a small number of relatively similar individuals who provide information during a directed and moderated interactive group discussion. 14 ENCLOSURE

15 Participants are generally chosen based on their ability to provide specialized knowledge or insight into the issue under study, in this case competencies. gap closure plan/strategy. The plan/strategy to eliminate competency gaps through recruitment of new personnel and/or the development and training of current employees. generalizability. Applying finding from analyses conducted on a subset of a population to the population at large based on statistical methods. job analysis. The process of identifying and defining, at an appropriate level of detail, what the basic duties and responsibilities of a job in terms of both job tasks and employee competencies needed to perform those duties and responsibilities. The competencies derived from the job analysis must be relevant or demonstrate a linkage to the tasks or duties of the job. There are various well-developed, systematic approaches to job analysis. This is the definition established in DODI , Volume 250. KSA. The knowledge, skills and abilities required to perform the duties of a position. mission critical occupation. An occupation that is essential to carrying out the organization s mission. non-technical competency. A behavioral competency such as attention to detail or problem solving. perishability. Frequently changing elements of work content that render work content descriptions outdated and invalid. proficiency level. The skill level required in a position or possessed by an individual. SME. Subject matter expert, an individual who is an expert in the work being performed in the positions that are being analyzed. taxonomy. The classification, categorization, or grouping of similar items or things, in this case competencies. This is the definition established in DODI , Volume 250. technical competency. A competency that is non-behavioral. It is a specific knowledge or ability such as digital network exploitation analysis and computer programming. UGESP. A uniform set of principles adopted by the Equal Employment Opportunity Commission, OPM, Department of Justice, and Department of Labor to govern use of employee selection procedures in the public and private sectors consistent with applicable legal standards and recognized validation standards. Section of title 5, Code of Federal Regulations requires that the employee selection procedures of Federal agencies must meet UGESP standards defined in Federal Register This is the definition established in DODI , Volume ENCLOSURE

16 Appendix DoD CIVILIAN LEADER DEVELOPMENT FRAMEWORK COMPETENCY DEFINITIONS Leading Change Definition: This core competency involves the ability to bring about strategic change, both within and outside the organization, to meet organizational goals. Inherent to this competency is the ability to establish an organizational vision and to implement it in a continuously changing and highly ambiguous environment. Balances change with continuity and addresses resistance. Competencies Creativity and Innovation External Awareness Strategic Thinking Vision Flexibility Develops new insights into situations; questions conventional approaches; encourages new ideas and innovations; designs and implements new or cutting edge programs, processes, and solutions. Actively seeks to understand others cultural, religious, political, and societal norms and customs; builds language proficiency as required by the mission. Maintains an integrated understanding of Congressional and globalization factors that would influence defense, domestic and foreign policy and uses it in strategic and operational planning. Understands and keeps up-to-date on local, national, and international policies and trends that affect the organization and shape stakeholders' views; is aware of the organization's impact on the external environment. Formulates objectives and priorities, and implements plans consistent with the long-term interests of the organization in a global environment that takes into consideration the environment, resources, capabilities, constraints, and organizational goals and values. Capitalizes on opportunities and manages risks and contingencies, recognizing the implications for the organization and stakeholders. Communicates a clear mission and set of values, providing guideposts for decision making and action. Takes a long-term view and builds a shared vision with others; acts as a catalyst for organizational change. Influences others to translate vision into action. Is open to change and new information; rapidly adapts to new information, changing conditions and strategy, or unexpected obstacles, processes, and requirements. 16 ENCLOSURE

17 Resilience Deals effectively with pressure, ambiguous and emerging conditions, and multiple tasks; remains optimistic and persistent, even under adversity or uncertainty. Recovers quickly from setbacks. Anticipates changes and learns from mistakes. Leading People Definition: This core competency involves the ability to lead and inspire a multi-sector group [not only employees (civilian and military), but also other Government agency personnel at the Federal, State and local levels, as well as contractors and grantees] toward meeting the organization's vision, mission, and goals. Inherent to this competency is the ability to provide an inclusive workplace that fosters the motivation and development of others; facilitates effective delegation, empowerment, personal sacrifice, and risk for the good of the mission as well as trust, confidence, cooperation, and teamwork; and supports constructive resolution of conflicts. Competencies Conflict Management Anticipates and takes steps to prevent counter-productive confrontations. Manages and resolves conflicts and disagreements in a constructive manner. Leveraging Diversity Developing Others Team Building Fosters an inclusive workplace where diversity and individual differences are valued and leveraged to achieve the vision and mission of the organization. Seeks out diverse ideas, opinions, and insights, respecting the values and perceptions of others. Examines biases and seeks insights to avoid stereotypical responses and behavior. Develops the ability of others to perform and contribute to the organization by inspiring and providing a learning environment of ongoing feedback and opportunities to learn through formal and informal methods, enabling employees to address skill gaps and realize their highest potential. Actively encourages and supports enhancement of a joint perspective. Inspires and fosters team commitment, spirit, pride, and trust. Facilitates cooperation and motivates team members to accomplish group goals. Results Driven Definition: This core competency involves the ability to meet organizational goals and customer expectations. Inherent to this competency is stewardship of resources and the ability to make decisions that produce high-quality results by applying technical knowledge, analyzing problems, and calculating risks. Competencies Accountability Fosters and ensures an environment that administers all resources in a manner that instills public trust while accomplishing the mission. Monitors progress and evaluates outcomes to improve organizational efficiency and effectiveness. Holds self and others accountable for measurable highquality, timely, and cost-effective results. Determines objectives, sets priorities, and ensures sound management processes and procedures are in place, ensuring that national interests are well served. Accepts responsibility for mistakes. Complies with established control systems and rules. 17 ENCLOSURE

18 Decisiveness Entrepreneurship Customer Service Problem Solving Technical Credibility Makes well-informed, effective, and timely decisions, whether data are limited or vast, or solutions produce unpleasant consequences; perceives the impact and implications of decisions. Analyzes critically, synthesizing patterns among diverse systems and looking at interdependencies. Gauges unintended consequences. Uses sound judgment to simultaneously integrate and weigh situational constraints, risks, and rewards. Positions the organization for future success by identifying new opportunities; builds the organization by developing or improving products or services. Identifies potential risks early and implements effective abatement or control measures. Takes calculated risks to accomplish organizational objectives. Defines evaluation criteria and continuously collects, assesses, shares, and responds to data appropriately. Anticipates and meets the needs of both internal and external customers. Delivers high-quality products and services; is committed to continuous improvement. Identifies and analyzes problems; weighs relevance and accuracy of information; seeks and generates and evaluates alternative perspectives and solutions; makes timely and effective recommendations, based on potential implications of findings or conclusions. Critically evaluates to identify the causes of problems, and chooses courses of action that balance the interests of the mission and stakeholders. Understands and appropriately applies principles, procedures, requirements, regulations, and policies related to specialized expertise. Remains current with technology, tools, trends, and evolving practices in area of expertise. Business Acumen Definition: This core competency involves the ability to manage human, financial, and information resources strategically. Inherent to this competency is the ability to devise solutions with an understanding of how to impact business results by making connections between actions and/or performance and organizational goals and results, as well as external pressure points. Competencies Financial Management Understands the organization's financial processes. Prepares, justifies, and administers the program budget. Applies sound resource management principles, business and/or industry best practices, and applicable policies, regulations, and laws to support operations. Aligns resources with policy and the strategic direction and priorities. Oversees procurement and contracting to achieve desired results. Monitors expenditures and uses cost-benefit thinking to set priorities. 18 ENCLOSURE

19 Human Capital Management Technology Management Computer Literacy Builds and manages workforce based on organizational goals, budget considerations, and staffing needs. Ensures that employees are appropriately recruited, selected, appraised, and rewarded; takes action to address performance-based deficiencies. Manages a multi-sector workforce and a variety of work situations. Identifies, evaluates, and assimilates information from among multiple streams and differentiates information according to its utility; utilizes information to adjust self, situational, or global awareness. Keeps up-todate on technological developments. Makes effective use of technology to achieve results. Ensures access to and security of technology systems. Demonstrates skill in using job-relevant information systems and/or software applications, such as word processing, spreadsheets, automated research tools, database applications, and the Internet. Building Coalitions Definition: This core competency involves the ability to build coalitions internally and with other Federal agencies, State and local Governments, nonprofit and private sector organizations, foreign governments, or international organizations to achieve common goals. Competencies Political Savvy Identifies the internal and external politics that impact the work of the organization. Perceives organizational and political reality and acts accordingly. Uses diplomacy in dealing with issues involving others. Influencing/Negotiating Partnering In representing the organization, establishes and maintains relationships with key individuals and/or groups; understands what motivates them. Persuades others; builds consensus through give and take; gains cooperation from others to obtain information, find solutions, and accomplish goals. Develops networks and builds alliances; collaborates across boundaries to build strategic relationships and achieve common goals. Enterprise-wide Perspective Definition: This core competency involves a broad point of view of the DoD mission and an understanding of individual or organizational responsibilities in relation to the larger DoD strategic priorities. The perspective is shaped experience and education and characterized by a strategic, top-level focus on broad requirements, joint experiences, fusion of information, collaboration, and vertical and horizontal integration of information. Competencies 19 ENCLOSURE

20 Joint Perspective Has an indepth understanding of how the Department of Defense operates and how Services, Components, stakeholders, partners and customers integrate toward mission accomplishment. Applies joint doctrine when planning, coordinating, and communicating the organization s policies and processes. Considers interoperability in communications, logistics, and information sharing so that systems are integrated across organizational lines. Reviews and applies concepts from applicable studies, laws, regulations, and policies, plans, programs, systems, criteria and standards related to joint capabilities, operations or programs. Mission Orientation - Understands one s identity in the organization and where his or her job fits into the major organization (e.g., Department of the Army, Navy, and Air Force and the Defense Agencies) and overall mission of the Defense Department. DoD Mission and Culture - Understands the DoD mission and the roles, missions and command structure of the Military Services and Defense Agencies. Can identify similarities and differences in Service mission and culture. Can identify members of the Total Force and articulate an understanding of how the Services work together to accomplish the DoD mission. DoD Corporate Perspective - Considers how the Department of Defense operates and how DoD Components, stakeholders, partners, and customers integrate toward mission accomplishment. Reviews literature, studies, and guidance related to the operations of the Services and Department of Defense. National Defense Integration - Keeps current in joint doctrine and applicable studies. Formulates plans and policies with a broader view and implements programs that consider interoperability, joint basing, and other integration efforts to ensure effective solutions that maximize DoD goals and interests, as well as the inter-relationships, resources and capabilities of all related entities. Analyzes, promotes and, as applicable, incorporates the joint perspective throughout the organizations policies and processes to ensure maximum support of the Department of Defense s joint mission objectives. Global Perspective - Effectively communicates the organization s commitment to the joint mission and leads staff to exert influence and execute solutions across the enterprise. Works collaboratively with other national security agencies to achieve U.S. goals and objectives. Fosters supportive partnerships across organizational lines and within the international community to drive integration and translate long-term goals into action. 20 ENCLOSURE

21 National Security Understands the role of military leaders and armed forces in the development of national security and foreign policies; classical methods of maintaining peace; military-civilian relations in the developed and less developed states; the impact of rapid technological change and weaponry in international politics; and the role of the military in the shaping of war and peace. National Security Foundation - Understands the DoD role, responsibilities and organizational framework as it applies to the national security mission. Comprehends the relationships between all elements of power and can articulate the importance of interagency and multinational cooperation in the use of power. National Security Environment - Keeps current and regularly examines key national security and international issues, to include, military, economic, political, and societal trends that affect the Department of Defense. Uses knowledge of national security policy to shape broader strategies, policy objectives, interagency partnerships, and other initiatives beyond the organizational level in support of DoD national security goals. National Security Strategy - Systematically applies an in-depth understanding of national security policy, goals, and objectives to the development, deployment, employment, and sustainment of DoD resources in support of national objectives. Coordinates issues with national security implications across all layers of government. Constructively influences policy toward the attainment of national security goals and objectives. Fundamental Competencies Definition: These competencies are the foundation for success in each of the core competencies. Competencies Interpersonal Skills Develops and maintains effective working relationships, especially in difficult situations. Engages and inspires others. Treats others with courtesy, sensitivity, and respect. Considers and responds appropriately to the needs and feelings of different audiences, situations and/or cultures. Actively solicits feedback. Exemplifies professionalism, tact, and empathy. Builds trust and commitment. Integrity/Honesty Nurtures ethically-minded organizations through personal discipline, values, self-control, and policies that reinforce ethical behavior. Demonstrates selflessness of action by doing the right thing regardless of personal and professional consequences. Behaves in an honest, fair, and ethical manner without regard to pressure from other authorities. Shows consistency in words and actions. Instills trust and confidence; models high standards of ethics. 21 ENCLOSURE

22 Written Communication Oral Communication Continual Learning Public Service Motivation Writes to convey information in a clear, concise, organized, and convincing manner for the intended audience, using correct English grammar, punctuation, and spelling. Expresses thoughts persuasively and uses effective modes to reinforce message retention. Demonstrates ability to clearly and effectively articulate, present and promote varied ideas and issues (to include sensitive or controversial topics) before a wide range of audiences. Makes clear and convincing oral presentations. Listens effectively; clarifies information as needed. Assesses and recognizes own strengths and weaknesses; pursues self-development. Uses challenges to improve and become more effective. Pursues chances to stretch skills to further professional growth. Seeks ways to improve the capacity of others and the organization through knowledge sharing, mentoring and coaching. Shows a commitment to serve the public. Ensures that actions meet public needs; aligns organizational objectives and practices with public interests. 22 ENCLOSURE