<CLIENT LOGO>

JCM COOKBOOK
As at November 13, 2002
 JCM Cookbook

Table of Contents

1 Introduction.............................................................................................................................. 3
2 Methodology............................................................................................................................ 3
2.1 Preliminary Research and Analysis.......................................................................................3
2.2 Define Job Competency Model Framework and Standards....................................................3
2.3 Define Core, Professional and Functional Competencies.......................................................4
2.4 Develop Initial Job Competency Model..................................................................................4
2.5 Validate and Finalise Job Competency Model........................................................................4
3 A Guide to Writing Competencies...........................................................................................5
3.1 Identifying Competencies...................................................................................................... 5
3.2 Defining Competencies......................................................................................................... 6
3.3 Example of a Competency with Proficiency Levels................................................................6
3.4 Developing Proficiency Descriptions/Behavioural Indicators...................................................8
3.5 Action Verbs To Use............................................................................................................. 9
3.6 A Competency Checklist..................................................................................................... 10
4 Guidelines.............................................................................................................................. 11
4.1 Assigning Proficiency levels................................................................................................ 11
4.2 Selecting Critical Professional Competencies......................................................................12

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1 Introduction
This Job Competency Model (JCM) Cookbook is a reference guide that provides readers with information on
how to develop a Job Competency Model (JCM) and Competency Directory (CD). It is divided into various
sections that provide detailed explanation on the methodology, guiding principles and frameworks used in
developing JCM and CD.

2 Methodology
The methodology on how to develop a Job Competency Model and Competency Model is illustrated in the
figure below:

Define
DefineJob
Job Define
DefineCore,
Core, Develop
DevelopInitial
Initial Validate
Validateand
and
Preliminary
Preliminary Competency
Competency Professional
Professional Job
Job Finalise
FinaliseJob
Job
Research
Researchand
and Model
Model and
andFunctional
Functional Competency
Competency Competency
Competency
Analysis
Analysis Framework
Framework and
and Competencies
Competencies Model
Model Model
Model
Standards
Standards

The following sections describe the tasks within each box.

2.1 Preliminary Research and Analysis

Key Activities Inputs Outputs

 Gather information on unique job  Job Description  Understanding of roles
positions – job grades, roles, and responsibilities of
responsibilities etc.  Organisation Structure unique job positions
 Gather information on organisation  Workplan template  Understanding of
structure. organisation structure.
 Develop and finalise workplan.  Final workplan

2.2 Define Job Competency Model Framework and Standards

Key Activities Inputs Outputs

 Develop JCM framework – i.e  Accenture best  Proficiency Scale for
proficiency scale, templates practices Competencies.
 Develop JCM standards – i.e.  Organisation structure  Job Competency
proficiency levels, critical Model template.
competencies  Job Description
 Competency Directory
 Validate and obtain endorsement of template.
framework and standards
 Proficiency level
standards for Job
Positions.
 Standard for critical
competencies.

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2.3 Define Core, Professional and Functional Competencies

Key Activities Inputs Outputs

 Conduct series or workshops to  Company Vision and  Core Competencies
define core competencies. Mission.
 Professional
 Develop list of professional and  Feedback from staff Competencies
functional competencies.
 Job description  Functional
 Validate and endorse competencies. Competencies
 Competency Directory
 Develop proficiency levels for template
competencies

2.4 Develop Initial Job Competency Model

Key Activities Inputs Outputs

 Perform initial mapping for the job  JCM framework and  Initial Job
positions affected. standards. Competency Model
 Define critical competencies  Job description.
 Professional
Competency
Framework

2.5 Validate and Finalise Job Competency Model

Key Activities Inputs Outputs

 Validate initial mapping with job  Initial Job Competency  Validated and finalised
incumbents. Model Job Competency
Model
 Finalise Job Competency Model.  Job Description
 Job Competency Model
 Competency Directory
 Professional
Competency
Framework

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3 Writing Competencies

The following sections provide guidelines and principles that can be used when developing a competency
model. The guidelines serve as a quick reference to understanding how to identify and define competencies,
and write proficiency level descriptions, through effective/correct and ineffective/incorrect examples.

3.1 Identifying Competencies

Competencies are groups of related knowledge and skills that are demonstrated through behaviours.
When writing competencies, it is important to remember that competencies should incorporate specific
knowledge and skills. For example, if we were writing competencies for a school sports programme,
we would identify the major competencies needed in the programme. From there, we would identify
the specific knowledge, skills and behaviours required to effectively perform those competencies.

The following is an example of competencies in a school sports programme and the knowledge, skills
and behaviour required.

Competency Knowledge, Skills and Behaviours Required

Baseball Knowledge:
Rules and regulations
Theory

Skills:
Running
Batting
Throwing
Catching
Scoring

Behaviours:
Runs quickly
Pitches fast, i.e. over 80 mph
Scores

Football Knowledge:
Plays
Rules and regulations

Skills:
Passing
Kicking
Tackling

Behaviours:
Kicks hard, i.e. kicks the ball 50 yards or more
Completes passes

Coaching Knowledge:
Plays
Rules and regulations
Capabilities of players
Capabilities of other teams

Skills:
Motivating others
Developing game strategies

Behaviours:
Develops innovative game strategies based on capabilities of
players

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3.2 Defining Competencies

Once the competencies and its key knowledge, skills and behaviours have been identified, a broad
definition for the competency itself needs to be developed. When defining a competency, the following
guidelines should be followed:
 Keep the definition to one sentence.
 Keep the definition as broad as possible – the proficiency levels will clarify specifics.
 Approach competency definitions from the perspective of action versus necessary knowledge and
abilities.
 Use action words to begin the definition such as: Identifies, Utilises, Integrates, Develops and
Applies.
 Avoid using the following words to begin a definition: Understands, Knows, Demonstrates, and
Leverages.
 End the definition with an outcome.
 Identify the outcome or objective of the competency.

Correct Competency Definition:

“Applies the rules and knowledge of baseball. Bats, throws and catches effectively to win games.”

Incorrect Competency Definition:

“Demonstrates knowledge of baseball and plays the game well.”

3.3 Example of a Competency with Proficiency Levels

A competency is a collection of related skills, knowledge and behaviours. Continuing with the baseball
theme, the competency “Plays baseball” includes knowledge of the rules of baseball, baseball teams
and the skill to run, throw, catch, bat and score.

The proficiency levels indicate different levels of capability within the specified competency. Baseball
players range from beginners to experienced players. Proficiency levels build upon each other such
that an experienced player has the skills of the beginner, the professional, and the seasoned player.

The basis of a competency is observable actions, or behaviours. Outlined below is an example of an

effective competency, and then an ineffective version of the same competency.

Effective Competency:

Competency Proficiency
PLAYS BASEBALL Beginner (Learning)
Applies the rules and knowledge of  Describes the rules of baseball, including key
baseball. Bats, throws and statistics such as batting average, etc.
catches effectively to win games.  Describes major baseball leagues, and lists
teams and major players, as well as current
standings in each league.
 Articulates baseball theory.
 Bats and plays during practice with coaching.

Professional (Contributing)
 Plays in league games.
 Consistently produces points when at bat.
 Catches and fields balls when in the outfield.
 Works to improve game by participating in
practices, listening to and actions on advice
from coaches.

Seasoned (Guiding)
 Consistently generates runs for the team.

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Competency Proficiency
 Beats players to the base and catches “fly”
balls.
 Applies expertise to several areas of the game,
such as batting, catching and running.
 Coaches other on improving their game.

Experienced (Leading):
 Sought out by teams in league for expertise at
the game.
 Creates new strategies for playing the game.
 Guides the direction of the baseball industry.
 Is viewed as an expert in the game of baseball.

Ineffective Competency:

Competency Proficiency
PLAYS BASEBALL Beginner (Learning)
Demonstrates a knowledge of  Understands the rules of baseball.
baseball and plays the game well.  Demonstrates an understanding of the game.
 Plays baseball sometimes.

Professional (Contributing)
 Knows the game very well.
 Knows the location of each baseball stadium.
 Plays baseball.

Seasoned (Guiding)
 Knows the game extremely well.
 Understands the complexities of the game.
 Plays baseball well.

Experienced (Leading):
 Knows everything about the game.
 Plays baseball really well.

The ineffective competency uses words that are difficult to demonstrate. This competency also
contains items that are irrelevant to actually playing baseball, such as the location of the stadiums.
Finally, the observable behaviour of playing baseball is too general and therefore, it is difficult to
distinguish a Professional or Contributing player from a Guiding player.

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3.4 Developing Proficiency Descriptions/Behavioural Indicators

The following are guidelines and examples when developing or writing proficiency
descriptions/behavioural indicators of a proficiency level.

 Keep in mind that proficiencies are describing a competency, not a job position.
 Proficiency levels should build on one another.
 One must demonstrate proficiency in all preceding levels in order to be identified as proficient in a
higher level. In other words, if one has demonstrated proficiency at level 3 than he/she is assumed
to be proficient in levels 1 and 2.
 Check that each level’s description builds appropriately.
 Proficiencies should be behaviour based.
 In other words, proficiencies are able to be demonstrated, observed and measured.
 Proficiencies that include verbs such as “Understands or Knows” cannot be observed
demonstrated and/or measured.
 Use action verbs in the second person present tense.
 Helpful hint: Say “He/She” before each phrase to ensure verbs are in the right tense. Example:
(He/She) Collects data on current processes and procedures.
 Define the competency broadly so that it can be used across the organisation, not just one job.
Example: “Follows through with customer problems to ensure needs are being met.”
 Although there may be many tasks associated with following through with customer problems, this
description captures the concept not the individual tasks.
 Remember, you are defining a competency, not a job role.
 Each proficiency level should reflect a measurable shift to a higher level of mastery, not just
increase in quantity.
 Begin by defining behaviours for the lowest and highest proficiency levels. These will serve as
anchors for developing the proficiency levels in between.
 When developing the behaviours between the lowest and highest proficiency levels, scale down
from the highest level rather than scale up from the lowest.
 Scaling down from the highest level decreases the tendency to spread out the behaviours, making
the proficiency levels too easy. The highest proficiency level should always be a stretch for anyone
to achieve.
 There should only be relatively few individuals in the entire organisation/agency/service who can
meet the highest proficiency level.

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3.5 Action Verbs To Use

The following list contains effective action verbs to use when defining competencies and when writing
behavioural indicators for the different proficiency levels. The second list shows examples of
ineffective action verbs to avoid.

Effective Action Verbs:

 Describes  Rewards  Draws conclusions

 Articulates  Prioritises  Obtains
 Develops  Conducts  Participates
 Designs  Facilitates  Examines
 Prepares  Monitors  Explains
 Coaches  Analyses  Synthesises
 Applies  Determines  Summarises
 Recommends  Collects  Accesses
 Communicates  Gathers  Leads
 Suggests  Evaluates  Encourages
 Identifies  Anticipates  Creates
 Challenges

Ineffective Action Verbs:

 Demonstrates  Keeps  Gets

 Understands  Has  Adds value
 Aligns  Sees  Is
 Looks  Takes  Ensures
 Makes  Shows  Knows
 Can  Grasps  Pays attention to
 Exhibits
understanding,
knowledge

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3.6 A Competency Checklist

After writing each competency, use the following checklist to ensure that the competency is correctly
written.

Does the competency:

Incorporate all relevant knowledge, skills and behaviours required to perform effectively?

Does the definition:

Provide a broad yet comprehensive description of the competency?
Begin with an action word that is observable?
End with a specific outcome?

Do the proficiency levels:

Contain behavioural indicators that begin with an action verb and describe an observable, measurable
behaviour?
Contain behavioural indicators that describe the competency, not the job, position or role?
Appropriate build on one another and allows individuals to easily distinguish between proficiency
levels?
Follow the standards and guidelines outlined by the development team?

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4 Guidelines
This section explains the additional guidelines and frameworks that was used in developing <CLIENT NAME>’s
Job Competency Model.

4.1 Assigning Proficiency levels

The following guidelines should be used when assigning Proficiency Levels to competencies:

 Think about the POSITION and not the person when assigning proficiency levels to
competencies.
 Understand the behavioral indicators for each proficiency level by relating “real life” examples
to the behavioral indicators.
 A standard should be determined for the various levels of positions. This is to ensure
differentiation between the various levels of positions from a Job Competency Model
perspective. The table below highlights the standards that were used during the JCM-PMS
Project.

Standard for Proficiency Level

Position Professional Functional Competency
Competency
Senior Managers P4 P4/P3
Managers P3 P4/P3
Assistant Manager P3 P3/P2
Executive P2 P3/P2
Officer P2 P2/P1
Clerk P1 P2/P1

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4.2 Selecting Critical Professional Competencies

The following framework should be used as a guideline when selecting critical professional
competencies:

Leadership Leadership
Effectiveness Senior Mgrs

Strategic Managing
Planning Change

Influence Business Personnel

Acumen Development
Interpersonal
Effectiveness Mgrs & Assistant Mgrs
Decision Problem Teamwork Diversity
Making Solving Management

Analytical Knowledge Facilitation Negotiation Exec

Thinking Sharing
Personal
Effectiveness
Oral Written Initiative Results Technology Non-Exec
Communication Communication Oriented Enabled

Leadership Effectiveness Comp Interpersonal Effectiveness Comp Personal Effectiveness Comp

Source:
1) Book 1 – Competence at Work, by Lyle M. Spencer
2) Book 2 – Creating a Culture of Competence, by Michael Zwell
3) Accenture Analysis

The above framework explains what are the critical competencies required at different levels of
positions within <CLIENT NAME>. As can be seen from the above diagram, the basic critical
competencies include Oral Communication, Written Communication, Initiative, Results Oriented and
Technology Enabled. These professional competencies belong to the Personal Effectiveness cluster.

As an <CLIENT NAME> staff moves up the career ladder, the professional competencies from the
Interpersonal Effectiveness and Leadership Effectiveness clusters become more important. For
instance, for managers, the critical competencies include Decision Making, Problem Solving,
Teamwork and Personnel Development.

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Currently, for Senior Managers, their pre-determined critical Competencies are Leadership, Strategic
Planning and Managing Change. As for Managers, their pre-determined Competency is Teamwork.
The table below explains why these Competencies were chosen for Senior Managers and Managers.

Senior Managers Managers

Why Leadership? Why Strategic Planning? Why Managing Change? Why Teamwork?

 Senior Managers are next  Critical to craft out the  Critical to encourage and  Critical to reduce ‘silo’
in line after the Directors. strategic direction of motivate others to embrace mentality.
They are the future top respective divisions in order change.
leaders of EON. to achieve EON’s Mission  Critical to create possible
and Vision.  Critical to effectively guide synergies among various
 Critical to communicate respective divisions through departments / divisions.
EON’s Mission and Vision  Critical to be aware of changes.
and inspire other people to market trends that affects  Critical to have
achieve it. EON and plan strategically  Critical to solve and manage cooperation among so
to overcome challenges. resistance to change. many departments /
 Critical to lead respective divisions in order to
divisions towards achieving  Critical to plan strategically achieve results.
EON’s Mission and Vision. for the long term to meet
challenges of increasingly
dynamic market
environment.

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