Question
skills wheel
Here is a copy of the Competency Wheel word
document. you don't need to regard this
document as a workbook that you have to complete, instead you should use it as
a guide. The categories and criteria
descriptors are key to your development but if you want to create a different
way of exploring and evidencing these then please feel free to do so. You might want to create an on-line document
that you can fill in and complete, a virtual or physical sketchbook, a word
document that you use to reflect your development. Any means is fine, just make sure that you
are using the same categories and criteria descriptors and that you are
tracking your progress.
competence skills wheel
The Skills Wheel comprises 5 concentric circles
emerging from a central point; this is your starting point. As your competence
in each of the categories grows, you will be able to record your development on
your Skills Wheel, enabling you to track progress, set learning and action
goals, and analyse your own performance along with the performance and progress
of your team members. The expectation is that by the end of your programme you
will be able to move up to third level circle in approximately two thirds of
the competences. A fourth level has been generated to enable you to construct
your own ‘next step’. To be eligible to construct that step, you need to be
able to create a definition of it that you can share in the competence
descriptors which follow.
Each category of the wheel has clear criteria
to follow and it is important that you consider these carefully before deciding
where you believe your competence is best located.
To help with a general understanding of each
level of the Skills Wheel development, there is this basic guide. This first
ring of the Skills Wheel indicates a novice level of understanding and ability.
At this level, you have no knowledge, experience or ability in this area of
competence. Moving outwards from this, the table below shows what each ring of
the model indicates:
|
1 |
Advanced beginner |
Understands the
theoretical background and also has a little more profound knowledge. Has
some experience in using this competence, for example, has completed a
project in which the skill area has been practiced significantly. |
|
2 |
Practitioner |
Has profound
knowledge of the competence and experience in using the skill, for example,
has developed 2 or 3 projects in which the skill has been practiced and/or
has a leadership position in the skill area. |
|
3 |
Advanced practitioner |
Has diverse and
comprehensive knowledge of the competence and has significant experience of
using the skill, for example, in several projects and/or leadership
positions. |
|
4 |
Professiona |
|
BREAKDOWN OF THE SKILLS WHEEL CATEGORIES
1-COMMUNICATION
Ability to communicate and inform verbally and
non-verbally, in order to have a positive and effective impact on audiences in
multi-cultural and international situations.
|
Advanced beginner |
Ability to adapt
their oral and written communication to different audiences and obtains
timely responses. Can give an oral and written presentation on a professional
field to specific audiences. Has acquired a theoretical basis in
communication. Listens to others in a caring way. Ability to detect their own
judgments. Makes an effort to replace their own judgments with the expression
of personal needs. |
|
Practitioner |
Can present and write
various documents on a professional field to demanding audiences and in
pressure situations (fundraising, selection panel). Knowledge of public
speaking techniques (can explain their oratory choices during a
presentation). Understands the impact of body language on the way in which
their message is heard by others. Can begin to use storytelling as a way of
facilitating communication. |
|
Advanced practitioner |
Knows the main
theoretical models of communication and has tested their applicability in
practice. Can present and communicate effectively about themselves and their
work in unexpected situations, in multi-cultural contexts. Can make
presentations in front of demanding assemblies (TEDx, for example).
Understands and applies the use of storytelling effectively to engage
audience. Understands and navigates the challenge of non-verbal communication
in message delivery. |
|
Professional |
|
EVIDENCE TO SUPPORT COMPETENCE DEVELOPMENT..List the evidence you could use to support your competence claim here.
2-LEADERSHIP OF SELF AND OTHERS
Ability to optimize self-organisation to
determine and achieve one’s own objectives. Ability to build and lead a team.
|
Advanced beginner |
Knows how to
prioritize their activities, understands their own strengths and weaknesses
in personal organization. Can set short-term personal goals and document
progress to achieve them. Can describe learning situations and evaluate them.
Functioned as an active member of a team and knows the basics of team
functioning. Can apply theories in practice in teamwork and team management. |
|
Practitioner |
Knows the theoretical
foundations of time management, knows how to choose or create self and team
management tools that facilitate their work. Understands their needs, coping
with stress/work pressure and demonstrates self-discipline. Can reflect on
learning situations and the part they played in them. Can build a shared
vision and common values that guide team action. Has experience in team
management as a leader or committee member. |
|
Advanced practitioner |
Uses planning tools
that work well. Knows how to direct their and others’ actions to achieve
their objectives. Clarifies their professional identity. Tested and/or
created their own personal and team management tools and efficiently
conducted their action plans. Demonstrates strong self-discipline even in
very challenging situations. Can analyse and critically reflect on their
behaviours, attitudes and practices indicating self-awareness. Knows and can
apply the main theoretical models of team leadership. |
|
Professional |
|
EVIDENCE TO SUPPORT COMPETENCE DEVELOPMENT… List the evidence you could use to support your competence claim here.
3-TEAMWORK AND COLLABORATION
Ability
to actively support and contribute to the development of a high performing
team. Ability to collaborate across international borders and cultural
boundaries.
|
Advanced beginner |
Actively participates
in the work of their team. Demonstrates a willingness to start doing things
and to take action. Understands basic theories of team development (eg:
Tuckman, Theory U of teams). Attends and contributes to team coaching
sessions. Is aware of their role within a team and contributes to team
activities with that role. |
|
Practitioner |
Develops themself and
contributes to the development of their team through sharing learning, taking
responsibility for activities and actively engaging. Experiments
collaboratively with others to generate ideas and solve problems. Understands
a number of theoretical perspectives of teamwork and collaboration (eg:
systems thinking). Is keen to resolve disputes through positive
conversations. Is happy to move out of their comfort zone and try different
roles within a team. Understands the impact that they have in and on teamwork
and collaboration. |
|
Advanced practitioner |
Actively seeks out
opportunities to contribute to and support the development of an active team.
Positively enhances the performance and productivity of collaborative efforts
through effective team behaviours. Ability to be both a good leader and a
good follower in a team, respecting and encouraging others’ abilities, skills
and qualities. Engages dialogue (suspending judgement, respectful listening
for information not to respond, voicing from a desire to build) to
constructively resolve issues. |
|
Professional |
|
EVIDENCE TO SUPPORT COMPETENCE DEVELOPMENT
List the evidence you could use to support your competence claim here.
4-CREATIVITY AND INNOVATION
Ability
to generate ideas, solve problems and think laterally about issues. Ability to
manage the ideation process from idea to innovation.
|
Advanced beginner |
Experienced
brainstorming, or other idea-generating methods. Has taken initiatives to
find solutions to a concrete problem. Is aware of their personal creative
abilities and begins to implement them. Also helps to bring out the
creativity in others. |
|
Practitioner |
Knowledge of various
creative techniques and applied them in practice. Has the theoretical
foundations of innovation and design thinking. Understands the difference
between creativity, product/service innovation and business model innovation.
Can identify an innovative initiative and knows the different types of
innovation, from incremental to disruptive. Understands how innovations are
created and how to create value for others. |
|
Advanced Practitioner |
At a good theoretical
level on how to direct creativity towards innovation. Mastery of the entire
process from ideation to innovation. Knows how to pose a creative problem,
set up an ideation session, evaluate and select ideas according to given
criteria, set up an action plan to test / prototype the most promising ideas.
Has field experience in a project or a method of developing a product/service
that has generated value. |
|
Professional |
|
EVIDENCE TO SUPPORT COMPETENCE DEVELOPMENT
List the evidence you could use to support your competence claim here.
5-BUILDING AND GROWING RELATIONSHIPS
Ability
to establish human relationships, partnerships and connect with other people
|
Advanced beginner |
Understands the
meaning of professional and personal relationships as they impact on their
learning and development. Perceives their own network of relationships and
has built relationships with others in their local environment. Has a
theoretical understanding that their approach and behaviour will have an
impact on others. |
|
Practitioner |
Has successful
experience of building a number of meaningful relationships with people from
different backgrounds and cultures. Has a basic theoretical understanding of
negotiation and persuasion skills and has applied these in some situations.
Has developed selfawareness and can adjust behaviours and practice to
positively interact within a range of different situations. |
|
Advanced Practitioner |
Ability to inspire
and engage others in a broader range of networks encompassing people from
many different backgrounds, cultures and positions. Ability to manage
long-term relationships that add value to both themselves and others.
Recognises that there needs to be benefit in the relationship for others as
well as for themselves. Has an active and curious approach to building and
maintaining their relationships. |
|
Professional |
|
EVIDENCE TO SUPPORT COMPETENCE DEVELOPMENT
List the evidence you could use to support your competence claim here.
6-GLOBAL AND INTERCULTURAL FLUENCY….. Ability
to navigate activity in a multi-cultural context.
|
Advanced beginner |
Demonstrates basic
inter-cultural understanding and skill, such as interest in students and
staff from other cultures and countries. Ability to make initial contacts
with these people for professional exchanges. Has a basic theoretical
knowledge of inter-cultural communication (e.g. understanding complexities of
cultural differences). Understands the challenges of working with people from
other cultural and linguistically diverse environments. |
|
Practitioner |
Has taken initiatives
internationally. Has practical experience working of in a multicultural team,
such as collaborative projects, physical or virtual “visits” to
students/staff in other geographical locations, or other socioeconomic
experiences with an international dimension. Can see and articulate the value
of such experiences. |
|
Advanced Practitioner |
Actively seeks out
opportunities to engage in international and crosscultural projects. Can
identify cultural differences and their impacts on collaborative working and
project progression and management. Has several work (academic and/or
business) experiences in different cultural and linguistic environments.
Acquired the theoretical bases related to the management of and/or engagement
with multicultural teams and has been able to test them in projects. |
|
Professional |
|
EVIDENCE TO SUPPORT COMPETENCE DEVELOPMENT.. List the evidence you could use to support your competence claim here.
7-CRITICAL THINKING AND PROBLEM SOLVING…
Ability to use analysis, lateral and creative thinking skills to solve
problems.
|
Advanced beginner |
Understand concepts
of critical thinking such as questioning views, and different perspectives.
Knows methods of analysing and solving problems. Has a theoretical
understanding of problem solving, and has applied this to limited situations. |
|
Practitioner |
Ability to think
critically by applying different perspectives, benefits and drawbacks
including using practical methods such as SWOT analyses or similar. Ability
to analyse more complex problems and generate multiple solutions including
innovative ways of resolving them. Ability to consult multiple sources and
analyse complex data and information and apply them to context. |
|
Advanced Practitioner |
Thinks critically and
has the ability to explain thought processes in order to bring others on the
journey. Ability to visualise and explain tools, data and information in a
way colleagues and team-mates can use for problem analysis. Ability to
describe complex problem-solving methods to others in a simple and digestible
way. |
|
Professional |
|
EVIDENCE TO SUPPORT COMPETENCE DEVELOPMENT..
List the evidence you could use to support your competence claim here.
………………………………………………………………………………………………..
8-CAREER MANAGEMENT.. Ability to proactively
manage own career, working on personal and professional skills.
|
Advanced beginner |
Has a theoretical
understanding of decision-making styles, goal-setting, action planning and
the concepts of career management. Has made a start exploring own career
decision-making process and encountered questions/challenges which require
further research and reflection. |
|
Practitioner |
Has created personal
career development plans based on career management models and career
construction approaches. Engages critically with personal and professional
development activities, aligned to career management goals. Reflects on the
experience and uses to determine next steps. |
|
Advanced Practitioner |
Proactively takes
responsibility for own career development. Reflects on experience and
learning journey in the context of modern workplace requirements and
opportunities. Is prepared through upskilling and personal development to
adapt to multiple careers within their lifetime. Has a critical understanding
of the values underpinning career purpose and is able to confidently
articulate career choices to those around them. |
|
Professional |
|
EVIDENCE TO SUPPORT COMPETENCE DEVELOPMENT…
List the evidence you could use to support your competence claim here.
9-DIGITAL FLUENCY.. Ability to operate in the digital world with ease and fluency.
|
Advanced beginner |
Has awareness of the
range of digital tools used in the modern business environment. Ability to
engage in digital learning – they are able to find out what they need to know
and do, when required. Ability to understand the importance of an emerging
collaborative approach to digital engagement. |
|
Practitioner |
Ability to use a
range of digital tools to communicate, collaborate and store information.
Ability to use a range of digital platforms to meet others and also to
present and demonstrate to a range of audiences. Ability to use Excel to
organise and present data, can create budgets |
|
Advanced Practitioner |
Proactively seeks out
opportunities to explore new digital technologies to support their own and
their collaborators’ learning and development. Can train and/or coach others
to enable and empower them in their use of digital technology |
|
Professional |
|
EVIDENCE TO SUPPORT COMPETENCE DEVELOPMENT..
List the evidence you could use to support your competence claim here.
…………………………………………………………………………………………
10-PROFESSIONALISM AND WORK ETHIC.. Ability to
engage in positive and proactive behaviours, attitudes and practices that
ensure a high degree of professional performance, and a strong work ethic.
|
Advanced beginner |
Ability to explain
what it means to behave professionally in a work situation. Has enough self-awareness
to be able to understand their own approach to professionalism and create
some ‘next steps’ to improve and enhance it. Takes the initiative to action
tasks that they enjoy and see benefit in. |
|
Practitioner |
Ability to plan
schedules by setting priorities in order to meet deadlines. Follows through
on professional commitments made and delivers on promises made. Is honest and
seeks support when they are unable to deliver to time and with quality.
Ability to understand and reflect on the impact their approach to work and
professionalism has on others. Takes the initiative to action tasks even when
they don’t personally benefit from the outcome. |
|
Advanced Practitioner |
Proactively seeks out
feedback on their professionalism and approach to working with others.
Ability to guide and mentor others to support the development of their
professional standards and work ethic. Ability to effectively explain
cross-cultural differences in professionalism. Acts as a role model for
professional practice. |
|
Professional |
|
EVIDENCE TO SUPPORT COMPETENCE DEVELOPMENT
List the evidence you could use to support your
competence claim here.
Expert Solution
Competence Skills Wheel
Below are the categories of the skill wheel where the circles represent the different levels of competence. The outer most (rating scale 1) signifies the lowest level while the innermost (rating scale 5) signifies the highest level achieved. In my case, I have a score of three in all the competencies from a rating scale of 5.
Skills Wheel
The skills wheel
competence will encompass my current progress, action goals, and performance
analysis. I find that I am good at communicating with others, and I can easily
explain my viewpoints to different audiences. My progress can be tracked where
I started through communicating both verbally and non-verbally n a basic manner
where I primarily focused on listening and responding to only specific issues.
Later, I ended up learning the use of various body languages, and ultimately I
progressed to the use of storytelling to facilitate my communication skills.
This helped me build my teamwork and collaboration skills, which I'm still
learning. I've progressed from just accepting a shared setting with others to
now where I'm an active member, given my drive to seek opportunities that may
benefit my fellow team members.
Additionally, I have
tried to gain the ability to manage and organize both myself and others through
leadership. I find myself a leader because I always find myself working in
groups. As such, I must track my progress with the said skill. I started out prioritizing
people's weaknesses and strengths according to their tasks. Later, I
incorporated time management and learning to improve people's weaknesses.
Ultimately, I used management tools to help me better assess and reflect on my
team's practices in attaining the set objectives. In tracking the skill, I'd
give myself a rating of 3 since I have not yet learned how to create enough
fluidity for my team members to manage themselves. And as such, I am learning
how to advance this skill set. Moreover, creativity and innovation are crucial
to anyone's development. I have moved from being aware of my creative powers
and imagination processes to incorporating design thinking and value addition
in most of the work I'm involved in. This is not the ultimate objective, but
given my pacing on advancing, I am confident in fully learning the skill
eventually.
I'm a critical thinker
and problem solver, but I cannot say I am at the peak of this skill set.
However, I've reached a point where I can analyze ideas and fully enhance my
capacity to visualize and use resources. I'm still progressing with the skill
since I constantly learn about it. Additionally, career management as a skill
has helped me to proactively manage my own set goals, both short-term and
long-term. I started with a basic understanding of the decision-making and
goal-setting styles used to now proactively being accountable for my
development through the use of reflection. As such, the mentioned skill made me
more aware of professionalism and work ethics as a skill. I did advance the
skillset to a point where I seek feedback on my work, but I am yet to act as a
role model for professional practice since I am still too new to the skill.
Digital fluency is a skill set that I have also started working towards fully
achieving. As it stands, I have evolved from understanding the importance of
emerging collaborative approaches toward digital engagement to seeking new
digital opportunities proactively and training and coaching others. In this
skill set, I'd say I'm at a 3 out of 5, but I am still advancing gradually. I
have also tried to build my global and intercultural fluency, where my basic
inter-cultural understanding and skill advanced to a point where I can identify
cultural differences and their impacts on collaborative projects. I'm still
learning the skill set, and I do not have a maximum rating on it. Finally, as a
competence, I have set out to advance my aptitude in building and growing
relationships. As it stands, I now can inspire and engage others in a broader
range of networks. Still, I'm yet to build several meaningful relationships
with people from different backgrounds successfully. As a result, I'd rate
myself a 3 out of 5 since I still have much to learn.
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