G-comps: Georgia's competency dictionary for workforce planning [2001]

1=1
AUG 1. 2005
DOCUMENTS UGA LIBRARIES

G-COMPS
GEORGIA'S COMPETENCY DICTIONARY FOR WORKFORCE PLANNING
A. BASIC COMMUNICATION
Oral Communication Ability to communicate ideas, thoughts, and facts orally. Speaking using correct grammar, appropriate body language, proper tone and inflection, recognizing non-verbal cues, and respecting the audience to effectively communicate ideas.
Written Communication Ability to communicate ideas, thoughts, facts in writing. Ability/skill in using correct grammar, correct spelling, sentence and document structure, accepted document formatting, and special literary techniques to communicate a message in writing.
Reading & Reading Comprehension Examines, recognizes, and grasps the meaning of written characters, words and sentences (in the English language). This includes the ability to understand and learn from written materials by discerning essential facts, main ideas, and/or the essential message. Interprets written materials including rules, instructions, reports, charts, tables, articles, and technical/professional publications. Infers and applies information from written materials in situations related to the job.
Listening Attuning to a vocal or auditory message including non-verbal cues. Body language/positioning and eye-contact of listener is considered. Ability to understand and derive meaning from spoken material. Requires the ability to remain attentive.
B. PERSONAL EFFECTIVENESS
Flexibility Degree to which an individual accepts change in job requirements, schedules, or work environments.
Self Esteem (Self Concept) The overall regard for which one holds one's self. Self-regard. Self-worth. How one feels about view of oneself.
Learning Desire and effort to acquire new knowledge and skills for work. Concern for the acquisition of new job knowledge.

2001 Georgia Merit System.

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Integrity / Honesty Degree to which an individual can be trusted. Operates in an ethical manner. Consideration is given for the knowledge one has of the impact and consequences when making a decision or taking action.
C. RELATING TO PEOPLE
Interpersonal Skills (Working With Others) Extent to which an individual gets along and interacts positively with co-workers. Degree and style of understanding and relating to others.
Customer Service / Client Orientation Degree to which an employee attempts to, or meets customer expectations. Concern with performing work to a level, which satisfies customer needs. Includes appropriately reacting to customer demands.
Negotiation and Influence The ability to facilitate positive dialogue between others with the goal of resolving differences and reaching compromises. Working cooperatively with others to resolve issues, which impede organizational or personal success.
Conflict Management Ability to effectively resolve disputes among others. Manages disagreements. Methods and style of dealing with disagreements. Requires the ability to remain impartial and unbiased.
Diversity Management Ability to work harmoniously with others in an environment where diverse cultures, religions, philosophies, genders, and races exist.
D. COLLABORATING AND LEADING
Teamwork Ability to effectively work and complete assignments in group settings. Works cooperatively with others to achieve common goals.
Leadership Ability to effectively manage and guide group efforts. Includes providing appropriate level of feedback concerning group progress.
Teaching Others Overall concern for the developmental level of an individual or group. Takes steps to explain and provide guidance.

2001 Georgia Merit System.

5

Human Resource Management The effective distribution of employee assignments with respect to ability and overall goals. Management of influences which effect performance and motivation.
E. ACTION AND RESULTS
Self-Management The extent to which one plans, prioritizes, sets goals, establishes standards, coordinates tasks, shows concern for deadlines, and tracks progress with respect to personal performance.
Conscientiousness Level of concern for own effort and conformity with the rules and policies of an organization. Tendency to follow set procedures and rules. Refers to effort an employee will display during a particular task. Also implies that an individual will work without being monitored.
Decisiveness Degree to which an individual successfully determines a course of action. Requires the consideration of multiple options.
Applies Technology to Tasks (Technology Orientation) The use of technology in the performance of one's job. Includes the integration and acceptance of new technology.
F. ANALVTICAL AND CONCEPTUAL
Collects and Organizes Information Manner by which an individual addresses and handles the flow of information. Ability to identify, systematically collect, and organize information for use by self or others in an organization. Information may be new or updated procedures and policies, business contacts, etc.
Reasoning Ability to breakdown complex items or problems into their component parts. Analyzes and uses information in order to gain understanding or solve problems.
Planning and Evaluation The concurrent management of projects, time, self, and other resources including prioritizing, planning, goal setting, and coordinating with respect to outcomes and objectives. Ability to create and follow a set path in order to achieve a goal. Ability to determine the effectiveness of a given plan.

2001 Georgia Merit System.

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Creative Thinking Ability to look at situations from multiple perspectives. Tendency or ability of individual to do something or create something new. Creates solutions to problems using novel methods and processes.
Problem Solving The identification of various types of problems along with creating workable solutions. Requires the identification and analysis of problems, evaluation of alternatives, and provision of solutions.
Arithmetic & Mathematical Reasoning Uses and applies mathematical techniques, processes, and concepts to understand and solve problems. Applies understanding of mathematics, either explicitly or implicitly, to perform basic computations, apply mathematical processes or utilize tools, analyze problems, identify or specify patterns, and draw conclusions.
Manages Resources Ability to appropriately allocate a variety of resources which may include, materials, money, facilities, and equipment. Requires the ability to assess needs and track progress.
G. ENVIRONMENTAL ACUMEN
Vision Understanding of where an organization is headed in light of internal and external trends and influences.
Organizational Awareness Understanding of the formal and informal structures within an organization, and the ability to operate effectively within them.
External Awareness Understanding the impact of external trends and influences on organizational functioning.
H. Specialized Knowledge
Technical/Professional Expertise Extent to which an individual possesses and applies job-related knowledge in the completion of work tasks and activities. Includes knowledge gained through formal and informal education or training.

2001 Georgia Merit System.

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Section III:
G-COMPS Scales

2001 Georgia Merit System.

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G-COMPS
GEORGIA'S COMPETENCY DICTIONARY FOR WORKFORCE PLANNING

Basic Communication Cluster
COMP: Oral Communication Ability to communicate ideas, thoughts, and facts orally. Speaking using correct grammar, appropriate body language, proper tone and inflection, recognizing non-verbal cues, and respecting the audience to effectively communicate ideas.

Level 1

Behavioral Descriptions Difficulty communicating ideas orally. Expresses ideas which are not fUlly thought out. Uses incorrect grammar, inappropriate tone, often looses focus/train of thought.

Appropriately communicates most ideas. 2 Uses correct grammar.
Message sometimes unclear.

Effectively communicates thoughts, ideas and facts orally.
3 Considers audience, subject matter, etc., when preparing oral presentations.

Makes compelling oral presentations. 4 Anticipates and prepares for others' responses.
Adjusts words to achieve various effects.

Makes dynamic oral presentations. 5 Uses tone, inflection, and body language for increased impact.
Consistently recognized as an eloquent speaker.

2001 Georgia Merit System.

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G-COMPS
GEORGIA'S COMPETENCY DICTIONARY FOR WORKFORCE PLANNING
Basic Communication Cluster
COMP: Written Communication Ability to communicate ideas, thoughts, facts in writing. Ability/skill in using correct grammar, correct spelling, sentence and document structure, accepted document formatting, and special literary techniques to communicate a message in writing.

Level 1

Behavioral Descriptions Difficulty communicating ideas in writing. Uses incorrect grammar, poor spelling, and poor sentence structure. Expresses ideas which are not fully thought out.

Appropriately communicates most ideas.

2

Writes messages which are sometimes unclear. Uses correct grammar in written communications.

Effectively communicates ideas and facts.

3

Considers reader (audience), and SUbject matter, when preparing written

documents.

Written material is clear and concise.

Generates compelling written documents. 4 Adjusts words to add effect.
Knowledge of one or two formal writing styles (i.e., MLA, APA).

Generates dynamic written documents. 5 Extensive knowledge of advanced literary techniques and formats.

2001 Georgia Merit System.

10

G-COMPS
GEORGIA'S COMPETENCY DICTIONARY FOR WORKFORCE PLANNING
Basic Communication Cluster
COMP: Reading & Reading Comprehension
Examines, recognizes, and grasps the meaning of written characters, words and sentences (in the English language). This includes the ability to understand and learn from written materials by discerning essential facts, main ideas, and/or the essential message. Interprets written materials including rules, instructions, reports, charts, tables, articles, and technical/professional publications. Infers and applies information from written materials in situations related to the job.

Level 1

Behavioral Descriptions Minimal. Understands most written materials. Reads basic written instructions, signs, etc.

Basic. 2 Understands and learns from basic, written materials.
Grasps main ideas, essential facts, etc. Reads newspaper, magazines, and popular literature.

Proficient. 3 Locates, understands, and interprets written information.
Detects and discerns underlying meanings; Reads "between the lines." Applies written material when completing assignments and projects.

Advanced. 4 Readily infers and applies complex written material for practical business
purposes. Reads and interprets technical, professional and/or legal pUblications.

Esteemed. Sought for expert interpretations of and abilities in applying material for 5 practical business purposes. Discerns accuracy, appropriateness, style, and plausibility of complex written materials.

2001 Georgia Merit System.

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G-COMPS
GEORGIA'S COMPETENCY DICTIONARY FOR WORKFORCE PLANNING
Basic Communication Cluster
COMP: Listening Attuning to a vocal or auditory message including non-verbal cues. Body language/positioning and eye-contact of listener is considered. Ability to understand and derive meaning from spoken material. Requires the ability to remain attentive.

Level 1

Behavioral Descriptions Does not listen or listens poorly. Easily distracted when listening to others.

Listens in most situations.

2

May appear uninterested in speakers message.

Doesn't consistently maintain eye-contact.

Recognizes some non-verbal cues.

Demonstrates good listening skills.

3

Attentive to verbal and non-verbal cues and responds appropriately. Asks questions which clarify speaker's message.

Maintains eye-contact.

Attentive to the speaker's overall message. 4 Utilizes "active listening" skills to fully understand speaker.

Gives speaker undivided attention.

5

Makes effort to establish rapport with speaker.

Facilitates speaker's message and confirms understanding.

2001 Georgia Merit System.

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G-COMPS
GEORGIA'S COMPETENCY DICTIONARY FOR WORKFORCE PLANNING
Personal Effectiveness Cluster
COMP: Flexibility Degree to which an individual accepts change in job requirements, schedules, or work environments.

Level 1

Behavioral Descriptions Does not accept changes. Is argumentative in response to changes/adaptations. Ignores information that would cause change.

Accepts changes reluctantly.

2

Makes changes only when told to do so.

Waits until told to change or adapt rather than taking proactive steps.

Changes as needed to get the job done.

3

Accepts changes in job requirements, schedules, or work environments. Remains calm and focused during times of change.

Makes changes based on new credible information.

Willing and open to change. Accepts change as part of job. Develops new procedures in response to change. 4 Maintains productivity when implementing new or altered procedures. Adjusts schedules and timelines to accomplish goals and objectives in response to change.

Embraces change.

5

Seeks information from multiple sources that may cause change. Flourishes in high-change environments.

2001 Georgia Merit System.

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G-COMPS
GEORGIA'S COMPETENCY DICTIONARY FOR WORKFORCE PLANNING

G-COMPS
GEORGIA'S COMPETENCY DICTIONARY FOR WORKFORCE PLANNING
Personal Effectiveness Cluster
COMP: Self Esteem (Self Concept) The overall regard for which one holds one's self. Self-regard. Self-worth. How one feels about view of oneself.

Level 1

Behavioral Descriptions
Expresses negative view of self. Questions self worth. Lacks confidence in own abilities. Avoids challenging situations.

Often critical of self. Vague or weak since of purpose. 2 Shies away from demonstrating skills. Expresses anxiety when attempting new or challenging tasks.

Positive view of self. Volunteers for challenging tasks.
3 Realistic view of abilities and limitations. Speaks up when needing clarification.

Maintains high self-worth. Strong sense of purpose. 4 Seeks opportunities to demonstrate skills and abilities. Speak out when inconsistencies exist. Understands role in organization.

Sees self in most positive light. Confident in one's own abilities over others.
5 Challenges others' viewpoints. Speaks out when perceives injustices.

2001 Georgia Merit System.

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G-COMPS
GEORGIA'S COMPETENCY DICTIONARY FOR WORKFORCE PLANNING
Personal Effectiveness Cluster
COMP: Learning Desire and effort to acquire new knowledge and skills for work. Concern for the acquisition of new job knowledge.

Level 1

Behavioral Descriptions Does not acquire new knowledge or skills. Makes no effort toward learning, may avoid learning situations. Lacks adequate learning tools or styles to learn effectively.

Reluctantly acquires new knowledge and skills. 2 Resistant to applying newly learned knowledge and skills.

Acquires new knowledge and skills.

3

Acquires new knowledge and skills when necessary for job.

Uses learning strategies to increase knowledge base. (i.e., observation,

shadowing)

Stays current on job related information.

Anticipates and takes initiative to learn new skills. Anticipates need for new knowledge and skills. 4 Takes initiative, seeks opportunities to learn new skills. Implements new knowledge successfully. Seeks feedback concerning performance in order to make appropriate adjustments.

Seeks knowledge from multiple sources.

Creates learning environment.

S

Seeks knowledge/learning opportunities from multiple sources. Recognizes importance of continuous learning for career advancement.

Seamlessly adapts and applies new knowledge and skills to all areas of the

job.

2001 Georgia Merit System.

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G-COMPS
GEORGIA'S COMPETENCY DICTIONARY FOR WORKFORCE PLANNING
Personal Effectiveness Cluster
COMP: Integrity / Honesty Degree to which an individual can be trusted. Operates in an ethical manner. Degree of trustworthiness and ethical behavior of an individual with consideration for the knowledge one has of the impact and consequences when making a decision or taking action.

Level 1

Behavioral Descriptions
Dishonest. Job related actions frequently questioned. Makes decisions and choices in a self-serving fashion. Proceeds without regard for negative consequences on self, others or organ ization.

Provides questionable explanations.

2

Provides questionable excuses/explanations when confronted. Has problems with maintaining confidentiality.

Will choose non-ethical course if seen as easier.

Trustworthy.

3

Keeps organizational and personal information confidential. Refrains from gossip/rumor-mill.

Trusted to hold high-level clearance.

4

Can be trusted to hold high-level clearance.

Chooses ethical course in the face of pressure.

Understands importance of maintaining confidentiality.

Trusted to hold top-level clearance.

S

Takes extraordinary steps to ensure personal and organizational integrity.

Impeccable track record of ethical conduct.

2001 Georgia Merit System.

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G-COMPS
GEORGIA'S COMPETENCY DICTIONARY FOR WORKFORCE PLANNING
Relating to People Cluster
COMP: Interpersonal Skills (Working With Others) Extent to which an individual gets along and interacts positively with co-workers. Degree and style of understanding and relating to others.

Level 1

Behavioral Descriptions Inconsiderate. Inconsiderate of others' point of view. Often says things which offend others. Difficulty working with individuals with different backgrounds. Makes insensitive or offensive comments or suggestions.

Not always tactful. Utilizes one basic approach in dealing with others. 2 Not always tactful, makes negative comments without thinking. Avoids situations where others share personal problems. Misses critical verbal and non-verbal cues which lead to deeper understanding.

Respectful and considerate.

3

Utilizes multiple approaches in dealing with others. Respectful and considerate of others' point of view.

Objective, doesn't interact using a hidden agenda.

Empathetic toward others. 4 Puts oneself in others' shoes.
Courteous, interacts positively in the face of others' negative comments. Understands underlying meaning behind certain situations or issues.

Altruistic.

5

Goes out of the way to help. Courteous in all situations.

Anticipates and prepares for responses.

Understands emotional components behind complex situations.

2001 Georgia Merit System.

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G-COMPS
GEORGIA'S COMPETENCY DICTIONARY FOR WORKFORCE PLANNING
Relating to People Cluster
COMP: Customer Service / Client Orientation Degree to which an employee attempts to, or meets customer expectations. Concern with performing work to a level, which satisfies customer needs. Includes appropriately reacting to customer demands.

Level 1

Behavioral Descriptions Ignores customer requests. Negative in response to customer expectations (argumentative, hostile, etc.). Has mistaken or misplaced concept of customer service. Otters minimal service in response to customer needs.

Uses "quick fix" approach.

2

Uses "quick fix" approach to address customer expectations. Often not committed to meeting customer needs.

Negatively reacts to irate or dissatisfied customers.

Meets customer needs.

3

Sufficiently works and communicates to meet clients' needs.

Works to understand nature of problem before taking action.

Follows-up to assure customer satisfaction.

Goes beyond customer expectations. Persistent in satisfying/recovering dissatisfied customers. 4 Remains courteous when faced with irate customers. Takes proactive steps in meeting customer needs.

Committed to quality service.

5

Anticipates potential problems with customers and creates multiple solutions.

Develops methods to improve service.

Committed to overall quality of service.

2001 Georgia Merit System.

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G-COMPS
GEORGIA'S COMPETENCY DICTIONARY FOR WORKFORCE PLANNING
Relating to People Cluster
COMP: Negotiation and Influence The ability to facilitate positive dialogue between others with the goal of resolving differences and reaching compromises. Working cooperatively with others to resolve issues, which impede organizational or personal success.

Level 1

Behavioral Descriptions
Dictates outcomes. Doesn't allow others to tell their side. Doesn't consider other's point-of-view. Enters negotiations with preconceived solutions. Influences through threats, "My way or the highway". Uncooperative.

Issues often left unresolved.

2

Issues or problems often left unresolved. Personal beliefs may interfere.

Doesn't always consider all sides of an issue.

Persuades through guilt.

Uses give and take.

3

Works to resolve issues using give and take. Reaches compromises through free and open communication.

Persuades through appeals to others' since of right and wrong.

Finds mutually agreeable solutions. 4 Finds mutually agreeable solutions through consideration of others' needs.
Aware of varying backgrounds and beliefs in negotiations. Influences others through modeling appropriate behavior.

Orchestrates situations to achieve results.

5

Works to achieve consensus among all parties.

Considers impact and results of negotiations.

Uses "political allies" to influence situations.

2001 Georgia Merit System.

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G-COMPS
GEORGIA'S COMPETENCY DICTIONARY FOR WORKFORCE PLANNING
Relating to People Cluster
COMP: Conflict Management Ability to effectively resolve disputes among others. Manages disagreements. Methods and style of dealing with disagreements. Requires the ability to remain impartial and unbiased.

Level 1

Behavioral Descriptions Ignores conflict. Ignores conflict among coworkers. Inability to remain impartial; "Takes sides". Reacts emotionally when conflict arises.

Slow to react.

2

Allows conflicts to escalate before getting involved; slow to react.

Offers suggestions before hearing all pertinent information.

Becomes stressed when faced with managing conflict.

Listens to all sides.

3

Listens to all sides before offering suggestions.

Remains impartial, doesn't allow personal bias to interfere.

Remains calm and presents balanced opinions and alternatives.

Facilitates to resolve disputes. 4 Successfully facilitates among others to resolve disputes.
Defuses situations before they escalate uncontrollably. Maintains composure when faced with escalating conflict.

Successfully navigates hostile situations.

5

Navigates hostile situations by calming others.

Understands underlying "personal" issues.

Operates "behind-the-scenes" to resolve conflict.

2001 Georgia Merit System.

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G-COMPS
GEORGIA'S COMPETENCY DICTIONARY FOR WORKFORCE PLANNING
Relating to People Cluster
COMP: Diversity Management Ability to work harmoniously with others in an environment where diverse cultures, religions, philosophies, genders, and races exist.

Level 1

Behavioral Descriptions Insensitive. Insensitive to diversity in workplace Viewpoint clouded by preconceived notions. Biased by racial, cultural, or gender stereotypes.

Awkward.

2

Awkward in situations requiring sensitivity to diversity issues. Makes shallow attempts to understand others' backgrounds.

Limited willingness to understand others.

Works well with diverse workforce.

3

Works well with individuals from diverse backgrounds. Understands the value of diversity in the workplace.

Respectful of coworkers' rights to be different.

Respects and appreciates similarities and differences. 4 Demonstrates model behavior for working with diverse populations.
Respects and appreciates the similarities and differences among coworkers. Relates to others based on their job performance.

Advocates acceptance. S Advocates, fosters, and embraces awareness and acceptance of diversity.
Appreciates and extols the value to be gained from a diverse workforce.

2001 Georgia Merit System.

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G-COMPS
GEORGIA'S COMPETENCY DICTIONARY FOR WORKFORCE PLANNING
Collaborating & Leading Cluster
COMP: Teamwork Ability to effectively work and complete assignments in group settings. Works cooperatively with others to achieve common goals.

Level 1

Behavioral Descriptions Withdrawn. Openly critical of other's suggestions. Uses negative sarcasm. Offers tactless, inappropriate comments.

Little involvement in group process.

2

Difficulty in accommodating team requirements.

Offers infrequent comments or suggestions.

Works cooperatively with others.

3

Actively provides information and suggestions. Accepts and completes team assignments.

Follows through on commitments to team members.

Encourages team members. Identifies needs and provides assistance to team members. 4 Conducts team-building exercises. Involves everyone on the team.

Manages group dynamics. Cultivates unity and commitment among team members. 5 Forms positive relationships with team members. Unselfishly gives credit to others for accomplishments.

2001 Georgia Merit System.

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G-COMPS
GEORGIA'S COMPETENCY DICTIONARY FOR WORKFORCE PLANNING
Collaborating &Leading Cluster
COMP: Leadership Ability to effectively manage and guide group efforts. Includes providing appropriate level of feedback concerning group progress.

Level 1

Behavioral Descriptions "Plays favorites". Leadership style results in counterproductive behavior among staff. "Plays favorites" in assigning tasks. Criticizes others publicly. Tends to focus on failures or negative behaviors.

Provides minimal instruction and feedback.

2

Often sets unrealistic goals and agendas.

Direct reports often fail to meet goals or objectives.

Effectively sets goals and direction.

3

Provides constructive criticism. Provides explanations to minimize confusion.

Seeks opportunities to motivate others.

Provides guidance. Provides guidance to groups, team members, or other employees. 4 Establishes mentoring relationships. Uses multiple leadership styles depending on situation. Takes an active role in developing motivational strategies.

Challenges others to succeed. Inspires others to exceed expectations.
5 Maintains organizational objectives in guiding others.
Creates positive morale among all employees.

2001 Georgia Merit System.

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TABLE OF CONTENTS

INTRODUCTION

iii

SECTION I: G-COMPS CLUSTERS

1

SECTION II: G-COMPS DICTIONARY

3

SECTION III: G-COMPS SCALES

8

ORAL COMMUNICATION

9

WRITTEN COMMUNICATION

10

READING & READING COMPREHENSION

11

LISTENING

12

FLEXIBILITY

13

SELF-ESTEEM

14

LEARNING

15

INTEGRITY/HONESTY

16

INTERPERSONAL SKILLS

17

CUSTOMER SERVICE

18

NEGOTIATION & INFLUENCE

19

CONFLICT MANAGEMENT

20

DIVERSITY MANAGEMENT

21

TEAMWORK

22

LEADERSHIP

23

TEACHING OTHERS

24

HUMAN RESOURCES MANAGEMENT

25

SELF-MANAGEMENT

26

2001 Georgia Merit System.

G-COMPS
GEORGIA'S COMPETENCY DICTIONARY FOR WORKFORCE PLANNING
Collaborating & Leading Cluster
COMP: Teaching Others Overall concern for the developmental level of an individual or group. Takes steps to explain and provide guidance.

Level 1

Behavioral Descriptions No concern for the development of others. Refuses or shows little interest in helping others with new tasks or procedures. Belittles others' mistakes.

Misses opportunities to develop others.

2

Tells others how to perform tasks with little explanation. Provides minimal feedback to supplement instruction.

Often misses opportunities to reinforce good behavior in others.

Concerned for the development of others. Identifies need for training and coaching.
3 Provides instruction to promote others' development. Offers constructive feedback about errors.

Coaches others to promote knowledge. Explains rationale, demonstrates appropriate behaviors. 4 Provides comprehensive feedback to supplement instruction. Modifies teaching style depending on situation/audience.
Develops others using personal mentoring. Creates learning environment. S Challenges others to seek opportunities to learn. Uses assessment to identify short and long term developmental needs.

2001 Georgia Merit System.

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G-COMPS
GEORGIA'S COMPETENCY DICTIONARY FOR WORKFORCE PLANNING
Collaborating &Leading Cluster
COMP: Human Resource Management The effective distribution of employee assignments with respect to ability and overall goals. Management of influences which effect performance and motivation.

Level 1

Behavioral Descriptions Over/under utilizes employees. Undermines staff morale through inappropriate motivational efforts.

Randomly distributes work assignments.

2

Uses inconsistent methods to improve employee performance. Motivational efforts result in staff performing at minimal level.

Appropriately delegates tasks. Appropriately delegates tasks by considering employee ability. 3 Evaluates and provides feedback on performance. Employs tracking mechanisms to assure attainment of overall goals. Uses rewards to improve performance.

Assesses staff abilities when assigning/delegating tasks. 4 Utilizes reinforcement strategies.
Implements comprehensive staff-development strategies.

Coordinates staff abilities with organizational direction.

S

Empowers others to perform beyond expectations.

Shares organization-wide successes with employees.

2001 Georgia Merit System.

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G-COMPS
GEORGIA'S COMPETENCY DICTIONARY FOR WORKFORCE PLANNING

Action & Results Cluster

COMP: Self-Management The extent to which one plans, prioritizes, sets goals, establishes standards, coordinates tasks, shows concern for deadlines, and tracks progress with respect to personal performance.

Level 1

Behavioral Descriptions Little or no planning. Begins projects with little or no planning. Trouble meeting deadlines. Does not prioritize assignments. Spends disproportionate time completing irrelevant tasks. Often commits to deadlines which are beyond personal abilities.

Creates unrealistic plans. Only gets most important tasks finished on time. 2 Uses poor judgement in determining amount of time necessary to complete tasks. Sometimes commits to deadlines which are beyond personal abilities.

Prioritizes tasks. Prioritizes tasks with respect to importance and time available. 3 Uses realistic estimates in creating timelines for project completion. Categorizes tasks to increase efficiency. Takes steps to improve methods or procedures in order to increase productivity.
Makes structured plan. Makes structured plan - accomplishes strategic short-term goals. 4 Adjusts goals based on new or additional information. Sets goals above expected level. Keeps personallog/tracking system of goals. Meets and exceeds deadlines through efficient time management.
Short and long-term focus. Seeks additional challenges on the job. S Long range goals incorporate personal and career ambitions. Maintains short and long-term focus in the completion of tasks. Driven by both personal and organizational standards to produce results.

2001 Georgia Merit System.

26

G-COMPS
GEORGIA'S COMPETENCY DICTIONARY FOR WORKFORCE PLANNING
Action & Results Cluster
COMP: Conscientiousness Level of concern for own effort and conformity with the rules and policies of an organization. Tendency to follow set procedures and rules. Refers to effort an employee will display during a particular task. Also implies that an individual will work without being monitored.

Level 1

Behavioral Descriptions Low level of effort. Low level of effort toward work. Careless, makes numerous mistakes when working. No concern for quality of product or service. Gives up quickly on difficult tasks, doesn't make additional attempts.

Only meets minimum standards.

2

Makes sufficient effort on enjoyable tasks, lower effort on non-enjoyable tasks.

Only works to meet minimum standards set by organization.

Looks for easiest solution to most problems.

Does more than is required. Will work independently with minimum direction or structure. Persists on challenging or difficult tasks. 3 Follows though on commitments with appropriate action. Assumes personal responsibility for positive and negative outcomes. Committed to organizational rules/goals.

High effort on all tasks. Provides high level of effort on all tasks. 4 Perseveres through unpleasant assignments or tasks without complaining. Tries various approaches until a goal is achieved. Consistently exceeds company/organizational expectations.

Makes extraordinary effort.

S

Makes extraordinary effort to reach solutions or achieve goals.

Internalizes organizational rules/goals.

Holds self accountable for team outcomes.

Takes proactive steps to minimize negative outcomes.

2001 Georgia Merit System.

27

G-COMPS
GEORGIA'S COMPETENCY DICTIONARY FOR WORKFORCE PLANNING
Action & Results Cluster
COMP: Decisiveness Degree to which an individual successfully determines, follows, and persists with a course of action. Requires the consideration of multiple options.

Level 1

Behavioral Descriptions
Indecisive. Fails to make required decisions. Does not base decisions on appropriate information.

Slow to make decisions. Over/under analyzes problems.
2 Sometimes bases decisions on unsound information.
Easily swayed from decisions by dissenting viewpoints.

Decisive.

3

Makes decisions without undo delay. Evaluates options and considers consequences during decision making

process.

Makes well-informed decisions. 4 Makes well-informed decisions utilizing multiple sources of information.
Weighs risk against possible gain. Persists with decisions unless reliable and credible information is offered.

Commits to action.

S

Makes decisions with ease. Has resolve, commits to action.

Makes effective decisions when information is limited.

2001 Georgia Merit System.

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G-COMPS
GEORGIA'S COMPETENCY DICTIONARY FOR WORKFORCE PLANNING

Action &Results Cluster
COMP: Applies Technology to Tasks (Technology Orientation) The use of technology in the performance of one's job. Includes the integration and acceptance of new technology.

Level 1

Behavioral Descriptions Avoids new technology. Lacks basic understanding to operate/use technology applications.

Limits use of technology. 2 Limits use of technology to one or two applications.
Operates machines/equipment/tools improperly.

Uses multiple applications. 3 Uses multiple (existing) technology applications to perform duties.
Uses technology effectively to complete assignments.

Determines best application. 4 Determines best technology application for performing tasks.
Improves processes through unique uses of technology.

Proficient in mUltiple applications.

5

Develops and implements strategies to integrate technology into multiple

business areas.

Proficient in use of multiple technology applications.

2001 Georgia Merit System.

29

G-COMPS
GEORGIA'S COMPETENCY DICTIONARY FOR WORKFORCE PLANNING
Analytical & Conceptual Cluster
COMP: Collects and Organizes Information Manner by which an individual addresses and handles the flow of information. Ability to identify, systematically collect, and organize information for use by self or others in an organization. Information may be new or updated procedures and policies, business contacts, etc.

Level 1

Behavioral Descriptions Does not seek information. Overlooks need for information. Information accumulated in unorganized or haphazard manner.

Collects information from limited sources.

2

Collects information from a limited number of sources. Limits collection of information from easily accessed sources.

Maintains information using simple procedures.

Collects information from multiple sources. Identifies needs for information and collects from multiple sources within the 3 organization. Uses formal procedures to collect and maintain information. Maintains information in clear and easy to access manner. Continually updates outdated information.

Evaluates data for relevance. 4 Uses multiple systems to gather information and evaluates data for relevance.
Maintains sophisticated filing or storage system. Shares relevant information with others.

Synthesizes and applies information.

S

Synthesizes and applies information from multiple sources.

Determines procedures for maintaining and evaluating information.

Develops methods for information sharing.

2001 Georgia Merit System.

30

G-COMPS
GEORGIA'S COMPETENCY DICTIONARY FOR WORKFORCE PLANNING
Analytical & Conceptual Cluster
COMP: Reasoning Ability to breakdown complex items or problems into their component parts. Analyzes and uses information in order to gain understanding or solve problems. Uses information to gain insight into time sequences, causality, varying contingencies, etc.

Level 1

Behavioral Descriptions Has trouble identifying relationships. Discovers only basic or simple relationships. Cannot break down information into component parts.

Understands simple causal relationships.

2

Breaks down simple information into component parts.

Uses and follows standard methods to break down information.

Understands simple causal relationships. (A follows B)

Deciphers information. Solves problems by breaking down items into their component parts. 3 Deciphers information using appropriate rules or methods. Breaks down items and understands relationships among pieces of information. Thinks through problems before developing a solution or taking action.

Breaks down complex items. Breaks down problems/situations/items into component parts and uses 4 information for problem solving. Uses complex/multiple rules to break down and analyze information. Understands causal relationships among various items. Thinks through problems to develop multiple solutions.

Makes inferences through systematic analysis.

Understands complex situations through knowledge, insight, and systematic

5

analysis.

Makes inferences about component parts to generate unique solutions to

problems.

Understands interaction between multiple problems and situations.

2001 Georgia Merit System.

31

G-COMPS
GEORGIA'S COMPETENCY DICTIONARY FOR WORKFORCE PLANNING
Analytical & Conceptual Cluster
COMP: Planning and Evaluation The concurrent management of projects, time, self, and other resources including prioritizing, planning, goal setting, and coordinating with respect to goals and objectives. Ability to create and follow a set path in order to achieve a goal. Ability to determine the effectiveness of a given plan.

Level 1

Behavioral Descriptions Proceeds without a plan. Doesn't evaluate progress against goals.

Generates short-term plans.

2

Creates and follows simple (one or two step) plans.

Fails to see alternative process to achieve goals.

Performs very little evaluation to determine effectiveness of plans.

Establishes plans which emphasize order.

3

Prioritizes items to complete objectives. Uses tools to aid in planning process.

Evaluates progress in relationship to overall goals.

Coordinates plans for multiple projects. 4 Uses systems to coordinate many projects.
Plans for events/situations which could disrupt a project.

Considers organizational goals in planning process. 5 Considers current and future goals in developing and coordinating plans.
Evaluates outcomes in relation to organizational goals.

2001 Georgia Merit System.

32

G-COMPS
GEORGIA'S COMPETENCY DICTIONARY FOR WORKFORCE PLANNING
Analytical & Conceptual Cluster
COMP: Creative Thinking Ability to look at situations from multiple perspectives. Tendency or ability of individual to do something or create something new. Creates solutions to problems using novel methods and processes.

Level 1

Behavioral Descriptions Lacks imagination and creativity. Cannot look at situations in different ways. Does not express or indicate active imagination.

Ideas often incomplete. 2 Comes up with simple alternative solutions.
Solutions limited in scope, incomplete.

Sees different perspectives. 3 Recognizes points for improvement and uses imagination to solve problems.
Ability to look at situations from different perspectives.

Creates innovative products. 4 Experiments with new ideas, methodologies, and procedures.
Creates innovative products and solutions.

Generates new insights.

5

Generates new insights into procedures and methods.

Develops novel programs, processes, and designs.

Implements ground breaking, far reaching, cutting edge plans or procedures.

2001 Georgia Merit System.

33

TABLE OF CONTENTS (continued)

CONSCIENTIOUSNESS

27

DECISIVENESS

28

APPLIES TECHNOLOGY TO TASKS

29

COLLECTS & ORGANIZES INFORMATION

30

REASONING

31

PLANNING & EVALUATION

32

CREATIVE THINKING

33

PROBLEM SOLVING

34

ARITHMETIC &MATHEMATICAL REASONING

35

MANAGES RESOURCES

36

VISION

37

ORGANIZATIONAL AWARENESS

38

EXTERNAL AWARENESS

39

TECHNICAL/PROFESSIONAL EXPERTISE

40

APPENDIX A: G-COMPS Graphic Scales

41

2001 Georgia Merit System.

ii

GCOMPS
GEORGIA'S COMPETENCY DICTIONARY FOR WORKFORCE PLANNING
Analytical &Conceptual Cluster
COMP: Problem Solving The identification of various types of problems along with the creating of workable solutions. Requires the identification and analysis of problems, evaluation of alternatives, and provision of solutions.

Level 1

Behavioral Descriptions Does not create solutions. Solutions made/determined without analyzing the problem. Identifies obvious problems. Doesn't create solutions / relies on others for solutions.

Creates simple solutions.
2 Can identify simple problems and create simple solutions
May search and collect source data for reference

Creates more than one solution.

3

Identifies complex problems and creates more than one solution. Performs simple analysis and evaluation to determine course of action.

Solutions grounded in factual information and proven analytical methods.

Identifies root-cause of complex problems. Identifies root-cause of complex problems and creates multiple solutions. 4 Uses information/research from two or more sources for analysis and evaluation. Generates alternative solutions in response to failure.

Identifies relationships between complex problems. Uses extensive information / research for analysis and evaluation. S Creates solutions which reduce chaos. Evaluates alternative solutions prior to implementation.

2001 Georgia Merit System.

34

G-COMPS
GEORGIA'S COMPETENCY DICTIONARY FOR WORKFORCE PLANNING
Analytical &Conceptual Cluster
COMP: Arithmetic & Mathematical Reasoning
Uses and applies mathematical techniques, processes, and concepts to understand and solve problems. Applies understanding of mathematics, either explicitly or implicitly, to perform basic computations, apply mathematical processes or utilize tools, analyze problems, identify or specify patterns, and draw conclusions.

Level 1

Behavioral Descriptions Minimal. Attempts basic computations. Must use calculator to complete basic mathematical calculations.

Basic. 2 Performs basic computations to complete job tasks.
Uses basic numerical concepts such as whole numbers and percentages. Makes reasonable estimates of mathematical problems without a calculator.

Proficient. Independently applies mathematical techniques to solve practical problems. 3 Creates tables, graphs, diagrams, and charts to store or explain quantitative information.

Advanced. Understands role of chance in the occurrence and prediction of events. 4 Performs complex computations and interprets results. Uses mathematical/statistical software.

Esteemed Expresses complex mathematical concepts orally and in writing. Aggregates vast quantitative data; Identifies and explains trends and other 5 characteristics. Serves as key organizational resource for mathematical problems. Proficient with multiple mathematical/statistical software applications.

2001 Georgia Merit System.

35

G-COMPS
GEORGIA'S COMPETENCY DICTIONARY FOR WORKFORCE PLANNING
Analytical & Conceptual Cluster
COMP: Manages Resources Ability to appropriately allocate a variety of resources which may include, materials, money, facilities, and equipment. Requires the ability to assess needs and track progress.

Level 1

Behavioral Descriptions Wasteful. Poorly plans for resource needs. Careless in resource allocation.

Often runs short. 2 Often runs short on allocated resources.
Uses unreliable methods to determine resource needs.

Maintains appropriate resources. 3 Maintains appropriate levels of resources to meet needs.
Uses set procedures to determine/allocate resources. Resource levels match needs.

Resource allocation determined by analysis. 4 Performs analysis to determine proper allocation of resources.
Continually monitors resource needs in relationship to overall goals.

Forecasts resource needs. 5 Forecasts resource needs using extensive ongoing analysis.
Develops procedures for monitoring and evaluating resources.

2001 Georgia Merit System.

36

G-COMPS
GEORGIA'S COMPETENCY DICTIONARY FOR WORKFORCE PLANNING
Environmental Acumen Cluster
COMP: Vision Understanding of where an organization is headed in light of internal and external trends and influences.

Level 1

Behavioral Descriptions Does not understand mission. Doesn't understand mission, direction, or goals of the organization. Doesn't care where organization is headed.

Basic understanding. 2 Basic understanding of organizational goals and direction.
Makes minimal contribution toward organizational goals and objectives.

Understands organizational direction. 3 Makes personal contribution toward organizational goals and objectives.
Working knowledge of organizational direction.

Makes connection between influences and vision. 4 Recognizes relationship between trends and influences and where the
organization is headed. Generates unique methods for achieving organizational success.

Maintains long-range perspective.

S

Maintains dynamic vision of the organization's long-range perspective.

Understands both internal and external elements which effect the organization.

Communicates direction to all levels of the organization.

2001 Georgia Merit System.

37

G-COMPS
GEORGIA'S COMPETENCY DICTIONARY FOR WORKFORCE PLANNING
Environmental Acumen Cluster
COMP: Organizational Awareness Understanding of the formal and informal structures within an organization, and the ability to operate effectively within them.

Level 1

Behavioral Descriptions Oblivious. Oblivious to politics or corporate culture. Does not understand rules/policies of organization.

Basic knowledge.

2

Has basic knowledge of formal and informal systems within an organization.

Has difficulty operating within both formal and informal systems.

Follows rules most of the time.

Understands formal and informal elements.

3

Operates effectively within formal and informal organizational systems. Recognizes and acts in accordance with organizational climate and culture.

Follows "chain-of-command" when reporting information.

Understands political forces within an organization.

Forms alliances. 4 Forms alliances to achieve goals
Uses formal and informal organizational systems to meet objectives. Uses political networks to initiate and cause change.

In-depth knowledge. Possesses in-depth knowledge of all organizational systems. 5 Understands the relationship between internal climate and external envi ron ment. Promotes organizational culture.

2001 Georgia Merit System.

38

G-COMPS
GEORGIA'S COMPETENCY DICTIONARY FOR WORKFORCE PLANNING
Environmental Acumen Cluster
COMP: External Awareness Understanding the impact of external trends and influences on organizational functioning.

Level 1 2
3

Behavioral Descriptions Limited or no understanding. Has limited or no understanding of the influence of external factors on the organ ization.
--
Basic understanding. Basic knowledge of external factors which affect the organization. Basic understanding of the organization's position with respect to the external environment.
--
Maintains awareness. Maintains awareness of the various external trends and influences which affect the organization. Seeks information on trends and influences from multiple sources. Keeps up-to-date on trends and influences.

Advanced knowledge. 4 Advanced knowledge of trends and influences affecting the organization.
Utilizes tracking systems to assess trends and influences. Reports information throughout the organization.

Extensive knowledge and insight. Extensive knOWledge and insight into external environment and its impact on 5 the organization. Develops formal procedures for tracking/evaluating trends and influences. Is recognized as the point-of-contact for external items effecting organization.

2001 Georgia Merit System.

39

G-COMPS
GEORGIA'S COMPETENCY DICTIONARY FOR WORKFORCE PLANNING
Specialized Knowledge Cluster
COMP: Technical/Professional Expertise Extent to which an individual possesses and applies job-related knowledge in the completion of work tasks and activities. Includes knowledge gained through formal and informal education or training.

Level 1

Behavioral Descriptions Limited knowledge. Has very limited understanding of body of knowledge required for job. Possesses limited formal or informal training with no experience.

Basic knowledge.

2

Has basic understand of body of knowledge areas required for job. Applies appropriate technical knowledge to some job related tasks.

Operates at the apprentice level, performs work under guidance.

Proficient knowledge. Has proficient knowledge and abilities required for the job. 3 Independently applies skills in completing job tasks. Stays current on new information which applies to job. Demonstrates a depth of knowledge within a specific area.

Advanced expertise. Has advanced expertise in required job-related knowledge. 4 Generates novel or unique ideas in performing job-related activities. Considered organization-wide subject matter expert. Improves systems or procedures which enhance own and others' ability to do work.

Expert. Is considered expert in knowledge and abilities required for the job. Develops systems which have a major impact on organization. S Considered industry-wide subject matter expert. Creates innovative solutions which enhance overall organizational performance. Maintains in-depth knowledge of multiple functional areas.

2001 Georgia Merit System.

40

Appendix A:
G-COMPS Graphic Scales

Basic Communication Cluster

COMP: Oral Communication

1

2

Difficulty communicating
ideas orally.

Appropriately communicates
most ideas.

3
Effectively communicates thoughts, ideas and facts orally.

COMP: Written Communication

1

2

Difficulty communicating ideas in writing.

Appropriately communicates
most ideas.

3
Effectively communicates ideas and facts.

COMP: Reading & Reading Comprehension

1

2

3

Minimal.

Basic.

Proficient.

4
Makes compelling oral presentations.
4
Generates compelling
written documents.
4
Advanced.

5
Makes dynamic oral presentations.
5
Generates dynamic written documents.
5
Esteemed. 42

Basic Communication Cluster (continued)

COMP: Listening

1

2

3

Does not listen or listens poorly.

Listens in most situations.

Demonstrates good listening
skills.

4
Attentive to the speaker's overall message.

5
Gives speaker undivided attention.

43

INTRODUCTION Welcome to G-COMPS, Georgia's Competency Dictionary for workforce planning. While G-COMPS was initially developed to assist state agencies in completing the FY2003 workforce planning requirements, the goal of the Georgia Merit System is to expand its use across multiple human resource arenas. GCOMPS provides a consistent framework by which state agencies will be able to determine the competencies required for a particular job, and appraise the current and future competency levels of their workforce.

DEVELOPMENTAL PROCESS

The G-COMPS dictionary and scales represent a blending of a number of

existing competency models including:

I.

The Multipurpose Occupational Systems Analysis Inventory - Closed-

Ended (MOSAIC)

II. The Secretary's Commission on Achieving Necessary Skills (SCANS)

III. Scales based upon the research of Hay/McBer

IV. Georgia Merit System competency models developed for:

A. Georgia Bureau of Investigation

B. Department of Audits

V. Simplified Analyst Rating Tool (SMART Job Evaluation System)

Following the construction of a competency crosswalk showing the interrelationship between these models, an affinity analysis yielded a total of 30 competencies to be included in G-COMPS. In the final step of the process, the crosswalk was used to construct behavioral scales for the 30 competencies, each with five different levels.

2001 Georgia Merit System.

iii

Personal Effectiveness Cluster

COMP: Flexibility

1

2

Does not accept
changes.

Accepts changes reluctantly.

3
Changes as needed to get the
job done.

COMP: Self Esteem (Self Concept)

1

2

Expresses negative view
of self.

Often critical of self.

3
Positive view of self.

COMP: Learning

1

2

Does not acquire new knowledge and
skills.

Reluctantly acquires new knowledge and
skills.

3
Acquires new knowledge and
skills.

4
Willing and open to change.
4
Maintains high self-worth.
4
Anticipates and takes initiative to learn new
skills.

5
Embraces change.
5
Sees self in most positive
light.
5
Seeks new knowledge from multiple
sources. 44

Personal Effectiveness Cluster (continued)

COMP: Integrity / Honesty

1

2

3

Dishonest.

Provides questionable explanations.

Trustworthy.

4
Trusted to hold high-level clearance.

5
Trusted to hold top-level clearance.

45

Relating to People Cluster
COMP: Interpersonal Skills (Working With Others) 123

Inconsiderate.

Not always tactful.

Respectful and considerate.

4
Empathetic toward others.

COMP: Customer Service / Client Orientation

1

2

3

Ignores customer requests.

Uses "quick fix" approach.

Meets customer needs.

COMP: Negotiation and Influence

1

2

Dictates outcomes.

Issues often left unresolved.

3
Uses give and take.

4
Goes beyond customer
expectations.
4
Finds mutually agreeable solutions.

5
Altruistic.

5
Committed to quality service.

5

Orchestrates

situations to

achieve results.

46

Relating to People Cluster (continued)

COMP: Conflict Management

1

2

3

Ignores conflict.

Slow to react.

Listens to all sides.

COMP: Diversity Management

1

2

Insensitive.

Awkward.

3
Works well with diverse workforce.

4
Facilitates to resolve disputes.
4
Respects and appreciates similarities and differences.

5
Successfully navigates hostile situations.
5
Advocates acceptance.

47

Collaborating and Leading Cluster

COMP: Teamwork

1

2

Withdrawn.

Little involvement in group process.

COMP: Leadership

1

2

"Plays favorites".

Provides minimal instruction and feedback.

3
Works cooperatively with others.
3
Effectively sets goals and direction.

4
Encourages team members.
4
Provides guidance.

COMP: Teaching Others

1

2

No concern for the development
of others.

Misses opportunities to develop others.

3
Concerned for the development of others.

4
Coaches others to promote knowledge.

5
Manages group
dynamics.
5
Challenges others to succeed.
5
Develops others using
personal mentoring.
48

Collaborating and Leading Cluster (continued)

COMP: Human Resources Management

1

2

3

Over/under utilizes
employees.

Randomly distributes work
assignments.

Appropriately delegates tasks.

4
Assesses staff abilities when assigning/delegating
tasks.

5
Coordinates staff abilities
with organ izational
direction.

49

Action and Results Cluster

COMP: Self-Management

1

2

Little or no planning.

Creates unrealistic plans.

3
Prioritizes tasks.

4
Makes structured plan.

COMP: Conscientiousness

1

2

Low level of effort.

Only meets minimum standards.

COMP: Decisiveness

1

2

Indecisive.

Slow to make decisions.

3
Does more than is required.

4
High effort on all tasks.

3
Decisive.

4
Makes well informed decisions.

5
Short and long-term
focus.
5
Makes extraordinary
effort.
5
Commits to action.
50

Action and Results Cluster (continued)
CaMP: Applies Technology to Tasks (Technology Orientation) 123

Avoids new technology.

Limits use of technology.

Uses multiple applications.

4
Determines best
application.

5
Proficient in multiple
applications.

51

Analytical and Conceptual Cluster

COMP: Collects and Organizes Information

1

2

3

Does not seek information.

Collects information from limited sources.

Collects information from multiple sources.

COMP: Reasoning

1

2

Has trouble identifying relationships.

Understands simple causal relationsh ips.

3
Deciphers information.

4
Evaluates data for relevance.
4
Breaks down complex items.

COMP: Planning and Evaluation

1

2

Proceeds without a plan.

Generates shortterm plans.

3
Establishes plans which emphasize
order.

4
Coordinates plans for multiple projects.

5
Synthesizes and applies information.
5
Makes inferences through
systematic analysis.

5

Considers

organizational

goals in planning

52

process.

Analytical and Conceptual Cluster (continued)

COMP: Creative Thinking

1

2

3

Lacks imagination and
creativity.

Ideas often incomplete.

Sees different perspectives.

COMP: Problem Solving

1

2

Does not create solutions.

Creates simple solutions.

3
Creates more than one solution.

COMP: Arithmetic & Mathematical Reasoning

1

2

3

Minimal.

Basic.

Proficient.

4
Creates innovative products.
4
Identifies rootcause of complex problems.
4
Advanced.

5
Generates new insights.
5
Understands relationships
between complex problems.
5
Esteemed 53

G-COMPS CLUSTERS Each competency contained within G-COMPS has been assigned to one of eight clusters based upon relevant commonality. The clusters are: Basic Communication Personal Effectiveness Relating to People Collaborating & Leading Action & Results Analytical & Conceptual Environmental Acumen Specialized Knowledge
In the pages that follow, you will find: I. G-COMPS clusters The seven G-COMPS clusters with a listing of the related competencies.
II. G-COMPS dictionary The 30 competencies contained within G-COMPS followed by its definition.
III. G-COMPS behavioral scales The 5-level behavioral scales for each of the 30 competencies contained with GCOMPS. Each page contains the specific competency, cluster identification, definition, and a five-level behavioral scale.

2001 Georgia Merit System.

iv

Analytical and Conceptual Cluster (continued

COMP: Manages Resources

1

2

3

Wasteful.

Often runs short.

Maintains appropriate resources.

4
Resource allocation determined by analysis.

5
Forecasts resource
needs.

54

Environmental Acumen Cluster

COMP: Vision

1

2

Does not understand
mission.

Basic understanding.

3
Understands organizational
direction.

COMP: Organizational Awareness

1

2

Oblivious.

Basic knowledge.

3
Understands formal and informal
elements.

COMP: External Awareness

1

2

Limited or no understanding.

Basic understanding.

3
Maintains awareness.

4
Makes connection
between influences and
vision.
4
Forms alliances.
4
Advanced knowledge.

5
Maintains long-range perspective.
5
In-depth knowledge.
5
Extensive knowledge and insight.
55

Specialized Knowledge Cluster

COMP: Technical/Professional Expertise

1

2

I

Limited knowledge.

Basic knowledge.

3
Proficient knowledge.

4
Advanced expertise.

5
Expert.

56

Section I: G-COMPS Clusters
2001 Georgia Merit System.

G-COMPS
GEORGIA'S COMPETENCY DICTIONARY FOR WORKFORCE PLANNING

GCOMPS Cluster

A. Basic Communication Oral Communication Written Communication Reading & Reading Comprehension Listening
B. Personal Effectiveness Flexibility Self Esteem Learning Integrity / Honesty
C. Relating to People Interpersonal Skills Customer Service Negotiation & Influence Conflict Management Diversity Management
D. Collaborating & Leading Teamwork Leadership Teaching Others Human Resources Management

E. Action & Results
Self-Management Conscientiousness Decisiveness Applies Technology to Tasks
F. Analytical & Conceptual Collects & Organizes Information Reasoning Planning & Evaluation Creative Thinking Problem Solving Arithmetic & Mathematical Reasoning Manages Resources
G. Environmental Acumen Vision Organizational Awareness External Awareness
H. Specialized Knowledge Technical/Professional Expertise

2001 Georgia Merit System.

2

Section II:
G-COMPS Dictionary

2001 Georgia Merit System.

3