Competency dictionary
The following 32 competencies are needed, in varying combinations, by PASS staff at UCT. The resource guide offers an indication of the competencies deemed necessary by your colleagues employed in the same job family as you. However, you are free to choose any from the categories below that will provide you with the ability to deliver your KPA's for the review period. Read the whole document before making your selection. The categories are not mutually exclusive (i.e. you can select from more than one category).
| Competencies | Description |
| These competencies are usually required by all staff at UCT. | |
| Client/student service | Making clients/students and their needs a primary focus of one's actions; developing and sustaining productive client/student relationships. |
| Communication | Listening effectively, sharing information, ideas and arguments both oral and written, with diverse audiences, using a variety of communication modes appropriate to the situation. |
| Building interpersonal relationships | Developing and maintaining positive interpersonal relationships with others; displaying empathy; creating an institutional climate in which people from different cultures feel welcome. |
| These competencies are usually required by those managing people and/or departments. | |
| People management including performance management | Using appropriate interpersonal skills to gain commitment from staff; motivating and guiding others to accomplish work objectives by helping to set clear performance expectations; monitoring and guiding progress; seeking and giving feedback. |
| Resource management | Obtaining and managing resources (people, material, information, budget, time) effectively in order to deliver excellent service/achieve outcomes in accordance with self-imposed standards of excellence. |
| Decision-making & problem-solving | Ability to analyse a situation, identify the underlying problem, conceptualise solutions, consider alternatives and implement the most appropriate action whilst drawing from a range of resources, contexts and experiences. |
| Facilitating change | Encouraging others to seek opportunities for different and innovative approaches to addressing problems and opportunities; facilitating the implementation and acceptance of change within the workplace. |
| Building partnerships | Identifying opportunities and taking action to build strategic relationships between one's area and other areas, teams, departments, or organisations to help achieve UCT goals. |
| Functional leadership | Using appropriate interpersonal style, typically one that is facilitative, influential and enabling, to gain acceptance of ideas or plans within area of expertise. |
| All jobs require specific knowledge or skill unique to the required task. Choose one of the following three core competencies. | |
| Technical/Professional knowledge & skill | Attaining a satisfactory level of technical and professional knowledge or skill in position-related areas; keeping up with current developments in area of expertise. |
| Administrative knowledge & skill | Ability to deliver an effective administrative and clerical support function including computer literacy. |
| Task related knowledge & skill | Attaining a satisfactory level of skill to perform tasks whether craft, trade or operational. |
| The following competencies may be required for a variety of jobs. In addition to those above, select only those absolutely core to your job. Take care not to select those that may already be described. | |
| Planning & organising | Effectively planning, scheduling and controlling activities; identifying, integrating and orchestrating the resources (people, material, information, budget, time) required to accomplish goals. Managing own time effectively. Do not select this if you have already selected Resource Management. |
| Results focused | Staying focused on the efforts necessary to achieve quality results consistent with institutional and departmental goals and demonstrating the ability to achieve effective results. |
| Safety awareness | Being aware of conditions that affect others safety; actively monitoring, recording and educating others around unsafe acts and unsafe conditions. Maintaining safety standards within a designated area. |
| Formal presentation | Presenting ideas effectively (including nonverbal communication and use of visual aids) to individuals or groups when given time to prepare; delivering presentations suited to the characteristics and needs of the audience. |
| Sales ability/persuasiveness | Using appropriate interpersonal styles and communication methods to gain acceptance of a product, service, or idea from prospects and clients. |
| Negotiation | Effectively exploring alternatives and positions to reach outcomes that gain the support and acceptance of all parties. |
| Adaptability | Maintaining effectiveness when experiencing major changes in work tasks or the work environment; adjusting effectively to work within new work structures, processes, requirements, or cultures. Do not select this if you have already selected Facilitating Change. |
| Developing others | Planning and supporting the development of individuals' skills and abilities so that they can fulfil current or future job/role responsibilities more effectively; building confidence and capabilities of others through coaching. Do not select this if you have already selected People Management. |
| Quality commitment | Accomplishing tasks by considering all areas involved; consistently showing concern for all aspects of the job; accurately checking processes and tasks; being watchful over a period of time. Do not select this if you have already selected Resource Management. |
| Work standards | Setting high standards of performance for self and others; assuming responsibility and accountability for successfully completing assignments or tasks; self-imposing standards of excellence rather than having standards imposed. Do not select this if you have already selected Resource Management. |
| Impact | Creating a good first impression; commanding attention and respect; showing an air of self- confidence; behaving assertively. |
| Creativity & innovation | Generating and promoting new ideas and using them to develop new or improved processes, methods, systems, solutions, products or services. |
| Information management | Establishing and maintaining ongoing procedures to collect, review and share information needed to manage an organisation or ongoing activities within it. |
| Managing conflict | Dealing effectively with others in an antagonistic situation; using appropriate interpersonal styles and methods to reduce tension or conflict between two or more people. |
| Stress tolerance | Maintaining stable performance and composure under pressure or opposition (such as time pressure or job ambiguity); handling stress in a manner that is acceptable to others and to the organisation. | Teamwork | Actively participating as a member of a team to move the team toward completion of goals; developing and building cohesive team relations to produce required outputs. |
| Continuous learning | Actively identifying new areas for learning; regularly taking advantage of opportunities to learn; applying new knowledge and skill appropriately. |
| Initiating action | Taking prompt action to accomplish objectives; taking action to achieve goals beyond what is required; being proactive. Do not select this if you have already selected Decision-making & Problem-solving. |
| Research support skills | Ability to apply knowledge and skills to support the research process. |
| Budgeting skills | Ability to interpret and manage a budget within budgeting guidelines. |
Note: all the descriptions provided offer a first level of analysis only. Further development of these competency descriptions to differentaite levels of complexity within each competency is recommended.