Student Employability Profiles: Glossary of Competency Terms

General Information

Competencies and Criteria Definitions

For many years organisations have used competencies (often called criteria) as a means of describing the Knowledge, Skills and Attitudes required of job holders. This is a first endeavor at identifying similar criteria for employability skills within the different University subject areas participating in this project. The purpose of this approach is to enable some commonality of language between education and employers and to help students better articulate their transferable skills when applying for jobs outside their study discipline.

This is not an attempt to say that this set is 'right' and that all roles and jobs can be described using them but it is a start in making the whole area of competency based recruitment and assessment more transparent and accessible for academics, students and employers alike. Please try and work with them as far as possible, and update and develop them as new insights and learning occur.

Competency based assessments are used in a wide variety of ways in the world of work, some of these are:

  • Recruitment
  • Assessment
  • Appraisals
  • Career/personal development

Competencies like all tools, are intended to be used flexibly. The fixed element of the definitions are the titles and the short top level descriptions, the indicators serve to illustrate generic examples.

The indicators may be tailored to meet the specific needs of the university subject or employment role. For example Planning and Organising will be different in a Project Manager role and a Software Developer role, it would also be different for a full time student and a part time one. The significance of Planning and Organising is different between these roles and students, and the indicators need to reflect this difference when articulating examples of the skill of planning and organising.

Competencies can be grouped. This document has a standard set of groupings, but particular areas may be better served by combining the competencies into different groups.

Last Point: We will only improve this model by using it. Part of the measure of the success of this competency model will be based on the number of suggestions for improvements. We have already received a number of these and look forward to many more.

Glossary of Terms: Descriptive Criteria and Indicators for Employability Competencies

View by Classification | View Alphabetically

  • i. Cognitive Skills
    The ability to identify, and solve problems, work with information and handle a mass of diverse data, assess risk and draw conclusions.
    • Analysis
      Relates and compares data from different sources, identifying issues, securing relevant information and identifying relationships.
    • Judgement
      Determines the most appropriate course of action and draws conclusions that are based on logical assumptions that reflect factual information.
    • Attention to Detail
      Accomplishes tasks through a concern for all areas involved, no matter how small.
  • ii. Generic Competencies
    High-level and transferable skills such as the ability to work with others in a team, communicate, influence and have interpersonal sensitivity.
    • Planning and Organising
      Establishes a course of action for self and/or others to accomplish a specific goal. Plans proper assignments and appropriate allocation of resources.
    • Influencing
      Influences others by expressing self effectively in a group and in one to one situations.
    • Written Communication
      Expresses ideas effectively and conveys information appropriately and accurately.
    • Questioning
      Uses an appropriate approach to questioning in order to gain information from which to draw conclusions and/or assist in the making of decisions.
    • Listening
      Shows by a range of verbal and non-verbal signals that the information being received is understood.
    • Teamwork / Working with Others
      Builds and develops appropriate relationships with academic staff, peers, colleagues, customers and suppliers at all levels within an organisation.
    • Interpersonal Sensitivity
      Recognises and respects different perspectives and appreciates the benefits of being open to the ideas and views of others.
    • Organisational Sensitivity
      Is sensitive to the effect of his or her actions on other parts of the organisation and adopts a mature, direct and up front style in dealing with conflict.
    • Life Long Learning and Development
      Develops the skills and competencies of self, peers and colleagues through learning and development activities related to current and future roles.
  • iii. Personal Capabilities
    The ability and desire to learn for oneself and improve one's self-awareness, emotional intelligence and performance. To be a self-starter (creativity, decisiveness, initiative) and to finish the job (flexibility, adaptability, tolerance to stress).
    • Personal Development Planning
      Maintains an up to date personal development plan and takes action to ensure personal development takes place.
    • Creativity
      Generates and/or recognises how best practice and imaginative ideas can be applied to different situations.
    • Decisiveness
      Makes decisions and takes action.
    • Initiative
      Identifies opportunities and is pro-active in putting forward ideas and potential solutions.
    • Adaptability / Flexibility
      Maintains effectiveness in a changing environment.
    • Achievement Orientation
      Maintains and inspires a results-driven approach, focuses on results and critical performance indicators.
    • Tolerance for Stress
      Maintains performance under pressure and / or opposition.
    • Leadership
      Takes responsibility for the directions and actions of a team.
  • iv. Technical Ability
    For example, having the knowledge and experience of working with relevant modern technology.
  • v. Business and / or Organisation Awareness
    An appreciation of how businesses operate through having had (preferably relevant) work experience. Appreciation of organisational culture, policies and processes.
    • Organisational Understanding
      Understands the organisation's work environment, internal politics, business objectives and strategy.
    • Commercial Awareness
      Understands the economics of the business. Understands the business benefits and commercial realities from both the organisation's and the customer's perspectives.
    • Financial Awareness
      Understands basic financial terms used in organisations and is able to construct and maintain simple financial records.
  • vi. Practical and Professional Elements
    Critical evaluation of the outcomes of professional practice, reflect and review own practice, participate in and review quality control processes and risk management.
    • Professional Expertise
      Keeps up to date with developments in own areas of professional specialisation. Applies a breadth and/or depth of professional knowledge.
    • Process Operation
      Begins, controls and concludes a complete process or procedure.
    • Image
      Presents a strong, professional, positive image to others at all times, consistent with all people (colleagues, management and peers, customers etc.).

i. COGNITIVE SKILLS

The ability to identify, and solve problems, work with information and handle a mass of diverse data, assess risk and draw conclusions.

Analysis

Relates and compares data from different sources, identifying issues, securing relevant information and identifying relationships.

Indicators:

  • Understands the meaning of written and verbal information.
  • Sees several points of view and weighs up the alternatives accurately.
  • Identifies potential problems, issues, and risks.
  • Seeks out and uses facts where available.
  • Identifies the root cause of a problem.
  • Breaks down complex data and identifies the key information.
  • Relates and compares data from several sources.
  • Distinguishes between facts and assumptions.
Glossary Listing

Judgement

Determines the most appropriate course of action and draws conclusions that are based on logical assumptions that reflect factual information.

Indicators:

  • Demonstrates an unbiased/rational approach.
  • Uses logical arguments/reasoning.
  • Reviews evidence before coming to a conclusion.
  • Identifies alternative courses of action.
  • Uses all relevant available information.
  • Identifies strengths and weaknesses in arguments/situations.
  • Draws clear conclusions from complex information.
Glossary Listing

Attention to Detail

Accomplishes tasks through a concern for all areas involved, no matter how small.

Indicators:

  • Ensures that minor considerations are not overlooked.
  • Checks written work for errors before submitting.
  • Plans activities before undertaking them.
  • Does not deter others from going into detail.
  • Checks facts out (with others or source) where necessary.
Glossary Listing

ii. GENERIC COMPETENCIES

High-level and transferable skills such as the ability to work with others in a team, communicate, influence and have interpersonal sensitivity.

Planning and Organising

Establishes a course of action for self and/or others to accomplish a specific goal. Plans proper assignments and appropriate allocation of resources.

Indicators:

  • Sets priorities to take account of short and long-term needs.
  • Plans course of action before starting projects or activities.
  • Sets targets and priorities.
  • Adjusts work assignments or schedules for self and/or others to meet changing work priorities.
  • Uses a system (e.g. calendar, time management methodology) to keep track of work schedules and deadlines.
  • Has a clear agenda and set of objectives for meetings.
  • Establishes sound procedures to manage and monitor assignments or project.
  • Achieves tasks and assignments within the required timescale.
Glossary Listing

Influencing

Influences others by expressing self effectively in a group and in one to one situations.

Indicators:

  • Gains commitment by putting forward arguments which are supported by logic and facts.
  • Actively influences decisions.
  • Presents arguments that can be supported by facts.
  • Makes fluent and well organised contributions.
  • Uses different approaches and influencing techniques that are appropriate to the people or situation.
  • Speaks clearly and audibly.
  • Contributes concisely.
  • Speaks animatedly i.e. not too quickly.
  • Summarises for the benefit of others/self.
  • Retains the attention of his/her audience.
  • Explains terminology in appropriate language.
Glossary Listing

Written Communication

Expresses ideas effectively and conveys information appropriately and accurately.

Indicators:

  • Conveys complex concepts in words or diagrams.
  • Structures information appropriately with clear introduction and conclusion.
  • Documents are concise and easily understood.
  • Spelling, punctuation and grammar are correct.
  • Reports are well presented and conform to standards.
  • The purpose of the communication is clear and actions are clearly stated.
  • Varies vocabulary, style and tone according to the recipient.
  • Uses appropriate and meaningful headings.
  • Does not use unnecessary words/phrases.
Glossary Listing

Questioning

Uses an appropriate approach to questioning in order to gain information from which to draw conclusions and/or assist in the making of decisions.

Indicators:

  • A set of questions is prepared in advance.
  • Uses open questions to gain a breadth of information, (e.g. begin with how, what, when, where, why and who).
  • Uses probing questions to pick up on relevant areas, (e.g. "You mentioned difficulties with... What were they?").
  • Uses closed questions to force a decision/commitment, (e.g. "Was that the right approach?").
  • Uses leading questions appropriately to limit choice (e.g. "So should I do this or this?").
  • Questions are clear and concise.
Glossary Listing

Listening

Shows by a range of verbal and non-verbal signals that the information being received is understood.

Indicators:

  • Picks out key information in meetings.
  • Actively shows interest.
  • Summarises and tests understanding.
  • Asks questions to clarify understanding and notes key facts.
  • Demonstrates listening by taking notes, playing back what has been said etc.
Glossary Listing

Teamwork / Working with Others

Builds and develops appropriate relationships with academic staff, peers, colleagues, customers and suppliers at all levels within an organisation.

Indicators:

  • Deals with difficult people effectively.
  • Communicates at various levels within organisations.
  • Deals effectively with customer issues.
  • Is respected by academic staff and peers at all levels.
Glossary Listing

Interpersonal Sensitivity

Recognises and respects different perspectives and appreciates the benefits of being open to the ideas and views of others.

Indicators:

  • Allows time for others to understand and contribute.
  • Takes time to understand issues from other standpoints.
  • Ensures that everyone is given the opportunity to contribute.
  • Shares information with rest of the group.
  • Encourages others to contribute.
  • Involves others in the task.
  • Builds on other people's ideas/actions.
  • Acknowledges other people's contributions and perspectives.
  • Avoids showing aggressive behavior and making personal attacks on others.
  • Questions others to establish their views and feelings.
  • Has regard to the impact on people of his/her actions and decisions.
Glossary Listing

Organisational Sensitivity

Is sensitive to the effect of his or her actions on other parts of the organisation and adopts a mature, direct and up front style in dealing with conflict.

Indicators:

  • Puts the good of the organisation before personal advantage.
  • Discusses processes/practices in different parts of the organisation.
  • Asks questions to determine the impact of decisions on others.
  • Knows who needs to be influenced to achieve results.
  • Demonstrates by words and actions that he/she recognises the impact of decisions of others.
  • Actively seeks a win/win solution to professional/business issues.
Glossary Listing

Life Long Learning and Development

Develops the skills and competencies of self, peers and colleagues through learning and development activities related to current and future roles.

Indicators:

  • Provides a good role model for others to follow.
  • Regularly reviews objectives, improvement plans and career development plans.
  • Gives regular feedback on performance, leading to a wide range of learning and development actions.
  • Ensures that opportunities are found to reinforce new and developing skills.
  • Identifies learning opportunities for self and others.
  • Coaches others within own areas of expertise.
  • Gives 'space' to others to develop skills.
  • Encourages the use of mentors and role models.
  • Seeks out opportunities to develop self and others.
Glossary Listing

iii. PERSONAL CAPABILITIES

The ability and desire to learn for oneself and improve one's self-awareness, emotional intelligence and performance. To be a self-starter (creativity, decisiveness, initiative) and to finish the job (flexibility, adaptability, tolerance to stress).

Personal Development Planning

Maintains an up to date personal development plan and takes action to ensure personal development takes place.

Indicators:

  • Regularly reviews career and development plans.
  • Maintains an up to date learning log.
  • Maintains an up to date achievement portfolio.
  • Puts time aside to further own skills and competencies.
  • Initiates development reviews with appropriate others.
  • Actively seeks feedback from colleagues and customers.
  • Uses his/her network to gain feedback on performance.
  • Develops the skills and competencies of peers/colleagues through learning and development activities related to achieving common goals.
  • Provides a good role model for others to follow.
  • Regularly reviews objectives, improvement plans and career development.
  • Gives and requests regular feedback on performance, leading to a wide range of learning and development actions.
  • Ensures that opportunities are found to reinforce new and developing skills.
  • Learns and applies new information effectively.
  • Keeps up to date in his/her area(s) of speciality.
Glossary Listing

Creativity

Generates and/or recognises how best practice and imaginative ideas can be applied to different situations.

Indicators:

  • Tends to see the "whole" of situations.
  • Breaks deadlocks with original thought.
  • Looks for new or better ways of doing things.
  • Produces unusual or lateral ideas.
  • Recognises "innovative" solutions to work/study issues and develops them.
  • Encourages others to think laterally and to generate ideas.
  • Takes a broad and receptive view of situations and courses of action.
  • Builds on other people's ideas.
Glossary Listing

Decisiveness

Makes decisions and takes action.

Indicators:

  • Takes action without being prompted by others.
  • Takes the first step to start a new idea.
  • Makes decisions.
  • Commits self and others.
  • Assesses situations and alternatives quickly.
  • Makes decisions that may result in criticism.
  • Makes decisions based on incomplete information.
Glossary Listing

Initiative

Identifies opportunities and is pro-active in putting forward ideas and potential solutions.

Indicators:

  • Tackles problems/issues without being asked.
  • Often the first to speak/take action.
  • Makes suggestions to solve problems and improve work processes/methods without being asked.
  • Identifies a problem and recommends a solution.
  • Does a job for which he/she is not responsible because it will help colleagues/the department/the company.
  • Takes on tasks outside his/her normal role.
  • Seeks new opportunities.
  • Gets involved.
  • Offers support to others.
  • Sets challenging goals and standards of performance for self and others.
  • Does more than the minimum.
  • Expresses dissatisfaction with the average.
  • Doesn't like "making do".
  • Does a good job for the sake of it.
  • Assigns tasks, actions and dates.
  • Uses control systems, statistics, regular reports, bring ups etc. as appropriate.
  • Monitors and checks plans and follow-up actions to ensure completion of tasks.
  • Assigns tasks, actions and dates.
Glossary Listing

Adaptability / Flexibility

Maintains effectiveness in a changing environment.

Indicators:

  • Changes or modifies approach/style in order to reach the desired goals.
  • Responds positively to external changes: e.g. changes in industry / profession, environment/political changes.
  • Responds quickly to new information.
  • Responds quickly to changes in objectives/direction.
  • Recognises when current approaches will not work.
  • Modifies behavior to obtain results.
  • Changes direction/tackles new tasks and returns to original task with no loss of effect.
  • Handles several activities simultaneously with no loss of control.
  • Adjusts schedules and activities to take account of changing requirements and priorities.
  • Handles a variety of inputs and acts on the priorities.
  • Quickly focuses on new topics.
Glossary Listing

Achievement Orientation

Maintains and inspires a results-driven approach, focuses on results and critical performance indicators.

Indicators:

  • Translates ideas into objectives/goals and actions.
  • Seeks responsibility and challenge.
  • Takes prompt action to get things done.
  • Accepts tight deadlines.
  • Acts to minimise risks.
  • Pursues issues until results are achieved.
  • Identifies business opportunities.
  • Keeps trying to achieve goals despite obstacles or failure.
  • Overcomes setbacks in order to drive forward a plan of action.
  • Effectively attempts to seek answers to questions/information.
Glossary Listing

Tolerance for Stress

Maintains performance under pressure and / or opposition.

Indicators:

  • Works well under time pressure.
  • Relaxes before and/or during key events.
  • Maintains calm appearance under pressure/when busy or opposed.
  • Responds positively when conflict arises.
Glossary Listing

Leadership

Takes responsibility for the directions and actions of a team.

Indicators:

  • Gains the confidence and respect of both academic staff and peers.
  • Motivates others to achieve objectives even when these seem difficult to achieve.
  • Provides a positive work environment (resources, attitude etc).
  • Delegates tasks and responsibility without losing control.
  • Allocates work and responsibilities.
  • Clarifies what needs to be done and sets team objectives.
  • Displays flexibility of style according to group and/or tasks.
  • Addresses issues of weakness and conflict and take appropriate decisions.
  • Develops/encourages a sense of purpose and unity in the team.
  • Sets up processes/plans to make the team more effective.
  • Keeps the objectives of the task in the mind of self and others.
  • Makes unpopular decisions to get the task done.
  • Looked to by others for advice and guidance.
  • Reviews progress against plans.
  • Recognises potential conflict and acts to defuse it.
Glossary Listing

iv. TECHNICAL ABILITY

For example, having the knowledge and experience of working with relevant modern technology.

Technical Knowledge

develops and maintains a knowledge of key trends in technology.

Indicators:

  • Understands how organisations work and how technology supports this.
  • Demonstrates a good knowledge of the industries relevant to the degree subject being studied.
  • Uses technological knowledge when planning, designing, or implementing solutions.
  • Keeps up to date with what is happening within the technological field over and above what is required for the degree programme.
  • Demonstrates a good knowledge of technological advances and the impact of these on working practices and organisational strategies.
Glossary Listing

Technical Application

has experience of using modern technology.

Indicators:

  • Demonstrates a good knowledge of equipment used in own field of study.
  • Knows where to go to find suitable resources both inside and outside their academic institution in order to get relevant technical experience.
Glossary Listing

v. BUSINESS AND / OR ORGANISATION AWARENESS

An appreciation of how businesses operate through having had (preferably relevant) work experience. Appreciation of organisational culture, policies and processes.

Organisational Understanding

Understands the organisation's work environment, internal politics, business objectives and strategy.

Indicators:

  • Ensures contacts are appropriate for the work being undertaken.
  • Knows the relevant internal processes.
  • Demonstrates knowledge of the company's business outside of that specifically required in his/her role.
  • Makes realistic commitments.
  • Delivers outcomes to the agreed level.
  • Seeks to understand changing requirements.
  • Demonstrates a determination to ensure satisfaction.
Glossary Listing

Commercial Awareness

Understands the economics of the business. Understands the business benefits and commercial realities from both the organisation's and the customer's perspectives.

Indicators:

  • Demonstrates breadth of awareness of business knowledge (e.g. recognises issues in finance, sales, marketing).
  • Shows consideration of such business implications as increased revenue/profit, decreased expenditure, increased productivity, improved company image and market share.
  • Identifies new business opportunities.
  • Takes commercial constraints into account.
  • Ability to analyse financial trends (e.g. revenue, profit, productivity) and forecast accordingly.
Glossary Listing

Financial Awareness

Understands basic financial terms used in organisations and is able to construct and maintain simple financial records.

Indicators:

  • Produces and maintains a Profit and Loss account for a project, programme or practice.
    • P
  • Produces a budget.
  • Maintains financial records.
  • Produces forecasts.
  • Sets and meets financial targets.
  • Analyses financial trends (e.g. revenue, profit, cash flow) and forecasts.
Glossary Listing

vi. PRACTICAL AND PROFESSIONAL ELEMENTS

Critical evaluation of the outcomes of professional practice, reflect and review own practice, participate in and review quality control processes and risk management.

Professional Expertise

Keeps up to date with developments in own areas of professional specialisation. Applies a breadth and/or depth of professional knowledge.

Indicators:

  • Learns and applies new information effectively.
  • Keeps up to date in their area(s) of speciality.
  • Effectively presents professional information to others.
  • Makes best use of their professional knowledge when planning, designing and implementing solutions.
  • Shares their professional expertise with others.
  • Demonstrates a knowledge of the latest methodologies and processes in own specialist area.
  • Is part of a professional network.
  • Actively seeks new people to become part of his/her network.
  • Is contacted by others as part of their network.
  • Attends conferences/seminars in his/her area of expertise.
Glossary Listing

Process Operation

Begins, controls and concludes a complete process or procedure.

Indicators:

  • Is familiar with, and can describe the steps involved in, relevant processes or procedures.
  • Operates processes and procedures effectively.
  • Recognises that the department's output is another department's input.
Glossary Listing

Image

Presents a strong, professional, positive image to others at all times, consistent with all people (colleagues, management and peers, customers etc.).

Indicators:

  • Appears smart and tidy.
  • Is relaxed and confident in the company of others.
  • Is enthusiastic/positive.
  • Gives others the impression of professionalism, subject knowledge and assertiveness.
  • Gains attention and respect from others e.g. from initial impact.
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