# A Worksheet for Measuring Competencies

For each competency listed, rate his or her level of perceived competence. Usethe following scale:

1 = Not applicable.

2 = I perceive him or her to be functioning at a less than effective level inhis or her present workplace on this workplace learning competency.

3 = I perceive him or her to be functioning at a somewhat effective level inhis or her present workplace on this workplace learningcompetency.

4 = I perceive him or her to be functioning at an effective level in his orher present workplace on this workplace learning competency.

5 = I perceive him or her to be functioning at a highly effective level inhis or her present workplace on this workplace learningcompetency.

Then, place a number from 1 to 7 to indicate how important you believe it tobe for this person to improve this workplace learning competency. A 1 indicatesthat taking action to build this workplace learning competency is of highestpriority. A 7 indicates that improvement on the competency is of lowestpriority.

**FOUNDATIONAL COMPETENCIES**

** Reading skill: **Read to a level of proficiency appropriate for learning in aworkplace setting.

Not applicable: 1

Less than effective: 2

Somewhat effective: 3

Effective: 4

Highly Effective: 5

How important do you believe it to be to improve this workplace learningcompetency? (Rate from 1 to 7, with 1 = Most important)

** Writing skill:** Write to a level of proficiency appropriate for learning in aworkplace setting.

Not applicable: 1

Less than effective: 2

Somewhat effective: 3

Effective: 4

Highly Effective: 5

How important do you believe it to be to improve this workplace learningcompetency? (Rate from 1 to 7, with 1 = Most important)

** Computation skill:** Apply mathematics to a level of proficiency appropriatefor learning in a workplace setting.

Not applicable: 1

Less than effective: 2

Somewhat effective: 3

Effective: 4

Highly Effective: 5

How important do you believe it to be to improve this workplace learningcompetency? (Rate from 1 to 7, with 1 = Most important)

** Listening skill:** Listen effectively and to a level of proficiency appropriatefor learning in a workplace setting.

Not applicable: 1

Less than effective: 2

Somewhat effective: 3

Effective: 4

Highly Effective: 5

** Questioning skill:** Pose appropriate questions to others and obtain meaningfuland unambiguous answers to those questions.

Not applicable: 1

Less than effective: 2

Somewhat effective: 3

Effective: 4

Highly Effective: 5

** Speaking skill:** Speak to individuals or present to groups with a level ofproficiency appropriate for learning in a workplace setting.

Not applicable: 1

Less than effective: 2

Somewhat effective: 3

Effective: 4

Highly Effective: 5

** Cognitive skills:** Think, draw conclusions, think creatively, make decisions,and solve problems.

Not applicable: 1

Less than effective: 2

Somewhat effective: 3

Effective: 4

Highly Effective: 5

** Individual skills:** Demonstrate a willingness to accept responsibility anddisplay self-esteem.

Not applicable: 1

Less than effective: 2

Somewhat effective: 3

Effective: 4

Highly Effective: 5

** Resource skills:** Allocate such resources as time, money, people, andinformation appropriately to learn in the workplace.

Not applicable: 1

Less than effective: 2

Somewhat effective: 3

Effective: 4

Highly Effective: 5

** Interpersonal skill:** Work cooperatively with others, carry out formal orinformal training or mentoring of others, and maintain effective interpersonalrelations with customers.

Not applicable: 1

Less than effective: 2

Somewhat effective: 3

Effective: 4

Highly Effective: 5

** Informational and technological skill:** Acquire and analyze data from varioussources.

Not applicable: 1

Less than effective: 2

Somewhat effective: 3

Effective: 4

Highly Effective: 5

### INTERMEDIATE COMPETENCIES

** Systems thinking:** View organizations and work from a systems perspective.

Not applicable: 1

Less than effective: 2

Somewhat effective: 3

Effective: 4

Highly Effective: 5

** Personal mastery:** Show willingness to learn and take pride in learning.

Not applicable: 1

Less than effective: 2

Somewhat effective: 3

Effective: 4

Highly Effective: 5

** Mental modeling:** Create, communicate, and critique ingrained (and otherwisetaken-for granted) assumptions, beliefs, or values.

Not applicable: 1

Less than effective: 2

Somewhat effective: 3

Effective: 4

Highly Effective: 5

** Shared visioning:** Formulate, communicate, and build enthusiasm about sharedviews of the future.

Not applicable: 1

Less than effective: 2

Somewhat effective: 3

Effective: 4

Highly Effective: 5

** Team learning skill: **Participate effectively and actively in workplace groupsand use dialogue and other approaches to formulate, communicate, and test ideasgenerated by himself or herself or others.

Not applicable: 1

Less than effective: 2

Somewhat effective: 3

Effective: 4

Highly Effective: 5

** Self-knowledge: **Demonstrate awareness and understanding of self aslearner.

Not applicable: 1

Less than effective: 2

Somewhat effective: 3

Effective: 4

Highly Effective: 5

** Short-term memory skill: **Remember facts, people, and situations for shorttime spans, usually about 48 hours or less.

Not applicable: 1

Less than effective: 2

Somewhat effective: 3

Effective: 4

Highly Effective: 5

** Long-term memory skill: **Remember facts, people, and situations for longertime spans, usually exceeding 48 hours.

Not applicable: 1

Less than effective: 2

Somewhat effective: 3

Effective: 4

Highly Effective: 5

** Subject matter knowledge: **Possess a solid foundation of background knowledgeon the issue or subject that he or she sets out to learn about in theworkplace.

Not applicable: 1

Less than effective: 2

Somewhat effective: 3

Effective: 4

Highly Effective: 5

** Enjoyment of learning and work:** Display joy in the learning process itselfand in the work that he or she performs.

Not applicable: 1

Less than effective: 2

Somewhat effective: 3

Effective: 4

Highly Effective: 5

**Flexibility:** Show a willingness to apply what he or she knows in new ways asconditions warrant their application.

Not applicable: 1

Less than effective: 2

Somewhat effective: 3

Effective: 4

Highly Effective: 5

** Persistence and confidence:** Show determination to pursue new knowledge orskill, even when finding it or mastering it proves more difficult than expected.

Not applicable: 1

Less than effective: 2

Somewhat effective: 3

Effective: 4

Highly Effective: 5

** Sense of urgency: **Display sensitivity to the importance of time to self andothers.

Not applicable: 1

Less than effective: 2

Somewhat effective: 3

Effective: 4

Highly Effective: 5

**Honesty:** Give information in a straightforward manner, free of deception, andelicit similar behavior from others.

Not applicable: 1

Less than effective: 2

Somewhat effective: 3

Effective: 4

Highly Effective: 5

** Giving respect to others:** Defer to others with more experience or knowledge.

Not applicable: 1

Less than effective: 2

Somewhat effective: 3

Effective: 4

Highly Effective: 5

**THE PERCEPTIVIST ROLE**

** Work environment analytical skills:** Examine work environments for issues orcharacteristics affecting human performance.

Not applicable: 1

Less than effective: 2

Somewhat effective: 3

Effective: 4

Highly Effective: 5

** Sensory awareness:** Show sensitivity to stimuli received from the outsideworld based on the use of any one or all of the five senses.

Not applicable: 1

Less than effective: 2

Somewhat effective: 3

Effective: 4

Highly Effective: 5

** Open-mindedness: **Demonstrate a willingness to see, to observe, and tointernalize what the world presents and reinterpret it afresh.

Not applicable: 1

Less than effective: 2

Somewhat effective: 3

Effective: 4

Highly Effective: 5

** Humility:** Display modesty about what he or she does or does not know, awillingness to listen to fresh perspectives without pretending to know when heor she does not know.

Not applicable: 1

Less than effective: 2

Somewhat effective: 3

Effective: 4

Highly Effective: 5

** Analytical skill (synthesis): **Break down the components of a larger whole andreassemble them to achieve improved human performance.

Not applicable: 1

Less than effective: 2

Somewhat effective: 3

Effective: 4

Highly Effective: 5

** Intuition:** Show sensitivity to stimuli generated by him or her from memory orfrom the application of nonverbal logic.

Not applicable: 1

Less than effective: 2

Somewhat effective: 3

Effective: 4

Highly Effective: 5

### THE INFORMATION-GATHERER ROLE

**Information-sourcing skill:** Identify the kind of information needed tosatisfy curiosity and show an ability to locate such information from crediblesources.

Not applicable: 1

Less than effective: 2

Somewhat effective: 3

Effective: 4

Highly Effective: 5

** Information-gathering skill:** Collect information by talking to others, askingquestions of others, facilitating groups to answer questions, and findinginformation from other sources.

Not applicable: 1

Less than effective: 2

Somewhat effective: 3

Effective: 4

Highly Effective: 5

** Information-organizing skill:** Organize or structure information obtained fromone or many sources and categorize it into schemes that permit recall,comparison, or creative reexamination.

Not applicable: 1

Less than effective: 2

Somewhat effective: 3

Effective: 4

Highly Effective: 5

** Feedback solicitation skill:** Display an ability to solicit feedback on whathe or she has learned from others.

Not applicable: 1

Less than effective: 2

Somewhat effective: 3

Effective: 4

Highly Effective: 5

**THE ANALYST ROLE**

** Willingness to experiment and gain experience: **Show an openness to try outnew ideas or approaches, even when they are untested or their results areunknown.

Not applicable: 1

Less than effective: 2

Somewhat effective: 3

Effective: 4

Highly Effective: 5

** Internalization skill:** Translate general knowledge or information intospecific information that can be immediately applied or tested.

Not applicable: 1

Less than effective: 2

Somewhat effective: 3

Effective: 4

Highly Effective: 5

** Application of new knowledge skill: **Use new knowledge or skill in harmonywith the way it was described or characterized from the original source(s).

Not applicable: 1

Less than effective: 2

Somewhat effective: 3

Effective: 4

Highly Effective: 5

** Ability to adapt knowledge to new situations or events:** Use new knowledge orskill in creative, unusual, or novel ways.

Not applicable: 1

Less than effective: 2

Somewhat effective: 3

Effective: 4

Highly Effective: 5

### THE EVALUATOR ROLE

** Critical examination of information skill:** Reflect on what was learnedcritically, offering follow-up questions or new ideas based on the information.

Not applicable: 1

Less than effective: 2

Somewhat effective: 3

Effective: 4

Highly Effective: 5

How important do you believe it to be to improve this workplace learningcompetency? (Rate from 1 to 7, with 1 = Most important

** Learning how to learn skill:** Reflect on how he or she acquired newinformation or knowledge and find ways to improve the acquisition andapplication of new knowledge or skill in the future.

Not applicable: 1

Less than effective: 2

Somewhat effective: 3

Effective: 4

Highly Effective: 5

**Self-directedness skill:** Display a willingness to be proactive about hisor her own learning, to take action without needing to be directed to learnor to act by other people.

Not applicable: 1

Less than effective: 2

Somewhat effective: 3

Effective: 4

Highly Effective: 5

Excerpted from The Workplace Learner by William J. Rothwell. Copyright @ 2002William J. Rothwell. Published by AMACOM Books, a division of AmericanManagement Association, New York, NY. Used with permission. All rights reserved.

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