ENQA QUALITY ASSURANCE PROFESSIONAL

COMPETENCIES FRAMEWORK

A
Introduction
This document represents the latest efforts of the ENQA Staff Development Group,
as a follow-up to our initial report in April 2014 where we identified, at a high level,
the common core competencies of quality assurance and quality enhancement professionals
in ENQA member agencies.
For this latest work we examined in detail the competencies as a basis for developing a
framework that agencies could use in job design, recruitment and staff development activities.
We have identified competencies for both new entrants to our sector and for experienced
professionals, and a broad range of activities that agencies can use to develop their staff.
We hope that agencies will find it a useful tool that they can adapt for their own purposes and
for ENQA in scheduling future activities.

Douglas Blackstock
Chair, ENQA Staff Development Group

© European Association for Quality Assurance in Higher Education 2016

Cover design and page layout kindly produced by the
Quality Assurance Agency for Higher Education, UK (QAA)
Quality assurance professionals -
core competencies
KNOWLEDGE
Higher education sector knowledge
l Higher education system, and institution and provider types
l The ‘legal’ framework
l Agency procedures
Quality assurance and enhancement
l National reference points and external review methods
l Internal quality arrangements of institutions/providers
l Agency work in other countries, the European dimension

SYSTEMIC/TECHNICAL
Analytical/Problem solving
l Identifying issues and resolving them
l Investigating
l Collecting and analysing information from different sources to inform recommendations
l Probing and interpreting evidence
Project management
l Managing and coordinating work
l Project management
l Financial management

SOCIAL SKILLS
Communication/Teamwork
l Report writing
l Presentation skills
l Influencing and negotiation
l Team leadership and coaching
Autonomy and resilience
l Using judgement, discretion and initiative
l Professional values
l Integrity and resilience under pressure

1
Detailed competencies synthesised from
frameworks of ENQA member agencies
KNOWLEDGE COMPETENCIES
HIGHER EDUCATION SECTOR KNOWLEDGE
Competency level
ŸŸ G
 eneral knowledge of national
higher education system
ENTRY LEVEL STAFF
ŸŸ O
 perational understanding of
universities and colleges,
and other higher education
provider types
ŸŸ U
 nderstanding of higher
education in other countries
is beneficial
ŸŸ A
 wareness of the different
stakeholders in the domestic
higher education sector
ŸŸ In-depth understanding of
the national higher education
EXPERIENCED/SENIOR STAFF
system
ŸŸ A
 ppreciation of challenges
presented across the sector
and internationally
ŸŸ P
 olitical awareness and
appreciation of the drivers
of the domestic higher
education context
ŸŸ U
 nderstanding of the global
nature of higher education
including cross-border
education
Demonstrated by/
assessed through
 pplication form, interview,
A ŸŸ D
presentation
Evidence of
ŸŸ Work experience within the
higher education sector
 pplication form, interview,
A ŸŸ A
presentations, references
Evidence of
ŸŸ Discussion of complex issues
with Board members
ŸŸ D elivery of presentations and
workshops to HEIs on writing a
self-evaluation report, setting up
internal QA teams, development ŸŸ Participation in national higher
of procedures and development
of learning outcomes
ŸŸ Delivery of training for national ŸŸ Undertaking further study
and international reviewers
2
Development activities
 esk-based research including
relevant legislation and agency
documentation
ŸŸ Peer coaching
ŸŸ Informal discussion
ŸŸ Shadowing review
coordinators
ŸŸ Shadowing team meetings
ŸŸ A
 ttendance at relevant
seminars, workshops, courses
and forums
 ttendance at international
seminars, conferences and
workshops, and dissemination
of the information gathered to
colleagues
ŸŸ Participation in and
collaboration with international
projects
education sector, including
liaison visits and field research
ŸŸ Mentoring of junior colleagues
ŸŸ B
 eing mentored by senior
colleagues
 NATIONAL QUALITY ASSURANCE
Competency level
ŸŸ U
 nderstanding of the basic
concept of the national system
for quality assurance and
enhancement and of
the internal quality practices
of institutions
ENTRY LEVEL STAFF
ŸŸ In-depth understanding of
the national quality assurance
system
ŸŸ Understanding of
implementation of quality
assurance techniques in a
broad range of types of higher
education providers
EXPERIENCED/SENIOR STAFF
ŸŸ A
 bility to act as ‘expert’ in one
or more quality assurance
areas
Demonstrated by/ Development activities
assessed through
 pplication form, interview,
A ŸŸ Desk-based research including
presentation relevant legislation and agency
documentation
Evidence of
ŸŸ Peer coaching
ŸŸ Work experience within the
higher education sector ŸŸ Informal discussion
ŸŸ W
 ork experience in a similar ŸŸ Shadowing review
regulatory environment coordinators
ŸŸ W
 illingness and ability to ŸŸ Shadowing team meetings
gradually take responsibility for ŸŸ Attendance at relevant
more complex assignments seminars, workshops, courses
and forums
ŸŸ G
 radual delegation of more
complex assignments by
line manager
ŸŸ O
 bservation of review/
evaluation/audit procedure
ŸŸ S
 hadowing of a colleague
leading to participation as
a review secretary in an
institutional audit/review
Application form, interview, ŸŸ A
 ttendance at international
presentations, references, seminars, conferences and
colleague feedback workshops, and dissemination
of the information gathered
Evidence of
to colleagues
ŸŸ Discussion of complex issues
with Board members ŸŸ P
 articipation in and collaboration
with international projects
ŸŸ D
 elivery of presentations and
ŸŸ P
 articipation in national higher
workshops to HEIs on writing a
self-evaluation report, setting education sector, including
up internal quality assurance liaison visits and field research
teams, development of ŸŸ C
 ompletion of INQAAHE
procedures and development Quality Assurance Professional
of learning outcomes Development Programme
ŸŸ D
 elivery of training for national (QAP)
and international reviewers ŸŸ Mentoring
and for audit secretaries/ ŸŸ Reading specialised publications
coordinators
ŸŸ D
 evelopment of quality
assurance instruments
ŸŸ Quality of thematic analysis
ŸŸ Contribution to working
groups responsible for
the development and
improvement of quality
assurance
ŸŸ C
 ontribution to national and
international quality assurance
discussion
3
 INTERNATIONAL DIMENSION OF QUALITY ASSURANCE AND QUALITY ENHANCEMENT
Competency level
ŸŸ Familiarity with the concept
of the European Higher
Education Area
ENTRY LEVEL STAFF
ŸŸ Understanding of the existence
and role of the European
Standards and Guidelines in
quality assurance
ŸŸ C
 omprehensive knowledge of
how national quality assurance
fits within the context of the
European Standards and
EXPERIENCED/SENIOR STAFF
Guidelines
ŸŸ U
 nderstanding of national
quality assurance in a wider,
international context
ŸŸ A
 bility to operate confidently
in the international quality
assurance arena
Demonstrated by/ Development activities
assessed through
 pplication form, interview,
A ŸŸ D
 esk-based research - reading
presentation relevant documentation
ŸŸ Peer coaching
Evidence of
ŸŸ Work experience within the ŸŸ Work shadowing
higher education sector ŸŸ Involvement in preparation for
ŸŸ K
 nowledge of the European the agency’s ENQA review
Standards and Guidelines, and ŸŸ G
 radual delegation of
the role of ENQA in European assignments involving
quality assurance international perspective
ŸŸ W
 illingness and ability to by line manager
develop knowledge and ŸŸ Networking
understanding and to
gradually take responsibility for
more complex assignments
 pplication form, interview,
A ŸŸ Independent monitoring of and
presentations, references research into developments
in the international higher
Evidence of
education area
ŸŸ Development of evaluation and
ŸŸ Attendance at international
assessment procedures in line
with the European Standards and national seminars and
and Guidelines workshops
ŸŸ Attendance at training events
ŸŸ Dissemination of information
regarding changes and for ENQA experts
developments in the ŸŸ P
 articipation as an expert in
international context, including an ENQA review
development of the European ŸŸ P
 articipation in national or
Standards and Guidelines international ESG-related
ŸŸ C
 ontribution to activities from projects
an international perspective,
either as project leader or
team member
ŸŸ C
 oordination of the agency’s
ENQA review
4
SYSTEMIC/TECHNICAL COMPETENCIES
PROJECT MANAGEMENT (ORGANISATIONAL AND PLANNING SKILLS)
Competency level
ŸŸ B
 asic organisational and
ENTRY LEVEL STAFF
planning skills
ŸŸ A
 bility to manage own
workload and to work
effectively with other teams/
colleagues, meeting deadlines
ŸŸ A
 bility to plan ahead and to
anticipate challenges
ŸŸ E
 xperience in project
management, including the
EXPERIENCED/SENIOR STAFF
development of a project
scope, time management,
budgetary responsibility,
quality assurance,
communications, risk
assessment, procurement
and human resource
considerations
Demonstrated by/ Development activities
assessed through
Interview, presentations, ŸŸ Supervised practice
written test, references ŸŸ Work shadowing
Evidence of ŸŸ Peer coaching
ŸŸ Previous project experience ŸŸ Constructive feedback
ŸŸ Quality and throughput of work through progress meetings
with line manager
ŸŸ Contribution to project work
ŸŸ T
 raining on project
management training
Application form, interview, ŸŸ P
 articipation in international
presentations, references projects
ŸŸ K
 nowledge exchange visits
Evidence of
to other ENQA member
ŸŸ Ability to define the scope
agencies to gather insight
of and launch a new
into areas of good practice for
accreditation/evaluation cycle
implementation in the national
ŸŸ A
 bility to achieve time efficient
agency
realisation of project outcomes
ŸŸ F
 ormal training
ŸŸ A
 bility to achieve cost efficient
(internal or external)
realisation of project outcomes
ŸŸ P
 roduction or supervision of
production of high-quality
material for publication
ŸŸ A
 bility to effectively engage
others in project work to
achieve results
5
 IT AND DATA SKILLS
Competency level Demonstrated by/ Development activities
assessed through
ŸŸ W
 orking knowledge of  pplication form, interview,
A ŸŸ Software training
ENTRY LEVEL STAFF

standard office software presentations, tests ŸŸ Peer coaching

packages
Evidence of ŸŸ Information security and data
ŸŸ A
 wareness of and adherence ŸŸ Work experience protection training
to data protection and security
measures

 orking knowledge of standard Application form, interview,

ŸŸ W ŸŸ D
 evelopment into ‘expert’
office software packages references, tests role for specific area of quality
EXPERIENCED/SENIOR STAFF

ŸŸ A
 bility to interpret a wide assurance
Evidence of
variety of data and make ŸŸ Quality of analytical reports ŸŸ Software training
recommendations ŸŸ Peer coaching
ŸŸ IT responsibility
ŸŸ U
 nderstanding of statistical ŸŸ Information security and data
parameters protection training
ŸŸ C
 omprehensive knowledge of
information security and data
protection regulations
ŸŸ Demonstration and
encouragement of good
practice in information
processing and storage

6
 PROBLEM SOLVING/ANALYTICAL SKILLS AND CONTINUOUS LEARNING SKILLS
Competency level
ŸŸ A
 bility to grasp new concepts,
and comprehend approaches and
systems
ŸŸ A
 bility to process and interpret
complex data and information
from a wide variety of sources,
ENTRY LEVEL STAFF
Demonstrated by/
assessed through
 pplication form, interview,
A ŸŸ Desk-based research
presentations, written test
Evidence of
ŸŸ Previous work experience
ŸŸ Psychology test at interview
Development activities
ŸŸ Work shadowing
ŸŸ A
 ttendance at relevant
workshops, conferences and
training events
ŸŸ P
 eer coaching by senior

distilling essential information from ŸŸ E

 vidence of ability to develop
in-role, and to assume more colleagues
non-essential information
responsibility ŸŸ Participation in working
ŸŸ Ability to formulate results-
ŸŸ A
 bility to develop into role, groups
focussed recommendations and
make decisions based on analysis with a view to working
independently within one
ŸŸ A
 bility to define parameters and
year of appointment
desired objectives
ŸŸ Coaching
ŸŸ A
 bility to anticipate potential
challenges and opportunities ŸŸ S
 econdment to other
through consideration of departments or organisations
environment and data
ŸŸ A
 bility to think and operate flexibly
to meet changing demands and to
seek innovative solutions
ŸŸ A
 bility to grasp new concepts Application form, interview, ŸŸ D
 evelopment into ‘expert’
quickly, and to comprehend presentations, references, role for specific area of
approaches and systems written test, published work quality assurance
ŸŸ A
 bility to comprehend complex Evidence of ŸŸ Formal training
interrelationships, identifying ŸŸ Quality of written work and of ŸŸ Participation in working
individual components and proposals and decisions groups
interplay between them and the
ŸŸ D
 evelopment of standards ŸŸ Secondment to other
individual, workable issues arising
and criteria for evaluation departments or organisations
ŸŸ A
 bility to direct and coordinate and review ŸŸ Knowledge exchange visits
complex projects with various
ŸŸ Ability to synthesise to other ENQA member
stakeholders
evaluation reports by organisations to gain insight
EXPERIENCED/SENIOR STAFF

ŸŸ A
 bility to process and interpret scientific area into examples of good
data from a wide variety of sources, practice
ŸŸ D
 evelopment of method
distilling essential information from
handbooks and evaluation ŸŸ Continuous professional
non-essential information
procedures development and education
ŸŸ A
 bility to define and articulate
ŸŸ D
 evelopment of reporting and
parameters and desired objectives,
summary reporting methods
encouraging others to adopt and
deliver on those objectives ŸŸ K
 nowledge sharing based on
experiences at a national and
ŸŸ Ability to formulate results-
international level
focussed and relevant
recommendations and make
timely, accurate and well-informed
decisions based on analysis
ŸŸ A
 bility to anticipate potential
challenges and opportunities
through detailed comprehension of
internal and external environment,
and both the national and
international contexts
ŸŸ A
 bility to structure, organise
and communicate ideas and
information in a way that is
accessible, useful, and encourages
others to adopt them
7
INTERPERSONAL COMPETENCIES
DIPLOMACY AND POLITICAL SENSITIVITY
Competency level Demonstrated by/ Development activities
assessed through
ŸŸ A
 bility to communicate tactfully,  pplication form, interview,
A ŸŸ Peer coaching
ENTRY LEVEL STAFF

using appropriate behaviour and presentations, references, ŸŸ Specific training

reasoning patterns in the event of psychometric testing
ŸŸ S
 hadowing of an audit/
conflict
Evidence of review and/or participation
ŸŸ A
 wareness of the political ŸŸ Working with sensitive as an audit secretary
sensitivity of review and audit information
outcomes
ŸŸ D
 emonstration of respect and
professionalism when expressing
and accepting criticism

ŸŸ A
 bility to communicate tactfully, Application form, interview, ŸŸ Formal training
EXPERIENCED/SENIOR STAFF

using appropriate behaviour and presentations, references, ŸŸ Contribution to working

reasoning patterns in the event of group discussion groups and meetings
conflict
Evidence of
ŸŸ A wareness of the political sensitivity ŸŸ Stakeholder and partner
of review and audit outcomes satisfaction survey
ŸŸ Well-developed interpersonal ŸŸ Informal feedback from
skills which ensure high-quality colleagues and board
outcomes members
ŸŸ D
 emonstration of proactivity
further to feedback
ŸŸ A
 bility to encourage and
engender a respectful
and professional working
environment

8
 COMMUNICATION (ORAL AND WRITTEN)
Competency level Demonstrated by/ Development activities
assessed through
ŸŸ Ability to listen actively  pplication form, interview,
A ŸŸ Work shadowing
ŸŸ A
 bility to articulate ideas and presentations, written test, ŸŸ Supervised practice
concepts clearly, concisely and language test, references
ŸŸ Peer coaching
factually, both orally and in writing Evidence of ŸŸ Desk-based research -
ŸŸ U nderstanding of the need to ŸŸ Previous work experience reading reports created by
share relevant information, and the ŸŸ Ability to communicate other colleagues
ENTRY LEVEL STAFF

constraints within which information with different audiences for ŸŸ Presentation skills training
can or cannot be shared different purposes
ŸŸ Working in a multilingual
ŸŸ Ability to feed back constructively ŸŸ Ability to comprehend and to team environment
to others, and openness to receive communicate information
constructive feedback Ÿ Ÿ Language instruction
ŸŸ Ability to develop in-role, and
ŸŸ Ability to adapt to different to assume more responsibility
audiences, ensuring that messages
ŸŸ Quality of written reports
are clearly articulated in plain,
intelligible language
ŸŸ Ability to construct clear reports
ŸŸ A
 very good practitioner level
knowledge of a second language,
and/or professional practitioner
level knowledge of English
ŸŸ A
 bility to listen actively and to Application form, interview, ŸŸ Presentation skills training
distil and communicate key issues presentations, references, ŸŸ A
 ssignment of complex
from lengthy conversations/ feedback from colleagues and quality assurance tasks
presentations stakeholders, group discussion
ŸŸ Assuming Chairmanship
ŸŸ A
 bility to comprehend and Evidence of responsibilities for working
persuasively articulate complex ŸŸ Previous work experience groups
ideas and concepts clearly,
ŸŸ A
 bility to communicate ŸŸ W
 orking in a multilingual
concisely and factually, both orally
with different audiences for team environment
EXPERIENCED/SENIOR STAFF

and in writing
different purposes ŸŸ Language instruction
ŸŸ U nderstanding of the need to
ŸŸ Ability to comprehend and to
share relevant information, and the
communicate information
constraints within which information
can or cannot be shared ŸŸ Willingness to commit to
continuing personal and
ŸŸ Ability to feed back constructively
professional development
to others in a way that is
developmental, and openness to ŸŸ Quality of written reports and
receive constructive feedback and meeting minutes
act upon it
ŸŸ A
 bility to communicate to different
audiences, ensuring that messages
are clearly articulated in plain,
intelligible language
ŸŸ E
 xperience of communicating
complex or sensitive information in
an appropriate manner
ŸŸ A
 very good practitioner level
knowledge of a second language,
and/or professional practitioner
level knowledge of English

9
 PROFESSIONAL ATTITUDE
Competency level Demonstrated by/ Development activities
assessed through
ŸŸ W
 illingness to take responsibility I nterview, presentations, ŸŸ Peer coaching
for own professionalism, including references ŸŸ T
 raining on agency values
seeking information before taking and principles
Evidence of
action
ŸŸ Attitude and behaviour ŸŸ Review/audit shadowing
ŸŸ Ability to communicate respectfully and/or participation as an
ŸŸ A
 wareness of own role in relation audit secretary
to the internal and external
ENTRY LEVEL STAFF

environment
ŸŸ Considerate in the use of resources
ŸŸ S
 ervice-focussed, and able to
empathise with stakeholder needs
and expectations
ŸŸ C
 ommitment to providing the best
possible service through flexibility
and compliance with procedure
ŸŸ A
 dherence to the agency’s values
and principles
ŸŸ A
 ppreciation of importance
of demonstrating commonly-
accepted professional conduct,
values and principles at all times

ŸŸ W
 illingness to take responsibility Application form, interview, ŸŸ Peer coaching
EXPERIENCED/SENIOR STAFF

for own actions, and for those of
direct reports
ŸŸ Ability to communicate respectfully ŸŸ Employer references
and model agency values and
principles
ŸŸ Service-focussed, and able
to the need for flexibility to
meet stakeholder needs and
expectations
ŸŸ Comprehension of procedural
and resource requirements and
awareness of need to balance
compliance with flexibility
presentations, references ŸŸ Training on agency values
and principles
Evidence of
ŸŸ Review/audit shadowing
and/or participation as an
ŸŸ Attitude and behaviour
audit secretary
ŸŸ Design of ‘fit for purpose’
ŸŸ Attendance at national and
procedures
international workshops
ŸŸ Design of processes and
instruments which meet
stakeholder need
ŸŸ Representation of the agency
at national and international
level

10
 TEAMWORK AND FLEXIBILITY
Competency level Demonstrated by/ Development activities
assessed through
ŸŸ Commitment to working I nterview, presentations, ŸŸ Shadowing of coordinators
collaboratively for the benefit of references, written test ŸŸ P
 articipation in project
the organisation team work
Evidence of
ŸŸ Solutions-focus ŸŸ Previous work experience
ENTRY LEVEL STAFF

ŸŸ W
 illingness to take responsibility ŸŸ A
 bility to develop in-role,
for own actions and activities and to assume more
ŸŸ A
 bility to organise resources to responsibility
accomplish tasks with maximum ŸŸ Informal feedback gathering
efficiency from colleagues and external
ŸŸ A
 bility to integrate into and stakeholders
contribute effectively to teams that
work together to perform tasks
ŸŸ A
 bility to use appropriate
teamworking methods to steer
other team members towards
set goals

ŸŸ Commitment to working Application form, interview, ŸŸ P

 articipation in senior
collaboratively for the benefit of presentations, references, level meetings
the organisation group discussion ŸŸ Work experience
EXPERIENCED/SENIOR STAFF

ŸŸ Commitment to continuous Evidence of

improvement, and to identifying ŸŸ Feedback from stakeholder
and developing strengths and skills and partner satisfaction
in others surveys
ŸŸ Solutions-focussed taking ŸŸ Informal feedback from
responsibility for own actions and colleagues
activities, and ability to encourage
ŸŸ Contribution to working
others to do so
group meetings which
ŸŸ Ability to organise resources to achieve desired results
accomplish tasks with maximum
efficiency, including the
management of projects within
specified budgetary restraints
ŸŸ A
 bility to use appropriate
teamworking methods to steer
other team members towards
set goals

11
 PERSONAL RESILIENCE (STRESS AND PRESSURE RESISTANCE)
Competency level Demonstrated by/ Development activities
assessed through
ŸŸ A
 bility to manage emotions and I nterview, presentations, written ŸŸ S
 pecific training on stress in
demonstrate integrity under test, psychometric test the workplace
pressure ŸŸ Constructive feedback
Evidence of
ŸŸ A
 bility to adopt a considerate in progress meetings with
ENTRY LEVEL STAFF

ŸŸ Previous work experience

approach to others line manager
ŸŸ A
 bility to develop in-role,
ŸŸ A
 bility to manage conflict and and to assume more
take responsibility for and responsibility
resolve matters
ŸŸ Informal feedback gathering
ŸŸ R
 eflective approach to own role from colleagues and external
and its interrelation with others, stakeholders
as well as to own strengths and
weaknesses
ŸŸ A
 bility to accept and act upon
constructive criticism and reflect
upon own behaviour
ŸŸ A
 bility to manage emotions and Interview, presentations, ŸŸ S
 pecific training on stress
demonstrate integrity written test, psychometric test management
ŸŸ C
 ollegiate, considerate and Evidence of ŸŸ S
 pecific training on conflict
EXPERIENCED/SENIOR STAFF

empathetic in approach ŸŸ Informal feedback from management

ŸŸ A
 bility to manage conflict, colleagues ŸŸ Constructive feedback in
both with and between others, ŸŸ Contribution to working meetings with line manager
constructively groups and senior level
ŸŸ A
 bility to take responsibility for and meetings
resolve matters
ŸŸ A
 bility to both maintain personal
resilience and integrity and
encourage this in others whilst
under pressure
ŸŸ R
 eflective approach to own role
and its interrelation with others,
as well as to own strengths and
weaknesses
ŸŸ A
 bility to accept and act upon
constructive criticism and reflect
upon own behaviour

12
 AUTONOMY AND PROACTIVITY
Competency level Demonstrated by/ Development activities
assessed through
ŸŸ A
 bility to identify patterns and I nterview, presentations, ŸŸ Work practice
trends from diverse sources and references
perspectives
ENTRY LEVEL STAFF

Evidence of
ŸŸ Ability to formulate ŸŸ Previous work experience
recommendations for, or where
ŸŸ E
 vidence of ability to develop
appropriate to develop, creative
in-role, and to assume more
and innovative programmes,
responsibility
projects and activities
ŸŸ Informal feedback gathering
ŸŸ A
 bility to resolve work problems
from colleagues and external
independently although more
stakeholders
senior staff will usually be available
to provide help and support should
it be required
ŸŸ A
 bility to identify patterns and Application form, interview, ŸŸ Work practice
trends from diverse sources and references, feedback from
EXPERIENCED/SENIOR STAFF

perspectives colleagues and supervisors

ŸŸ A
 bility to develop creative and Evidence of
innovative programmes, projects ŸŸ Contribution to working
and activities groups and senior level
ŸŸ A
 bility to anticipate challenges management groups
and opportunities and develop
appropriate responses
ŸŸ A
 bility to exercise discretion and
judgement in interpreting guidelines,
regulatory or other statutory
requirements - choosing the
appropriate course of action within
those parameters

13
ENQA Competencies Route Map

Job
Assessment
Job description,
person
specification Competencies
Person Induction programme
Assessment and mentoring:
Application, HE sector understanding,
interview, agency structure,
selection, govenance, policies,
testing processes, systems
Job
Assessment and values

Fit within salary

structure

Job and
Person
Person
Assessment
Assessment
Probation
Personal
(trial period)
development
plan

Competencies
Development
Group and individual
development activities:
Knowledge competencies
(business of agency),
Technical competencies
(training programme
and externally sourced),
Behavioural competencies
(training programme
and mentoring)

14