ASPIRE Entry Level Competence MatrixASPIRE Entry Level Competence MatrixASPIRE Entry Level Competence MatrixASPIRE Entry Level Competence MatrixASPIRE Entry Level Competence MatrixASPIRE Entry Level Competence Matrix

No Definition of Competence Required Level Content of Course to bring participant to required level Method of measurement Author

1 Problem Solving Problem Solving Problem Solving Problem Solving Problem Solving

Identifies the critical information that defines the problem. Analyses and interprets data, focusing on the business perspective. Creates and tests options and their viability. Prioritises and recommends solutions to meet business requirement. Fixes live problems in situ when required. Level 3- skill

1-Quality tools (i.e. defining problem, Ishikawa, 3 times “why”, brainstorm, Pareto,flow charts)2- Data analysing (collecting data, presenting data-tables, charts, trends; reading data)3-proposing solutions –evaluating risks, prioritising Case study Sylwia Czajka (Shell)

2 Target Setting Target Setting Target Setting Target Setting Target Setting

Identifying priorities and action steps for achieving goals. Keeping up-to-date with market factors. Investing appropriate trust in others. Executing tasks and activities well to implement changes. Ensuring that key objectives are met.Provides others with a clear direction. Sets challenging and clearly defined objectives. Co-ordinates group activities. Keeps others focused on tasks. Level 3- skill SMART; Balanced Scorecard; Gantt Chart, SWOT Analysis Group work, Role plays Tomek Stoma (UPM)

3 Communication: Influencing Communication: Influencing Communication: Influencing Communication: Influencing Communication: Influencing

Analyses and defines the problem/issue. Prioritises acceptable outcomes, proposes and tests solutions. Empathises whilst focussing on achieving desired outcome. Remains composed and helpful in all situations Level 3 -skill

1 Problem definition/problem solving tools. 2 Listening, influencing & negotiating skills 3 Reaching agreement, finalizing conclusion & agreeing next steps.

Case study, role play, assessment centre Peter Dunn (HRM)

4 Listening (Communication) Listening (Communication) Listening (Communication) Listening (Communication) Listening (Communication)

Practices attentive and active listening; has the patience to hear people out; can accurately restate opinions of others even when he/she disagrees Level 1-awareness

1. Definition of different response types (silence, asking questions, empathy, analysis, opinion, advising)2. Identification of your own response style and discussing the most response types- practical exercise 3. Effective questions: types and questions to avoid 4. Rephrasing- as a help to be a better listener ( types and practical exercise) 5. Role play in 3-persons group- using various response type in a dialogue and feedback which is the most effective one. Role play Marcelo Mendizabal (IP)

5 Customer focus Customer focus Customer focus Customer focus Customer focus

Being able to recognise and evaluate the various levels of interdependence between stakeholders in a business process. Increased awareness of reactions of internal and external customers to their actions, and of the benefits of emotional intelligence and empathy in effective communication with customers. Is able to prioritise customer needs. Level 2- knowledge

Defining internal/external customers. Outside-in perspective, identifying moments of internal/external customer satisfaction in processes. Active listening. Giving feedback. Case study Keith Byrne (Select Solutions)

6 Cross-Cultural Awareness Cross-Cultural Awareness Cross-Cultural Awareness Cross-Cultural Awareness Cross-Cultural Awareness

Ability to discern and take into account one’s own and others’ world views to be able to…

- solve problems, - make decisions, and - resolve conflicts

…in ways that optimize cultural differences for better, longer lasting, and more creative solutions. Level 2- skill

The course will give participants the tools and skills necessary to demonstrate an understanding of being cross culturally competent when working with associates from a different national culture—by applying knowledge about themselves, the target national culture, and a series of models that form a unique and individual perspective for recognizing cultural differences, identifying a culturally diverse situation, and making more informed choices for exclusive exchanges. Case studies Anna Kopysiewicz (Hewitt)

7 Language skills Language skills Language skills Language skills Language skills

Candidates have to understand and communicate properly with the company’s clients. The level of the language will differ for different companies / processes.Depending from the process different language skills are required. Oral and listening skills will be more utilized in “voice” processes. Reading and writing skills are more suitable for “non-voice” processes. The CEFR (Common European Framework of Reference) should be used as a standard. CEFR

Students' own choice (1- Language courses e.g.: accent, vocabulary adjusting, terminology, etc.2- Conversations with native speakers.

1 – online test (example in link)2 – conversation during interview

Elżbieta Zielińska (Intelenet)

8 Personal and collective accountability Personal and collective accountability Personal and collective accountability Personal and collective accountability Personal and collective accountability

Personal and collective accountability / responsibility - team member take personal responsibility for their results, - takes ownership for the their success and company's success - personal accountability develops an important skill that will help team members to identify the appropriate action to take, avoid blaming others, eliminate victim thinking. - constantly thinks about how own decisions, priorities, and goals contribute to organizational strategy and vision - those with a high degree of personal accountability react and adapt to change far better than those with a low degree of personal accountability by asking themselves how they can best adapt to the ever changing world around them Level 3

Collective (shared) responsibility developed through team exercises, case studies and discussions. Team exercises, case studies Małgorzata Piotrowska (AMS)

9 Shared Service Centres/ Business Process Outsourcing awareness Shared Service Centres/ Business Process Outsourcing awareness Shared Service Centres/ Business Process Outsourcing awareness Shared Service Centres/ Business Process Outsourcing awareness Shared Service Centres/ Business Process Outsourcing awareness

Understanding the business model in which SSCs/BPO operate as well as key benfits resulting from applying this model. Being aware of core competencies that may make employee successful to work in the business sector Level 1 - awareness

1. History and worldwide trends in SSC/BPO business sector.2. The most popular business models applied in SSC/BPO. Differences between insourcing and outsourcing. 3. Definitions of key notions and acronyms like: SSC, BPO, Call Center, KPIs (Key Performance Indicators)4. Key success factors for SSC/BPO operations5.key behaviors and it's implication on operation i.e. attendance, attitude, proactive in gathering information 6. virtual working

Test of knowledge level (answer selection test). Ryszard Skarbek (PMI)

10 IT Skills IT Skills IT Skills IT Skills IT Skills

General knowledge of the computer usage on the daily basis. Programs required:- MS Office (word, excel, power point) - Internet usage (Internet Explorer); ability to search easily for required information Level 3 - skill

1 – IT courses depending from the scope e.g.: Outlook, Excel, etc.2 – On the job training (OJT)

Case study Elzbieta Zielinska (Intelenet)

© ASPIRE - Association of IT & Business Process Services Companies, June 2010 © ASPIRE - Association of IT & Business Process Services Companies, June 2010 © ASPIRE - Association of IT & Business Process Services Companies, June 2010 © ASPIRE - Association of IT & Business Process Services Companies, June 2010 © ASPIRE - Association of IT & Business Process Services Companies, June 2010 © ASPIRE - Association of IT & Business Process Services Companies, June 2010

Level Description

A1

Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type. Can introduce him/herself and others and can ask and answer questions about personal details such as where he/she lives, people he/she knows and things he/she has. Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help.

A2

Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment). Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters. Can describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need.

B1

Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc. Can deal with most situations likely to arise whilst travelling in an area where the language is spoken. Can produce simple connected text on topics which are familiar or of personal interest. Can describe experiences and events, dreams, hopes & ambitions and briefly give reasons and explanations for opinions and plans.

B2

Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialisation. Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party. Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.

C1

Can understand a wide range of demanding, longer texts, and recognise implicit meaning. Can express him/herself fluently and spontaneously without much obvious searching for expressions. Can use language flexibly and effectively for social, academic and professional purposes. Can produce clear, well-structured, detailed text on complex subjects, showing controlled use of organisational patterns, connectors and cohesive devices.

C2

Can understand with ease virtually everything heard or read. Can summarise information from different spoken and written sources, reconstructing arguments and accounts in a coherent presentation. Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in the most complex situations.