HrformatsI have attached Format for Employee’s Skill Gap Analysis.
| Competencies Measuring Work-Sheet |
| A checklist you can use to rate the competencies of a workplace learner. |
| Workplace learning competence is the ability to be effective in learning in real time in workplace settings. Use this instrument to rate the competence of a workplace learner who is known to you. There is not a scorecard – it is up to you to use this as you best see fit. |
| For each competency listed, rate his or her level of perceived competence. Use the following scale: |
| 1 = Not applicable. |
| 2 = I perceive him or her to be functioning at a less than effective level in his or her present workplace on this workplace learning competency. |
| 3 = I perceive him or her to be functioning at a somewhat effective level in his or her present workplace on this workplace learning competency. |
| 4 = I perceive him or her to be functioning at an effective level in his or her present workplace on this workplace learning competency. |
| 5 = I perceive him or her to be functioning at a highly effective level in his or her present workplace on this workplace learning competency. |
| Then, place a number from 1 to 7 to indicate how important you believe it to be for this person to improve this workplace-learning competency. A 1 indicates that taking action to build this workplace-learning competency is of highest priority. A 7 indicates that improvement on the competency is of lowest priority. |
| FOUNDATIONAL COMPETENCIES |
| Reading skill: Read to a level of proficiency appropriate for 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-learning competency? (Rate from 1 to 7, with 1 = Most important) |
| Writing skill: Write to a level of proficiency appropriate for 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-learning competency? (Rate from 1 to 7, with 1 = Most important) |
| Computation skill: Apply mathematics to a level of proficiency appropriate for 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-learning competency? (Rate from 1 to 7, with 1 = Most important) |
| Listening skill: Listen effectively and to a level of proficiency appropriate for 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-learning competency? (Rate from 1 to 7, with 1 = Most important) |
| Questioning skill: Pose appropriate questions to others and obtain meaningful and unambiguous answers to those questions. |
| 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-learning competency? (Rate from 1 to 7, with 1 = Most important) |
| Speaking skill: Speak to individuals or present to groups with a level of proficiency appropriate for 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-learning competency? (Rate from 1 to 7, with 1 = Most important) |
| 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 |
| How important do you believe it to be to improve this workplace-learning competency? (Rate from 1 to 7, with 1 = Most important) |
| Individual skills: Demonstrate a willingness to accept responsibility and display self-esteem. |
| 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-learning competency? (Rate from 1 to 7, with 1 = Most important) |
| Resource skills: Allocate such resources as time, money, people, and information appropriately to learn in the workplace. |
| 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-learning competency? (Rate from 1 to 7, with 1 = Most important) |
| Interpersonal skill: Work cooperatively with others, carry out formal or informal training or mentoring of others, and maintain effective interpersonal relations with customers. |
| 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-learning competency? (Rate from 1 to 7, with 1 = Most important) |
| Informational and technological skill: Acquire and analyze data from various sources. |
| 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-learning competency? (Rate from 1 to 7, with 1 = Most important) |
| 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 |
| How important do you believe it to be to improve this workplace-learning competency? (Rate from 1 to 7, with 1 = Most important) |
| 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 |
| How important do you believe it to be to improve this workplace-learning competency? (Rate from 1 to 7, with 1 = Most important) |
| Mental modeling: Create, communicate, and critique ingrained (and otherwise taken-for granted) assumptions, beliefs, or values. |
| 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-learning competency? (Rate from 1 to 7, with 1 = Most important) |
| Shared visioning: Formulate, communicate, and build enthusiasm about shared views of the future. |
| 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-learning competency? (Rate from 1 to 7, with 1 = Most important) |
| Team learning skill: Participate effectively and actively in workplace groups and use dialogue and other approaches to formulate, communicate, and test ideas generated by him or her or others. |
| 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-learning competency? (Rate from 1 to 7, with 1 = Most important) |
| Self-knowledge: Demonstrate awareness and understanding of self as learner. |
| 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-learning competency? (Rate from 1 to 7, with 1 = Most important) |
| Short-term memory skill: Remember facts, people, and situations for short time spans, usually about 48 hours or less. |
| 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-learning competency? (Rate from 1 to 7, with 1 = Most important) |
| Long-term memory skill: Remember facts, people, and situations for longer time spans, usually exceeding 48 hours. |
| 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-learning competency? (Rate from 1 to 7, with 1 = Most important) |
| Subject matter knowledge: Possess a solid foundation of background knowledge on the issue or subject that he or she sets out to learn about in the workplace. |
| 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-learning competency? (Rate from 1 to 7, with 1 = Most important) |
| Enjoyment of learning and work: Display joy in the learning process itself and in the work that he or she performs. |
| 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-learning competency? (Rate from 1 to 7, with 1 = Most important) |
| Flexibility: Show a willingness to apply what he or she knows in new ways as conditions warrant their application. |
| 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-learning competency? (Rate from 1 to 7, with 1 = Most important) |
| Persistence and confidence: Show determination to pursue new knowledge or skill, 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 |
| How important do you believe it to be to improve this workplace-learning competency? (Rate from 1 to 7, with 1 = Most important) |
| Sense of urgency: Display sensitivity to the importance of time to self and others. |
| 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-learning competency? (Rate from 1 to 7, with 1 = Most important) |
| Honesty: Give information in a straightforward manner, free of deception, and elicit similar behavior from others. |
| 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-learning competency? (Rate from 1 to 7, with 1 = Most important) |
| 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 |
| How important do you believe it to be to improve this workplace-learning competency? (Rate from 1 to 7, with 1 = Most important) |
| THE PERCEPTIVIST ROLE |
| Work environment analytical skills: Examine work environments for issues or characteristics affecting human performance. |
| 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-learning competency? (Rate from 1 to 7, with 1 = Most important) |
| Sensory awareness: Show sensitivity to stimuli received from the outside world 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 |
| How important do you believe it to be to improve this workplace-learning competency? (Rate from 1 to 7, with 1 = Most important) |
| Open-mindedness: Demonstrate a willingness to see, to observe, and to internalize what the world presents and reinterpret it afresh. |
| 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-learning competency? (Rate from 1 to 7, with 1 = Most important) |
| Humility: Display modesty about what he or she does or does not know, a willingness to listen to fresh perspectives without pretending to know when he or she does not know. |
| 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-learning competency? (Rate from 1 to 7, with 1 = Most important) |
| Analytical skill (synthesis): Break down the components of a larger whole and reassemble them to achieve improved human performance. |
| 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-learning competency? (Rate from 1 to 7, with 1 = Most important) |
| Intuition: Show sensitivity to stimuli generated by him or her from memory or from the application of nonverbal logic. |
| 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-learning competency? (Rate from 1 to 7, with 1 = Most important) |
| THE INFORMATION-GATHERER ROLE |
| Information-sourcing skill: Identify the kind of information needed to satisfy curiosity and show an ability to locate such information from credible sources. |
| 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-learning competency? (Rate from 1 to 7, with 1 = Most important) |
| Information-gathering skill: Collect information by talking to others, asking questions of others, facilitating groups to answer questions, and finding information from other sources. |
| 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-learning competency? (Rate from 1 to 7, with 1 = Most important) |
| Information-organizing skill: Organize or structure information obtained from one 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 |
| How important do you believe it to be to improve this workplace-learning competency? (Rate from 1 to 7, with 1 = Most important) |
| Feedback solicitation skill: Display an ability to solicit feedback on what he or she has learned from others. |
| 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-learning competency? (Rate from 1 to 7, with 1 = Most important) |
| THE ANALYST ROLE |
| Willingness to experiment and gain experience: Show an openness to try out new ideas or approaches, even when they are untested or their results are unknown. |
| 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-learning competency? (Rate from 1 to 7, with 1 = Most important) |
| Internalization skill: Translate general knowledge or information into specific information that can be immediately applied or tested. |
| 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-learning competency? (Rate from 1 to 7, with 1 = Most important) |
| Application of new knowledge skill: Use new knowledge or skill in harmony with 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 |
| How important do you believe it to be to improve this workplace-learning competency? (Rate from 1 to 7, with 1 = Most important) |
| Ability to adapt knowledge to new situations or events: Use new knowledge or skill in creative, unusual, or novel ways. |
| 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-learning competency? (Rate from 1 to 7, with 1 = Most important) |
| THE EVALUATOR ROLE |
| Critical examination of information skill: Reflect on what was learned critically, 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-learning competency? (Rate from 1 to 7, with 1 = Most important |
| Learning how to learn skill: Reflect on how he or she acquired new information or knowledge and find ways to improve the acquisition and application of new knowledge or skill in the future. |
| 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-learning competency? (Rate from 1 to 7, with 1 = Most important) |
| Self-directedness skill: Display a willingness to be proactive about his or her own learning, to take action without needing to be directed to learn or to act by other people. |
| 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-learning competency? (Rate from 1 to 7, with 1 = Most important) |
Click Here To Download Competencies Measuring Work-Sheet
