## Format for Employee’s Skill Gap Analysis

**I 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 |

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 |

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 |

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 and display 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, and information 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 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 |

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 |

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 otherwise taken-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 shared views 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 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 |

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 |

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 |

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 |

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 |

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 |

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 |

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 |

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 |

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 |

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 or characteristics 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 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 |

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 |

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 |

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 |

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 |

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 |

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 |

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 |

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 |

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 |

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 |

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 |

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 |

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 |

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 |

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