Competency Description

Negative Behavioural Indicators

Basic Competency

Advanced Competency 

Vision
Formulating and communicating one’s own vision for the parish; facilitating the incorporation of this and others’ vision into a corporate goal which others own; operating with a good deal of commitment and intentionality which engages others to achieve the vision.

• Fails to see ahead.
• Interested only in own vision.
• Cannot incorporate many ideas into one achievable goal.
• Accept the vision of others without critique or own input.
• Lacks energy, enthusiasm and motivation.
• Is easily dispirited.
• Fails to engage or inspire others.
• Lacks congruence with the vision;being and behaviour are contrary to the desired/enunciated vision.

• Understands the importance of vision for vitality and future-proofing of the church.
• Able to build vision, recognising the need for using outside assistance where required.
• Understands the mission, vision and key objectives of the parish.
• Demonstrates own commitment and motivates others towards the accomplishment of parish objectives.
• Provides guidance and support in area of own expertise.

• Understand the life-giving nature of vision and uses it for the vitality and future-proofing of the church.
• Locates vision within the context of the group’s previous history and future dreams.
• Locates the specific, local vision within the missio dei and the reign of God.
• Formulates organisational objectives on the basis of a chosen vision.
• Shares knowledge of the big picture to aid the team in understanding their role in achieving goals.
• Facilitates goal setting andproblem solving in line with the vision and objectives.
• Inspires individuals towards the accomplishment of the objectives, providing informal and formal coaching and support.
• Lives the vision – models the changes s/he seeks in the world; vision bearer; being and behaviour inspires others to catch and move toward the vision.

Competency Description

Negative Behavioural Indicators

Basic Competency

Advanced Competency 

Change Agent
Facilitating change;facilitating the implementation and acceptance of change.

• Resists change.
• Does not recognise need for change.
• Unaware of change taking place within their context, and its effects.
• Unaware of the effects of the changes they introduce.
• Pathologises and objectifies those who resist or critique change

• Recognises elements of the change process and role of the change agent(s) within it.
• Consciously acts as a change agent.
• Strategises to facilitate change in some areas of the church system.
• Can identify people who will act as change agents.

• Able to apply general change principles to specific contexts.
• Recognises and rewards achievement and those who try to facilitate change.
• Able to strategise and facilitate change at different levels of the organisation and with individuals and self.
• Provides incentives to encourage others to adjust to change and seek opportunities for innovation.
• Models the changes s/he seeks in the world.
• Enables the transformation of others and of society.
• Demonstrates transformation through exercise of leadership and relationships.
• Manages emotional and relationship issues throughout the change process without pathologising or objectifying those people.
• Supports those anxious about change and those leading change.
• Aware of the systemic implications of change and able to deal with them effectively.
• Can deal with negative emotional reactions to change directed at themselves as leader

Competency Description

Negative Behavioural Indicators

Basic Competency

Advanced Competency 

Implementation
Seeking to exert influence, taking charge and leading and directing the efforts of others; having a capacity for keeping others enthusiastic and involved; sets priorities, tracks progress and acts appropriately to ensure targets are met

• Unable to assist others in transition and acceptance of change.
• Makes decisions on too little information or in isolation without regard for the big picture.
• Unable to provide direction and effectively lead or manage staff and volunteers.
• Does not communicate goals and objectives when requesting action from the team.
• Makes decisions independently.
• Does not establish clear priorities.
• Planning is poor or insufficient.
• Is disorganised.
• Reacts to rather than plans for variations in workload.
• Places unreasonable work demands on others.

• Articulates the direction and objectives of the parish and describes the link with overall goals.
• Makes recommendations and builds consensus around these.
• Takes charge of situation lacking ownership or direction.
• Expresses ideas in a manner which changes people’s position on critical issues.
• Provides opportunity for others to ask questions.
• Delegates tasks and activities to appropriate others.
• Takes into consideration others’ skills, abilities and readiness when delegating tasks, responsibility and accountability.
• Plans and organises own work.
• Allocates time effectively.
• Identifies barriers to work progress and recommends solutions.
• Completes tasks thoroughly and on time to meet agreed objectives.
• Keeps others informed of progress.

• Takes charge and establishes direction in line with parish goals.
• Makes decisions, ensures others understand and accept them.
• Maintains own viewpoint in line with best interests of the group.
• Consults key people, involving them in the decision making process to gain their support.
• Sets clear goals, guides the work effort, inspires and challenges the team to continually improve.
• Recognises achievement and those who try to facilitate change.
• Provides incentive to encourage others to adjust to change and seek opportunities for innovation.
• Empowers others with authority, accountability and resources to achieve responsibilities, make decisions and solve problems.
• Able to negotiate/delegate tasks at all levels in the parish.
• Delegates to free up own time to increase contribution to the organisation.
• Coaches others in effective delegation.
• Handles multiple demands and competing priorities.
• Allocates and leverages resources to meet goals.
• Systematically plans a course of action for oneself and others to ensure goals are met.
• Anticipates problems and devises contingency plans.
• Provides staff with time to plan and organise.

Competency Description

Negative Behavioural Indicators

Basic Competency

Advanced Competency 

Faith Brokerage
Demonstrates vibrant personal spiritual growth; is able to relate to others whose faith expression and theology are different;
can clearly relate the faith to the present context and conveys belief that this is important;
engaging with the faith of others and enabling spiritual growth of individuals and groups.

• Neglects personal spiritual routines.
• Does not keep up to date with ideas in scholarship or spiritual formation.
• Intolerant of others’ theology or faith expression.
• Communication of the gospel is not grounded in context

• Maintains a regular spiritual routine during usual work periods.
• Understands the basis of other theologies and faith expression and accepts such people.
• Understands the effect of culture and context on the appropriateness of the communication of faith.
• Communicates the faith and encourages people to join it.
• Regularly reflects theologically on real issues affecting self and members of the group.
• Organises worship which develops spiritual growth of the congregation.
• Able to articulate the theological basis of the vision, objectives and goals of the parish.

• Devotes additional time annually for deeper spiritual work.
• Shows innovation, initiative and commitment in discerning and accessing spiritual growth resources for personal use.
• Maintains mutually beneficial, complex conversations and relationships with people of other theologies/ faith expressions.
• Adapts communication of the faith to a variety of different contexts, including cultural, ethnic, inter-generational, geographical and theological.
• Enthusiastically advocates personal spiritual growth.
• Creates safe space for exploration, interrogation & evaluation of belief.
• Preaches and facilitates worship which nurtures and challenges.
• Helps community reflect theologically on parish goals/ culture & real-life issues.
• Facilitates intersection of parish and community stories with the Big Story.
• Discerns opportunities for facilitating spiritual growth in the local, contemporary context and creatively uses them for effective mission.
• Discerns own and others’ stages of faith, enables growth to next level.

Competency Description

Negative Behavioural Indicators

Basic Competency

Advanced Competency 

Awareness of Context
Understands and allows contextual awareness and experience to influence own and others’ behaviour;
handling diversity;
adapting to contextual realities.

• Has little experience of living in different contexts.
• Is wary of relating to others from another context.
• Cannot distinguish between the different behavioural effects on people of their context.
• Oblivious to nature of own context and its influence on them.

• Has willingly experienced a variety of contexts.
• Has shown effort in learning the ‘language’ of another culture with which the person is or has been connected.
• Recognises more contexts than only ethnic difference.
• In their actions demonstrates tolerance of diversity.
• Is aware of own reluctance in engaging with different contexts, willing to explore reasons.
• Recognises contextual issues when they arise in conflict; recognises need for and seeks specialist skills in contextual conflicts.
• Locates community of faith within a wider community, acts as bridge builder.
• Recognises the tension between gospel and culture as experienced in the local context.
• Interprets scripture with respect to biblical and contemporary contexts.

• Is aware of the influence of a variety of contexts on how people act and think.
• Understands the elements of multiple contexts and the interaction of different contexts on individuals or groups.
• Uses their knowledge of intergenerational, cultural, gender, ethnic and geographical contexts to ensure messages are delivered appropriately.
• Appropriately responds to and utilises the contextual diversity within the parish.
• Welcomes diversity within the parish, enables others to become more comfortable with contextual diversity within the church.
• Skilfully exegetes the community and scripture in terms of context and the reign of God.
• Able to mediate in cultural and contextual conflict.
• Holds the confidence of people from a variety of contexts.
• Transfers learning from own experience to other contexts.
• Can handle and communicate complex ideas about gospel, culture and community.

Competency Description

Negative Behavioural Indicators

Basic Competency

Advanced Competency 

Communication Skills
Exchanging information and ideas in written form in a clear, concise and open manner appropriate for the audience, through a variety of media.

• Communications are ambiguous and confusing – ideas not clearly articulated and/or inappropriate language is used.
• Uses inappropriate methods of communicating information and communication is ineffectively targeted at the audience.
• Unreceptive to audience response
• Fail to structure written communication logically so communication is confusing and its message unclear.
• Grammar/language used is incorrect or inappropriate for the audience.

Written

• Develops documents that effectively communicate to others in the team.
• Uses appropriate terminology
• Writes at the appropriate level for the audience.

Written

• Develops written communications geared for different audiences.
• Develops complex documents which are clear and concise.
• Explains complex concepts clearly using terms appropriate to the audience.
• Develops messages that reconcile different viewpoints.
• Applies innovative approaches to communication.

Competency Description

Negative Behavioural Indicators

Basic Competency

Advanced Competency

Communication Skills
Exchanging information and ideas orally in a clear, concise and open manner appropriate for the audience, through a variety of media. Listening when others are communicating and demonstrating receptivity to ideas presented.

• Fails to actively listen, talks over people and/or does not consider their point of view.
• Lacks confidence in oral communication.

Oral

• Organises and presents own perspective effectively.
• Expresses ideas clearly and concisely.
• Adapts communication content according to the audience.
• Listens actively and responds to others.
• Guides informal discussion between peers to meet a goal.
• Handles sensitive one-to-one conversations effectively; knows when to refer.
• Aware of differences in personality, temperament, learning and communication styles preference and aware of own preferences in these areas.
• Work shows recognition of the importance of communication in achieving.

Oral

• Can prepare and deliver presentations that convey predefined messages to diverse audiences.
• Develops an awareness of the audience while speaking and, where necessary adapts communication accordingly.
• Presents perspective in a manner that persuades others to consider alternative viewpoints.
• Aware of differences in communication preferences, uses these strategically to further the goals of the groups.
• Coaches others in improving written and oral communication within and outside the group.
• Devises ways of effectively communicating the church’s message to the community, coaches others in this process.
• Develops and facilitates a group culture where communication is transparent, congruent with group goals and inclusive.
• Demonstrates effective counselling skills. Refers successfully.

Competency Description

Negative Behavioural Indicators

Basic Competency

Advanced Competency 

Interpersonal Skills
Demonstrating an active concern for people and their needs;
establishes good interpersonal relationships by helping people feel valued and supported;
manages relationships which transform community.

• Insensitive to the needs of others.
• Does not recognise personal issues which impact people’s response and work.
• Experiences difficulty maintaining objectivity and acting in the parishes’ best interests.
• Doesn’t adapt for different personal styles.
• Fails to encourage or recognise and praise accomplishment.
• Never shows emotion, either positive or negative.
• Does not recognise the importance of managing relationships for the benefit of organisations and individuals.

• Inspires others through own actions.
• Supports staff and volunteers.
• Maintains a positive attitude and contributes to a favourable working environment.
• Demonstrates appreciation of others’ perspectives and experiences.
• Demonstrates concern for others’ feelings and problems.
• Recognises and is accepting of individual differences.
• Demonstrates respect for individuals, regardless of role.
• Manages relationships for smooth running of the parish and enables community to develop.

• Builds confidence in success by communicating high expectations of others and confidence in their ability.
• Motivates and encourages others by recognising contributions made and accentuating strength and potential of people.
• Involves others and utilises their input when establishing direction, purposes and objectives.
• Demonstrates active concern/sensitivity toward other’s feelings and problems.
• Perceptive of others’ situations and adjusts own behaviour accordingly.
• Forms close and supportive relationships with staff, handles personal issues sensitively.
• Enables relationships to be mutually transforming.
• Recognises pathology and ‘unhealth’ and leads the community’s response in helpful ways.

Competency Description

Negative Behavioural Indicators

Basic Competency

Advanced Competency 

Personal Character
Demonstrates personal awareness and self-management, acts ethically at all times.

• Is unaware of the way in which own past issues affect present performance.
• Cannot take responsibility for own actions or own work ethic, blames and projects on to others when things go wrong.
• Lacks integrity, is dishonest in communication and dealings with people and with money.
• Is not aware of professional boundaries and encroaches on others’ space.
• Refuses to seek education in the area of personal growth.
• Cannot handle conflict, stress and job complexity or intensity.
• Does not balance family, leisure, recreation, study and work.
• Does not allocate time well.
• Cannot evaluate own effectiveness or level of integrity.

• Realises past influences may affect present performance and can adjust for some of these.
• Knows own personality type and can adjust behaviour and work methods accordingly.
• Is honest in dealings with people and property.
• Knows professional boundaries and acts respectfully towards own and others’ space.
• Updates education in areas of professionalism and character.
• Complies with expectations regarding supervision.
• Handles conflict, stress, job complexity and intensity well.
• Plans use of time and generally achieves good time management.
• Can be self-critical of effectiveness and integrity.

• Creatively uses past experience to enhance present performance.
• Studies personality type and its effect on spiritual growth and preferred work methods, uses this to work more effectively with people.
• Demonstrates a high level of integrity in all areas of work and personal life.
• Understands the issues regarding power in working relationships and within churches, is aware of their effect on themselves and can monitor and educate others.
• Is constantly updating understanding in the area of personal growth; effectively uses means such as supervision, spiritual direction, therapy for personal development.
• Uses time effectively, multi-tasks when appropriate; enables effective use of others’ time.
• Balances quality time across family, leisure, recreation, study and work; withstands pressures to over-work.
• Continually and realistically evaluates own effectiveness and integrity.