LEARNING, SELF-DEVELOPMENT & REFLECTION

1. LEARNING, SELF-DEVELOPMENT & REFLECTION

BEHAVIOURS	PROFICIENCY LEVEL
Level I: Foundational	Level II: Intermediate	Level III: Advanced
a. Manages life decisions about how, when and where to work; demonstrates capacity to identify work and career options, gain work or career advancement; remains aware of opportunities	Begins to develop some insights into personal goals, preferences, and aptitudes relevant to work, based on some practical experience. Targets some specific occupations and work options, and takes some steps to identify required qualifications, skills, and experience. Identifies and finds ways to address some factors that may be acting as barriers to gaining work and developing career. Seeks advice and guidance when unsure about what to do next or how to go about it.	Draws on past experience to identify preferences, skills and aptitudes and preferred occupation or work roles. Attempts to take control of factors influencing personal career and work life decisions. Develops career plans, identifies pathways, and takes some steps to address immediate barriers and skill gaps that are within own control. Uses a systematic process for developing career, identifying and researching employment options and associated skill and qualification requirements. Recognises the value of advice, and seeks assistance for on going career planning and development.	Keeps abreast of trends and issues, appreciating that the world of work is dynamic, with changing needs and priorities, and that career development is not a linear process that can be closely controlled. Operates from a broad, general career strategy reflecting a clear sense of personal values, interests, goals and priorities, challenging and revising career plans in response to actual or potential contextual and personal changes. Explores the potential to adjust own expectations, skills and knowledge to suit a role, or may develop a new role suited to expertise. Acts intuitively to take advantage of a new option or adapt to unpredicted events.
b. Continually expands own knowledge and skills: identifies and addresses own knowledge gaps and training needs; undertakes learning appropriate to work needs and goals	Recognises own knowledge gaps/training needs once they have been pointed out by others, and takes steps to develop skills, obtain qualifications and/or experience relevant to current or desired work role. Attends mandatory courses/training programs and reads assigned documents to expand skills and knowledge in own field of expertise.	Independently recognises own knowledge gaps and training needs in area of expertise, and exerts deliberate effort to close any gaps. Recognises importance of on-going learning and independently seeks opportunities to attend optional relevant training programs or may initiate and implement a formal learning plan aligned with career goals, or utilise established work-based programs. Proactively searches for supplemental reading to expand skills and knowledge in own field of expertise.	Proactively seeks to identify knowledge gaps and training needs in own and related areas of expertise, and systematically exerts effort to close those gaps. Independently develops informal or formal self-learning programs in a strategic manner to ensure a constant expansion of knowledge and skills in own and related fields of expertise.
c. Applies knowledge and training to professional contexts	Is generally able to apply new knowledge to work tasks, but may have difficulty when the application of knowledge to the task is less obvious or out of context.	Frequently and effectively applies new knowledge to work tasks.	Consistently seeks and identifies novel ways to apply relevant knowledge to a wide variety of work tasks and practical applications.
d. Reflects on and critically evaluates own strengths and weaknesses and pursues development	Recognises own obvious strengths and weaknesses, and works to improve areas requiring immediate development.	Regularly evaluates own strengths and weaknesses and pursues opportunities to develop in necessary areas.	Treats every activity as a source of insights and reflects on performance as an integral part of work life, using a range of formal and informal processes. Systematically evaluates own strengths and weaknesses, critically evaluating both obvious and subtle areas for development and strategically pursuing opportunities for both short and long-term professional development. Continues to hone and refine strengths.

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e. Seeks and reflects on feedback, and learns from successes and failures	Listens to, understands, and accepts both positive and negative feedback offered by team members and supervisors.	Solicits feedback from team members and supervisors; evaluates and reflects on negative feedback as a source of insight into strengths and areas for improvement; identifies lessons to apply in the future.	Routinely solicits and integrates feedback from team members and other professional contacts; thoroughly evaluates and reflects on both successes and failures to improve future performance.
f. Learns from others and seeks mentors	Identifies lessons from the experiences of others and incorporates those lessons into own work behaviours.	Learns from others’ experiences and seeks work-related advice and guidance from experienced professionals.	Willingly solicits advice and learns from others; actively seeks and develops mentoring relationships with experienced professionals.

2. AGILITY, ADAPTABILITY & FLEXIBILITY

BEHAVIOURS	PROFICIENCY LEVEL
Level I: Foundational	Level II: Intermediate	Level III: Advanced
a. Is receptive and motivated to accept and adapt to change as a new challenge; adapts to new situations and modifies approach when required by context; adjusts plans based on changes to achieve outcomes	Evaluates and adjusts plans to account for changing priorities, but may struggle when a major shift in priorities occurs.	Evaluates and adjusts plans to account for changing priorities without much loss of productivity or focus.	Responds flexibly to changing circumstances, maintaining a focus on goals, avoiding reactivity to unplanned events and managing assumptions and expectations of others.
b. Possesses natural inclination towards realism or realistic expectations and adjusts work style and interpersonal behaviour to accommodate different situations and environments	Adjusts work style and interpersonal behavior when asked or required to do so, such as when in a new work environment.	Independently adjusts work style and interpersonal behavior to fit most situations and work environments.	Anticipates the need to adjust work style and adapt behavior to fit nearly every situation or work environment.
c. Accepts and integrates new ideas and information on their merits	Considers the merits of new ideas and information.	Accepts and integrates new ideas and information on their merits, even if contrary to personal opinion or previous experiences.	Consistently solicits and willingly accepts and integrates new ideas and information on their merits, even if contrary to existing knowledge or opinion.
d. Supports and complies with change initiatives	Understands change initiatives and makes efforts to comply.	Accepts, supports, and complies with change initiatives.	Champions change initiatives, acting as a role model for others.
e. Demonstrates capacity to tolerate, and works effectively when faced with, ambiguity	Addresses ambiguity by seeking clarification from others, which may at times slow down productivity.	When faced with ambiguity, quickly seeks clarification or makes own decisions as appropriate while maintaining productivity.	Uses ambiguity as an opportunity to make a greater impact by setting a new direction that is aligned with organisational, government, community, academic, or customer needs.

3. EMOTIONAL RESILIANCE

BEHAVIOURS	PROFICIENCY LEVEL
Level I: Foundational	Level II: Intermediate	Level III: Advanced
a. Demonstrates and exercises self-awareness and self control; manages and regulates behaviours including keeping internal/emotional states and impulses in check and delays gratification; directs and focuses attention on tasks	Recognises own emotions and avoids overly emotional displays, but may exhibit impatience or frustration when under stress.	Recognises own emotions and generally projects a positive attitude; refrains from displaying emotions in a negative manner.	Recognises own emotions and consistently projects a positive attitude and expresses emotions appropriately, even under the most stressful circumstances.
b. Offers suggestions and advocates for own ideas	Makes suggestions or offers ideas when asked and generates an appropriate response to opposition.	Confidently makes suggestions and voices ideas; anticipates obvious objections to ideas and prepares appropriate responses accordingly.	Voices ideas with conviction and actively works to influence others to gain support; anticipates a wide variety of oppositions to ideas and presents solid arguments to address these challenges.
c. Understands how own actions are interpreted by others and creates a positive impression	Is generally aware of how own actions are interpreted by others and attempts to create a positive impression.	Is aware of how own actions are interpreted by others and actively manages behaviors to create a positive impression.	Is aware of how own actions are interpreted by others and actively manages behaviors to establish a long-term positive impression.
d. Maintains focus and productivity under pressure	Handles pressure with little loss of focus or productivity.	Maintains focus and productivity levels when under pressure.	Increases focus and productivity levels when under pressure and is resilient when faced with work problems.
e. Prioritises personal well being and work-life balance and diminishes the negative effects of stress	Understands that self-care is important and attempts to manage stress, but may not be able to prevent work pressures from impacting personal well-being at times.	Finds appropriate ways to diminish work pressures and minimise the negative impact of stress on personal well being and work-life balance.	Makes personal well-being and work-life balance a priority, and successfully alleviates work pressures and stress through healthy outlets.
f. Develops and displays confidence in own capabilities despite obstacles or setbacks	Develops and displays confidence in own capabilities despite minor obstacles or setbacks.	Exhibits confidence in own capabilities when faced with ambiguous situations, obstacles, or setbacks.	Consistently exhibits confidence in own capabilities when faced with complex, ambiguous situations or despite substantial setbacks or significant obstacles.
g. Demonstrates persistence, perseverance and patience, or ongoing effort to do or achieve something despite difficulties, failure, or opposition	Continues work despite changes to objectives and/or deadlines.	Continues work despite changing objectives and/or deadlines, and adjusts deliverables accordingly. Maintains professional composure. Develops strategies using existing resources for achieving objectives following setbacks.	Responds to setbacks by developing alternative approaches to determine the best course of action. Maintains work unit’s effectiveness, quality, and morale during periods of change. Marshalls internal and external stakeholder support in wake of change or setback.

4. PRODUCTIVITY

BEHAVIOURS	PROFICIENCY LEVEL
Level I: Foundational	Level II: Intermediate	Level III: Advanced
a. Sets and/or accepts demanding, but viable, individual goals/objectives/milestones	Sets broad project objectives and strategies. Accepts moderately challenging individual goals and exerts effort to try to achieve them.	Sets specific project objectives and strategies, and identifies major milestones. Sets or accepts demanding individual goals and exerts extra effort, when needed, to try to achieve them.	Sets specific project objectives and strategies, and defines success for each; identifies and documents all relevant milestones. Seeks demanding individual goals and consistently exerts extra effort to try to achieve them.
b. Identifies and obtains resources needed to accomplish work	Correctly identifies most necessary resources to accomplish work and generally ensures those resources will be available when needed.	Correctly identifies and obtains all necessary resources to accomplish work and secures resources in a timely manner.	Correctly identifies and obtains all necessary resources to accomplish work well in advance, and secures resources in a way that effectively balances own needs with those of others in the organization as well as time and cost.
c. Plans, prioritises and organises work activities	Plans and prioritises routine activities with familiar goals and outcomes when beginning work.	Takes responsibility for planning, prioritising and organising own workload in advance of beginning work, identifying ways of sequencing and combining elements for greater efficiency, and considering how to link with the work of others. Organises and prioritises work and personal commitments, with some sense of what is achievable in a timeframe.	Thoroughly plans and takes responsibility for defining key aspects of own workload, and balancing own needs and priorities with those of the work group. Prioritises activities well in advance of beginning work and effectively evaluates and adjusts plans to account for changing priorities without losing productivity or focus.
d. Tracks progress toward project completion	Maintains a general awareness of project progress and status. When unable to meet commitments as agreed, or when circumstances change, is beginning seek guidance on setting new priorities and timeframes.	Regularly monitors and communicates project status using basic metrics or key performance indicators.	Continually monitors and communicates project status using advanced metrics and key performance indicators. Monitors workload in terms of both personal and stakeholder goals and outcomes, adjusting or renegotiating priorities and plans as required.
e. Meets individual goals and objectives	Typically meets fundamental individual goals and objectives.	Consistently meets challenging individual goals and objectives.	Regularly exceeds challenging individual goals and objectives.
f. Evaluates work outcomes to ensure quality standards are met	Evaluates work outcomes to ensure basic quality standards are met.	Regularly evaluates work outcomes to ensure work delivered meets high-quality standards.	Consistently evaluates work outcomes to ensure work delivered meets high-quality standards; does not compromise on quality even when under pressure to cut corners.
g. Pursues tasks with energy, enthusiasm, determination, and autonomy based on intrinsic belief in own ability to accomplish goals	Undertakes set tasks consistent with belief in own ability.	Regularly seeks tasks that extend own ability, and succeeds accordingly.	Consistently and successfully completes personally-sought tasks.
h. Demonstrates capacity to self motivate and motivate others	Encourages and offers support to team members when needed.	Works to understand what drives others and tailors style to attempt to motivate individual team members.	Is a role model for contributing to a positive work environment where individual motivations are understood and team members want to perform at their best.

 

i. Demonstrates initiative/seeks additional responsibilities, as appropriate	Recognises tasks that need to be done and acts without being prompted. After completing own work, takes on additional responsibilities when it is convenient to do so	Independently identifies and addresses opportunities in order to improve a circumstance or create a new one. In addition to completing own work, volunteers for appropriate additional responsibilities within own work area	Proactively seeks opportunities and pursues them unprompted. Anticipates potential problems before they become obvious and formulates an action plan to prevent them from eventuating. Takes personal responsibility for outcomes of own initiative. In addition to completing own work, proactively seeks out additional opportunities and stretch assignments both inside and outside of own work area, as appropriate
j. Respects schedules and deadlines	Manages time acceptably and typically completes work on schedule. Uses a small set of personal and organisation based systems for organising time and commitments e.g. to do lists, electronic scheduler. Takes limited responsibility for decisions regarding sequencing and timing.	Manages time effectively; acts quickly to complete high priority and urgent tasks and completes remaining tasks in a reasonable amount of time.	Manages time effectively; acts with a strong sense of urgency to complete all assigned work, effectively matching pacing to the requirements of the task. Organises time and effort around priorities and results and considers future needs beyond immediate tasks.

5. COACH & MENTOR

BEHAVIOURS	PROFICIENCY LEVEL
Level I: Foundational	Level II: Intermediate	Level III: Advanced
a. Demonstrates ability to foster long-term learning or development of others by providing guidance, coaching, support, and feedback	Provides informal guidance to team members when necessary or when requested; provides performance feedback to others.	Provides guidance to others on tasks or projects within own area of expertise; provides timely feedback on performance and progress in light of expectations and goals, and coaches others to improve performance.	Leads informal teams with clear and accomplished guidance in both own area and related areas of expertise; identifies needs for employee development and provides ongoing, constructive feedback and coaching to others, highlighting both performance strengths and areas for improvement.
b. Motivates and encourages others	Encourages and offers support to team members when needed.	Works to understand what drives others and tailors style to attempt to motivate individual team members.	Acts as a role model for contributing to a positive work environment where individual motivations are understood and team members want to perform at their best.
c. Willingly shares information, trains, and mentors others on areas of expertise	Shares relevant information, knowledge, and skills with others.	Regularly shares information with others, and occasionally trains or mentors team members on areas of expertise.	Proactively engages in opportunities to share information with others, and frequently trains or mentors team members on areas of expertise.

6. WORKING WELL WITH OTHERS

BEHAVIOURS	PROFICIENCY LEVEL
Level I: Foundational	Level II: Intermediate	Level III: Advanced
a. Listens to, recognises, understands, identifies with, and incorporates others’ diverse perspectives, values, feelings, and motives; empathises with others’ feelings, needs, and concerns; sees issues from others’ perspectives and effectively negotiates with them	Listens to others; is generally open to considering others’ thoughts and opinions. Senses and recognises others’ feelings, needs, and concerns. Sees issues from others’ perspectives and attempts to negotiate with them.	Carefully listens to others picking up cues to what is being felt and thought; understands, respects, and fully considers diverse thoughts and opinions. Takes an active interest in, and demonstrates empathy and support for, the feelings, needs, and concerns of others. Sees issues from others’ perspectives and negotiates with them by exploring a range of possibilities, recognising the need for mutual concessions so all parties feel satisfied with the outcome.	Actively listens to others; solicits and incorporates diverse thoughts and opinions, and leverages different viewpoints to improve the quality of group interactions and decisions. Attends to emotional cues and engages with others to obtain an understanding of their feelings, needs, and concerns; withholds judgment and provides empathy and support. Sees issues from others’ perspectives and effectively negotiates with individuals internal and external to the organisation by adopting a range of approaches and maintaining open communication throughout the process to ensure all parties feel positive about the outcome.
b. Develops and maintains effective working relationships/builds rapport	Develops and maintains cooperative working relationships with team members. Establishes connections with a number of people in immediate work context, using some accepted practices for building rapport e.g. adapts tone, content and language to reflect that used by others.	Develops and maintains effective working relationships with a variety of individuals both within and outside of the immediate work group for an extended period of time. Recognises and accommodates individual differences of perspective, priority, and behaviour of others, interpreting a broad range of verbal and non-verbal signals, and asking questions to help understand others’ thoughts and feelings. Uses a range of strategies to establish a sense of connection with others, e.g. looks for common ground, makes casual conversation around a topic of interest to the other party. Monitors responses from others, and may adjust aspects of own behaviour accordingly.	Develops highly effective, collaborative working relationships with a wide network of individuals, including those with different or competing priorities and objectives, and maintains constructive relationships over an extended period of time. Invests time and energy in building rapport with others as an integral part of all work-based interactions. Acknowledges the needs and points of view of others and modifies own behaviour where it will help to build rapport without compromising own core values and principles.
c. Cooperates and collaborates; adapts style to achieve agreement and commitment	Seeks to cooperate with others to achieve results in immediate work context. Contributes to workgroup discussions, recognising and following accepted conventions of social interaction.	Cooperates with others as part of familiar routine activities, and contributes to specific activities requiring joint responsibility and accountability. Plays an active role in workgroup discussions, paying attention to the perspectives of others. Shares information and resources, offers assistance voluntarily. Takes responsibility for meeting commitments to others, e.g. keeps others informed of progress, meets agreed deadlines, discusses problems and seeks support when required.	Invests considerable time and energy in building and maintaining effective working relationships within and beyond immediate work context, recognising and intuitively responding to the subtle and complex mix of factors at play in every interaction. Fosters a collaborative culture within own sphere of influence, facilitating a sense of commitment and cohesion, and highlighting and using the strengths of those involved. Shares knowledge, experience, information, and resources with others as an integral part of work relationships.

 

Adapts style and approach to align with others’ needs and interests in order to effectively influence, reach agreement, and gain commitment from others. Recognises and avoids behaviours that undermine effective interpersonal and group interaction.	Skillfully guides conversations to uncover paths to agreement that leave all parties fully committed to the chosen course of action.
d. Supports team decisions once they have been made and adjusts own workload to help meet team commitments	Follows team decisions once they have been made. Keeps up with own work to help meet team commitments.	Supports team decisions once they have been made even if own recommendations were not adopted. Adjusts own workload to accommodate changing team needs when asked to do so. Is beginning to establish boundaries when negotiating tasks and workloads with others.	Actively promotes team decisions and demonstrates strong commitment to the chosen course of action even if own recommendations were not adopted. Maintains awareness of changing team needs and proactively adjusts own workload to ensure team commitments are met.
e. Attempts to appropriately resolve own work disagreements/conflict	With guidance, handles own work-related disagreements with others in a way that prevents negative situations from escalating.	As appropriate, independently handles own work-related disagreements and resolves them in an acceptable manner.	As appropriate, independently handles own work-related disagreements and resolves them in a constructive and timely manner that enhances working relationships.

7. ORGANISATIONAL AWARENESS

BEHAVIOURS	PROFICIENCY LEVEL
Level I: Foundational	Level II: Intermediate	Level III: Advanced
a. Recognises and understands work roles and expectations, organisational policies, and structures; recognises and acts in accordance with company values, culture, and etiquette	Understands main tasks, responsibilities, and boundaries of own role. Understands own rights in the immediate work context.	Understands the nature and purpose of own role and associated responsibilities, and how it contributes to the work of others in the immediate work context. Understands own rights and raises issues if these are not respected.	Considers own role in terms of its contribution to broader goals of the work environment (e.g. goals of an organisation or a field/industry) and adapts and renegotiates role and responsibilities when this has the potential to increase effectiveness.
b. Responds to legal rights, responsibilities, expectations, and accepted practices of work situations	Takes some personal responsibility for adherence to legal and regulatory requirements and seeks clarification or other assistance when required.	Takes personal responsibility for adherence to legal/regulatory responsibilities relevant to own work context, and draws attention to any issues that may affect self or others. Appreciates the implications of legal and regulatory responsibilities related to own work, and is beginning to recognise some general legal principles applicable across work contexts.	Monitors adherence to legal and regulatory rights and responsibilities for self and possibly others. May develop and implement strategies to raise awareness and change behaviours that might undermine rights and responsibilities, e.g. ways of achieving equal opportunity, improving safety.
c. Navigates formal and informal organisational structure	Develops an awareness of the formal and informal organisational structure and key internal stakeholders.	Is knowledgeable regarding the organisation’s formal and informal structure and internal stakeholders and navigates organisational politics to avoid unnecessary impediments to accomplishing work.	Has a thorough knowledge of the organisation’s formal and informal structure and internal and external stakeholders; leverages organisational politics to more effectively accomplish work and influence outcomes.
d. Understands, balances, and meets internal and external customer/stakeholder demands, needs, and expectations within the organisation’s objectives; responds to customer/stakeholder requests in a timely manner	Understands and meets stated internal and external customer/stakeholder needs and expectations. Seeks appropriate guidance when customers/stakeholders demand more than has been agreed upon. Responds to internal and external customer/stakeholder requests within the required timeframe.	Proactively works with internal and external customers/stakeholders to fully understand and meet their needs and expectations, including those not directly expressed. Generally balances additional customer/stakeholder demands with the needs of the organisation in a manner that is acceptable to all parties. Eagerly responds to internal and external customer/stakeholder requests in a timely manner.	Consistently delivers products or services that exceed internal and external customers’/stakeholders’ needs and expectations, including those not directly expressed. Expertly balances additional customer/stakeholder demands with the needs of the organisation in a manner that meets the major objectives of all parties. Responds to internal and external customer/stakeholder requests with a sense of urgency; conveys to customers/stakeholders that they are a top priority by finding resourceful ways to address their needs.
e. Engages in networking activity as appropriate	Is beginning to recognise who best to go to for guidance when things are not working as expected.	Recognises different kinds of working relationships that serve different purposes. Begins to form connections with others who can contribute to effective work outcomes, e.g. cultivates a small informal network of people who may be able to provide advice or influence the progress of specific tasks.	Actively builds formal and informal networks to include key people/ communities with expert skills, knowledge, connections and decision-making power.

8. SOCIAL & CULTURAL AWARENESS, RESPONSIBILITY & INCLUSIVITY

BEHAVIOURS	PROFICIENCY LEVEL
Level I: Foundational	Level II: Intermediate	Level III: Advanced
a. Demonstrates values of togetherness, reciprocity, and respect	Generally perceives self as part of a broader entity and demonstrates this understanding via inclination towards working within teams.	Possesses good idea of own role within the organisation and routinely seeks and offers positive and supportive interactions with others.	Possesses comprehensive understanding of own role within the organisation and consistently, actively, and intuitively seeks and offers sustained positive, supportive, and respectful interactions and/relationships/networks with others.
b. Acts in the interest of the broader society; is committed to human and environmental well-being for the security of future generations	Possesses basic awareness of own role within broader society and implications of own actions on society, the environment, and the future.	Appreciates own role within broader society; regularly employs this appreciation to inform/shape own actions in the interest of the security of future generations.	Is acutely conscious of own role within broader society and consistently seeks to ensure own actions contribute to the preservation and protection of human and environmental resources in the interest of future generations.
c. Makes sustainable social improvements	Participates in activities that lead to social improvements.	Seeks opportunities to introduce initiatives within own area that promote sustainable social improvements.	Leads initiatives that create awareness and promote significant social improvements across the organisation.
d. Acts responsibly to minimise negative effects of own choices on other individuals, the community, and the environment	Acts responsibly to ensure own actions do not harm other individuals, the community, or the environment.	Balances actions that address own agenda with sensitivity to the impact of those actions on other individuals, the broader community, and the environment.	Consistently makes socially and environmentally responsible choices that respect the rights of other individuals and the community, and minimise harm to the environment.
e. Interacts effectively with people from different backgrounds	Works respectfully with people from different backgrounds. May make some adjustments to personal communication style in recognition of the values, beliefs and cultural expectations of others.	Appreciates diversity and interacts effectively with people from different backgrounds. Makes some adjustments to personal communication style in recognition of the values, beliefs and cultural expectations of others.	Welcomes diversity and seeks to develop working relationships with a wide variety of people from different backgrounds. Intuitively adapts personal communication style where appropriate to respect the values, beliefs and cultural expectations of others. Uses non-verbal behaviour effectively to put others at ease, taking account of cultural differences where appropriate.
f. Recognises, respects, responds to, and utilises diverse perspectives according to different values, beliefs, and behaviors of different cultures	Begins to recognise how some personal values and beliefs align with, or differ from those of others in the immediate work context, and may consider how this impacts on interactions and work performance. Recognises some common cultural barriers to interaction in the immediate work context. Generally adheres to legal requirements and protocols related to diversity and difference, and with guidance, may consider the concepts behind them.	Is beginning to listen and ask questions in order to better understand the beliefs, ideas and opinions of others, particularly when differences of perspective impact on work role. May seek, and take into account, some different perspectives when deciding on a course of action. Identifies and articulates some personal values, beliefs and behaviours and explores the implications of different perspectives in work contexts. Demonstrates some understanding of the impact of cultural background and personal experience on own	Articulates and explores own and others’ values, beliefs and assumptions as an integral part of identifying drivers and barriers to change, developing new ideas, addressing problems and making decisions. Facilitates a climate in which others feel comfortable to identify, explore and build on a variety of perspectives in order to achieve shared outcomes. Seeks to understand the unique combination of values, beliefs, knowledge, understandings and perspectives that others bring to the work context.

 

behaviour and that of others, and is beginning to recognise the benefits of drawing on different perspectives. Observes legal and organisational requirements and protocols for responding to diversity.
g. Demonstrates interest in, respect for, and understanding of commonalities and differences between other geographic regions, languages, and cultures	Is open to learning about other geographic regions, languages, and cultures.	Has interest in other geographic regions, languages, and cultures, and views situations with cultural considerations in mind.	Has strong interest in and knowledge of other geographic regions, languages, and cultures, and competently applies cultural awareness to work.
h. Take appropriate actions to minimise cultural or other diversity difficulties, actual or perceived	Is aware of cultural factors that can be sources of conflict.	Challenges the status quo if required to ensure that diversity is respected and that different perspectives are utilised.	Able to act as a negotiator both inside the organisation and outside with counterparts from other cultures.

 

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