Competency Examples Flashcards
11 examples from Coventry
OFB / Social Media project
Filming trial flight
Fleet schedule for maintenance
Bad weather customer experience
Key SOP
Instructor no-show
Conflict resolution from lesson cancellations
Bespoke payment plan
Student financial miscommunication
Skills test cancellation
Completion of safety-critical documentation
3 examples from Trelleborg
Completion of safety-critical documentation
Network drive project
Voluntary courses, visits, and presentation
4 examples from St. Peter’s
Resilience when teaching complex lessons (adapting lessons)
Leading small group of students
Teaching / training with feedback
Making lessons engaging and fun
3 example from McDonald’s
Addressing customers face-to-face in drive-thru
Failure to wait until payment went through
Training / teaching new recruits with feedback
4 examples from Uni
Leading team in GEC
Dissertation project / PPL balancing (high standards)
PPL theory balancing
1 example from personal life
Market Concepts course
Professional Standards
4 main
Drive project at Borg
Resilience when teaching at Peter’s
Leading small group to success at Peter’s
Diss / PPL Theory balance
Dependability and Responsibility
2 main
Student financial miscommunication at Cov
Failure to apply SOPs at Maccies
Team Skills and Interpersonal Behaviour
13 main
SOPs at Cov
Instructor no-show at Cov
Resolving conflict cancellations at Cov
Bespoke payment plan
Safety-critical documentation at Cov
Student financial miscommunication at Cov
Catering to all cultures at BBQ at Cov
Drive project at Borg
Safety-critical documentation at Borg
Voluntary courses, visits, and presentation at Borg
Resilience when teaching at Peter’s
Leading small group of students at Peter’s
Addressing face-to-face at Maccies
Decision Making
9 main
Re-organising flying schedule for maintenance at Cov
Following SOPs at Cov
Instructor no-show at Cov
Staying until solo student landed at Cov
Safety-critical documentation at Cov
Student financial miscommunication at Cov
Bespoke payment plan at Cov
Addressing face-to-face at Maccies
Failure to comply with SOPs at Maccies
Character and Emotions
4 main
2 Cov; 1 Maccies; 1 Uni
Re-organising flying schedule at Cov
Instructor no-show at Cov
Failure to comply with SOPs at Maccies
Diss balanced with PPL theory and course at Uni
Attitude and Approach
6 main
OFB and Social Media at Cov
Re-organising flying schedule at Cov
Drive project at Borg
Leading a small group to success at Peter’s
GEC at Uni
Diss balanced with PPL Theory and course at Uni
Adaptability
4 main
Re-organising flying schedule at Cov
Instructor no-show at Cov
Staying until solo student arrived at Cov
Addressing face-to-face at Maccies
Communication Skills
6 main
4 Cov; 1 Peter’s; 1 Maccies
Following SOPs at Cov
Instructor no-show at Cov
Resolving conflict during cancellations at Cov
Student financial miscommunication at Cov
Leading small group of students to success at Peter’s
Addressing face-to-face at Maccies
Customer Focus
9 main
7 Cov; 2 Maccies
OFB and Social Media at Cov
Filming trial flight at Cov
Showing customers hanger and fleet in bad wx at Cov
Instructor no-show at Cov
Bespoke payment plan at Cov
Student financial miscommunication at Cov
Catering to all cultures at BBQ at Cov
Addressing fact-to-face at Maccies
Failure to apply SOPs at payment at Maccies
What competencies does “Implemented OFB and restarted social media outlets at Cov” demonstrate? What evidence points?
6 competencies
Team Skills and Interpersonal Behaviour:
- Considers the needs of their team members (alerting team to changes)
- Is sensitive and considerate of others’ needs (exceptional customer experience)
- Is aware of actions in relation to others (I promote the business and create memories)
- Seeks feedback and values opinions (asking for team suggestions to achieve goal)
- Inspires and motivates team members to achieve common goals (ties into encouraging and considering team suggestions)
- Ethnically and culturally aware (BBQ food selections)
Decision Making:
- Can identify and consider appropriate options (team member suggestions)
- Applied appropriate decision making technique (diagnosing issue; options (team consideration); reviews throughout and at end)
- Integrates decisions with others (team members suggestions: BBQ and “Wingtip Wednesday”)
Professional Standards:
- Self-motivated to achieve high standards (taking on individual project to promote exceptional customer experience)
- Accepts and utilises feedback to professionally develop (feedback on implementations)
Business and Industry Knowledge:
- Understands competition, and the need for a competitive edge (researching competition, finding gap in the market, Market Concepts course)
Attitude and Approach:
- Approaches challenges with positivity and energy (positive response if negative feedback example; excited to make some tangible improvements to customer service)
- Has the ability to accept change (embracing big changes and staying longer hours to complete work)
Customer Focus:
- Understands importance of putting customer first (project enhances their experience at the Flying School)
- Is aware that diversity exists and is sensititve (BBQ)
- Understands role in promoting company (enhanced engagement drives future custom).
What competencies does “Filming Trial Flight in period of low workload at Cov” demonstrate? What evidence points?
4 competencies
Team Skills and Interpersonal Behaviour:
- Is aware of actions in relation to others (I am providing tangible memories that capture the magic of the first flight)
- Actively seeks feedback (asking customer’s opinion of the gesture)
- Inspires and motivates team members to achieve common goals (recommending colleagues to follow suit after feedback)
Customer Focus:
- Understands importance of putting customer first (put them over work [albeit during low workload] to drive future custom and encourage a return)
- Understands role in promoting the company and driving future business (uploaded video onto social media to promote the business)
Dependability and Responsibility:
- Acts and delivers on commitments (deliver on my commitment to exceptional customer service)
Professional Standards:
- Self-motivated to achieve high standards (always asking myself how I can play a part in enhancing experience for customers)
- Feedback to professionally develop (as above, asking for customer feedback and encouraging colleagues to follow suit)
- Resulted in positive reviews online.
What competencies does “Re-organising flying schedule for fleet when aircraft were low on engine hours at Cov” demonstrate? What evidence points?
5 competencies
Professional Standards:
- Is self-motivated to achieve high standards (operational efficiency, spillover effect on customer experience and brand reputation)
Team Skills and Interpersonal Behaviour:
- Considers needs of team members (students need lessons, instructors need to be able to operate, safety needs to be maintained)
- Aware of actions in relation to others (my actions determine whether lesson schedule can progress)
Communication Skills:
- Can communcate plans and engage with others clearly (over the phone when re-arranging students’ lessons)
- Communicates clearly, accurately and concisely (over phone and when communicating changed schedule to instructors [over WhatsApp GC as backup?])
Decision Making:
- Identifies, assesses, and manages risk in a timely manner (risk: safety breached as a/c out of hours; risk: operational efficiency and customer satisfaction compromised)
- Identifies and considers appropriate options (went to committee, diagnosed and generated [cancelling vs making it work])
- Decision-making techniques (review after plan execution for future: always cross-check engine hours before putting booking onto system)
Adaptability:
- Able to adopt a flexible approach to the challenges or demands of the business (pro-actively taking action, staying for longer hours if problem needs to be solved, comfortable using resources).
What competencies does “Showing customers around hanger and aircraft during bad weather day at Cov” demonstrate? What evidence points?
2 competencies
Professional Standards:
- Self-motivated to achieve high standards (of CS; pro-active, individual approach, took responsibility for delivering this)
Customer Focus:
- Understands the importance of putting customers first (balancing schedule with exceptional CS to ensure brilliant experience had)
- Will treat each customer as an individual (1 to 1 tour, opportunity to get to know customer, build a bond and rapport)
What competencies does “Encouraging fellow student pilot to leave aircraft keys on coming at Cov” demonstrate? What evidence points?
6 competencies
Professional Standards:
- Is self-motivated to achieve high standards (taking actions to maintain highest standards of safety)
- Feedback for professional development (told instructor about situation, who told me I’d acted appropriately)
Dependability and Responsibility:
- Acts and delivers on commitments (my commitment to help maintain highest levels of safety)
Team Skills and Interpersonal Behaviour:
- Considers needs of team members (reminding of SOPs gives an experience that can be carried forward, maintaining safety)
- Feedback (again, as with PS competency)
- Inspires and motivates team members to achieve common goal (reminding of goal to become competent and safe pilots; that’s why SOPs are there)
Decision Making:
- Identifies, assesses and manages risk in a timely manner. (Risk of safety).
- Can identify and consider appropriate options. (Only one around, so call up instructor [which could take time], or take action [good learning opportunity])
Character and Emotions:
- Remains calm under pressure (especially if it’s a conflict-related question).
- Considers others needs when under pressure (learning point for student to carry forward).
Communication Skills:
- Communicates clearly, accurately and concisely.
- Asks relevant and effective questions and checks understanding of important information (where did you leave the keys?)
- Is able to adapt their style of communication, including appropriate escalation to resolve situations (at the end of the day, SOPs are there for a reason: to protect us, and other people…)
- Has a positive effect on those who they’re communicating with (change got implemented, learning point carried throughout training career).
- Has the ability to influence others effectively.
What competencies does “Adapting lessons to boost student engagement” demonstrate? What evidence points?
Professional Standards:
- Sets high standards and has evidence of achieving them (wanted to see a visible improvement to mock grades)
- Self-motivated to achieve high standards.
- Acts with purpose and determination to achieve high standards.
- Accepts and utilises feedback to professionally develop. (Asking teacher for recommendations and implementing).
TS+IB:
- Considers the needs of their team members. (Students needed support).
Decision Making:
- Identifies, assesses, and manages risk in a timely manner. (Risk of students not grasping required information to perform to the required standard; had to adapt style of teaching before next lesson).
- Can identify and consider appropriate options (let teacher take over/pro-actively use experience to create a solution).
- Integrates decisions with others where appropriate and considers others’ ideas and suggestions (my own solution + teacher’s recommendation)
Character and emotions:
- Demonstrates resilience during challenging times (putting in extra hours out of the classroom to help provide more engaging lesson)
- Considers others’ needs under pressure (see above)
Attitude and Approach:
- Has the ability to accept change (being open to implementing an original idea and changing recommended structure)
Adaptability
Customer Focus:
- Understands importance of putting customer first (prioritising student needs)
