Systems Programmer Competency: Analytical Ability

• Competency model for Systems Programmer, class code 1455

Analytical Ability

• Ability to identify, obtain, and evaluate relevant information to establish relationships or patterns, cite causes, and reach logical conclusions
• Level 1: Recognize similarities/differences in current situations and apply existing policies, seek additional information to formulate appropriate responses
• Level 2: Consider multiple factors, seek additional information, and reach conclusions that logically follow from the information obtained
• Level 3: Considers diverse factors, their interrelationships, perspectives, alternative actions, and likely ramifications
• Behavioral indicators include obtaining necessary relevant information, recognizing the impact of information, evaluating the quality/source, and stating shortcomings
• Satisfactory performance involves recognizing available information, seeking relevant additional information, and providing sound justification for conclusions
• Superior performance involves using a great deal of existing and obtained information to develop and evaluate alternatives and arrive at a final conclusion

Learning Ability

• Ability to readily acquire and apply new information
• Level 1: Learn job-related information, rules, and procedures, and apply them correctly
• Level 2: Learn and apply extensive job-related information correctly, make reasonable inferences when specific information is needed
• Level 3: Access new job-related information via print, electronic media, educational/training programs, and/or by speaking with others, and apply it correctly
• Behavioral indicators include recalling information from training programs, recognizing how to apply newly acquired information, increasing productivity, applying lessons learned, and coaching others
• Satisfactory performance involves learning new information and applying it appropriately
• Superior performance involves readily acquiring new information, making appropriate inferences, and integrating it with prior learning and experience

Self Management

• Organizes and plans for task accomplishment, manages time, and works diligently to complete assigned work/fulfill responsibilities
• Level 1: Order tasks for efficient performance and maintain awareness of time allotted and deadlines
• Level 2: Plan and perform work to maximize efficient performance; establish and adjust priorities
• Level 3: Allot time to responsibilities proportional to prominence, priority, and impact
• Behavioral indicators include performing work activities during work hours, altering the means of performing work, keeping a to-do list, requesting assistance, demonstrating progress, and using optimal means of communication
• Satisfactory performance involves conducting oneself to ensure work completion or providing explanation/securing assistance
• Superior performance involves maximizing productivity, careful planning, and maintaining personal responsibility

Conscientiousness

• Dependable, reliable, diligent, and attends to all aspects of assignments ("the details")
• Level 1: Remain on-task, make every reasonable effort, note discrepancies, and take action
• Level 2: Coordinate with others, perform/assign additional tasks, and notify supervision when work won't be done
• Level 3: Attend to each area of responsibility and ensure success
• Behavioral indicators include seeking necessary information, learning from experience, maintaining high task-related behavior, working diligently without supervision, and attending to all aspects of assignments
• Satisfactory performance involves attending to work, noting details, following up, and being punctual
• Superior performance involves noting relationships to others' work, performing additional tasks, and following up to ensure thoroughness

Job Knowledge

• Knowledge of information required to perform a specific job
• Includes widely available courses of study and city-specific information
• Level 1: Knowledge is concrete, factual, and/or procedural
• Level 2: Knowledge is substantive and may be defined by an external trade, field, or profession
• Level 3: Knowledge is abstract, conceptual, and/or complex and may be supported by a well-defined academic discipline or authoritative sources
• Behavioral indicators include performing work correctly, answering technical questions, asking few technical questions, offering advice, and developing training programs
• Satisfactory performance includes sufficient job knowledge to perform work correctly and independently
• Superior performance includes expertise to serve as a resource to others

Job Knowledge Areas

• Knowledge about servers (virtual, physical, and cloud), computers, peripheral equipment and operating systems
• Knowledge of programming languages
• Knowledge of security related, application and network security software
• Knowledge of Local Area Networks (LANs), Wide Area Networks (WANs) and IP Protocols
• Knowledge of Storage Area Network (SAN) and Network Attached Storage (NAS)
• Knowledge of cloud computing and its usage monitoring
• Knowledge of system optimization techniques
• Knowledge of storage, backup and disaster recovery procedures
• Knowledge of terminology and factors to interpret systems and procedures
• Knowledge of frameworks or detailed plans to prepare documentation, procedures, tests, corrections, and other steps necessary for implementation and modification
• Knowledge of security exposures and mitigation controls
• Knowledge of internet, intranet, and cloud application environments

Teamwork

• Interacts effectively with others to achieve mutual objectives and offers assistance to facilitate goal accomplishment
• Level 1: Work effectively as a member of a team and offer assistance
• Level 2: Work effectively as a team member with different roles/responsibilities and identify points for collaboration
• Level 3: Work effectively as part of an interdependent team
• Behavioral indicators include discussing work-related matters, offering assistance, being receptive, identifying workflow problems, providing feedback, and assigning credit to the team
• Satisfactory performance includes cooperating and maintaining a focus on common objectives
• Superior performance includes acknowledging that the evaluation of team performance is what matters

Oral Communication

• Communicates orally in a clear, concise, and effective manner
• Level 1: Exchange specific, job-related information orally in the immediate work environment
• Level 2: Obtain/provide/present general and/or job-specific information orally to a variety of others
• Level 3: Obtain/provide/present a diverse array of information orally at varying levels of complexity
• Behavioral indicators include audience understanding, avoiding repetition, refraining from unnecessary words, providing appropriate detail, speaking appropriately, and using words with precision
• Satisfactory performance includes speaking clearly, providing appropriate information, conveying the message on the first attempt, and answering questions accurately
• Superior performance includes being direct, convincing, and maintaining sensitivity to the audience

Project Management

• Anticipates and plans for all aspects of a multi-faceted endeavor to ensure resources are available and actions are taken for successful completion
• Level 1: Plan, coordinate, and oversee multi-step projects involving other employees
• Level 2: Design, plan, coordinate, and manage large projects involving employees from various segments of the organization
• Level 3: Design, plan, secure approval and resources, and manage large-scale projects involving many employees representing diverse segments
• Behavioral indicators include establishing project plans, timelines, assembling appropriate teams, securing resources, designating roles, and addressing failures
• Satisfactory performance includes establishing acceptable project plan, assembling a team, and ensuring resources are available
• Superior performance includes designing an efficient project plan to maximize benefits and completing on time with allocated resources