Competency Framework Rwanda Government

REPUBULIKA YU RWANDA
MINISITERI
MINISTRY
YABAKOZI BA LETA
OF PUBLIC SERVICE
NUMURIMO
REPUBLIC OF RWANDA
AND LABOR
REPUBLIC OF RWANDA
PUBLIC SERVICE COMPETENCY FRAMEWORK
JANUARY 2015
LIST OF ABBREVIATIONS
CF
Competency Framework
EDPRS
Economic development and Poverty Reduction Strategy
GOR
Government of Rwanda
HR
Human Resource
HRD
Human Resource Development
HRM
Human Resource Management
MDAs
Ministries Departments and Agencies
MDG
Millennium Development Goals
MIFOTRA
Ministry of Public Service and Labour
MINALOC
Ministry of Local Government
MINCOM
Ministry of Commerce
MINECOFIN
Ministry of Finance and Economic Planning
MININFRA
Ministry of Infrastructure
NAEB
National Agriculture and Export Board
NCBS
National Capacity Building Secretariat
PAS
Performance Appraisal System
PC
Performance Contract
PSC
Public Service Commission
RDB
Rwanda Development Board
RMI
Rwanda Management Institute
RPS
Rwanda Public Service
The Republic of Rwanda | Competency Framework for Rwanda Public Service
TABLE OF CONTENT
LIST OF ABBREVIATIONS .................................................................................................... 0
EXECUTIVE SUMMARY ........................................................................................................ 4
1.0 CHAPTER ONE: INTRODUCTION AND BACKGROUND ........................................ 9
1.1 Background
1.2 Rationale for the Framework ........................................................................................................................... 10

1.3 Current Situation
11
1.4 General Objective of the Competency Framework .......................................................................................... 14

1.5 Specific Objectives
15
1.6 Definition of Terms 15
2.0 CHAPTER TWO: THE COMPETENCY FRAMEWORK .......................................... 17

2. 1 Introduction to the Competency Framework .................................................................................................. 17
2.2
The structure of the competency framework ..................................................................................... 19
2.3 Linking the competencies with Public Service values ..................................................................................... 21

2.4 Categorization of the Competencies ................................................................................................................ 24
2.5 Classification by Categories of Competencies................................................................................................. 24
2.6 Competency Interpretation Matrix ................................................................................................................... 25
2.7 Core Competency Map for Rwanda Public Service ........................................................................................ 34
2.8 Core Competency Interpretation ...................................................................................................................... 36
2.9 Job category Specific competencies ................................................................................................................ 40
3.0 CHAPTER THREE: BENEFITS OF COMPETENCY FRAMEWORK ................... 55

3.1 Benefits of using a competency framework ..................................................................................................... 55
3.2 Recruitment and Selection ............................................................................................................................... 57
3.3 Performance Management ............................................................................................................................... 57
3.4 Workforce Planning 58
3.5 Succession Planning 58
3.6 Training and Development............................................................................................................................... 58
4.0 CHAPTER FOUR: INSTITUTIONAL FRAMEWORK .............................................. 59

4.1 Executive President and Prime Minister .......................................................................................................... 59
4.2 The National Steering Committee.................................................................................................................... 60
4.3 Ministry of Public Service and Labour ............................................................................................................ 61
4.4 Ministries/Commissions/Agencies and Institutions ......................................................................................... 61
The role of the Ministries and government agencies will be to: ........................................... 61
4.5 National Capacity Building Secretariat............................................................................................................ 62
The role of the NCBS will be to:.............................................................................................. 62

4.6 Public Service Training Institution .................................................................................................................. 62
4.7
Ministry of Finance ........................................................................................................................... 62
4.8 Transition from current practice ...................................................................................................................... 63

4.9 Limitations of a competency-based system and characteristics of successful implementation ....................... 64
4.10 Review and Feedback Mechanism ................................................................................................................. 64
5.0 CHAPTER FIVE: ACTION PLAN .................................................................................. 65

5.1 Long term plan 65
6.0 CHAPTER SIX CONCLUSION ....................................................................................... 66

7.0 ANNEX ................................................................................................................................ 67
Cadres in five job categories .................................................................................................................................. 67
EXECUTIVE SUMMARY
Recognizing that the achievement of Government objectives under Vision 2020, the EDPRS and
MDGs requires a capable, competent and well-motivated civil service, a competency framework
has been developed in order to support the improved service delivery as well as facilitate the
attraction and retention of the competent staff in the Service.
1. Rationale for the Competency Framework

The competency framework is designed to help the Rwanda Public Service to:
Recruit the right people through the use of cost effective and consistent competency-based
Human Resource Management tools leading to a fair and open hiring process.
Deploy and maintain the right people in the right jobs
Retain the right people by developing them in the right way and linking competency to
organization performance
Facilitate the development of Rwanda Public Service Human Resources through performance
improvement planning derived from well-defined set of behaviors, skills and knowledge
Reward the right people through measurable competencies linked to personal and organizational
performance.
To have job descriptions with clear proficiency levels as well as identification of competencies
that cut across job families and define career progressions a role holder can go through within an
occupation category during ones career;
To stem (curb) the turnover currently prevailing in Rwanda Public Service
To develop a reliable competency based training and development programme.
To have a set of values/standards/attitudes that the public servants must possess to meet desired
performance
2. The Benefits of the Competency Framework

The implementation of Competency Framework (CF) be beneficial in the following ways:
Public service and MDAs
For managers in the public service and MDAs, the benefits are:
Identify performance criteria to improve the accuracy and ease of the hiring and selection
process.
Clarify standards of excellence for easier communication of performance expectations to direct
reports.
Provide a clear foundation for dialogue to occur between the manager and employee about
performance, development, and career-related issues.
Benefits for staff retention in the service

Building a Competency Model into all Human Resources management (HRM) processes in the Rwanda
Public Services will have a positive impact on employee retention and HRM processes.
Benefits to individuals in the service
For employees, the benefits are:

Identify the success criteria (i.e., behavioral standards of performance excellence) required to be
successful in their role.
Support a more specific and objective assessment of their strengths and specify targeted
areas for professional development.
Provide development tools and methods for enhancing their skills.
Recruitment and Selection - This framework will facilitate securing and employing the right
kind of people required accomplishing public service objectives. The process will also include
competency assessment not only in professional areas but also in all depending on the job level
and category
Performance Management - The strategic development and application of competency
framework models provides more precise integration of competencies into human resource
functions thus driving performance improvement. The framework developed for the Rwanda
public service will facilitate systematic evaluation of employee performance on the job and
potential for development.
Workforce Planning - The framework will facilitate the process of estimating the present and
future Human Resources requirement for the service, preparation of inventory of present
workforce and a formulation of work plans to bridge the gaps.
Succession Planning - Succession management is the strategic and deliberate action of
identifying the right officers with the right skills, knowledge, attribute and other characteristics
for advancement of career in the public service.
Training and Development - Competency development will form an integral part of the human
resource development in the service. Strategic HRD practices that are competency-based will be
key factors in improving institutional performance and learning.
Specific objectives of the Competency Framework
Provide a framework for identification of required competencies required to successfully carry

out work in the Public Service;
Provide a basis for the determination of competencies that are required for career advancement in
the Public Service;
Provide a basis for performance management;
Provide a basis for Human Capital Development; and
Facilitate Public Sector Reforms.
3. The competency framework

The structure of the competency framework
Twenty six (26) competencies in the framework have been grouped into broad classifications
referred to as competency clusters and competency categories. Four competency clusters were
derived to include: leadership and management (8 competencies); delivery of results (7
competencies); organizational context (5 competencies); and working with others (6
competencies).
i.
ii.
iii.
iv.
Leadership and management - Provides strategic thinking and vision, establishes and
maintains strategic networks as well as applying analytical problem solving and decision making
skills in order to maintain and enhance confidence in Public Service. This cluster consists of the
following 8 competencies:
Delivery of results - Planning and organising work to meet individual, team and departmental
objectives whilst achieving quality and value for money. This cluster consists of the following
competencies:
Organisational context - Understand how own job contributes and delivers organisational goals
in accordance with Rwanda Public Service values. This cluster consists of the following five
competencies:
Working with others - Taking responsibility to build and maintain positive relationships and
value the opinion of others. In the competency framework, this cluster comprises of five
competencies namely;
Each competency contains three levels each corresponding to roles within the public service
structure. Within each competency level are descriptions of indicators that are essential
behaviors needed to demonstrate that competency effectively.
Classification by Categories of Competencies

Core Competency/Common /Generic Competency - These are skills, behaviour and work related
attributes which are considered essential for all staff regardless of their function or level within
the entire Public Service.
Technical - This refers to specific skills, behaviour and work related attributes which are
considered essential to perform any job in the organization within a defined technical or
functional area of work within the Public Service. This includes: Academic level; professional
skills; technical qualifications; requisite or valid experience; and required professional
registration
Specific Category Competency - These are skills, behaviour and work related attributes that
apply to a specific job category or level within the Public Service.
Job category Specific competencies - For the purpose of this framework, the job levels have
been clustered into five categories as follows based on the Presidential Order No 17/01 of
23/01/2013 establishing the job classification in Rwanda Public Service.
Category
I
II
III
IV
V
Job Levels
E, F,G and H
1,2 and 3
4 and 5
6,7 and 8
9,10,11,12,13 and 14
4. Institutional framework
The implementation of the competency framework will be done in consultation with stakeholders
that include Ministries, public sector agencies within the framework of public sector reform and
capacity building initiatives and professional bodies. The Ministry of public service and Labour
will coordinate the Implementation of the framework and ensure all public service agencies
mainstream the framework in their operations. The competency Framework will be implemented
through the following Institutional arrangement:
(i) Executive President and Prime Minister - Provide executive approval to facilitate the
implementation of the strategy and set up National Steering Committee for
(ii) The National Steering Committee - The steering committee will comprise of members
from selected ministries, departments and agencies and will be chaired by
MIFOTRA. The role of the steering committee will include policy Direction, national
coordination of CF, partnership management, monitoring and evaluation, review and
validation of policy documents to facilitate the implementation of CF and mobilize
resources for CF implementation
(iii)Ministry of Public Service and Labour - The Ministry of Public Service will be
responsible for:
Roll out and mainstreaming of the Framework in the entire Public Service.
Provide technical support to the Public Service institutions to mainstream the competency
Framework in their operations.
Liaise with Public Service recruitment Agencies and NCBS on training and capacity building
to facilitate the implementation of the Competency Framework.
Review the Performance Management System to be in line with the framework and Results
Based Management.
Collaborate with Public Service training institutions in the development of curriculum for
identified competency gaps.
Set up a Competency Management Secretariat in MIFOTRA to oversee the implementation,
monitoring, evaluation and reporting.
Roles for the Secretariat - The Secretariat will provide the following support to the
implementation of the Competency Framework:
Serve as a secretariat to the National steering Committee

Make recommendation to the Committee for approvals and forwarding to the cabinet
Provide technical support to the National Steering committee
Prepare M & E reports and submit to the National Steering committee
Ministries/Commissions/Agencies and Institutions - The role of the Ministries and government

agencies will be to:
Adopt and mainstream the Framework in their operations.

Develop Technical and professional Competencies for their institutions.
Create competency units within the Human Resource function in their institutions to
coordinate implementation of the framework in their agencies. The HR offices should be
strengthened to operationalize this framework at Ministry; Agency and LG levels.
National Capacity Building Secretariat - The role of the NCBS will be to:
Facilitate Capacity Building on competency gaps arising out of assessment.

Facilitate institutions with resources to implement Capacity Building plans.
Public Service Training Institution - The Public Service Training Institution will develop public
service competency based curriculum to facilitate acquisition of the relevant competency based,
knowledge, skills, attributes and other characteristics.
Ministry of Finance - The Ministry of Finance will roll out of competency Framework and
reviews and updates through allocation of budgetary requirements for the next five years in line
with the budget cycle.
Transition from current practice - The following transitional arrangements are proposed for the
effective introduction and implementation of the competency framework in the Rwanda public
service:
1
2
3
4
5
6
6
7
8
Recommendation
Roll out the Competency Framework to the entire Public Service for implementation in line with
policy implementation procedures
Setting up of a unit within the MIFOTRA to coordinate and manage the transition
Formation of National coordination committee with links in all the Public Service Institutions.
Develop a plan of action to roll out the framework
Training and orientation of key institutions to be involved in the transition (MIFOTRA, NCBS,
MDAs
Training in change management across the service in order to adapt to the new HRM models
Development/review of various schemes of service and linking the competency framework to the
schemes to form the basis for new recruitment into the public service
Review current methods of recruitment, training, performance management by all Public Service
institutions to include competency requirements
Implementation within a period of three (3) to five (5) years MIFOTRA will be the lead government
agency in the implementation of this framework with the support of other key government
institutions. It expected that the implementation of this framework will go a long way in improving
the performance of individual officers, public service and the economy at large
Review and Feedback Mechanism - The Ministry of Public Service and Labour will oversee continuous
monitoring and evaluation of the implementation of the Framework, undertake a job evaluation and
periodically review the framework. Competency models are dynamic and therefore change with the
changing context in which work is performed. As such we suggest that this framework should be
reviewed and evaluated every five years.
5. Action plan
The Competency framework (CF) will be piloted in the three institutions namely; MININFRA, NAEB
and RDB. The intention is to eventually extend the use of the framework to support all areas of human
resource in the Public Service of Rwanda.
Long term plan - In the long term the CF will become part and parcel of the National Human Resource
Management policy and will be institutionalized by the GOR in accordance with the institutional
Framework provided in chapter four of this document.
1.0 CHAPTER ONE: INTRODUCTION AND BACKGROUND

1.1 Background
The Government of Rwanda aims at becoming a middle income economy and accords a great
importance to improving the performance of the public service for that purpose. The Government
has defined its development agenda through the Vision 2020 and EDPRS which are anchored to
achievement of the MDGs. To achieve this vision a number of interventions have been identified
key among them is the development of skilled human capital. However, in order to achieve these
development aspirations, it is indispensable to have a capable Public Service to drive the EDPRS
economic growth target of 11.5 percent and improve service delivery. In order to achieve
transition to a middle income economy by 2020 the Public sector Human Resource needs to be
capacitated with relevant competencies, right placement and effective incentives to develop and
retain them.
In this context the Government has undertaken Public Service reforms in the last ten years aimed
at strengthening service delivery in order to achieve planned development goals and objectives.
The strategic framework for public service reforms 2010/2015 has identified key pillars to
support the broad goals of vision 2020 and EDPRS II .The framework has identified under pillar
III the need for leadership and management competency building in order to have a public
service that supports continuous improvement and service delivery.
The rationale of the aforementioned deliberate efforts rests on the fact that the capacity of the
Rwanda Public Sector (RPS) to attract, retain and adequately motivate its personnel, and build
the requisite Human Resource (HR) capabilities, is a prerequisite to facilitate the transformation
of the Public Sector to become a more effective and efficient institution, capable to address the
needs of the citizenry.
Against that background, the management and development of human resources is therefore
critical to the success of the Government of the Republic of Rwandas public institutions and to
their ability to fulfill their mandate. In addition, the duties of civil servants who run these
institutions are multifaceted and often very complex. For instance, they include but are not
limited to giving policy advice, managing human, financial and other resources, and providing
critical services. Such an environment makes extraordinary demands on all civil servants, and
meeting these demands requires a unique combination of knowledge, skills, attitudes, effective
human resource management and development policies and strategies to nurture these
competencies and thus achieve competitiveness.
Recognizing that the achievement of Government objectives under Vision 2020, the EDPRS and
MDGs requires a capable, competent and well-motivated civil service, a competency framework
has been developed in order to support the improved service delivery as well as facilitate the
attraction and retention of the competent staff in the Service. .
1.2 Rationale for the Framework

Modern organizations are inclined to develop staff competencies in order to enhance the ability
to deliver both at individual level and organization level. Organizing competencies in a
framework allows for easy understanding of organizational expectations and goals in various
areas. Moreover such an organizational framework provides a consistent approach and develops
common understanding. The competency framework described in this document is therefore
designed to help the Rwanda Public Service to:
Recruit the right people through the use of cost effective and consistent competencybased Human Resource Management tools leading to a fair and open hiring process.
Deploy and maintain the right people in the right jobs
Retain the right people by developing them in the right way and linking competency to
organization performance
Facilitate the development of Rwanda Public Service Human Resources through

performance improvement planning derived from well-defined set of behaviors, skills
and knowledge
Reward the right people through measurable competencies linked to personal and
organizational performance.
To have job descriptions with clear proficiency levels as well as identification of

competencies that cut across job families and define career progressions a role holder can
go through within an occupation category during ones career;
To stem (curb) the turnover currently prevailing in Rwanda Public Service

10
To develop a reliable competency based training and development programme.
To have a set of values/standards/attitudes that the public servants must possess to meet
desired performance
1.3 Current Situation

(i)
HRM Policy
Early detection of Talents during recruitment/selection process is critical to identifying and

attracting talented candidates as competency management is also an appropriate instrument for
putting in place programmatic procedures, developing, improving and nurturing talents in the
service.
(ii)
Current Recruitment and Selection Process
Republic of Rwanda Presidential Order No 46/01 of 29/07/2011 establishes modalities for the
recruitment and nomination of Public Servants. The Order establishes modalities and states that
the category refers to a grouping of jobs with common characteristics with reference to the
nature of duties, tasks, promotions and assessment modalities, conditions of service, organization
as well as mode of termination.
The Situational analysis of the retention and pay noted that lack of career prospects and
possibilities for promotion is one of the reasons why 40% of the respondents interviewed would
leave the Public Service. This has a bearing on ability to perform and be promoted based on
competency performance. It is noted that this current recruitment process does not take into
account the competencies required for various job categories. The CF has provided for
competencies for all the job categories and will guide future recruitments and selection
processes. This will require that the current order be revised to take into account the
competencies outlined in this document.
(iii)
Training and Development
Prime Ministers Order No.003/03 of 16/01/15 determining modalities for training for public
servants. The order provides for training of all public servants in or outside the country.
11
The order also provides a prior analysis of professional abilities of public servants as opposed to
a competency based training analysis to comprehensively address the gaps. This leaves room for
only determination of technical competency. The development of technical competency alone
will not meet the demands of the GOR Public Servants hence the need to develop a reliable
competency based training and development programme.
(iv)
Performance management
According to a report by Dr J Kauzya there is need to improve Public Service performance hence
the need to design and implement a performance, management and evaluation system with clear
standards and indicators for each level. In line with the findings of this report the CF will be
useful in helping define standards of behavior and technical competencies required to deliver at
various levels. This will also form the basis for a competence- based job evaluation system for
classifying and grading of jobs in the public service. The situational analysis of the pay and
retention policy has also emphasized the need for an effective performance management system.
The Performance Appraisal determines career development of public servants with regards to
promotion. PAS as defined by the Article 3 is a process used to appraise public servants outputs
in line with his /her duties based on a clearly defined yardstick over a given period of time
According to this order signing of Performance Contract (PC) and its evaluation shall be an
obligation of every Authority and Public Servants in an approved format. The PC indicates the
Quantity and Quality and time required to achieve the expected targets. In addition, the
performance contract should also indicate the capacity gaps and capacity building actions needed
to achieve the set performance targets.
Article 13- provides for a basis of and critical aspects for appraisal. According to this order a
public servant appraisal shall be based on the individual achievements and the conduct during the
year of evaluation. Appraisals of the skills and conduct at work of managers, experts and
professionals are based on the following:
12
a)
b)
c)
d)
e)
Ability to plan
Decision making capacity
Sense of motivation
Ability to communicate
coordination and supervisory capabilities
The above competencies are limited in scope and do not in a comprehensive manner capture a
wide range of competencies that address the skills, knowledge, attributes and other
characteristics required for the jobs at that level. Equally the proficiency levels have not been
well defined .The CF will address these gaps to develop all rounded professionals in the Rwanda
public service. The order also defines the conduct of work for Technical and support staff as
follows:
a)
b)
c)
d)
e)
Good sense of customer service

Team work
Openness towards the ideas of others
Good sense of responsibility
Dynamism at work
In line with PAS the CF has categorized the job into five categories and the requisite proficiency
relevant to the competency applicable to those levels.
Article 23 Rating outputs appraisals
According to this article the outputs of the appraisal shall be based on scores expressed in figures
and is evaluated in accordance with a five level scores:
Level 1
Level 2
Level 3
Level 4
Level 5
=
=
=
=
=
15 Points
12 Points
8 11 Points
4 7 Points
0 3 Points
13
Limitation
Articles 24
Rating of Conduct
According to this article a public servant conduct is appraised based on a five (5) level scale:
Level 1 exceptional
Level 2 desired skills
Level 3 desired actions
Level 4 Inadequate conduct
Level 5 unacceptable
=
=
=
=
=
5 Points
4 Points
3 points
2 Points
0 Points
The above initiatives will be supported by introduction of the framework to strengthen the
human resource management in GOR.
(v) Career development progression
Career development is essential for implementing career plans. It consists of activities

undertaken by the individual employees and the organisation to meet career aspirations and job
requirements. Career development process involves needs assessment, opportunities
identification, alignment and monitoring. The career progression (horizontal & vertical
promotion) is described laconically in performance appraisal.
The Competency Framework provides a competency matrix and guidelines for career
development and management and will facilitate career development since it has defined
competency requirements for various levels in the public service career ladder.
1.4 General Objective of the Competency Framework

The overall objective of the competency framework is to facilitate the attraction, utilization and
retention of competent staff in the Rwanda Public Service to meet the Government of Rwandas
aspirations as articulated in the Vision 2020 and EDPRS. The framework will also support
decisions on capacity development of public servants i.e. where existing staff dont have the
required competencies; they can be capacitated to match the requirements
14
1.5 Specific Objectives

a) Provide a framework for identification of required competencies required to successfully
carry out work in the Public Service;
b) Provide a basis for the determination of competencies that are required for career
advancement in the Public Service;
c) Provide a basis for performance management;
d) Provide a basis for Human Capital Development; and
e) Facilitate Public Sector Reforms.
1.6 Definition of Terms

Term
Definition
A competency framework is a model or structure that outlines a set of
competencies that are required to guide effective performance in the
Service.
Competency
A competency is a vital attribute, knowledge, skill, ability and other

characteristics that contribute to successful job performance, role,
function, task or duty.
Competence
Competence is the state or quality of being adequately or well

qualified, having ability to perform a specific role.
Competencies
These are the knowledge, skills, behaviour and personal attributes

necessary to produce effective performance in certain role/task
Core Competencies
These are skills, behaviour and work related attributes that are
considered essential for all staff regardless of their function or level
within the entire Public Service
Technical Competencies
These refer to specific knowledge, skills and experience required to

perform effectively in a job in the organization within a defined
technical or functional area of work within the Public Service. They
are diverse in nature and form part of the job requirements and are
related to either generic roles or individual roles.
Specific
Competency
Category These are competencies that apply to a specific job category or level
within the Public Service.
General Competencies
General competencies are the motives, traits, cross-cutting

operational skills an attributes that shape behavior and reflect how
one applies knowledge and skill in order to achieve results. They are
broader and apply to different jobs
15
Skills
A learned ability or expertise that comes from training and practice
Knowledge
Information, feelings or experiences known by a person or group of

people.
Expression of favor or disfavor toward a person, place, thing, or
event. It is also a behavior/ perception towards someone, something, work
Attitudes
etc
Personality Traits
Other Characteristics
Values
Competency Levels
A persons unique or distinguishing quality or characteristic.

Other attributes (apart from knowledge, skills, abilities) that an
individual brings to a job situation. For example experience, personal
networks, etc.
Values are the beliefs, principles and behaviors that describe what is
important to staff and the public service organization. These
influence the way staff carry out their jobs and how they go about
achieving the vision and mission statement of the Public Service by
outlining the Services expectations
Levels of proficiency which show the increasing complexity at which
the competence can be demonstrated. Level 1 is the lowest.
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2.0 CHAPTER TWO: THE COMPETENCY FRAMEWORK

2. 1 Introduction to the Competency Framework
A competency framework is a model or structure that outlines a set of competencies that are
required to guide effective performance in the Public Service. That is, it is a valid, observable
measurable list of the knowledge, skills and attributes demonstrated through behaviors that result
in outstanding performance in a particular work context. The framework sets how the Public
Service works.
What is a Competency?
A competency is an attribute, knowledge, skill, ability and other characteristics that contribute to
successful job performance, role, function, task or duty.
Components of Competencies
Basic Competencies
Knowledge
Skills
Attitudes
Abilities
Personality Traits
Other Characteristics
17
Competencies are seen mainly as inputs and they include the collection of success factors
necessary for achieving important result in a specific job or work role in a particular context.
Success factors are a combination of knowledge skills and attributes (more historically called
key result areas) that are described in terms of specific behaviors and demonstrated by superior
performance in those jobs or works roles. Attributes include; personal characteristics, traits,
motives and values, or ways of thinking that impact on individual behavior. Hence competencies
identified for the framework described in this document consist of clusters of knowledge,
attitudes, skills and other attributes that affect an individuals ability to perform in a role. As
such, a competency as used in this document is described in terms of the key behaviors that
enable recognition of that competency at the workplace. These behaviors are demonstrated by
excellent performers on-the-job much more consistently than average performers. These
characteristics include the key behaviors that primarily drive excellent performance as depicted
in the figure below:
Competency
Skill
Job attitude
knowledge
Observable behavior
Successful performance
Job performance
Competency versus competence

The terms competence, competences competency and competencies are used
interchangeably leading to some confusion regarding whether the term refers to an activity, a
personality trait, a skill or even a task. A person possesses a competence as long as the skill,
ability and knowledge that constitute that competence are part of them enabling the person to
perform effective action within workplace environment. Competence is the state or quality of
being adequately or well qualified, having ability to perform a specific role.
Competence can apply to;
All (most) jobs in an organization
Specific job family
Position
Career level
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2.2
The structure of the competency framework
Twenty six (26) competencies in the framework have been grouped into broad classifications
referred to as competency clusters and competency categories
Four competency clusters were derived to include: leadership and management (8
competencies); delivery of results (7 competencies); organizational context (5 competencies);
and working with others (6 competencies).
Leadership and management
Provides strategic thinking and vision, establishes and maintains strategic networks as well as
applying analytical problem solving and decision making skills in order to maintain and enhance
confidence in Public Service. This cluster consists of the following 8 competencies:
a) Leadership and strategic thinking
b) Policy and strategy development
c) Strategic management
d) Analytical problem solving and decision making
e) Analytical skills
f) Visioning
g) Political savvy
h) Risk management
Delivery of results
Planning and organising work to meet individual, team and departmental objectives whilst
achieving quality and value for money. This cluster consists of the following competencies:
a) People management
b) Planning and organisation
c) Performance management and development
d) Customer service/citizen focus and service delivery
e) Continuous professional development and improvement
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f) Creativity and innovation

g) Management and adaptation to change
Organisational context
Understand how own job contributes and delivers organisational goals in accordance with
Rwanda Public Service values. This cluster consists of the following five competencies:
a) Budgeting and financial management
b) Project planning and management
c) Teamwork and interpersonal skills
d) Resource management
e) Human resource development
Working with others

Taking responsibility to build and maintain positive relationships and value the opinion of others.
In the competency framework, this cluster comprises of five competencies namely;
a) Communication and report writing
b) Negotiation and influencing
c) Diplomacy and protocol
d) Technology skills
e) Technical competence
f) Monitoring and evaluation
Each competency contains three levels each corresponding to roles within the public service
structure. Within each competency level are descriptions of indicators that are essential
behaviors needed to demonstrate that competency effectively. It should be noted that indicators
provided need not be viewed as a checklist since they do not necessarily represent an exhaustive
list of examples.
20
The following diagram shows the main features of the structure of competency framework
2.3 Linking the competencies with Public Service values

The competency framework values will be supported by core value to be exhibited by an officer
in the course of their duty. It is important to ensure that result in the Public service is realized
through observance of certain well defined values, hence the inclusion of the following values in
the competency framework.
(i) Integrity
(ii) Professionalism
(iii) Respect for national/gender diversity
(iv) Accountability
(v) Fairness
(vi) Confidentiality
(vii) Merit
(viii) Impartiality
21
(i)
Integrity
Demonstrate and uphold Public Service ethics without consideration of personal gain; does not
abuse power or authority; takes prompt and appropriate action in cases of unprofessional or
unethical behavior.
(ii)
Professionalism
Demonstrates professional competence and mastery of subject matter ,shows pride in work and
achievements, is conscientious and efcient in meeting commitments, observes deadlines and
achieving results is motivated by professional rather than personal concerns, shows persistence
when faced with difcult problems or challenges and remains calm in stressful situations.
(iii)
Respect for National and gender diversity
Work effectively with people from all backgrounds; treat all people with respect and dignity;
include gender perspective in substantive work; recognizes strengths in National diversity and
takes measures to harness them; appreciate cross- cultural uniqueness and recognizes the
difference in socio-economic status.
(iv)
Accountability
Accept full responsibility for self and contribution as a team member, displays honesty and
truthfulness; displays strong commitment to organizational success; demonstrate commitment to
delivering on his/her public duty and presenting oneself as credible representative if the agency
and state and to win Public trust.
(v)
Fairness
Marked by impartiality and honesty; free from self interest, prejudice or favouritism toward
either or any side.
Ensures that all stakeholders have opportunity to succeed and provides a foundation for mutual
respect. The Rwanda Public Service is guided by the fundamental principles of fairness when
dealing with employees, customers and partners. Towards employees, the Public Service
22
promotes equity with regard to how they are rated, their opportunities and the rewards they
receive. Towards its customers and partners, Public Service focuses on respectful interactions
and partner like conduct.
(vi)
Confidentiality
Understands the classification of official documents and that the affairs of both the Rwanda
Public Service and its clients are confidential. Respect and preserve the privacy of all matters
associated with the performance of one duties and no information may be divulged to third
parties without written consent of the approved officer. Shall uphold in strict confidence all
classified information, data, documentation, materials and all copies thereof, received by reason
of employment and shall not disclose the same, at any time during or after employment, without
the prior authorisation.
(vii)
Merit
Demonstrates talent and competence/ability to perform, and puts systems in place where merit is
recognized in accordance with peoples abilities and achievements.
(viii) Impartiality
One is expected to serve the elected government by providing policy advice and supporting
policy development, management and implementation.
23
2.4 Categorization of the Competencies

The organization of closely related competencies into groups based on some underlined theory of
logic is called classification or categorization of competencies. This classification enhances
theoretical and practical understanding and significance. Competencies can also be classified
based on theory, logic theory and purpose. The threshold for each competency is the basic
requirements that must be demonstrated to be able differentiate between average and excellent
performance. Competency may also be classified based on categorization of competencies
needed by managers across the hierarchical levels of management.
This framework outlines two types of classification namely: cluster based and category based as
outlined below:
Classification by competency cluster

Four competency clusters were derived to include: leadership and management (8
competencies); delivery of results (7 competencies); organizational context (5 competencies);
and working with others (6 competencies).
2.5 Classification by Categories of Competencies

(i)
Core Competency/Common /Generic Competency
These are skills, behaviour and work related attributes which are considered essential for all staff
regardless of their function or level within the entire Public Service.
(ii)
Technical
This refers to specific skills, behaviour and work related attributes which are considered essential
to perform any job in the organization within a defined technical or functional area of work
within the Public Service. This includes: Academic level; professional skills; technical
qualifications; requisite or valid experience; and required professional registration. The
Technical Competency Description should indicate whether the particular competence is:
a) Compulsory (C) = obligatory requirement since it is at the heart of performance at the
organizational/individual level;
24
b) Desirable (D) = valuable requirement since it also impacts on performance at the

organizational/individual level;
c) Added Advantage (A) = complementary requirement that may impact on performance at the
organizational/individual level.
(iii)
Specific Category Competency
These are skills, behaviour and work related attributes that apply to a specific job category or level
within the Public Service.
2.6 Competency Interpretation Matrix

The competency interpretation matrix below outlines the competencies applicable to the Rwanda
Public Service under the five clusters. The matrix also interprets the cumulative proficiency
levels which an officer would be expected to demonstrate in the work place.
25
COMPETENCY
SKILL
LEVEL
LEADERSHIP CLUSTER
1. Leadership
and
strategic Expert
thinking
Competent
Spearheading of transformation,
engages in strategic execution,
supportive approach
Awareness
2. Policy and Strategy

Development
Expert
Demonstrates knowledge and

understands policy, identifies need of
improvement of policy
Competent
3. Strategic Management
Expert
Implementation of the strategic goals

and initiatives of the organisation based
consideration of resources and
assessment of the internal and external
environment
Competent
Awareness
Awareness
4.
Analytical problem
and Decision Making
solving Expert
Ability to identify options and make timely

decisions, diagnose problems and solve
Competent
INTERPRETATION
Sets direction for Institution /Agency and inspires others to embrace the
same direction.
Understands Institution /Agency goals, is able to translate them into action
plans and on-sell to peers and other officers.
Understands Institution /Agency goals, is able to execute tasks in line with
those goals.
Plays a lead role in identifying the need for new policies or the review of
existing policies and either develops the policies or oversees their
development and implementation by officers.
Is able to contribute to the drafting of new policies in line with prescribed
guidelines, for consideration and approval by superiors.
Can identify policy gaps/bottlenecks and point these out to the superiors for
action.
Can visualize the strategic direction of the Institution /Agency and turn this
into concrete strategic proposals and action plans. Can also share the
strategy and coach others in its attainment and monitor business operations to
ensure that they remain in line with strategy.
Understands the relationship between own job or function and Institution
/Agency strategy and is able to align own or departmental activities with
the strategy.
Is familiar with the Institution /Agency strategy and tries to reflect the
strategy in performance of own job role.
Has sound judgment and is able to evaluate the information on hand and
make quality and impactful decisions in a timely manner. Takes a lead role
in strategic decision making and is often consulted by senior management
before key decisions are taken.
Is able to make sound decision relating to own working area with minimum
26
COMPETENCY
SKILL
LEVEL
them
Awareness
Expert
5. Analytical Skills
Ability to undertake analysis and
interpret outcomes and generate reports
Competent
Awareness
Expert
6. Visioning
Ability to articulate possible future
events and developments and sect clear
direction
Competent
Awareness
Expert
7. Political savvy
Sensitivity to surrounding and ability to
act according to political environment,
management priorities
Competent
Awareness
INTERPRETATION
input from superiors. Understands the limits of his/her decision making
authority and seeks inputs from the appropriate individuals when decisions
fall outside area of authority.
Is able to make routine decisions that are guided by laid down procedures
and protocols. Requires guidance in all other instances.
Is able to undertake highly complex analysis , interpret the outcomes and
generate reports/summaries that support decision making. Seizes all
available opportunities to disseminate the outcomes through approved
channels and audiences.
Is able to undertake routine analysis in relation to own area of work. Is able
to use outputs to support reports on department or sectional performance, etc.
Is able to do analysis using standards formats.
Has the ability to align strategy to the organization vision, anticipate possible
future events and developments ;sets clear direction for the team and
spearheads in attain the vision both as a shepherd and as a steward
Able to lead and engage the team in strategy generation, spearhead
transformational programmes by providing clear direction, leadership and in
structure and systems
Able to apply vision in the daily work plans and operations
Demonstrate high degree of sensitivity to the surrounding organizational and
political environment and understands the political environment and manage
priorities for positive outcome
Understands corporate culture, norms and unwritten rules for the success and
understand power and politics and adapts to them and identifies when issues
needs to be escalated to higher authorities and effectively alerts officials
Understand the organizational political and management environment
8. Risk Management
Ability to anticipate risks in work
environment and take mitigation Expert
Able to anticipate potential risk and minimize the possibility of occurrence.
27
COMPETENCY
measures,
assurances
SKILL
LEVEL
accountability
and
Competent
Awareness
DELIVERY OF RESULTS CLUSTER
9. People Management &
Development
Expert
Competent
Understanding of the people

management aspects of the job and able
to execute them, quality of people
management
Awareness
10. Planning and Organization
Expert
Planning and organizing of work to

meet individual and team objectives,
setting standards, planning of activities,
interpretation of strategic plans into
operational work plans
Competent
11. Performance Management
Expert
Management of the process and

procedures, i.e. performance contracts,
PAS review
Competent
Awareness
Awareness
12. Customer service/Citizen focus Expert
INTERPRETATION
calculate the risk and understand probability of success, benefits and
consequence of failure
Exhibits capability in risk assessment and management in own area of work.
initiate action despite uncertainties
Applies basic risk management skills in work area
Has full knowledge of both the theory and practice of people management.
Serves as a reference point/advisor for the Institution /Agency.
Understands the people management aspects of own job and is able to
execute them successfully. Is able to assess the need for expert support and
seek it.
Appreciates that quality people management is important but requires ongoing support in this area.
Is able to lead the interpretation of the strategic plan into work plans for the
Institution /Agency and specify measurable outputs.
Can interpret the business plan in terms of own area of work. Is able to
deliver work outputs that link directly with the plan and to organize work so
as to ensure that the plan is delivered.
Is familiar with the deliverables of own job and actively works towards their
achievement.
Is able to interpret organizational goals into departmental and individual
goals, define standards of performance and ensure that officers under him/her
meet such standards. Is able to coach others on performance standards.
Delegates the appropriate responsibility, accountability, decision making,
makes sure that roles, responsibilities and reporting lines are clear and
ensures that staff perform to the required standards consistently.
Interacts well in routine/non challenging situations. Requires assistance
when faced with adversarial situations.
Consistently exceeds customer expectation by applying solid understanding
28
COMPETENCY
SKILL
LEVEL
and service delivery

Ability to identify customer needs and
match with appropriate solutions
Competent
Awareness
13. Continuous
Professional Expert
development and improvement
Ability to continuously look for
improvement in work skills, knowledge,
develop job knowledge through
continuous professional development
Competent
Awareness
14. Creativity and Innovation
Expert
Ability to identify issues and take

proactive approach, add new ideas,
insights, create innovative products
Competent
Awareness
15. Management and Adaptation Expert
to Change
Ability to cope with changing trends,
adapt and work effectively in different
situations
Competent
INTERPRETATION
of what the customer needs and value. able to maintain long term working
relation with client resulting into high level customer/citizens satisfaction
Able to clarify customers/citizen needs and match the with appropriate
solution, together with service charters and meets timely delivery of service
Uses common methods to solve Customers/citizens problems and needs.
Develop job knowledge and expertise through theotitical and practical;
Actively identify new areas of professional development regularly and using
new gained knowledge and skills on the job and support the development of
others; makes effort to initiate technical area
Identifies and participate in appropriate professional development
programmes and applies new knowledge in work and facilitate the
development of others through sharing
Applies new knowledge and skills to use in the job and handling through trial
and error.
Demonstrate high capabilities to generate new valuable ideas and using them
to develop new or improved procedures, systems or services and products.
Provide innovative solutions in work situation. Display a high level of
innovative strategy into new approaches to problem identification and
solution
Devising new ways to approach existing issues to add value. Targets
important areas for innovation and develop solutions that address meaningful
work issues. Thinks strategically and examines numerous
potential
solutions and evaluates each before implementation
Applies basic creativity and innovation in work process and procedures with
gain full opportunities.
Demonstrate high proficiency and expertise to perform a task and pursue
continuous learning to upgrade skills in order to cope with changing trends,
adapt and work effectively in different situations. Facilitate the
implementation and acceptance of changes in the work place
Work effectively in different situation and remain focus in the face of
changes, familiarize with legal, procedures and litigation in the work place
29
COMPETENCY
SKILL
LEVEL
Awareness
ORGANIZATIONAL CONTEXT CLUSTER
16. Budgeting
and
Financial Expert
Management
Understanding of budget and financial
management requirements in the public
service. Prepare, approve and
implement. Skills sufficiency to manage
Competent
Awareness
17. Project
Planning
Management
and Expert
Understanding of project management

cycle, ability to diagnose SWOT
Competent
Awareness
18. Teamwork and Interpersonal Expert

Skills
Ability to corporate with others to
execute assignments and support team
Competent
INTERPRETATION
.Clarify direction and smoothes the process of change
Take notice of changes in the work place and tries to adopt to them
Is fully conversant with the financial processes and procedures of the
Institution /Agency and the Ministry of Finance. Has professional
qualification or equivalent skill level. Acts as advisor/leads financial
activities such as budgeting, reporting, etc.
Has sufficient skill to successfully manage financial aspects of own area if
work for instance budgeting and budgetary control. Alternatively, able to
perform financial management/accounting tasks. Knows when to seek
technical support from experts.
Has financial focus to his/her work and understands financial implications of
own actions in respect to the execution of own job.
Has in-depth understanding of the project management cycle. Recognizes
opportunities in the environment and is able to diagnose the strengths,
weaknesses, opportunities and threats of the Institution /Agency. Serves as
an internal expert/advisor and is able to lead project planning and
implementation activities.
Fully versed with the Institution /Agencys project implementation priorities
and is able to plan projects in own areas of work and implement approved
projects to the required standards. May be called upon to support called
upon to support Ministry wide project planning activities and participate in
monitoring and evaluation.
Knows the Institution /Agencys key project areas and understand their
relationship with own area of work. Is able to implement approved projects
with support from superiors.
Is able to relate and interact effectively at all levels, both within and outside
the organization. Held in high regard both within and outside the
organization.
Relates well with peers, subordinates and third parties. Has a balanced
approach to human relationships and works well in a team.
30
COMPETENCY
SKILL
LEVEL
Awareness
INTERPRETATION
19. Resource Management
Expert
Conversant with regulation for resource

management, procedures and
implementation. Possess skills
Competent
Demonstrate high degree of resource management and thinks in terms of

value addition, best effort and ensures all applicable procedures are used in
acquisition ,management and disposal of resources
Able to apply procedures and practices in management of resources in cost
effective manner and ensures work process achieves quality results within
the provisions
Demonstrate financial and non-financial resources awareness and meets
basic resource management requirements
Demonstrate expertise in human Resource Strategy, Policy development,
able to effectively coach and mentor staff to become experts. Exhibits high
tenets of knowledge management and ensures a seamless transition to next
generation
Able to effectively apply development and implement Human Resource
policy and procedures in the organization; provide staff with development
opportunities and sets appropriate standard for performance behavior
Able to apply the basics Human Resource Management and development
policies procedures and practicals in work environment
decisions. Sensitivity to diversity in

workplace and relating well
Awareness
20. Human Resource Management
and Development
Understanding of HR issues, policies,
strategies, guidelines, operational
manuals
Expert
Competent
Awareness
WORKING WITH OTHERS CLUSTER
21. Communication and Report Expert
Writing
Ability to periodically prepare quality
reports in an area of work, presentation,
analysis. Quality briefs to peers, bosses Competent
and write speeches
Awareness
Interacts well in routine/non challenging situations. Requires assistance when

faced with adversarial situations.
Is able to review and analyze complex documents, prepare and make high
quality presentations and /or produce high level technical reports, strategic
plans, budgets, financial reports, etc. Is able to prepare quality speeches,
executive briefs, cabinet memos and run presentations to third parties, e.g.
the management team, cabinet, Committees, etc
Can prepare periodical reports in own area of work, including basic
analytical work for presentation to superiors. Or is able to make quality
briefs to peers or bosses. Requires minimal input from supervisor.
Can prepare simple summaries for the purpose of record keeping.
31
COMPETENCY
SKILL
LEVEL
22. Negotiation and Influencing Expert

Skills
Ability to relate, interact and generate
favorable results. Ability to be effective
in negotiation.
Competent
Awareness
23. Diplomacy and Protocol
Expert
Facilitating communication,
understanding and corporation between
individuals, governments and cultures.
Competent
Awareness
INTERPRETATION
Information may serve as input into reports by others. Can respond to
queries intelligibly.
Is able to relate and interact effectively at all levels both within and outside
the organization and is able to lead and or direct high level delegations and
negotiations and generate favourable results for the Institution /Agency for
the country. Held in high regard, both within and outside the organization
and referred to when challenging negotiation situations are encountered. Can
act as the Ambassador to the region.
Relates well with peers, subordinates and third parties. Operates effectively
as a member of a negotiation team and contributes to the achievement of
favourable results for the country. Researches the subject matter, then
prepares and presents convincing arguments.
Interacts well in routine/non challenging situations and gathers/presents
factual information to support negotiation process. Requires assistance when
Is an experienced and highly capable diplomat who is able to represent the
country effectively in challenging environments and successfully further the
Countrys interests in such situations. Quickly gains the respect of
colleagues and opponents alike and consistently handles difficult situation
with tact. Has exemplary interpersonal skills, non emotional, able to see the
bigger picture and knows when to trade positions for bigger goals, etc. Is
extremely well versed with diplomatic protocol and etiquette and serves as
an example to others.
Has well developed diplomatic skills; is able to handle conflict situations or
put forward own point of view without causing offence. Is fully conversant
with the general rules and regulations that govern the conduct of an
international civil servant and applies them consistently to all aspects of
work and personal conduct.
Has a good understanding of diplomatic rules and regulations and how to
apply to own work. Familiar with the diplomatic protocols and etiquette and
applies them consistently to own area of work.
32
COMPETENCY
24. Technology Skills
SKILL
LEVEL
Expert
Ability to use a variety of ICT skills in

functional/work area
Competent
25. Technical Competency
Awareness
Expert
Command use of relevant technical and

job related knowledge. Degree to which
one understands professionalism.
Demonstrate professional competence
and master of the subject matter
professional motivation
Competent
Awareness
26. Monitoring and evaluation
Expert
Ability to apply monitoring and

evaluation in work place and write
quality reports
Competent
Awareness
INTERPRETATION
A Technology expert who is able to provide leadership and execute technical
tasks competently. Is a source of knowledge and learning to other members
of the organization.
Is able to use a wide variety of computer software and other technologies in
the area of work independently. Or is able to offer first level technical or
operational support to other users.
Is able to perform routine functions via use of technology.
Completely understands all aspects of the job and can execute successfully.
Serves as a point of reference for others in areas of expertise. Is able to
coach and mentor others.
Fully understands assigned job role and is able to perform it to an acceptable
level of competence without supervision.
Is still developing knowledge thus needs supervision.
Ability to develop and communicate a clear and compelling vision and

mission for M&E, manage the development of strategic and operational
plans;
Ability to develop, regularly update, harmonise and communicate M&E
plans. Ability to integrate M&E planning and implementation processes.
Ability to coordinate the planning and implementation of activities to build
M&E capacity
Ability to apply monitoring and evaluation skills
33
2.7 Core Competency Map for Rwanda Public Service

The core competency map below outlines the competency proficiency levels expected of the different categories which cut across the
entire Rwanda Public Service. The job categories E,F,G,H has been broken down into two components; one covering the political
appointments and technocrats within the job categories with E and F specific to technocrats as presented in colour brown in the
heading of the matrix. This competency map table should be read alongside the core competency interpretation matrix in section 2.8.
Please see annex 1 for complete list of job categories 1 up to 14.
COMPETENCIES
1. PLANNING
2
AND
ORGANIZING
2. RESOURCE
3
MANAGEMENT
3. PERFORMANCE
6
MANAGEMENT
4. TECHNICAL/PROFESSIONA
8
L COMPETENCY
5. COMMUNICATION
1
AND
REPORT
0
WRITING
6. CUSTOMER/CITIZEN
1
FOCUS
2
AND SERVICE
DELIVERY
7. ANALYTICAL
1
SKILLS
3
SKILL
LEVEL
Expert
Competent
Awareness
Expert
Competent
Awareness
Expert
Competent
Awareness
Expert
Competent
Awareness
Expert
Competent
Awareness
Expert
Competent
Awareness
Expert
Competent
Awareness
F
`
34
10
0
11
12
13
14
8. PEOPLE
1
MANAGEMENT
AND
5 DEVEL
OPMENT
9. TECHNOLOGY
1
SKILLS
7
10. PROJECT
2
PLANNING AND
MANAGEMENT
1
11. MANAGEMENT
2
AND
ADAPTATION
2
TO CHANGE
12. RISK
2 MANAGEMENT
7
13. TEAM
2
WORK AND
INTERPERSONAL
8
SKILLS
14. CONTINUOUS
2
PROFESSIONAL
9
DEVELOPMENT
15. MONITORING
3
AND
EVALUATION
0
16. CREATIVITY
3
AND
INNOVATION
2
Key
Expert
Expert
Competent
Awareness
Expert
Competent
Awareness
Expert
Competent
Awareness
Expert
Competent
Awareness
Expert
Competent
Awareness
Expert
Competent
Awareness
Expert
Competent
Awareness
Expert
Competent
Awareness
Expert
Competent
Awareness
Competent
Awareness
35
2.8 Core Competency Interpretation

The core competencies contained in the table below are competencies considered important to all staff in the Public Service regardless
of their grades or functions and should be read long side the competency map in table 2.7
COMPETENCY
SKILL
LEVEL
LEADERSHIP AND MANAGEMENT CLUSTER
1. Analytical Skills
Expert
Competent
2. Risk Management
Competent
Awareness
DELIVERY OF RESULTS CLUSTER
3. People
Management
& Competent
Development
Awareness
4. Planning and Organization
Competent
5. Performance Management
Competent
INTERPRETATION
Is able to undertake highly complex analysis, interpret the outcomes and

generate reports/summaries that support decision making. Seizes all
available opportunities to disseminate the outcomes through approved
channels and audiences.
Is able to undertake routine analysis in relation to own area of work. Is able
to use outputs to support reports on department or sectional performance, etc.
Exhibits capability in risk assessment and management in own area of work.
Initiates action in spite of uncertainties
Applies basic risk management skills in work area
Understands the people management aspects of own job and is able to
execute them successfully. Is able to assess the need for expert support and
seek it.
Appreciates that quality people management is important but requires ongoing support in this area.
Can interpret the business plan in terms of own area of work. Is able to
deliver work outputs that link directly with the plan and to organize work so
as to ensure that the plan is delivered.
Delegates the appropriate responsibility, accountability, decision making,
makes sure that roles, responsibilities and reporting lines are clear and
ensures that staff perform to the required standards consistently.
36
COMPETENCY
6. Customer/Citizen focus
SKILL
LEVEL
Competent
INTERPRETATION
Able to clarify customers/citizen needs and match the with appropriate
solution, together with service charters and meets timely delivery of service
7. Continuous
Professional Competent

Awareness
and error.
Devising new ways to approach existing issues to add value. Targets
important areas for innovation and develop solutions that address meaningful
work issues. Thinks strategically and examines numerous
potential
solutions and evaluates each before implementation
8. Creativity and Innovation
Competent
9. Change
Management
Adaptation to Change
and Competent
10. Monitoring and evaluation
Work effectively in different situation and remain focus in the face of

changes, familiarize with legal, procedures and litigation in the work place
clarify direction and smoothens the process of change
Awareness
Take notice of changes in the work place and try to adapt to the change
Expert
Ability to develop and communicate a clear and compelling vision and

mission for M&E, manage the development of strategic and operational
plans;
Ability to design M&E systems (people, data and processes), timely
reporting of results and ability to apply key M&E approaches to programs
and projects
Ability to develop, regularly update, harmonise and communicate M&E
plans. Ability to integrate M&E planning and implementation processes.
Ability to coordinate the planning and implementation of activities to build
M&E capacity
Competent
37
COMPETENCY
SKILL
LEVEL
Awareness
INTERPRETATION
Ability to apply monitoring and evaluation skills and aware of new M&E
innovations
ORGANISATIONAL CONTEXT CLUSTER

11. Project
Planning
Management
12. Teamwork
Skills
and
and Competent
Interpersonal Expert
Competent
Competent
Awareness

organization.
the provisions
Demonstrate financial and non-financial resources awareness and meets
WORKING WITH OTHERS CLUSTER

14. Technology Skills
15. Communication
Writing
Awareness
and
Report Expert
Awareness

Is able to review and analyze complex documents, prepare and make high
quality presentations and /or produce high level technical reports, strategic
plans, budgets, financial reports, etc. Is able to prepare quality speeches,
executive briefs, cabinet memos and run presentations to third parties, e.g.
the management team, cabinet, Committees, etc.
Can prepare simple summaries for the purpose of record keeping.
38
COMPETENCY
SKILL
LEVEL
16. Technical/professional
competency
Expert
Competent
INTERPRETATION
Information may serve as input into reports by others. Can respond to
queries intelligibly.
39
2.9 Job category Specific competencies

For the purpose of this framework, the job levels have been clustered into five categories as follows based on the Presidential Order
No 17/01 of 23/01/2013 establishing the job classification in Rwanda Public Service.
Category
I
II
III
IV
V
Job Levels
E, F,G and H
1,2 and 3
4 and 5
6,7 and 8
9,10,11,12,13 and 14
Please refer to the annex on job categories for further details.
40
Category I
Competencies for Job Category I (F, G, and H) are outlined as follows:
COMPETENCY
SKILL
LEVEL
1. Leadership and strategic thinking Expert
Competent
Awareness
2. Policy
and
Development
Strategy Expert
Competent
Awareness
Expert
Competent
Awareness
4. Negotiation
Skills
and
Influencing Expert
INTERPRETATION
same direction.
those goals.
action.
Can visualize the strategic direction of the Institution/Agency and turn this
Understands the relationship with between own job or function and
Institution /Agency strategy and is able to align own or departmental
activities with the strategy.
41
COMPETENCY
SKILL
LEVEL
Competent
Awareness
5. Teamwork
Skills
and
Competent
Awareness
6. Visioning
Expert
Competent
Awareness
Expert
7. Political savvy
Competent
Awareness
Expert
INTERPRETATION
organization.
Has the ability to align strategy to the organization vision, anticipate possible
future events and developments ;sets clear direction for the team and
spearheads in attain the vision both as a shepherd and as a steward
transformational programmes by providing clear direction ,leadership and in
structure and systems
Demonstrate high degree of sensitivity to the surrounding organizational and
political environment and understands the political environment and manage
priorities for positive outcome
Understands corporate culture, norms and unwritten rules for the success and
understand power and politics and adapts to them and identifies when issues
needs to be escalated to higher authorities and effectively alerts officials
Demonstrate high degree of resource management and think in terms of
42
COMPETENCY
SKILL
LEVEL
Competent
Awareness
9. Human
Resource
Development
and Expert
Competent
Awareness
INTERPRETATION
the provisions
Demonstrate financial and non financial resources awareness and meets basic
resource management requirements
tenets of knowledge management and ensures a seamless transition to help
next generation
43
Category II
Competencies for Job Category II (1, 2 and 3) are outlined as follows:

COMPETENCY
1. Leadership and
thinking
SKILL LEVEL
strategic Expert
Competent
Awareness
2. Policy
and
Development
Strategy Expert
Competent
Awareness
Expert
Competent
Awareness
4. Budgeting and
Management
Financial Expert
INTERPRETATION
same direction.
those goals.
action.
strategy and coach others in its attainment and monitor business operations
to ensure that they remain in line with strategy.
44
COMPETENCY
SKILL LEVEL
Competent
Awareness
5. Negotiation and Influencing Expert
Skills
Competent
Awareness
6. Diplomacy and Protocol
Expert
Competent
INTERPRETATION
Has financial focus to his/her work and understands financial implications
of own actions in respect to the execution of own job.
and referred to when challenging negotiation situations are encountered.
Can act as the Ambassador to the region.
Relates well with peers, subordinates and third parties. Operates
effectively as a member of a negotiation team and contributes to the
achievement of favourable results for the country. Researches the subject
matter, then prepares and presents convincing arguments.
factual information to support negotiation process. Requires assistance
Is an experienced and highly capable diplomat who is able to represent the
country effectively in challenging environments and successfully further
the Countrys interests in such situations. Quickly gains the respect of
colleagues and opponents alike and consistently handles difficult situation
with tact. Has exemplary interpersonal skills, non emotional, able to see
the bigger picture and knows when to trade positions for bigger goals, etc.
Is extremely well versed with diplomatic protocol and etiquette and serves
as an example to others.
Has well developed diplomatic skills; is able to handle conflict situations or
put forward own point of view without causing offence. Is fully conversant
with the general rules and regulations that govern the conduct of an
international civil servant and applies them consistently to all aspects of
work and personal conduct.
45
COMPETENCY
SKILL LEVEL
Awareness
7.
Expert
Technical Competency
Competent
Awareness
8. Teamwork and Interpersonal Expert
Skills
Competent
Awareness
9. Continuous
development
Professional Expert
Competent
Awareness
10. Visioning
Expert
Competent
Awareness
INTERPRETATION
Has a good understanding of diplomatic rules and regulations and how to
apply to own work. Familiar with the diplomatic protocols and etiquette
and applies them consistently to own area of work.
Fully understands assigned job role and is able to perform it to an
acceptable level of competence without supervision.
organization.
Interacts well in routine/non challenging situations. Requires assistance
Actively identify new areas of professional development regularly and
using new gained knowledge and skills on the job and support the
development of others; makes effort to initiate technical area
Applies new knowledge and skills to use in the job and handling through
trial and error.
Has the ability to align strategy to the organization vision, anticipate
possible future events and developments ;sets clear direction for the team
and spearheads in attain the vision both as a shepherd and as a steward
transformational programmes by providing clear direction ,leadership and
in structure and systems
46
COMPETENCY
11. Political savvy
SKILL LEVEL
Expert
Competent
Awareness
Expert
Competent
Awareness
13. Human Resource
Management and
Development
Expert
Competent
Awareness
INTERPRETATION
Demonstrate high degree of sensitivity to the surrounding organizational
and political environment and understands the political environment and
manage priorities for positive outcome
Understands corporate culture, norms and unwritten rules for the success
and understand power and politics and adapts to them and identifies when
issues needs to be escalated to higher authorities and effectively alerts
officials
Demonstrate high degree of resource management and think in terms of
the provisions
Demonstrate financial and non financial resources awareness and meets
next generation
47
Category III
Competencies for Job Category III (4, 5) are outlined as follows:
COMPETENCY
SKILL
LEVEL
1. Leadership and strategic thinking Expert
Competent
Awareness
2. Policy
and
Development
Strategy Expert
Competent
Awareness
Expert
Competent
Awareness
4.
Budgeting
Management
and
Financial Expert
INTERPRETATION
same direction.
those goals.
action.
48
COMPETENCY
SKILL
LEVEL
Competent
Awareness
5. Negotiation
Skills
and
Awareness
Influencing Expert
Competent
Awareness
6.
Project
Planning
Management
and Expert
Competent
INTERPRETATION
Has in-depth understanding of the project management cycle. Recognizes
opportunities in the environment and is able to diagnose the strengths,
weaknesses, opportunities and threats of the Institution /Agency. Serves as
an internal expert/advisor and is able to lead project planning and
implementation activities.
49
COMPETENCY
7.
SKILL
LEVEL
Awareness
Expert
Competent
8. Teamwork
Skills
and
Awareness
Competent
Awareness
9. Continuous
development
Professional Expert
Competent
Awareness
INTERPRETATION
Knows the Institution /Agencys key project areas and understand their
relationship with own area of work. Is able to implement approved projects
with support from superiors.
organization.
and error.
50
Category IV
Competencies for Job Categories IV (6, 7, and 8) are outlined as follows:

COMPETENCY
SKILL
LEVEL
Expert
Competent
Awareness
2.
Budgeting
Management
and
Financial Expert
Competent
Awareness
3.
Analytical problem solving and Expert

Decision Making
Competent
INTERPRETATION
Has sound judgment and is able to evaluate the information on hand and
make quality and impactful decisions in a timely manner. Takes a lead role
in strategic decision making and is often consulted by senior management
before key decisions are taken.
Is able to make sound decision relating to own working area with minimum
input from superiors. Understands the limits of his/her decision making
51
COMPETENCY
SKILL
LEVEL
Awareness
4.
Expert
Competent
5. Teamwork
Skills
and
Awareness
Competent
Awareness
6. Continuous
development
Professional Expert
Competent
Awareness
INTERPRETATION
authority and seeks inputs from the appropriate individuals when decisions
fall outside area of authority.
Is able to make routine decisions that are guided by laid down procedures
and protocols. Requires guidance in all other instances.
organization.
and error.
52
Category V
Competencies for Job Category V (9, 10, 11, 12, 13, and 14) are outlined as follows:
COMPETENCY
1.
2. Teamwork
Skills
and
SKILL
LEVEL
Expert
INTERPRETATION
Competent
Fully understands assigned job roles and is able to perform it to an

acceptable level of competence without supervision
Is still developing knowledge thus needs supervision
organization.
Identifies and participates in appropriate professional development
and error.
Awareness
Competent
Awareness
3. Continuous
Professional Expert
Competent
Awareness
4. Human Resource Management Expert
and Development
Completely understands all aspects of the job and can execute successfully,
serves as a point of reference for others in areas of expertise. IS able to coach
and mentor others
53
COMPETENCY
SKILL
LEVEL
Competent
Awareness
INTERPRETATION
next generation
54
3.0 CHAPTER THREE: BENEFITS OF COMPETENCY

FRAMEWORK
The implementation of Competency Framework (CF) will fill the gaps in the current Human
Resource Management in the Rwanda Public service as earlier highlighted in chapter one of this
document.
3.1 Benefits of using a competency framework

Using this framework will be beneficial in the following ways:
(i) Public service and MDAs

For managers in the public service and MDAs, the benefits are:
Identify performance criteria to improve the accuracy and ease of the hiring and selection
process.
Clarify standards of excellence for easier communication of performance expectations to

direct reports.
Provide a clear foundation for dialogue to occur between the manager and employee about
performance, development, and career-related issues.
(ii) Benefits for staff retention in the service

Building a Competency Model into all Human Resources management (HRM) processes in the
Rwanda Public Services will have a positive impact on employee retention as depicted in the
figure below on HRM processes and employee retention:
55
Recruitment
Recruitment
for
a better
for a better
job fit
job fit
Enhanced
Enhanced
Professional
Professional
Development
Development
Opportunities
Opportunities
Improved
Improved
Retention
Retention
Competency
Competency
-driven
-driven
Selection
Selection
Meaningful
Meaningful
Performance
Performance
Management
Management
As can be seen from the above figure, the following advantages accrue from a competencydriven HRM processes:
Recruiting and selecting employees with the competencies associated with successful
performance will result in a better job fit.
Aligning performance management and professional development processes with the

Competency Framework should strengthen employees abilities to effectively meet the
challenges of the job.
Employee loyalty and retention increase when they clearly understand what is expected
of them and receive constructive feedback on how they are doing.
Providing competency-based development provides employees with the insights and

tools necessary to become better workers and prepares them for future advancement.
(iii) Benefits to individuals in the service

For employees, the benefits are:
Identify the success criteria (i.e., behavioral standards of performance excellence) required
to be successful in their role.
Support a more specific and objective assessment of their strengths and specify targeted
areas for professional development.
Provide development tools and methods for enhancing their skills.

56
3.2 Recruitment and Selection
This framework will facilitate securing and employing the right kind of people required to
accomplish public service objectives. This is because when the appropriate competency
framework is identified, appropriate job profiles are created. With an accurate job profile, the
entire recruitment process becomes easier and effective. A clear set of competencies and
requirements could figure prominently in recruitment materials and be integral to the hiring
processes of institutions. Moreover, the candidate who applies will be well aware of what the
position demands and the interviewer will know exactly what to look for in the candidate. Once
recruited, employees will be expected to perform well since they will know what exactly is
required of them. The process will also include competency assessment not only in professional
areas but also in all depending on the job level and category
3.3 Performance Management

It has been observed that competency framework modeling is an important tool for improving
HR performance. The strategic development and application of competency framework models
provides more precise integration of competencies into human resource functions thus driving
performance improvement. As earlier noted in chapter one the current performance appraisal
system does not adequately appraise staff on their competencies.
The framework developed for the Rwanda public service will facilitate systematic evaluation of
employee performance on the job and potential for development. This is because with this
framework, an employee will be able to understand the growth within the public service
hierarchy and requirements clearly defined for positions.
As a result, the performance
management system currently used in the public service will need to be reviewed in order to take
into account the competency requirements as outlined in this framework to form a basis for a
new job evaluation, pay and performance evaluation system in order to ensure that all levels of
staff are evaluated and appropriately rewarded based on the competencies assigned by this
framework.
57
3.4 Workforce Planning

The framework will facilitate the process of estimating the present and future Human Resources
requirement for the service, preparation of inventory of present workforce and a formulation of
work plans to bridge the gaps. The gaps will be identified from time to time and appropriate
interventions undertaken.
3.5 Succession Planning

Succession management is the strategic and deliberate action of identifying the right officers
with the right skills, knowledge, attribute and other characteristics for advancement of career in
the public service. Application of the competency framework will ensure that the public service
has future capabilities to fill vacancies created by promotion, retirement and other forms of
attrition. As such, the framework will be used to develop employee competencies for current and
future assignment in the public service. This will ensure that the employee are prepared for
future responsibilities by developing them earlier enough through mentoring and coaching.
3.6 Training and Development

The current training order has been in existence for over ten years and did not take into account
the competency approach to determining training needs. It should be noted that human resource
development entails improving knowledge, skills, attributes and values of employees so that they
can perform present and future jobs effectively. Competency development will form an integral
part of the human resource development in the service. Human resource development practices
are aligned to modify or enforce attitudes and behaviors in an effort to improve and maintain
individual and organizational effectiveness. Strategic HRD practices that are competency-based
will be key factors in improving institutional performance and learning. Basing on the
competency framework developed for the Rwanda Public service, employees will acquire new
knowledge, skills and attitudes which will facilitate achievement of personal and organizational
goals and therefore facilitate the transformation of the public sector to become a more effective
and efficient institution, capable of meeting Rwandas current and future development capacity
requirements
58
4.0 CHAPTER FOUR: INSTITUTIONAL FRAMEWORK

The implementation of the competency framework will be done in consultation with stakeholders
that include Ministries, public sector agencies within the framework of public sector reform and
capacity building initiatives and professional bodies. The Ministry of public service and Labour
will coordinate the Implementation of the framework and ensure all public service agencies
mainstream the framework in their operations.
Organizational Chart for Implementation of the Competency Framework
The competency Framework will be implemented through the following Institutional

arrangement:
4.1 Executive President and Prime Minister

Provide executive approval to facilitate the implementation of the strategy and set up National
Steering Committee for Competency Framework
59
4.2 The National Steering Committee

The following membership is proposed for the steering committee:
STAKEHOLDER
ROLE
MIFOTRA
Chair
MININFRA
Member
MINICOFIN
Member
MINICOM
Member
NAEB
Member
NCBS
Member
RMI
Member
JUDUCIARY
Member
PUBLIC SERVICE COMMISSION
Member
RDB
Member
MINALOC
Member
The role of the Steering Committee

The role of the steering committee will include the following:
(i) Policy Direction
(ii) National coordination of CF
(iii) Partnership management
(iv) Monitoring and Evaluation
(v) Review and validation of policy documents to facilitate the implementation of CF
(vi) Mobilize resources for CF implementation
60
4.3 Ministry of Public Service and Labour

The Ministry of Public Service will be responsible for:
(i)
Roll out and mainstreaming of the Framework in the entire Public Service.
(ii)
Provide technical support to the Public Service institutions to mainstream the competency
Framework in their operations.
(iii)
Liaise with Public Service recruitment Agencies and NCBS on training and capacity
building to facilitate the implementation of the Competency Framework.
(iv)
Review the Performance Management System to be in line with the framework and
Results Based Management.
(v)
Collaborate with Public Service training institutions in the development of curriculum for
identified competency gaps.
(vi)
Set up a Competency Management Secretariat in MIFOTRA to oversee the

implementation, monitoring, evaluation and reporting.
Roles for the Secretariat

The Secretariat will provide the following support to the implementation of the Competency
Framework:
(i)
Serve as a secretariat to the National steering Committee
(ii)
Make recommendation to the Committee for approvals and forwarding to the cabinet
(iii)
Provide technical support to the National Steering committee
(iv)
Prepare M & E reports and submit to the National Steering committee
4.4 Ministries/Commissions/Agencies and Institutions

The role of the Ministries and government agencies will be to:
(i)
Adopt and mainstream the Framework in their operations.
(ii)
Develop Technical and professional Competencies for their institutions.
61
(iii)
Create competency units within the Human Resource function in their institutions to
coordinate implementation of the framework in their agencies. The HR offices should be
strengthened to operationalize this framework at Ministry; Agency and LG levels.
4.5 National Capacity Building Secretariat

The role of the NCBS will be to:
(i)
Facilitate Capacity Building on competency gaps arising out of assessment.
(ii)
Facilitate institutions with resources to implement Capacity Building plans.
4.6 Public Service Training Institution

The Public Service Training Institution will develop public service competency based curriculum
to facilitate acquisition of the relevant competency based, knowledge, skills, attributes and other
characteristics.
4.7 Ministry of Finance

The Ministry of Finance will roll out of competency Framework and reviews and updates
through allocation of budgetary requirements for the next five years in line with the budget cycle.
62
4.8 Transition from current practice

The following transitional arrangements are proposed for the effective introduction and
implementation of the competency framework in the Rwanda public service.
Recommendation
1
Roll out the Competency Framework to the entire Public Service for
implementation in line with policy implementation procedures
Setting up of a unit within the MIFOTRA to coordinate and manage

the transition
Formation of National coordination committee with links in all the

Public Service Institutions.
Develop a plan of action to roll out the framework
Training and orientation of key institutions to be involved in the

transition (MIFOTRA, NCBS, MDAs
Training in change management across the service in order to adapt to

the new HRM models
Development/review of various schemes of service and linking the

competency framework to the schemes to form the basis for new
recruitment into the public service
Review current methods of recruitment, training, performance

management by all Public Service institutions to include competency
requirements
Implementation within a period of three (3) to five (5) years

MIFOTRA will be the lead government agency in the implementation
of this framework with the support of other key government
institutions. It expected that the implementation of this framework will
go a long way in improving the performance of individual officers,
public service and the economy at large
Timeframe
63
4.9 Limitations of a competency-based system and characteristics of successful

implementation
Competency standards alone produce little effect. Competency initiatives that produce the
most significant change are applied systemically across a range of HR development processes.
Competencies impact systems that actively support the organizations vision, strategy, and key
capabilities. In competency systems that work, they become part of the culture and the mindset
of leaders through repeated application and refinement over a significant period of time.
Therefore the success of the competency framework described in in this document will be
enhanced by continuous alignment with the Governments strategic direction and integrated
with a range of its HR development processes.
4.10 Review and Feedback Mechanism

The Ministry of Public Service and Labour will oversee continuous monitoring and evaluation of
the implementation of the Framework, undertake a job evaluation and periodically review the
framework. Competency models are dynamic and therefore change with the changing context in
which work is performed. As such we suggest that this framework should be reviewed and
evaluated every five years.
64
5.0 CHAPTER FIVE: ACTION PLAN

This chapter outlines the application of Competency framework (CF) in the three institutions.
The focus of the framework is to apply the outcome to the three priority institution namely;
MININFRA, NAEB and RDB. This will be done through the review of job profiles, career
development and strengthening of human resource systems in the three institutions. The
intention is to eventually extend the use of the framework to support all areas of human
resource in the Public Service of Rwanda.
5.1 Long term plan

In the long term the CF will become part and parcel of the National Human Resource
Management policy and will be institutionalized by the GOR in accordance with the
institutional Framework provided in chapter four of this document.
65
6.0 CHAPTER SIX CONCLUSION

The competency framework represents a major initiative in strengthening the human resource
systems in the Rwanda Public Service and its implementation will help develop competent
Public Servants who will effectively contribute to the realization of Vision 2020.
A competency framework will be an essential vehicle for achieving service wide performance
through focusing and reviewing human resource capability and potential. This framework should
form an integral part of the human resource management system of the Rwanda Public Service.
The framework will also facilitate human resource planning and development and guide the
review and rewriting of job descriptions and development of career progression structures for all
the cadres in the public service. The framework will provide a basis for competency driven
selection, leading to recruitment for a better job fit.
In addition the competency framework will support alignment of performance management and
professional development processes which will lead to strengthening employee abilities to meet
challenges of the job and hence increase the chances of improved retention.
Human resource development practices will be aligned to enforce attitudes and behaviors in an
effort to improve and maintain individual and organizational effectiveness. Strategic HRD
practices that are competency-based will be key factors in improving institutional performance
and learning.
Employees will acquire new knowledge, skills and attitudes which will facilitate achievement of
personal and organizational goals which will facilitate the transformation of the public sector
capable of meeting Rwandas current and future development capacity requirements.
The Competency Framework has been developed in order to support the improved service
delivery as well as facilitate the attraction and retention of the competent staff in the Public
Service.
66
7.0 ANNEX
Cadres in five job categories (reference the Presidential order n17/01 of
23/01/2013 establishing the job classification in Rwanda Public Service)
Jobs under Category I (Levels E, F, G)
Level Job title

E
Judge Supreme Court

President High Court
President Commercial High Court
Deputy Prosecutor General
Vice Mayor of Kigali City
Rector
Head of CHUK/CHUB
Head of Referral Hospital
Head of: RNRA, RSSB, EWSA, RDB, RRA, REB, RBA, RGB, OGS, RBC, RAB, NAEB,
NCHR, RURA, RBS, CNLG, NEC, PSC, NLRC, GMO, RCA, IRST, HEC, NURC.
Deputy Heads Where Heads are at D
General
Army Chief of Staff
Air Forces Chief of Staff
Reserve Force Chief of Staff
Rector of Defense University
Lt. General
Deputy Army Chief of Staff
Deputy Air Forces Chief of Staff
Deputy Reserve Force Chief of Staff
Deputy Inspector General of Police
Commissioner General of Police
Rector of Police Academy
Deputy Commissioner General of RCS

Member of Parliament
Clerk
Personal Physician of the President
Principal Private Secretary of the President
Advisor of the President
Head Strategic and Policy Unit
Permanent Secretary
67
Level Job title

Deputy Attorney General
Assistant Attorney General
Ambassador
Secretary General, SC
Vice President High Court
Vice President Commercial High Court
Secretary General, NPPA
Inspector General, Supreme Court/NPPA
Executive Secretary of the City of Kigali
Executive Secretary of Province
Vice Rector
Full Professor
Director of Research
Senior Principal Research Fellow
Principal IPRC
Chief Consultant (Medical/Dental Surgeon)
Senior Consultant (Medical/Dental Surgeon)
Head of: RIAM, ONATRACOM, REMA, WDA, RHA, RLDSF, RCA, RPPA, PSCBS, ONP,
NICA, INMR, RTC, RTDA, MMI, FARG.
Deputy Heads where heads are at E
Director of Policy, Research & Planning HEC
Director of Academic Quality HEC
Secretary General OAG NHR, OMBUDSMAN
DG NISSAN (ES, IS, IMMIGRATION, Head of NIA)
Major General
Division Commander
Commandant of Military School /GHQs
President of Military High Court
Military Prosecutor General
Vice Rector - Defense University
Head of Joint General Staff/Js 1,2,3,4,5
Brigadier General
Corporate Staff
Commandant of Military Hospital
Professor of Defense University
Deputy Commissioner General of Police
Commissioner of Department
Commandant of Police Training School
68
Level Job title

Regional Police Commander
Principal Commandant
Commissioner of Police
Assistant Commissioner of Police
Commandant of Police Hospital
Commandant of RCS Training School
Commissioner
Jobs under Category II (Levels 1, 2, 3)
Level Job title

1
Advisor to the Head of the Senate

Advisor to the Speaker
Deputy Clerk
Deputy Head Strategic and Policy Unit
Advisor to the PM
Head of Government Action Coordination Unit
Head Diplomatic Advisory Unit
Minister Counsellor of Embassy
Principal State Attorney
Head of Department
Advisor to the President Supreme Court
Inspector, Supreme Court/NPPA
National Prosecutor
Judge High Court
Judge Commercial High Court
Mayor District
Associate Professor
Principal Research Fellow
Vice - Principal IPRC
Consultant (Medical/Dental Surgeon)
Senior Consultant Pharmacist
Director of Clinical Services CHUs
Senior Consultant Nurse/Senior Consultant in Allied Sciences
Head of: NWC, NYC, NCPD, CHND, RALC, NCC, RMF, MHC
69
Level Job title

Deputy Heads where heads are at "F" level
Heads of Department Boards
Deputy DG NISS
Commissioner Secretary
Principal Legal Advisor
Permanent Commissioner National Commissions
Principal Senior Trainer Coordinator
Brigade Commander
Air Base Commandant
Regiment Commander
Colonel
President of Military Tribunal
Vice President of Military Court
Deputy Military Prosecutor General
Deputy Brigade Commandant
Army Spokesperson
Commanding Officer Specialized Unit
Chief Superintendent of Police
Commander of Police Airwing
Deputy Commissioner of Department
Commandant of Police Headquarters
Deputy Commandant of Police Training School
Director General of Police Forensic Laboratory
Po lice Spokesperson
Deputy Commander of RCS Training School
Advisor to the Vice President

Advisor to the Deputy Speaker
Head of Cluster SPU
Deputy PPS
Senior Legal Analyst
Director General
Senior Analyst
Senior Advisor to Dir CAB
Health and Sport Specialist
Speech Writer
Advisor to the Minister
70
Level Job title

Deputy Director General
Director General
Analyst
Speech Writer
Advisor to the Director CAB
Chief Cabinet Notes Taker
Cabinet Notes Taker
Coordinator Justice Sector Secretariat
Commercial Attach
1st Counsellor Embassy
2nd Counsellor Embassy
Diplomatic Advisor
Government Chief Internal Auditor
Government Chief Economist
Accountant General
Director General
Principal Senior Engineer
Principal Senior Technologist
President Intermediate Court
President Commercial Court
Advisor to the General Prosecutor
Chief Prosecutor at Intermediate Level
Advisor to the Vice President SC
Vice Mayor of District
Executive Secretary District
Advisor to the Governor
Senior Lecturer
Senior Research Fellow
Junior Consultant (Medical/Dental Surgeon)
Consultant Pharmacist
Head of Clinical Department
Deputy Head where Heads are at "G" level
Head of Division
Commissioner of Department
Analyst
71
Level Job title

Senior Medical Advisor
Senior Trainer/Senior Consultant
Battalion Commander
Squadron Commander (Air)
Chief Instructor Military School
LT. Colonel
Defense Attach /Liaison Officer
Vice President of Military Tribunal
Deputy Battalion Commander
Senior Superintendent of Police
Chief Instructor Police Academy
Chief Instructor Police Training School
Police Liaison Police
District Police Commander
Police Attach
Executive Assistant to the President of Senate

Executive Assistant to the Speaker
Researcher
Legislative Drafter & Advisory
Table Officer
Committee Clerk
Director
Deputy Director
Junior Legal Analyst
Advisor to Dir CAB
Advisor to Deputy Dir CAB
Internal Auditor
Executive Assistant in Executive Office
Head Waiter
Junior Analyst
Nurse - State House
Cameraman
Photographer
Head of Central Secretariat
PM's Office Manager
Director
Specialist
72
Level Job title

Protocol Officer
Executive Assistant to PM
Translator
Senior Legal Officer
Legislative Tracker
Deputy Accountant General
Senior Economist
Treasury Counsel
Director
Legal Advisor
1st Embassy Secretary
2nd Embassy Secretary
3rd Embassy Secretary
State Attorney
Principal Engineer
Principal Technologist
Senior Engineer
Senior Technologist
Executive Assistant to President SC
Executive Secretary of CSM/CSP
Registrar SC
Chief Registrar HC and CHC
V/President IC and CC
Judges IC, CC
Chief Assistant to the National Prosecutor
Registrar HC, Registrar CHC
Researcher SC
Prosecutor at Intermediate Level
Assistant to the National Prosecutor
Internal Resource Manager HC, CHC and IC
President PC
Executive Secretary of Sector
Director
Regional Auditor at Province
Kigali City Auditor
Lecturer
73
Level Job title

Research Fellow
Associate research Fellow
Junior Consultant Pharmacist/Junior in Allied Services
Senior Registrar (Medical & Dental Surgeon)
Junior Registrar (Medical & Dental Surgeon)
Director of Nursing CHUs
Director of District Hospital
Chief Medical Officer/Chief Dental Surgeon
Director of Unit
RCS Health Coordinator
Director of NISS
Director of Prisons
Advisor of Heads at D, E & F
Trainer/Consultant
Auditor Manager
Director
Major
Company Commander
Instructor Military School
Military Prosecutors
Judge in Military High Court
Director
Superintendent
Head of Service
Senior Superintendent
Superintendent
Jobs under Category III (Levels 4, 5)
Level Job title

4
Parliament Diplomacy Officer

Chief Auditor
Voice System
Protocol Assistant
Hansard Editor
Chamber Operator
74
Level Job title

Security and Defense Officer
Chief Cook
Assistant Chief Cook
ICT Officer
HR Officer
Accountant
Procurement
Procurement Manager DIR CAB/Deputy DIR CAB
Logistics Officer
Librarian
Assistant Head Waiter
Professional in Technical Unit
HR Officer
Information and Communication
Public Requests Officer
Travel Clearance Officer
Legal Affairs Officer
Professional in Technical Unit
Public Relations Officer
HR Officer
ICT Officer (AO)(A1)
Engineer , Technologist (AO)(A1)
Junior Engineer, Junior Technologist (AO)(A1)
Agronomist, Veterinary, Forest, Livestock (AO)(A1)
Chief Registrar, IC, CC
Criminality Analyst NNPA
Judge Primary Court
Prosecutor at Primary Level
Chief Assistant to the Prosecutor at Intermediate Level
Secretary to the District Council
Legal Affairs/Notary Districts
Labor Inspector
Land Bureau
Professionals in technical Unit
Assistant Lecturer
Research Assistant
Tutorial Assistant
75
Level Job title

Junior Research Officer
Schools Monitor IPRC
Senior Trainer IWAWA
Head Teacher Upper Secondary School (a0)
Head Teacher Lower Secondary School (a0)
School Manager TSS
Senior Medical Officer/Senior Dental Surgeon
Medical Officer/Dental Surgeon
Junior Medical Officer/Junior Dental Surgeon
Head of Service District Hospital
Pharmacist (a0)
Dental Therapist (A0)
Nurses/Midwives/Nurse (Ao) (With Specialization)
Nurses/Midwives/Nurse in Allied Services (A0)
District Pharmacist Manager (A0)
Senior Principal Auditor
Principal Auditor
Seniors Auditor
Investigator in Special Unit Ombudsman
Head of Division NISS
Head of Section NISS
Deputy Director of Prisons
RCS District Coordinator
Head of Production Center (RC5)
Nurse RC5 (a0)
Human Resource Officer
Public Relation Officer
Legal Affairs
Captain
Judge in Military Tribunal
Head of Section at RDF HQ
Chief Inspector of Police
Head of Section within Directorate
Police Station Commander
Senior Inspector
76
Level Job title

5
Sound Archivist
Administrative Assistant to the Heads at Levels D,E,F
Maintenance Officer
Head Valet
Professional in Support Unit
Executive Assistant to the Heads at Levels D,E,F
Maintenance Officer
Internal Auditor
Procurement Officer
Logistics Officer
Verification Officer
Registrar IC, CC
Assistant to the Prosecutor at Intermediate Level
Local Revenue Collection at Districts
Local Finance Inspector at District/Sector
Professionals in Support at District Level
Administrative Assistant to the Heads at D, E, F
Professionals
ICT Officer (Ao)/(a1)
Engineer, Technologist (Ao)/(a1)
Junior Engineer, Junior Technologist (Ao)/(a1)
Agronomist, Veterinary, Forest, Livestock (Ao)/(a1)
Trainer IWAWA
Production & Manufacturing Officer
Instructor IPRC (Ao)/(a1)
Mechanical Engineering Draughtsman Ao/a1
Architectural Draughtsman Ao/a1
Maintenance Engineer Ao/a1
Laboratory Technician (Ao)/(a1)
Technologist IPRC (Ao)/(a1)
Engineer IPRC (Ao)/(a1)
Laboratory Technician (a1)
Maintenance Technician IPRC A1
77
Level Job title

Quantity Survey Assistant IPRC A1
Assistant Trainer IWAWA
Senior Instructor TSS A1
Instructor TSS A1
Assistant Instructor TSS A1
Entrepreneurship Development Officer IPRC (A0)
Qualified Teacher Upper Lower Secondary School (A0)
School Manager VTC
Deputy School Manager TSS
Head of Health Centre A1
Head of Nursing District Hospital A1
Auditor
Junior Auditor
Assistant Auditor
Professionals
ICT Officer (Ao)/(a1)
Engineer, Technologist (Ao)/(a1)
Junior Engineer, Junior Technologist (Ao)/(a1)
Agronomist, Veterinary, Forest, Livestock (Ao)/(a1)
Administrative Assistant to the Head of Institutions at
levels D, E, F
Administrative Assistant to the Commissioner General
Desk Officer NISS
Case officer NISS
Lieutenant
Platoon Commander
Clerk Military High Court
Staff Officer
Inspector of Police
Platoon Commander
Staff Officer
Inspector
78
Jobs under Category IV (Levels 6, 7, 8)
Level Job title

6
Administrative Assistant to Advisors

Administrative Assistant to the DG
Store Keeper
Secretary in central Secretariat
Senior Cook
Senior Waiter
Senior Domestic Assistant
Valet
Receptionist
Customer Care
Documentalist
Librarian
Customer Care
Archivist
Assistant Prosecutor at primary level
Chief Registrar a primary Court
Customer Care Districts
Agronomist Sector Level (Ao)/(a1)
Livestock Sector Level (Ao)/(a1)
Professionals
Veterinary, Forest, Sector Level (Ao)/(a1)
Deputy School Manager A1
Head Teacher A1
Specialist Nurse A1
Customer Care
Librarian/Archivist
Chemical Standards Store Keeper
Second Lieutenant
MJO Prosecution
Junior Staff Officer
Clerk in Military Tribunal
Assistant Inspector of Police
Police Post Commander
Assistant Inspector
79
Level Job title

7
Chamber Attendant
Junior Waiter
Junior Cook
Domestic Assistant
Administrative Assistant to the Heads at levels "G", "H", "1", "2"
Head a Central Secretariat
Administrative Assistant to the Heads at Levels G,H
Archivist, Documentation/District
Non-Qualified Teacher Upper and Lower Secondary Schools (A1)
Teacher General Courses TSS/VTC
Workshop Assistant IPRC
Student Affairs TSS/VTC (A1)
Nurses/Midwives/Nurses in Allied Services (A1)
Paramedical Technician (A1)
Laboratory Attendant
Nurse RCS (A1)
Warrant Officer Class 1
Warrant Officer Class 2
Chief Sergeant
Driver VIP
Technician's (A2)
Secretary
Storekeeper
Secretary Province/district
Agronomist, Veterinary, Forest, Livestock (A2)
Technician, Laboratory Attendance (A2)
Non-Qualified Teacher Lower Secondary Schools
Senior Instructor VTC (A2)
Instructor VTC (A2)
Assistant Instructor VTC (A2)
Paramedical Technician District Hospital
Nurses/Midwives/ Nurse in Allied Services (A2)
Receptionist
Agronomist, Veterinary, Forest, Livestock (A2)
Technician, Laboratory Attendance (A2)
Cashier, Billing, Invoicing
80
Level Job title

Sergeant Major
Senior Sergeant
81
Jobs under Category IV(Levels 9, 10, 11, 12, 13, 14)

Level Job Title
Messenger
9
Secretary & Customer Care Sector
Head Teacher Primary School (A2)
Lower & Upper Secondary School
Teacher (A2)
Warden TSS/VTC
Technician TSS/VTC (TVET,
Certificate III)
Senior Support Staff NISS
Other Job Where "A2" is required
Staff Sergeant
Workshop Assistant TSS/VTC (A3)
10
Qualified Teachers Primary School
Technician TSS/VTC/TVET
Certificate III)
Assistant Technician
Driver
Security Officer
Support Staff NISS
Sergeant Section Commander
Driver at District Level
11
Nursing Assistant
Junior Support Staff NISS
Corporal
Private
12
Police Constable
Prison Warder
Executive Secretary of a Cell
13
14
Socio Economic Development

Officer/cell
82

Competency Framework Rwanda Government

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Competency Framework Rwanda Government

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REPUBULIKA YU RWANDA

Economic development and Poverty Reduction Strategy

Human Resource Development

Human Resource Management

Ministries Departments and Agencies

Millennium Development Goals

Ministry of Public Service and Labour

Ministry of Local Government

Ministry of Finance and Economic Planning

National Agriculture and Export Board

National Capacity Building Secretariat

Performance Appraisal System

Public Service Commission

Rwanda Development Board

Rwanda Management Institute

Rwanda Public Service

The Republic of Rwanda | Competency Framework for Rwanda Public Service

1.2 Rationale for the Framework ........................................................................................................................... 10

1.4 General Objective of the Competency Framework .......................................................................................... 14

1.6 Definition of Terms 15

2.0 CHAPTER TWO: THE COMPETENCY FRAMEWORK .......................................... 17

The structure of the competency framework ..................................................................................... 19

2.3 Linking the competencies with Public Service values ..................................................................................... 21

3.0 CHAPTER THREE: BENEFITS OF COMPETENCY FRAMEWORK ................... 55

4.0 CHAPTER FOUR: INSTITUTIONAL FRAMEWORK .............................................. 59

The role of the NCBS will be to:.............................................................................................. 62

Ministry of Finance ........................................................................................................................... 62

4.8 Transition from current practice ...................................................................................................................... 63

5.0 CHAPTER FIVE: ACTION PLAN .................................................................................. 65

6.0 CHAPTER SIX CONCLUSION ....................................................................................... 66

The Republic of Rwanda | Competency Framework for Rwanda Public Service

1. Rationale for the Competency Framework

2. The Benefits of the Competency Framework

Benefits for staff retention in the service

Benefits to individuals in the service

For employees, the benefits are:

Provide a framework for identification of required competencies required to successfully carry

3. The competency framework

The Republic of Rwanda | Competency Framework for Rwanda Public Service

Classification by Categories of Competencies

Serve as a secretariat to the National steering Committee

Ministries/Commissions/Agencies and Institutions - The role of the Ministries and government

Adopt and mainstream the Framework in their operations.

Facilitate Capacity Building on competency gaps arising out of assessment.

The Republic of Rwanda | Competency Framework for Rwanda Public Service

The Republic of Rwanda | Competency Framework for Rwanda Public Service

1.0 CHAPTER ONE: INTRODUCTION AND BACKGROUND

1.2 Rationale for the Framework

Deploy and maintain the right people in the right jobs

Facilitate the development of Rwanda Public Service Human Resources through

To have job descriptions with clear proficiency levels as well as identification of

To stem (curb) the turnover currently prevailing in Rwanda Public Service

To develop a reliable competency based training and development programme.

1.3 Current Situation

Early detection of Talents during recruitment/selection process is critical to identifying and

Current Recruitment and Selection Process

Training and Development

The Republic of Rwanda | Competency Framework for Rwanda Public Service

The Republic of Rwanda | Competency Framework for Rwanda Public Service

Good sense of customer service

The Republic of Rwanda | Competency Framework for Rwanda Public Service

(v) Career development progression

Career development is essential for implementing career plans. It consists of activities

1.4 General Objective of the Competency Framework