Superior writing skills.

This means not only writing to the 4Cs of clear, correct, concise, and
complete, but also to write to genre. Technical writers should know the appropriate
structure of contemporary information products well enough to be able to explain and
defend, and practice them when developing content. The study of adjunct disciplines
cognitive psychology, for example could help improve writing skills as writers understand
the theory behind learning styles and task performance.
Strong research skills. Technical communicators continue to interview users and subject
matter experts, but the techniques have become more sophisticated: non-directed, talkaloud protocol, thin-slicing, personas, task sorting the list goes on. Writers should be
conversant about interviewing techniques and know when to use which ones.
Project management skills. The nature of project management has evolved from schedule
and resource management. It means aligning the project to corporate goals, weighing
project activities against return on investment, and qualitative decision-making around
scope creep. As user experience activities documentation, usability, and so on are often
projects within larger projects, this is an important skill for writers to develop.
Good people skills. People skills does not mean taking orders from subject matter experts.
Todays writers participate on cross-functional teams, run tests, and participate in all sorts of
tasks requiring social intercourse. Communicators should know about team roles and
personality types, both to understand themselves and their teammates.
Intuitive learning. A communicator should be familiar with current paradigms and
conventions and understand their strengths and shortfalls. Whether it means learning a new
authoring tool or a technology to be documented, what begins as intuition is strengthened
through experience.
Finally, what bears mentioning is that an important aspect of maintaining core competencies
is a personal commitment to career development. Technical communicators without
professional development plans will quickly see their skills meet a declining baseline and, as
the stale date on skills is regularly shortened, a commitment to life-long learning becomes a
critical factor to retaining relevant core competencies.

Competences
(knowledge

Technical writing, authoring and documentation management

areas

and skills)
Generic

personal

Work to deadlines

skills
Comply with directives and specifications
Work effectively in a team

Can....

Deal with crisis situations and adjust rapidly to changing circumstances

Show initiative
Argue convincingly

Specific knowledge

Basic technical concepts in a variety of areas (mechanical engineering, electronics,

telecommunications, etc.)
The specific constraints of technical documentation design and management

Can understand...

Specific professional

Identify communication needs and corporate specificities

skills
Analyse different communication contexts and needs
Adapt archive structures for documentation management
Can...
Identify potential documentation management cost savings
Specific

Identify domain-specific terminology and phraseology and find equivalent terms and

communication skills

phrases in one or more target languages within the same context and constraints (ability
to use internet and other resources and to discriminate between competing terms)
Write clearly,and accurately on a variety of subjects and for a variety of purposes :

Can....

memos, minutes of short meetings and short synthesis reports

Draft simple technical documentation and instructions
Proofread and edit different text genres

Specific

mediation

Take notes for summarising and take down dictation in the language at a normal speed

skills
Summarize information gathered from different sources in one's native language and
working languages, in writing and orally
Can...
Specific cultural and
intercultural
competence

Interact with technicians and engineers

Can...
IT competence

Use the advanced functions of standard office software

- Use WP style-sheets effectively,

Can...

- Create indexes and tables of contents,

- Create and manage web sites
- Update knowledge data base and management systems
- Use specific authoring software
- Use dedicated CAD and graphics software

Suggested Technical Writer Editor (GS1085) Competency Model

This suggested competency model is designed to help you select the most applicable
competencies to your position. Every position has unique requirements; most positions in a
job series have similar technical competencies, but the general competencies will vary.
Each competency in this model includes a definition and key behaviors. The definition
provides clarity about what is meant by the name of the competency. The key behaviors are
examples of observable actions that one might demonstrate with this competency.

Step 1: Identify Technical

Competencies Applicable to Your
Position
The competencies listed below are the suggested competencies for individuals working in the
Technical Writer Editor job function:

Message Delivery and Development

Communications

Attention to Detail

Collaboration

Data Gathering and Analysis

Planning and Prioritization

Scientific Knowledge for Administrators

Technical Writing

Leveraging Technology

Step 2: Identify Non-technical

Competencies Applicable to Your
Position
After identifying the applicable technical competencies, please review the competencies
dictionary to identify additional non-technical competencies that are essential in your position.
If your position entails supervisory duties or the next step along your career path requires a
supervisory role, please review the leadership and management competencies. It is
recommended that you do not assess on more than 10 competencies in order to maintain a
manageable list of areas for development.

Step 3: Assessment
Once your list of competencies is complete, you may want to complete a self-assessment,
and/or a supervisory assessment, on your competencies. This can help identify areas in
which to focus your development. The HHS Learning Management System

will allow you

to select, assess, and will automatically suggest development activities.

Step 4: Create an Individual

Development Plan
Individual Development Plans are designed to help an individual map out their training and
development plan for a period of time, generally between one and five years. There are many
forms of individual development plans. Two options available to you include Printable

Individual Development Plan

System

or a digital version in the HHS Learning Management

Back to top
http://hr.od.nih.gov/workingatnih/competencies/core/decision.htm

The competencies listed below are the suggested competencies for individuals working in the
Writer Editor job function:

Message Delivery and Development

Communications

Attention to Detail

Advisory Assistance

Collaboration

Federal and Departmental Policies and Procedures Knowledge

Innovation

Planning and Prioritization

Initiative

Suggested Training Administrator (GS1712) Competency Model

This suggested competency model is designed to help you select the most applicable
competencies to your position. Every position has unique requirements; most positions in a
job series have similar technical competencies, but the general competencies will vary.
Each competency in this model includes a definition and key behaviors. The definition
provides clarity about what is meant by the name of the competency. The key behaviors are
examples of observable actions that one might demonstrate with this competency.

Step 1: Identify Technical

Competencies Applicable to Your
Position
The competencies listed below are the suggested competencies for individuals working in the
Training Administrator job function:

Contract Negotiation and Source Selection

Facilitation

Instructional Design

Internal Resource Management

Knowledge Management

Organizational Development Consulting

Program Management

Training Program Administration

Step 2: Identify Non-technical

Competencies Applicable to Your
Position
After identifying the applicable technical competencies, please review the competencies
dictionary to identify additional non-technical competencies that are essential in your position.
If your position entails supervisory duties or the next step along your career path requires a
supervisory role, please review the leadership and management competencies. It is
recommended that you do not assess on more than 10 competencies in order to maintain a
manageable list of areas for development. Some suggested non-technical competencies for
individuals in a training administrator role include:

Change Management
Collaboration

Communication

Customer Service

Data Gathering and Analysis

Influence and Negotiation

Initative

Political Savvy

Teamwork

Step 3: Assessment
Once your list of competencies is complete, you may want to complete a self-assessment,
and/or a supervisory assessment, on your competencies. This can help identify areas in
which to focus your development. The HHS Learning Management System

will allow you

to select, assess, and will automatically suggest development activities.

Step 4: Create an Individual

Development Plan
Individual Development Plans are designed to help an individual map out their training and
development plan for a period of time, generally between one and five years. There are many
forms of individual development plans. Two options available to you include a Printable
Individual Development Plan
Management System

or a digital version available in the HHS Learning