UNITED STATES

OFFICE OF PERSONNEL MANAGEMENT

GUIDE

TO

SENIOR EXECUTIVE

SERVICE QUALIFICATIONS

UNITED STATES OFFICE OF PERSONNEL MANAGEMENT

Working for

America

October 2006 
INTRODUCTION 

In the 21st century, Government executives face special challenges. They must be visionary leaders 

with a strong commitment to public service. They must be able to apply “people skills” to motivate 

their employees, build partnerships, and communicate with their customers. Finally, they need solid 

management skills in order to produce optimum results with limited resources. 

The Office of Personnel Management helps make sure the Government selects strong leaders by 

developing the core qualifications used to test new career appointees to the Senior Executive 

Service (SES) and by administering peer review boards which evaluate whether candidates possess 

these essential leadership qualifications. The Executive Core Qualifications (ECQs) are based on 

extensive research of the attributes of successful executives in both the private and public sectors; 

they are a collaboration, reflecting the best thinking of many senior executives and associations, as 

well as agency human resources professionals. 

The ECQs are: 

• Leading Change 

• Leading People 

• Results Driven 

• Business Acumen 

• Building Coalitions

These ECQs and their underlying leadership competencies and key characteristics were issued in 

September 1997. The competencies identified the personal and professional attributes that were 

critical to successful performance in the SES. The key characteristics identified the activities or 

behaviors associated with the ECQs. 

In 2006, OPM completed a review of the ECQs which included the leadership competencies and 

key characteristics. The review resulted in: 

• Development of fundamental competencies 

• Revisions to ECQ-specific competencies 

• Modified definition of each ECQ 

• Removal of the key characteristics 

The fundamental competencies and ECQ-specific competencies replace the leadership 

competencies described in the January 1998 version of the Guide to SES Qualifications. 

Senior Executive Service candidates will find this publication useful as they assess and describe 

their executive qualifications, in preparation for review by selection officials. 

In addition to helping applicants, the Guide will be useful to individuals charged with reviewing 

executive qualifications, including agency personnel and executive development specialists and 

members of agency Executive Resources Boards. 

Guide to the SES Qualifications October 2006 
Additional information about the SES is available in The Senior Executive Service, which 

summarizes how the SES operates. 

Current vacancies at departments and agencies appear in the Federal Government’s official job 

website located at http://jobsearch.usajobs.opm.gov/ses.asp 

Guide to the SES Qualifications October 2006 
CONTENTS 

Executive Qualifications......................................................................................................... 1 

Competencies.......................................................................................................................... 3 

Merit Competition .................................................................................................................. 4 

Qualifications Review Board Certification............................................................................. 5 

Writing Executive Qualifications Statements......................................................................... 7 

Examples of Qualifications Statements.................................................................................. 8 

Leading Change.......................................................................................................... 9 

Leading People...........................................................................................................12 

Results Driven............................................................................................................15 

Business Acumen.......................................................................................................18 

Building Coalitions/....................................................................................................21 

Appendix A: Competency Definitions..................................................................................24 

Appendix B: Tips for Writing Effective ECQ Statements....................................................27 

Guide to the SES Qualifications October 2006 
1 

EXECUTIVE QUALIFICATIONS 

The law requires that the executive qualifications of each new career appointee to the Senior 

Executive Service (SES) be certified by an independent Qualifications Review Board based on 

criteria established by the Office of Personnel Management (OPM). The Executive Core 

Qualifications (ECQs) describe the leadership skills needed to succeed in the SES; they also 

reinforce the concept of an “SES corporate culture.” This concept holds that the Government needs 

executives who can provide strategic leadership and whose commitment to public policy and 

administration transcends their commitment to a specific agency mission or an individual 

profession. 

Executives with a “corporate” view of Government share values that are grounded in the 

fundamental Government ideals of the Constitution: they embrace the dynamics of American 

Democracy, an approach to governance that provides a continuing vehicle for change within the 

Federal Government. 

OPM has identified five executive core qualifications. The ECQs were designed to assess executive 

experience and potential--not technical expertise. They measure whether an individual has the 

broad executive skills needed to succeed in a variety of SES positions--not whether they are the 

most superior candidate for a particular position. (The latter determination is made by the 

employing agency.) 

Successful performance in the SES requires competence in each ECQ. The ECQs are 

interdependent; successful executives bring all five to bear when providing service to the Nation. 

Executive Core Qualifications: 

1. Leading Change 

This core qualification involves the ability to bring about strategic change, both within and outside 

the organization, to meet organizational goals. Inherent to this ECQ is the ability to establish an 

organizational vision and to implement it in a continuously changing environment. 

2. Leading People 

This core qualification involves the ability to lead people toward meeting the organization’s vision, 

mission, and goals. Inherent to this ECQ is the ability to provide an inclusive workplace that fosters 

the development of others, facilitates cooperation and teamwork, and supports constructive 

resolution of conflicts. 

3. Results Driven 

This core qualification involves the ability to meet organizational goals and customer expectations. 

Inherent to this ECQ is the ability to make decisions that produce high-quality results by applying 

technical knowledge, analyzing problems, and calculating risks. 

Guide to the SES Qualifications October 2006 
2 

4. Business Acumen 

This core qualification involves the ability to manage human, financial, and information resources 

strategically. 

5. Building Coalitions

This core qualification involves the ability to build coalitions internally and with other Federal 

agencies, State and local governments, nonprofit and private sector organizations, foreign 

governments, or international organizations to achieve common goals. 

Guide to the SES Qualifications October 2006 
3 

COMPETENCIES

Competencies, shown in Appendix A, are the personal and professional attributes that are critical to 

successful performance in the SES. They are based on extensive research of Government and 

private sector executives and input from agency Senior Executives and human resources managers. 

There are 28 competencies. Twenty-two of the competencies are the specific competencies for the 

Executive Core Qualifications (ECQs). The remaining six are the fundamental competencies and 

are the attributes that serve as the foundation for each of the ECQs. A well-prepared ECQ 

statement reflects the ECQ-specific competencies (e.g., “Leading Change” reflects creativity and 

innovation, external awareness, etc.) Because the fundamental competencies are cross-cutting, they 

should be addressed over the complete ECQ narrative. It is not necessary to address them directly 

as long as the narrative, in its totality, shows mastery of these fundamental competencies overall. 

Experience and training that strengthen and demonstrate the competencies will enhance a 

candidate’s overall qualifications for the SES. 

The fundamental competencies are: 

Competencies 

Interpersonal Skills Treats others with courtesy, sensitivity, and respect. Considers and responds 

appropriately to the needs and feelings of different people in different 

situations. 

Oral Communication Makes clear and convincing oral presentations. Listens effectively; clarifies 

information as needed. 

Integrity/Honesty Behaves in an honest, fair, and ethical manner. Shows consistency in words 

and actions. Models high standards of ethics. 

Written Communication Writes in a clear, concise, organized, and convincing manner for the intended 

audience. 

Continual Learning Assesses and recognizes own strengths and weaknesses; pursues selfdevelopment. 

Public Service 

Motivation 

Shows a commitment to serve the public. Ensures that actions meet public 

needs; aligns organizational objectives and practices with public interests. 

Guide to the SES Qualifications October 2006 
4 

MERIT COMPETITION 

Initial career appointments to the Senior Executive Service (SES) must be based on merit 

competition. The law (5 U.S.C. 3393) requires agencies to establish an Executive Resources Board 

to conduct the merit staffing process. Within this framework, an agency has considerable flexibility 

in structuring the SES merit staffing process to meet its unique needs. Generally, this process 

includes preliminary review of applications by a personnel specialist, rating and ranking 

of applicants by a panel with in-depth knowledge of the job’s requirements, evaluation of each 

candidate’s qualifications by an Executive Resources Board, and making recommendations to the 

appointing authority. 

After the agency merit staffing process is completed and the appointing authority has selected the 

candidate he or she believes is best qualified for the position, the agency forwards the candidate’s 

application to the Office of Personnel Management (OPM) for consideration by a Qualifications 

Review Board. 

SES Merit Staffing Process 

1. Agency advertises the position through the Government wide automated employment 

information system for a minimum of 14 days. The area of consideration is: 

-Qualified Federal Employees Only (only current Federal civil service employees 

may apply); or 

-All Qualified Persons (anyone may apply). 

2. Candidates submit their applications to the agency. 

3. Agency rating panel reviews and ranks candidates. 

4. Agency Executive Resources Board recommends the best qualified candidates to the selecting 

official. 

5. Selecting official makes a choice and certifies that the candidate meets both the technical and 

executive qualifications (ECQs) for the position. 

6. Agency submits candidate’s application package to an OPM-administered Qualifications Review 

Board (QRB) for certification of executive qualifications. 

7. Following QRB certification, agency appoints the candidate to the SES position. 

Guide to the SES Qualifications October 2006 
5 

QUALIFICATIONS REVIEW BOARD CERTIFICATION 

The Office of Personnel Management convenes weekly Qualifications Review Boards (QRB’s) to 

provide an independent peer review of applications for initial career appointment to the Senior 

Executive Service. The Board consists of three executives; at least two members must be career 

appointees. Board members review each application and decide if the candidate’s experience meets 

the Executive Core Qualifications (ECQs) requirements. The QRB does not rate, rank, or compare 

the candidate’s qualifications against those of other candidates. Rather, Board members judge the 

overall scope, quality, and depth of a candidate’s executive qualifications within the context of the 

five ECQs. 

QRB Certification Based on Announcement of a Specific Vacancy: 

Criterion A--Demonstrated executive experience. 

Candidates must demonstrate executive experience in all five ECQs. Their applications should 

reflect an overall record of the knowledges, skills, and abilities necessary to succeed in the SES. 

This record may include professional and volunteer experience, education, training, and awards, in 

addition to Federal experience. (See Writing Executive Qualifications Statements, page 7.) 

QRB members review each candidate’s resume or Federal application form, executive 

qualifications statement, and other documents provided by the agency. 

Criterion C--Possession of special or unique qualities which indicate a likelihood of executive 

success. 

The candidate must possess special or unique qualifications which support the ability to perform 

the duties of the position and the potential to quickly acquire full competence in the ECQs (e.g., an 

individual who is exceptionally familiar with an agency’s programs through high-level staff 

experience, or who has had a significant impact on the highest policy levels of the agency). 

Criterion C cases are very rare and appropriate only when exceptional candidates with 

demonstrated experience are not available. 

QRB members review several documents for each candidate: 

• an evaluation of the candidate’s background as related to the ECQs; 

• at least one written reference by someone familiar with the candidate’s managerial qualifications; 

and 

• an Individual Development Plan (IDP) that includes developmental assignments and/or formal 

training, focused on the specific ECQs that need to be enhanced. 

The IDP must show the training and development the candidate will receive following 

appointment. 

Guide to the SES Qualifications October 2006 
6 

QRB Certification Based on Completion of a Candidate Development Program: 

Criterion B--Successful participation in an Office of Personnel Management-approved Candidate 

Development Program (CDP). 

Candidates who compete Government wide for participation in a CDP and successfully complete 

the program are eligible for non-competitive appointment to the Senior Executive Service (SES). In 

some cases, CDP openings are announced within a single agency rather than Government wide; 

these graduates must compete for SES positions. Either way, CDP graduates are not entitled to 

placement in the SES. 

The agency’s Executive Resources Board chair must certify that the candidate has successfully 

completed all CDP activities. OPM staff and an “ad hoc” Qualifications Review Board (QRB) 

review each candidate’s training and developmental experience to assure that it provides the basis 

for certification of executive qualifications. QRB members assume that if the candidate has 

completed all CDP requirements, then he or she possesses the executive qualifications for initial 

career appointment to the SES. 

Guide to the SES Qualifications October 2006 
7 

WRITING EXECUTIVE QUALIFICATIONS STATEMENTS 

The key to a well-written qualifications statement is to give readers--executive resources staff, 

rating and selecting officials, and Qualifications Review Board (QRB) members--specific 

information about your achievements. Be sure to include professional and volunteer experience, 

education, training, and awards that demonstrate your skills in a particular Executive Core 

Qualification (ECQ). 

Begin your ECQ statement with a brief summary of your executive experience. Then use the 

following approach to describe your accomplishments. 

Challenge-Context-Action-Result Model 

An ECQ statement may include one or more examples of relevant experience. The number of 

examples is not as important as assuring that your experience matches the ECQ criteria. Keep in 

mind that the QRB is looking for specific challenges, actions and results. (Please see the examples 

on pages 9 - 23.) 

Follow this model in writing your qualifications statements. 

Challenge. Describe a specific problem or goal. 

Context. Talk about the individuals and groups you worked with, and/or the environment in which 

you worked, to tackle a particular challenge (e.g., clients, co-workers, members of Congress, 

shrinking budget, low morale). 

Action. Discuss the specific actions you took to address a challenge. 

Result. Give specific examples of the results of your actions. These accomplishments demonstrate 

the quality and effectiveness of your leadership skills. 

Other Suggestions 

• Use clear, concise statements (1-11⁄2 pages for each ECQ) written in the first person. 

• Spell out all acronyms. 

• Describe recent education and training that enhanced your skills in a particular ECQ. 

• Include non-Federal experience (e.g., private sector, volunteer and professional organizations) if it 

demonstrates executive qualifications. 

• Don’t forget to include special assignments (e.g., details, task forces, committees) if they are 

relevant to an Executive Core Qualification (ECQ). 

• Avoid statements that describe your personal beliefs or philosophies; focus on specific challenges 

and results. 

• Include awards that relate specifically to an ECQ. 

• If possible, quantify/qualify your accomplishments. 

Guide to the SES Qualifications October 2006 
8 

EXAMPLES OF QUALIFICATIONS STATEMENTS 

The following examples illustrate good qualifications statements for Senior Executive Service 

candidates being certified under Criterion A, demonstrated executive experience. They include 

examples of private sector and volunteer work in addition to State and Federal Government 

experience. 

The examples feature the Challenge-Context-Action-Result (CCAR) model. One of these four 

words appears after select sentences in the examples to show how the model works. Candidates 

should keep the CCAR model in mind as they write their qualifications statements but they should 

not annotate these statements with “Challenge,” “Context,” “Action,” or “Result.” 

In short, good qualifications statements: 

• Use the Challenge-Context-Action-Result model; 

• Include specific examples of experience; and 

• Focus on results. 

These examples, from actual Qualifications Review Board cases, have been modified to protect the 

privacy of the SES candidates. 

Guide to the SES Qualifications October 2006 
9 

ECQ 1 Leading Change 

This core qualification involves the ability to bring about strategic change, both within and outside 

the organization, to meet organizational goals. Inherent to this ECQ is the ability to establish an 

organizational vision and to implement it in a continuously changing environment. 

Competencies 

Creativity & Innovation 

External Awareness 

Flexibility 

Resilience 

Strategic Thinking 

Vision 

Example: Leading Change 

Unlike traditional career paths, where one position leads naturally to the other, I have followed a 

course in which a combination of factors have led me to envision and launch novel and nontraditional enterprises. The most important illustration of this core competency is my work as a 

pioneer in the field of technology transfer. 

Technology transfer--the successful commercialization of inventions and innovations that arise 

from the not-for-profit sector--was virtually unknown 15 years ago. Indeed, the notion of 

promoting collaborations between scientists in Federal laboratories or academia and their industrial 

counterparts was an anathema. Common wisdom dictated that technology transfer was doomed to 

fail, even if legislation was enacted to encourage such interaction. (Context) A handful saw it 

differently. I was among them. 

I shared this vision with the top administrators of two research campuses. I met weekly with these 

officials and successfully argued that a Center for Technology and Development (CTD) should be 

created and given responsibility for all patenting and licensing activities. (Challenge) My vision for 

the CTD, including its mission, policies, and administrative structure, was adopted on both 

campuses. I proposed, lobbied for, and succeeded in including the phrase “transfer of knowledge 

and technology” as part of the new mission statement for the campuses, making technology transfer 

a sanctioned university activity. (Action) 

My ability to communicate my expectations of the CTD as an economic engine for the State 

allowed me to garner the support of the local business community. (Context) The community 

rallied and provided the CTD with counsel on legal, technical, market, and economic development 

issues pro bono. Their backing was key in obtaining support from the State Legislature. Within 6 

months, I had established the CTD as an important member of the technology transfer community 

and assembled strong networks with national and international biotechnology and 

pharmaceutical companies, venture firms, investors, and service providers. These networks have 

proven vital to this day. (Result) 

Later in my career, I moved from the academic world to the Federal Government as head of the 

Office of Technology (OT). This office was created to implement the requirements of the Federal 

Guide to the SES Qualifications October 2006 
10 

Technology Transfer Act. The OT is charged with the successful and appropriate 

commercialization of technology developed in Federal Laboratories. (Challenge) With an annual 

operating budget of $5 million, patent prosecution expenditures of over $7.5 million and a royalty 

revenue stream of $30 million, the OT is, arguably, the largest and most influential not-for-profit 

technology transfer operation in the world. 

When I was recruited to head the Office of Technology (OT) it was fighting for survival, plagued 

with tremendous unrest as to the direction and future of technology transfer. There was widespread 

discontent with the performance of the OT, giving rise to numerous investigations and the need to 

address 75 Corrective Actions. The OT was viewed with suspicion and concern by insiders and 

outsiders, It was clear something had to change. (Context) 

In my first staff meeting, I set forth my vision for the OT. I embarked on a process of evaluation 

and strategic planning for every unit, gathering advice from staff at all levels within the 

organization. Working together, we wrote a new mission statement, established policies and 

procedures, reorganized the Office, appointed key personnel, reassigned some staff members, and 

opened an important dialogue with our customers to assess their needs and requirements. (Action) 

Under my leadership the OT’s performance has improved dramatically. Productivity has increased 

by 40 percent and is at an all-time high. In the last fiscal year, we have signed a record number of 

license agreements, reached a record level of royalty income, patented important new technologies, 

and systematically reviewed our portfolio to eliminate obsolete cases. From a management 

perspective, the OT has accomplished a remarkable turnaround. We have attracted and hired 

competent and energetic staff, and they are working as a cohesive group. The OT has successfully 

completed all but two of the 75 Corrective Actions. Most pre-existing EEO and personnel 

grievances have been resolved, and employee morale has improved significantly. In short, the OT 

is a well-run, proactive and productive organization. (Result) 

Example: Leading Change 

As Chief, Office of Security, I led the reinvention of my agency’s personnel security process. 

(Challenge) In the year before my appointment, a high-profile hiring initiative had resulted in about 

400 selections. However, at the end of the fiscal year the agency had not made any appointments 

because of a backlog in security investigations. By the time the security clearances were processed, 

the best candidates had found other jobs. (Context) I was asked to serve as Security Chief because I 

had a reputation as a manger who could achieve results quickly. 

The agency’s priorities included strengthening border enforcement and improving immigration 

services. These priorities had national ramifications because they related to policies backed by the 

White House and Congress. We requested and received additional resources to hire Border Officers 

and support staff to implement the immigration strategies. The White House and Congress expected 

the agency to demonstrate results in border enforcement and naturalization within the fiscal year. 

(Context) The recruitment, security clearance, and training of staff had to be accomplished 

expeditiously without sacrificing quality in the security process. Due to the Government shutdown 

and furloughs in the first quarter, the agency had only 6 months to hire and appoint 4,000 

employees. (Context) 

Guide to the SES Qualifications October 2006 
11 

At that time, personnel security investigations averaged 8 months. I led a comprehensive review of 

the process and identified four major systemic problems: severe delays in screening applicants for 

entry on duty; less than state-of-the-art software; lack of resources in field security offices; and no 

written guidance on procedures for security clearance decisions. (Action) All aspects of the process 

had to be revamped. 

To address the system delays, I delegated entry on duty and suitability adjudication authority to the 

Field Officers, and provided adjudication training to ensure that employment decisions would be 

consistent throughout the agency. (Action) I worked with the Office of Personnel Management 

(OPM) to automate case files transmissions, which eliminated an average of 3 months from the 

process. (Action) Further, the new agreement with OPM gave us on-line access to investigative 

information as it was reported, and made it possible to grant waivers to permit entry on duty in as 

little as 2 weeks. Automated linkages are now in place in all four of our Field Centers. (Result) 

I then negotiated and entered into an agreement with the Director of the U.S. Office of Federal 

Investigations, which agreed to provide fingerprint results within 8 calendar days of their receipt. 

(Action) Previously, the process had taken as long as 3 months. In addition, I directed the 

development, issuance, and implementation of Standard Operations Guidance for entry on duty 

decisions. (Action) This was the first written guidance to be published in 20 years. 

None of this would have been possible without my leadership, which earned the full cooperation 

and support of my staff. (Context) I encouraged them to share my vision of a streamlined personnel 

security process. All of my employees joined the effort and we formed a truly effective team. 

Working together, we implemented new security investigations methods and gained the respect and 

trust of employees within our agency and throughout the Federal investigations community. 

(Result) 

As a result of my efforts, 4,003 permanent and part-time employees were hired. Processing time for 

entry on duty security decisions was reduced from 195 to 20 days, on average. This streamlined 

process made it possible to screen 14,000 prospective candidates for law officer positions 

nationwide. (Result) I received the agency’s Meritorious Service Award for these achievements. 

Guide to the SES Qualifications October 2006 
12 

ECQ 2 Leading People 

This core qualification involves the ability to lead people toward meeting the organization’s vision, 

mission, and goals. Inherent to this ECQ is the ability to provide an inclusive workplace that fosters 

the development of others, facilitates cooperation and teamwork, and supports constructive 

resolution of conflicts. 

Competencies 

Conflict Management 

Leveraging Diversity 

Developing Others 

Team Building 

Example: Leading People 

As a manager for the past 14 years, I have developed performance and training plans, counseled, 

appraised and hired employees, worked with unions, and taken disciplinary actions. I have gone 

from supervising five employees to managing 170 headquarters and field employees. 

As head of the department’s Office of Discrimination Resolution, I inherited a 4-year backlog of 

Equal Employment Opportunity (EEO) complaints and a 15-member staff. At the same time, the 

department issued a mandate requiring us to reduce the complaints backlog within 60 days and to 

eliminate it within 4 months. (Challenge) I had neither the funds nor the time to hire additional staff 

so I set out to make the maximum use of the human resources I had on board. (Context) 

My first step was to review the complaints inventory to determine which complaints could be 

quickly moved through the system and which ones required in-depth review. I then reorganized the 

office by defining the structural needs of the EEO program and assessing the skill levels of my 

employees. I created five teams, using my own staff as well as field staff, and ensured that work 

was evenly distributed to each group. I worked closely with my employees to develop appropriate 

performance standards for their new assignments. In addition, we discussed the training that would 

be needed to enhance their performance. (Action) 

I ensured that each employee understood the importance of his or her contribution to the project. 

Throughout the transition to teams, I kept an open-door policy and listened closely to employees’ 

suggestions. As a result, the teams developed a remarkable “can do” attitude toward this 

overwhelming workload. The spirit and determination with which we worked together enabled us 

to meet the department’s goal of eliminating the complaints backlog within 4 months. (Result) 

During this period, I saw that several minority employees had potential far above their grade levels. 

(Challenge) I reclassified these support positions into positions with career ladders to the GS-14 

level. I provided on-the-job training, specialized classroom training, and day-to-day supervision to 

give them the necessary experience to compete for the new positions. (Action) Four of the 

employees are now working successfully as GS-13 Senior Specialists. (Result) I received the 

agency’s “EEO Manager of the Year” award for my upward mobility efforts. 

Guide to the SES Qualifications October 2006 
13 

My next step was to establish fair and neutral mechanisms for the selection and promotion of my 

employees. (Challenge) I selected minorities, women, and non-minorities for vacant positions with 

the office and, for the first time, provided two upward mobility opportunities for professional staff 

members. I placed two employees in field positions to accommodate a compassionate transfer, and 

canceled a field-to-headquarters transfer that would have imposed a severe personal hardship. 

(Action) 

Training was another area that had been neglected before I came on board. (Context) I developed 

formal policies and plans to provide training opportunities for the staff, and established a budget for 

external and internal training. To observe supervisory potential, I established a policy of allowing 

senior staff members to rotate through vacant supervisory positions in order to gain experience. 

(Action)

In a few instances, I have taken disciplinary actions when employees have not responded to 

constructive coaching and counseling. (Challenge) For example, one of my senior managers who 

was a skillful technician was not dealing well with her supervisory and managerial responsibilities. 

(Context) I developed a performance improvement plan outlining the managerial skills that she 

needed to work on and then counseled her on how to reach those goals. (Action)

Unfortunately, the employee’s performance did not improve and she was removed from her 

position. (Result) On the positive side, my staff knew that they would be protected from 

inappropriate and arbitrary behavior by their managers, and the office’s productivity and morale 

have improved since the manager’s departure. (Result)

Example: Leading People 

Throughout my career, I have recognized the value of motivating and rewarding employees. In my 

current position as the agency’s Director of Information Resources, I lead a very competent staff of 

17 senior technical professionals and 90 contractors. These employees design and manage the 

agency’s local area network and telecommunication systems. 

Our office was recently tasked with leading a project to upgrade a critical agency-wide network. 

(Challenge) The project required knowledge and expertise beyond that held by a majority of my 

staff. (Context) I worked with employees to identify their individual training needs and talked with 

new employees about the possibility of using this project as a developmental opportunity. (Action) I 

saw the project as a unique opportunity to encourage cooperation among staff members and to 

place our office on the cutting edge of information technology. (Context) 

Approximately three-quarters of the staff was trained in the complex technical concepts necessary 

to upgrade the network. Through my leadership, we were able to develop and implement a new 

system that will carry the agency’s network into the 21st century. The upgrade was completed 3 

months ahead of schedule. (Result) Throughout the project, productivity and morale were high 

despite increased workloads. 

Guide to the SES Qualifications October 2006 
14 

As a result of my employee performance appraisals, 90 percent of my staff received cash awards 

for their work on this critical project. In addition, I received the agency’s Meritorious Service 

Award for Management Excellence for my ability to set the office’s expected performance level. 

Before joining the Federal Government, I was chief of the Information and Technology Office at a 

large private sector law firm. I led a 25-member staff of managers and senior technicians who were 

responsible for developing and managing the firm’s information technology systems. I rebuilt the 

staff by filling vacant positions, motivating unproductive staff, reducing high absenteeism, and 

improving morale. As part of the rebuilding, I actively pursued a diverse workforce by hiring 

females and minorities to fill 60 percent of the office’s vacant positions, including four key 

management and three staff positions. 

When I joined the law firm, most of the staff had not had annual performance reviews for two 

years. (Challenge) Morale and productivity were very low, and there had been a high turnover of 

staff in recent months. (Context) I immediately set out to change this situation. 

I met individually with employees to talk about performance expectations and to design tailored 

work plans for the following fiscal year. In addition, I used these sessions to learn about 

employees’ interest in training and developmental assignments, and offered my assistance as a 

mentor. (Action) I served as a mentor for two new employees, and they showed great potential for 

moving into mid-management positions. 

After 9 months under the new work plans, I saw a significant improvement in morale as well as 

cooperation among staff members who previously had not worked well with their colleagues. 

(Result) 

As the office’s senior manager, I served as the primary buffer between my staff and our customers-

-the firm’s attorneys. In one case, I was able to diffuse an explosive situation that developed when 

one of my employees felt he was being unfairly pressured to design a new software program within 

a very short deadline. (Challenge) 

The two employees had engaged in several shouting matches within ear shot of several attorneys 

and members of my staff. The entire firm was on edge, and the relationship between the attorneys 

and my staff had deteriorated as a result of this two-man battle. (Context) 

I urged the men to meet with me and talk about the project and the attorney’s expectations. (Action)

After two long sessions, the attorney agreed to stop monitoring my employee’s progress and to 

extend the deadline date. (Result) The tension in the office dropped significantly after this situation 

was resolved. In addition, my employee produced an excellent new software program for his client. 

(Result) 

Guide to the SES Qualifications October 2006 
15 

ECQ 3 Results Driven 

This core qualification involves the ability to meet organizational goals and customer expectations. 

Inherent to this ECQ is the ability to make decisions that produce high-quality results by applying 

technical knowledge, analyzing problems, and calculating risks. 

Competencies 

Accountability 

Customer Service 

Decisiveness 

Entrepreneurship 

Problem Solving 

Technical Credibility 

 

Example: Results Driven 

During my 10-year residence in Springfield, IL, I did volunteer work for the Citizens Budget 

Committee, and was later appointed to the city’s Zoning Commission. I acquired a broad-based 

knowledge of city planning regulations and policies and an understanding of how local politicians 

vote on particular issues. Because of my successful track record in those positions, the Mayor asked 

me to lead a citizens group in planning and implementing a City Improvement Program. 

(Challenge) 

I recruited approximately 50 volunteers and educated them in the areas of public and municipal 

finance and capital improvement planning. (Action) The team was committed to serving their 

customers--fellow residents--and to meeting the Mayor’s high expectations for improving the 

quality of life in Springfield. (Context) I led the volunteers in a local election campaign to increase 

the city sales tax from 4 to 5 cents. I marketed the idea by talking to citizens groups and local 

politicians, describing the benefits of an attractive city and better access to recreational facilities. 

(Action) These meetings were covered by local TV and radio stations, which helped to spread our 

message. 

In the local election, citizens voted to increase the sales tax to 5 cents. The additional $1.5 million 

raised annually through the tax increase was used to establish additional parks, athletic fields, 

walking and bike trails, and other recreational facilities. (Result) 

I have a proven track record of getting results in the Federal sector as well, through careful 

planning that includes anticipating problems. After becoming Budget Director, I was immediately 

faced with implementing a congressional mandate to cut the agency budget by $25 million before 

the start of the next fiscal year. (Challenge) To reach this goal, I knew we would have to make 

major reductions to funding, facilities, programs and staff, particularly scientists 

and engineers. The cuts would be made at a time when agency managers were putting more of a 

demand on technical support from these specialists. (Context) 

I organized task groups of functional and program staff from the field and headquarters and 

assigned specific priorities to each group. (Action) Over the next 4 months, these employees 

Guide to the SES Qualifications October 2006 
16 

developed various options to accommodate the reductions, taking into consideration the interests of 

our scientists and engineers, managers who rely on these professionals, congressional demands, 

and the agency head’s interest in complying quickly with Congress. (Context) Under my 

leadership, the task groups prepared several different plans for making the budget cuts. 

At the same time, I developed computerized spreadsheets that allowed managers to immediately 

see the impact of their funding decisions. (Action) Later, we used this system and related processes 

to continually adjust the reduction targets as cost savings information was refined, allowing almost 

instantaneous mid-course corrections to the list of reduction targets. 

Well before the start of the new Fiscal Year, we presented several alternatives to the agency head, 

who selected one of the options with few modifications. He praised the entire team for its hard 

work and innovation in designing a plan that would enable us to absorb the heavy reductions with 

minimal impact on the agency’s mission. (Result) 

Example: Results Driven 

As Director of the Office of Hazardous Waste Management, I have had extensive experience in 

program direction and evaluation. For example, I led the revamping of our agency’s HazMat 

Program to deal with the mismanagement of hazardous waste materials at sites throughout the 

country. (Challenge) This program was established to ensure that all U.S. companies involved in 

hazardous waste management assumed responsibility for safely disposing of these dangerous 

materials. 

When I took over as Director, it was clear that the current program was unacceptably slow in 

addressing cleanup problems at many of these facilities. (Context) 

I took the lead in redefining the HazMat Program’s goals. Working closely with my agency’s 10 

Regional Directors as well as dozens of State hazardous waste program managers, I developed an 

outline of national goals: initiate risk-based cleanups, emphasize results over process, address 

problems at the worst sites first, stabilize immediate threats, comply fully with Federal regulations, 

and strengthen partnerships with the States. (Action) Our strategy received broad support from the 

agency’s top management and from external stakeholders, including State managers and the 

Government Accountability Office. (Context) 

To implement this plan, I initiated a series of corrective action reviews. (Action) Headquarters and 

regional staff spent two weeks in each region reviewing files and discussing policy issues with 

regional and State managers. To ensure cross-regional coordination and to provide valuable 

perspective, we swapped staff between regions to serve on review teams. These reviews gave us a 

detailed understanding of how well each region was handling its oversight of hazardous waste 

facilities in its jurisdiction. 

Next, I developed a system for ranking these sites, to ensure that the regions and States were giving 

priority to problems at the worst-managed sites. In addition, we hosted several national meetings to 

encourage regional and State managers to exchange technical information on hazardous waste 

Guide to the SES Qualifications October 2006 
17 

management. (Action) Also, we provided training and technical assistance in topics such as site 

assessment and collection of environmental statistics. (Action) 

My actions to redesign the HazMat Program have significantly improved the conditions at our 

nation’s hazardous waste management facilities. Both workers and local residents are pleased with 

the safer conditions at these sites. All of the 3,500 facilities have been assessed and prioritized, and 

the problems at 85 percent of the high priority sites have been corrected. (Result) 

At the same time, I realized it was essential to ensure program accountability at all of the facilities. 

(Challenge) I developed indicators that stress the importance of stabilizing worst-managed facilities 

and limiting human exposure to hazardous waste at all sites. I asked Regional Directors to begin 

collecting information on their progress in dealing with these critical areas. (Action) All but one 

Regional Director reacted negatively to my request because of the cost implications. (Context) I 

convened a headquarters meeting of all Regional Directors to discuss their concerns; I convinced 

them of the need to measure results as we attacked these problems. (Action) 

Regional Directors are now providing this valuable information for inclusion in our office’s data 

base, and it is being used to set program objectives under the Government Performance and Results 

Act. (Result) In addition, I have championed a new relationship with the States which allows our 

agency to imitate many of the effective State-managed cleanup programs. (Result) 

Guide to the SES Qualifications October 2006 
18 

ECQ 4 Business Acumen 

This core qualification involves the ability to manage human, financial, and information resources 

strategically. 

Competencies 

Financial Management 

Human Capital Management 

Technology Management 

Example: Business Acumen 

As Director of Policy for the New Jersey Department of Transportation, I manage a $1.2 million 

budget and play a leadership role in setting manpower levels for all Department offices. These 

decisions are based on the Department’s 10-year Mission and Values statement, which follows the 

New Jersey Secretary of Transportation’s goals. 

As chair of the seven-member Executive Committee, I determine expenditures for the 

Department’s divisions and programs--an annual budget of $3 billion. We set priorities by 

monitoring expenditures relative to forecasts for each program and the prior year’s expenditures. 

For example, several years ago during a particularly bad winter we made a decision to spend 

additional money on snow removal and to reduce funding for lower priority maintenance such as 

spring/summer grass cutting along the highways. (Challenge) Before making this decision, I met 

with Committee members to review upcoming expenditures and how this budgeting shift would 

impact various office budgets. (Action) In previous years, the Department had been severely 

criticized for not responding quickly and appropriately to hazardous road conditions. (Context) 

As a result of our decision, we had the fewest weather-related traffic accidents in 12 years, and the 

Department received very high marks from New Jersey citizens. (Result) 

I have designed budget strategies to support Departmental priorities. These strategies include 

coordinating with other executive agencies and outside stakeholders, and targeting State legislators 

as patrons. When key interest groups oppose the Department’s legislation, I negotiate with them to 

achieve consensus, where possible. 

For example, the Department was interested in clarifying the law with respect to payment when 

utilities must be moved from a Transportation Department right-of-way. (Challenge) Two major 

utility companies were opposed to the proposal. (Context) 

I selected a General Assembly committee Chair to introduce a study resolution requiring the 

Department, the utility companies, and other stakeholders to collaborate, develop a proposal, and 

report back to the General Assembly the next session. (Action) The Department negotiated with all 

of the interest groups and designed an acceptable approach. (Context) The same legislator 

introduced the resulting legislation the following year and it was passed by the General Assembly. 

Guide to the SES Qualifications October 2006 
19 

Companies must now pay for moving their utilities from rights-of-way; this savings is reflected in 

the Department’s budget. (Result) 

As a member of the Department’s Steering Committee, which is composed of Department heads 

from the internal audits and finance offices, and a team from the information systems office, I led 

the development of a new information management system. (Challenge) The Fiscal Management 

System was designed to ensure that financial and manpower reports would be accessible to all 

senior managers and that the information would be used in the Department’s strategic planning 

process; this was not the case with the older system. (Context) The new system has been in place 

for two years and has been praised by managers throughout the Department. (Result) 

Example: Business Acumen 

I have gained extensive experience in managing financial, human, and information resources while 

working at the Veterans Affairs Medical Center in Arlington, VA. 

Currently, as the Medical Center’s Budget Director, I am responsible for managing a $150 million 

budget. This role has included making some tough financial decisions. For example, several years 

ago I led the development of a controversial plan to close a Veterans Affairs (VA) nursing home 

that had been in the neighborhood for 40 years. (Challenge) The nursing home had been losing 

money for several years. In addition, the Medical Center’s 5-year budget did not include funding 

for much needed repair work at the aging facility. (Context) 

I spent 6 months negotiating with union representatives, VA patients and their families. (Action)

These emotionally charged sessions were held weekly; input from all of the stakeholders appeared 

in the final plan. The plan to close the nursing home was accepted by VA headquarters after intense 

negotiations with union officials, congressional offices, patients, and the affiliated university. 

(Result) In addition to saving the Department approximately $4 million annually, we found new 

Federal positions for all displaced employees and received minimal complaints from VA patients 

and their families. (Result) 

Recently, I envisioned and implemented changes to our Medical Center’s Funds Management 

Program. (Challenge) Under my leadership, our Financial Officer automated the program, creating 

spreadsheets that use macros to automatically extract payroll data from the system. (Action) This 

information is distributed over our network to Service Chiefs for use in managing their salaries and 

expenses budgets. 

This decentralized budget program, which is updated every week, has been very popular with our 

Service Chiefs. (Context) They cite it as an invaluable tool in achieving their goals. Last year, this 

automation tool saved the Medical Center $3 million. (Result) 

Earlier in my career, I was the Medical Center’s Senior Supply Officer. I led 15 District Supply 

Officers in designing several innovative contracts with community hospitals. (Context) For 

example, we contracted with a local hospital to acquire their stand-alone Women’s Outpatient 

Clinic. (Challenge) The contract included $230,000 to purchase the clinic and an annual recurring 

cost of $300,000. 

Guide to the SES Qualifications October 2006 
20 

After weeks of negotiating with hospital employees and their union representatives, I developed a 

plan to staff the Clinic with community hospital employees. (Action) This action minimized 

hardships on the hospital employees and saved time by avoiding the longer process of announcing 

the Clinic vacancies. (Result) 

The result has been a 45 percent increase in the number of female VA patients treated in the area. 

In follow-up surveys, patients and their families report that they are very pleased with the care and 

facilities at the Clinic. (Result) 

Guide to the SES Qualifications October 2006 
21 

ECQ 5 Building Coalitions

This core qualification involves the ability to build coalitions internally and with other Federal 

agencies, State and local governments, nonprofit and private sector organizations, foreign 

governments, or international organizations to achieve common goals. 

Competencies 

Partnering 

Political Savvy 

Influencing/Negotiating 

Example: Building Coalitions 

As a senior manager at Amtrak, I represented the corporation at many community activities. On 

one occasion, I was chosen to represent the entire railroad industry on a special task force to 

revitalize the city’s transportation industry. (Challenge) 

To succeed in this critical assignment, I called on talented managers from different sectors of the 

transportation community. (Context) In addition to my own management team and other Amtrak 

managers, I networked with colleagues in the airline, waterway, and trucking industries. These 

managers interviewed hundreds of private and public sector transportation executives to gather 

information on “best practices” for efficient and profitable systems. 

I met bi-weekly with many of the above managers to compare notes and to draft a plan that would 

address our city’s transportation needs. (Action) The result was the creation of a new approach to 

analyzing transportation needs as well as a plan for making our city “number one” in the 

transportation business. On the day we published the report, I was interviewed by both print and 

television media concerning the report’s impact on city transportation policies. Within 

6 months, the plan was adopted nationally as a blueprint for transportation management in the 21st 

century. Our city is now on its way to becoming the most convenient, customer-friendly travel city 

in the country. (Result) 

Currently, as a Federal manager with the National Railroad Agency, I speak for the Agency at rail 

labor conferences, management seminars, and supplier workshops. Most recently, I was the 

keynote speaker for the winter meeting of the National Association of Railroads. 

I work regularly with State government managers through the Federal-State Participation Program. 

This program was established to facilitate communication between Federal and State transportation 

managers. Since no Federal funding is provided for this program, I must rely on the good will of 

State managers and a spirit of cooperation to keep them interested in Federal rail transportation 

issues. Almost daily, I talk with my State regulatory partners, and we meet quarterly to ensure that 

the Agency is being responsive to their needs. In addition, we provide technical training for all 

State safety personnel in my region; once certified, these officers can give training on behalf of the 

Agency. 

Guide to the SES Qualifications October 2006 
22 

My current relationship with my home State is especially rewarding. When I first joined the 

Agency, I inherited a dispute over sharing sensitive Federal transportation safety documents with 

State transportation officials. (Challenge) The problem arose from a lack of communication 

between the principle players on both sides. (Context) I worked to rectify the situation through 

daily contact with my State counterparts, and by negotiating with my agency to share portions of 

these documents. (Action) The State representatives were very pleased with the documents we 

provided, and the negative feelings on both sides have disappeared. (Result) 

Example: Building Coalitions

Throughout my career as a private sector attorney, I have represented the interests of a wide variety 

of organizations, including Fortune 500 companies, small businesses, homeless groups, and local 

government. This work requires a broad array of verbal and written skills in advocacy, negotiation, 

and mediation. 

An example of this representational skill is my work on behalf of a local homeless clinic. 

(Challenge) I became aware of a pattern and practice by the city government of purposefully 

frustrating the orders of the local court system to avoid providing a wide variety of social services 

for the poor and homeless. (Context) While the government’s failures were obvious in individual 

cases, little attention was paid to the fact that, when viewed broadly, this malfeasance occurred in 

virtually every local program designed to aid poor people. I decided that the only way in which this 

wide scale problem could be brought to light was by preparing a detailed report describing the 

city’s misconduct in approximately 15 cases. 

Working with three associates from my firm, we compiled information on the cases filed against 

the city by various plaintiffs (e.g., homeless individuals, public interest groups). (Action) In 

addition, we gathered facts from the plaintiffs’ attorneys, talked to other legal service providers to 

identify relevant documents for the cases, and recruited a dozen local lawyers to write chapters for 

the final report. (Action) 

Over the 10 months we spent writing the report, we were continuously required to represent the 

clinic to many diverse groups throughout the city (e.g., lobby groups for the homeless and poor, 

workers at other homeless clinics) whose cooperation was needed to complete the report. We were 

often required to make presentations to management officials of those groups, to gain their support. 

(Action) 

In drafting and editing the report, we were constantly required to work with these groups to be sure 

that the report was accurate and reflected everyone’s interests. During the writing phase, there were 

serious conflicts among the groups as to what the report should be addressing; we were frequently 

required to mediate these disputes without sacrificing the report’s quality. (Context) 

After publishing the 450-page report, we received hundreds of phone calls and letters praising our 

efforts. The report was covered on local radio and television stations, and the demand for copies 

prompted a second printing (500 copies) of the document. As a result of our findings, the Mayor 

established an oversight office to assure that the homeless would receive appropriate social 

Guide to the SES Qualifications October 2006 
23 

services. (Result) Based on information from employees at various clinics and many homeless 

individuals, we know that the city’s needy population is receiving these services. (Result) 

In addition to my regular attorney duties, I head the firm’s pro bono committee. (Challenge)

Committee members spend a considerable amount of their time representing individuals who 

cannot afford to pay for legal services. Despite the negative attitude toward pro bono work held by 

some of the firm’s attorney, I have encouraged six co-workers to join the committee. I did this by 

“marketing” committee participation as a way to serve the public and to gain valuable experience 

working on cases that will have a substantial impact on the community. (Context/Action) 

Approximately 75 percent of the firm’s attorneys are now involved in pro bono work, and we have 

argued four pro bono cases in the last three terms of the Supreme Court. (Result) In addition, the 

firm has gained a reputation as a public service-minded company. (Result) 

Guide to the SES Qualifications October 2006 
24 

Appendix A: Competency Definitions 

Fundamental Competencies 

These competencies are the foundation for success in each of the Executive Core Qualifications. 

Interpersonal Skills – Treats others with courtesy, sensitivity, and respect. Considers and 

responds appropriately to the needs and feelings of different people in different situations. 

Oral Communication – Makes clear and convincing oral presentations. Listens effectively; 

clarifies information as needed. 

Integrity/Honesty – Behaves in an honest, fair, and ethical manner. Shows consistency in words 

and actions. Models high standards of ethics. 

Written Communication – Writes in a clear, concise, organized, and convincing manner for the 

intended audience. 

Continual Learning – Assesses and recognizes own strengths and weaknesses; pursues selfdevelopment. 

Public Service Motivation – Shows a commitment to serve the public. Ensures that actions meet 

public needs; aligns organizational objectives and practices with public interests. 

Leading Change 

Creativity and Innovation -Develops new insights into situations; questions conventional 

approaches; encourages new ideas and innovations; designs and implements new or cutting edge 

programs/processes. 

External Awareness –Understands and keeps up-to-date on local, national, and international 

policies and trends that affect the organization and shape stakeholders’ views; is aware of the 

organization’s impact on the external environment. 

Flexibility -Is open to change and new information; rapidly adapts to new information, changing 

conditions, or unexpected obstacles. 

Resilience -Deals effectively with pressure; remains optimistic and persistent, even under 

adversity. Recovers quickly from setbacks. 

Strategic Thinking -Formulates objectives and priorities, and implements plans consistent with 

long-term interests of the organization in a global environment. Capitalizes on opportunities and 

manages risks. 

Vision -Takes a long-term view and builds a shared vision with others; acts as a catalyst for 

organizational change. Influences others to translate vision into action. 

Guide to the SES Qualifications October 2006 
25 

Leading People 

Conflict Management – Encourages creative tension and differences of opinions. Anticipates and 

takes steps to prevent counter-productive confrontations. Manages and resolves conflicts and 

disagreements in a constructive manner. 

Leveraging Diversity - Fosters an inclusive workplace where diversity and individual differences 

are valued and leveraged to achieve the vision and mission of the organization. 

Developing Others – Develops the ability of others to perform and contribute to the organization 

by providing ongoing feedback and by providing opportunities to learn through formal and 

informal methods. 

Team Building -Inspires and fosters team commitment, spirit, pride, and trust. Facilitates 

cooperation and motivates team members to accomplish group goals. 

Results Driven 

Accountability - Holds self and others accountable for measurable high-quality, timely, and costeffective results. Determines objectives, sets priorities, and delegates work. Accepts responsibility 

for mistakes. Complies with established control systems and rules. 

Customer Service - Anticipates and meets the needs of both internal and external customers. 

Delivers high-quality products and services; is committed to continuous improvement. 

Decisiveness - Makes well-informed, effective, and timely decisions, even when data are limited or 

solutions produce unpleasant consequences; perceives the impact and implications of decisions. 

Entrepreneurship Positions the organization for future success by identifying new opportunities; 

builds the organization by developing or improving products or services. Takes calculated risks to 

accomplish organizational objectives. 

Problem Solving - Identifies and analyzes problems; weighs relevance and accuracy of 

information; generates and evaluates alternative solutions; makes recommendations. 

Technical Credibility - Understands and appropriately applies principles, procedures, 

requirements, regulations, and policies related to specialized expertise. 

Business Acumen 

Financial Management - Understands the organization’s financial processes. Prepares, justifies, 

and administers the program budget. Oversees procurement and contracting to achieve desired 

results. Monitors expenditures and uses cost-benefit thinking to set priorities. 

Human Capital Management –Builds and manages the workforce based on organizational goals, 

budget considerations, and staffing needs. Ensures that employees are appropriately recruited, 

Guide to the SES Qualifications October 2006 
26 

selected, appraised, and rewarded; takes action to address performance problems. Manages a multisector workforce and a variety of work situations. 

Technology Management - Keeps up-to-date on technological developments. Makes effective use 

of technology to achieve results. Ensures access to and security of technology systems. 

Building Coalitions 

Partnering - Develops networks and builds alliances, collaborates across boundaries to build 

strategic relationships and achieve common goals. 

Political Savvy - Identifies the internal and external politics that impact the work of the 

organization. Perceives organizational and political reality and acts accordingly. 

Influencing/Negotiating - Persuades others; builds consensus through give and take; gains 

cooperation from others to obtain information and accomplish goals. 

Guide to the SES Qualifications October 2006 
27 

Appendix B: Tips for Writing Effective ECQ Statements 

Stay Focused 

• Focus on leadership rather than managerial and technical abilities; all three are important, but 

leadership is more important. 

• Show your experience in all 5 Executive Core Qualifications (ECQs). 

• Follow the Challenge-Context-Action-Result model. 

• Each ECQ should contain specific, job-related experiences with specific accomplishments. 

• Show that you have the qualifications needed to succeed in the Senior Executive Service. 

• Address the fundamental competencies over the course of the complete ECQ narrative. 

• Never combine any of the ECQs. 

• Never address an ECQ by referring the reader to other parts of your application (e.g., resume). 

• Avoid using an identical example for more than one ECQ. 

• Avoid a “laundry list” of activities without context, actions, or accomplishments. 

• Focus on your vision for the organization not your personal vision. 

• Focus on recent experience, education, and training. Some reviewers consider experience that’s 

over 10 years old to be stale. 

• Highlight awards or other forms of recognition that relate specifically to an ECQ, e.g., “Human 

Resources Manager of the Year.” 

• Include non-Federal experiences (e.g., private sector, volunteer and professional organizations) if 

they support the ECQ. 

• Include relevant formal education or training that has enhanced your skills in a particular ECQ. 

• Don’t forget to include examples of special assignments and details. 

• Include special qualifications: public speaking, publications, languages spoken, membership in 

related professional organizations or scientific societies, or expertise in a technical area (e.g., 

budget, information technology). 

• Show measurable results, especially in terms of improved customer service, increased efficiency, 

productivity, or money saved. 

• Avoid vague statements. 

Good: I produce two weekly radio shows, one monthly television program, and a bimonthly 

newsletter to 10,000 employees located in 12 regional offices. 

Bad: I manage various communication processes to field offices. 

English 101 Revisited 

• Absolutely no typos or grammatical errors. 

• Use personal “I” instead of third person. 

• Write in short, complete sentences (subject, verb, proper tense agreement). 

• Use common words and expressions instead of bureaucratic ones. 

• Economize on words and expressions, but not to a cryptic extreme. 

Good: I briefed Congress. 

Bad: I conducted a briefing to key Congresspersons and their staffs. (10 words.) 

• Avoid acronyms, unless you spell them out several times in the application. 

Guide to the SES Qualifications October 2006 
28 

Format 

• Keep length 1 - 11⁄2 pages for each Executive Core Qualification (ECQ). 

• Material should be easy to read: 

- Use paragraphs or bullets to separate items. 

- Use headings and subheadings to indicate categories. 

- Use all capital letters, bold or italics to highlight important information. 

- Leave some white space; don’t type margin to margin. 

- Avoid using small size type. 

• Don’t make reviewers hunt for experience (e.g., “see attachments”). Put all relevant information 

in the ECQ write-up. 

• Application should be neat, clean, and typed. 

• Make sure photocopies are legible. 

• Don’t attach copies of training certificates, awards, or position descriptions. 

• Number all pages. 

• Don’t assume Spell-Check and Grammar-Check will catch all the errors; review every word. 

Tone 

• Be friendly and professional, not stilted, formal, or chatty. 

• Avoid passive verbs; use active verbs with the personal “I.” 

Good: I established a new team structure that eliminated the need for six supervisors (only 

13 words; concise, clear, good use of personal “I” with an active verb). 

Bad: The establishment of a new team structure was considered one of my best 

accomplishments in that it reduced the need for six supervisory positions (too long--24 

words; stilted, awkward sentence structure, too passive). 

 

References 

• Make sure that individuals you reference can attest to your ability to perform the Senior Executive 

Service job and can speak to your specific competencies in the Executive Core Qualifications. 

• Contact references and tell them about positions for which you have applied. 

• Be sure reference information is current (e.g., telephone numbers, addresses). 

More Tips 

• Avoid statements that describe your personal beliefs, philosophies, or commitment to social or 

political causes unless you can show bottom line results. 

• Don’t reveal information about your political affiliation or activities unless you are using 

experience as a political appointee to qualify. 

• Don’t identify your race, sex, national origin, color, religion, age, marital status, physical or 

mental disability, sexual orientation, or any other non-merit factor. 

And Finally... 

• When you’re finished, ask three people (preferably dispassionate and knowledgeable individuals) 

to review your application. 

Guide to the SES Qualifications October 2006