Industry Job Roles

The competency framework is structured around competencies rather than the job roles, although mapped against key job families / roles, resulting in a flexible framework for employers to select and adapt.

Individual organisations will use this document to further articulate competency requirements at different levels of the organisation.

Definition of competency 

For the purpose of the Qatar FS framework, “competency” has been defined as “knowledge, skills and experience”. 

The competency standards outline the core areas of knowledge, skills and experience as defined by core technical skills, non-technical skills (if desired) and qualifications and/or certifications and experience. 

This competency framework focuses on core technical skills. Non-technical skills, qualifications and years of experience will be tailored by QCB. Section 4 to this document has an illustration of the non-technical skills. 

Familiarity, awareness or understanding of information, subject or skill or ability to perform certain tasks or activity. While formal educational qualification in a subject area or areas – typically secondary (high-school), university, and professional qualifications can infer knowledge, on–the-job training, self-directed learning, and/or vocational training are important knowledge building tools.
Technical skills
In the context of the Kafa'a, these are the skills that involve the ability to perform tasks in a specific discipline, department, and/or specialised field directly related to the performance of a job function/activity.
Non-technical skills
These skills are the sub-set of “Skills” that include a wide variety of people-related skills, conceptual/thinking-related skills, personal skills, and/or business skills.
These skills will not be included by default in the Competency frameworks for the FS sector, given the broad nature of such skills and the variety of approaches to define them. Industry constituents are encouraged to use the illustration provided in this document if desired.
The number of years of experience that an individual possesses in the performance of in a specific Job Family/Job Role.

Technical skills 

QCB shall consider the competency definitions of each job family outlined in this framework. The technical competencies set out under each job family will need to be distributed across different roles and / or levels that it might need given its nature and size of operation. Each organisation will have its own predefined job-levels. While the core technical skills might be relevant to all the job levels, within the job families / roles, the degree of expertise may vary. The nature of job may also vary with certain non-technical skills playing a role to distinguish between job levels. Example, an individual with leadership skills might be assigned a higher job level despite level of skills or experience in core technical areas.

The table below provides an illustration of how these levels might interact with technical skills..



Understands the key concepts, seeks direction and guidance, has the ability to analyse and produce results.


Applies core principles of regulation and supervision, independently interprets information and comes to logical conclusions under supervision.


Demonstrates depth of understanding of the principles, concepts and inter-linkages. 

Supervises and directs teams to achieve objectives


(Senior most)

Ability to deal with new and emerging issues and direct teams to work toward overall goals of the entity and collaborate with other authorities.

Non-technical skills

It is expected that, as an individual progresses through his / her career, non-technical skills become increasingly important, particularly at the very senior level. A generic description of the key non-technical skills relevant is set out in the appendix for illustrative purposes only. The framework of non-technical skills discussed include: Leadership, Delivering results, Operational context, Organisational success and Working with others.

 Assessing competency

It is in the interest of the organisation and its employees to achieve job role competency. It is a good practice to assess and confirm competency at different stages of an employees career. It is desirable for organisation to have explicit criteria and procedures relating to the specific point at which an employee is assessed as competent, so that they can demonstrate when and why they consider that individual to be competent.

Over time, it is anticipated that the framework will evolve and the level of depth and quality will be enhanced.

What are the linkages to training framework

Core areas of knowledge, skills and experience form the basis of developing a training needs analysis and also the training courses and programmes. 

By using this reference framework, training courses and programmes can be tailored based upon relevant factors such as number of employees requiring training for different areas of competency, the level of their current competency as determined by the relevant authorities within the central bank and the available resources for training. 

As part of Kafa'a a generic training framework will also be developed to mirror this document to serve as a reference document for training and continuing professional development of employees of the organisation. 

How will this framework benefit QCB

The generic competency framework will serve as a reference framework for competencies required across the variety of job families. 

This reference document will be useful to help customise further on the generic competencies and make it specific to the organisation and its people. 

The framework will also be a reference document for employees for their personal and career development. 

Lastly, it sits at the heart of the training needs development activities. Each departmental head within QCB could use this framework and build the firm’s annual training plan.