Competency Dictionay
Competency Dictionay
Competency Dictionay
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I NTRODUCTION
The Organizational Readiness Office, with the help of subject matter experts and CS representatives from
numerous departments, developed the competency dictionaries specifically for the IT Community across
government.
In today's workplace, it's not just completing tasks that's important. How people perform their jobs and the
behaviors they demonstrate on the job are the key to success.
Although the focus of the competency dictionaries is on the skills, abilities and behaviors that are specific to
jobs in IT Community, we assume that the behavioral dictionary will also be appropriate for other communities.
Competency Based Management is a proven methodology being used in the workplace by those who want to
take an integrated approach to human resources management. At the centre of the system is the Job
Competency Profile. The profile is based on the work descriptions and built by combining competency
definitions from the behavioral and technical competency dictionaries.
The competency definitions describe the observable knowledge, skills, abilities and behaviors needed for
successful job performance and include levels of proficiency that are described in terms of behavioral
indicators. The indicators highlight the behaviors that are expected at a certain level of job performance
ranging from the introductory and basic levels to the advanced and expert levels.
Once the Job Competency Profile has been created, it forms the foundation of the Competency Based
Management system and can be used for the complete range of human resources planning and management
functions. This includes developing statements of qualifications, staffing using behavioral-based interviewing
techniques, implementing self-evaluation and performance management processes, and supporting learning
and career development.
The IT Community competency dictionaries are tools that can be used for developing competency profiles.
The dictionaries help identify the success factors by defining the types and level of skills and behaviors
needed for the job.
The Organizational Readiness Office will be developing generic job competency profiles based on the generic
work descriptions that have been developed in collaboration with the IT Community. Until these are
developed, you may want to refer to these dictionaries if you are developing work descriptions or statements
of qualifications or are considering developing a competency profile.
What is important is that we all start to use a common language when we describe the skills, abilities and
behaviors needed for IT jobs.
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1. The Behavioral Competency Dictionary describes the non-technical competencies that apply to IT
jobs. These competencies are generic in nature and are often shared by people across the
organization. They reflect the values of the organization and describe its working culture. They
include things like Adaptability, Communication, Decision Making, Planning and Organizing,
Teamwork and Continuous Learning.
2. The Technical Competency Dictionary includes the skills, abilities and behaviors that are required
when applying specific technical knowledge on the job. For example, Application Development
Support and Maintenance, Database Design and Management, Security/ Information and Application
Protection and Service Management Processes.
Both behavioral and technical competencies are included in the job competency profiles.
Take a Look
You can take a look at the competency dictionaries to get a better idea of the range of requirements or
qualifications needed by IT workers.
These days, managers use competencies to screen and select candidates. They develop interview questions
that focus on abilities and behaviors instead of tasks and experience. You may have had experience with this
type of interview process already.
The dictionaries can help you identify the level of proficiency you are working at now. You can also see what is
required at the next level and assess your ability to progress to that level. You are better able to plan your
career by targeting areas of strength and areas that need improvement. By focusing on the competencies, you
can determine your learning needs and be specific about what you need to learn.
Take a look at the dictionaries. Use them if you are developing competency profiles or learn more about
what's needed for work in the IT Community.
Table of Contents
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1. Introduction 13. Initiative
2. Adaptability
14. Team Leadership
3. Continuous Learning
15. Change Leadership
4. Communication
16. Client Focus
5. Organizational and
Environmental 17. Partnering
Awareness
18. Developing Others
6. Creative Thinking
19. Planning and
7. Networking / Organizing
Relationship Building
20. Decision Making
8. Conflict Management
21. Analytical Thinking
9. Stewardship of
Resources 22. Results Orientation
1. INTRODUCTION
2. ADAPTABILITY
L EVEL 1
R ECOGNIZES HOW CHANGE WILL AFFECT WORK
• Accepts that things will change.
• Seeks clarification when faced with ambiguity or uncertainty.
L EVEL 2
A DAPTS ONE ’ S W ORK TO A SITUATION
• Adapts personal approach to meet the needs of different or
new situations.
• Seeks guidance in adapting behavior to the needs of a new
or different situation.
L EVEL 3
A DAPTS TO A VARIETY OF CHANGES
• Adapts to new ideas and initiatives across a wide variety of
issues or situations.
• Shifts priorities, changes style and responds with new
approaches as needed to deal with new or changing
demands.
L EVEL 4
A DAPTS TO LARGE , COMPLEX AND / OR FREQUENT CHANGES
• Publicly supports and adapts to major/fundamental changes
that show promise of improving established ways of
operating.
• Seeks opportunities for change in order to achieve
improvement in work processes, systems, etc.
L EVEL 5
A DAPTS ORGANIZATIONAL STRATEGIES
• Anticipates change and makes large or long-term adaptations
in organization in response to the needs of the situation.
• Performs effectively amidst continuous change, ambiguity
and, at times, apparent chaos.
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• Shifts readily between dealing with macro-strategic issues
and critical details.
3. Continuous Learning
L EVEL 1
A SSESSES AND MONITORS ONESELF TO MAINTAIN
PERSONAL EFFECTIVENESS
• Continually self-assesses and seeks feedback from others to
identify strengths and weaknesses and ways of improving.
• Pursues learning opportunities and ongoing development.
L EVEL 2
S EEKS TO IMPROVE PERSONAL EFFECTIVENESS IN CURRENT
SITUATION
• Tries new approaches to maximize learning in current
situation.
• Takes advantage of learning opportunities (e.g., courses,
observation of others, assignments, etc.).
L EVEL 3
S EEKS LEARNING OPPORTUNITIES BEYOND CURRENT
REQUIREMENTS
• Sets challenging goals and standards of excellence for self in
view of growth beyond current job.
• Actively pursues self-development on an ongoing basis
(technically and personally).
L EVEL 4
A LIGNS PERSONAL DEVELOPMENT W ITH OBJECTIVES OF
ORGANIZATION
• Designs personal learning objectives based on evolving
needs of the portfolio or business unit.
• Uses organizational change as an opportunity to develop new
skills and knowledge.
L EVEL 5
A LIGNS PERSONAL LEARNING W ITH ANTICIPATED CHANGE IN
ORGANIZATIONAL STRATEGY
• Identifies future competencies and expertise required by the
organization and develops and pursues learning plans
accordingly.
• Continuously scans the environment to keep abreast of
emerging developments in the broader work context.
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Note: "Continuous Learning" links to the competency "Management
Excellence – Action Management" identified as relevant for federal Public
Service leaders.
4. Communication
L EVEL 1
L ISTENS & CLEARLY PRESENTS INFORMATION
• Makes self available and clearly encourages others to initiate
communication.
• Listens actively and objectively without interrupting.
L EVEL 2
F OSTERS TW O- W AY COMMUNICATION
• Elicits comments or feedback on what has been said.
• Maintains continuous open and consistent communication
with others.
L EVEL 3
A DAPTS COMMUNICATION TO OTHERS
• Adapts content, style, tone and medium of communication to
suit the target audience’s language, cultural background and
level of understanding.
• Takes others’ perspectives into account when
communicating, negotiating or presenting arguments (e.g.,
presents benefits from all perspectives).
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L EVEL 4
C OMMUNICATES COMPLEX MESSAGES
• Handles complex on-the-spot questions (e.g., from senior
public officials, special interest groups or the media).
• Communicates complex issues clearly and credibly with
widely varied audiences.
L EVEL 5
C OMMUNICATES STRATEGICALLY
• Communicates strategically to achieve specific objectives
(e.g., considering such aspects as the optimal message to
present, timing and forum of communication).
• Identifies and interprets departmental policies and
procedures for superiors, subordinates and peers.
L EVEL 1
U NDERSTANDS FORMAL STRUCTURE
• Monitors work to ensure it aligns with formal procedures and
the organization’s accountabilities.
• Recognizes and uses formal structure, rules, processes,
methods or operations to accomplish work.
L EVEL 2
U NDERSTANDS INFORMAL STRUCTURE AND CULTURE
• Uses informal structures; can identify key decision-makers
and influencers.
• Effectively uses both formal and informal channels and
networks for acquiring information, assistance and
accomplishing work goals.
L EVEL 3
E FFECTIVELY OPERATES IN EXTERNAL ENVIRONMENTS
• Achieves solutions acceptable to varied parties based on
understanding of issues, climates and cultures in own and
other organizations.
• Accurately describes the issues and culture of external
stakeholders. Uses this information to negotiate goals and
initiatives.
L EVEL 4
U NDERSTANDS ORGANIZATIONAL POLITICS , ISSUES AND
EXTERNAL INFLUENCES
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• Anticipates issues, challenges and outcomes and effectively
operates to best position the organization.
• Supports the changing culture and methods of operating, if
necessary, for the success of the organization.
L EVEL 5
O PERATES EFFECTIVELY IN A BROAD SPECTRUM OF
POLITICAL , CULTURAL AND SOCIAL MILIEU
• Demonstrates broad understanding of social and economic
context within which the organization operates.
• Understands and anticipates the potential trends of the
political environment and the impact these might have on the
organization.
6. Creative Thinking
L EVEL 1
A CKNOW LEDGES THE NEED FOR NEW APPROACHES
• Is open to new ideas.
• Questions the conventional approach and seeks alternatives.
L EVEL 2
M ODIFIES CURRENT APPROACHES
• Analyzes strengths and weaknesses of current approaches.
• Modifies and adapts current methods and approaches to
better meet needs.
L EVEL 3
I NTRODUCES NEW APPROACHES
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• Searches for ideas or solutions that have worked in other
environments and applies them to the organization.
• Uses existing solutions in innovative ways to solve problems.
L EVEL 4
C REATES NEW CONCEPTS
• Integrates and synthesizes relevant concepts into a new
solution for which there is no previous experience.
• Creates new models and methods for the organization.
L EVEL 5
N URTURES CREATIVITY
• Develops an environment that nurtures creative thinking,
questioning and experimentation.
• Encourages challenges to conventional approaches.
L EVEL 1
A CCESSES SOURCES OF INFORMATION
• Seeks information from others (e.g., colleagues, customers).
• Maintains personal contacts in other parts of the organization
with those who can provide work-related information.
L EVEL 2
B UILDS KEY CONTACTS
• Seeks out the expertise of others and develops links with
experts and information sources.
• Develops and nurtures key contacts as a source of
information.
L EVEL 3
S EEKS NEW NETW ORKING OPPORTUNITIES FOR SELF AND
OTHERS .
• Seeks opportunities to partner and transfer knowledge (e.g.,
by actively participating in trade shows, conferences,
meetings, committees, multi-stakeholder groups and/or
seminars).
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• Cultivates personal networks in different parts of the
organization and effectively uses contacts to achieve
results...
L EVEL 4
S TRATEGICALLY EXPANDS NETW ORKS
• Builds networks with parties that can enable the achievement
of the organization’s strategy.
• Brings informal teams of experts together to address
issues/needs, share information and resolve differences, as
required.
L EVEL 5
C REATES NETW ORKING OPPORTUNITIES
• Creates and facilitates forums to develop new alliances and
formal networks.
• Identifies areas to build strategic relationships.
8. Conflict Management
L EVEL 1
I DENTIFIES CONFLICT
• Recognizes that there is a conflict between two or more
parties.
• Brings conflict to the attention of the appropriate individual(s).
L EVEL 2
A DDRESSES EXISTING CONFLICT
• Listens to differing points of view and emphasizes points of
agreement as a starting point to resolving differences...
• Openly identifies shared areas of interest in a respectful and
timely manner.
L EVEL 3
A NTICIPATES AND ADDRESSES SOURCES OF POTENTIAL
CONFLICT
• Anticipates and takes action to avoid/reduce potential conflict
(e.g., by encouraging and supporting the various parties to
get together and attempt to address the issues themselves).
• Refocuses teams on the work and end-goals, and away from
personality issues.
L EVEL 4
I NTRODUCES STRATEGIES FOR RESOLVING EXISTING AND
POTENTIAL CONFLICT
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• Provides consultation to or obtains consultation / mediation
for those who share few common interests and who are
having a significant disagreement.
• Introduces innovative strategies for effectively dealing with
conflict (e.g., mediation, collaborative and "mutual gains"
strategies).
L EVEL 5
C REATES AN ENVIRONMENT W HERE CONFLICT IS RESOLVED
APPROPRIATELY
• Creates a conflict-resolving environment by anticipating and
addressing areas where potential misunderstanding and
disruptive conflict could emerge.
• Models constructive approaches to deal with opposing views
when personally challenging the status quo and when
encouraging others to do so as well.
9. Stewardship of Resources
L EVEL 1
U SES RESOURCES EFFECTIVELY
• Protects and uses resources and assets in a conscientious
and effective manner.
• Identifies wasteful practices and opportunities for optimizing
resource use.
L EVEL 2
E NSURES EFFECTIVE USE OF RESOURCES
• Monitors and ensures the efficient and appropriate use of
resources and assets.
• Explores ways of leveraging funds to expand program
effectiveness.
L EVEL 3
C ONTROLS RESOURCE USE
• Allocates and controls resources and assets within own area.
• Implements ways of more effectively utilizing resources and
assets.
L EVEL 4
I MPLEMENTS SYSTEMS TO ENSURE STEW ARDSHIP OF
RESOURCES
• Identifies gaps in resources that impact on the organization’s
effectiveness.
• Develops strategies to address resource gaps/issues.
L EVEL 5
E NSURES STRATEGIC STEW ARDSHIP OF RESOURCES
• Directs resources to those areas where they will most
effectively contribute to long-term goals.
• Sets overall direction for how resources and assets are to be
used in order to achieve the vision and values.
L EVEL 1
I DENTIFIES POSSIBLE RISKS
• Describes risk factors related to a situation/activity.
• Uses past experience and best practices to identify
underlying issues, potential problems and risks.
L EVEL 2
T AKES CALCULATED RISKS
• Takes calculated risks with minor, but non-trivial,
consequences of error (e.g., risks involving potential loss of
some time or money but which can be rectified).
• Makes decisions based on risk analysis.
L EVEL 3
P ERSONALLY TAKES SIGNIFICANT RISKS
• Personally takes calculated risks with significant
consequences (e.g., significant loss of time or money) but
which can be rectified.
• Anticipates the risks involved in taking action.
L EVEL 4
D ESIGNS STRATEGIES FOR DEALING W ITH HIGH - RISK
INITIATIVES
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• Implements initiatives with high potential for pay-off to the
organization, where errors cannot be rectified, or only
rectified at significant cost.
• Conducts risk assessment when identifying or recommending
strategic and tactical options.
L EVEL 5
P ROVIDES ORGANIZATIONAL GUIDANCE ON RISK
• Provides a supportive environment for responsible risk taking
(e.g., by supporting decisions of others).
• Oversees the development of guidelines, principles and
approaches to assist decision-making when risk is a factor.
L EVEL 1
W ORKS IN LOW LEVEL STRESS SITUATIONS
• Keeps functioning effectively during periods of on-going low
intensity stress.
• Maintains focus during situations involving limited stress.
L EVEL 2
A DJUSTS TO TEMPORARY PEAKS IN STRESS LEVELS
• Maintains composure when dealing with short but intense
stressful situations.
• Understands personal stressors and takes steps to limit their
impact.
L EVEL 3
A DAPTS TO PROLONGED STRESS
• Effectively withstands the effects of prolonged exposure to
one or few stressors by modifying work methods.
• Maintains sound judgment and decision making despite on-
going stressful situations.
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L EVEL 4
E MPLOYS STRESS MANAGEMENT STRATEGIES
• Develops and applies stress reduction strategies to cope with
long exposure to numerous stressors or stressful situations.
• Recognizes personal limits for workload and negotiates
adjustments to minimize the effects of stress, while still
ensuring appropriate levels of productivity.
L EVEL 5
D EALS W ITH STRESS AFFECTING THE ORGANIZATION
• Demonstrates behaviors that help others remain calm, yet
focused and energized during periods of extreme stress
affecting the organization.
• Maintains composure and shows self-control in the face of
significant challenge facing the organization.
12. Influence
L EVEL 1
U SES FACTS AND AVAILABLE INFORMATION TO PERSUADE
• Uses appeals to reason, data, facts and figures.
• Uses concrete examples, visual aids and demonstrations to
make a point.
L EVEL 2
A DAPTS RATIONALE TO INFLUENCE OTHERS
• Anticipates the effect of one’s approach or chosen rationale
on the emotions and sensitivities of others.
• Adapts discussions and presentations to appeal to the needs
or interests of others.
L EVEL 3
D EMONSTRATES THE BENEFIT OF IDEAS
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• Builds on successful initiatives and best practices internal
and external to the organization to gain acceptance for ideas.
• Presents pros and cons and detailed analyses to emphasize
the value of an idea.
L EVEL 4
B UILDS COALITIONS , STRATEGIC RELATIONSHIPS AND
NETW ORKS
• Assembles coalitions, builds behind-the-scenes support for
ideas and initiatives.
• Develops an extensive network of contacts.
L EVEL 5
D ESIGNS COMPLEX INFLUENCE STRATEGIES
• Designs strategies that position and promote ideas and
concepts to stakeholders.
• Uses indirect strategies to persuade, such as establishing
alliances, using experts or third parties.
13. Initiative
L EVEL
A DDRESSES CURRENT ISSUES
• Recognizes and acts on present issues.
• Offers ideas to address current situations or issues.
L EVEL 2
A DDRESSES IMMINENT ISSUES
• Takes action to avoid imminent problem or to capitalize on
imminent opportunity.
• Looks for ways to achieve greater results or add value.
L EVEL 3
A CTS PROMPTLY IN A CRISIS SITUATION
• Acts quickly to address a crisis situation drawing on
appropriate resources and experience with similar situations.
• Implements contingency plans when crises arise.
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L EVEL 4
L OOKS TO THE FUTURE
• Takes action to avoid or minimize potential problems or
maximize potential opportunities in the future by drawing on
extensive personal experience.
• Defines and addresses high-level challenges that have the
potential to advance the state-of-the art in an area.
L EVEL 5
E NCOURAGES INITIATIVE IN OTHERS
• Fosters an environment that anticipates and acts upon
potential threats and/or opportunities.
• Coaches others to spontaneously recognize and
appropriately act on upcoming opportunities.
L EVEL 1
K EEPS THE TEAM INFORMED
• Ensures that team members have the necessary information
to operate effectively.
• Establishes the direction/goal(s) for the team.
L EVEL 2
E NSURES THE NEEDS OF THE TEAM AND OF MEMBERS ARE
MET
• Makes sure the practical needs of the team and team
members are met.
• Makes decisions by taking into account the differences
among team members, and overall team requirements and
objectives.
L EVEL 3
E NSURES TEAM MEMBER INPUT
• Values and encourages others’ input and suggestions.
• Stimulates constructive discussion of different points of view,
focusing on the organization’s strategic objectives, vision or
values.
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• Provides constructive feedback and recognizes all
contributions.
L EVEL 4
E MPOW ERS THE TEAM
• Communicates team successes and organization-wide
contribution to other organizational members.
• Encourages the team to promote their work throughout the
organization.
L EVEL 5
I NSPIRES TEAM MEMBERS
• Builds the commitment of the team to the organization’s
mission, goals and values.
• Aligns team objectives and priorities with the broader
objectives of the organization.
L EVEL 1
M AKES OTHERS AW ARE OF CHANGE
• Identifies and accepts the need and processes for change.
• Explains the process, implications and rationale for change to
those affected by it.
L EVEL 2
U NDERSCORES THE POSITIVE NATURE OF CHANGE
• Promotes the advantages of change.
• Clarifies the potential opportunities and consequences of
proposed changes.
L EVEL 3
M ANAGES THE PROCESS FOR CHANGE
• Identifies important / effective practices that should continue
after change is implemented
• Anticipates specific reasons underlying resistance to change
and implements approaches that address resistance.
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L EVEL 4
A LIGNS CHANGE INITIATIVES W ITH ORGANIZATIONAL
OBJECTIVES
• Links projects/objectives to department’s/public service’s
change initiatives and describes the impact on operational
goals.
• Presents realities of change and, together with staff, develops
strategies for managing it.
L EVEL 5
C HAMPIONS CHANGE
• Creates an environment that promotes and encourages
change or innovation.
• Shares and promotes successful change efforts throughout
the organization.
L EVEL 1
R ESPONDS TO CLIENT REQUESTS
• Identifies client needs and expectations.
• Responds to requests efficiently and effectively.
L EVEL 2
B UILDS POSITIVE CLIENT R ELATIONS
• Contacts clients to follow up on services, solutions or
products to ensure that their needs have been correctly and
effectively met.
• Understands issues from the client’s perspective.
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• Monitors services provided to clients and makes timely
adjustments as required.
L EVEL 3
A NTICIPATES AND ADAPTS TO CLIENT NEEDS
• Maintains ongoing communication with clients.
• Regularly and systematically contacts clients or prospective
clients to determine their needs.
L EVEL 4
F OSTERS A CLIENT - FOCUSED CULTURE
• Tracks trends and developments that will affect own
organization’s ability to meet current and future client needs.
• Identifies benefits for clients; looks for ways to add value.
L EVEL 5
C ONSIDERS THE STRATEGIC DIRECTION OF CLIENT FOCUS
• Communicates the organization’s mission, vision and values
to external clients.
• Strategically and systematically evaluates new opportunities
to develop client relationships.
17. Partnering
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Seeking and building strategic alliances and collaborative
arrangements through partnerships to advance the objectives of the
organization
L EVEL 1
O PERATES EFFECTIVELY W ITHIN PARTNERSHIPS
• Understands the roles played by partners. Identifies and
refers to areas of mutual interest as a means of establishing
a business relationship.
• Communicates openly, builds trust and treats partners fairly,
ethically and as valued allies.
L EVEL 2
M ANAGES EXISTING PARTNERSHIPS
• Works with existing partners, honoring established
agreements/ contracts.
• Monitors partnership arrangements to ensure that the
objectives of the partnership remain on target.
L EVEL 3
S EEKS OUT PARTNERSHIP OPPORTUNITIES
• Initiates partnership arrangements that promote
organizational objectives.
• Assesses the value of entering into partner relationships in
terms of both short- and long- term return on investment.
L EVEL 4
F ACILITATES PARTNERSHIPS
• Provides advice and direction on the types of partner
relationships to pursue, as well as ground rules for effective
partner relationships.
• Supports staff in taking calculated risks in partner
relationships.
L EVEL 5
S ETS STRATEGIC DIRECTION FOR PARTNERING
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• Provides strategic direction on partnerships that the
organization should be pursuing.
• Sets up an infrastructure that supports effective partner
arrangements (e.g., principles and frameworks for assessing
the value of partnerships; expert assistance in aspects of
partnering).
L EVEL 1
S HARES EXPERTISE W ITH OTHERS
• Regularly shares expertise with team members to support
continuous learning and improvement.
• Advises guides and coaches others by sharing experiences
and discussing how to handle current or anticipated
concerns.
L EVEL 2
S UPPORTS INDIVIDUAL DEVELOPMENT AND IMPROVEMENT
• Provides performance feedback and support, reinforcing
strengths and identifying areas for improvement.
• Encourages staff to develop and apply their skills.
L EVEL 3
P ROMOTES ONGOING LEARNING AND DEVELOPMENT
• Helps team members develop their skills and abilities.
• Engages in development and career planning dialogues with
employees.
L EVEL 4
P ROVIDES OPPORTUNITIES FOR DEVELOPMENT
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• Ensures that resources and time are available for
development activities.
• Ensures that all employees have equitable access to
development opportunities.
L EVEL 5
C REATES A CONTINUOUS LEARNING AND DEVELOPMENT
ENVIRONMENT
• Provides long-term direction regarding learning needs for
staff and how to pursue the attainment of this learning.
• Institutes organization-wide mechanisms and processes to
promote and support continuous learning and improvement.
L EVEL 1
P LANS TASKS AND ORGANIZES OW N W ORK
• Identifies requirements and uses available resources to meet
own work objectives in optimal fashion.
• Completes tasks in accordance with plans.
L EVEL 2
A PPLIES PLANNING PRINCIPLES TO ACHIEVE W ORK GOALS
• Establishes goals and organizes work by bringing together
the necessary resources.
• Organizes work according to project and time management
principles and processes.
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L EVEL 3
D EVELOPS PLANS FOR THE BUSINESS UNIT
• Considers a range of factors in the planning process (e.g.,
costs, timing, customer needs, resources available, etc.).
• Identifies and plans activities that will result in overall
improvement to services.
L EVEL 4
I NTEGRATES AND EVALUATES PLANS TO ACHIEVE BUSINESS
GOALS .
• Establishes alternative courses of action, organizes people
and prioritizes the activities of the team to achieve results
more effectively.
• Ensures that systems are in place to effectively monitor and
evaluate progress.
L EVEL 5
P LANS AND ORGANIZES AT A STRATEGIC LEVEL
• Develops strategic plans considering short-term requirements
as well as long-term direction.
• Plans work and deploys resources to deliver organization-
wide results.
20. Decision-Making
L EVEL 1
M AKES DECISIONS BASED SOLELY ON RULES
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• Makes straightforward decisions based on pre-defined
options using clear criteria/procedures.
• Consults with others or refers an issue/situation for resolution
when criteria are not clear.
L EVEL 2
M AKES DECISIONS BY INTERPRETING RULES
• Applies guidelines and procedures that require some
interpretation when dealing with exceptions.
• Makes straight - forward decisions based on information that
is generally clear and adequate.
L EVEL 3
M AKES DECISIONS IN SITUATIONS W HERE THERE IS SCOPE
FOR INTERPRETATION OF RULES
• Applies guidelines and procedures that leave considerable
room for discretion and interpretation.
• Makes decisions by weighing several factors, some of which
are partially defined and entail missing pieces of critical
information.
L EVEL 4
M AKES COMPLEX DECISIONS IN THE ABSENCE OF RULES
• Simplifies complex information from multiple sources to
resolve issues.
• Makes complex decisions for which there are no set
procedures.
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• Develops solutions to problems, balancing the risks and
implications across multiple projects.
L EVEL 5
M AKES HIGH - RISK DECISIONS IN COMPLEX AND AMBIGUOUS
SITUATIONS
• Makes high-risk strategic decisions that have significant
consequences.
• Balances a commitment to excellence with the best interests
of clients and the organization when making decisions.
L EVEL 1
A NALYZES AND SYNTHESIZES INFORMATION
• Breaks down concrete issues into parts and synthesizes
succinctly.
• Collects and analyses information from a variety of
appropriate sources.
L EVEL 2
I DENTIFIES CRITICAL RELATIONSHIPS
• Sees connections, patterns or trends in the information
available.
• Identifies the implications and possible consequences of
trends or events.
L EVEL 3
A NALYSES COMPLEX RELATIONSHIPS
• Analyses complex situations, breaking each into its
constituent parts.
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• Recognizes and assesses several likely causal factors or
ways of interpreting the information available.
L EVEL 4
A PPLIES BROAD ANALYSIS
• Integrates information from diverse sources, often involving
large amounts of information.
• Thinks several steps ahead in deciding on best course of
action, anticipating likely outcomes.
L EVEL 5
A PPLIES A SYSTEMS PERSPECTIVE TO THE ANALYSIS OF
ENTERPRISE - W IDE ISSUES
• Identifies multiple relationships and disconnects in processes
in order to identify options and reach conclusions.
• Adopts a systems perspective, assessing and balancing vast
amounts of diverse information on the varied systems and
sub-systems that comprise and affect the working
environment.
L EVEL 1
S TRIVES TO MEET W ORK EXPECTATIONS
• Sets goals and works to meet established expectations;
maintains performance levels.
• Pursues organizational objectives with energy and
persistence. Sets high personal standards for performance.
L EVEL 2
C ONSISTENTLY MEETS ESTABLISHED EXPECTATIONS
• Consistently achieves established expectations through
personal commitment.
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• Makes adjustments to activities/processes based on
feedback.
L EVEL 3
S URPASSES ESTABLISHED EXPECTATIONS
• Exceeds current expectations and pushes for improved
results in own performance.
• Takes on new roles and responsibilities when faced with
unexpected changes.
L EVEL 4
S EEKS OUT SIGNIFICANT CHALLENGES
• Seeks significant challenges outside of current job scope.
• Works on new projects or assignments that add value without
compromising current accountabilities.
L EVEL 5
P URSUES EXCELLENCE ON AN ORGANIZATIONAL LEVEL
• Models excellence and motivates fellow organizational
members to follow his/her example.
• Encourages constructive questioning of policies and
practices; sponsors experimentation and innovation.
23. Teamwork
L EVEL 1
P ARTICIPATES AS A TEAM MEMBER
• Assumes personal responsibility and follows up to meet
commitments to others.
• Understands the goals of the team and each team member’s
role within it.
L EVEL 2
F OSTERS TEAMW ORK
• Assumes responsibility for work activities and coordinating
efforts.
• Promotes team goals.
L EVEL 3
D EMONSTRATES LEADERSHIP IN TEAMS
• Builds relationships with team members and with other work
units.
• Fosters team spirit and collaboration within teams.
L EVEL 4
C APITALIZES ON TEAMW ORK OPPORTUNITIES
• Initiates collaboration with other groups/ organizations on
projects or methods of operating.
• Capitalizes on opportunities and addresses challenges
presented by the diversity of team talents.
L EVEL 5
B UILDS BRIDGES BETW EEN TEAMS
• Facilitates collaboration across the organization and with
other organizations to achieve a common goal.
• Builds strong teams that capitalize on differences in
expertise, competencies and background.
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L EVEL 1
D EMONSTRATES BEHAVIORS CONSISTENT W ITH THE
ORGANIZATION ’ S VALUES
• Treats others fairly and with respect.
• Takes responsibility for own work, including problems and
issues.
L EVEL 2
I DENTIFIES ETHICAL IMPLICATIONS
• Identifies and considers different ethical aspects of a situation
when making decisions.
• Identifies and balances competing values when selecting
approaches or recommendations for dealing with a situation.
L EVEL 3
A LIGNS TEAM W ITH ORGANIZATION ’ S VALUES AND ETHICS
• Fosters a climate of trust within the work team.
• Implements processes and structures to deal with difficulties
in confidentiality and/or security.
L EVEL 4
P ROMOTES THE ORGANIZATION ’ S VALUES AND ETHICS
• Advises others in maintaining fair and consistent dealings
with others and in dealing with ethical dilemmas.
• Deals directly and constructively with lapses of integrity (e.g.,
intervenes in a timely fashion to remind others of the need to
respect the dignity of others).
L EVEL 5
E XEMPLIFIES AND DEMONSTRATES THE ORGANIZATION ’ S
VALUES AND ETHICS
• Defines, communicates and consistently exemplifies the
organization’s values and ethics.
• Ensures that standards and safeguards are in place to
protect the organization’s integrity (e.g., professional
standards for financial reporting, integrity/ security of
information systems).
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Note: "Ethics and Values" was identified as a competency relevant for
federal Public Service leaders.
L EVEL 1
D EMONSTRATES PERSONAL W ORK ALIGNMENT
• Sets personal work goals in line with operational goals of
work area.
• Continually evaluates personal progress and actions to
ensure alignment with organizational vision and operational
goals.
L EVEL 2
P ROMOTES TEAM ALIGNMENT
• Effectively communicates and interprets the strategic vision
to employees within area of responsibility.
• Clearly articulates and promotes the significance and impact
of employee contributions to promoting and achieving
organizational goals.
L EVEL 3
A LIGNS PROGRAM / OPERATIONAL GOALS AND PLANS
• Works with teams to set program/operational goals and plans
in keeping with the strategic direction.
• Regularly promotes the organization, its vision and values to
clients, stakeholders and partners.
• Works with staff to set strategic goals for own sector of the
organization.
L EVEL 4
I NFLUENCES STRATEGIC DIRECTION
• Foresees obstacles and opportunities for the organization
and acts accordingly.
• Defines issues, generates options and selects solutions,
which are consistent with the strategy and vision.
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• Scans, seeks out and assesses information on potential
future directions.
L EVEL 5
D EVELOPS VISION
• Leads the development of the vision for the organization.
• Defines and continuously articulates the vision and strategy
in the context of wider government priorities.
Table of Contents
Introduction
3. Business Analysis
5. Infrastructure/Platforms
7. IT Project Management
8. Data Communications
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9. Security/Information and Application Protection
10. Testing
Introduction
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1. Application Development/Support and Maintenance [1]
Knowledge requirements:
1. Introductory
3. Intermediate
4. Advanced
35 | P a g e
• Makes recommendations/ decisions in application and
program design, standards and program enhancements.
5. Expert
[1]
This competency does not include data management or database
management (See Competency 4).
2. Architecture
Knowledge requirements:
• Information Architecture
36 | P a g e
o Creation of an entity relationship model and an
integrated function or process dependency model
• Systems Architecture
• Technology Architecture
o Technical standards
o Privacy Act
1. Introductory
2. Basic
3. Intermediate
37 | P a g e
• Focuses on a single area of expertise.
• Produces analytic and candidate design models to be used
for further analysis (e.g., telecommunications, networks).
4. Advanced
• Manages transformations.
• Monitors standards.
5. Expert
3. Business Analysis
38 | P a g e
for government business environments, operations,
processes, and practices.
Knowledge requirements:
o Privacy Act
1. Introductory
2. Basic
39 | P a g e
Drafts simple requirements.
3. Intermediate
4. Advanced
5. Expert
Knowledge requirements:
Interoperability
1. Introductory
41 | P a g e
2. Basic
3. Intermediate
4. Advanced
42 | P a g e
Demonstrates broad understanding of multiple DBMS or an
in-depth knowledge of one or more DBMS.
Develops logical models incorporating business requirements
such as high availability, redundancy and disaster recovery
into the logical/physical database design.
5. Expert
5. Infrastructure/Platforms [2]
Knowledge requirements:
1. Introductory
2. Basic
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Understands how the platform integrates with other
environments, at a basic level, from an end-user perspective.
3. Intermediate
Executes standards.
4. Advanced
5. Expert
[2]
This competency does not include network/telecommunication systems
(See competency 8).
Knowledge requirements:
License management
46 | P a g e
Federal legislative and policy framework related to IM/IT
procurement for goods and services
1. Introductory
2. Basic
3. Intermediate
4. Advanced
47 | P a g e
Knows rules for Canadian and International governing bodies
(e.g., NAFTA, Trade Tribunal, and CITT) and negotiates CITT
challenges.
5. Expert
7. IT Project Management
Knowledge requirements:
1. Introductory
2. Basic
3. Intermediate
4. Advanced
Implements standards.
5. Expert
49 | P a g e
Oversees/manages large, highly complex, diverse or
strategic projects that impact the organization as a whole.
Develops departmental policies and standards.
Knowledge requirements:
50 | P a g e
Classes of telecommunication media, such as wire based (e.g.,
copper, fiber) and wireless (characteristics of various frequency
bands from HF to microwave)
1. Introductory
2. Basic
51 | P a g e
Tests, configures, installs and supports hardware and
software at any typical site.
3. Intermediate
Executes standards.
4. Advanced
5. Expert
52 | P a g e
Demonstrates broad-based knowledge of information
technology.
Knowledge requirements:
IT Operations Security
o Viruses
54 | P a g e
1. Introductory
2. Basic
3. Intermediate
Executes standards.
4. Advanced
5. Expert
10. Testing
Knowledge requirements:
1. Introductory
2. Basic
56 | P a g e
Reports test results.
3. Intermediate
Troubleshoots/resolves issues.
4. Advanced
Tests standards.
Mentors others.
5. Expert
57 | P a g e
Develops test standards, best practices and policies.
Knowledge requirements:
Change Management
Configuration Management
Release Management
o Problem Management
58 | P a g e
o Help Desk/Client Support
1. Introductory
2. Basic
3. Intermediate
59 | P a g e
Guides others in processes.
4. Advanced
5. Expert
60 | P a g e