Post on 11-Oct-2020
transcript
Competenciesfor Canada’s Substance Abuse Workforce
SECTION IBEHAVIOURAL COMPETENCIES REPORT
This package was published by the Canadian Centreon Substance Abuse (CCSA).
Suggested citation: Canadian Centre on Substance Abuse. (2014). Competencies for Canada’s substance abuse workforce.
Ottawa, ON: Canadian Centre on Substance Abuse.
This is a living document, which CCSA may revise and update to reflect the latest evidence and research.
© Canadian Centre on Substance Abuse, 2014
For additional copies, contactCCSA, 75 Albert St., Suite 500
Ottawa, ON K1P 5E7Tel.: 613-235-4048
Email: competencies@ccsa.ca
ISBN 978-1-77178-192-3
SECTION IBEHAVIOURAL COM PETENCIES REPORT
TABLE OF CONTENTS
INTRODUCTION
BEHAVIOURAL COMPETENCY DEFINITIONS
COMMON OCCUPATIONAL CLUSTERS
PROFICIENCY PROFILES
ADAPTING THE PROFICIENCY PROFILES
BEHAVIOUR INDICATORS BY LEVEL OF PROFICIENCY
I–1
I–3
I–5
I–7
I–9
I–14
The Canadian Centre on Substance Abuse (CCSA) gratefully acknowledges the significant contributions and support
received from people working in the field who participated in focus groups across Canada.
CCSA especially thanks all its partners who so graciously allowed and encouraged staff to participate in the focus
groups. The research means nothing if the end result is not meaningful to the people for whom it is intended and CCSA
could not produce a meaningful report without the input from the focus groups.
CCSA also thanks members of the National Advisory Group on Workforce Development (comprised of representatives
from key national organizations and provincial/territorial governments) and other experienced directors and managers
who participated in reviews of both sets of competencies.
These documents can also be downloaded as a PDF at www.ccsa.ca
Ce document est également disponible en français sous le titre :Compétences pour les intervenants canadiens en toxicomanie
ACKNOWLEDGEMENTS
I–1
Competencies for Canada’s Substance Abuse Workforce
BEHAVIOURAL COMPETENCIES REPORT
© Canadian Centre on Substance Abuse, 2014 Competencies for Canada’s Substance Abuse Workforce
The first phase of this project comprised a set of Technical Competencies published in November 2007. A literature review and comparative analysis for the Technical Competencies was completed in 2009 and will inform version two of the Technical Competencies.
For the second phase in the project, CCSA researched and consulted with subject matter experts across Canada in 2009 to identify a set of 18 Behavioural Competencies for the substance abuse field.
CCSA consulted with about 120 people in focus groups across Canada to validate the core Behavioural Competencies and identify appropriate proficiency levels for seven occupational clusters or groups of jobs deemed most common in the substance abuse field.
The resulting Behavioural Competencies Report document contains several components:
• Competency Definitions: 18 Behavioural Competencies and their definitions
• Occupational Clusters: seven occupational clusters identified as most common in the substance abuse workforce, including descriptions and sample job titles
• Competency Profiles: a list of competencies for each occupational cluster, with the appropriate level of required proficiency for each, as identified by the focus groups
• Adapting the Competency Profiles: a guide to adapting the competency profiles so they reflect actual work in an organization; also presents an example of how competency profiles can be adapted, using an existing job description
INTRODUCTION The first-ever survey of the Canadian addiction treatment workforce in 2004 revealed a critical need for national standards and competencies. As a result, the Canadian Centre on Substance Abuse (CCSA), on behalf of the workforce, undertook to identify the competencies needed in the substance abuse field. Ultimately, these competencies will enhance professionalism and excellence within the field by providing tools and resources to:
• identify knowledge and skill sets for the substance abuse workforce and allied professionals
• support employers in hiring, retention, placement, staff development, and succession planning
• assist educators and trainers in developing strategies for learning
• provide Canadians with a more consistent quality of service delivery from the substance abuse workforce
Although a somewhat artificial division, the competencies have been defined as follows:
• Technical Competencies are the knowledge and abilities required when applying specific technical principles and information in a job function or role. Technical Competencies are usually learned in an educational environment or on the job. They are the “what” of a job. Counselling is one example of a technical competency.
• Behavioural Competencies are the abilities, attitudes and values required to perform effectively in a job function or role. Behavioural Competencies are typically learned and developed through life experiences. They are the “how” of performing a job, and they complement Technical Competencies. Effective communication is one example of a Behavioural Competency.
© Canadian Centre on Substance Abuse, 2014 Competencies for Canada’s Substance Abuse Workforce
• Behavioural Competencies: the 18 competencies, including definitions and sample behaviours that can be expected at each of four levels of proficiency
Interview and performance management guides and tools were also created and, through the consultative process, revised and improved. Available in separate documents are:
• Guide to Behavioural Competency-based Interviewing
• Interview Tools for Common Job Clusters for the Behavioural Competencies
• Guide to Competency-based Performance Management
• Performance Management Tools for Common Job Clusters for the Behavioural Competencies
The guides contain instructions on how to use the tools most effectively and are based on Behavioural Competencies Report.
Each of the documents listed above can be downloaded from www.ccsa.ca; they can also be ordered at the email address competencies@ccsa.ca. The tools are available in PDF format which users can adapt to meet their organization’s needs.
I–2
Behavioural Competencies Report INTRODUCTION
© Canadian Centre on Substance Abuse, 2014 Competencies for Canada’s Substance Abuse Workforce
Competency Title Definition
Adaptability/Flexibility
Willingly adjust one’s approach to meet the demands and needs of constantly changing conditions, situations and people and to work effectively in difficult or ambiguous situations.
Analytical Thinkingand Decision Making
Gather, synthesize and evaluate information to determine possible alternatives and outcomes and make well-informed, timely decisions. Includes critical thinking and reasoning.
Client-centred Change
Enhance, facilitate, support, empower, and otherwise increase client motivation for positive change. Positive change is achieved by involving the client actively in the change process and encouraging the client to take responsibility for the outcomes he or she achieves. Clients may be individuals, groups, communities and organizations.
Client Service Orientation
Provide service excellence to clients (which can include individuals, groups, communities and organizations). Includes making a commitment to serve clients and focusing one’s efforts on discovering and meeting client needs within personal, professional and organizational capacities and boundaries.
Collaboration andNetwork Building
Identify and create informal and formal interdisciplinary networks and allied community groups to support the provision of client services and achievement of the organization’s objectives. Clients include individuals, groups, organizations and communities.
Continuous Learning
Identify and pursue learning opportunities to enhance one’s professional performance and development and the effective delivery of high-quality programs and services.
Creativity and Innovation
Use evidence-based practices in innovative and creative ways to initiate both effective new ways of working and advances in the understanding of the field of practice. Innovation and creativity are achieved in translating research into practice to optimize improvements in service delivery and professional practice.
Developing Others Facilitate and motivate sustained learning and create learning opportunities and resources, as well as promote and respect others’ needs for ownership of learning outcomes. Includes creation of a continuous learning environment that fosters positive growth in both work and public contexts among peers, clients, client families, communities and other groups (recipients).
Diversity and Cultural Responsiveness
Provide respectful, equitable and effective services to diverse populations, as defined by culture, age, gender, language, ethnicity, socio-economic status, legal status, health, ability, sexual orientation, type and mode of substance use, etc. Affirm and value the worth of all individuals, families, groups, and communities; and protect the dignity of all.
EffectiveCommunication
Articulate both verbally and in writing across a range of technologies in a manner that builds trust, respect and credibility and that ensures the message is received and understood by the audience. Includes active listening skills (attending, being silent, summarizing, paraphrasing, questioning and empathizing) and congruent non-verbal communication.
Ethical Conduct and Professionalism
Provide professional services according to the principles and values of integrity, competence, responsibility, respect and trust to safeguard both self and others. Includes the development of professionalism and ethical behaviour in self and others (individuals, groups, organizations, communities).
I–3
BEHAVIOURAL COMPETENCY DEFINITIONS
Behavioural Competencies Report BEHAVIOURAL COMPETENCY DEFINITIONS
© Canadian Centre on Substance Abuse, 2014 Competencies for Canada’s Substance Abuse Workforce
Competency Title Definition
InterpersonalRapport/Savvy
Establish and maintain relationships based on mutual respect and trust, appropriate sensitivity and transparency, empathy, and compassion with clients, colleagues, professional associates and the greater community. Encompasses skills of tact, diplomacy, and sensitivity in all encounters with others.
Leadership Help others achieve excellent results and create enthusiasm for a shared vision and mission, even in the face of critical debate and adversity.
Planning andOrganizing
Identify and prioritize tasks, develop and implement plans, evaluate outcomes, and adjust activities in order to achieve objectives.
Self Care Deliberately and continuously apply professional and personal self care principles to oneself and, at times, others to sustain optimal productivity while maintaining physical, mental, spiritual and emotional health.
Self Management Appropriately manage one’s own emotions and strong feelings; maintain a calm and tactful composure under a broad range of challenging circumstances; and think clearly and stay focused under pressure. Encompasses self-regulation and mindfulness.
Self Motivationand Drive
Remain motivated and focused on a goal until the best possible results are achieved, with both passion for making a difference in the substance abuse field and persistence despite confronting obstacles, resistance and setbacks.
Teamworkand Cooperation
Work cooperatively and productively with others within and across organizational units to achieve common goals; demonstrate respect, cooperation, collaboration, and consensus-building.
I–4
Behavioural Competencies Report BEHAVIOURAL COMPETENCY DEFINITIONS
© Canadian Centre on Substance Abuse, 2014 Competencies for Canada’s Substance Abuse Workforce
individuals might carry out the duties of several jobs rather than have solely one function, particularly in remote regions where human resources are limited. To identify which cluster a job might fall in, readers should consider the duties carried out most of the time as part of their job (e.g., 75% of the time) and determine the most appropriate cluster on that basis.
It may be that a person’s workload encompasses two of the clusters below and requires one of the competencies for both clusters. If the level of proficiency required for the two clusters is different (e.g., one cluster requires a level 1 proficiency and the other requires a level 2 proficiency), the person should have the higher level of proficiency.
In addition to the Behavioural Competencies, CCSA identified seven occupational clusters (job groups) that are common to most organizations and to which the competencies would most apply. The clusters, shown in the table below, are described with a brief definition and example job titles that represent jobs typical of each occupational function. These job descriptions are not exhaustive. They assist the reader in identifying which occupational cluster a similar job might fall into for the sole purpose of using the competency profiles discussed in the next segment of this report.
During consultation with subject matter experts (professionals working in these occupational clusters), participants noted that
Occupational Cluster
Role Description
Administration Support
Definition:Provides administrative support to substance abuse professionals and, at times, clients. Duties may include office management and administration, communicating with clients in person or on the phone, coordinating office activities and logistics, and related administrative duties.
Example job titles:Administrative Assistant, Administrator, Regional Administrator, Clinic Technician
Counselling Definition:Provides counselling services to individuals, groups, and family members for substance abuse and related problems as required. Liaises with other substance abuse professionals to create treatment plans for a broad range of substance abuse issues.
Example job titles:Counsellor, Addictions Counsellor, Alcohol & Drug Counsellor, Substance Abuse Counsellor, Intake Counsellor, Therapist, Clinical Therapist, Recreation Therapist
Health Promotion Definition:Develops and delivers education and awareness programs in the substance abuse field to a wide range of individuals, groups and audiences. Assesses emerging substance abuse issues in targeted groups to develop timely and effective education and awareness strategies. Works closely with other agencies and community coalitions to develop, deliver and evaluate substance abuse awareness initiatives and education programs.
Example job titles:Health Promotion Specialist, Health Education Specialist, Prevention Specialist/Coordinator, Health Educator, Health Promotion & Protection Specialist/Worker
Senior Management
Definition:Provides overall direction in all aspects of the agency’s functioning and all services it provides. Provides leadership in the development and implementation of strategic and operational plans; manages finances, HR strategy and public relations.
Example job titles:Executive Director, Clinical Director, Program Director, Program Manager, Controller, Office Manager
I–5
Behavioural Competencies Report COMMON OCCUPATIONAL CLUSTERS
COMMON OCCUPATIONAL CLUSTERS
© Canadian Centre on Substance Abuse, 2014 Competencies for Canada’s Substance Abuse Workforce
Occupational Cluster
Role Description
Supervision Definition:Provides direction for development, functioning and evaluation of program services and staff. Oversees and evaluates the quality and efficiency of services and provides supervision to staff. Works in conjunction with management to develop and deliver the goals and objectives of the organization.
Example job titles:Clinical Supervisor, Non-Clinical Supervisor, Senior Counsellor, Lead Clinician, Manager, Coordinator
Support & Outreach
Definition:Provides encouragement, emotional support, help, and advice on practical matters to clients, their families and communities. Coordinates support and outreach activities that may include: coordination of substance abuse and related services, motivational counselling, brief assessment and referral, conducting education and information sessions, monitoring and supporting daily activities of clients.
Example job titles:Support Worker, Outreach Worker, Alcohol Worker, Drug Worker, Substance Abuse Worker, Drug Outreach Worker, Substance Abuse Practitioner, Community Outreach Worker, Community Liaison Worker, Attendant
Withdrawal Management
Definition:Provides medical and/or non-medical support and withdrawal management services to substance abuse clients. Works with other professionals in the substance abuse field to create and deliver withdrawal management and associated treatment plans to meet the needs of clients.
Example job titles:Withdrawal Management (Detox) Worker, Detox Nurse, Specialty Nurse, Withdrawal Management (Detox) Counsellor, Attendant
I–6
Behavioural Competencies Report COMMON OCCUPATIONAL CLUSTERS
© Canadian Centre on Substance Abuse, 2014 Competencies for Canada’s Substance Abuse Workforce
PROFICIENCY PROFILES The competency profiles identify the Behavioural Competencies for each occupational cluster and the proficiency levels required for successful performance in jobs within each cluster.
The competency profiles were developed through research and consultation with subject matter experts. Approximately 120 substance abuse professionals from across Canada identified competencies and proficiency levels for the seven clusters. The results presented in the table that follows are based on agreement of 60% or more.
These competency profiles serve as a starting point for identifying job-specific competencies that can then be used in human resource management processes. Interviewing and performance management tools have also been developed using these generic profiles to assist organizations to use a competency-based human resource management approach. These tools are available online at www.ccsa.ca and on CD by request to CCSA (613-235-4048 or competencies@ccsa.ca).
It is important to note that these generic profiles are only a guide to assist in defining a competency profile for a specific job in a given organization. The profiles do not reflect the differences between jobs within each role, nor do they reflect the variances found among organizations and regions. The generic profiles must be reviewed and adapted as necessary before use (see Adapting the Proficiency Profiles in the next segment of this report).
In addition, there may be jobs or roles to which the competencies apply but that have not been profiled or identified in the clusters due to their unique nature in the field—for example, allied professionals (e.g., psychologists, addiction physicians, psychiatrists, police officers, Aboriginal Elders, peers and volunteers). The Behavioural Competencies were developed for use in the substance abuse field as a whole and can be used for these jobs/roles by selecting the most appropriate competencies for the job.
To identify the relevant competencies and proficiency levels for common occupational clusters, turn to the next page. An example of profile customization using a sample job description also follows.
I–7
Behavioural Competencies Report PROFICIENCY PROFILES
© Canadian Centre on Substance Abuse, 2014 Competencies for Canada’s Substance Abuse Workforce
The following table shows the competency profiles (see columns) for each of the seven occupational clusters. The percentage of agreement was 100% for both the competencies and the levels of proficiency among consulted professionals, unless otherwise indicated by * or ** (see below).
The numbers in the table represent proficiency levels. Sample behaviour indicators for each level are provided in the competencies tables at the end of this document.
Behavioural Competency Profiles 1 = Introductory level 2 = Basic level 3 = Intermediate level 4 = Advanced level
* indicates 80% agreement ** indicates 60% agreement Blank cell indicates less than 60% agreement
Number on its own indicates 100% agreement
Competencies
Levels of Proficiency by Occupational Cluster
Ad
min
istr
atio
nS
upp
ort
Co
unse
lling
Hea
lth
Pro
mo
tio
n
Sen
ior
Man
agem
ent
Sup
ervi
sio
n
Sup
po
rt a
nd
Out
reac
h
Wit
hdra
wal
Man
agem
ent
Adaptability/Flexibility
Analytical Thinking and Decision Making
Client-centred Change
Client Service Orientation
Collaboration and Network Building
Continuous Learning
Creativity and Innovation
Developing Others
Diversity and Cultural Responsiveness
Effective Communication
Ethical Conduct and Professionalism
Interpersonal Rapport/Savvy
Leadership
Planning and Organizing
Self Care
Self Management
Self Motivation and Drive
Teamwork and Cooperation
1
1*
1*
2
1
2
1
2
2
2
2
2
3*
3**
3*
2**
2
3
3
2
3*
3
2**
2*
3
2*
3*
3
3
3*
3
3
2
3*
3*
2
2**
2*
4**
4*
4*
4
4*
4**
4
4
4
4
4*
4*
4**
3*
3*
3*
3
3*
3
3
3*
3
3**
3*
3*
3
3**
3
2*
3
2*
2
2**
3
3
2
3*
2
3
2*
3
2*
3*
2
3
3
2
3*
3*
2
3*
3*
2
I–8
Behavioural Competencies Report PROFICIENCY PROFILES
© Canadian Centre on Substance Abuse, 2014 Competencies for Canada’s Substance Abuse Workforce
The following list suggests some potential overlapping competencies:
4. For the Behavioural Competencies that are relevant, confirm or adjust the proficiency levels by comparing the job requirements as stated in the job description with the behaviour indicators in the competencies.
5. Add or remove competencies from the profile as appropriate. For new competencies, select the relevant proficiency levels that most accurately reflect the job requirements. If you wish to include Technical Competencies in the profile, refer to the Technical Competencies document provided at www.ccsa.ca (or at Section VII in Competencies for Canada’s Substance Abuse Workforce).
6. Record the revised competency profile in the blank grid below and use this profile in both the interviewing tools (see Section IV) and performance management tools (see Section VI) for this job.
ADAPTING THE PROFICIENCY PROFILES Because organizations differ in workload and staffing, and since competency requirements can change from one organization to the next, the profiles provided in the Behavioural Competency Profiles table will likely need to be adapted to your organization.
The following steps provide a high-level overview on how to adapt a competency profile to appropriately reflect the competencies required for a specific job. A sample adapted profile follows.
1. Review the job description for the position you are profiling; for example, a counselling job description (see sample job description in the example that follows).
2. Review the competency profile (see Behavioural Competencies Profile table) for the occupational cluster relevant to the job.
3. Review the Behavioural Competencies in this document (see section on Behaviour Indicators by Level of Proficiency) to become familiar with the indicators at each proficiency level.
• First look at the competencies and proficiency levels that are suggested in the profile to understand the scope already covered by the profile and how it is relevant to the position you are profiling.
• Then review the other Behavioural Competencies to determine if additional or alternate competencies are required.
You will notice that some competencies are similar in nature due to the overlap of behaviours that one would expect to see demonstrated for certain competencies. This is an important observation when determining which competencies should be included in the profile. It is not necessary to include two similar competencies if one of them sufficiently covers the critical requirements for the job. Ensure that you read the behaviour indicators for each to understand the distinctions.
Adaptability/Flexibility Self Motivation and Drive
Client-centred Change Client Service Orientation
Effective Communication Interpersonal Rapport/ Savvy
Continuous Learning Developing Others
Self Care Self Management
Collaboration and Teamwork and Networking Building Cooperation
I–9
Behavioural Competencies Report ADAPTING THE PROFICIENCY PROFILES
© Canadian Centre on Substance Abuse, 2014 Competencies for Canada’s Substance Abuse Workforce
7. Validate the competency profile with subject matter experts. It is important to ensure that your revised competency profile is valid for use in human resources processes, such as performance management and recruitment. This means presenting it to and reviewing it with stakeholders and subject matter experts such as job incumbents, their supervisors/managers, human resource representatives, and any union representatives where applicable. During the review, compare the job competency profile to other profiles developed to ensure consistency of competencies and proficiency levels.
A job competency profile includes only the critical competencies required for the job (not those that are “nice to have”—i.e., not essential to performing the job successfully).
Also, it is preferable to have no more than 12 competencies per profile.
Behavioural Competencies Revised ProficiencyLevel
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
I–10
Behavioural Competencies Report ADAPTING THE PROFICIENCY PROFILES
© Canadian Centre on Substance Abuse, 2014 Competencies for Canada’s Substance Abuse Workforce
I–11
Client-centred Change
Effective Communication
Effective Communication
Planning and Organizing
Interpersonal Rapport/Savvy
Diversityand Cultural Responsiveness
Adaptability/Flexibility
EthicalConduct and Professionalism
Counselling• Interview clients from diverse backgrounds and determine their
suitability for participation in a particular program
• Conduct bio-psychosocial assessments and collaborate with clients to design client-centred, strength-based change strategies, reflecting evidence-based practices and clinical experience
• Conduct individual, group, and family counselling sessions in a professional and ethical manner, following all recognized standards, legislation, and guidelines relevant to clinical practice
• Counsel family members and significant others to assist them in understanding, dealing with, and supporting clients
• Respond to client requests and crises in a responsible, timely and flexible manner
• Develop discharge plans in consultation with clients and related professionals and organizations
• Match treatment services and interventions to clients’ and their families’ unique circumstances whenever possible
Education, Training, Prevention• Develop, implement and evaluate public education, treatment,
prevention, and health promotion programs related to substance abuse based on best practices, and in collaboration with related professionals, organizations, and communities
• Develop, implement and evaluate substance abuse treatment programs within the organization
• Present self in an approachable and friendly manner as an ethical representative of a professional community organization
u
u
u
u
u
u
u
u
u
Sample Adapted ProfileThe following example uses a Substance Abuse Counsellor job description and the Counselling profile to determine the revised profile for the position. The relevant competencies are highlighted to illustrate how the wording in the job description is closely linked to the competencies.
Sample Job Description: Substance Abuse CounsellorROLE:The main focus of this position is to provide specialized counselling, education, and support services to individuals, families and the community. The substance abuse counsellor helps clients understand and address substance abuse and related problems, including mental health issues, problem gambling, family dynamics, and lifestyle changes. The counsellor is expected to work collaboratively with a multi-disciplinary team of professionals within the organization, and to establish and maintain partnerships with related community organizations. This is a non-supervisory position reporting to the assigned clinical supervisor and program.
DUTIES:
Behavioural Competencies Report ADAPTING THE PROFICIENCY PROFILES
© Canadian Centre on Substance Abuse, 2014 Competencies for Canada’s Substance Abuse Workforce
u
u
Collaboration & Network Building
ContinuousLearning
ContinuousLearning
EthicalConduct andProfessionalism
Adaptability/Flexibility
Teamwork and Cooperation
Teamwork and Cooperation
Planning &Organizing
Community Consultation• Establish and maintain professional working relationships and regular
communication with community and other related organizations
• Participate on committees, teams or work groups at the local, provincial, regional and national levels
• Participate in knowledge exchange activities with related organizations by maintaining regular correspondence, sharing and inquiring about resources, and advocating for quality service delivery
• Coordinate referrals, admissions and discharges with related organizations
Professional Development• Participate in ongoing professional development activities, and engage
in reciprocal relationships of learning with colleagues to stay current in the field
• Participate in regular individual and team supervision meetings
• Implement related learning and professional development plans as discussed with supervisor
• Maintain professional credentialing, certification and continuing education requirements, on own initiative and in conjunction with organizational resources where available
Administration• Maintain current and accurate confidential records of client files, and
attend to related requests for documentation in a timely and consistent manner
• Follow the policy and procedures of the organization, and consult with supervisor as needed
• Bachelor’s or Master’s degree in social work, psychology or a related discipline, or recognized community college diploma in the helping professions with 2-4 years’ related experience
• Thorough knowledge of substance abuse, cause and effects, evidence-based models of treatment intervention and their application to diverse populations
• Knowledge of individual, family, group, and crisis counselling methods
• Ability to deal with life-threatening situations, including suicide
• Flexibility to work evenings and respond to occasional crisis calls from colleagues and clients outside of working hours
• Comprehensive skills in case management, collaboration, program development and evaluation, and emergency response
u
u
u
u
u
u
{u
EDUCATIONAND SKILLS:
I–12
Behavioural Competencies Report ADAPTING THE PROFICIENCY PROFILES
© Canadian Centre on Substance Abuse, 2014 Competencies for Canada’s Substance Abuse Workforce
Behavioural Competencies Report ADAPTING THE PROFICIENCY PROFILES
I–13
Two competencies in the draft profile were replaced with two new competencies to maintain a profile of no more than 12 competencies. The reasons for the changes in the profile are given in the table below.
The table below shows the comparison between the profile from the Behavioural Competency Profiles table and the revised behavioural competencies as identified from a review of the sample job description.
In real life, the revised profile should be validated by subject matter experts before it is implemented.
Competencies Changed
Action Reason
Client Service Orientation
Removed In this job description, the focus is on Client-centred Change. While Client Service Orientation may still be required, it is not as important for the job as the other competencies identified in this profile. These two competencies have overlapping behaviours.
Self Management Removed As above, this competency is not strongly evident in the sample job description. Self Care remains in the profile and has overlapping behaviours with Self Management.
Collaboration and Network Building
Added There is a strong focus in the sample job description on Collaboration and Network Building, which has been added to the profile. There is overlap between this competency and Teamwork and Cooperation but they are both prominent and different enough in these particular job requirements to warrant inclusion.
Planning and Organizing
Added The tasks concerning development and implementing both public and internal programs imply that strong competency in Planning and Organizing would be required.
Behavioural Competenciesfor Counsellor Profile
GenericProficiency
Levels
1. Adaptability/Flexibility 3
2. Analytical Thinking and Decision Making
3
3. Client-centred Change 3
4. Client Service Orientation 2
5. Continuous Learning 2
6. Diversity and Cultural Responsiveness
3
7. Effective Communication 3
8. Ethical Conduct and Professionalism 2
9. Interpersonal Rapport/Savvy 3
10. Self Care 3
11. Self Management 2
12. Teamwork and Cooperation 2
Behavioural Competencies forSample Counsellor Position
RevisedProficiency
Levels
1. Adaptability/Flexibility 3
2. Analytical Thinking and Decision Making
3
3. Client-centred Change 3
4. Continuous Learning 2
5. Diversity and Cultural Responsiveness
3
6. Effective Communication 3
7. Ethical Conduct and Professionalism 2
8. Interpersonal Rapport/Savvy 3
9. Self Care 3
10. Teamwork and Cooperation 2
11. Collaboration and Network Building 2
12. Planning and Organizing 3
© Canadian Centre on Substance Abuse, 2014 Competencies for Canada’s Substance Abuse Workforce
BEHAVIOUR INDICATORS BY LEVEL OF PROFICIENCY Each Behavioural Competency has four proficiency levels and related behaviour indicators that describe examples of successful performance for that Competency. The indicators are neither exhaustive nor mandatory. They provide guidance in determining which level of competency a particular job might require, based on the actions one would expect to see in an individual performing successfully in that job.
The levels are cumulative: someone who is required to have a basic—or level 2—proficiency is also expected to have the introductory—level 1—proficiency.
The competencies have been developed for the substance abuse workforce as a whole to provide a framework for introducing or enhancing competency-based human resource management in organizations across Canada. The language or terminology used may not be wholly applicable to your organization and you may wish to add other behaviours applicable within your organization. As a result, it is important that you review the example behaviour indicators and modify them accordingly before applying them to the positions in your organization.
I–14
Behavioural Competencies Report BEHAVIOUR INDICATORS BY LEVEL OF PROFICIENCY
© Canadian Centre on Substance Abuse, 2014 Competencies for Canada’s Substance Abuse Workforce
AD
AP
TAB
ILIT
Y/F
LEX
IBIL
ITY:
Willi
ngly
adj
ust o
ne’s
app
roac
h to
mee
t the
dem
ands
and
nee
ds o
f con
stan
tly c
hang
ing
cond
ition
s,si
tuat
ions
and
peo
ple
and
to w
ork
effe
ctiv
ely
in d
ifficu
lt or
am
bigu
ous
situ
atio
ns.
1 =
Intr
od
ucto
ry2
= D
evel
op
ing
3 =
Inte
rmed
iate
4 =
Ad
vanc
ed
• De
mon
stra
tes
reco
gnitio
n th
at o
ther
po
ints
of v
iew
and
ways
of d
oing
thin
gs
have
valu
e
• Re
adily
sho
ws fl
exib
ility
and
expr
esse
s wi
llingn
ess
to d
o th
ings
diff
eren
tly,
acce
ptin
g ch
ange
as
norm
al
• Ad
just
s pr
iorit
ies
and
work
goa
ls as
ne
cess
ary
when
wor
king
unde
r cha
ngin
g or
unc
lear
con
ditio
ns
• Di
splay
s a
posit
ive a
ttitu
de in
the
face
of
ambi
guity
and
cha
nge
• Ad
apts
app
roac
h to
mat
ch n
eeds
of
othe
rs u
sing
inte
ract
ions
as
a se
ries
of
give
and
take
s as
app
ropr
iate
• As
ks o
ther
s fo
r inp
ut a
nd fe
edba
ck o
n ch
ange
s th
at w
ill af
fect
the
work
uni
t
• En
cour
ages
pee
rs to
ada
pt to
new
in
itiativ
es
• Ef
fect
ively
adju
sts
task
prio
ritie
s an
d wo
rk
focu
s as
nee
ded
in re
actio
n to
cha
ngin
g cir
cum
stan
ces
and
setb
acks
• De
mon
stra
tes
emot
iona
l sta
bility
, rem
ainin
g ef
fect
ive a
nd re
tain
ing
pers
pect
ive u
nder
ch
angi
ng o
r unc
lear
con
ditio
ns
• St
rives
to d
evel
op a
hea
lthy
pers
pect
ive
on c
hang
e, a
dapt
ing
in a
n in
form
ed a
nd
prof
essio
nal m
anne
r to
dem
andi
ng a
nd
chan
ging
circ
umst
ance
s
• Ac
cura
tely
read
s an
d un
ders
tand
s em
otio
nal,
inte
rper
sona
l and
env
ironm
enta
l cue
s an
d ad
just
s be
havio
ur to
obt
ain th
e de
sired
ou
tcom
es
• Ad
apts
inte
rper
sona
l sty
le to
mat
ch th
e ne
eds
of d
iffer
ent a
nd d
ivers
e in
divid
uals
and
grou
ps
acro
ss a
rang
e of
situ
atio
ns
• Su
ppor
ts a
nd a
dapt
s to
majo
r ch
ange
s th
at c
halle
nge
tradi
tiona
l wa
ys o
f ope
ratin
g
• Ga
ther
s in
form
atio
n fro
m a
var
iety
of
sou
rces
to a
sses
s ch
angi
ng
plan
s an
d pr
iorit
ies
and
mak
es
info
rmed
cho
ices
base
d on
ava
ilabl
e in
form
atio
n
• Pr
epar
es fo
r cha
nge
and
adap
ts o
wn
plan
s an
d pr
iorit
ies
acco
rdin
gly
• Pr
ovid
es a
dvice
and
gui
danc
e to
ot
hers
to a
ssist
them
in a
dapt
ing
to
diffi
cult
or c
hang
ing
situa
tions
• Ex
ercis
es fl
exib
ility
in a
ppro
ache
s wh
ile a
lso m
ainta
inin
g pr
ofes
siona
l in
tegr
ity a
nd o
rgan
izatio
nal v
alues
• Re
vises
org
aniza
tiona
l or p
roje
ct p
lans
to
mee
t new
dem
ands
and
prio
ritie
s
• Re
cogn
izes
and
resp
onds
qui
ckly
to
shift
ing
oppo
rtuni
ties
and
risks
• Ad
apts
beh
avio
ur to
per
form
effe
ctive
ly am
idst
con
tinuo
us c
hang
e, a
mbi
guity
an
d, a
t tim
es, a
ppar
ent c
haos
• Th
roug
h ow
n be
havio
ur, c
reat
es a
n en
viron
men
t of e
nerg
y an
d en
thus
iasm
, de
spite
hig
h de
man
ds o
r diffi
cult
work
load
s
• Co
mpe
tent
ly m
anag
es ri
sk a
nd
unce
rtain
ty
• Pr
ovid
es s
uppo
rt sy
stem
s (e
.g.,
retra
inin
g pr
ogra
ms)
to d
eal w
ith th
e un
antic
ipat
ed
and
chall
engi
ng re
sults
of c
hang
e ac
tivitie
s
EXAMPLES
I–15
Behavioural Competencies Report BEHAVIOUR INDICATORS BY LEVEL OF PROFICIENCY
ADAPTABILITY/FLEXIBILITY
© Canadian Centre on Substance Abuse, 2014 Competencies for Canada’s Substance Abuse Workforce
Behavioural Competencies Report BEHAVIOUR INDICATORS BY LEVEL OF PROFICIENCYANALYTICAL THINKING AND DECISION MAKING
AN
ALY
TIC
AL
TH
INK
ING
AN
D D
EC
ISIO
N M
AK
ING
: Gat
her,
synt
hesi
ze a
nd e
valu
ate
info
rmat
ion
to d
eter
min
e po
ssib
leal
tern
ativ
es a
nd o
utco
mes
and
mak
e w
ell-i
nfor
med
, tim
ely
deci
sion
s. In
clud
es c
ritic
al th
inki
ng a
nd re
ason
ing
skills
.
1 =
Intr
od
ucto
ry2
= D
evel
op
ing
3 =
Inte
rmed
iate
4 =
Ad
vanc
ed
• Ga
ther
s re
leva
nt in
form
atio
n, c
onsu
lts
with
oth
ers,
and
asks
que
stio
ns a
s ne
cess
ary
to m
ake
info
rmed
dec
ision
s
• Sy
stem
atica
lly a
nalyz
es c
ompo
nent
par
ts
of p
robl
ems
and
links
them
toge
ther
to
cons
ider
diff
eren
t dec
ision
opt
ions
• M
akes
tim
ely
decis
ions
with
in lim
its o
f pe
rson
al re
spon
sibilit
y
• M
akes
dec
ision
s th
at a
re in
line
with
pr
ofes
siona
l and
eth
ical s
tand
ards
, cod
es
of c
ondu
ct a
nd o
rgan
izatio
nal p
olicy
• Ex
plain
s an
d pr
ovid
es ju
stifia
ble
acco
unts
of
fact
s, iss
ues,
data
and
clin
ical r
epor
ts
• Us
es a
nalys
is of
info
rmat
ion,
com
mon
se
nse,
and
pas
t exp
erie
nce
to d
evel
op
poss
ible
sol
utio
ns
• Id
entifi
es th
e ke
y pe
rson
s wh
o m
ay b
e af
fect
ed b
y th
e iss
ues
or d
ecisi
ons
mad
e in
own
are
a of
wor
k
• Co
nsul
ts o
ther
s, re
sear
ches
info
rmat
ion
and
dete
rmin
es re
leva
nt p
atte
rns
or
trend
s to
und
erst
and
the
issue
or
prob
lem
and
iden
tify
pote
ntial
cau
ses
• Id
entifi
es m
ultip
le c
ours
es o
f act
ion,
co
nsid
erin
g wh
o m
ay b
e af
fect
ed b
y a
decis
ion
as w
ell a
s po
tent
ial o
utco
mes
• Ev
aluat
es th
e ad
vant
ages
, disa
dvan
tage
s an
d ef
fect
ivene
ss o
f alte
rnat
e ap
proa
ches
and
pos
sible
cou
rses
of
actio
n
• Id
entifi
es p
oten
tial p
robl
ems
or ri
sks
asso
ciate
d wi
th a
dec
ision
or a
ctio
n an
d us
es c
ritica
l thi
nkin
g to
impl
emen
t plan
s th
at m
itigat
e th
eir e
ffect
s
• Us
es lo
gic,
past
rele
vant
exp
erie
nce,
le
sson
s le
arne
d an
d ev
iden
ce-b
ased
cr
iteria
whe
n fo
rmin
g co
nclu
sions
and
m
akin
g de
cisio
ns
• De
term
ines
whe
n to
act
qui
ckly/
decis
ively
and
when
to d
elib
erat
e on
or
cont
empl
ate
decis
ions
• M
akes
info
rmed
and
tim
ely
decis
ions
to
dete
rmin
e a
cour
se o
f act
ion
in c
ompl
ex,
ambi
guou
s or
urg
ent s
ituat
ions
• M
akes
dec
ision
s in
alig
nmen
t with
or
gani
zatio
nal v
alues
and
dire
ctio
ns
• De
velo
ps c
reat
ive, f
orwa
rd-th
inkin
g op
tions
and
reco
mm
enda
tions
, sol
icitin
g op
inio
ns o
f oth
ers
to g
ain d
iffer
ent
pers
pect
ives
• M
akes
dec
ision
s ba
sed
on e
viden
ce-
base
d pr
actic
e, re
ason
ing
and
clini
cal
expe
rienc
e an
d in
con
sulta
tion
with
key
st
akeh
olde
rs a
s ap
prop
riate
• Id
entifi
es a
nd re
spec
tfully
cha
lleng
es
judg
emen
t or d
ecisi
on m
akin
g th
at is
un
clear
or u
nsup
porte
d
• Ev
aluat
es th
e ef
fect
ivene
ss a
nd e
fficie
ncy
of a
sol
utio
n af
ter i
mpl
emen
tatio
n
• Id
entifi
es th
e po
tent
ial im
pact
s th
at
trend
s or
eve
nts
may
hav
e on
ser
vices
, cli
ents
and
/or e
mpl
oyee
s
• Fo
reca
sts
and
iden
tifies
new
issu
es
and
deve
lops
stra
tegi
es to
pos
ition
the
orga
niza
tion
to a
ddre
ss e
mer
ging
tren
ds
(e.g
., ca
pita
lizes
on
trend
s or
take
s ac
tion
befo
re is
sues
esc
alate
)
• Co
nsid
ers
and
leve
rage
s bu
reau
crat
ic an
d po
litica
l sys
tem
s, an
d ex
tern
al tre
nds,
orga
niza
tions
and
relat
ions
hips
that
cou
ld
affe
ct fu
ture
out
com
es o
r dire
ctio
ns o
f th
e or
gani
zatio
n
• En
sure
s st
akeh
olde
rs (e
.g.,
publ
ic,
empl
oyee
s, co
mm
unity
org
aniza
tions
, go
vern
men
t) ar
e ap
prop
riate
ly in
volve
d in
rele
vant
dec
ision
s to
ens
ure
decis
ion
quali
ty, u
nder
stan
ding
, and
buy
-in
• Ef
fect
ively
antic
ipat
es th
e lik
ely
resu
lts o
f de
cisio
ns a
nd a
ctio
ns, f
ores
eein
g lo
nger
-te
rm a
nd b
road
, stra
tegi
c im
plica
tions
of
dec
ision
s
• W
here
feas
ible
and
app
ropr
iate,
bui
lds
cons
ensu
s pr
ior t
o de
cisio
n m
akin
g
• Co
nsid
ers
and
balan
ces
orga
niza
tiona
l re
sour
ces
and
cons
train
ts w
hen
mak
ing
decis
ions
EXAMPLES
I–16
© Canadian Centre on Substance Abuse, 2014 Competencies for Canada’s Substance Abuse Workforce
CLI
EN
T-C
EN
TR
ED
CH
AN
GE
: Enh
ance
, fac
ilitat
e, s
uppo
rt, e
mpo
wer
, and
oth
erw
ise
incr
ease
clie
nt m
otiv
atio
n fo
r po
sitiv
e ch
ange
. Pos
itive
ch
ange
is a
chie
ved
by in
volv
ing
the
clie
nt a
ctiv
ely
in th
e ch
ange
pro
cess
and
enc
oura
ging
the
clie
nt to
take
resp
onsi
bilit
y fo
r th
e ou
tcom
eshe
or
she
achi
eves
. Clie
nts
may
be
indi
vidu
als,
gro
ups,
com
mun
ities
and
org
aniz
atio
ns.
1 =
Intr
od
ucto
ry2
= D
evel
op
ing
3 =
Inte
rmed
iate
4 =
Ad
vanc
ed
• De
mon
stra
tes
know
ledg
e of
pos
itive
clien
t cha
nge
stra
tegi
es, m
otiva
tion
and
clien
t cha
nge
theo
ries
(e.g
., se
lf re
gulat
ion
theo
ry, s
tage
s of
cha
nge,
th
eorie
s of
mot
ivatio
n)
• Sh
ows
genu
ine
inte
rest
in c
lient
s an
d th
e sit
uatio
ns th
ey fi
nd th
emse
lves
in
• Pr
ovid
es e
ncou
rage
men
t and
effo
rts
dire
cted
at m
otiva
tion
for c
hang
e
• Co
nduc
ts c
lient
nee
ds a
sses
smen
ts/
analy
ses
• In
volve
s cli
ents
in th
eir c
hang
e pl
ans,
effo
rts a
nd o
utco
mes
• Us
es n
on-c
onfro
ntat
iona
l mot
ivatio
n an
d ne
gotia
tion
skills
to e
ngag
e cli
ents
in
expl
orat
ions
of t
heir
pres
ent s
ituat
ions
an
d co
ncer
ns
• W
orks
with
clie
nt to
iden
tify
appr
opria
te
supp
ort n
etwo
rks
to fa
cilita
te c
hang
e
• Us
es e
viden
ce-b
ased
prin
ciple
s an
d pr
actic
es
for c
reat
ing
mot
ivatio
n fo
r cha
nge,
resp
ectin
g cli
ent s
tage
, pac
e an
d pl
ace
in th
e ch
ange
pr
oces
s
• Vi
ews
clien
t am
biva
lenc
e an
d/or
resis
tanc
e as
na
tura
l pha
ses
in th
e cli
ent c
hang
e pr
oces
s
• Us
es fa
cilita
tion
skills
and
wor
ks w
ith th
e cli
ent t
o m
otiva
te c
lient
cha
nge
• Pr
ovid
es a
saf
e, s
uppo
rtive
con
text
to e
xplo
re
clien
t exp
erie
nces
ope
nly
• In
tera
cts
with
clie
nts
in th
eir c
hang
e pr
oces
s wi
th a
ccur
ate
empa
thy,
non-
poss
essiv
e wa
rmth
and
gen
uine
inte
rest
• Fo
ster
s an
d m
ainta
ins
clien
t ene
rgy
and
mot
ivatio
n fo
r pos
itive
outc
omes
(e.g
., po
sitive
inte
ntio
n, e
ffect
ive u
se o
f que
stio
ns)
• Re
views
and
use
s ev
iden
ce-b
ased
pra
ctice
s to
gui
de in
terv
entio
ns a
nd u
ses
an a
ppro
ach
aimed
at e
mpo
werin
g cli
ent-c
ente
red
chan
ge
• W
orks
act
ively,
con
scio
usly
and
dilig
ently
not
to
impo
se o
wn p
erso
nal b
iases
and
issu
es
into
the
chan
ge p
roce
ss
• Ac
cura
tely
asse
sses
clie
nt re
adin
ess
for,
confi
denc
e in
and
mot
ivatio
n fo
r cha
nge
• Tr
acks
clie
nt m
ilest
ones
and
ev
aluat
es p
rogr
ess
in u
nder
goin
g ch
ange
• Em
ploy
s ex
trins
ic m
otiva
tors
to
incr
ease
inte
rnal
mot
ivatio
n wh
ile
resp
ectin
g cli
ent r
ight
s an
d di
gnity
• Co
ache
s an
d m
ento
rs in
effe
ctive
cli
ent c
hang
e pr
oces
ses
and
appr
oach
es
• Ef
fect
ively
assis
ts c
lient
s th
roug
h th
eir a
mbi
vale
nce
and
resis
tanc
e to
ch
ange
usin
g ev
iden
ce/s
treng
th-
base
d st
rate
gies
• Te
ache
s cli
ents
to s
elf r
egul
ate,
sel
f m
otiva
te a
nd d
evel
op a
ppro
priat
e su
ppor
t sys
tem
s, so
that
clie
nts
can
beco
me
self-
chan
ge a
gent
s in
depe
nden
t of s
ervic
e pr
ovid
ers
• Pa
rticip
ates
in re
sear
ch to
adv
ance
kn
owle
dge
in th
e fie
ld
• De
mon
stra
tes
adva
nced
kno
wled
ge a
nd
well h
oned
skil
l in c
lient
-cen
tere
d ch
ange
st
rate
gies
and
inte
rven
tions
• Ke
eps
up to
dat
e on
trea
tmen
t ef
ficac
y re
sear
ch lit
erat
ure
and
crea
tes
initia
tives
to e
nsur
e th
e m
ost c
urre
nt
clien
t-cen
tere
d ch
ange
pra
ctice
s ar
e un
ders
tood
and
ado
pted
org
aniza
tion-
wide
• Co
nduc
ts re
sear
ch o
n cli
ent-c
ente
red
chan
ge a
nd s
hare
s re
sults
• Ac
ts a
s an
org
aniza
tiona
l adv
ocat
e fo
r pr
ogre
ssive
clie
nt-c
ente
red
chan
ge
prac
tices
and
inte
rven
tions
EXAMPLES
Behavioural Competencies Report BEHAVIOUR INDICATORS BY LEVEL OF PROFICIENCY
CLIENT-CENTERED CHANGE
I–17
© Canadian Centre on Substance Abuse, 2014 Competencies for Canada’s Substance Abuse Workforce
Behavioural Competencies Report BEHAVIOUR INDICATORS BY LEVEL OF PROFICIENCYCLIENT-CENTERED CHANGE
CLI
EN
T S
ER
VIC
E O
RIE
NTA
TIO
N: P
rovi
de s
ervi
ce e
xcel
lenc
e to
clie
nts
(whi
ch c
an in
clud
e in
divi
dual
s, g
roup
s, c
omm
uniti
es a
nd
orga
niza
tions
). In
clud
es m
akin
g a
com
mitm
ent t
o se
rve
clie
nts
and
focu
sing
one
’s e
ffort
s on
dis
cove
ring
and
mee
ting
clie
nt n
eeds
with
in p
erso
nal,
prof
essi
onal
and
org
aniz
atio
nal c
apac
ities
and
bou
ndar
ies.
1 =
Intr
od
ucto
ry2
= D
evel
op
ing
3 =
Inte
rmed
iate
4 =
Ad
vanc
ed
• Fo
cuse
s on
gen
uine
ly un
ders
tand
ing
the
uniq
ue n
atur
e of
eac
h cli
ent’s
situ
atio
n an
d pe
rspe
ctive
• Ex
plain
s th
at d
iffer
ent t
reat
men
t mod
els
may
be
diffe
rent
ially
effe
ctive
for c
erta
in
type
s of
clie
nts
and
clien
t pro
blem
s
• En
gage
s th
e cli
ent i
n m
utua
l dial
ogue
an
d va
lues
clie
nt’s
pers
pect
ive
• Re
spon
ds to
clie
nt n
eeds
in a
tim
ely,
prof
essio
nal,
help
ful a
nd c
ourte
ous
man
ner,
rega
rdle
ss o
f clie
nt a
ttitu
de
• Fo
llows
up
with
clie
nts
durin
g an
d af
ter
deliv
ery
of s
ervic
es to
ens
ure
thei
r nee
ds
have
bee
n m
et
• In
form
s cli
ent o
f con
fiden
tiality
righ
ts a
nd
clien
t ser
vice
prog
ram
pro
cedu
res
and
regu
latio
ns
• Ac
cura
tely
asse
sses
eac
h cli
ent’s
nee
ds
and
exer
cises
goo
d ju
dgem
ent i
n re
com
men
ding
app
ropr
iate
serv
ices
• Co
nsist
ently
pro
vides
clie
nt s
ervic
e wi
thin
pr
ofes
siona
lly e
stab
lishe
d an
d re
gulat
ed
prac
tice
boun
darie
s
• Ke
eps
clien
ts u
p to
dat
e on
thei
r pr
ogre
ss a
nd c
hang
es th
at a
ffect
them
• En
sure
s se
rvice
is p
rovid
ed to
clie
nts
durin
g cr
itical
perio
ds
• Co
llabo
rate
s wi
th c
lient
s to
prio
ritize
iss
ues
and
deve
lop
actio
n pl
ans
acco
rdin
gly
• Lo
oks
for w
ays
to a
dd v
alue
to c
lient
se
rvice
and
enh
ance
clie
nt s
ervic
e de
liver
y sy
stem
s an
d pr
oces
ses
• Em
ploy
s ev
iden
ce-,
expe
rienc
e- a
nd
stre
ngth
-bas
ed p
ract
ices
in a
lignm
ent
with
clie
nt n
eeds
• Fo
rmul
ates
mut
ually
agr
eed-
upon
cli
ent s
ervic
e go
als a
nd o
bjec
tives
and
m
etho
ds o
f mon
itorin
g an
d ev
aluat
ing
both
pro
gres
s an
d ou
tcom
es
• Co
nsul
ts o
ther
pro
fess
iona
ls an
d re
fers
ca
ses
to a
ppro
priat
e re
sour
ces
when
cli
ent n
eeds
sur
pass
pra
ctice
limits
and
co
mpe
tenc
e
• Co
nsist
ently
dem
onst
rate
s a
stro
ng
com
mitm
ent t
o th
e or
gani
zatio
n an
d pr
ofes
sion
thro
ugh
advo
cacy
, clie
nt
serv
ice e
xcel
lenc
e an
d ali
gnm
ent o
f se
rvice
s wi
th c
lient
nee
ds
• Ac
ts a
s a
seas
oned
facil
itato
r and
adv
isor
as a
ppro
priat
e, p
rovid
ing
inde
pend
ent
inpu
t on
com
plex
issu
es a
nd in
itiativ
es
• En
cour
ages
clie
nts
to c
onsid
er d
ifficu
lt/cr
itical
issue
s th
at a
re in
thei
r bes
t in
tere
sts
• Pr
oact
ively
addr
esse
s pr
even
tabl
e cli
ent
adve
rse
effe
cts
and
acts
to im
plem
ent
and
supp
ort i
nitia
tives
to im
prov
e se
rvice
de
liver
y
• M
onito
rs a
nd e
valu
ates
clie
nt s
ervic
e im
pact
s an
d ou
tcom
es u
sing
evid
ence
-ba
sed
appr
oach
es
• Bu
ilds
netw
orks
to s
uppo
rt cli
ent s
ervic
e an
d ad
voca
tes
on b
ehalf
of c
lient
to g
ain
nece
ssar
y re
sour
ces
• Co
llabo
rate
s wi
th c
lient
s to
iden
tify
when
ex
istin
g se
rvice
s ar
e no
long
er n
eede
d an
d pl
ans
for d
ischa
rge
and/
or re
visio
n of
goa
ls
• St
rate
gica
lly a
nd s
yste
mat
ically
eva
luat
es
emer
ging
and
long
er-te
rm o
ppor
tuni
ties
for a
nd th
reat
s to
mee
ting
clien
ts’
need
s, in
tegr
atin
g re
sults
from
em
ergi
ng
rese
arch
and
evid
ence
• De
term
ines
stra
tegi
c di
rect
ion
to b
est
mee
t clie
nts’
evol
ving
need
s
• M
onito
rs, e
valu
ates
and
, as
need
ed,
rene
ws th
e cli
ent s
ervic
e m
odel
and
se
rvice
sta
ndar
ds
• Co
ntin
ually
ass
esse
s sy
stem
ic or
gani
zatio
nal a
nd c
lient
ser
vice
deliv
ery
proc
esse
s to
enh
ance
ser
vice
• Cr
eate
s or
gani
zatio
nal c
ultu
res
that
valu
e an
d su
ppor
t hig
h-qu
ality
ser
vice
deliv
ery
EXAMPLES
I–18
© Canadian Centre on Substance Abuse, 2014 Competencies for Canada’s Substance Abuse Workforce
CO
LLA
BO
RA
TIO
N A
ND
NE
TW
OR
K B
UIL
DIN
G: I
dent
ify a
nd c
reat
e in
form
al a
nd fo
rmal
inte
rdis
cipl
inar
y ne
twor
ks a
nd a
llied
com
mun
ity
grou
ps to
sup
port
the
prov
isio
n of
clie
nt s
ervi
ce d
eliv
ery
and
achi
evem
ent o
f the
org
aniz
atio
n’s
obje
ctiv
es. C
lient
s in
clud
e in
divi
dual
s,gr
oups
, org
aniz
atio
ns a
nd c
omm
uniti
es.
1 =
Intr
od
ucto
ry2
= D
evel
op
ing
3 =
Inte
rmed
iate
4 =
Ad
vanc
ed
• W
orks
coo
pera
tivel
y wi
th in
terd
iscip
linar
y pr
ofes
siona
ls an
d all
ied
com
mun
ity
grou
ps to
ach
ieve
com
mon
goa
ls wh
ile
resp
ectin
g cli
ent c
onfid
entia
lity a
nd
prac
tice
boun
darie
s
• Co
mm
unica
tes
open
ly, b
uild
s tru
st a
nd
treat
s ot
her p
rofe
ssio
nals
and
com
mun
ity
grou
ps fa
irly, e
thica
lly a
nd a
s va
lued
allie
s
• Re
spon
ds to
pro
fess
iona
l and
co
mm
unity
gro
up re
ques
ts e
fficie
ntly
and
effe
ctive
ly as
app
ropr
iate
• De
velo
ps a
nd m
ainta
ins
prof
essio
nal
cont
acts
who
can
pro
vide
rele
vant
in
form
atio
n an
d re
sour
ces
• Id
entifi
es a
nd d
evel
ops
cont
acts
with
in
pote
ntial
allie
d or
gani
zatio
ns a
nd
inte
rdisc
iplin
ary
grou
ps
• Pr
opos
es p
ossib
le c
ollab
orat
ive a
rrang
emen
ts
with
mem
bers
of i
dent
ified
netw
orks
• Se
eks
inpu
t fro
m n
etwo
rks
to e
nsur
e ob
ject
ives
are
achi
eved
• Id
entifi
es a
nd p
artic
ipat
es in
org
anize
d pr
ofes
siona
l and
inte
rdisc
iplin
ary
even
ts to
ex
pand
one
’s ne
twor
k
• Re
spec
ts a
ll exis
ting
lega
l gui
delin
es, p
olici
es
and
man
date
s of
own
and
oth
er o
rgan
izatio
ns
when
col
labor
atin
g
• Pr
omot
es d
irect
com
mun
icatio
n be
twee
n all
ied
agen
cies
and
othe
r st
akeh
olde
rs to
sha
re in
form
atio
n,
disc
uss
rele
vant
issu
es, a
nd d
evel
op
solu
tions
to c
omm
on p
robl
ems
• In
itiate
s pa
rtner
ship
s an
d all
iance
s to
pr
omot
e or
gani
zatio
nal o
bjec
tives
• Ex
plor
es s
hare
d ne
eds
and
com
mon
ar
eas
of in
tere
st a
mon
g id
entifi
ed
netw
orks
, avo
idin
g du
plica
tion
of
work
• M
onito
rs p
artn
ersh
ips
to e
nsur
e co
ntin
ued
effe
ctive
ness
, ide
ntify
ing
when
cha
nges
to th
e na
ture
of t
he
partn
ersh
ip a
re n
eede
d
• Id
entifi
es, d
evel
ops
and
main
tain
s st
rate
gic
par
tner
ship
s th
at s
uppo
rt an
d en
hanc
e th
e lo
ng-te
rm d
irect
ion
of th
e or
gani
zatio
n
• Pr
omot
es th
e or
gani
zatio
n as
a v
aluab
le
partn
er
• Es
tabl
ishes
pro
cess
es to
enc
oura
ge
colla
bora
tion
and
partn
ersh
ips
• En
sure
s th
at s
uita
ble
polic
ies,
prac
tices
an
d ot
her s
uppo
rts (e
.g.,
data
bank
s)
are
in p
lace
to fo
ster
net
work
ing
and
colla
bora
tion
• Ad
voca
tes
on b
ehalf
of o
rgan
izatio
n an
d pr
ofes
sion
to in
crea
se k
nowl
edge
of t
he
subs
tanc
e ab
use
field
am
ong
the
publ
ic
EXAMPLES
Behavioural Competencies Report BEHAVIOUR INDICATORS BY LEVEL OF PROFICIENCY
COLLABORATION AND NETWORK BUILDING
I–19
© Canadian Centre on Substance Abuse, 2014 Competencies for Canada’s Substance Abuse Workforce
Behavioural Competencies Report BEHAVIOUR INDICATORS BY LEVEL OF PROFICIENCYCONTINUOUS LEARNING
CO
NT
INU
OU
S L
EA
RN
ING
: Ide
ntify
and
pur
sue
lear
ning
opp
ortu
nitie
s to
enh
ance
one
’s p
rofe
ssio
nal p
erfo
rman
ce a
nd
deve
lopm
ent a
nd th
e ef
fect
ive
deliv
ery
of h
igh-
qual
ity p
rogr
ams
and
serv
ices
.
1 =
Intr
od
ucto
ry2
= D
evel
op
ing
3 =
Inte
rmed
iate
4 =
Ad
vanc
ed
• As
sess
es s
elf a
gain
st s
tand
ards
for
curre
nt p
ositio
n an
d id
entifi
es le
arni
ng
need
s
• Pa
rticip
ates
act
ively
in le
arni
ng
oppo
rtuni
ties
prov
ided
(e.g
., co
urse
s, an
d fe
edba
ck fr
om s
uper
visor
or p
eers
) to
mee
t cur
rent
job
requ
irem
ents
• Re
flect
s on
own
per
form
ance
(wha
t di
d I d
o, w
hat w
orke
d we
ll, wh
at n
eeds
im
prov
ing)
to id
entif
y le
sson
s le
arne
d
• Ap
plie
s ne
w kn
owle
dge,
skil
ls an
d le
sson
s le
arne
d to
job
in a
tim
ely
man
ner
• Ta
kes
resp
onsib
ility
for o
ne’s
own
lear
ning
and
pro
fess
iona
l dev
elop
men
t
• Se
lf-as
sess
es a
nd s
eeks
feed
back
from
ot
hers
to id
entif
y sk
ills a
nd k
nowl
edge
ga
ps a
nd s
eeks
to c
lose
thes
e th
roug
h se
lf-st
udy,
cont
inui
ng e
duca
tion
and
seek
ing
assis
tanc
e or
adv
ice, a
nd
coac
hing
• Ke
eps
up to
dat
e wi
th c
urre
nt re
sear
ch,
litera
ture
and
oth
er d
evel
opm
ents
re
leva
nt to
the
field
and
app
lies
lear
ning
to
one
’s pr
actic
e
• Dr
aws
on th
e kn
owle
dge
of o
ther
s th
roug
h ne
twor
king,
team
work
and
pa
rtner
ing
• Sh
ares
lear
ning
and
pro
fess
iona
l kn
owle
dge
with
oth
ers
• M
onito
rs p
rogr
ess
in m
eetin
g le
arni
ng
goals
and
ada
pts
lear
ning
stra
tegy
as
need
ed
• Ac
tivel
y pu
rsue
s in
form
atio
n,
com
pete
ncy-
base
d an
d ot
her l
earn
ing
oppo
rtuni
ties,
beyo
nd c
urre
nt jo
b ro
le
or a
rea
of e
xper
tise,
that
add
valu
e in
cu
rrent
pos
ition
• Se
eks
lear
ning
opp
ortu
nitie
s in
ra
pidl
y ev
olvin
g an
d em
ergi
ng s
ubje
ct
area
s wi
thin
and
per
iphe
ral t
o on
e’s
prof
essio
nal p
ract
ice
• Pa
rticip
ates
in re
sear
ch to
adv
ance
the
know
ledg
e in
the
field
• Cr
eate
s op
portu
nitie
s to
sha
re b
est
prac
tices
with
oth
ers
insid
e th
e or
gani
zatio
n
• Ac
tivel
y co
ntrib
utes
to b
uild
ing
a le
arni
ng
cultu
re, e
ncou
ragi
ng le
arni
ng a
nd
know
ledg
e sh
arin
g an
d ad
voca
ting
for
prof
essio
nal d
evel
opm
ent a
ctivi
ties
• Su
ppor
ts a
nd/o
r sup
ervis
es o
ther
s in
thei
r lea
rnin
g an
d pr
ofes
siona
l de
velo
pmen
t by
prov
idin
g fe
edba
ck,
coac
hing
, men
torin
g an
d re
sour
ces,
and
by id
entif
ying
lear
ning
goa
ls an
d op
portu
nitie
s fo
r pro
fess
iona
l de
velo
pmen
t
• St
rate
gica
lly u
nder
take
s le
arni
ng a
ctivi
ties
relat
ed to
futu
re o
pera
tiona
l nee
ds, a
nd/
or a
ctivi
ties
that
exp
and
prof
essio
nal
netw
orks
• Co
nsid
ers
the
pote
ntial
for n
ew le
arni
ng
oppo
rtuni
ties
for s
elf a
nd o
ther
s wh
en
asse
ssin
g ne
w pr
ojec
ts o
r pro
gram
s
• Us
es o
rgan
izatio
nal c
hang
e as
an
oppo
rtuni
ty to
dev
elop
new
skil
ls an
d in
crea
se k
nowl
edge
in s
elf a
nd o
ther
s
• Cr
eate
s op
portu
nitie
s to
sha
re b
est
prac
tices
with
oth
ers
outs
ide
the
orga
niza
tion
• Co
nduc
ts re
sear
ch to
adv
ance
the
know
ledg
e in
the
field
• Pr
omot
es, c
reat
es a
nd s
usta
ins
a le
arni
ng c
ultu
re a
nd k
nowl
edge
sha
ring
for t
he o
rgan
izatio
n
• Em
ploy
s in
nova
tive
and
crea
tive
stra
tegi
es to
pro
mot
e an
d m
ainta
in
cont
inuo
us le
arni
ng o
ppor
tuni
ties
in lig
ht
of re
sour
ce c
onst
rain
ts
EXAMPLES
I–20
© Canadian Centre on Substance Abuse, 2014 Competencies for Canada’s Substance Abuse Workforce
Behavioural Competencies Report BEHAVIOUR INDICATORS BY LEVEL OF PROFICIENCY
CREATIVITY AND INNOVATIONC
RE
AT
IVIT
Y A
ND
INN
OVA
TIO
N: U
se e
vide
nce-
base
d pr
actic
es in
inno
vativ
e an
d cr
eativ
e w
ays
to in
itiat
e bo
th e
ffect
ive
new
way
s of
wor
king
an
d ad
vanc
es in
the
unde
rsta
ndin
g of
the
field
of p
ract
ice.
Inno
vatio
n an
d cr
eativ
ity a
re a
chie
ved
in tr
ansl
atin
g re
sear
ch in
to p
ract
ice
to o
ptim
ize
impr
ovem
ents
in s
ervi
ce d
eliv
ery
and
prof
essi
onal
pra
ctic
e.
1 =
Intr
od
ucto
ry2
= D
evel
op
ing
3 =
Inte
rmed
iate
4 =
Ad
vanc
ed
• Is
open
to n
ew id
eas
and
expe
rienc
es
• Co
nstru
ctive
ly qu
estio
ns c
urre
nt p
ract
ices
and
proc
esse
s
• Su
gges
ts im
prov
emen
ts to
cur
rent
ap
proa
ches
by
prov
idin
g ev
iden
ce-b
ased
su
ppor
t for
sug
gest
ions
• De
mon
stra
tes
curio
sity,
digg
ing
for
info
rmat
ion
belo
w th
e su
rface
in a
n in
form
ed m
anne
r
• Ac
tivel
y pa
rticip
ates
in a
nd c
ontri
bute
s to
br
ainst
orm
ing
activ
ities
• Co
nsid
ers
situa
tions
and
pro
blem
s fro
m
diffe
rent
per
spec
tives
, kee
ping
an
open
min
d to
new
pos
sibilit
ies
• Us
es a
var
iety
of b
est-p
ract
ice a
nd s
treng
th-
base
d m
etho
ds a
nd te
chni
ques
in a
ddre
ssin
g di
vers
e iss
ues
and
popu
latio
ns
• Im
plem
ents
alte
rnat
e ev
iden
ce-b
ased
te
chni
ques
and
app
roac
hes
rath
er th
an u
sing
the
sam
e so
lutio
n re
peat
edly
for a
ll clie
nts
• Us
es re
flect
ive-p
ract
ice a
nd a
scie
ntist
-pr
actit
ione
r fra
mew
ork,
and
gen
erat
es o
rigin
al m
etho
ds fo
r dev
elop
ing
and
pres
entin
g in
form
atio
n
• In
itiate
s br
ainst
orm
ing
activ
ities
to s
uppo
rt an
d en
cour
age
inno
vatio
n
• In
corp
orat
es b
est p
ract
ices
in p
rogr
am
deve
lopm
ent,
impl
emen
tatio
n an
d di
ssem
inat
ion
into
all w
ork
• Ba
sed
on e
viden
ce-b
ased
pra
ctice
an
d dr
awin
g up
on a
bro
ad e
mpi
rical
and
theo
retic
al kn
owle
dge
base
, ad
apts
exis
ting
appr
oach
es a
nd
tech
niqu
es to
mee
t uni
que,
situ
atio
n-sp
ecific
nee
ds
• Cr
eate
s ne
w id
eas,
solu
tions
or
appr
oach
es to
ong
oing
cha
lleng
es
and
prob
lem
s
• Ex
plor
es b
est c
urre
nt k
nowl
edge
in
the
field
and
ada
pts
and
appl
ies
this
know
ledg
e to
refle
ctive
-pra
ctice
as
a so
urce
of i
nspi
ratio
n an
d in
sight
into
ne
w op
tions
and
sol
utio
ns
• Dr
aws
corre
latio
ns b
etwe
en
seem
ingl
y un
relat
ed is
sues
and
idea
s an
d id
entifi
es w
hat i
s no
t app
aren
t to
oth
ers
• De
velo
ps in
nova
tive,
con
text
ually
re
leva
nt in
terv
entio
n m
etho
dolo
gies
th
at in
corp
orat
e bo
th th
e rig
our o
f re
sear
ch a
nd th
e sh
ared
exp
erie
nce
of p
ract
itione
rs a
nd c
lient
s
• Ef
fect
ively
facil
itate
s br
ainst
orm
ing
activ
ities
• Su
ppor
ts a
nd e
ncou
rage
s ot
hers
in
gen
erat
ing
new
and
inno
vativ
e ap
proa
ches
thro
ugh
reco
gnizi
ng
inno
vatio
n ba
sed
on e
viden
ce-b
ased
pr
actic
e an
d dr
awin
g up
on a
bro
ader
em
piric
al an
d th
eore
tical
know
ledg
e an
d ex
perie
nce
base
• As
sess
es th
e lik
elih
ood
of s
ucce
ss o
f cr
eativ
e id
eas
and
prop
osed
inno
vativ
e pr
actic
es
• Cr
eate
s ne
w m
odel
s, in
terv
entio
ns o
r ap
proa
ches
that
hav
e wi
de-r
angi
ng
impa
cts
on a
pro
gram
or p
ract
ice a
rea
• Pr
ovid
es e
xper
t ins
ight
into
pro
blem
s to
as
sist o
ther
s in
rese
arch
ing
and
crea
ting
new
appr
oach
es
• Id
entifi
es a
nd im
plem
ents
pro
gram
s, ap
proa
ches
and
pra
ctice
s th
at s
uppo
rt cr
eativ
ity a
nd in
nova
tion
acro
ss th
e or
gani
zatio
n
• Ch
allen
ges
orga
niza
tiona
l pol
icy a
nd
prac
tice
when
evid
ence
indi
cate
s ch
ange
is
nece
ssar
y
EXAMPLES
I–21
© Canadian Centre on Substance Abuse, 2014 Competencies for Canada’s Substance Abuse Workforce
Behavioural Competencies ReportBEHAVIOUR INDICATORS BY LEVEL OF PROFICIENCYDEVELOPING OTHERS
DE
VE
LOP
ING
OT
HE
RS
: Fac
ilitat
e an
d m
otiv
ate
sust
aine
d le
arni
ng a
nd c
reat
e le
arni
ng o
ppor
tuni
ties
and
reso
urce
s, a
s w
ell a
s pr
omot
e an
d re
spec
t oth
ers’
nee
ds fo
r ow
ners
hip
of le
arni
ng o
utco
mes
. Inc
lude
s cr
eatio
n of
a c
ontin
uous
lear
ning
env
ironm
ent t
hat f
oste
rs p
ositi
ve g
row
th in
bo
th w
ork
and
publ
ic c
onte
xts
amon
g pe
ers,
clie
nts,
clie
nt fa
milie
s, c
omm
uniti
es, a
nd o
ther
gro
ups
(reci
pien
ts).
1 =
Intr
od
ucto
ry2
= D
evel
op
ing
3 =
Inte
rmed
iate
4 =
Ad
vanc
ed
• Es
tabl
ishes
rapp
ort a
nd ra
ises
lear
ner
self-
awar
enes
s pr
ior t
o ga
inin
g co
oper
atio
n in
initia
tives
aim
ed a
t le
arni
ng
• As
sess
es c
urre
nt k
nowl
edge
, skil
ls,
educ
atio
n an
d in
form
atio
n ne
eds
of
lear
ner,
and
deve
lops
a p
lan to
add
ress
th
ese
need
s
• Id
entifi
es a
nd p
rovid
es m
ultip
le e
duca
tion
reso
urce
s an
d m
ater
ials
to e
nhan
ce
lear
ning
act
ivitie
s de
signe
d to
fit t
he
lear
ner,
thei
r fam
ily a
nd c
ultu
re, a
nd
spec
ial n
eeds
• Ev
aluat
es p
rogr
ess
towa
rds
achi
evem
ent
of g
oals
and
adap
ts le
arni
ng s
trate
gy a
s ne
eded
• Pr
ovid
es c
onst
ruct
ive fe
edba
ck o
n pr
ogre
ss to
ward
goa
ls in
a c
ollab
orat
ive
and
open
fash
ion
• Pr
esen
ts in
form
atio
n cle
arly,
logi
cally
an
d in
term
s th
e le
arne
r can
und
erst
and
and
colla
bora
tivel
y ex
plor
es h
ow th
e in
form
atio
n wi
ll hel
p
• En
gage
s le
arne
r in
prob
lem
sol
ving
of
lear
ning
nee
ds a
nd w
orks
to d
evel
op
viabl
e an
d ag
reed
-upo
n ac
tion
step
s an
d so
lutio
ns (e
.g.,
SMAR
T go
als—
spec
ific,
mea
sura
ble,
ach
ieva
ble
reali
stic,
tim
ely)
• Fa
cilita
tes
lear
ning
by
usin
g ex
ampl
es
that
are
rele
vant
to o
r dra
w on
ex
perie
nce
of le
arne
r
• Re
cogn
izes
and
rein
forc
es th
e ab
ilitie
s, ef
forts
and
impr
ovem
ents
of t
he le
arne
r, of
fers
reas
sura
nce
and
expr
esse
s co
nfide
nce
in le
arne
r’s p
oten
tial t
o gr
ow
while
main
tain
ing
reali
stic
expe
ctat
ions
• Gi
ves
cons
truct
ive fe
edba
ck th
at fo
cuse
s on
pro
blem
s an
d be
havio
urs
rath
er th
an
pers
onali
ties
• W
here
app
ropr
iate,
invo
lves
lear
ner’s
ne
twor
ks a
nd c
ollat
eral
sour
ces
in
educ
atio
nal p
ursu
its w
hile
hon
ourin
g an
d re
spec
ting
any
confi
dent
iality
and
lega
l co
nstra
ints
• Re
cogn
izes
and
addr
esse
s am
biva
lenc
e an
d bl
ocks
to le
arni
ng, a
dapt
ing
one’
s ap
proa
ch to
redu
ce o
r pre
vent
furth
er
resis
tanc
e
• Id
entifi
es le
arne
r’s s
treng
ths,
weak
ness
es, a
nd le
arni
ng s
tyle
s an
d in
corp
orat
es in
to le
arni
ng s
trate
gies
• Us
es a
var
iety
of c
reat
ive a
nd e
ffect
ive
facil
itatio
n m
etho
ds in
des
igni
ng a
nd
deve
lopi
ng le
arni
ng m
etho
dolo
gies
and
m
ater
ials
• Cr
eate
s a
com
forta
ble
and
safe
en
viron
men
t for
lear
ning
and
sha
ring;
es
tabl
ishes
pos
itive
tone
of m
utua
l re
spec
t and
trus
t tha
t enc
oura
ges
mut
ual
shar
ing
of in
form
atio
n (e
.g.,
with
in a
le
arni
ng g
roup
)
• De
mon
stra
tes
fam
iliarit
y wi
th g
roup
dy
nam
ics in
gro
up le
arni
ng s
ituat
ions
and
ad
apts
facil
itatio
n st
yle a
ccor
ding
ly
• Se
eks
to d
iscov
er c
omm
on g
roun
d an
d as
sists
gro
up le
arne
rs to
focu
s on
thei
r sim
ilarit
ies
rath
er th
an d
iffer
ence
s
• Ev
aluat
es g
roup
lear
ning
nee
ds a
nd
plan
s gr
oup
deve
lopm
enta
l act
ivitie
s ba
sed
on s
ound
evid
ence
and
ex
perie
nce
• Id
entifi
es n
eeds
and
dev
elop
s le
arni
ng
stra
tegi
es, i
nitia
tives
and
act
ion
plan
s fo
r the
org
aniza
tion
and
for c
omm
unity
gr
oups
• De
velo
ps o
rgan
izatio
nal in
itiativ
es to
sh
are
and
evalu
ate
lear
ning
effo
rts, b
est
prac
tices
and
diff
eren
tial le
arni
ng m
odel
s
• Ap
plie
s st
rate
gic
com
mun
icatio
n pr
incip
les
to th
e de
velo
pmen
t, im
plem
enta
tion
and
evalu
atio
n of
hea
lth
and
othe
r com
mun
icatio
n ca
mpa
igns
• Im
plem
ents
stra
tegi
es to
fost
er, s
uppo
rt an
d su
stain
a le
arni
ng c
ultu
re w
ithin
the
orga
niza
tion
and
grea
ter c
omm
unity
• En
cour
ages
rese
arch
to a
sses
s im
pact
an
d ef
ficac
y of
lear
ning
effo
rts
• Se
ts o
bjec
tives
that
are
reali
stic
yet
chall
enge
oth
ers
to e
xcel
, lea
ding
to
mor
e ad
vanc
ed s
kill d
evel
opm
ent
• Ta
kes
oppo
rtuni
ties
to s
hare
info
rmat
ion,
te
achi
ng a
nd m
odel
ing
best
pra
ctice
s an
d pr
ofes
siona
lism
EXAMPLES
I–22
© Canadian Centre on Substance Abuse, 2014 Competencies for Canada’s Substance Abuse Workforce
DIV
ER
SIT
Y A
ND
CU
LTU
RA
L R
ES
PO
NS
IVE
NE
SS
: Pro
vide
resp
ectfu
l, eq
uita
ble
and
effe
ctiv
e se
rvic
es to
div
erse
pop
ulat
ions
, as
defin
ed b
y cu
lture
, age
, gen
der,
lang
uage
, eth
nici
ty, s
ocio
-eco
nom
ic s
tatu
s, le
gal s
tatu
s, h
ealth
, abi
lity,
sex
ual o
rient
atio
n, ty
pe a
nd m
ode
of s
ubst
ance
use
, et
c. A
ffirm
and
val
ue th
e w
orth
of a
ll in
divi
dual
s, fa
milie
s, g
roup
s an
d co
mm
uniti
es; a
nd p
rote
ct th
e di
gnity
of a
ll.
1 =
Intr
od
ucto
ry2
= D
evel
op
ing
3 =
Inte
rmed
iate
4 =
Ad
vanc
ed
• De
mon
stra
tes
resp
ect f
or a
ll clie
nts,
grou
ps a
nd c
omm
unitie
s
• De
mon
stra
tes
langu
age
and
liste
ning
sk
ills th
at re
spec
t cul
tura
l diff
eren
ces
• Ac
ts fa
irly a
nd re
spec
tfully
whe
n de
aling
wi
th d
ivers
e cu
ltura
l gro
ups
• M
onito
rs o
wn a
ttitu
des
and
beha
viour
wi
th re
spec
t to
cultu
re a
nd d
ivers
ity
issue
s
• Cr
eate
s a
welco
min
g en
viron
men
t tha
t re
flect
s th
e di
vers
e co
mm
unitie
s se
rved
• Pr
omot
es fa
irnes
s an
d go
od ju
dgm
ent i
n th
e ap
plica
tion
of d
ivers
ity p
rincip
les
and
polic
ies
• En
gage
s in
act
ivitie
s th
at s
uppo
rt th
e de
velo
pmen
t of o
ther
wor
ld v
iews
and
pe
rspe
ctive
s
• Se
eks
out o
ppor
tuni
ties
to in
corp
orat
e an
d pr
omot
e cu
ltura
lly a
ppro
priat
e pr
ogra
ms
• De
mon
stra
tes
com
mitm
ent t
o id
entif
y an
d ad
dres
s in
appr
opria
te b
ehav
iour
or
disc
rimin
ator
y pr
actic
es in
the
work
plac
e
• De
mon
stra
tes
unde
rsta
ndin
g of
how
issu
es o
f di
vers
ity a
ffect
the
deliv
ery
of re
spec
tful a
nd
appr
opria
te s
ervic
es
• Su
ppor
ts c
lient
s in
iden
tifyin
g an
d im
plem
entin
g cu
ltura
lly a
ppro
priat
e so
lutio
ns
to is
sues
• En
cour
ages
and
sup
ports
a
work
plac
e cli
mat
e th
at s
uppo
rts
dive
rsity
in th
e de
liver
y of
ser
vices
• De
mon
stra
tes
an u
nder
stan
ding
of
cul
tura
l/dive
rsity
influ
ence
s on
he
alth,
bel
iefs,
and
beh
avio
urs
• Po
sses
ses
cons
ider
able
kno
wled
ge
and
unde
rsta
ndin
g of
hist
orica
l, cu
ltura
l, sp
iritua
l, po
litica
l and
soc
io-
econ
omic
issue
s th
at a
ffect
dive
rse
popu
latio
ns a
nd d
evel
ops
effe
ctive
, in
clusiv
e an
d re
spec
tful w
orkin
g re
latio
nshi
ps w
ith th
ese
indi
vidua
ls an
d gr
oups
• Su
ppor
ts d
ivers
e po
pulat
ions
in
deve
lopi
ng a
nd im
plem
entin
g st
reng
th-b
ased
sol
utio
ns to
pro
blem
s
• Id
entifi
es a
nd p
rom
ptly
addr
esse
s in
appr
opria
te b
ehav
iour
or
disc
rimin
ator
y pr
actic
es in
the
work
plac
e
• Ta
kes
a le
ader
ship
role
in s
hapi
ng a
n or
gani
zatio
nal v
ision
and
ser
vice
deliv
ery
syst
em th
at re
flect
s an
d su
ppor
ts
dive
rsity
and
cul
tura
l res
pons
ivene
ss
• De
velo
ps a
nd im
plem
ents
stra
tegi
c ac
tion
plan
s, po
licie
s an
d pr
oced
ures
th
at s
uppo
rt di
vers
ity a
nd c
ultu
ral
resp
onsiv
enes
s wi
thin
the
orga
niza
tion
• De
velo
ps a
nd im
plem
ents
stra
tegi
es to
id
entif
y an
d ad
dres
s cu
ltura
l/dive
rsity
ba
rrier
s to
acc
essin
g se
rvice
s
• Co
nsul
ts w
ith re
pres
enta
tives
from
di
vers
e co
mm
unitie
s to
info
rm
orga
niza
tiona
l plan
ning
• De
velo
ps a
nd im
plem
ents
stra
tegi
es to
ad
dres
s po
ssib
le b
arrie
rs to
recr
uitm
ent,
hirin
g, p
rom
otio
n an
d re
tent
ion
of d
ivers
e cu
ltura
l gro
ups
• Re
mov
es s
yste
mic
barri
ers
to c
ultu
rally
ap
prop
riate
sup
port
for s
taff
and
clien
ts
Behavioural Competencies Report BEHAVIOUR INDICATORS BY LEVEL OF PROFICIENCY
DIVERSITY AND CULTURAL RESPONSIVENESSEXAMPLES
I–23
© Canadian Centre on Substance Abuse, 2014 Competencies for Canada’s Substance Abuse Workforce
Behavioural Competencies ReportBEHAVIOUR INDICATORS BY LEVEL OF PROFICIENCYEFFECTIVE COMMUNICATION
EFF
EC
TIV
E C
OM
MU
NIC
AT
ION
: Art
icul
ate
both
ver
bally
and
in w
ritin
g ac
ross
a r
ange
of t
echn
olog
ies
in a
man
ner
that
bui
lds
trus
t, re
spec
t and
cre
dibi
lity
and
that
ens
ures
the
mes
sage
is re
ceiv
ed a
nd u
nder
stoo
d by
the
audi
ence
. Inc
lude
s ac
tive
liste
ning
ski
lls (a
tten
ding
, be
ing
sile
nt, s
umm
ariz
ing,
par
aphr
asin
g, q
uest
ioni
ng a
nd e
mpa
thiz
ing)
and
con
grue
nt n
on-v
erba
l com
mun
icat
ion.
1 =
Intr
od
ucto
ry2
= D
evel
op
ing
3 =
Inte
rmed
iate
4 =
Ad
vanc
ed
• Ac
tivel
y lis
tens
to u
nder
stan
d ot
hers
wi
thou
t jud
gmen
t or b
ias, a
ttend
ing
to
verb
al, e
mot
iona
l and
con
text
ual c
ues
• Co
mm
unica
tes
with
oth
ers
hone
stly,
re
spec
tfully
and
sen
sitive
ly
• Sh
ares
info
rmat
ion
willin
gly
and
in a
tim
ely
man
ner
• Al
igns
non
-ver
bal c
omm
unica
tions
and
to
ne o
f voi
ce w
ith th
e in
tend
ed m
essa
ge
• Re
spec
ts c
onfid
entia
lity o
f co
mm
unica
tions
whe
re a
ppro
priat
e
• Us
es a
rang
e of
com
mun
icatio
n st
rate
gies
that
mee
t the
nee
ds o
f spe
cial
need
s au
dien
ces
(e.g
., pe
rson
s wi
th
hear
ing
impa
irmen
ts w
ho lip
read
, or
who
use
sign
langu
age
and
requ
ire a
n in
terp
rete
r)
• Ap
prop
riate
ly us
es c
omm
unica
tion
tech
nolo
gy (c
ompu
ters,
voi
cem
ail, e
tc.)
to c
onve
y m
essa
ges
and
info
rmat
ion
• Pr
esen
ts in
form
atio
n in
a c
lear
and
lo
gica
l man
ner,
usin
g ap
prop
riate
ph
rasin
g an
d vo
cabu
lary
and
corre
ct
gram
mar,
spe
lling
and
punc
tuat
ion
• In
tegr
ates
and
syn
thes
izes
info
rmat
ion
from
app
ropr
iate
sour
ces
into
writ
ten
work
• Ta
ilors
com
mun
icatio
n to
the
audi
ence
, ad
aptin
g st
yle, l
angu
age
pref
eren
ce,
cont
ent a
nd fo
rmat
as
appr
opria
te
• Re
ads
body
lang
uage
, em
otio
nal c
ues
and
verb
al an
d no
n-ve
rbal
cues
and
ad
just
s co
mm
unica
tion
appr
oach
ac
cord
ingl
y
• Ch
ecks
own
und
erst
andi
ng o
f oth
ers’
com
mun
icatio
n (e
.g.,
para
phra
ses,
asks
qu
estio
ns)
• Us
es q
uest
ions
and
info
rmat
ion
exch
ange
as
an e
ffect
ive m
eans
of
fost
erin
g an
ope
n di
alogu
e
• El
icits
com
men
ts o
r fee
dbac
k on
wha
t ha
s be
en s
aid
• M
ainta
ins
regu
lar c
omm
unica
tion
with
ot
hers
• Re
calls
oth
ers’
main
poi
nts
and
take
s th
em in
to a
ccou
nt in
own
com
mun
icatio
n
• Pr
epar
es re
quire
d do
cum
enta
tion
(e.g
., as
sess
men
t, di
scha
rge
and
refe
rral
repo
rts) w
ith s
uffic
ient
clar
ity, a
ccur
acy
and
leve
l of d
etail
• W
rites
repo
rts th
at a
ddre
ss s
ensit
ive
issue
s wh
ile c
ogni
zant
of t
he p
oten
tial
impa
ct o
f the
info
rmat
ion
bein
g co
mm
unica
ted
• Co
ntin
uous
ly ho
nes
and
polis
hes
com
mun
icatio
n sk
ills a
nd s
eeks
can
did
feed
back
on
com
mun
icatio
n im
pact
• De
velo
ps c
omm
unica
tion
stra
tegi
es
to m
anag
e gr
oup
pres
enta
tions
and
fa
cilita
tions
, ant
icipa
ting
pote
ntial
re
actio
ns a
nd p
repa
ring
acco
rdin
gly
• In
a ti
mel
y m
anne
r, ke
eps
othe
rs
info
rmed
of i
ssue
s th
at m
ay a
ffect
them
, cle
arly
com
mun
icatin
g de
cisio
ns a
nd
unde
rlyin
g re
ason
ing
• Fo
ster
s op
en c
omm
unica
tion
with
in th
e wo
rkgr
oup
and
with
oth
ers,
choo
sing
the
com
mun
icatio
n m
etho
d, m
essa
ges
and
timin
g in
a s
trate
gic
man
ner
• Co
nvey
s in
form
atio
n wi
th e
xpre
ssio
n,
insig
ht a
nd p
ersu
asio
n wh
en n
eede
d;
trans
fers
kno
wled
ge e
ffect
ively
and
effic
ient
ly
• De
mon
stra
tes
profi
cienc
y in
a v
arie
ty o
f wr
iting
style
s an
d ef
fect
ively
adap
ts s
tyle
to
the
appr
opria
te a
udie
nce
• Pr
actic
es k
nowl
edge
exc
hang
e pr
incip
les
in b
oth
writt
en a
nd v
erba
l com
mun
icatio
n (s
impl
e, c
lear,
dire
ct, r
espe
ctfu
l, tim
ely,
evid
ence
-bas
ed)
• Sy
nthe
sizes
com
plex
doc
umen
ts a
nd
idea
s fro
m m
ultip
le s
ourc
es in
to w
ritte
n m
ater
ials
• Co
mm
unica
tes
com
plex
issu
es c
lear
ly an
d cr
edib
ly wi
th w
idel
y va
ried
audi
ence
s
• Ad
eptly
add
ress
es d
ifficu
lt on
-the-
spot
qu
estio
ns (e
.g.,
from
offi
cials,
inte
rest
gr
oups
, the
med
ia)
• Sc
ans
the
envir
onm
ent f
or k
ey
info
rmat
ion
and
mes
sage
s to
info
rm
the
deve
lopm
ent o
f com
mun
icatio
n st
rate
gies
to a
chie
ve s
pecifi
c ob
ject
ives
• Us
es v
arie
d co
mm
unica
tion
vehi
cles
and
oppo
rtuni
ties
to p
rom
ote
dialo
gue
and
deve
lop
shar
ed u
nder
stan
ding
and
co
nsen
sus
• Co
ache
s an
d in
spire
s ot
hers
to
parti
cipat
e in
the
know
ledg
e ex
chan
ge
proc
ess
• Pr
oduc
es h
igh-
quali
ty w
ritte
n co
mm
unica
tions
doc
umen
ts th
at a
ddre
ss
com
plex
org
aniza
tiona
l issu
es in
a ti
mel
y fa
shio
n (e
.g.,
annu
al re
ports
, pro
posa
ls)
• W
rites
stra
tegi
cally
, fro
m a
bro
ad
corp
orat
e pe
rspe
ctive
, cle
arly
and
artic
ulat
ely
pres
entin
g a
posit
ion,
whi
le
dem
onst
ratin
g an
und
erst
andi
ng o
f th
e ne
eds
and
sens
itivitie
s of
var
ied
audi
ence
s
EXAMPLES
I–24
© Canadian Centre on Substance Abuse, 2014 Competencies for Canada’s Substance Abuse Workforce
Behavioural Competencies Report BEHAVIOUR INDICATORS BY LEVEL OF PROFICIENCY
ETHICAL CONDUCT AND PROFESSIONALISM E
TH
ICA
L C
ON
DU
CT
AN
D P
RO
FES
SIO
NA
LIS
M: P
rovi
de p
rofe
ssio
nal s
ervi
ces
acco
rdin
g to
the
prin
cipl
es a
nd v
alue
s of
inte
grity
, co
mpe
tenc
e, re
spon
sibi
lity,
resp
ect,
and
trus
t to
safe
guar
d bo
th s
elf a
nd o
ther
s. In
clud
es th
e de
velo
pmen
t of p
rofe
ssio
nalis
m a
nd e
thic
al
beha
viou
r in
sel
f and
oth
ers
(indi
vidu
als,
gro
ups,
org
aniz
atio
ns, c
omm
uniti
es).
1 =
Intr
od
ucto
ry2
= D
evel
op
ing
3 =
Inte
rmed
iate
4 =
Ad
vanc
ed
• Ad
here
s to
prin
ciple
s an
d a
code
of
cond
uct e
stab
lishe
d fo
r own
pro
fess
iona
l bo
dy o
r ass
ociat
ion
• M
ainta
ins
know
ledg
e of
and
abi
des
by re
leva
nt le
gisla
tion
for r
egio
n an
d ar
ea o
f pro
fess
iona
l pra
ctice
(e.g
., ag
e co
nsid
erat
ions
in o
btain
ing
info
rmed
co
nsen
t)
• Pa
rticip
ates
in c
ontin
uous
lear
ning
ac
tivitie
s to
rem
ain c
urre
nt w
ith
prof
essio
nal k
nowl
edge
and
main
tain
ce
rtific
atio
n or
pro
fess
iona
l ass
ociat
ion
requ
irem
ents
• In
corp
orat
es b
est p
ract
ices
know
ledg
e in
to w
ork
when
ever
pos
sible
• Re
stric
ts p
ract
ice to
one
’s ar
ea o
f tra
inin
g an
d ex
perti
se, a
nd m
akes
clai
m
to o
nly
earn
ed/a
ctua
l pro
fess
iona
l cr
eden
tialin
g an
d ex
perie
nce
• M
akes
app
ropr
iate
refe
rrals/
reco
mm
enda
tions
whe
re la
ck o
f ex
perti
se o
r org
aniza
tiona
l man
date
di
ctat
es
• Av
oids
dua
l rel
atio
nshi
ps a
t all t
imes
(e
.g.,
fam
ilial,
sexu
al, s
ocial
, fina
ncial
, bu
sines
s) a
nd h
ones
tly a
ccou
nts
for
relat
ions
hips
whe
n as
ked
to d
o so
• In
form
s cli
ents
fully
of i
nfor
med
con
sent
, cli
ent r
ight
s an
d re
spon
sibilit
ies,
and
prof
essio
nal r
espo
nsib
ilitie
s re
gard
ing
lega
l and
eth
ical c
ondu
ct
• En
sure
s th
at th
e pr
ivacy
and
co
nfide
ntial
ity o
f clie
nt in
form
atio
n an
d re
latio
nshi
ps a
re m
ainta
ined
exc
ept
wher
e di
sclo
sure
is re
quire
d un
der l
aw o
r to
pro
tect
the
clien
t or o
ther
s fro
m c
lear
an
d im
min
ent d
ange
r
• Ar
ticul
ates
and
pra
ctice
s a
mod
el o
f eth
ical
decis
ion-
mak
ing
to in
form
pra
ctice
and
pr
ovid
e re
ason
able
alte
rnat
ives
and
solu
tions
to
eth
ical d
ilem
mas
/issu
es
• Pa
rticip
ates
in a
nd a
dvoc
ates
for a
ppro
priat
e su
perv
ision
from
sup
erio
rs
• Id
entifi
es a
nd c
onfro
nts
inst
ance
s of
tra
nsfe
renc
e an
d co
unte
r-tra
nsfe
renc
e in
the
clien
t-the
rapi
st re
latio
nshi
p an
d re
fers
clie
nt(s
) wh
en o
bjec
tivity
is c
ompr
omise
d
• Co
nfro
nts
and/
or o
ther
wise
add
ress
es
false
cre
dent
ialin
g in
col
leag
ues
and
othe
r pr
ofes
siona
l ass
ociat
es a
nd g
roup
s
• Id
entifi
es a
nd c
onfro
nts
dual
relat
ions
hips
an
d ot
her e
thica
l vio
latio
ns re
gard
ing
colle
ague
s an
d ot
her p
rofe
ssio
nal a
ssoc
iates
/or
gani
zatio
ns
• Se
ts p
erso
nal a
nd p
rofe
ssio
nal
boun
darie
s an
d lim
its to
pre
vent
or m
itigat
e jo
b-re
lated
fa
tigue
and
bur
nout
• Re
frain
s fro
m e
xplo
itatio
n of
clie
nts
for a
ny
pers
onal
or p
rofe
ssio
nal g
ain, u
nder
stan
ding
th
eir v
ulne
rabi
lity a
nd s
usce
ptib
ility
to d
ual
relat
ions
hips
, and
thei
r gra
titud
e fo
r ser
vices
re
nder
ed
• Gr
acio
usly
decli
nes
gifts
or s
imila
r ind
icatio
ns
of a
ppre
ciatio
n fro
m c
lient
s, ex
cept
toke
n gi
fts
wher
e cu
ltura
lly a
ppro
priat
e
• Co
nsist
ently
act
s in
an
hone
st, t
rust
ing
and
resp
ectfu
l man
ner w
ith o
ther
s at
all t
imes
, co
ntrib
utin
g to
the
inte
grity
ass
ociat
ed w
ith
ethi
cal c
ondu
ct
• Fa
cilita
tes
disc
ussio
n of
eth
ics-r
elat
ed
situa
tions
with
col
leag
ues
to e
xplo
re
cons
ider
atio
ns a
nd p
oten
tial s
olut
ions
fo
r eth
ical d
ilem
mas
• Pr
ovid
es g
uida
nce
to o
ther
s to
ens
ure
they
und
erst
and
the
impl
icatio
ns o
f une
thica
l beh
avio
ur
and
how
to p
ract
ice in
an
ethi
cal
man
ner
• M
odel
s et
hica
l beh
avio
ur c
onsis
tent
ly an
d ac
ross
a v
arie
ty o
f situ
atio
ns
• Re
flect
s on
own
valu
es a
nd
belie
fs a
nd c
onsid
ers
the
need
to
re-e
valu
ate/
reas
sess
wor
k ro
le a
nd
resp
onsib
ilitie
s wh
en th
ey n
o lo
nger
re
flect
cur
rent
pro
fess
iona
l pra
ctice
or
acc
epte
d kn
owle
dge
• M
onito
rs th
e wo
rk e
nviro
nmen
t of
sel
f and
oth
ers
to g
uard
ag
ainst
dup
licat
ion
of s
ervic
e an
d un
nece
ssar
y, in
adeq
uate
or
inap
prop
riate
ser
vice
• M
ainta
ins
prof
essio
nal a
nd
ethi
cally
sou
nd re
latio
nshi
ps w
ith
all c
olle
ague
s an
d, in
par
ticul
ar,
empl
oyee
s un
der s
uper
visio
n
• Us
es u
nder
stan
ding
of p
ower
/au
thor
ity re
latio
nshi
ps to
avo
id u
ndue
in
fluen
ce o
ver o
ther
s, an
d tre
ats
peop
le fa
irly
• Re
cogn
izes
othe
rs’ e
thica
l pra
ctice
and
de
cisio
n m
akin
g in
ord
er to
pro
mot
e et
hica
l beh
avio
ur a
nd c
omm
unica
te th
e ex
pect
atio
ns o
f the
org
aniza
tion
• En
sure
s ap
prop
riate
pol
icies
are
in
plac
e an
d ac
ted
upon
rega
rdin
g et
hica
l co
nduc
t (e.
g., a
ccep
tabl
e do
llar v
alue
of to
ken
gifts
), an
d co
nseq
uenc
es o
f m
iscon
duct
• Es
tabl
ishes
org
aniza
tiona
l pol
icy
on th
e hi
ring
of “r
ecov
erin
g” (f
rom
su
bsta
nce
depe
nden
cy) e
mpl
oyee
s an
d em
ploy
men
t-rel
ated
con
sequ
ence
s of
relap
se d
urin
g em
ploy
men
t (e.
g.,
num
ber o
f yea
rs a
bstin
ence
is re
quire
d be
fore
hirin
g, a
nd b
oth
relap
se re
cove
ry
and
retu
rn to
wor
k pl
ans)
• Pr
ovid
es, o
n oc
casio
n, tr
ainin
g/co
urse
s on
eth
ical d
ecisi
on m
akin
g fo
r oth
ers
in
the
field
• Do
cum
ents
and
repo
rts a
ll ins
tanc
es
of s
erio
us e
thica
l vio
latio
ns/c
ondu
ct b
y co
lleag
ues
and
prof
essio
nal a
ssoc
iates
, an
d ta
kes
appr
opria
te a
ctio
ns to
reso
lve
situa
tions
• Co
nduc
ts a
ppro
priat
e su
perv
isory
se
ssio
ns w
ith o
ther
s
• En
sure
s co
mpl
iance
of o
rgan
izatio
nal
and
legi
slate
d po
licie
s to
(or r
egar
ding
) th
e hi
ghes
t eth
ical,
lega
l and
pro
fess
iona
l st
anda
rds
EXAMPLES
I–25
© Canadian Centre on Substance Abuse, 2014 Competencies for Canada’s Substance Abuse Workforce
Behavioural Competencies Report BEHAVIOUR INDICATORS BY LEVEL OF PROFICIENCY INTERPERSONAL RAPPORT/SAVVY
INT
ER
PE
RS
ON
AL
RA
PP
OR
T/S
AV
VY:
Est
ablis
h an
d m
aint
ain
rela
tions
hips
bas
ed o
n m
utua
l res
pect
and
trus
t, ap
prop
riate
sen
sitiv
ity a
nd
tran
spar
ency
, em
path
y, a
nd c
ompa
ssio
n w
ith c
lient
s, c
olle
ague
s, p
rofe
ssio
nal a
ssoc
iate
s an
d th
e gr
eate
r co
mm
unity
. Enc
ompa
sses
ski
lls o
f ta
ct, d
iplo
mac
y an
d se
nsiti
vity
in a
ll en
coun
ters
with
oth
ers.
1 =
Intr
od
ucto
ry2
= D
evel
op
ing
3 =
Inte
rmed
iate
4 =
Ad
vanc
ed
• De
mon
stra
tes
awar
enes
s of
oth
ers’
feel
ings
, opi
nion
s, ex
perie
nces
and
ba
ckgr
ound
s
• Ex
plain
s ho
w ow
n op
inio
ns, f
eelin
gs a
nd
bias
es c
an im
pact
oth
ers
• En
gage
s ot
hers
in a
non
-thre
aten
ing
and
sens
itive
man
ner
• Us
es v
erba
l and
non
-ver
bal c
ues
to
build
and
impr
ove
relat
ions
hips
and
co
mm
unica
tion
with
oth
ers
• Sh
ows
mot
ivatio
n to
dev
elop
and
hon
e st
rong
relat
ions
hip
build
ing
skills
• En
gage
s ot
hers
and
bui
lds
mut
ual
relat
ions
hips
of r
espe
ct, h
ones
ty a
nd
inte
rest
• Kn
ows
when
to s
elf-d
isclo
se to
oth
ers
and
what
deg
ree
is ap
prop
riate
• Co
mm
unica
tes
in a
resp
ectfu
l, ho
nest
an
d ge
nuin
e m
anne
r
• Is
sens
itive
to in
divid
ual c
hara
cter
istics
/no
rms
and
cultu
ral a
nd s
ocial
con
text
wh
en in
tera
ctin
g wi
th o
ther
s
• An
ticip
ates
and
inte
rpre
ts o
ther
s’ bo
dy
langu
age
and
emot
iona
l cue
s an
d ad
just
s ap
proa
ch a
s ne
cess
ary
• Us
es in
terp
erso
nal s
kills
and
genu
ine
inte
rest
in o
ther
s to
bui
ld re
latio
nshi
ps o
f m
utua
l res
pect
and
trus
t
• Bu
ilds
trust
with
oth
ers
by c
onsis
tent
ly be
havin
g in
a p
rofe
ssio
nal a
nd re
liabl
e m
anne
r
• Us
es e
thica
l stra
tegi
es to
man
age
relat
ions
hips
and
out
com
es
• Us
es h
umou
r whe
re a
ppro
priat
e as
a
met
hod
for e
ngag
ing
and
build
ing
relat
ions
hips
with
oth
ers
• Us
es s
kills
of m
otiva
tion,
ass
ertiv
enes
s an
d le
ader
ship
to a
dvoc
ate
for
clien
t gro
ups
and
new
reso
urce
s, as
ap
prop
riate
• Re
spec
ts a
nd s
eeks
to u
nder
stan
d th
e po
int o
f vie
w of
oth
ers
and
thei
r de
finitio
ns o
f the
ir ne
eds
and
succ
esse
s
• En
gage
s ot
hers
in re
latio
nshi
p an
d di
alogu
e, b
uild
ing
rapp
ort w
ith e
ase
• Is
attu
ned
to fe
elin
gs a
nd e
mot
ions
of
othe
rs th
at th
ey fi
nd d
ifficu
lt to
exp
ress
(h
as in
terp
erso
nal r
adar
)
• Di
splay
s ap
prop
riate
com
pass
ion
and
empa
thy
towa
rds
othe
rs w
hile
m
ainta
inin
g pr
ofes
siona
l and
eth
ical
boun
darie
s
• Ro
utin
ely
asse
sses
inte
rper
sona
l skil
ls an
d pr
esen
tatio
n or
impa
ct a
nd a
djus
ts
style
to m
eet t
he n
eeds
of o
ther
s
• En
sure
s all
sta
ff m
embe
rs tr
eat o
ther
s in
a
com
pass
iona
te m
anne
r with
resp
ect t
o th
eir p
rivac
y an
d di
gnity
• Us
es in
terp
erso
nal t
act a
nd d
iplo
mac
y to
fo
ster
and
sus
tain
pos
itive
relat
ions
hips
wi
th in
divid
uals,
gro
ups,
orga
niza
tions
an
d co
mm
unitie
s
• Es
tabl
ishes
and
bui
lds
upon
col
labor
ative
re
latio
nshi
ps w
ith k
ey c
omm
unity
co
ntac
ts a
nd in
terd
iscip
linar
y or
gani
zatio
ns
• Di
ffuse
s ev
en h
igh-
tens
ion
situa
tions
co
mfo
rtabl
y
• En
sure
s in
clusiv
e re
latio
nshi
p bu
ildin
g pr
actic
es w
ith k
ey s
take
hold
ers
and
asse
sses
impa
ct a
t ind
ividu
al, g
roup
and
or
gani
zatio
nal le
vels
EXAMPLES
I–26
© Canadian Centre on Substance Abuse, 2014 Competencies for Canada’s Substance Abuse Workforce
Behavioural Competencies ReportBEHAVIOUR INDICATORS BY LEVEL OF PROFICIENCY
LEADERSHIPLE
AD
ER
SH
IP: H
elp
othe
rs a
chie
ve e
xcel
lent
resu
lts a
nd c
reat
e en
thus
iasm
for
a sh
ared
vis
ion
and
mis
sion
, eve
n in
the
face
of
criti
cal d
ebat
e an
d ad
vers
ity.
1 =
Intr
od
ucto
ry2
= D
evel
op
ing
3 =
Inte
rmed
iate
4 =
Ad
vanc
ed
• En
cour
ages
and
fost
ers
dialo
gue,
valu
ing
team
mem
bers
’ inp
ut
• Sh
ows
appr
eciat
ion
for w
ork
well
done
by
othe
rs b
y pr
ovid
ing
tang
ible
re
cogn
ition
• Br
ings
exc
elle
nt p
erfo
rman
ce to
th
e at
tent
ion
of th
e lar
ger t
eam
or
orga
niza
tion
• Sh
ows
orga
niza
tiona
l and
pro
fess
iona
l co
mm
itmen
t and
sup
ports
the
visio
n an
d m
issio
n of
the
orga
niza
tion
• Op
enly
shar
es in
form
atio
n on
dec
ision
s an
d ch
ange
s in
a ti
mel
y m
anne
r
• Bu
ilds
supp
ort f
or a
nd c
omm
itmen
t to
new
initia
tives
inclu
ding
non
-trad
itiona
l or
inno
vativ
e ac
tivitie
s
• En
hanc
es u
nder
stan
ding
of a
nd
com
mitm
ent t
o ch
ange
am
ong
peer
s by
in
volvi
ng th
ose
affe
cted
by
it
• Se
ts c
lear
and
reali
stic
proj
ect g
oals,
ac
tivitie
s, tim
elin
es, d
elive
rabl
es/p
rodu
cts,
and
acco
unta
biliti
es fo
r tea
m
• Re
cogn
izes
and
rewa
rds
good
per
form
ance
an
d de
als c
onst
ruct
ively
with
set
back
s
• En
sure
s em
ploy
ees
have
the
fund
amen
tal
reso
urce
s, in
form
atio
n an
d su
ppor
t nee
ded
to
do th
eir j
obs
• Co
nsid
ers
indi
vidua
l’s c
ompe
tenc
ies,
inte
rest
s an
d co
ncer
ns in
est
ablis
hing
team
stru
ctur
es,
role
s, an
d re
spon
sibilit
ies
• Cr
eate
s an
env
ironm
ent w
here
team
m
embe
rs c
onsis
tent
ly pu
sh fo
r im
prov
ed
team
per
form
ance
and
pro
duct
ivity
• Le
ads
by e
xam
ple,
mod
ellin
g th
e de
sired
be
havio
urs,
and
actin
g wi
th p
rofe
ssio
nalis
m
and
inte
grity
• De
signs
and
dev
elop
s pr
ogra
ms
and
tool
s to
pr
omot
e te
am le
arni
ng d
urin
g a
chan
ge e
ffort
• Ch
allen
ges
rule
s or
pra
ctice
s th
at p
rese
nt
inap
prop
riate
bar
riers
to in
depe
nden
t act
ion
and
decis
ion
mak
ing
• Cu
ltivat
es e
nerg
y, ex
citem
ent
and
optim
ism in
the
orga
niza
tion,
pa
rticu
larly
thro
ugh
times
of c
hang
e
• En
sure
s th
at p
rogr
ams
and
goals
are
ali
gned
with
the
broa
der v
ision
and
pr
iorit
ies
of th
e or
gani
zatio
n, in
cludi
ng
orga
niza
tiona
l cha
nge
stra
tegi
es
• Id
entifi
es w
hen
it is
appr
opria
te
and
not a
ppro
priat
e to
take
on
a le
ader
ship
role
• Ta
kes
resp
onsib
ility
for a
ctio
ns a
nd
decis
ions
eve
n wh
en u
npop
ular
• Re
spon
ds to
requ
ests
for d
irect
ion
durin
g tim
es o
f cris
is
• De
lega
tes
resp
onsib
ility
acco
rdin
g to
oth
ers’
skills
set
s, st
reng
ths
and
expe
rtise
whe
neve
r pos
sible
rath
er
than
takin
g ch
arge
or m
icro-
man
agin
g
• El
imin
ates
or r
estru
ctur
es a
ctivi
ties
that
do
not s
uppo
rt th
e fu
ture
su
cces
s of
the
orga
niza
tion
• Se
izes
oppo
rtuni
ties
to c
omm
unica
te
conv
incin
gly
abou
t the
nec
essit
y an
d po
sitive
impa
ct o
f hea
lthy
chan
ge o
f or
gani
zatio
ns
• Tr
acks
the
impa
ct o
f org
aniza
tiona
l ch
ange
, mak
ing
adju
stm
ents
to
the
impl
emen
tatio
n of
the
chan
ge
initia
tive
as n
eede
d
• Es
tabl
ishes
and
arti
culat
es th
e or
gani
zatio
n’s
visio
n an
d va
lues
• Se
ts s
trate
gic
goals
and
dev
elop
s an
d im
plem
ents
pro
gram
s an
d ch
ange
st
rate
gies
alig
ned
with
the
stra
tegi
c di
rect
ion
and
visio
n
• En
sure
s th
at th
e or
gani
zatio
nal s
truct
ure
and
proc
esse
s su
ppor
t the
org
aniza
tion’
s st
rate
gic
dire
ctio
n an
d ch
ange
act
ivitie
s
• M
onito
rs c
urre
nt d
evel
opm
ents
and
tre
nds
that
may
affe
ct im
plem
enta
tion
of o
rgan
izatio
nal d
irect
ion,
cha
nge
stra
tegi
es, p
rogr
ams
or p
lans
• Us
es u
nder
stan
ding
of t
he d
ynam
ic re
latio
nshi
ps, v
iewp
oint
s an
d ag
enda
s, bo
th a
ckno
wled
ged
and
impl
icit,
of
key
play
ers
and
stak
ehol
ders
in th
e su
bsta
nce
abus
e fie
ld to
furth
er th
e or
gani
zatio
n’s
succ
ess
• Cr
eate
s an
env
ironm
ent t
hat e
ncou
rage
s ch
ange
, inn
ovat
ion,
impr
ovem
ent a
nd
resp
onsib
le ri
sk-ta
king
• Co
nduc
ts n
eeds
ana
lyses
to d
eter
min
e if
chan
ge is
nec
essa
ry, a
nd id
entifi
es a
nd
impl
emen
ts c
hang
e st
rate
gies
• De
fines
the
obje
ctive
s of
org
aniza
tion-
wide
cha
nge
proc
esse
s an
d es
tabl
ishes
gu
idel
ines
that
ens
ure
trans
pare
ncy,
acco
unta
bility
, ris
k co
ntro
l, an
d cr
isis
man
agem
ent d
urin
g th
e ch
ange
pro
cess
• Pa
rtner
s wi
th c
hang
e le
ader
s an
d m
anag
ers
in p
lanni
ng, i
mpl
emen
ting
and
evalu
atin
g in
terv
entio
ns to
impr
ove
orga
niza
tiona
l per
form
ance
EXAMPLES
I–27
© Canadian Centre on Substance Abuse, 2014 Competencies for Canada’s Substance Abuse Workforce
Behavioural Competencies ReportBEHAVIOUR INDICATORS BY LEVEL OF PROFICIENCYPLANNING AND ORGANIZING
PLA
NN
ING
AN
D O
RG
AN
IZIN
G: I
dent
ify a
nd p
riorit
ize
task
s, d
evel
op a
nd im
plem
ent p
lans
, eva
luat
e ou
tcom
es, a
nd a
djus
tac
tiviti
es in
ord
er to
ach
ieve
obj
ectiv
es.
1 =
Intr
od
ucto
ry2
= D
evel
op
ing
3 =
Inte
rmed
iate
4 =
Ad
vanc
ed
• Pl
ans
and
orga
nize
s as
signe
d wo
rk
acco
rdin
g to
pre
-det
erm
ined
sta
ndar
ds
or p
roce
dure
s
• As
sess
es w
ork
prio
ritie
s fo
r sel
f and
se
eks
clarit
y as
nee
ded
• Ad
here
s to
set
tim
elin
es
• Re
spon
sibly
uses
the
reso
urce
s at
one
’s im
med
iate
disp
osal
• Co
mm
unica
tes
with
sup
ervis
or re
gular
ly re
gard
ing
the
stat
us a
nd fe
asib
ility
of
work
• Us
es ti
me
and
reso
urce
s ef
ficie
ntly
• Ba
lance
s m
ultip
le d
utie
s an
d ta
sks
effe
ctive
ly an
d ef
ficie
ntly
• Di
stin
guish
es b
etwe
en u
rgen
t/non
-urg
ent
and
impo
rtant
/uni
mpo
rtant
task
s
• An
alyze
s wo
rk a
nd b
reak
s pr
ojec
ts in
to
small
er a
ctivi
ties
to fa
cilita
te c
ompl
etio
n
• Id
entifi
es n
eede
d re
sour
ces
and
esta
blish
es ti
mel
ines
• Co
ntin
ually
plan
s fo
r effe
ctive
ac
com
plish
men
t of n
ext s
teps
; an
ticip
ates
wor
k ne
eds
and
prio
ritize
s in
ac
cord
ance
with
the
orga
niza
tion’
s go
als
• M
akes
nee
ded
adju
stm
ents
to ti
mel
ines
, st
eps,
and
reso
urce
allo
catio
n
• Ro
utin
ely
upda
tes
team
mem
bers
/co
lleag
ues
and
supe
rviso
r of w
ork
stat
us
and
prog
ress
as
requ
ired
• Co
nsist
ently
refle
cts
on a
ctivi
ties
to
ensu
re th
ey a
re in
line
with
obj
ectiv
es
• Ev
aluat
es o
utco
mes
of a
ctivi
ties
on a
re
gular
bas
is
• M
anag
es a
wid
e ra
nge
of c
ompl
ex ta
sks
and
proj
ects
effe
ctive
ly an
d ef
ficie
ntly,
us
ing
both
form
al an
d in
form
al ch
anne
ls to
ach
ieve
them
as
appr
opria
te
• Id
entifi
es th
e va
ried
reso
urce
s ne
eded
to
acco
mpl
ish p
roje
cts
(e.g
., di
ffere
nt ty
pes
of e
xpen
ditu
res;
diff
eren
t skil
l mixe
s, ta
king
into
acc
ount
gro
up m
embe
rs’
skills
, nee
ds a
nd, i
f pos
sible,
pre
fere
nces
)
• Pr
oduc
es re
alist
ic an
d ac
hiev
able
wor
k pl
ans,
accu
rate
ly as
sess
ing
scop
e of
pr
ojec
ts a
nd d
ifficu
lty o
f tas
ks, a
nd
esta
blish
es p
riorit
ies
for s
elf a
nd o
ther
s
• M
onito
rs o
utco
mes
, act
ivitie
s an
d us
e of
re
sour
ces
(e.g
., pe
ople,
sup
plie
s, m
oney
)
• De
velo
ps b
ack-
up p
lans
to h
andl
e po
tent
ial o
bsta
cles
and
rene
gotia
tes
com
mitm
ents
or d
eadl
ines
as
circu
mst
ance
s di
ctat
e
• Up
date
s em
ploy
ees
and
man
agem
ent
and/
or s
take
hold
ers
regu
larly
on s
tatu
s of
pro
ject
s
• Pl
ans
and
orga
nize
s at
a s
trate
gic
leve
l, de
velo
ping
bus
ines
s pl
ans
for t
he
orga
niza
tion
• Se
cure
s, all
ocat
es a
nd c
oord
inat
es
prog
ram
or p
roje
ct re
sour
ces
in lin
e wi
th
stra
tegi
c di
rect
ion
• En
sure
s sy
stem
s ar
e in
plac
e to
cap
ture
th
e in
form
atio
n ne
eded
to m
onito
r and
ev
aluat
e pr
ogre
ss, o
utco
mes
and
use
of
reso
urce
s
• En
sure
s pr
ogra
ms
are
mon
itore
d to
trac
k pr
ogre
ss, o
utco
mes
and
opt
imal
use
of re
sour
ces,
and
that
adj
ustm
ents
are
m
ade
as n
eede
d
• De
term
ines
and
com
mun
icate
s ob
ject
ives,
prio
ritie
s an
d st
rate
gies
that
pr
ovid
e di
rect
ion
for t
he o
rgan
izatio
n
• En
sure
s ou
tcom
es a
re e
valu
ated
• Ch
allen
ges
unso
und
and
inef
ficie
nt
orga
niza
tiona
l pol
icy a
nd p
ract
ices,
and
sugg
ests
cha
nge
stra
tegi
es
EXAMPLES
I–28
© Canadian Centre on Substance Abuse, 2014 Competencies for Canada’s Substance Abuse Workforce
SE
LF C
AR
E: D
elib
erat
ely
and
cont
inuo
usly
app
ly p
rofe
ssio
nal a
nd p
erso
nal s
elf c
are
prin
cipl
es to
one
self
and,
at t
imes
, oth
ers
to s
usta
in o
ptim
al p
rodu
ctiv
ity w
hile
mai
ntai
ning
phy
sica
l, m
enta
l, sp
iritu
al a
nd e
mot
iona
l hea
lth.
1 =
Intr
od
ucto
ry2
= D
evel
op
ing
3 =
Inte
rmed
iate
4 =
Ad
vanc
ed
• Se
eks
to in
crea
se o
wn k
nowl
edge
of
prof
essio
nal a
nd p
erso
nal s
elf c
are
prin
ciple
s
• Se
eks
self
know
ledg
e of
per
sona
l, co
gnitiv
e, e
mot
iona
l, sp
iritua
l, ph
ysica
l an
d be
havio
ural
char
acte
ristic
s an
d ot
her
fact
ors
that
may
affe
ct e
ffect
ivene
ss a
nd
well-
bein
g
• De
mon
stra
tes
know
ledg
e of
one
’s pe
rson
al ca
pabi
lity a
nd lim
its a
nd a
cts
with
in th
ese
para
met
ers
• De
mon
stra
tes
an u
nder
stan
ding
of t
he
impo
rtanc
e of
pro
fess
iona
l and
per
sona
l bo
unda
ries
to s
elf c
are
• Se
eks
to re
solve
pro
fess
iona
l and
pe
rson
al bo
unda
ry c
halle
nges
and
ac
tivel
y se
eks
to d
evel
op a
dapt
ive
stra
tegi
es a
nd o
utco
mes
, e.g
., ap
prop
riate
use
of h
umou
r
• Ro
utin
ely
sche
dule
s tim
e fo
r refl
ectiv
e ac
tion
to e
valu
ate
self
care
effi
cacy
• Cr
eate
s a
healt
hy w
ork
spac
e fo
r sel
f by
sch
edul
ing
inte
rmitt
ent s
elf c
are
brea
ks (e
.g.,
mea
ls, s
hort
walks
, tim
e wi
th c
o-wo
rker
s) a
nd ta
kes
resp
onsib
ility
for m
ainta
inin
g re
ason
able
wor
k ho
urs
and
addr
essin
g ov
erwo
rk c
once
rns
with
su
perio
rs
• Se
ts a
nd m
ainta
ins
appr
opria
te p
rofe
ssio
nal
and
pers
onal
boun
darie
s wi
th c
lient
s an
d co
lleag
ues
• Ro
utin
ely
refle
cts
on s
treng
ths,
weak
ness
es
and
reali
stic
self
expe
ctat
ions
and
lear
ns fr
om
expe
rienc
e an
d fe
edba
ck fr
om p
eers
• Ta
kes
resp
onsib
ility
for o
ne’s
pers
onal,
pr
ofes
siona
l, m
enta
l and
phy
sical
healt
h,
appr
opria
tely
usin
g av
ailab
le le
ave
and
healt
h an
d we
llnes
s be
nefit
s
• Pr
oact
ively
enga
ges
in p
ositiv
e he
alth
beha
viour
s (e
.g.,
main
tain
s wo
rk/li
fe b
alanc
e,
prop
er n
utrit
ion
and
phys
ical h
ealth
hab
its)
• Ad
apts
one
’s pe
rson
al co
ping
stra
tegi
es to
de
al wi
th d
ifficu
lt sit
uatio
ns, f
atig
ue a
nd s
tress
to
mitig
ate
impa
ct o
n se
lf
• Bu
ilds
supp
ort s
yste
ms
for s
elf a
t wor
k
• Pr
oact
ively
seek
s fe
edba
ck o
n se
lf ca
re p
ract
ices
and,
whe
n ne
cess
ary,
assis
tanc
e fro
m o
ther
s us
ing
avail
able
in
tern
al an
d ex
tern
al re
sour
ces
• De
velo
ps s
elf c
are
best
pra
ctice
s th
at
will a
ssist
sel
f and
pee
rs in
cop
ing
with
wor
k ch
allen
ges
such
as
stre
ss,
fatig
ue a
nd d
ifficu
lt sit
uatio
ns, e
.g.,
the
appr
opria
te u
se o
f hum
our t
o re
lieve
tens
ion
• De
velo
ps in
form
al su
ppor
t sys
tem
s an
d so
cial n
etwo
rks
to a
ssist
sel
f and
pe
ers
in p
ositiv
e se
lf ca
re
• Sh
ares
info
rmat
ion
and
less
ons
lear
ned
in s
elf c
are
by d
evel
opin
g or
par
ticip
atin
g in
pee
r con
sulta
tion
grou
ps
• Fo
ster
s se
lf ca
re in
pee
rs a
nd
refe
rs s
elf c
are
dist
ress
in p
eers
to
appr
opria
te re
sour
ce
• Co
ntrib
utes
thro
ugh
one’
s ac
tions
to
crea
ting
and
sust
ainin
g a
self
care
wo
rk c
ultu
re
• Se
eks
out w
ork
chall
enge
s th
at
prom
ote
self
inte
rest
and
rene
wed
enth
usias
m
• Im
plem
ents
sel
f car
e as
sess
men
ts a
nd
self
mon
itorin
g pr
ogra
ms
• Pr
ovid
es e
xper
tise
to o
ther
s in
id
entif
ying
cogn
itive,
em
otio
nal,
phys
ical
and
beha
viour
al sig
ns o
f thr
eats
to
prof
essio
nal a
nd p
erso
nal s
elf c
are
• De
velo
ps s
trate
gies
and
bes
t pra
ctice
s to
ass
ist o
ther
s in
cop
ing
with
diffi
cult
situa
tions
, stre
ss a
nd fa
tigue
• Fo
rmali
zes
supp
ort n
etwo
rks
to a
ssist
pe
ers
in p
erfo
rmin
g se
lf ca
re a
nd s
elf
mon
itorin
g ac
tivitie
s
• De
mon
stra
tes
flexib
ility
and
fairn
ess
in s
uppo
rting
the
adju
stm
ent o
f wor
k de
man
ds fo
r oth
ers
who
may
be
expe
rienc
ing
pers
onal
chall
enge
s
Behavioural Competencies Report BEHAVIOUR INDICATORS BY LEVEL OF PROFICIENCY
SELF CAREEXAMPLES
I–29
© Canadian Centre on Substance Abuse, 2014 Competencies for Canada’s Substance Abuse Workforce
Behavioural Competencies ReportBEHAVIOUR INDICATORS BY LEVEL OF PROFICIENCY SELF MANAGEMENT
SE
LF M
AN
AG
EM
EN
T: A
ppro
pria
tely
man
age
one’
s ow
n em
otio
ns a
nd s
tron
g fe
elin
gs; m
aint
ain
a ca
lm a
nd ta
ctfu
l com
posu
re u
nder
a b
road
ra
nge
of c
halle
ngin
g ci
rcum
stan
ces;
and
thin
k cl
early
and
sta
y fo
cuse
d un
der
pres
sure
. Enc
ompa
sses
sel
f-re
gula
tion
and
min
dful
ness
.
1 =
Intr
od
ucto
ry2
= D
evel
op
ing
3 =
Inte
rmed
iate
4 =
Ad
vanc
ed
• De
scrib
es h
ow o
wn e
mot
ions
and
fe
elin
gs im
pact
wha
t is
said
, don
e an
d th
ough
t
• Ac
know
ledg
es o
wn p
erso
nal t
rigge
rs a
nd
how
and
wher
e on
e’s
valu
es, o
pini
ons
and
bias
es c
ould
lead
to lo
ss o
f con
trol
• Re
main
s ta
ctfu
l and
resp
ectfu
l of s
elf a
nd
othe
rs a
t all t
imes
• Us
es s
tress
man
agem
ent t
echn
ique
s an
d ou
tlets
and
wor
ks to
ward
s de
velo
ping
an
d ho
ning
per
sona
l res
ilienc
e sk
ills
• Ac
ts c
onsis
tent
ly wi
thin
pro
fess
iona
l and
pe
rson
al bo
unda
ries
• De
velo
ps p
erso
nal c
opin
g st
rate
gies
to
main
tain
a p
ositiv
e an
d ca
lm d
emea
nour
an
d ap
proa
ch in
diffi
cult
circ
umst
ance
s
• M
oves
on
and
reco
vers
swi
ftly
from
di
fficu
lt sit
uatio
ns
• Re
spon
ds in
an
emot
iona
lly s
tabl
e an
d co
nsist
ently
calm
, pro
fess
iona
l man
ner i
n va
rious
situ
atio
ns
• Fu
nctio
ns e
ffect
ively
and
main
tain
s ap
prop
riate
focu
s in
stre
ssfu
l or
emot
iona
l situ
atio
ns
• Us
es s
elf m
onito
ring
skills
to c
heck
pe
rson
al an
d sit
uatio
nal t
rigge
rs o
r “h
ot
butto
ns” e
arly
and
acts
to o
verc
ome
thes
e to
ach
ieve
pos
itive
outc
omes
for
self
and
othe
rs
• De
velo
ps a
kee
n ab
ility
to id
entif
y em
otio
nal a
nd s
ituat
iona
l trig
gers
in
othe
rs, a
nd u
ses
skill
and
tact
to fo
ster
an
d m
ainta
in d
ialog
ue
• Ke
eps
issue
s an
d sit
uatio
ns in
pe
rspe
ctive
in o
rder
to a
ct in
a th
ough
t-ou
t and
com
pose
d m
anne
r
• Re
cogn
izes
when
to re
mov
e se
lf an
d/or
ot
hers
from
a s
ituat
ion
and
when
to s
eek
assis
tanc
e in
dea
ling
with
the
situa
tion
• Pr
actic
es id
entifi
able
stre
ss m
anag
emen
t be
havio
urs
to m
ediat
e ow
n st
ress
re
spon
se
• Co
nsist
ently
mod
els
posit
ive s
elf
man
agem
ent a
nd p
rofe
ssio
nal d
ecor
um
and
acts
as
a po
sitive
role
mod
el to
ot
hers
• Co
ache
s an
d gu
ides
oth
ers
in h
onin
g th
eir s
elf m
anag
emen
t skil
ls an
d co
ping
wi
th d
ifficu
lt sit
uatio
ns
• Ap
plie
s po
sitive
stra
tegi
es to
diff
use
diffi
cult
situa
tions
• He
lps
peer
s an
d cli
ents
to id
entif
y pe
rson
al an
d gr
oup
barri
ers
to
appr
opria
te e
mot
iona
l reg
ulat
ion
and
shar
es s
trate
gies
to re
tain
a b
alanc
ed
pers
pect
ive a
nd re
main
com
pose
d
• Ro
utin
ely
refle
cts
upon
incid
ents
to
iden
tify
stra
tegi
es to
impr
ove
self
man
agem
ent a
biliti
es
• Co
ntin
uous
ly wo
rks
towa
rds
deve
lopi
ng
and
honi
ng p
erso
nal r
esilie
nce
and
emot
iona
l hea
lth in
sel
f and
oth
ers
• Pr
ovid
es e
xper
tise
to o
ther
s in
man
agin
g an
d de
-esc
alatin
g sit
uatio
ns
• Im
plem
ents
and
eva
luat
es s
tress
m
anag
emen
t and
sel
f man
agem
ent
prog
ram
s
• Cr
eate
s an
env
ironm
ent i
n wh
ich
welln
ess,
balan
ce a
nd a
pos
itive
resp
ectfu
l wor
kplac
e ar
e va
lued
• St
rate
gica
lly s
eeks
furth
er k
nowl
edge
an
d cr
eate
s op
portu
nitie
s fo
r oth
ers
to id
entif
y re
sour
ces
and
stra
tegi
es to
im
prov
e se
lf m
anag
emen
t abi
lities
• Pr
omot
es a
cul
ture
of s
elf m
anag
emen
t in
the
orga
niza
tion
and
hold
s in
divid
uals
acco
unta
ble
for t
heir
beha
viour
EXAMPLES
I–29
© Canadian Centre on Substance Abuse, 2014 Competencies for Canada’s Substance Abuse Workforce
Behavioural Competencies Report BEHAVIOUR INDICATORS BY LEVEL OF PROFICIENCY
SELF MOTIVATION AND DRIVES
ELF
MO
TIV
AT
ION
AN
D D
RIV
E: R
emai
n m
otiv
ated
and
focu
sed
on a
goa
l unt
il th
e be
st p
ossi
ble
resu
lts a
re a
chie
ved,
with
bot
h pa
ssio
n fo
r m
akin
g a
diffe
renc
e in
the
subs
tanc
e ab
use
field
and
per
sist
ence
des
pite
con
front
ing
obst
acle
s, re
sist
ance
and
set
back
s.
1 =
Intr
od
ucto
ry2
= D
evel
op
ing
3 =
Inte
rmed
iate
4 =
Ad
vanc
ed
• Se
lect
s ap
prop
riate
app
roac
hes
and
tech
niqu
es th
at w
ill as
sist i
n re
achi
ng
outc
omes
• W
orks
act
ively
with
clie
nts
to a
ssist
them
in
reac
hing
des
ired
outc
omes
• Pr
ovid
es c
lient
s wi
th o
ppor
tuni
ties
for
mot
ivate
d ac
tion
and,
whe
re a
ppro
priat
e,
offe
rs id
eas
and
sugg
ests
mod
ified
appr
oach
es to
add
ress
spe
cific
issue
s
• Id
entifi
es a
nd a
cts
on is
sues
and
pr
oble
ms
rath
er th
an w
aitin
g fo
r iss
ues
to
reso
lve th
emse
lves
• Do
es n
ot g
ive u
p at
the
first
sig
n of
an
obst
acle
• M
ainta
ins
ener
gy a
nd w
ork
com
mitm
ent
thro
ugho
ut th
e wo
rk d
ay
• W
orks
inde
pend
ently
with
out s
uper
visio
n to
com
plet
e ta
sks,
takin
g th
e in
itiativ
e to
mak
e de
cisio
ns w
ithin
own
are
a of
re
spon
sibilit
y
• De
mon
stra
tes
initia
tive
and
mot
ivatio
n fo
r ac
tion
by p
roac
tivel
y m
ovin
g ac
tivitie
s an
d iss
ues
forw
ard
• Pe
rsev
eres
in th
e fa
ce o
f diffi
cult
circu
mst
ance
s to
ach
ieve
des
ired
resu
lts
• Us
es a
repe
rtoire
of b
est-p
ract
ice a
ppro
ache
s to
tack
le a
cha
lleng
ing
situa
tion
and
reac
h de
sired
out
com
e
• Us
es a
ll app
ropr
iate
reso
urce
s at
one
’s di
spos
al to
reac
h ob
ject
ives
• Pr
oact
ively
refle
cts
on p
ast s
ucce
sses
and
fa
ilure
s to
impr
ove
one’
s ap
proa
ch a
nd
cons
cious
ly av
oids
repe
atin
g pa
st m
istak
es
• De
mon
stra
tes
sens
itivity
to o
ther
s’ ne
eds,
opin
ions
and
des
ired
obje
ctive
s in
ach
ievin
g re
sults
• En
cour
ages
oth
ers
to p
erse
vere
in
the
face
of c
halle
nges
by
bein
g a
posit
ive ro
le m
odel
and
sha
ring
less
ons
lear
ned
• An
ticip
ates
pot
entia
l obs
tacle
s to
var
ious
cou
rses
of a
ctio
n an
d ov
erco
mes
them
to a
chie
ve d
esire
d re
sult
• Re
asse
sses
own
beh
avio
ur a
nd
appr
oach
whe
n co
min
g to
a d
ead
end
• As
sists
oth
ers
in a
nalyz
ing
past
su
cces
ses
and
failu
res
to a
ssist
them
in
mod
ifyin
g th
eir a
ppro
ach
and
met
hod
• Co
ntin
ually
sea
rche
s fo
r add
itiona
l so
lutio
ns o
r app
roac
hes
when
tra
ditio
nal m
etho
ds a
re n
ot s
ucce
ssfu
l
• Co
nsist
ently
ach
ieve
s go
als
succ
essf
ully
• Fo
cuse
s on
the
“bot
tom
line”
whi
le
rem
ainin
g re
spec
tful a
nd p
rofe
ssio
nal
• Id
entifi
es a
nd a
cts
on o
ppor
tuni
ties
to
impr
ove
proc
esse
s to
ach
ieve
des
ired
outc
omes
• Cr
eate
s op
portu
nitie
s to
und
erta
ke
initia
tives
that
will
bene
fit b
oth
the
orga
niza
tion
and
its c
lient
s
• Gu
ides
oth
ers
towa
rds
reso
urce
s in
su
ppor
t of r
each
ing
desir
ed o
utco
mes
• Pr
ovid
es e
xper
tise
to o
ther
s on
re
focu
sing
thei
r app
roac
h or
mod
ifyin
g th
eir b
ehav
iour
s to
reac
h de
sired
ou
tcom
es
• Ex
cels
in o
wn p
erfo
rman
ce a
nd
mot
ivate
s ot
hers
to d
o th
e sa
me
• De
mon
stra
tes
long
-term
thin
king
and
visio
ning
that
pro
mot
es th
e de
velo
pmen
t of
the
subs
tanc
e ab
use
field
and
wo
rkfo
rce
EXAMPLES
I–30
© Canadian Centre on Substance Abuse, 2014 Competencies for Canada’s Substance Abuse Workforce
Behavioural Competencies ReportBEHAVIOUR INDICATORS BY LEVEL OF PROFICIENCYTEAMWORK AND COOPERATION
TE
AM
WO
RK
AN
D C
OO
PE
RA
TIO
N: W
ork
coop
erat
ivel
y an
d pr
oduc
tivel
y w
ith o
ther
s w
ithin
and
acr
oss
orga
niza
tiona
l uni
ts to
ach
ieve
co
mm
on g
oals
; dem
onst
rate
resp
ect,
coop
erat
ion,
col
labo
ratio
n, a
nd c
onse
nsus
-bui
ldin
g.
1 =
Intr
od
ucto
ry2
= D
evel
op
ing
3 =
Inte
rmed
iate
4 =
Ad
vanc
ed
• De
als h
ones
tly a
nd fa
irly w
ith o
ther
s, sh
owin
g co
nsid
erat
ion
and
resp
ect f
or
indi
vidua
l diff
eren
ces
• W
illing
ly sh
ares
the
work
load
with
and
as
sists
oth
er te
am m
embe
rs
• Co
ordi
nate
s ow
n wo
rk w
ith th
at o
f oth
ers
• Sh
ares
all r
elev
ant i
nfor
mat
ion
with
team
m
embe
rs
• Li
sten
s to
oth
ers’
viewp
oint
s wi
thou
t in
terru
ptio
n, p
ract
icing
act
ive lis
teni
ng
• Su
ppor
ts te
am d
ecisi
ons
• En
gage
s in
team
bui
ldin
g ef
forts
• Co
nsist
ently
sup
ports
team
’s pu
rpos
e an
d pr
oact
ively
acts
to p
ositiv
ely
influ
ence
team
resu
lts
• Pr
oact
ively
offe
rs a
ssist
ance
to te
am
mem
bers
whe
n ne
eded
• Ac
tivel
y ke
eps
team
mem
bers
info
rmed
of
the
stat
us o
f own
task
s wh
ich a
re
conn
ecte
d to
and
cou
ld h
ave
an im
pact
on
the
work
of o
ther
s
• Se
eks
and
valu
es o
ther
s’ in
put,
invo
lvem
ent a
nd e
xper
tise,
dem
onst
ratin
g a
willin
gnes
s to
lear
n fro
m o
ther
team
m
embe
rs
• Of
fers
con
stru
ctive
sug
gest
ions
and
op
inio
ns in
resp
onse
to id
eas
pres
ente
d
• Gi
ves
cred
it an
d ac
know
ledg
es
cont
ribut
ions
and
effo
rts o
f oth
er te
am
mem
bers
• In
fluen
ces
rele
vant
org
aniza
tiona
l go
als a
nd o
utco
mes
thro
ugh
effe
ctive
te
amwo
rk a
nd c
oope
ratio
n
• En
sure
s th
at a
ll gro
up m
embe
rs h
ave
an o
ppor
tuni
ty to
con
tribu
te to
gro
up
disc
ussio
ns
• Fa
cilita
tes
bene
ficial
reso
lutio
ns to
co
nflict
am
ong
team
mem
bers
• Fa
cilita
tes
coop
erat
ion
and
mot
ivatio
n wi
thin
and
acr
oss
team
s th
ough
var
ious
m
eans
inclu
ding
form
al te
am-b
uild
ing
activ
ities
• Pr
ovid
es fe
edba
ck to
team
mem
bers
to
mak
e th
e te
am s
ucce
ssfu
l
• Re
cogn
izes
and
rewa
rds
indi
vidua
l an
d gr
oup
cont
ribut
ions
and
give
s ap
prop
riate
cre
dit f
or s
ucce
sses
• En
sure
s ot
hers
reco
gnize
how
the
work
an
d su
cces
ses
of te
amm
ates
and
oth
er
pers
ons
cont
ribut
e to
the
succ
ess
of th
e te
am a
nd th
e or
gani
zatio
n
• Su
perv
ises,
guid
es, m
ento
rs a
nd
coac
hes
othe
rs in
dev
elop
ing
effe
ctive
te
amwo
rk p
ract
ices
• De
velo
ps p
roto
cols
and
proc
edur
es th
at
supp
ort a
nd e
nhan
ce te
amwo
rk w
ithin
th
e or
gani
zatio
n
• Va
lues
, rew
ards
and
reco
gnize
s te
am
succ
esse
s th
roug
h or
gani
zatio
nal
initia
tives
• Fa
cilita
tes
colla
bora
tion
acro
ss te
ams
to a
chie
ve c
omm
on g
oals,
bre
ak d
own
barri
ers
(stru
ctur
al, fu
nctio
nal,
cultu
ral)
betw
een
team
s; p
rom
otes
the
shar
ing
of
expe
rtise
and
reso
urce
s
• Pr
oact
ively
addr
esse
s te
am c
onflic
t with
ta
ct a
nd d
iplo
mac
y
EXAMPLES
I–31