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Competency Catalogue Revised November 2012

RC

4630

(12)

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Table of contents About the Competency Catalogue ................................................................................................. 4

Catalogue contents ........................................................................................................................ 4 Definition of competency ................................................................................................................ 4 Categories of competencies ........................................................................................................... 4 Using the Catalogue ....................................................................................................................... 5

Behavioural competencies.............................................................................................................. 7 Adaptability (ADAP) ........................................................................................................................ 8 Tips for understanding Adaptability (ADAP) ................................................................................. 9

Analytical Thinking (AT)................................................................................................................ 11 Tips for understanding Analytical Thinking (AT) ......................................................................... 12

Change Leadership (ChL) ............................................................................................................ 14 Tips for understanding Change Leadership (ChL) ...................................................................... 15

Client Service Orientation (CSO) .................................................................................................. 16 Tips for understanding Client Service Orientation (CSO) ........................................................... 17

Conflict Resolution (CR) ............................................................................................................... 19 Tips for understanding Conflict Resolution (CR) ......................................................................... 20

Creative Thinking (CT) ................................................................................................................. 22 Tips for understanding Creative Thinking (CT) ........................................................................... 23

Dealing with Difficult Situations (DDS) ......................................................................................... 24 Tips for understanding Dealing with Difficult Situations (DDS) ................................................... 25

Decisiveness (DEC) ..................................................................................................................... 26 Tips for understanding Decisiveness (DEC) ............................................................................... 27

Developing Others (DEV) ............................................................................................................. 29 Tips for understanding Developing Others (DEV) ....................................................................... 30

Effective Interactive Communication (EIC) ................................................................................... 31 Tips for understanding Effective Interactive Communication (EIC) ............................................. 32

Impact and Influence (IMP) .......................................................................................................... 34 Tips for understanding Impact and Influence (IMP) .................................................................... 35

Initiative (INT) ............................................................................................................................... 36 Tips for understanding Initiative (INT) ......................................................................................... 37

Relationship/Network Building (RNB) ........................................................................................... 38 Tips for understanding Relationship/Network Building (RNB) ..................................................... 39

Self-Confidence (SCF) ................................................................................................................. 41 Tips for understanding Self-Confidence (SCF) ........................................................................... 42

Strategic Outlook and Alignment (SOA) ....................................................................................... 43 Tips for understanding Strategic Outlook and Alignment (SOA) ................................................. 44

Team Leadership (TL) .................................................................................................................. 45 Tips for understanding Team Leadership (TL) ............................................................................ 46

Teamwork and Cooperation (TWC) .............................................................................................. 48 Tips for understanding Teamwork and Cooperation (TWC) ....................................................... 49

Technical competencies................................................................................................................ 50 Introduction to Technical Competencies ...................................................................................... 51 Proficiency Scale for the Technical Competencies ....................................................................... 52 Technical Competencies and Definitions...................................................................................... 53 Accounting (A) ............................................................................................................................ 53 Actuarial Sciences (AS) .............................................................................................................. 53 Auditing (AU) .............................................................................................................................. 53 Business Continuity Planning (BCP) .......................................................................................... 53 Business Equity Valuation (BEV) ................................................................................................ 53

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Business Structure of the Canada Revenue Agency (BSA) ....................................................... 54 Canada Revenue Agency’s Business and Management Systems (BMS) .................................. 54 Canada Revenue Agency’s Office Technology (OT) .................................................................. 54 Electronic Business Systems and Related Technologies (EBSRT) ............................................ 55 Electronic Publishing Software/Technology (EPST) ................................................................... 55 Evaluation (E) ............................................................................................................................. 55 Financial Management (FIN) ...................................................................................................... 56 Human Resource Management (HRM) ...................................................................................... 56 Industry/Sector Knowledge (ISK) ................................................................................................ 56 Information Seeking Techniques (IS) ......................................................................................... 56 Information Technology (ITEC) ................................................................................................... 57 Internal Auditing (IAU) ................................................................................................................ 57 Legislation, Policies and Procedures (LEG) ............................................................................... 57 Library and Information Science (LIS) ........................................................................................ 57 Materiel Management (MM) ........................................................................................................ 58 Negotiating Techniques (NT) ...................................................................................................... 58 Planning, Organizing and/or Monitoring (PO) ............................................................................. 58 Project Management (PM) .......................................................................................................... 58 Real Estate / Personal Property Appraisal (REPPA) .................................................................. 59 Real Property (RP) ..................................................................................................................... 59 Research (STAT) ........................................................................................................................ 59 Rules of Evidence (ROE) ............................................................................................................ 60 Sciences (Pure/Applied) (SPA) ................................................................................................... 60 Security Systems, Applications and Concepts (SSAC) .............................................................. 60 Sustainable Development (SD) .................................................................................................. 60 Tax Planning (TPMT).................................................................................................................. 60 Technology and Business (IT) .................................................................................................... 61 Telephony (TEL) ......................................................................................................................... 61 Writing Skills (WR) ...................................................................................................................... 61

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About the Competency Catalogue Human Resources Management within the Canada Revenue Agency (CRA) is competency-based. Competency-based human resources management (CBHRM) is founded on the principle that organizational performance will result from having the right people in the right jobs with the right skills and abilities. CBHRM focuses on common competencies which are used in a number of human resources activities.

Catalogue contents The CRA Competency Catalogue (Catalogue) is the official list of competencies required by the organization in order to attain its objectives and to deliver service to Canadians. It ensures consistent application of the competencies across the organization. The Catalogue was developed and is maintained by the Competencies, Performance, and Recognition Division (CPRD) in the Human Resources Branch (HRB). Input is provided from various sources within the CRA such as job competency profiles coordinators, unions and competency consultants. Comments and suggestions from managers and employees who participate in the development of job competency profiles and assessment of the competencies also help to further refine the Catalogue. Although competencies are widely used throughout many organizations, the Catalogue is unique to the CRA as it reflects our business needs and organizational values. It is an evolving document that will change with the organization. Competencies will be added, deleted or modified as required.

Definition of competency The CRA defines a competency as an observable or measurable knowledge, skill, ability or behavioural characteristic that contributes to successful job performance. There are two major components to a competency – the definition and the scale. The definition explains what the competency means. This provides a common language that everyone in the organization can use. Each competency also has a scale, which is divided into levels with descriptions of what is required to progress through the competency.

Categories of competencies The Catalogue contains two categories of competencies: Behavioural competencies refer to the key interpersonal and personal attributes that are necessary for specific jobs across the organization. These competencies generally refer to the way a person acts, thinks or feels and are products of personal motives, traits and self images. Technical competencies refer to the technical knowledge, skills and abilities that are relevant to specific jobs or roles across the organization. Technical competencies are usually acquired through specific learning or work experience in applying the knowledge and skill.

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Using the Catalogue Behavioural competencies In order to understand a behavioural competency it is important to first read the definition, followed by the progression of scale, and then the underlying notions for each level. These are the key elements of behavioural competencies and should all be considered to provide a full description of the competency. The title does not fully explain what is meant by the competency so the entire definition should be read to avoid misunderstanding. The definition contains all the critical elements of the competency. It ensures a common understanding of what this competency means within CRA. The core motivation is also helpful to determine the underlying intention behind the behaviour. The progression of scale describes how the behaviours change and evolve as the levels increase. The underlying notions describe the aspects of behaviours which are demonstrated at each level. The elements in the progression of scale must be considered in relation to the underlying notions as they influence the behaviours displayed. The behaviours generally build on each other. As the levels increase, elements of the preceding levels are usually demonstrated. You may use the following information as a general guideline when reviewing the underlying notions for each level of competency:

Level 1 – usually reactive behaviour. The behaviour is usually in response to a situation and may be influenced or prompted by someone else, such as a supervisor or a client. Level 2 – usually active behaviour. It involves effort or attention required to engage in action. This behaviour may be demonstrated by an action, attitude, or a concern. Level 3 – usually proactive behaviour. It involves foresight in order to take action in advance or prepare for an expected occurrence or situation rather than waiting to respond until after it happens. This type of behaviour is often based on knowledge or past experience. Level 4 – usually strategic. This behaviour involves a broad perspective in order to plan and take action related to a strategy for addressing a complex situation. The outcome of this behaviour may have future impacts on the larger organization.

Types of behaviours are provided to give a further explanation of the underlying notions. They describe actions, thoughts or feelings that may generally be seen at each level. They are not intended to be an exhaustive list and should not be used as a checklist since there are many ways in which the behaviours can be demonstrated. Each behavioural competency also has a Tips for Understanding page. This page is intended to help further the understanding of the competency by providing more details related to important elements of the competency. It contains the Purpose, which describes why the competency is important to the CRA and how the behaviour can support our business. There is also an explanation of the progression of scale and a section on what the competency means and does not mean. Competencies are not pure and pristine; they often have some overlapping elements. This is the nature of human behaviour, and competencies reflect this complexity. A section on how each competency links to other competencies is provided at the end of the tips for understanding page. The same situation can provide an opportunity to demonstrate a number of behaviours which may reflect more than one competency. For example, an individual who is providing service to a client

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might show Client Service Orientation and Effective Interactive Communication. The Effective Interactive Communication may be demonstrated during their discussions with the client in order to ensure that their message is understood. The Client Service Orientation may be demonstrated through their desire and commitment to provide quality service to the client. Technical Competencies Each technical competency has its own definition however they all share a generic five-level proficiency scale. The progression of this scale begins with a basic knowledge at level 1 to a demonstrated expert capability at level 5. When reading a technical competency it is important that you read the entire definition and refer to the Proficiency Scale for the Technical Competencies for an understanding of each level.

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Behavioural competencies

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Adaptability (ADAP)

Definition: Adaptability is altering behaviours and/or attitudes to work effectively when faced with new information, a changing situation or environment.

Core motivation: To be flexible in response to various circumstances. Consider the progression of the scale when reviewing the underlying notions and related types of behaviours.

Progression of the scale: magnitude of the change and degree of behavioural flexibility

Scale Underlying notion Types of behaviours

Level 1

Recognizing change and responding appropriately

• Keeps an open mind and shows respect for different opinions or ideas.

• Obtains necessary information or clarification in order to understand the change.

• Accepts and goes along with the change.

Level 2 Adjusting your approach to the situation

• Demonstrates a positive attitude and changes behaviour to meet the needs of a new or different situation.

• Adapts to the situation by gathering more information, using a new skill, or applying knowledge in a different way.

• Displays flexibility to meet the needs of the situation while still adhering to organizational values.

Level 3 Embracing new ways of working

• Welcomes and supports change to work methods. • Prepares for change by examining your point of view, acquiring

knowledge, and developing new work methods. • Adapts plans, policies, processes, or systems to accommodate

the change.

Level 4

Assimilating to major organizational change

• Introduces change to advance organizational objectives. • Develops a strategy to integrate change into the organization’s

established ways of operating. • Effectively shift priorities and modifies strategies to respond to

emerging trends, opportunities, or risks.

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Tips for understanding Adaptability (ADAP) Purpose: Adaptability encourages employees to be objective and receptive to new or different situations, ideas or problems in the work environment. The ability to change behaviours or attitudes is important to effectively achieve Agency goals and objectives. Adaptability is about dealing with change and taking responsibility for changing your behaviours and attitudes. Individuals who are adaptable recognize the need for change rather than being opposed to it or trying to hinder it. They are able to cope with various circumstances and people in order to carry out their work objectives In the progression of the scale, the magnitude of the change refers to the type of change and its impact on you. At lower levels, the change tends to be smaller and have a narrower impact such as introducing a new form or procedure. At higher levels, the change tends to be larger and have greater impacts such as a major initiative, program change or role change. Behavioural flexibility is demonstrated through your actions, reactions, opinions, and thoughts when encountering change. The degree of behavioural flexibility focuses on how much your behaviour or attitude has changed. At lower levels, there is a small change in your behaviour or attitude to adapt to a certain situation while at higher levels there is a more significant change in both your behaviour and attitude to adapt to a broader situation.

Adaptability means... Adaptability does not mean...

• being open to different ideas and perspectives • believing that your opinion is the only correct one

• making an effort to work effectively with others even though their preferred way of working is different from yours

• avoiding working with people who don't do things your way

• accepting that others may do things differently than you would

• expecting others to do things your way

• showing flexibly when applying guidelines or procedures to get the job done and meet organizational objectives

• rigorously adhering to guidelines or procedures when it is not necessary

• recognizing that certain situations require different approaches and reacting appropriately

• always taking the same approach regardless of the situation

• adjusting priorities and plans in response to changing circumstances

• sticking to your original work plan regardless of changing circumstances

• enthusiastically adopting new systems or procedures

• wanting to do things the way you have always done them

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Links to other competencies Adaptability supports many other attitudinal and cognitive competencies, such as Client Service Orientation, Creative Thinking, Effective Interactive Communication, and Impact and Influence, which require some degree of behavioural flexibility in accepting and adapting to different points of view or ways of thinking. Adaptability is inherent in Change Leadership because in order to lead change one must first adapt to it. Adaptability may support Teamwork and Cooperation because in some cases one may need to adjust to other team members’ styles in order to work cooperatively. Adaptability may also support Team Leadership and Developing Others by being able to adapt different leadership and learning styles to suit the needs of team members.

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Analytical Thinking (AT)

Definition: Analytical Thinking is using a logical reasoning process to break down and work through a situation or problem to arrive at an outcome.

Core motivation: To understand a situation. Consider the progression of the scale when reviewing the underlying notions and related types of behaviours.

Progression of the scale: degree of thinking challenge and complexity of the situation

Scale Underlying notion Types of behaviours

Level 1

Recognizing fundamental elements of a situation

• Reflects on the situation and identifies basic facts or information to be collected.

• Distinguishes between relevant and irrelevant information. • Identifies tasks or issues to be addressed. • Determines a solution based on a limited number of

pre-established responses or options.

Level 2

Clarifying the situation by identifying and linking related elements

• Gains a clearer understanding of the situation by gathering and using relevant facts or information which may have been incomplete or not readily apparent.

• Studies the available or obtained information and recognizes connections, patterns, or trends.

• Makes linkages between facts or identifies cause and effect relationships to draw logical conclusions.

Level 3

Examining the elements of the situation and making an assumption to move forward with the analysis

• Develops a possible explanation by using an assumption to fill in an information gap.

• Uses a concept or principle to bridge an information gap in order to move the thought process forward.

• Examines how existing facts relate to the assumed information or concept applied and how it could impact the outcome.

• Identifies multiple causal relationships and consequences between factors that are not obviously related.

• Draws a logical conclusion based on a combination of available and assumed information.

Level 4

Evaluating and integrating diverse and multidimensional elements to arrive at a complete solution

• Identifies and breaks down multiple elements of a complex problem or issue and realizes links between them.

• Integrates a large amount of information from various sources. • Evaluates how the information gathered, assumptions or

concepts impact on various aspects of the problem. • Considers potential impacts or consequences of different

approaches. • Develops a comprehensive solution that may be precedent

setting or have impacts for the broader organization.

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Tips for understanding Analytical Thinking (AT) Purpose: Analytical Thinking describes the mental behaviours involved in the thinking process that results in useful information and analysis to support appropriate actions and decisions in the CRA. This competency focuses on how you mentally analyze situations or problems that pose a challenge to your thinking, rather than on the actions you took or technical tools you used to obtain or analyze information. Analytical Thinking is about your train of thought and reasoning that leads to a specific action or direction. Analytical Thinking involves one or more of the following: organizing the parts of a problem or situation in a systematic way; making logical comparisons of different features or aspects; tracing implications or issues in an orderly manner; setting priorities on a rational basis; identifying time sequences, or causal relationships. In the progression of the scale, the degree of thinking challenge refers to the amount of mental effort needed to analyze the situation. As the levels increase, it takes more mental effort to think through and understand situations in order to reach a logical conclusion because the situations are increasingly complex. Complexity means that the problem or situation is composed of a variety of connected or related parts, causes, or consequences. At lower levels the problem involves fewer dimensions and as the levels progress it becomes increasingly multidimensional. At levels 1 and 2, Analytical Thinking involves the use of tangible facts or information that is readily available or can be obtained through research in order to reach a conclusion. At levels 3 and 4, it involves intangible elements and information gaps that cannot be filled by doing further research. There is a need to use assumptions or concepts in order to bridge the gaps to finally arrive at a conclusion or possible explanation. For the purpose of this competency an assumption can mean a supposition, hypothesis, or theory.

Analytical Thinking means... Analytical Thinking does not mean...

• breaking-down problems into component parts

• dealing with a problem by trying out the first thing that comes to mind

• thinking about the chain of events that led to a problem

• overlooking the factors that led up to the problem

• thinking ahead about the consequences of an action ("If I do A, then B, and C will also happen")

• solving the immediate problem without thinking about the consequences and what other problems may follow

• thinking through a problem before offering a solution

• jumping to a conclusion without thinking through the facts

• looking at the problem from different angles • accepting facts and information as presented

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Links to other competencies While there may be some similarity between Analytical Thinking and Creative Thinking at higher levels, their focus is different. Analytical Thinking refers to the mental reasoning process required to break down and analyze problems, while Creative Thinking focuses on the solution. There may also be a correlation between Analytical Thinking and Decisiveness; however, the motivation is again different since Decisiveness focuses on the need to choose and commit to a certain course of action. Analytical Thinking may also support Impact and Influence since some amount of thought is necessary to analyze information and determine an influencing strategy. Analytical Thinking may also support Developing Others in order to analyze learning needs and determine development activities. Higher levels of Analytical Thinking may lead to Strategic Outlook and Alignment, as the situations are more complex and may have impacts on the broader organization.

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Change Leadership (ChL)

Definition: Change Leadership is delivering the message of change and creating an environment that inspires people to change.

Core motivation: To promote change or be a change agent. Consider the progression of the scale when reviewing the underlying notions and related types of behaviours.

Progression of the scale: degree of involvement in the change process and complexity of the strategy

Scale Underlying notion Types of behaviours

Level 1 Informing others of change

• Communicates the message of change and the rationale to individuals affected by it.

• Explains the effects of the change to others. • Provides individuals with status updates regarding the change.

Level 2

Promoting and building commitment for change

• Promotes the benefits and advantages of change. • Builds commitment and encourages acceptance. • Includes individuals affected by the change in the decision

making process, when possible. • Focuses the message of change to make it relevant to the

audience. • Helps others adapt or overcome their resistance to change.

Level 3 Managing the change process

• Develops a plan to effectively manage the change process. • Translates change strategies into specific goals, objectives,

and timeframes. • Anticipates areas of resistance and identifies ways to reduce

obstacles to assist in a smooth transition. • Responds to the needs of others during times of change. • Manages resources effectively to enable change. • Monitors the transition and readily adapts approach as

required.

Level 4 Championing change

• Leads the development and implementation of change strategies.

• Identifies and enlists the support of key individuals to advance change.

• Ensures communication strategies are in place to facilitate understanding and commitment to change.

• Creates an environment that supports change. • Creates or adjusts organizational infrastructure to facilitate the

transition.

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Tips for understanding Change Leadership (ChL) Purpose: The CRA needs strong change leadership in order to ensure that employees are able to adjust to change as the organization evolves. Change Leadership means being an advocate for change that will help the organization accomplish its objectives. Change Leadership refers to the ability to guide a group through a change process or transition period. It involves the ability to communicate and manage change. It also includes recognizing the impact of change on yourself and others, and developing strategies to promote and implement change. Although this competency is mainly seen in management positions, employees may be able to demonstrate lower levels of Change Leadership behaviours without being in an official management position. As the scale progresses, the involvement in the change process increases as does the complexity of the change strategy. At the lower levels, the change strategy is less complex and the involvement is mainly focused on explaining and promoting the change in order to help others to understand and accept it. At the higher levels, the change strategy is more complex and as such there is more involvement in planning and implementing the change.

Change Leadership means... Change Leadership does not mean...

• emphasizing the positive aspects of the change to others

• assuming that others will realize the positive aspects of the change

• defining and expressing a clear vision for change that people can personally relate to

• trying to force your vision for change on people without anticipating their concerns

• proactively searching out opportunities to communicate and promote the change

• engaging the organization in a one-time-only communication and expecting everyone to accept the change

• encouraging and recognizing the behaviours of others that contribute to the change

• encouraging behaviours that are counter to the change

• modeling behaviours that support the change • expecting others to support the change without demonstrating your personal commitment

• addressing opposition to the change in order to maintain a positive environment

• ignoring opposition to the change and hoping things will work themselves out

Links to other competencies Elements of Change Leadership may be seen in Team Leadership particularly when leading a team through a period of change, thus Change Leadership may support Team Leadership. To be effective in leading change, many other competencies are also drawn upon, such as: Adaptability because one must be adaptable in order to lead change; Effective Interactive Communication to communicate the change; Conflict Resolution to deal with resistance to change; Strategic Outlook and Alignment to determine how the change will impact the organization in the future; and a certain amount of Impact and Influence to persuade others of the benefits of change.

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Client Service Orientation (CSO)

Definition: Client Service Orientation is giving the best service to internal or external clients.

Core motivation: To help or serve clients; to satisfy their needs. Consider the progression of the scale when reviewing the underlying notions and related types of behaviours.

Progression of the scale: degree of involvement and commitment to the client

Scale Underlying notion Types of behaviours

Level 1

Responding to a client’s request or to service requirements

• Provides the client with a response to their questions or concerns.

• Provides a service, including helpful information or assistance, which is consistent with relevant service standards and guidelines.

Level 2

Taking responsibility for addressing a client’s need or for meeting service requirements

• Shows concern for and commitment to the client. • Ensures that the client’s need is understood or establishes

what service will be delivered. • Takes the necessary steps to ensure the client's need is

addressed; may involve the assistance of third parties. • Works to resolve client service problems. • Follows-up and makes timely adjustments or advises the client

of delays, as required.

Level 3

Exceeding a client’s expectation or service requirements

• Determines a client’s underlying need and provides additional information or assistance.

• Uses experience and knowledge to provide additional, value-added service for the client or to improve the client’s situation in some way.

• Seeks client feedback to validate that additional service provided has been beneficial.

Level 4 Improving client service delivery

• Seeks to improve service to a client base. • Anticipates clients' future needs; plans and acts accordingly to

provide long-term benefits. • Gains an in-depth knowledge and understanding of the

business and needs of the client base. • Implements initiatives to optimize client satisfaction. • Recommends or determines strategic service delivery to meet

projected needs of clients and prospective clients.

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Tips for understanding Client Service Orientation (CSO) Purpose: Client Service Orientation reflects on the CRA’s commitment to provide service that meets client's needs or expectations. The value of the service to our clients could be expressed by one or more of the following: quality, timeliness, completeness, knowledge, skills, courtesy, fairness, and outcome. At levels 1, 2, and 3, the involvement and commitment usually relates to a single client, while at level 4 it relates to improving service delivery to a client base (more than one client). For this competency, the term client is used broadly and may include persons from within or outside the organization to whom you provide a service (for example, employees, taxpayers, other regions or branches, other government departments, or provinces). Your work description (client service results and key activities) and your manager can assist you in determining who your clients are within your job context. It is important to be able to identify the client and the service you provide to them or that they have an expectation of receiving from someone in your position or role. Assisting your manager or fellow team members normally corresponds to Teamwork and Cooperation, rather than Client Service Orientation, because it leads to the achievement of a common goal. Client requests, needs or expectations are often stated by the client. However, in cases where they are not stated or are unrealistic, client service can then refer to service requirements such as established service standards, policies, procedures, or service delivery models. In the progression of the scale, the degree of involvement refers to the effort expended to help the client. The commitment to the client refers to the care and concern felt for and the treatment of the client. It also includes the dedication that one shows in resolving client issues or improving the client’s situation. At higher levels, the client’s need may be more complex or diverse which would require a greater degree of involvement and commitment in order to help them.

Client Service Orientation means... Client Service Orientation does not mean...

• interacting with clients in a respectful, helpful and responsive manner

• being condescending to clients or interacting with them in a rushed or mechanical manner

• discussing the client’s need with them and their satisfaction with service delivered

• assuming the client will let you know if there is a problem

• taking responsibility to resolve a client's problem even if it goes beyond the usual or normal demands of the job

• passing on client problems to others when you could have handled them yourself

• taking the time to ensure that the client understands the information provided as it relates to their situation

• providing information without any apparent thought as to whether the client truly understands

• using your knowledge to think through what would be best for the client and acting accordingly

• doing what is faster and easier for you

• taking into consideration the client’s viewpoint and feedback to identify how to serve them more effectively

• ignoring client feedback that could improve client service

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Client Service Orientation means... Client Service Orientation does not mean...

• building and maintaining productive long-term relationships with clients

• focusing on short-term interactions with clients without considering the long-term implications

• using an understanding of client’s perspective to identify constraints and advocate on their behalf

• failing to pursue a solution to client problems when encountering obstacles or resistance

Links to other competencies One can often find some degree of Adaptability in Client Service Orientation because you may adapt your approach to the needs of the client. Effective Interactive Communication is also linked to Client Service Orientation in order to understand client requests and provide appropriate responses. Initiative and Creative Thinking may be linked to the higher levels of Client Service Orientation in order to add value for the client and determine innovative ways to improve client service.

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Conflict Resolution (CR)

Definition: Conflict Resolution is the ability to address conflict between people in order to preserve positive working relationships with others such as colleagues, clients or taxpayers.

Core motivation: To deal with conflict effectively in order to promote harmonious working relationships. Consider the progression of the scale when reviewing the underlying notions and related types of behaviours.

Progression of the scale: degree of involvement in addressing conflict

Scale Underlying notion Types of behaviours

Level 1 Noticing and reflecting on conflict

• Recognizes that there is a difference of opinion or disagreement that could negatively affect working relationships or disrupt the workplace.

• Identifies and acknowledges personal causes, symptoms, and reactions to conflict.

• Reflects on the conflict and decides whether or not to address it.

Level 2

Preparing for and engaging in a conflict resolution conversation aimed at reaching a mutually satisfactory solution

• Considers various elements of the conflict (for example, needs, communication styles, possible outcomes, and timing).

• Determines how to best approach the person or persons involved in the conflict.

• Engages the other party in a conversation attempting to resolve the conflict.

• Listens to the other party and tries to understand their perspective and identify common interests.

• Communicates with the other party in a respectful manner and demonstrates a willingness to resolve the conflict.

• Focuses the conversation on the issue, not the person.

Level 3

Demonstrating and promoting effective conflict resolution principles and practices

• Demonstrates and encourages active listening and open discussion as a means to resolve conflict.

• Promotes the benefits of and resources for conflict resolution (such as, conflict resolution policy, conflict resolution advisors, learning products).

• Serves as a role model in resolving conflict situations. • Provides an environment in which individuals feel free to

express differing opinions and concerns without fear of reprisal.• Looks beyond the immediate issue and attempts to deal with

the root of the conflict so that it does not continue or escalate.

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Progression of the scale: degree of involvement in addressing conflict

Scale Underlying notion Types of behaviours

Level 4

Creating a workforce competent in conflict resolution

• Provides guidance or assists individuals in resolving conflict by enhancing their understanding of differing interests and helping them work towards an acceptable solution.

• Enables individuals to develop conflict resolution skills and behaviours which will empower them to handle their own conflicts effectively.

• Assists others by providing impartial conflict resolution expert services, such as those of a conflict resolution advisor or mediator.

• Develops constructive approaches that use conflict and differences as catalysts for positive change in the workplace.

Tips for understanding Conflict Resolution (CR) Purpose: This competency encourages everyone to handle conflicts in a positive and constructive manner in order to maintain harmonious working relationships and achieve organizational goals. Conflict is the perception or actual occurrence of differences in the workplace. Conflict happens between people when there is a dissatisfaction or disagreement with an interaction, process, product, or service which is negatively impacting the working relationship. A working relationship is established when there is interaction with others (such as, colleagues, clients, taxpayers, external service providers) during the performance of work-related duties. When this type of conflict occurs, the people affected by it need to work together to resolve it. Conflict resolution is not about winning or losing, it is about reaching a mutually acceptable agreement. Conflicts are common. Personality differences, varying work habits, lack of communication, or simple misunderstandings may all contribute to conflict. While disagreements are normal, ignoring them may not be ideal nor would it make things better. It is often through conflict that you are able to change and progress. In this context, conflict can be seen as positive if discussions can lead to a new understanding and even better ways of doing things. If left unresolved, conflict can escalate into a dispute which can disrupt the work environment impacting working relationships and organizational effectiveness. In the progression of the scale, the degree of involvement is determined by the effort spent addressing and attempting to resolve conflict. As the levels increase, more effort is required to address conflict so the individual is more involved in thinking about the conflict, determining an appropriate approach and taking action to resolve the conflict. This competency supports the CRA Conflict Resolution Policy. The use of informal (interest-based) approaches to conflict resolution is encouraged in the policy. The options for dealing with conflicts in the workplace at all levels of this competency may include seeking the assistance of a regional Conflict Resolution Advisor.

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Conflict Resolution means... Conflict Resolution does not mean...

• being aware of disagreements or dissatisfactions in the workplace

• ignoring disagreements or dissatisfactions in the workplace

• discussing concerns or issues with others • avoiding discussions with others and waiting for the conflict to go away

• encouraging the parties in conflict to actively listen to each other and share their issues and concerns

• listening to one party’s perspective and taking their side

• helping parties in conflict to find common ground on which they can build an agreement and improve their working relationship

• focusing on the differences between the parties and encouraging an "us versus them" attitude

Links to other competencies When Effective Interactive Communication is used in the resolution of conflict situations then it does support Conflict Resolution. Self Confidence also supports Conflict Resolution because one must have some confidence in order to try to resolve conflict situations with others. While Dealing with Difficult Situations and Conflict Resolution may seem similar, their focus is different. Dealing with Difficult Situations is about how you control your emotions and respond to others in situations that have the potential to be challenging or result in provocation. Conflict Resolution focuses on maintaining positive working relationships by preventing conflict from escalating or resolving conflict in work-related situations. Higher levels of both Teamwork and Cooperation and Team Leadership may involve the demonstration of conflict resolution abilities to handle disagreements within the team. However, Conflict Resolution can be observed outside a team situation as well as within. Conflict Resolution may also support Change Leadership in order to deal with resistance to change. Higher levels of Conflict Resolution may involve some Initiative to proactively handle conflict situations and Developing Others to guide other to resolve their own conflicts.

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Creative Thinking (CT)

Definition: Creative Thinking is discovering new opportunities and solutions for problems by looking beyond current practices and using innovative thinking.

Core motivation: To be imaginative or innovative in developing approaches or solutions. Consider the progression of the scale when reviewing the underlying notions and related types of behaviours.

Progression of the scale: degree of originality

Scale Underlying notion Types of behaviours

Level 1 Recognizing the value of a new approach

• Questions the adequacy and relevance of conventional approaches.

• Seeks alternate solutions to problems.

Level 2 Adjusting the current approach

• Identifies issues and problems with current practices and finds possible ways to improve.

• Initiates improvements to practices to increase efficiency. • Recommends or implements existing processes, products or

solutions used elsewhere with little or no modification.

Level 3

Developing a solution using ideas and concepts in an original way

• Creates a solution based on ideas or approaches used in other work environments.

• Makes significant amendments to or incorporates aspects from other solutions in order to arrive at one suitable for the organization.

Level 4 Creating a new solution

• Formulates an innovative solution by developing new concepts, models, frameworks, or approaches.

• Integrates relevant concepts or models into a complete vision or solution in response to a new challenge for which there is no precedent.

• Develops a novel solution to ongoing organizational challenges.

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Tips for understanding Creative Thinking (CT) Purpose: To remain an effective and efficient organization, the CRA is constantly looking for innovative ways to solve problems, make improvements to processes or procedures, and develop new approaches to meet business objectives. Creative or innovative thinking is about new ideas. This competency encourages individuals to question the status quo, to be innovative, and to find new ways to do things. Individuals use Creative Thinking to be resourceful and to look for alternative ways that may improve work processes or practices and add value for the organization. In the progression of the scale, as the degree of originality increases there are fewer relevant precedents (inside or outside your work environment) on which to base a solution. Therefore more creativity or innovation is required in order to modify ideas or approaches, and develop a solution that will meet the unique needs of the work environment.

Creative Thinking means... Creative Thinking does not mean...

• questioning whether the current approach is still the best approach

• going with what has worked in the past without questioning if that approach still makes sense

• striving to come up with a number of different solutions to a problem

• believing that there is only one solution to a problem

• looking at what other organizations are doing successfully and determining what you could transfer to your organization

• assuming that what other organizations are doing will be of no use to your organization

• focusing on the value of finding new ideas and acting on them

• assuming that everything that can be tried has been tried

Links to other competencies While there may be some degree of similarity between Creative Thinking and Analytical Thinking at higher levels, their focus is different. Analytical Thinking focuses on the mental reasoning process required to break down and analyze problems, while Creative Thinking is more about innovative thinking or thinking outside-the-box. Creative Thinking implies a certain degree of Initiative to seek new solutions and Adaptability to accept and modify solutions for the work environment. Creative Thinking may be linked to higher levels of Strategic Outlook and Alignment in order to create strategies and vision. Creative Thinking may also support higher levels of Client Service Orientation to find innovative ways to improve service to clients.

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Dealing with Difficult Situations (DDS)

Definition: Dealing with Difficult Situations is keeping one’s emotions under control and restraining negative responses when provoked, or when faced with opposition or hostility from others.

Core motivation: To resist provocation and conduct oneself professionally. Consider the progression of the scale when reviewing the underlying notions and related types of behaviours.

Progression of the scale: degree of provocation and the potential consequences

Scale Underlying notion Types of behaviours

Level 1 Maintaining composure

• Remains outwardly calm when challenged. • Resists temptation to engage in negative behaviour. • Feels negative emotions but controls them.

Level 2

Responding calmly in an emotionally charged situation

• Responds in a constructive manner. • Focuses the conversation on the facts of the situation rather

than on the emotional reactions, in order to achieve desired results.

• Feels strong negative emotions, but continues to speak or act calmly and professionally.

Level 3

Remaining calm when provoked and taking action to de-escalate the situation

• Controls one’s own emotions when unreasonably confronted or provoked.

• Attempts to defuse the situation by using words or actions to ease emotions and alleviate tension.

• Gauges the readiness of others to move forward and responds appropriately.

Level 4 Withstanding a personal attack or threat

• Attempts to control the situation in order to ensure an effective outcome and minimize serious consequences.

• Remains in control of one’s own emotions despite fear for safety.

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Tips for understanding Dealing with Difficult Situations (DDS) Purpose: This competency relates to an individual’s effectiveness in dealing with emotionally charged situations in their work environment. It is important that employees have the self-control to remain calm in order to fulfill their duties and achieve the CRA objectives. Dealing with Difficult Situations looks at how you behave when you are provoked or challenged. It is important to be able to control your emotions and respond to others in these situations. In the progression of the scale, the degree of provocation refers to how much hostility is displayed by the other party and the degree to which that hostility is directed at you personally. At all levels there should be some consideration of potential negative consequences that could result if the situation is not handled well. As the scale progresses the potential negative consequences and risk to personal safety are increased.

Dealing with Difficult Situations means...

Dealing with Difficult Situations does not mean...

• remaining calm when personally provoked • getting defensive and letting your emotions take over

• maintaining a professional approach despite feeling strong emotions

• being rude, disrespectful, or over-reacting

• taking steps to calm someone during a hostile interaction, if appropriate

• saying or doing things that make the situation worse

• not showing frustration or hostility when provoked

• letting anger, frustration, and anxiety show

• controlling one’s own emotions by keeping things in perspective

• losing perspective and becoming emotional

Links to other competencies While Dealing with Difficult Situations and Conflict Resolution may seem similar, their focus is different. Dealing with Difficult Situations is about how you control your emotions and respond to others in situations that are challenging or result in provocation. Conflict Resolution focuses on maintaining working relationships while aiming to resolve conflict. Dealing with difficult clients or persons may require Dealing with Difficult Situations and/or Conflict Resolution. Self-confidence and Effective Interactive Communication may both support Dealing with Difficult Situations because it is often necessary to have confidence in yourself and be able to communicate effectively when dealing with difficult situations.

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Decisiveness (DEC)

Definition: Decisiveness is making, taking responsibility for, and demonstrating commitment to appropriate decisions in a timely manner.

Core motivation: To choose and commit to a course of action. Consider the progression of the scale when reviewing the underlying notions and related types of behaviours.

Progression of the scale: degree of clarity of information and risk to self or the organization at the time of the decision or recommendation

Scale Underlying notion Types of behaviours

Level 1 Making a decision in a clear situation with very low risk

• Gathers and uses necessary information to make a decision or recommendation.

• Makes a straightforward decision or recommendation that is aligned with work objectives, policies, procedures, or legislation.

• Makes a decision or recommendation where information is available and controls are in place to virtually eliminate risk.

Level 2

Making a decision in a slightly unclear situation with low risk

• Makes a decision or recommendation where there are partially defined factors or missing pieces of information.

• Makes a decision or recommendation in a situation where there is room for interpretation and discretion.

• Recognizes when it is time to stop gathering information and make a decision or recommendation.

• Makes a decision or recommendation which has an element of risk that may require minor efforts to mitigate.

Level 3

Making a decision in an unclear situation with moderate risk

• Makes a decision or recommendation while considering potential negative consequences.

• Considers various organizational priorities when making a decision or recommendation.

• Makes a complicated decision or recommendation in a situation where there is limited information or lack of guidance.

• Makes a decision or recommendation which involves risks that may require moderate efforts to mitigate.

Level 4

Making a decision in a significantly unclear situation with high risk

• Makes a strategic decision or recommendation where there is little information and impacts are significant.

• Makes a decision or recommendation which involves risks that may require significant efforts to mitigate.

• Makes a decision or recommendation to advance the organization’s objectives in spite of the divergent and competing interests of various stakeholders.

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Tips for understanding Decisiveness (DEC) Purpose: Employees of the CRA need to make informed decisions or recommendations in a timely manner to ensure good governance and the achievement of objectives. Decisiveness can be demonstrated in situations when you are responsible or accountable for a decision or a recommendation you make and where there is a need to take a position and support it. Decisiveness is the ability to choose a course of action after consideration of the situation (for example, availability or clarity of information, organizational objectives, stakeholder perspectives, and the risk to self or to the organization). The need for timely decisions requires individuals to make decisions within established timeframes, without missing deadlines or causing delays in service. Decisiveness generally occurs after the analysis of the situation has taken place (the analysis may be conducted by the decision-maker or by someone else) and focuses on the decision made and the circumstances under which it was made. In the progression of the scale, the degree of clarity of information refers to the facts of the situation, objectives to be achieved, or perspectives of stakeholders. At the lowest level, the decision or recommendation is generally an easy one because there are clear facts or adequate information available regarding the situation. As the levels progress, key information is unclear, missing, or conflicting which makes the situation more ambiguous and increases the probability of error. The risk to self or the organization refers to the potential risk or consequences to yourself (for example, your reputation or career aspirations) and the risk or consequences to the organization (for example, negative publicity, time, and costs). At the lower levels, the decision or recommendation carries minimal risk because the potential consequences are negligible and have a low probability of occurrence. If they do occur, they can be easily mitigated without negatively impacting business operations. At higher levels, the decision or recommendation carries more risk because the potential consequences are significant and have a higher probability of occurrence. If they do occur, they cannot be easily mitigated and could result in financial loss, significant impacts on business operations, relationships with clients and/or damage to one’s reputation or that of the CRA. The decision making often involves using a risk management process. For more information please consult the Enterprise Risk Management (ERM) Policy and Guidelines.

Decisiveness means... Decisiveness does not mean...

• taking responsibility to make timely decisions • delay making decisions until you have checked with a number of other people

• knowing when you have adequate information to make a sound decision

• waiting for all the information to become clear before making a decision

• using organizational values and principles to guide decisions

• making decisions that are contrary to organizational values and principles

• being able to choose when you are faced with a number of competing options all carrying their own benefits and risks

• being unable to choose because you feel there are just too many viable options to choose from

• choosing a course of action that you feel will result in success even though there is a chance you could be making a mistake

• deciding not to take action because there is a chance of failure

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Decisiveness means... Decisiveness does not mean...

• being able to make decisions in situations where normal guidelines or policies do not apply

• being indecisive (wavering) in situations which are new or unusual

Links to other competencies There may be a correlation between Analytical Thinking and Decisiveness; however, the motivation for each is different. Analytical Thinking focuses on the desire to understand a situation, while Decisiveness focuses on the need to choose and commit to a certain course of action. Decisiveness often follows Analytical Thinking, as one usually analyzes the situation before making a decision. Self-Confidence supports Decisiveness because it may be needed to make and defend a challenging decision. Decisiveness can support Team Leadership since a team leader is often required to make decisions that affect the team. At higher levels, there may be an element of Strategic Outlook and Alignment in Decisiveness in order to make decisions that are aligned to organizational strategies.

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Developing Others (DEV)

Definition: Developing Others is fostering the learning or development of others with an appropriate level of needs identification to meet individual and organizational development needs, in a continuous learning environment.

Core motivation: To help others reach their potential. Consider the progression of the scale when reviewing the underlying notions and related types of behaviours.

Progression of the scale: degree of involvement and scope of the development

Scale Underlying notion Types of behaviours

Level 1 Providing task-specific direction

• Helps or shows someone how to perform a specific task or particular aspect of the work.

• Provides step-by-step instruction on how to do something.

Level 2

Providing instruction relative to technical skill acquisition

• Assists with the development of technical skills through instruction, demonstration, feedback, or other means.

• Explains concepts, reasoning, or underlying principles to support the application of the skill.

• Strives to ensure the individual is able to apply the acquired skill in various situations, as appropriate.

Level 3

Providing guidance to influence behavioural change

• Provides individualized suggestions and coaching to assist in the modification and learning of behaviours.

• Provides feedback and support for continued improvement. • Models the desired behaviours or suggests appropriate role

models.

Level 4

Facilitating comprehensive employee development

• Develops an employee development plan and manages the learning process to ensure it occurs by design rather than by chance.

• Establishes ongoing dialogue with the employee regarding their development and career planning.

• Ensures that resources and time are dedicated for developmental activities.

• Provides opportunities for development through ongoing guidance, tools, assignments, mentoring, and coaching.

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Tips for understanding Developing Others (DEV) Purpose: Developing Others involves motivating and encouraging others to learn and develop in order to meet individual career goals which contribute to a competent CRA workforce. Developing Others focuses on fostering and promoting the learning, development, and growth of others. This means encouraging and supporting others to learn and develop and be personally accountable for their own development in order to successfully perform in current or future roles. Developing Others is a set of behaviours that may be demonstrated by colleagues, training officers, or managers. People who demonstrate Developing Others have the desire to teach and help others to be the best that they can be. In the progression of the scale, the degree of involvement refers to the time and effort expended to assist in someone’s development. The scope of development refers to the type of skill or behaviour being developed. The scale progresses from providing specific instructions on a singular or particular element of the job to the holistic development of the individual to achieve their career objectives, aligned to the organizational needs. Therefore, the amount of involvement and support required for the development increase as it moves from short to long-term development.

Developing Others means... Developing Others does not mean...

• providing meaningful comments and suggestions to support the development of an employee

• offering comments and suggestions that are vague or too general to be of any use

• helping employees gain a clear understanding of how they are to perform their duties

• assuming that employees know how to do the work

• actively monitoring the quality of others' work, giving on-the-job instructions and training, or other practical support, as a means of enhancing performance

• ignoring performance issues and not taking opportunities to provide suggestions for improvement

• giving specific feedback on a regular basis • giving feedback only occasionally

• providing constructive suggestions and encouragement

• providing only negative comments

• actively seeking work opportunities for employees that will challenge and enable them to learn new skills

• continually assigning work that you know employees will do well because they have done similar assignments many times before

Links to other competencies Although there are some similarities, the underlying intent of Developing Others is different from Team Leadership and Teamwork and Cooperation because both focus on the common goal of the team, while Developing Others focuses on assisting others with their own learning and development. In order to develop others, one may also demonstrate several other competencies, such as: Effective Interactive Communication in order to ensure understanding and adapt language where necessary; Analytical Thinking to analyze learning needs and determine appropriate developmental activities; and Adaptability to adjust to changing situations in support of the needs of the individual. Conflict Resolution may also be used in cases of disagreement or dissatisfaction with regards to development.

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Effective Interactive Communication (EIC) This competency generally excludes written communication.*

Definition: Effective Interactive Communication is transmitting and receiving information clearly and communicating actively with others in order to respond appropriately.

Core motivation: To ensure that the message is received and understood as intended. Consider the progression of the scale when reviewing the underlying notions and related types of behaviours.

Progression of the scale: degree of sensitivity or complexity of the message being communicated

Scale Underlying Notion Types of behaviours

Level 1 Paying attention to the communication of others

• Actively listens in order to fully understand the message. • Responds appropriately by delivering information and facts in a

logical, clear, and coherent manner. • Conveys and receives a straight-forward message.

Level 2 Checking understanding of the message

• Takes steps to verify that the message is understood by the other party or to verify own understanding.

• Recognizes non-verbal cues and uses them to identify unspoken thoughts or concerns in order to respond appropriately.

• Uses appropriate communication techniques in order to clarify the message to achieve understanding.

Level 3 Adapting communication

• Tailors language and style of communication according to the situation and the audience.

• Recognizes why others are having difficulty understanding and adapts the way the message is being conveyed.

• Anticipates and tries to understand the perception of the message and adjusts the communication accordingly.

Level 4 Communicating for maximum results

• Considers factors such as the purpose of the communication, target audience, and potential impact of the message when deciding what to communicate and how to deliver the message to achieve the desired results.

• Understands the underlying needs and motivation of the audience as well as their interests and issues when formulating a communication strategy.

• Anticipates and prepares for possible breakdowns in communication

* This competency generally excludes written communication such as notes or e-mail exchanges.

Exceptions may be made for employees with disabilities, on a case-by-case basis.

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Tips for understanding Effective Interactive Communication (EIC) Purpose: Effective Interactive Communication is key to ensuring effective interactive exchanges with others and is essential to meeting the CRA’s business objectives. It requires active listening, understanding others’ points of view, and being able to respond in an appropriate manner. Effective Interactive Communication is a two-way communication process which focuses on the messages being transmitted and received between two or more people. The use of visual aids such as graphs or pictures may be considered in order to facilitate the interactive communication at any level of the scale. In the progression of the scale, the sensitivity or complexity of the message relates to different understanding or perceptions of the message. Sensitivity refers to the potential audience’s reactions, perceptions, or impacts of the message. As the scale increases you need to choose your words and approach more carefully. Complexity refers to the number of interrelated aspects of the message or differences in the levels of understanding of the subject matter. As the scale increases, the message becomes increasingly difficult to communicate effectively. The following is an example to illustrate different levels of Effective Interactive Communication within the same interaction. It does not limit other possible ways to demonstrate different levels of Effective Interactive Communication. When we talk with others about a subject that we both understand and the discussion flows naturally, we communicate at a level 1. If one of us does not understand the message, we are pushed to level 2 when we take steps to aim for better understanding, but once understanding is regained we move back to level 1. What pushes us to move to level 3 is not being able to fully understand due to the sensitivity or complexity of the message being transmitted and having to use a different communication approach in order to get our message across.

Effective Interactive Communication means...

Effective Interactive Communication does not mean...

• recognizing underlying concerns or feelings that may not be openly expressed

• listening to the words without trying to understand their meaning

• actively listening and allowing others an opportunity to fully express themselves

• interrupting when someone is starting to express their concerns

• thinking about how people will respond before you communicate your thoughts

• expressing your thoughts without considering your audience

• customizing responses to reflect audience differences

• delivering the message in the same manner regardless of the audience

• checking understanding in ways that are appropriate to the audience

• simply asking “do you understand?” when it is not necessary

• changing from one language to another, such as from French to English

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Links to other competencies Effective Interactive Communication supports many other competencies which require a certain amount of communication, such as: Conflict Resolution; Change Leadership; Client Service Orientation; Dealing with Difficult Situations; Developing Others; Teamwork and Cooperation; and Team Leadership. A certain degree of Adaptability may be needed at higher levels of Effective Interactive Communication to adapt the communication approach to suit the needs of different audiences. Also, higher levels of Effective Interactive Communication tend to be associated with Impact and Influence, as it may be required to persuade others in order to achieve the intended result of the message communicated.

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Impact and Influence (IMP)

Definition: Impact and Influence is gaining others’ support for ideas, proposals and solutions, and getting others to take action to advance work objectives.

Core motivation: To persuade or convince others. Consider the progression of the scale when reviewing the underlying notions and the types of behaviours.

Progression of the scale: degree of complexity of the influencing strategy

Scale Underlying notion Types of behaviours

Level 1 Providing the facts • Uses factual and relevant information to persuade others. • Appeals to the reasoning of others by using facts, data,

concrete examples, demonstrations, or visual aids.

Level 2 Personalizing the facts

• Persuades others by adapting information and approach to appeal to their perspective.

• Presents ideas in a manner that emphasizes the benefits to the audience.

• Achieves maximum impact by having knowledge of their audience’s needs and interests.

• Determines what information should be shared to have the desired effect.

Level 3

Influencing through linking with other initiatives

• Plans an approach that links the proposal to other initiatives in order to gain acceptance and promote the proposal.

• Uses knowledge of how different activities impact each other. • Chooses an appropriate approach and time to influence others.• Develops and uses strategies tailored to persuade the

audience.

Level 4 Building coalitions

• Builds support by using indirect strategies to persuade others. • Uses experts or other third parties to assist in influencing,

when appropriate. • Builds alliances with others who support the proposal.

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Tips for understanding Impact and Influence (IMP) Purpose: Employees use Impact and Influence to persuade others in order to enhance results and achieve the CRA’s mandate. Impact and Influence is often used by people who are not the final decision makers but have the opportunity to impact decisions, such as those in advisor and specialist roles. The focus is on persuading others for positive results in order to advance organizational objectives. It involves effectively presenting your position on issues to gain support and buy-in from others. The key is understanding your audience and their needs in order to achieve a specific impact or effect. In the progression of the scale, the influencing strategy ranges from using basic to more complex approaches which involve more thought, planning, and action in order to persuade others.

Impact and Influence means... Impact and Influence does not mean...

• explaining how the idea can benefit others or creating scenarios others can relate to

• assuming that everyone wants the same thing and not adapting the approach to suit the interests of others

• presenting the points that will have the most impact with enthusiasm, confidence, and credibility

• using a standard influencing approach or the same argument over and over with everyone regardless of their interests or needs

• considering the needs of the audience when preparing your point of view and tailoring your presentation accordingly

• presenting points that are not relevant to your audience’s situation and needs

• soliciting input and gaining support from key individuals in order to build alliances

• taking a single approach and expecting to be able to quickly persuade others on issues

• building support for your position by developing relationships, testing ideas, and finding allies

• pushing your own opinions without concern for other’s ideas and the organizational objectives

• considering specific situations, areas of potential resistance and identifying strategies that will achieve the desired outcome

• giving up after a single attempt to convince someone

Links to other competencies Analytical Thinking may support Impact and Influence in order to analyze information and determine an influencing strategy. Adaptability may be needed to impact and influence others by adapting the strategy to suit the audience. Effective Interactive Communication may also support Impact and Influence because communication generally plays a part in persuading others. Self-confidence and Initiative are also important in Impact and Influence because you must be confident and take some initiative to try to persuade someone. Impact and Influence may support Change Leadership and Team Leadership in order to promote the benefits of change and engage people to work towards achieving organizational goals. Impact and Influence may also relate to Relationship/Networking Building because relationships can sometimes be used as part of an influencing strategy to persuade others to take certain actions.

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Initiative (INT)

Definition: Initiative is the preference for identifying opportunities or issues, and taking action to enhance organizational results, without being prompted by others.

Core motivation: To identify and act on opportunities or issues. Consider the progression of the scale when reviewing the underlying notions and related types of behaviours.

Progression of the scale: degree of effort and scope of opportunity/issue or time frame

Scale Underlying notion Types of behaviours

Level 1 Identifying an opportunity or issue

• Demonstrates awareness of an opportunity or issue which is presently occurring or is within the immediate work area.

• Reports an opportunity or issue to the appropriate person.

Level 2

Taking action to address an opportunity or issue

• Identifies and offers suggestions to address an opportunity or issue which is presently occurring or is within the immediate work area.

• Takes action, as appropriate in the work environment, to improve processes or results, or to respond to problems.

Level 3 Capitalizing on an opportunity or issue

• Anticipates an opportunity or issue that extends beyond the immediate work area or into the future.

• Determines how an opportunity or issue could enhance results or prevent potential problems.

• Proposes plans and undertakes actions to take advantage of the opportunity or issue

Level 4

Maximizing an opportunity or issue that impacts the organization

• Scans the environment and anticipates emerging opportunities or issues.

• Makes recommendations or implements plans that are strategic and future oriented, or have a potential impact on a significant portion of the organization.

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Tips for understanding Initiative (INT) Purpose: Employees use Initiative to add value by striving to enhance results, identifying and resolving issues, or finding new opportunities for the CRA. Initiative focuses on being a self-starter who is action-oriented. People displaying initiative assume responsibility and take independent action to handle situations without being asked or waiting for problems to arise. In the progression of the scale, the degree of effort refers to the time and energy that one spends to address work-related opportunities or issues. The scope of the opportunity or issue ranges from addressing opportunities or issues in one’s immediate work area to those that are beyond one’s immediate work area. The time frame progresses from current opportunities or issues to future or potential opportunities or issues. The amount of effort usually increases as the scope of opportunity or issue expands or the time frame advances.

Initiative means... Initiative does not mean...

• recognizing courses of action which can be taken to handle potential problems

• waiting for someone else to point out the problem and suggest a solution

• suggesting courses of action that others can take to improve work processes

• thinking that things should be done differently but keeping those ideas to yourself

• identifying potential problems even if you are not directly involved

• ignoring issues that are outside of your own work area

• taking action that will lead to improved organizational performance

• taking no action and hoping that things improve over time

• seeking information and conducting research on your own in order to act on opportunity or problem

• ignoring a problem or opportunity because you don’t have the information necessary to act on it

Links to other competencies Initiative may be demonstrated in many other competencies, such as Client Service Orientation and Conflict Resolution where one recognizes potential problems or conflicts and takes action to address them. It may also be demonstrated in Team Leadership and Teamwork and Cooperation, as team leaders and employees often use their initiative to help their team achieve its objectives. It may also support Relationship Network Building and Impact and Influence because a certain degree of initiative may be needed to build and maintain working relationships, and persuade others. A certain amount of Creative Thinking may be found in Initiative to come up with innovative solutions. Self Confidence may support Initiative because in order to address issues a certain amount of confidence in your abilities may be necessary.

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Relationship/Network Building (RNB)

Definition: Relationship/Network Building is building and maintaining effective and constructive working relationships, partnerships or networks of contacts with people who are, or might someday be, instrumental in achieving work-related goals.

Core motivation: To develop working relationships to assist in the achievement of organizational objectives. Consider the progression of the scale when reviewing the underlying notions and related types of behaviours.

Progression of the scale: degree of effort to establish and maintain relationships for present and future usefulness to the organization

Scale Underlying Notion Types of behaviours

Level 1

Maintaining relationships within current network

• Maintains relationships with individuals in your current network to effectively perform regular duties and achieve immediate work objectives.

• Makes a conscious effort to maintain the relationships through formal or informal contact.

Level 2 Creating new working relationships

• Identifies a contact and develops a relationship with an individual outside your current network who may be helpful in meeting immediate work objectives.

• Builds and maintains the new working relationship through ongoing efforts.

Level 3 Networking to address future issues

• Seeks opportunities to network with others. • Identifies organizational contacts that may be helpful in

achieving long-term or future objectives. • Establishes, maintains, and nurtures the new working

relationship, which requires more effort as the need for the relationship may not yet be evident.

• Acquires an understanding of the needs and challenges of the contact to ensure a successful and long-standing working relationship.

• Collaborates across departmental or governmental boundaries to create mutually beneficial relationships.

Level 4 Strategically expanding network

• Evaluates current network for effectiveness and relevance to achieving the organization’s strategic objectives.

• Identifies and creates opportunities to expand network. • Understands the impact that external organizational

relationships have on complex issues. • Creates, maintains, and nurtures new associations within the

network.

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Tips for understanding Relationship/Network Building (RNB) Purpose: Building and maintaining working relationships assists CRA employees to readily obtain information or assistance that is critical to advancing CRA business objectives. Relationship/Network Building generally occurs with individuals who are not clients or part of your work team. The focus of this competency is not the common goal of a team or providing service to a client but building, maintaining and utilizing working relationships or contacts in order to obtain information or assistance that can be used to achieve current or future organizational goals. Relationship/Network Building is about establishing a meaningful connection with people inside or outside the organization who are or might be useful to the achievement of your work objectives. It relates both to the building of these relationships and to the effort required to maintain them. It can be relationships that you use today or relationships that you build for possible future purposes. It includes demonstrating respect, trust, and understanding when interacting with others in order to nurture the relationship and advance work objectives. Nurturing this meaningful connection may result in people remembering you and being willing to exchange information or provide assistance when needed. In the progression of the scale, effort is measured in terms of time and energy spent to establish and sustain working relationships with people in your network or to expand your network. At the lower levels, there is less effort required because the relationships or networks have already been established or the contacts are easily accessible. At the higher levels, there is increased effort required since you need to make contacts, build a working relationship, and sustain the relationship to keep the person in your network. The purpose of the networking also changes as the levels progress. At lower levels, the networking is done in order to meet current work objectives, while at higher levels the networking is done to address future opportunities or issues.

Relationship/Network Building means...

Relationship/Network Building does not mean...

• developing a network of people within or outside your organization who can help you to attain organizational goals

• contacting people only when you need to solve a problem or gather information

• cultivating useful contacts with a broad range of people in a variety of positions

• networking for social purposes

• serving on various committees whose membership includes people within your service area

• turning down invitations or not being involved in groups

• seeking the ideas and concerns of those within your own network for mutual benefit

• ignoring the opinions and ideas of those in your network and believing your ideas are always the right ones

• building and nurturing working relationships with people in other departments that may have a direct impact on your work

• focusing only on internal working relationships

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Links to other competencies Relationship/Networking Building may be also related to Impact and Influence because working relationships can sometimes be used as part of an influencing strategy to persuade others to take certain actions. Initiative supports Relationship Network Building because a certain degree of initiative may be needed to build and maintain working relationships.

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Self-Confidence (SCF)

Definition: Self-Confidence is believing in one’s own capability to select an effective approach to accomplish a task or activity in increasingly challenging circumstances.

Core motivation: To believe in one’s own abilities. Consider the progression of the scale when reviewing the underlying notions and related types of behaviours.

Progression of the scale: degree of challenge and personal risk to the individual

Scale Underlying notion Types of behaviours

Level 1

Trusting one’s own ability to undertake activities

• Undertakes routine work activities. • Works independently, without requiring ongoing reassurance

from others.

Level 2 Maintaining confidence when challenged

• Remains confident in own capabilities or decisions when challenged by others or by the situation.

• Presents own opinion and discusses issues or facts of the situation.

Level 3

Providing expertise in a challenging situation

• Presents one’s self as an expert or leader when challenged by stating own position in a confident manner.

• Politely and tactfully disagrees with others. • Demonstrates one’s knowledge, skills, abilities, or experience

in an appropriate manner. • Anticipates possible challenges and prepares to respond

accordingly.

Level 4

Behaving constructively when difficult to do so

• Tackles highly challenging or risky situations. • Addresses challenges in a constructive and convincing

manner. • Willing to challenge others when appropriate. • Presents views professionally and with assurance. • Defends unpopular decisions or minority opinions.

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Tips for understanding Self-Confidence (SCF) Purpose: Employees that possess self-confidence trust in their own ability to complete their tasks and face challenges, which is essential to CRA meeting its business goals and objectives. Someone demonstrating self-confidence remains poised and self-assured when challenged. Self-confidence is usually seen when someone is being challenged because of decisions or recommendations they are making or presenting. In the progression of the scale, the degree of challenge refers to internal or external challenges. At lower levels the challenge comes from within yourself or the situation. At higher levels, the challenge comes from others who have differing opinions or who may question your expertise. The personal risk refers to your personal credibility. At lower levels there is a low risk since your credibility is not really being tested and the consequences are not as significant as at the higher levels where your credibility is being tested and this may have consequences for your career or the organization.

Self-confidence means... Self-confidence does not mean...

• speaking in a confident and assured manner even when you do not immediately know how to respond

• sounding uncertain when you do not immediately know how to respond

• seeking out new challenges and responsibilities where the outcome is uncertain

• playing it safe by taking on tasks that are familiar or where the outcome is certain

• defending your ideas or position if challenged, including challenges by more senior employees

• backing down or remaining silent when someone criticizes your ideas or position

• believing that your course of action is the correct one even when initial attempts may fail

• changing plans at the first sign of failure or dissent

• taking action based on your expertise and understanding of the situation

• double-checking all your ideas with others, and waiting for their agreement before taking action

Links to other competencies Self-Confidence is often required for many other behavioural competencies. The following are some examples of competencies which are supported by Self-Confidence. Initiative, Impact and Influence, and Decisiveness all require some Self-Confidence to take action, influence others and make decisions. Self-Confidence is also needed for Conflict Resolution to address conflicts and Dealing with Difficult Situations to control your emotions in difficult situations. Teamwork and Cooperation requires Self-Confidence to contribute your ideas and expertise to others on the team.

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Strategic Outlook and Alignment (SOA)

Definition: Strategic Outlook and Alignment is acting in accordance with organizational vision, including grasping the meaning of trends and interrelationships between the organization and its environment, and connecting strategies to specific activities.

Core motivation: To contribute to the strategic direction of the organization Consider the progression of the scale when reviewing the underlying notions and related types of behaviours.

Progression of the scale: scope of outlook and degree of involvement in the vision

Scale Underlying notion Types of behaviours

Level 1 Considering organizational strategies

• Demonstrates awareness of the organization’s vision, mission, strategic outcomes, or program activities.

• Reflects on how own work activities link to organizational goals and ensures that own actions are aligned.

Level 2

Aligning operations to organizational strategies

• Understands the link between current program activities and longer-term objectives of the organization.

• Identifies misalignments or gaps between current and desired state.

• Monitors strategic initiatives and trends, and adjusts priorities, activities, or operations to ensure alignment with future organizational goals.

Level 3

Translating the vision into organizational strategies

• Interprets the vision and establishes goals, objectives, priorities, projects, or program activities aligned with the organization’s vision.

• Develops strategies, models, or partnerships to realize the vision.

• Scans the environment and monitors the impacts of changes on the organization.

• Provides business intelligence to senior management to influence broad directions.

Level 4 Creating the vision

• Plays a strategic (or leadership) role in shaping the organization’s long-term direction and vision.

• Scans the external environment (wider government, national, or global) to identify emerging trends and opportunities that will shape the future of the organization.

• Develops and communicates the big picture view of the future organization.

• Redesigns the structure or operations of the organization to achieve the vision.

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Tips for understanding Strategic Outlook and Alignment (SOA) Purpose: Strategic Outlook and Alignment is essential to ensure that activities are aligned with the organizational mandate and vision. For this competency, it is important to have an understanding of the vision as it describes the organization’s future orientation. Therefore, knowledge of the mission, values, organizational goals, and objectives are essential. In the progression of the scale, the scope of outlook refers to the extent or range of the view. At lower levels, the view is narrower (for example, a smaller part of the organization) and at the higher levels the view is broader, involving a big picture view of the organization. With respect to the degree of involvement in the vision, at the lower levels employees are more involved in supporting the established vision through their work activities while at the higher levels they are more involved in implementing or creating the vision. To better understand this competency, it is helpful to read the levels from the highest to the lowest. The vision is necessary to guide the organization into the future; strategies are needed to implement the vision; operations need to be aligned with strategies and those should be considered in daily work activities.

Links to other competencies Strategic Outlook and Alignment may require a certain degree of Analytical Thinking to analyze complex activities and strategies for impacts on the organization and alignment to the vision. Decisiveness may be required to make decisions regarding operations or strategies. Team Leadership and Change Leadership may also be required to effectively guide the team to achieve organizational strategies and the vision, which may include leading the team through change. Creative Thinking may also be linked to higher levels of Strategic Outlook and Alignment in order to create strategies and vision.

Strategic Outlook and Alignment means...

Strategic Outlook and Alignment does not mean...

• considering how day-to-day tasks support the broader organizational objectives

• doing your work without understanding how it fits into the big picture

• aligning your activities and priorities with the organization's strategic goals

• setting activities and priorities that are independent of the organization's strategic goals

• analyzing trends and determining potential implications for your organization

• dealing with immediate issues only without consideration of the broader organizational objectives

• developing a clearly defined vision for the organization

• creating a vaguely defined vision

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Team Leadership (TL)

Definition: Team Leadership is engaging others and guiding them while being accountable for the achievement of organizational goals and objectives.

Core motivation: To motivate and empower the team. Consider the progression of the scale when reviewing the underlying notions and related types of behaviour.

Progression of the scale: degree of involvement in supporting the team and the needs being addressed

Scale Underlying notion Types of behaviours

Level 1 Informing the team

• Informs team members of goals, objectives, and priorities. • Clearly establishes and communicates expectations. • Ensures that team members have the necessary information

to carry out their duties. • Informs the team about decisions, including the rationale for

and consequences of decisions.

Level 2

Encouraging team input and using authority fairly

• Elicits and values team members’ input and expertise. • Involves team members in decision-making processes. • Treats all team members in a fair and equitable manner. • Considers team members’ needs, interests, and

competencies when establishing roles and responsibilities. • Strives to achieve consensus and build commitment to team

goals.

Level 3 Enhancing the team’s effectiveness

• Identifies and balances individual, team, and organizational needs

• Addresses more complex needs of the team (for example, resources, development, or well-being) in order to create conditions that enable the team to perform at its best.

• Develops a talented team by capitalizing on team members’ skills, abilities, and competencies aligned to the work objectives.

• Manages the dynamics of a diverse team. • Acknowledges successes and areas for improvement. • Builds and supports a sense of mutual responsibility in team

settings that motivates team members to do their best.

Level 4 Positioning the team within the organization

• Aligns the team’s activities and priorities to meet future organizational objectives.

• Promotes team successes and builds the team’s credibility with stakeholders.

• Builds or maintains appropriate linkages or partnerships. • Promotes the team’s identity and value within the organization.

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Tips for understanding Team Leadership (TL) Purpose: Team Leadership focuses the team’s effort to ensure the goals and objectives are aligned in achieving CRA’s mandate. Team Leadership refers to the behaviours expected to involve people and effectively lead them towards the achievement of program or project objectives. Monitoring performance and providing regular feedback are important at all levels of Team Leadership. Team Leadership is demonstrating behaviours that motivate and support team members to achieve organizational goals. While some of the behaviours are similar to higher levels of Teamwork and Cooperation, this competency is demonstrated by those in a leadership role, who are accountable for team results, as opposed to being an equal team member. Lower levels of Team Leadership may be demonstrated by employees while the higher levels normally require the authority and accountability associated with team leader or manager roles. In the progression of the scale, the degree of involvement refers to the level of commitment and effort to support the team. The needs of the team range from basic needs such as safety, information and tools required to perform the work to more complex needs such as resources (financial and human), well-being (work-life balance, motivation, and autonomy), or development needs of the team. As the needs of the team increase in complexity, it will take more effort to address them. For the purpose of this competency a team is defined as two or more people working together to advance organizational goals and objectives.

Team Leadership means... Team Leadership does not mean...

• making tough decisions which support the team and the organization, and which are in line with personal and organizational ethics

• failing to deal with sensitive or difficult issues that impact on the team’s operations

• keeping team members informed about decisions and explaining the rationale

• dictating orders and giving incomplete information

• managing team operations and decisions through the efforts of team members

• believing that if you want it done right, you need to do it yourself and that you are the one who knows the best course of action

• building team morale and encouraging team members to support the team goals and each other

• placing a low importance on teamwork and ignoring issues which may affect morale

• actively promoting the links between team activities and the strategic direction of the organization

• focusing on team activities without consideration of how these relate to broader organizational objectives

• treating all team members fairly • showing favouritism to some team members or not dealing with performance problems or team issues

• setting direction and providing role clarity • assuming that team members can work it out themselves

• making sure your team has appropriate training and other resources

• not considering individual and team development or resource needs

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Team Leadership means... Team Leadership does not mean...

• interacting with team members to encourage their commitment to the team goals

• thinking that the team will work towards team goals without encouragement from you

• balancing the needs of employees and the organization

• placing too much emphasis on individual or organizational needs to the detriment of the other

Links to other competencies Although there are some similarities between Developing Others and Team Leadership, the underlying intent of each is different. The intention of Team Leadership is guiding a team towards a goal, while Developing Others is about assisting others with their own learning and development. Team Leadership may be supported by many other competencies. Higher levels of Teamwork and Cooperation may lead to Team Leadership because often someone will be assuming an informal leadership role. Impact and Influence or Decisiveness may support Team Leadership, as one may have to persuade team members or make decisions that affect the team. Effective Interactive Communication may be needed to communicate with the team and ensure that team members understand their roles in meeting team objectives. Conflict Resolution can also support Team Leadership, as the team leader needs to be aware of and deal with conflict within their team. Adaptability or Change Leadership behaviours may be drawn upon to adjust leadership styles to different needs of team members or when leading a team through a time of change. At the higher levels of Team Leadership, Strategic Outlook and Alignment is often seen, since one needs to be geared towards the achievement of larger organizational strategies and the vision. Initiative may also be demonstrated in higher levels of Team Leadership in order to proactively manage the team to meet current and future objectives.

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Teamwork and Cooperation (TWC)

Definition: Teamwork and Cooperation is being part of a team and working cooperatively with team members toward a common goal.

Core motivation: To work collaboratively with others; to be a team player. Consider the progression of the scale when reviewing the underlying notions and the types of behaviours.

Progression of the scale: focus shifts from your personal interests as a team member to the interests of the team as a whole

Scale Underlying notion Types of behaviours

Level 1 Participating in team processes

• Considers the goal of the team when taking action. • Assumes personal responsibility by ensuring that own share

of the work is carried out effectively in relation to the common goal.

• Acts in accordance with team decisions or activities.

Level 2 Assisting the team

• Shares relevant and useful knowledge, experience, or expertise in order to help teammates meet the common goal more efficiently or effectively.

• Contributes to the team’s goal by helping others with their work when appropriate.

• Strives to do something extra to help team members.

Level 3

Encouraging others to collaborate with the team

• Encourages and motivates team members to contribute their knowledge, expertise, or efforts.

• Capitalizes on the strengths, skills, and abilities of team members to achieve the common goal.

• Encourages team members to express their views and opinions while seeking consensus.

• Persuades team members to help each other in order to achieve the common goal.

Level 4 Fostering a cohesive team

• Values, encourages, and finds ways to recognize and support team members’ contributions.

• Promotes team harmony. • Strengthens bonds and reinforces team unity. • Increases team commitment and motivation to ensure

continuing optimal performance of the team.

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Tips for understanding Teamwork and Cooperation (TWC) Purpose: Teamwork and Cooperation encourages employees to seek out, value, and support each other’s contributions in order to achieve CRA goals. Teamwork and Cooperation means being part of a team and working together, as opposed to working competitively or on a separate agenda. It implies a genuine intention to keep one’s team in mind, and the perception that one’s team is an integral part of one’s work environment through which organizational goals and objectives can be met. It suggests an underlying belief that the team will be stronger and better equipped to meet its goals and objectives if everyone on the team contributes. For Teamwork and Cooperation, we are looking for the behaviours you demonstrate when you are in a situation where you are an equal team member rather than the leader. As you progress through the scale, the focus of your behaviour shifts away from your personal interests (doing your part) to the interests of the team (doing what’s good for your team). It is important to reflect on what it is that you did to help others, and how it contributed to the team’s goal. For the purpose of this competency a team is defined as two or more people working together towards a common goal.

Teamwork and Cooperation means... Teamwork and Cooperation does not mean...

• keeping others informed and up-to-date about any relevant or useful information

• keeping potentially helpful information to yourself

• appreciating and showing consideration for one’s team members

• interacting with one’s team members in a negative or indifferent manner

• soliciting and utilizing the skills, ideas, and opinions of team members

• ignoring the ideas and opinions of team members

• asking others’ for their opinions and ideas in team meetings

• assuming that if others had anything of value to say then they would say it without being asked

Links to other competencies Teamwork and Cooperation can be linked to Team Leadership because at higher levels one is assuming a leadership role without having the authority of an official team leader. There are some similarities between Teamwork and Cooperation and Developing Others; however, the focus of each is different. The focus of Teamwork and Cooperation is on doing things to benefit the team to achieve a common goal, while Developing Others focuses on assisting others with their own learning and development. Teamwork and Cooperation is supported by Effective Interactive Communication because communication is a large part of teamwork. Self Confidence and Initiative also support Teamwork and Cooperation because employees who are confidence in their abilities are often willing to share their expertise and take initiative to help others on the team. Adaptability may be needed in some cases to adjust to other team members’ styles in order to work cooperatively. Higher levels of Teamwork and Cooperation may involve some amount of Conflict Resolution to handle disagreements within the team.

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Technical competencies

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Introduction to Technical Competencies Technical competencies are a critical component of the CRA’s competency-based human resources management. They refer to the technical knowledge, skills and abilities that are relevant to specific jobs, roles or work areas. Like behavioural competencies, technical competencies have two components: a definition and a scale. However, technical competencies share one standardized scale that explains in generic terms each of the five levels of proficiency associated with these competencies. On the following pages is the current list of technical competencies required within the organization. As CRA business needs evolve technical competencies may be added to or removed from the Catalogue. Each technical competency encompasses a wide range of specific areas of knowledge and skills. In many cases, providing the entire list of knowledge and skill elements in the competency's definition is simply not practical. For example, imagine all the individual acts, regulations, policies, procedures, and practices, which could be listed under the Legislation, Policies and Procedures competency. As a result, a job competency profile will tend to include broadly worded technical competencies that would then be made more specific through the use of other tools, such as a work description, when the profile is being used for a specific human resource application.

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Proficiency Scale for the Technical Competencies (Knowledge/Skills/Abilities)

Level Description

1 Introductory

Demonstrates basic knowledge of the subject matter and where it fits into the business of the CRA. Is able to direct people to the appropriate source for further information.

2 Basic

Demonstrates basic knowledge and capability to apply it in common situations that present limited problems. Requires guidance to deal with the more complex situations.

3 Intermediate

Demonstrates good working knowledge and solid capability to independently undertake a full range of typical challenges.

4 Advanced

Demonstrates in-depth knowledge and sufficient capability to address unusual situations without clear precedents and an ability to develop enhancements to approaches and methods, and integrates with other areas of knowledge/specialty.

5 Expert

Demonstrates expert knowledge and capability to address the most complex challenges, develops new theories/approaches or methods, and is recognized as an internal or external authority.

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Technical Competencies and Definitions

Accounting (A) Understands one or more of the following: • Generally accepted accounting principles (GAAP) as defined by the Canadian Institute of

Chartered Accountants (CICA); • Current accounting practices and techniques as outlined in the CICA Handbook; • The analysis, classification and recording of the business transactions of a business or

other corporate entity.

Actuarial Sciences (AS) Understands and is able to apply one or more of the following: • Generally accepted actuarial principles as defined by the Canadian Institute of Actuaries

(CIA); • Current actuarial practices and techniques; • Analysis, evaluation and determination of actuarial liabilities, current service contributions

and/or insurance and annuity premiums.

Auditing (AU) May include: • Understanding auditing principles, techniques and/or practices; • Ability to conduct professional audits, including external (for example, Income Tax and

GST) and internal audits; • Ability to evaluate the risks associated with situations and the extent of the audit required.

Business Continuity Planning (BCP) Understands and is able to apply one or more of the following: • The Professional Practices for Business Continuity Planners as defined by the Disaster

Recovery Institute International; • Functional requirements such as: Risk Analysis and Control, Business Impact Analysis,

Identification of Critical Business Functions, Recover Strategies and Informatics Disaster Recovery;

• Development or enhancement of solutions to enable critical lines of business to perform delivery of services during and or after service interruption.

Business Equity Valuation (BEV) Includes one or more of the following: • Understanding and ability to apply the generally accepted valuation principles, techniques

and/or practices, as defined by the Canadian Institute of Chartered Business Valuators (CICBV);

• Ability to conduct professional valuations, following the Practice Standards and Code of Ethics of the CICBV;

• Understanding and ability to apply the factors influencing the value of various types of public and private company shares, partnerships, proprietorships, and other business equities, as well as copyrights, royalties, patents, goodwill and other intellectual properties.

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Business Structure of the Canada Revenue Agency (BSA) Understands one or more of the following: • The CRA’s mission, vision, and values; • The CRA’s organizational structure (Role of the Minister, Commissioner, Board of

Management, branches and/or regions); • The mandate of one or more branches and/or regions, roles and responsibilities of various

directorates, work units, support areas, and/or committees; • The mandate of the CRA’s corporate or other internal committees such as the Agency

Management Committee (AMC), Resource and Investment Management Committee (RIMC), etc.;

• How one’s work fits into the business, and how value is created at all levels of the organization;

• The various economic, political, policies, (etc.) and other environmental drivers of the organization.

Canada Revenue Agency’s Business and Management Systems (BMS) May include one or more of the following: • Understanding of and ability to use one or more of the CRA’s core business systems and/or

management systems (for example CAS); • Understanding of the range of functionality, design, and linkages between systems; • Ability to identify, develop and/or implement potential improvements to new or existing

systems in order to meet business needs.

Canada Revenue Agency’s Office Technology (OT) Understands and is able to use one or more of the following standard office automation software and/or standard office equipment such as: • Microsoft Office Suite (Word, Excel, PowerPoint, Outlook, etc.) • photocopiers • fax machines • scanners • postage meters • any other CRA approved software and/or equipment

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Electronic Business Systems and Related Technologies (EBSRT) Includes knowledge of the concepts and business applications of one or more of the following from a client or business delivery perspective: • Microcomputer, mini-computer and mainframe computer operating systems, hardware and

software; • Networking technologies; • Business systems concepts, business requirements and/or business models/rules; • Common accounting, financial and enterprise resource planning software and technologies; • Electronic commerce tools, technologies and practices; • Electronic data analysis, interrogation and reporting software, tools and technologies; • Identification, acquisition and processing of electronic business data; • Data storage and transfer techniques and tools; • Tools, techniques and organizational guidelines for secure use, storage and transfer of

confidential and sensitive data.

Electronic Publishing Software/Technology (EPST) May include one or more of the following: • Knowledge of Web analytics software and how to measure interpret and make

recommendations; • Knowledge of Common Look and Feel (CLF), accessibility guidelines, Extensible Hypertext

Markup Language (XHTML), World Wide Web Consortium (W3C) and/or Cascading Style Sheets (CSS);

• Knowledge of search engine optimization strategies and metadata elements and standards; • Knowledge of Content Management Systems (CMS), Web editors, Web analytical tools

and/or other publishing software; • Knowledge of information architecture and/or Web design.

Evaluation (E) May include one or more of the following: • Understanding and ability to apply formal evaluation methodologies such as those used in

the fields of the pure and applied sciences, computer science, education, psychology, law accounting, business, engineering or quality assurance;

• Ability to systematically collect valid, reliable and pertinent information in order to make judgments about the object or situation being evaluated and recommendations for decision-making.

Note: The object of evaluation studies includes departmental programs, policies, legislation, business processes, organizational structures, equipment, tools or courses. The evaluation may also concern new processes, tools, etc. that the organization is considering implementing.

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Financial Management (FIN) May include one or more of the following: • Understanding financial management (for example, related legislation, regulations, policies

and practices); • Understanding the planning, budgeting and accountability processes; • Understanding and ability to apply financial management techniques such as financial

planning, budgetary control, variance analysis, forecasting, estimates, projections, and procurement;

• Understanding and ability to use financial management systems such as the Corporate Administrative Systems (CAS);

Human Resource Management (HRM) May include one or more of the following: • Understanding, applying and/or interpreting human resource administration (for example,

acts, regulations, policies, directives, collective agreements, etc.); • Providing advice on and/or developing legislation, policies, directives and/or procedures

related to HR programs/disciplines; • Understanding current approaches, best practices and linkages to business in relation to

specific HR programs/disciplines; • Understanding and ability to use HR management systems.

Industry/Sector Knowledge (ISK) May include some or all of the following: • Understanding one or more industries/sectors’ operations, current advances, research and

development practices and procedures, evaluation methodologies, processes (including manufacturing), products/services, trade/business practices, and systems;

• Understanding the complex tax issues relating to specific industries/sectors (for example, Banks, Insurance Companies, Trusts, Governments, Oil and Gas, Biotechnology, Agriculture, Forestry, Food, Real Property, not for profit organizations, charities, etc.).

Information Seeking Techniques (IS) The ability to obtain accurate, complete and detailed information through the use of one or more of the following methods: • Use of information tools (such as; Internet, Infozone, databases, etc.); • Observation; • Questioning; • Interviewing; • General data gathering.

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Information Technology (ITEC) Refers to the knowledge and abilities required to develop, integrate, deliver, or maintain/enhance information technology systems and/or technology infrastructure in one or more of the following areas: • enterprise architecture • data management • distributed infrastructure • mainframe infrastructure • network infrastructure • programming (concepts and tools) • application analysis and design • technology infrastructure design • e-commerce/Internet • IT principles, concepts, practices and methods

Internal Auditing (IAU) May include one or more of the following: • Understanding the principles, techniques, and practices of Internal Auditing; • Ability to apply the methodology for conducting internal audits and other related

engagements; • Understanding and ability to apply risk management principles and techniques; • Ability to make recommendations and assess management action plans intended to

improve the adequacy and effectiveness of controls, governance and risk management processes.

Legislation, Policies and Procedures (LEG) May include one or more of the following: • Understanding and ability to interpret/apply/advise on relevant legislation, policies and/or

procedures; • Understanding of the issues/rationale behind the legislation, policies, and/or procedures; • Understanding and ability to modify and/or develop legislation, policies and/or procedures.

Library and Information Science (LIS) The knowledge and ability to evaluate and apply library and information science theories, principles, standards, and best practices to acquire, organize, access and share knowledge and information resources. This includes one or more of the following functional groupings: • Acquisitions, collection development and serials control; • Cataloguing, classification and subject analysis; • Reference, research and document delivery; • Marketing, promotion and library orientation; • Automated library databases and systems administration; • Electronic database creation, search and retrieval.

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Materiel Management (MM) Includes one or more of the following: • Understanding and ability to manage contracting activities; • Understanding the theories and ability to apply life-cycle management in asset and

inventory management; • Understanding and ability to apply standard practices for receiving, warehousing,

distribution and shipping of materiel (includes application of appropriate health and safety rules and regulations related to large/heavy materiel and hazardous environment situations, lifting of large and heavy objects and the use and maintenance of warehouse machinery).

Negotiating Techniques (NT) May include one or more of the following: • Ability to understand and apply the principles, practices and techniques related to

negotiation, with external and internal clients/personnel/stakeholders; • Ability to devise and execute negotiating strategies and negotiate satisfactory solutions to

the extent possible, given existing policies, laws, etc.

Planning, Organizing and/or Monitoring (PO) The Planning, Organizing and/or Monitoring competency has been established to support the organization in meeting its business deliverables through its employees.

It is the ability to do one or more of the following: • Plan, organize and/or monitor one’s own work or the work of others to ensure achievement

of desired results; • Identify activities and/or assign resources (human or other resources) for one’s self or the

team to meet objectives in optimal fashion; • Establish goals and objectives that align with the Corporate Business Plan and meet the

needs/targets set by their work area; • Report on results to promote accountability and taking action as appropriate.

Project Management (PM) Is able to do one or more of the following: • Initiate, plan, execute, control and close projects; • Identify the key activities, risks, dependencies and milestones in a project; • Develop critical paths, performance standards and indicators, data collection methodology,

monitor and review impacts of performance or changes; • Schedule resources and assign tasks to meet project objectives; • Use specialized project management methodology and tools; • Manage project costs and/or deliverables; • Report on results and/or lessons learned.

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Real Estate/Personal Property Appraisal (REPPA) Includes one or more of the following: • Understanding and ability to apply the generally accepted appraisal principles, techniques

and/or practices, as defined by the Appraisal Institute of Canada (AIC), l’Ordre des Évaluateurs Agréés du Québec or International Society of Appraisers (ISA);

• Ability to conduct professional appraisals, following the Canadian Uniform Standards of Professional Appraisal Practice and Code of Ethics of the AIC, the revised Uniform Standards of Professional Appraisal Practice and Code of Ethics of l’Ordre des Évaluateurs Agréés du Québec or the Uniform Standards of Professional Appraisal Practice and Code of Ethics of the ISA;

• Understanding and ability to apply the factors influencing the value of real property and/or other tangible properties.

Real Property (RP) Has knowledge of and is able to apply one or more of the following: • Development and provision of strategic RP planning and investment processes to support

CRA program delivery; • Development of short, medium and long-term accommodation plans and project-related

financial forecasts and budgets; • Management of the physical, financial and functional performance of CRA accommodations

including but not limited to building operations and systems, building codes, fire codes, etc.; • Using space fit-up standards and space planning/management tools, methods, techniques

and practices, construction theory and space design to develop schematic designs and floor plans;

• Latest issues relating to lease and tenant management; • Conducting building inspections to identify operations, maintenance and safety and health

related issues and initiating appropriate corrective measures.

Research (STAT) Research is the ability to acquire a greater understanding of a subject under study through the application of formal research methodologies such as those used in the pure, applied and social sciences or the fields of law, statistics, business or education. It may involve one or more of the following: • Systematic gathering and analysis of reliable, relevant and verifiable information; • Testing of hypotheses/models/theories; • Drawing conclusions or developing recommendations; • Planning, initiating, and managing research projects;

Note: The end product of research is knowledge whose practical application may not be immediate.

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Rules of Evidence (ROE) Understands and is able to apply the rules of evidence to determine the admissibility of evidence in provincial and/or federal courts for Civil (including, for example, Canada Pension Plan, employment insurance, income tax, GST), and/or Criminal Proceedings.

Sciences (Pure/Applied) (SPA) Understands and/or applies one or more of the following: • Current advances in the pure and applied sciences and in engineering; • Research and development practices and procedures in the pure and applied sciences and

in engineering; • Evaluation methodologies in the pure and applied sciences and in engineering.

Security Systems, Applications and Concepts (SSAC) Has knowledge of and is able to apply one or more of the following: • Site design briefs; security design briefs; concepts of working drawings; defensible space;

physical security technologies (for example, this involves the concepts of layered security safeguards); security systems design; crime prevention through environmental design; protection, detection and response principles; fire protection and detection;

• Methods, techniques and practices of Threat and Risk Assessment (TRA), Risk Management and Cost Benefits Analysis.

Sustainable Development (SD) Understands and is able to apply one or more of the following: • The concept of sustainable development; • Sustainable development vision and goals in the CRA; • Sustainable development barriers and opportunities; • Sustainable development criteria in policy, programs and plans; • Development and implementation of a sustainable development program; • Sustainable development best practices; • Evolving environmental, social, and economic influences and factors; • Social marketing and communications for affecting cultural change; • Sustainable development performance indicators and measurements.

Tax Planning (TPMT) Understands the various approaches, methods and techniques used by individuals and organizations to avoid/evade obligations to pay tax. Continually updates this knowledge to maintain pace with the latest practices in the field.

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Technology and Business (IT) May include one or more of the following: • Understanding of the concepts, trends and/or technologies that can be used to support a

business; • Understanding of the latest developments in technical capability; • Ability to analyze business requirements and/or design business rules to meet operational

needs or to ensure the provision of an effective electronic work environment.

Telephony (TEL) Refers to the knowledge and abilities required to develop, install, maintain and/or operate telephony systems, services and/or telephony infrastructure. Understands and is able to apply one or more of the following: • General Office and Call Centre telephony environments; • Interactive Voice Response (IVR) environments; • Computer Telephony Integration (CTI); • Public Switched Telephone Network (PSTN) Services; • Voice over infrastructure; • Toll-Free Networks; • Telephony research and development; • Telephony business application product development; • Radio equipment and radio systems; • Videoconferencing and Video Services; • Telephony practices and procedures; • Day to day telephony program support services.

Writing Skills (WR) May include one or more of the following: • Ability to produce clear, concise, logical and grammatically correct written material in

English or French; • Ability to convey information in English or in French accurately and obtain desired results; • Ability to use a variety of writing styles and approaches in English or in French as

appropriate to the circumstances and intended readership. Note: This competency differs from the behavioural competency Effective Interactive Communication. Writing Skills in English or French refers to the ability to produce written documentation.