Exercise #1
Using the FI competency Strategic Thinking – Analysis, discuss with participants the definition and the criteria. Once the structure of a competency has been explained, lead the participants in a discussion on the benefits of using competencies in HR activities. Supporting documentation: Copy of the Strategic Thinking – Analysis competency.
2
FI Behavioral Competencies: Strategic Thinking - Analysis
5. Strategic Thinking – Analysis: Public Service leaders advise and plan based on analysis of issues and trends, and how these
link to the responsibilities, capabilities, and potential of their organization. They scan an ever-changing, complex environment in anticipation of emerging crises and
opportunities. They develop well-informed advice and strategies that are sensitive to the various needs of
multiple stakeholders and partners, reflect the strategic direction of the Public Service and position the organization for success.
FI-01 FI-02 FI-03 FI-04
Plans and adjusts work based on a understanding of requirements and priorities and seeks clarification and direction, as appropriate
Considers relevant information from various sources to form a comprehensive perspective
Exercises sound judgment and obtains all relevant facts before making decisions
Analyzes setbacks and seeks honest feedback to learn from mistakes
Develops project work plans with an understanding of the functional area
Links information across individual work to form a comprehensive perspective
Tracks changing unit priorities and analyzes impact on peers, partners, stakeholders and/or staff activities
Seeks clarification and direction, as required.
Develops unit direction, based on a thorough understanding of the functional area
Tracks changing division priorities and analyzes impact on unit work plans
Coordinates information from multiple projects to form a comprehensive perspective
Identifies interdependencies across unit projects
Frames division/organization’s direction with a thorough understanding of the directorate’s priorities
Integrates information from multiple sources to form a comprehensive perspective
Identifies interdependencies in cross-functional projects
3
Simulation #1
Lead participants in how to prepare for a competency-based interview and in the selection of appropriate examples.
Supporting documentation: SOMC, copy of the Strategic Thinking – Ideas competency, and STAR formula.
4
Statement of Merit Criteria and Conditions of Employment – FI-02
Position number :
Selection process number
Position Title(s) : Financial Officer
Classification(s) : FI-02
Federal Organization(s) - Sub-Organization(s) :
Location(s) :
************************************************************************
Essential Qualifications: Education:
Graduation with a degree from a recognized university, with specialization in accounting, finance, business administration, commerce or economics AND experience related to positions in the Financial Management (FI) Group; OR
Eligibility for a recognized professional accounting designation (CMA, CGA, CA)
Experience:
Experience in interpreting and applying policies, guidelines and procedures
Experience in extracting, compiling and analyzing financial information and in preparing reports, including recommendations
Experience in providing advice and support to managers on financial management matters
Experience in at least one area of financial management within the federal public service
5
Knowledge:
Knowledge of the Financial Administration Act and the Treasury Board’s financial management policies, directives and guidelines
Knowledge of accounting principles and standards (including GAAP, PSAB standards and IFRS)
Knowledge of techniques, methods, procedures and practices related to financial management
Knowledge of the department’s mandate, governing legislation, and key roles and responsibilities.
Competencies:
Oral and Written Communications
Engagement
Strategic Thinking – Ideas
Values and Ethics
********************************************************************** Official Language Proficiency: BBB/BBB ********************************************************************** Asset Qualifications: N/A ***************************************************************** Operational Requirements: N/A ********************************************************************** Conditions of Employment:
Security Clearance
Enhanced reliability
6
FI Behavioral Competencies: Strategic Thinking - Ideas 6. Strategic Thinking – Ideas:
Public Service leaders advise and plan based on analysis of issues and trends, and how these link to the responsibilities, capabilities, and potential of their organization.
They scan an ever-changing, complex environment in anticipation of emerging crises and opportunities.
They develop well-informed advice and strategies that are sensitive to the various needs of multiple stakeholders and partners, reflect the strategic direction of the Public Service and position the organization for success.
FI-01 FI-02 FI-03 FI-04
Translates directions into concrete work activities
Suggests improvements through innovative solutions, approaches, products or services
Communicates ideas, views, and concerns effectively and respectfully and actively participates in exchanges of ideas with others (i.e. at meeting or planning sessions)
Makes well-thought-out recommendations to management
Effectively transfers knowledge
Translates unit direction into concrete project activities
Develops solutions to recurring problems
Encourages and incorporates creativity and learning
Redesigns own and/or staff work activities to meet changing project needs
Makes effective recommendations to management
Teaches and learns from others
Translates the division’s direction into concrete unit work activities
Designs solutions to operational problems
Encourages and incorporates diverse and creative initiatives and perspectives
Redesigns the unit’s work activities to meet changing needs
Considers the people components of issues and decisions
Translates vision and policy into concrete work activities
Develops division/organizational strategies, based on the departmental vision and the Director General’s direction
Designs initiatives to enhance operational efficiency
Encourages and incorporates diverse initiatives and perspectives
Redesigns the division’s/organization’s work activities to meet changing departmental needs
.
7
Sample letter to be sent to interviewees
Following is a letter that can be sent to candidates who are being invited to a behavioral
interview to help them prepare
***********************************************
TO CANDIDATES PARTICIPATING IN BEHAVIORAL INTERVIEWS ANSWERING BEHAVIORAL INTERVIEW QUESTIONS Often, behavioral interviews are used when some of the selection criteria are based on competencies. Behavioral questions are designed to find out about your past experience and accomplishments that relate to the competencies required in the target job. For example, if communication has been listed as a job requirement on the Statement of Merit Criteria, you may be asked to describe a situation in the past when you demonstrated your communication skills. A thorough answer will cover the following elements:
the situation or activity in which you were involved;
the action you took to complete the activity or address the situation;
the result of your action. This is called the STAR formula (Situation, task, action and result). PREPARING FOR THE BEHAVIORAL INTERVIEW Some hiring managers give the behavioral questions to candidates shortly before the interview. This will give you an opportunity to think of situations ahead of time which illustrate how you demonstrated the competencies being assessed. Recall as many details as you can about the situation so that you can talk specifically about how you acted and why, the actions and reactions of others and outcomes. If you don’t receive the questions ahead of time, you can still prepare for behavioral questions. Once you’ve reviewed the competency requirements listed on the Statement of Merit Criteria, recall times when you would have demonstrated these competencies. Again, try and remember as many specifics as you can, keeping in mind the three elements of a behavioral response - the situation, your actions and the results. When you are talking about the situation during the interview, think of it as telling a story about an event in your life. Using the attached STAR formula template can help structure your response.
8
The following is a blank template of the STAR formula (“situation,” “task,” “action” and “result”).
STAR Formula
Situation: Audit of relocation files Approximate date(s):
Section 1: Situation (background to the situation: 50 to 100 words)
Section 2: Task and Action (what you did, how you did it, and/or your role in the situation: 200 to 400 words)
Section 3: Result (Outcome of the situation: 50 to100 words) Why is this a good example of how you met this competency?
9
The following is an example of a response to a behavioural based question for the Strategic Thinking – Ideas competency at the FI-02 level using the STAR formula (“situation,” “task,” “action” and “result”).
STAR Formula
Situation: Audit of relocation files Approximate date(s): April 2010 – January 2011
Section 1: Situation (background to the situation: 50 to 100 words) Department required an audit of its relocation files. However, in the past the audit procedures and auditing process for this particular type of audit had been done by a single individual. This time around, the file was to be worked on by a team. As a result this required modifications to the procedures.
Section 2: Task and Action (what you did, how you did it, and/or your role in the situation: 200 to 400 words)
I was asked to develop a work plan, conduct the analysis and propose recommendations to management. I reviewed the current procedures, analyzed the methods and techniques used as part of the audit, identified those procedures that could be used for the purposes of this year’s audit, redesigned them to make them easier to follow and practical for a team. I developed a checklist to simplify the audit work and recording of results. I shared my ideas and recommendations with the team. My proposals were well accepted and feedback received from the team was incorporated into the work plan to further improve the process. A backlog of audit files also existed. I recommended to management a way to remediate the problem by auditing the current year files first so that if any action needed to be taken, it could be done as opposed to starting with the older files first. I also recommended setting a materiality level for the audits. All recommendations were accepted and implemented.
Section 3: Result (Outcome of the situation: 50 to100 words) The audit was completed on time and the proposed recommendations were approved and implemented. This is a good example of how I meet this competency as I played a critical role in the success of this audit by designing the work plan and modifying the audit procedures for a team setting.
10
Simulation #2
Participants will be lead through the first four steps of the competency-based management self-assessment cycle.
Supporting documentation: Competency-Based Self-Assessment Template, Excerpt of FI-02 work description – Key Activities; and FI-02 Financial Management Analyst Job Competency Profile.
Simulation #3
Using the competency-based management self-assessment template, participants will learn how to identify competency gaps.
Supporting documentation: Competency-Based Self-Assessment Template
11
Excerpt taken from FI-02 Work description: Financial Management Analyst
Key Activities
Consults with senior management and other financial analysts/advisors on current and proposed programs, projects, services and evolving needs; and challenges forecast/estimates of required resources, performance measures and other financial/business planning and reporting matters
Analyzes, evaluates and assesses impacts of proposals submitted my client Groups on the Departments financial position and on related costs and funds for Directorate-level activities. Contributes to the development of rationales to gain approval and to support funding decisions
Researches, analyzes, drafts and make recommendations to improve financial and business plans, reports, Estimates, TB Submissions and Project Approval Documents, to support decisions on program relevancy, effectiveness and value for money and resource allocation and realignment
Monitors, analyzes and forecasts expenditures and actual program/project results against planned. Prepare periodic and ad hoc reports with variances and recommendations for corrective action to support cost control and input to departmental performance reports and annual submissions of Public Accounts and reporting; respond to parliamentary/ministerial requests for information; and prepare budget adjustment proposals, etc.
Monitors new/revised departmental programs and initiatives to determine impacts on corporate financial management policies, procedures, tools and systems. Identifies needs, recommends changes and represents the operational needs of the Directorate during the process to ensure that new/existing departmental programs, business and financial planning, and/or resource allocation and reporting requirements can be met.
Leads/participates on internal committees convened to conduct a range of financial and business planning and resource allocation activities, monitoring budget reduction exercises, conducting impact analyses on programs and expenditure plans; preparing omnibus TB and internal submissions; and reviewing recommendations on budget delegation processes and procedures
Plans and conducts research and special studies, to support the needs of the Branch, including the development of planning documents, reports, and submissions, as well as assessments of change on Directorate programs, and response to audit or parliamentary and other inquires
Develops information materials and tools (eg user guides); makes presentations; and provides support, advice, guidance and policy/procedural interpretation to departmental
12
and crown corporation clients on financial and business planning and management systems, tools, processes and related best practices
Monitors and tracks the impact of financial decisions on departmental/Crown Corporation reference levels, ensuring the availability of timely, accurate and complete financial information
Prepares and distributes a wide variety of financial, analytical or information reports to all management levels in the Department
Assists in the co-ordination and production of external reports/reporting exercises such as the Departmental Performance Report, Annual Reference Level Update, Main Estimates, Supplementary Estimates, and the MRRS.
13
FI-02: Financial Management Analyst Job Competency Profile Oral and Written Communications
Describes complex financial/technical issues clearly for both non-financial and financial audiences
Builds a consensus and successfully addresses diverse views
Outlines policy requirements and provides guidance within policy
Defends and/or secures support for ideas or initiatives through such methods as briefing notes, position papers, and recommendations to senior management
Delivers confident, consistent, and coherent messages in presentation
Risk Management Learns from experience, assesses risks, and makes recommendations for effective
management and program delivery
Recognizes and advises on the probability of alternative outcomes for options, and realizes that not all new ventures will succeed
Evaluates controls to help mitigate risks through prevention, detection and correction
Negotiation Skills/ Integration Function Uses differences of opinion to explore alternative solutions to problems or concerns
Facilitates positive dialogue between others with the goal of resolving differences and reaching a win-win solution
Involves others in developing solutions or processes to ensure their support
Clarifies situations by exploring all parties’ needs, concerns and positions
Uses legislative framework or third parties to influence others, as required
Values and Ethics Integrates Values and Ethics, including the Code, into peers, partners, stakeholders
and/or staff practices
Reflects a commitment to citizens and clients in peers, partners, stakeholders and/or staff activities
Fosters a climate of transparency, trust and respect among peers, stakeholder and/or staff and in partnerships
Is alert to and deals quickly with harassment and discrimination
Encourages bilingualism and diversity, based on Official Languages and Employment Equity policies
Builds and promotes a safe and healthy, respectful workplace
Manages work activities and transactions with transparency and fairness
14
Strategic Thinking – Analysis Develops project work plans with an understanding of the functional area
Links information across individual work to form a comprehensive perspective
Tracks changing unit priorities and analyzes impact on peers, partners, stakeholders and/or staff activities
Seeks clarification and direction, as required.
Strategic Thinking – Ideas Translates unit direction into concrete project activities
Develops solutions to recurring problems
Encourages and incorporates creativity and learning
Redesigns own and/or staff work activities to meet changing project needs
Makes effective recommendations to management
Teaches and learns from others
Engagement Shares information broadly with peers, partners, stakeholders and/or staff
Promotes collaboration among peers, partners, stakeholders and/or staff
Encourages open, constructive discussion of diverse perspectives
Manages own and/or staff interpersonal relationships
Relates effectively to people with disabilities or with different values, personalities, or cultural backgrounds
Uses meetings as an opportunity to generate collegiality and unity
Listens to and acts on individuals and/or the team’s concerns
Solicits input from and listens to peers, partners, stakeholders and/or staff
Communicates work plans with clarity and commitment
Establishes regular and comprehensive exchanges of ides with individuals and/or the team
Models and elicits trust
Management Excellence – Action Ensures work is congruent with formal procedures and regulations
Adapts regular procedures flexibly to best meet objectives
Maintains a positive outlook in the face of setbacks
Heeds early warning signals and advises management, as needed
Follows through on project plans from planning, implementing, monitoring, and evaluating to reporting
Applies performance or service standards, where they exist
Manages activities on a daily basis
15
Management Excellence – People Seeks to resolve interpersonal or personal problems that are affecting performance
Develops effective networks by seeking out opportunities for collaboration and strategic alliances
Assumes responsibility for agreements made in collaborative arrangements
Management Excellence – Finance Pursues operational efficiencies and value for money
Applies and monitors rigorous systems for Financial Information Management, internal audit, and evaluation
16
Financial Management Competency-Based Self-Assessment Template
Consult the FI competency profiles and identify the required proficiency level for the job or role. Using the STAR formula, for each competency, provide one or two examples of situations where you have demonstrated the behavioural indicators or criteria. Evaluate each situation against the proficiency level for the job or role. Figure B1. Competency Profiles
Existing Position: FI-02 Financial Management Analyst
Target Position: FI-02 Financial Management Analyst
Re
qu
ire
d
Pro
ficie
nc
y
Insu
ffic
ien
t
Ba
sic
Pro
ficie
nt
Ad
va
nc
ed
Oral and Written Communications L3 X Situational examples Training on FM Policies
Training material well documented, concise and clear
Good use of examples throughout
During training session listened to participants but looked to experienced colleagues for input and opinions (policy interpretation)
Maintained open and continued dialogue with participants
Had some difficulty in translating the financial policy requirements to a non-financial audience
Risk Management L2 X Situational examples Audit readiness Assessment - Internal controls over Financial Reporting (ICFR)
Good working knowledge of risk management techniques (updated and assessed key business process documentation)
Performed walkthrough for Statutory Vote
Identified risks, identified gaps, searched for compensatory controls for mitigation
Active participant in meetings to assess risk probability and mitigation
Liaised with process owners to assess whether controls are properly implemented
Provided effective recommendations to management
17
Negotiation/Persuading L2 X Situational examples Identified discrepancy in consistency of documented evidence performed by process owner’s designated officer (ICFR)
Identified differing needs of process owner (resolved variances) and FM group (verifiable evidence for independent review and opinion)
Facilitated discussions with process owner and FM group to identify needs and reach common viewpoint
Provided recommendations on areas of improvements to business process that take into consideration concerns and needs of process owner
Participated in the identification of best practices agreed upon by process owner and FM group
Values and Ethics L2 Situational examples
Strategic Thinking - Analysis L2 X Situational examples Mapping of departmental funding initiatives to new PAA structure
Interpreted information received from branches and compiled information in database
Verified accuracy and credibility of information
Analyzed the un-mapped cost centers and provided recommendation on proposed mapping - based on ratios of actual spending
Performed additional analysis on specific issues in response to concerns expressed by branch FMAs
Identified impacts on current and future reporting processes due to altering PAA structure
Strategic Thinking - Ideas L2 Situational examples
Engagement L2 Situational examples
Management Excellence - Action L2
Situational examples
18
Management Excellence - People L2 X Situational examples Management Guidance
Issues with Acting Supervisor’s direction and guidance – felt responses to questions did not provide guidance required or answer concerns
Felt frustrated, discouraged and unsure of what to do – concerned that it would begin to show in work
Sought advice from unit manager. Outlined situation and sought guidance on how to resolve issues
Adopted the approaches discussed with unit manager in dealings with acting supervisor
Management Excellence - Finance L2 Situational examples
Accounting operations L2 Situational examples
Planning and Resource Management
L2
Situational examples
Financial Policy L2 Situational examples
Financial Systems L2 Situational examples
19
Identifying Gaps in Competencies The following table can be used to record gaps identified during assessment.
Gaps That Require Learning Activities Comments Competency Gap
identified Target and
Specific Behaviours
Oral and Written Communication X Describe complex technical info to non-financial staff Outline policy requirements and provide guidance on policy
Difficulty in translating policy requirements to non-financial staff. Rely on more experience personnel for input and opinion.
Risk Management
Negotiation/Persuading
Values and Ethics
Strategic Thinking - Analysis
Strategic Thinking - Ideas
Engagement
Management Excellence - Action
Management Excellence - People X Seek to resolve interpersonal problems that are affecting performance
Did not see supervisor’s inability to respond to questions or concerns as a problem that could affect the team’s performance. Sought only to resolve own issues without discussing with supervisor.
Management Excellence - Finance
Accounting Operations
Planning and Resource Management
Financial Policy
Financial Systems
Note: Employees should work on improving a maximum of two or three competencies a year.
Additional Comments
Completed by: Date
20
Exercise #2
Using the information provided above, participants will complete a sample learning plan.
Supporting documentation: Sample Learning plan
21
Sample Learning Plan This sample learning and development plan template is provided for illustrative purposes only. Please use your departmental forms when available.
Learning & Development Plan
Part 1: Identify your learning needs and objectives (Including Official Languages Training)
Targeted Competencies/ Knowledge / Skills
Operational Requirements / Current Position (as per the objectives defined in Section 2 of your Performance Evaluation)
Career Development (Set your objectives below)
What do I need to work on for my current job?
What skills and knowledge will I need for the job I aspire to?
Learning Objectives
I want to learn…
Familiarize myself with FM policy suite and improve my presentation skills.
Communication and presentation skills (written and verbal)
Technical knowledge of policies and their interpretation
Performance Indicators
I will know that I have achieved my objective when..
Better able to provide policy interpretation using non-technical jargon Confident responses to questions or concerns asked during training sessions
Part 2: Identify Your Learning Activities and Timelines
Learning Activities (How do I plan to learn…)
Dates
Investments ($, Time, etc.) Agreed
Completed
Employee Dept. Yes No %
Read FM policies and discuss interpretation with departmental /central agency personnel
Ongoing Reading and discussions
No cost X X %
Presentation skills December 2012 Complete course
$300 X X %
Comments/Reasons:
Part 3: Discuss your Personal Learning Plan
I have discussed my learning plan with my manager
Employee Date (YYYY-MM-DD)
I concur with these learning activities
Manager Date (YYYY-MM-DD)
