IRCC Behavioural and Technical Competency Dictionary

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Introduction

Behavioural Competencies

• Action Management (AM)
• Adaptability & Flexibility (AF)
• Change Leadership (CL)
• Client Service Orientation (CSO)
• Commitment to Continuous Learning (CCL)
• Conceptual Thinking (CT)
• Conflict Management (CM)
• Cooperation and Collaboration (CC)
• Cross-Cultural Sensitivity (CCS)
• Decisiveness (DEC)
• Developing Others (DEV)
• Effective Interactive Communication (EIC)
• Focus on Quality and Details (FOQ)
• Impact and Influence (IMP)
• Information Seeking (INF)
• Initiative (INT)
• Innovativeness (INN)
• Interpersonal Understanding (IU)
• Judgement / Analytical Thinking (J/AT)
• Organizational Awareness (OA)
• Partnership, Network and Relationship Building (PRB)
• Results Orientation (RO)
• Self-Confidence (SCF)
• Self-Control (SCT)
• Strategic Orientation (SO)
• Team Leadership (TL)
• Values and Ethics (VE)

Technical Competencies

• Ability to use Office Technology, Software and Business Applications
• Coaching skills
• Consulting skills
• Contract and Procurement management
• Facilitation Skills
• Financial Management
• Human Resources Management
• Information Management
• Knowledge of Administration Processes, Practices and Procedures
• Knowledge of Applicable Legislation Governing IRCC Policies and Procedures
• Knowledge of Policy Development Processes
• Knowledge of Research Methodologies, Principles and Practices
• Planning and Organizing
• Presentation Skills
• Project Management
• Specialized Subject Matter Expertise and Knowledge
• Written Communication Skills

Introduction

Definition of Competency

A competency is any observable and/or measurable knowledge, skill, ability or behaviour that contributes to successful job performance.

There are two major components to a competency -- the definition and the behavioural indicators. The definition explains what the competency means. This provides a common language that everyone in the organization can understand the same way. Each competency also has associated groupings of behavioural indicators. These groupings represent different ways to demonstrate a competency and are the starting points to identify the performance “goal posts” required in a given role.

Competency Profile

A job competency profile (or model) is a set of predefined “key” competencies required to perform successfully in a specific role.

Using this Dictionary

Begin by reviewing the definition and the behavioural indicators for each competency. It is important to read the entire definition, since the title may not fully explain what is meant by each competency. Competencies may share common elements, but place different emphases on how they are used. For example: communication is an important component of both Impact and Influence and Effective Interactive Communication, where the word “communication” appears in the title. But the emphasis given to communication is different in each competency.

Action Management (AM)

Action Management concerns the ability to focus on developing objectives and achieving results and to take responsibility for mobilizing staff to ensure timely delivery against commitments. It includes having others follow clear standards and assigning work. It also emphasizes ensuring that desired standards are met, and holding people accountable for them.

Core competency: Does the person make sure that desired standards are met and hold people accountable?

Note: This competency supports Team Leadership, but is focused on ensuring the work is accomplished as opposed to leading people.

Progression of the scale: Effectiveness in ensuring work is well planned, assigned, and meets performance standards

1. Gives Directions
   • Gives specific and adequate directions regarding goals and expectations.
   • Provides clear direction on the work unit’s objectives, performance priorities and timetables for assigned work.
   • Translates concepts/themes for an event or project into clear action plans including delineating tasks, accountabilities and milestones.
2. Sets Limits About What Can and Cannot Be Done
   • Firmly says no to unreasonable requests.
   • Responds to requests in a manner which ensures understanding.
   • Sets limits for others’ behaviour; reminds others of agreed room for manoeuvre.
3. Demands High Performance
   • Appropriately communicates expectations, leaving employees with no room for misinterpretation.
   • Demands high performance, quality or resources.
   • Communicates importance of meeting performance standards; mentions possible consequences for non-performance and notes good performance.
4. Monitors Adherence to Standards of Performance
   • Diligently monitors performance against expectations and agreed upon commitments.
   • Issues clear warnings about the consequences of non-compliance with standards of performance.
   • Judges when it is appropriate to intervene in situations that jeopardize the attainment of goals.
5. Effectively Deals with Poor Performance
   • Communicates concerns about performance problems. Reviews performance against clear standards or expectations.
   • Enforces consequences and takes action.
   • Knows when to take a strong stand in dealing with problem behaviours or poor performance.

Adaptability & Flexibility (AF)

Adaptability and Flexibility is the ability to readily adjust one’s behaviour to meet the demands of a changing work environment. It includes reacting positively to change, co-operating readily with revised methods and priorities. Flexibility entails understanding and appreciating different and opposing perspectives on an issue, adapting one’s approach as the requirements of a situation change, and changing or easily accepting changes in one’s own organization or job requirements.

Core Competency: Does the person change gears or drop the expected task when circumstances demand it?

Progression of the scale: Size of change being made

1. Accepts Need for Flexibility
   • Accepts ambiguity and uncertainty in the environment.
   • Acknowledges that people are entitled to their opinions, and accepts that they are different.
   • Demonstrates willingness to change ideas or perceptions based on new information or contrary evidence.
2. Willingly Alters Normal Course of Action
   • Maintains effectiveness during changes in the work environment.
   • Adapts quickly to respond to changing priorities.
   • Alters normal procedures to fit a specific situation to get a job done and/or meet company goals, e.g., takes on co-workers’ tasks when needed for an emergency.
3. Adapts Tactics
   • Anticipates and responds appropriately to change.
   • Explores different possibilities and approaches rather than just the obvious.
   • While maintaining the same overall plan or strategy, changes how to accomplish the plan.
4. Adapts Strategy
   • Changes the overall plan, goal, or project (i.e., what you’re trying to accomplish) to fit the situation.
   • Makes organizational changes to meet the needs of a specific situation.

Change Leadership (CL)

Change Leadership is the ability to energize and alert groups to the need for specific changes in the way things are done.

Core Competency: Is this person truly a change agent, and can lead change initiatives?

Progression of the scale: Size of change being made

1. Fostering understanding of change
   • Effectively manages own personal resistance or reaction to change.
   • Shares own understanding of change with others.
2. Fostering acceptance of and commitment to change
   • Involves others in planning for and implementing change, and in so doing gains buy-in for change.
   • Helps others deal with their resistance to change.
   • Communicates to colleagues, staff and/or clients why change is needed, the benefits of change, what is at stake, and how the change will impact employees and clients.
3. Managing change
   • Translates organizational change strategies into specific and practical goals, processes, and time frames.
   • Develops and implements strategies to transition from the current to future situation.
   • Develops contingency plans for major resistance and/or unforeseen issues in implementing change.
4. Leading change
   • Communicates a clear, compelling vision of what the change will accomplish.
   • Ensures ongoing communication strategies are in place to facilitate understanding and commitment to change.
   • Generates momentum and genuine enthusiasm for change.
   • Spearheads the development and implementation of change strategies, developing or adjusting organizational systems to facilitate the change and employee or client transition.

Client Service Orientation (CSO)

Client Service Orientation is about focusing one’s efforts on discovering and meeting the client’s or clients’ needs. It implies a desire to help or serve others, to meet their needs. “Clients” can be internal or external.

Core Competency: Does the person have a genuine desire to help or serve others, or act on behalf of the person being served?

Progression of the scale: The depth of understanding and response to the customer’s needs

1. Responds Appropriately
   • Follows through, when asked, on client inquiries, requests, complaints.
   • Keeps customer up-to-date about progress of projects.
2. Maintains Clear Communication
   • Establishes/maintains clear communication with clients regarding mutual expectations.
   • Monitors client satisfaction.
   • Distributes helpful information to clients.
   • Gives friendly, cheerful service.
3. Takes Personal Responsibility for Serving the Clients
   • Takes personal responsibility for following through or correcting client-service problems.
   • Corrects problems promptly and undefensively, even if taking a loss is involved (e.g., waiving a late fee).
4. Improves Clients Services
   • Makes concrete attempts to add value to the client by offering a better service or an extra service beyond the client’s expectations.
   • Takes action beyond normal expectations.
5. Addresses Underlying Client Needs
   • Knows the client's business and/or seeks information about the real underlying needs of the client, beyond those expressed initially.
   • Matches underlying needs of client to available (or customized) products or services.
6. Uses a Long-Term Perspective/Acts as a Trusted Advisor
   • Looks for long-term benefits to the client and adjusts approach accordingly even at a cost to own organization. (May trade off immediate costs for the sake of the long-term relationship).
   • Acts as a trusted advisor.
   • Becomes involved in client’s decision-making process.

Commitment to Continuous Learning (CCL)

Commitment to Continuous Learning is continually developing and improving one’s own knowledge and identifying and acquiring new skills by recognizing personal strengths, development needs and evolving circumstances in the surrounding environment, and taking the necessary steps to improve current and future job performance.

Core Competency: Is this person naturally curious about learning new things and bettering oneself?

Progression of the scale: Degree of personal initiative in regards to learning and scope of learning

1. Reflecting on Performance
   • Reflects, analyses and learns from self and other’s past performance, both successes and mistakes.
2. Participating in Learning Activities to Enhance Performance in Current Role
   • Is a willing participant in planned learning activities. Learns from one’s current mistakes.
   • Seeks out advice from colleagues and draws on their experiences (e.g. reviews judicial appeals and decisions, consults on issues and analytical problems).
3. Actively Pursuing Focused Development
   • Invests time/energy/effort in performing his/her duties to learn new approaches and new ways of doing things.
   • Identifies own learning needs and areas for development based on self-initiated need analysis as well as in response to others’ feedback and suggestions for improvement.
   • Creates clear plans for development, uses available resources and executes learning plans to the extent that he/she is able.
4. Anticipating Long-Term Future Learning Needs in Current Role
   • Takes actions to prepare for own future development, identifies long-term development needs and plans to create opportunities to bridge them.
   • Anticipates future needs of the organization and identifies opportunities to learn new things for current and future needs in one’s job.
5. Pursuing Learning Beyond the Current Job or Identified Need
   • Goes beyond the context of one’s current job and challenges and modifies assumptions / perceptions regarding how to optimize personal and organizational learning.
   • Uses intellectual capital to improve organizational learning and performance, and acts appropriately.

Conceptual Thinking (CT)

Conceptual Thinking is the ability to identify patterns or connections between situations that are not obviously related, and to identify key or underlying issues in complex situations. It includes using creative, conceptual, or inductive reasoning.

Core Competency: Does the person match patterns? Assemble many pieces into a coherent whole? Create new ways to look at things?

Progression of the scale: Insightfulness or innovation of the pattern recognition

1. Applies Basic Rules
   • Applies simple rules, common sense, and past experiences to identify problems.
   • Recognises when a current situation is exactly the same as a past situation.
2. Sees Patterns Based on Past Experience
   • When looking at information, sees patterns, trends, or missing pieces.
   • Notices when a current situation is similar or dissimilar to a past situation, and identifies the similarities and/or differences.
   • Identifies pertinent information, and notices trends, patterns or missing pieces.
3. Applies Learned Complex Concepts
   • Uses knowledge of theory or of different past trends or situations to look at current situations.
   • Applies and modifies complex learned concepts or methods appropriately.
4. Clarifies Complex Data or Situations
   • Makes complex ideas or situations clear, simple, and/or understandable.
   • Assembles ideas, issues, and observations into a clear and useful explanation.
   • Restates existing observations or knowledge in a simpler fashion.
   • Takes intricate data and puts it into lay terms; “boils down” information.
   • Conducts strategic analysis of trends, to identify patterns or missing pieces.
   • Selectively absorbs a large amount of diverse or complex information to identify central and underlying issues of a situation.
5. Creates New Concepts, Theories, Models and Frameworks
   • Creates new concepts that are not obvious to others and not learned from previous education or experience to explain situations or resolve problems.
   • Looks at things in a really new way – breakthrough thinking.
   • Shifts the paradigm; starts a new line of thought.

Conflict Management (CM)

Conflict Management is the ability to facilitate the prevention, management and/or resolution of conflicts.

Core Competency: Can this person resolve conflict between people in a diplomatic fashion?

Progression of the scale: Degree of personal involvement in conflict prevention and resolution

1. Noticing Conflicts
   • Recognizes that there is a conflict and respects others’ points of view.
   • Brings conflict to the attention of an appropriate individual.
2. Professionally Addressing Conflict as it Happens
   • Demonstrates integrity in sensitive, conflict situations.
   • Maintains professional distance, self-control, and decorum while addressing conflict.
   • Encourages or facilitates conflict resolution directly by initiating open and respectful discussion of the issue.
3. Reducing and Resolving Conflict in a Proactive Manner
   • Anticipates and takes action to mitigate/reduce potential conflict to reduce and resolve conflict at the outset, and by encouraging continued, open, two-way communications.
   • Demonstrates innovation to resolve conflicts where there are no shared interests.
4. Promoting Conflict Management and Resolution
   • Promotes conflict prevention and resolution in the organization by coaching others to resolve conflict.
   • Provides consultation to or obtains consultation/mediation for others on conflict resolution approaches and processes.
5. Creating an Open Environment Where Conflict is Employed Positively
   • Creates a conflict-resolving environment by anticipating and addressing areas where potential misunderstanding and conflict could emerge and by addressing systemic workplace irritants.
   • Employs conflict as a catalyst for positive change.

Cooperation and Collaboration (CC)

Cooperation and Collaboration is the ability to collaborate effectively with others, to be part of a team and to promote quality work through effective contribution to others’ efforts. It includes promoting cooperation and partnerships between individuals and groups at various levels, both inside and outside the organization.

Core Competency: Does the person act to facilitate the operation of a group of which he or she is a member?

Note: “Team” is broadly defined as any task or process-oriented group of individuals.

Progression of the scale: Degree and effectiveness of support given to group efforts

1. Participates Actively in Group Process
   • Shares all relevant or useful information, expertise and insight with others (e.g. through team discussions, brainstorming sessions).
   • Offers assistance to others in pursuit of the common goals.
   • Contributes effectively in meetings and cross-functional working groups or special projects and understands the collaborative benefits of working together.
   • Keeps others informed and up to date about what is happening in the group.
2. Solicits Inputs and Contributions from Others
   • Shows respect for and genuinely values others’ input and expertise. Wants all members of a group to contribute to a process.
   • Expresses positive attitudes and expectations of others in terms of their abilities, expected contributions, etc.
   • Recognizes where strengths lie among departmental resources and taps into their expertise; makes best use of people’s talents.
   • Demonstrates understanding and sensitivity for the values, alternate views and requirements of others.
   • Demonstrates willingness to learn from others.
   • Values and encourages constructive feedback.
3. Works to Resolve Issues
   • Resolves difficult and complex interpersonal situations using approaches and resources that are consistent with the organization’s values.
   • Identifies any friction or dissent within the team. Tries to preserve positive working relationships.
   • Promotes harmony and consensus across the group even when not in a position of authority.
   • Shares valuable resources with other groups.
   • Willingly accepts a changing role within the team, as the work requires.
4. Supports and Promotes the Team
   • Encourages pride of association with the group and promotes its reputation.
   • Generates and maintains an environment that encourages the development of new ideas.
   • Works to overcome inter-group conflict or differences.
   • Provides suggestions to remove barriers to group performance.
   • Actively leads and inspires others without trying to dominate the group.
   • Actively owns and supports the group decision, even if personal views differ.
5. Integrates the Team into the Broader Organizational Context
   • Actively builds cooperation among multiple teams.
   • Promotes sharing of expertise among teams to achieve superior service or results within the organization and to other stakeholders and client.

Cross-Cultural Sensitivity (CCS)

Cross-Cultural Sensitivity is demonstrating an understanding of cultural differences and respect for other cultures. This includes a commitment to recognize diversity both between and within cultural groups.

Core Competency: Does the person truly understand and is he/she sensitive to the cultures, beliefs and value systems of others?

Note: This competency is not to be confused with Adaptability and Flexibility which is broader in scope. CCS focuses exclusively on cultures different than one’s own.

Progression of the scale: Appreciation of and adaptation to different cultures

1. Understands Culture as a Factor in Organizational and Individual Performance
   • Understands and considers the impact that cultural norms or influences may have before taking action; recognizes that own interpretation may not be correct.
   • Recognizes that prejudices and systemic barriers which may exist within the current environment.
   • Recognizes that people are all products of a particular culture, and therefore may not always interpret behaviour accurately.
2. Interprets Verbal and Non-verbal Behaviours in Context
   • Monitors and evaluates own beliefs and behaviours with regard to prejudices and personal bias.
   • Seeks out opportunities to gain new knowledge and understanding of individual’s or group’s beliefs and norms through learning and active community participation and involvement.
   • Understands that people from different cultures will react in different ways and takes this into account when interpreting behaviours.
3. Acts as Role Model to Others
   • Communicates with people of another culture in a way that earns their respect and trust.
   • Inspires others by example to improve their intercultural effectiveness.
   • Projects political astuteness and a broad cultural perspective in dealings with other cultures, perceiving what behaviours and practices are culture bound and which are more universally demonstrated.
4. Invests in the Creative Potential of Individual and Group Differences
   • Uses acceptance and accommodation to maximize the organization’s effectiveness.
   • Helps get people of diverse cultures to work together in a task-functional way.
   • Builds and maintains strong cross-cultural teams.
   • Enhances work processes by rethinking tasks and practices based on people’s diverse perspectives.

Decisiveness (DEC)

Decisiveness is the ability to make decisions based on analysis of the information presented in the face of ambiguous or conflicting situations, or when there is an associated risk.

Core Competency: Can this person make decisions when information is ambiguous and conflicting?

Progression of the scale: From making basic decisions in simple situations to making complex decisions in ambiguous situations

1. Making Relatively Simple, “Safe” Decisions
   • Makes and implements decisions where necessary information is available and the reasoning leading to the decision is routine or straightforward.
   • Gets the information needed to make effective decisions.
2. Making Sound Decisions in a Somewhat Vague Situation
   • Makes and implements decisions when faced with some complicating factors which may include ambiguous information.
   • Recognizes conflicting information, seeks clarification and reaches a reasoned decision.
   • Takes ownership of decisions and ensures decisions are consistent with legislation, precedent, and established policies and procedures.
3. Making Sound Decisions in Ambiguous, Risky or Time-Sensitive Situations
   • Makes clearly reasoned decisions where required information is incomplete and/or ambiguous and where the issues may be complex.
   • Knows when to pursue additional information and when there is a basis to move to a decision.
   • Integrates risk management into program management and organizational planning
4. Making Sound Strategic Decisions in Very Ambiguous Situations Using Advanced Techniques
   • Makes and implements strategic decisions based on principles, values and business cases.
   • Champions initiatives with significant potential paybacks, but possible adverse consequences, based on an assessment of the risks and benefits, impacts, etc.

Developing Others (DEV)

Developing Others involves a genuine intent to foster the continuous learning or development of others. It includes sharing one’s own experience with others and fostering continuous learning of others with an appropriate level of coaching and feedback.

Core Competency: Does the person genuinely care about and work to develop the long-term characteristics (not just skills) of others?

Progression of the scale: From sharing task-related advice and encouragement, to facilitating strategic employee development

1. Sharing task-related advice and expertise with others
   • Willingly shares own task-related expertise with others.
   • Provides direction or advice on how to do the work.
2. Creating learning opportunities for others relative to technical skill acquisition
   • Gives within a developmental context, detailed instructions and/or on-the-job demonstrations e.g., volunteers to show how to do the task.
   • Makes specific helpful suggestions or makes sure that someone else is available to do so.
3. Coaching others and providing advice relative to competency acquisition
   • Coaches and mentors to support the development of others.
   • Provides constructive feedback with specific examples.
   • Facilitates commitment to continuous learning in self and others.
4. Creating a supportive learning environment that facilitates employee growth and development
   • Fosters a learning environment that facilitates knowledge transfer.
   • Creates an environment where mistakes are used as learning opportunities, feedback is freely offered and willingly received, and expertise is shared among employees.
   • Provides opportunities for employees to develop in light of current and future organizational needs, such as job shadowing or developmental assignments.
   • Encourages others to assess their strengths and weaknesses, career goals, and strategies for achieving them.
5. Aligning organizational systems to support employee growth and development
   • Implements structures, succession planning mechanisms, and processes that promote employee development in line with IRCC’s goals.
   • Structures work processes (e.g., cross-functional training, participative management, etc.) to facilitate employee development and promote continuous learning.

Effective Interactive Communication (EIC)

Effective Interactive Communication is the ability to transmit and receive information clearly and communicate effectively to others by considering their points of view in order to respond appropriately. It includes using tact and diplomacy in all communications as well as the ability to convey ideas and information, both orally and in writing, in a way that brings understanding to the target audience.

Core Competency: Can the person communicate effectively with others?

Progression of the scale: Scope varies in terms of the sensitivity and complexity of the message

1. Pays Attention to the Communication of Others
   • Actively listens to obtain additional information.
   • Listens for understanding and acceptance of crucial messages.
   • Actively listens to people and asks probing questions to gain a broader understanding of the issue or question at hand.
2. Establishes Two Way Communication
   • Communicates in a non-confrontational and constructive manner.
   • Interprets implied messages correctly on the basis of the context and background.
   • Expresses views openly and articulately when participating in working groups, committees and staff meetings.
   • Actively solicits other people’s opinions and contributions.
   • Seeks to ensure that factual messages are clearly understood, useful and timely.
   • Clearly articulates the rationales or logic underlying decisions.
3. Adapts Language to the Audience
   • Understands the sensitivities surrounding different individuals, groups and contexts and adapts language level, tone, style and content of communications appropriately.
   • Presents accurate information clearly and concisely, and in a language appropriate to the listener.
   • Clarifies concepts in terms that are appropriate for the audience.
   • Adapts style, mode and tone based on the audience/applicant reactions and the issues being addressed.
4. Communicates for Maximum Results
   • Understands the underlying needs, interests, issues and motivations of others.
   • Interprets complex and possibly contradictory or competing signals/messages.
   • Optimizes communications to achieve desired results (e.g., through the use of mediation, counselling, group facilitation, and/or media relations).
   • Considers the purpose of communications (e.g., to build rapport, move a situation along, put people at ease) as well as other key factors (e.g., the needs and feelings of the target audience, the impact of the message on the audience, confidentiality) in deciding what to communicate and how to deliver the message.

Focus on Quality and Details (FOQ)

Focus on Quality and Details implies pride in ensuring that tasks are completed with a focus on accuracy and quality. It is expressed in such forms as monitoring and checking work or information, insisting on clarity of roles and functions, planning, etc.

Core Competency: Does the person pay attention to details and quality?

Note: In a managerial role, Action Management usually supersedes this competency. When Action Management is present in a profile, this competency is often assumed.

Progression of the scale: Sophistication and completeness of meeting and/or surpassing quality standards

1. Checks Own Work
   • Double-checks the accuracy of work.
   • Conscientious in taking care of details; ensures quality of work meets standards.
2. Monitors Work for Quality
   • Monitors quality of own and others' work.
   • Ensures all details or steps are addressed or followed.
   • Undertakes the necessary legwork/research to confirm the validity of data.
3. Monitors Plan, and Progress of Work
   • Makes sure that, although several different activities are occurring at the same time, nothing falls through the cracks.
   • Consistently shows initiative and resourcefulness to solve problems and ensure quality work outputs are produced on time and within the limits of available resources.
   • Anticipates situations that are prone to error, and has back-up procedures or plans in place to reduce that chance.
4. Implements Quality Assurance Practices
   • Develops and uses systems, tools, approaches or methods to track information on quality.
   • Develops and implements standards and/or controls to improve quality of information.
   • Recognizes and supports improvements to existing systems and procedures.

Impact and Influence (IMP)

Impact and Influence implies an intention to persuade, convince, influence or impress others (individuals or groups) in order to get them to go along with or to support the speaker’s agenda.

Core Competency: Does the person use deliberate influence strategies or tactics?

Progression of the scale: Complexity or customization of the attempt to influence

1. Providing “The Facts”
   • Uses the facts and available information in a discussion or presentation to persuade, e.g., appeals to reason, uses data, concrete examples, demonstrations, etc.
2. Personalizing “The Facts”
   • Includes careful preparation of data for presentation.
   • Adapts proposals or arguments to appeal to the interest and level of others.
   • Anticipates the effect of one’s approach, or other factors, on persuading people (both emotions and logic).
3. Influencing Through “Association”
   • Builds linkages between one’s proposal and other initiatives in the organization, with the intent to take advantage of these initiatives’ momentum to persuade others.
   • Engages in multiple efforts to persuade, e.g., through meetings, presentations, articles in newsletters, etc.
4. Uses Indirect Influence
   • Works through a series of other people to gain support for an idea, plan or action: e.g. get A to talk to B who will influence C, etc.
   • Uses experts or other third parties to influence the course of events.
5. Uses Complex Influence Strategies
   • Assembles political coalitions; uses complex political manoeuvring to reach a goal or have an effect.
   • Builds “behind-the-scenes” support for ideas.
   • Uses an in-depth understanding of the interactions within a group to move toward a specific agenda (e.g., may give or withhold information among individuals to have specific effects); uses “group process skills” to lead or direct a group.

Information Seeking (INF)

Information Seeking is the ability to efficiently and effectively collect information, identify information required to clarify a situation, to seek that information from appropriate sources, and use skilful questioning to draw out the information when others are reluctant to disclose it.

Core Competency: Does the person go beyond the obvious and seek out information?

Progression of the scale: The amount of time and effort being expended on collecting information.

1. Asks Clear Questions
   • Identifies any additional information that would assist in clarifying the issues.
   • Conducts effective questioning by staying focussed on relevant issues.
2. Probes
   • Goes beyond immediately presented information, probing deeper to obtain the information needed.
   • Responds quickly to new information by reorienting the line of questioning or pursuing a certain line of questions.
3. Digs Deeper
   • Explores practical alternatives for obtaining relevant information.
   • Actively asks a series of probing questions to identify the real issue or in order to clarify ambiguous information.
   • Does not stop with the first answer; finds out why there is conflicting information and may ask a series of specific, detailed questions to uncover additional facts.
   • Makes a systematic effort over a limited period of time to obtain needed data or information.
4. Does Research
   • Makes a systematic effort over a limited period of time to obtain needed data or feedback.
   • Conducts in-depth investigation from unusual sources.
   • Does formal research, or may commission others to do formal research through newspapers, magazines, computer search systems, or other resources (may include market, financial, social, economic research).
5. Uses Own Ongoing Information Gathering Systems
   • Establishes ongoing systems or habits to get information; for example, managers can walk around, hold regular informal meetings, or scan certain publications.
   • Sets up individuals to do regular, ongoing information gathering for him or for her.
   • Involves others who would not normally be involved and gets them to seek out information.

Initiative (INT)

Initiative implies a strong bias for taking action, proactively doing things and not simply thinking about future actions. The time frame of the behavioural indicators moves from addressing current situations to acting on future opportunities or problems.

Core Competency: Is the person willing and able to appropriately respond to challenges or opportunities, present and future?

Progression of the scale: The level of effort involved, and the distance into the future that one is looking for problems and opportunities on which to take action.

1. Identifies immediate action needed
   • Recognizes and reacts upon present opportunities.
   • Reacts to present problems, including overcoming obstacles.
   • Offers ideas/suggests modified approaches to address current situations or issues.
   • Without prompting, seeks additional tasks when own work is completed.
2. Addresses current issues and Is Decisive in a Crisis
   • Acts quickly and decisively in a crisis or other time-sensitive situations.
   • Identifies and acts on issues and problems in own area of responsibility instead of waiting or hoping the problem will solve itself.
   • Tries varied approaches and solutions to resolve a problem.
   • Persists when marked difficulties arise.
3. Addresses imminent issues or opportunities (i.e. Acts Up to 3 Months Ahead)
   • Looking ahead, anticipates and takes action to create an opportunity or avoid future crisis. Minimizes potential problems through a unique extra effort (contacts with key people, etc.).
   • Takes action to avoid an imminent problem or capitalizes on an imminent opportunity.
   • Suggests ways to achieve better results or add value beyond the current situation.
   • Perseveres in seeking opportunities to advance organizational objectives in the near or intermediate term.
4. Addresses imminent issues or opportunities (i.e. Acts 4-12 Months Ahead)
   • Anticipates and takes action to create an opportunity or avoid future crisis.
   • Prepares for a specific opportunity or problem that is not obvious to others.
   • Identifies and acts on opportunities to enhance organizational outcomes, or to advance organization goals.
   • Creates opportunities to undertake initiatives that will benefit the organization in the near term.
   • Perseveres in seeking solutions to complex issues despite significant and ongoing obstacles.
5. Addresses future opportunities (i.e. Acts Over a Year Ahead)
   • Anticipates and takes action to avoid a future crisis.
   • Anticipates long-term future opportunities and positions the organization to take advantage of them.
   • Defines and addresses high-level challenges that have the potential to advance a program or sector.

Innovativeness (INN)

Innovativeness refers to the ability to generate and implement creative solutions and novel ways to achieve goals. It involves combining insight into client or corporate business needs with an inventive approach to come up with new ways at looking at business problems. It involves generating an idea, preparing the business case to ensure its value and implementing the solution.

Core Competency: Does the person provide novel and inventive solutions to improve processes or services?

Progression of the scale: The degree of innovation and impact on the organization

1. Is Open Minded and Willing to Try New Approaches
   • Offers suggestions to improve the ways things are done.
   • Adapts readily to changes and to client needs.
   • Is able to shift attention and priorities in own work in response to needs in the business.
2. Generates Innovative Responses to Problems and Business Issues.
   • Uses understanding and innovative thinking to devise responses to the needs of the client.
   • Draws on options and solutions from across IRCC, not just from one’s own sector.
   • Sees the big picture and how different products or options fit into it.
   • Actively seeks opportunities to try out new experiences.
3. Promotes a Creative Environment.
   • Encourages and promotes exploration of new ideas and creative thinking in self and others.
   • Exercises good judgment in knowing when it is necessary to bend the rules or take risks in order to serve the client or the business need.
   • Makes innovative decisions based on both sound reasoning and intuition.
4. Uses Breakthrough Thinking, Finding Ideas that Are New to IRCC
   • Develops ideas to reshape the business over the long-term.
   • Comes up with fundamentally new ways to support IRCC’s ability to succeed.
   • Creates new insights from a wide range of information, tools and techniques.

Interpersonal Understanding (IU)

Interpersonal Understanding is being able to understand people and using this understanding to relate and interact harmoniously with them. It is the ability to accurately “read between the lines” and to understand the unspoken or partly expressed thoughts, feelings, and concerns of others, and use this information to interact more effectively with them.

Core Competency: Does the person truly understand what others think and feel and use this understanding to better relate to them?

Progression of the scale: Thoroughness of understanding of others

1. Recognizes when People become Emotional
   • Recognises emotion by monitoring body language, facial expression, and/or tone of voice.
   • Shows respect for what others are experiencing and thinking.
   • Avoids saying things that could trigger a negative response from others.
2. Demonstrates Sympathy
   • Understands BOTH emotions (by monitoring body language, facial expression, and/or tone of voice) AND why the other person feels this way and uses the information to better connect with the person.
   • Supports, reassures or encourages others in difficult or stressful times.
   • Shows concern, consideration and respect for others, including people with different values, background and personalities in IRCC’s business culture.
3. Adjusts to the Emotional State of Others
   • Shows strong empathy towards another person’s situation.
   • Makes people from different backgrounds and with different experiences feel at ease.
   • Adjusts own behaviours to deal with unexpressed or poorly expressed thoughts, concerns, or feelings of others.
   • Interrelates with others with tact and diplomacy during a period of emotional turmoil.
   • Produces good results when dealing with the particular opinions and situations of others by displaying tact, cooperation, sensitivity and respect.
4. Understands Deep Underlying Issues and Adjusts Behaviour Accordingly
   • Displays an in-depth understanding of the ongoing reasons for a person’s behaviour or responses and adapts his or her behaviour accordingly in order to address the issues.
   • Understands the longer-term reasons for others’ behaviours and uses this information to present, persuade, interact and work effectively with others.
   • Makes an assessment of a person’s specific strengths and weaknesses based on a deeper understanding of the individual.

Judgement / Analytical Thinking (J/AT)

Judgement/Analytical Thinking is understanding a situation, issue, problem, etc. by extracting the essential elements and forming them into a cohesive whole, or tracing the implications of a situation in a step-by-step way. It includes efficiently assimilating, organizing and interpreting information from a variety of sources and demonstrating sound judgement by being rational, objective and unbiased, and selecting the best solution or course of action, based on a comprehensive and rigorous analysis.

Core Competency: Does the person understand cause-and-effect chains and relationships and apply good judgement when addressing work related issues?

Progression of the scale: Complexity of the causal thinking

1. Breaks Problems into Simple Lists of Tasks or Activities
   • Gathers information and organizes it in order to have an understanding of the situation.
   • Assesses straightforward situations rationally, taking into account the necessary facts and information before taking appropriate action.
2. Applies Reasoned Judgement when Analyzing Problems or Information
   • Correctly identifies the if-then relationship between two aspects of a situation: makes the link: if A, then B.
   • Analyzes information from different sources to draw clear and logical conclusions.
   • Assesses slightly ambiguous information, weighing the value of possible options, leading to a reasoned decision or appropriate course of action.
3. Applies Reasoned Judgement when Analyzing Perplexing Situations
   • Correctly makes multiple logical links and finds logical explanations for events, leading to a reasoned decision or appropriate course of action.
   • Accurately and systematically collates and analyzes information on a number of different issues pertaining to a case.
   • Applies the relevant information against the statutory criteria within the existing relevant legislation and policy environment before taking action.
   • Through reasoned judgement, assesses the sensitivities, ambiguities and consequences of a perplexing situation, leading to a reasoned decision or appropriate course of action.
4. Applies Advanced Analytical Strategies and Exemplary Judgement to Complex Issues
   • Accurately identifies multiple elements of a problem and breaks down each of those elements in detail, showing causal relationships between them.
   • Uses several analytical techniques to break complex problems into component parts and/or to identify several solutions, and, applying appropriate risk mitigation techniques, weighs the value of each before taking action.
   • Demonstrates exemplary judgement by viewing complex issues from various angles and considering alternate solutions and their impacts on various agendas, groups and interests before recommending appropriate course of action.

Organizational Awareness (OA)

Organizational Awareness is the ability to understand and learn the power relationships in one’s own organization or in other organisations (clients, suppliers, etc.). This includes the ability to identify who the real decision-makers are; the individuals who can influence them; and to predict how new events or situations will affect individuals and groups within the organization.

Core Competency: Is the person sensitive to the realities of organisational politics and structure?

Progression of the scale: Thoroughness of understanding of one’s own or another’s organization

1. Understands Formal Structure
   • Recognises and/or uses the formal structure or hierarchy of an organization.
   • Understands chain of command, positional power, rules and regulations, policies and procedures, Standard Operating Procedure etc.
2. Understands Informal Structure
   • Recognises and/or uses the informal structures of an organization.
   • Recognises key actors, decision-influencers, etc.
   • Applies this knowledge when formal structure does not work as well as desired.
3. Understands Climate and Culture
   • Recognises unspoken organizational limitations, what is and is not possible at certain times or in certain positions.
   • Recognises and/or uses the corporate culture (language, etc.) that will produce the best response.
4. Understands Organizational Politics
   • Recognises, describes and uses ongoing power and political relationships within the organization (alliances, rivalries) with a clear sense of organizational impact.
5. Understands Underlying Organizational Issues
   • Recognizes that the events in other countries, external political issues and domestic political policies, affect the work and policies of the organization.
   • Recognises and/or addresses the reasons for ongoing organizational behaviour.
   • Recognises underlying problems, opportunities, or external political forces affecting the organization, such as current market trends, demographic changes, trade union policies, national or historical issues that affect market opportunities, etc.

Partnership, Network and Relationship Building (PRB)

Partnership, Network and Relationship Building is building and/or maintaining reciprocal and friendly relationships with networks of people who may be able to partner or assist in moving an agenda forward or furthering the organization’s goals.

Core Competency: Does the person take effort to proactively build a personal relationship?

Progression of the scale: Closeness of potential useful relationships

1. Accesses known sources of information
   • Maintains personal list of contacts in other parts of the organization, who can provide work-related information.
2. Builds or Maintains Rapport
   • Builds or maintains rapport with others in a professional environment. Makes a conscious effort to build rapport.
   • Establishes and maintains good working relationships based on listening and respect.
   • Cultivates personal relationships with associates, clients, or potential partners.
3. Solidifying Relationships
   • Proactively solidifies relationships through systematically building a solid foundation of mutual understanding and trust.
   • Monitors partnership arrangements to ensure that the objectives of the partnership remain on target.
   • Looks for ways to add value to partners and network contacts.
4. Planned Networking to Address Specific Issues
   • Develops and maintains a planned network of relationships with clients, co-workers, colleagues in the government and other organizations, etc. that may not be of immediate use but may be in the future.
   • Uses a network to identify opportunities, gather intelligence, seek input to specific problems and/or develop a reputation in the community.
   • Negotiates new and mutually beneficial partnerships that may also serve the interests of the broader community.
5. Networking to Enhance Strategic Influencing Opportunities
   • Develops and maintains a planned network of relationships with clients, internal colleagues, colleagues in the industry, etc. Uses this network to identify opportunities, gather intelligence, seek input to problems and develop a reputation in the community.
   • Regularly evaluates networks of contacts and partners to renew network, identifying new relationships and partnerships to be developed in order to ensure strategic objectives can be attained.

Results Orientation (RO)

Results Orientation is an overall concern for working well and surpassing a standard of excellence. Focuses on results to be achieved, promotes best practices, measures performance and makes adjustments to improve both efficiency and effectiveness. Takes ownership of personal work objectives, as well as the objectives that may exist through collaboration with others.

Core Competency: Does the person think about meeting and beating goals and taking calculated risks for measured gains?

Progression of the scale: Sophistication and completeness with which one thinks about meeting and/or surpassing performance standards

1. Works Hard and Wants to Do Job Well
   • Maintains focus on achieving operational objectives.
   • Works to reach the goals set by management (e.g. budget objective, sales objective, performance target, process management, etc.).
2. Creates Own Measures of Excellence
   • Keeps track of and measures outcomes against a standard of excellence not imposed by others.
   • Manages multiple priorities effectively.
3. Improves Performance for Self and Others
   • Makes specific changes in the system or in work methods to improve performance. (e.g. does something better, faster, at lower cost, more efficiently; improves quality, client satisfaction, morale, revenues).
   • Focuses hearing participants on the outcome, keeps people focussed on the matter at hand.
   • Establishes and enforces rigorous standards and procedures to achieve operational objectives, and encourages other individuals and groups to take action.
4. Sets and Works to Meet Challenging Goals
   • Sets own objectives beyond targets set by management (reduction of absenteeism rate, cost maintenance or reduction, etc.) which, while being a definite stretch, are not unrealistic.
   • Maintains commitment to goals in the face of obstacles and frustrations.
   • Develops clear, challenging but achievable goals.
5. Takes Calculated Entrepreneurial Risks
   • Takes numerous, sustained actions over time in the face of obstacles to reach entrepreneurial goal.
   • Commits significant resources and/or time (in the face of uncertainty) to improve performance, try something new, reach a challenging goal while also taking action to minimize the risks involved. OR encourages and supports subordinates in taking entrepreneurial risks.

Self-Confidence (SCF)

Self-Confidence is a belief in one’s own capability to accomplish a task and select an effective approach to a task or problem. This includes confidence in one’s ability as expressed in increasingly challenging circumstances and confidence in one’s decisions or opinions.

Core Competency: Does the person truly trust in his or her abilities and take on risky tasks/challenges?

Progression of the scale: Degree of challenge taken on in a situation

1. Acts Confidently within Job Role
   • Works without needing direct supervision.
   • Appears confident in person.
   • Presents self well.
2. Demonstrates Confidence in Own Ability
   • Describes self as a competent person, someone who makes things happen, a driver of change.
   • Explicitly states confidence in own judgement or abilities.
3. Takes On Challenges
   • Welcomes challenging assignments.
   • Speaks up when he or she disagrees with management, clients, or others in charge, but disagrees politely, stating own view clearly and confidently - even in a conflict.
4. Chooses Extremely Challenging Situations
   • Willingly takes on extremely challenging (i.e., very profoundly or personally risky) tasks.
   • Challenges management or clients at the risk of triggering off an appropriately open conflict.

Self-Control (SCT)

Self-Control is the ability to keep one’s emotions under control and restrain negative actions when provoked, when faced with opposition or hostility from others, or when working under conditions of stress. It also includes the ability to maintain stamina under continuing stress

Core Competency: Does the person feel very strong emotion, especially negative emotions such as anger, and keep from expressing it or acting on it?

Progression of the scale: From restraining impulses to maintaining effectiveness in the face of extreme stressors

1. Restrains Emotional Impulses
   • Acts with restraint under duress.
   • Resists temptation to act immediately without thinking.
   • Holds strong emotions back.
2. Responds Calmly
   • Feels strong emotions in the course of a conversation or other task, such as anger, extreme frustration, or high stress; and continues to act calmly and rationally.
3. Manages Stress Effectively
   • Controls strong emotions or stress over time.
   • Keeps functioning or responds constructively despite ongoing stress.
   • May apply special techniques or plan activities ahead of time to manage emotions or stress.
4. Calms Others
   • Not only controls own emotions, but calms others as well in profoundly stressful situations that affect everyone involved.

Strategic Orientation (SO)

Strategic Orientation is the ability to link long-range visions and concepts to daily work. It includes an understanding of capabilities, nature and potential of the sector and IRCC. It involves taking calculated risks based on an awareness of societal, economic and political issues as they impact the strategic direction of the sector and IRCC.

Core Competency: Does the person envision developments that may have an impact on IRCC operations and services, and work to re-align strategy accordingly?

Progression of the scale: From current and individual alignment to future thinking and broader impact

1. Understands business fundamentals & strategies
   • Has a general grasp of the fundamentals of business success.
   • Is able to analyze and comprehend operational and organizational goals and strategies developed by others.
   • Uses understanding of business fundamentals to add value at meetings.
   • Applies a broad business understanding to improve the performance and processes of the group.
   • Prioritizes work in alignment with business goals, acts and implements strategies and policies in accordance with the organization’s strategies, objectives and goals.
2. Links daily tasks to strategies
   • Considers whether short-term goals will support long-term objectives.
   • Aligns own actions with the organization’s strategic plan.
   • Projects or thinks about long-term applications of current activities.
   • Anticipates reactions to different initiatives.
3. Thinks in strategic terms
   • Thinks beyond the work environment and makes decisions in the context of the total environment.
   • Actively increases one’s own knowledge/awareness of the business environment to determine long-term issues, problems or opportunities.
   • Develops and establishes broad scale, longer-term objectives, goals or projects. (e.g., affecting a branch, a sector or the department).
   • Is aware of the projected directions of external factors/trends (such as economic, social, political, or environmental) and how changes might impact the organization.
   • Considers how present policies, processes and methods might be affected by future developments and trends.
4. Plans Actions to Fit Strategy and Meet External Events
   • Ensures contingency plans exist for problems and situations that might occur.
   • Redesigns the structure and/or operations of the branch, the sector or the department to better meet long-term objectives.
   • Establishes a course of action to accomplish a long-term goal and shares with others own view of the desirable future state of the organization.

Team Leadership (TL)

Team Leadership is taking a role as leader of a team or other group. It implies a desire to lead others. Team Leadership is generally, but certainly not always, shown from a position of formal authority. The “team” here should be understood broadly as any group in which the person takes on a leadership role, including the enterprise as a whole.

Core Competency: Does the person lead groups of people to work effectively together? Is this person a true people leader?

Progression of the scale: Strength and completeness of assumption of the role of leader

1. Manages Team Meetings Well
   • States agendas and objectives; controls time; gives assignments to employees, etc.
2. Keeps People Informed
   • In a leadership role, lets people affected by a decision know what is happening, even if they are not required to share such information.
   • Makes sure the group has all the necessary information; communicates a direction.
   • Explains the reasons for a decision.
3. Promotes Team Effectiveness
   • Takes specific actions with the intent of enabling the team to function optimally.
   • Creates the conditions that enable the team to perform at its best (e.g., setting clear direction, providing appropriate structure, getting the right people).
   • Uses complex strategies, such as dealing with poor performers, team assignments and cross-training to promote team morale and productivity (informal recognition, decisions related to assignments).
   • Gets others’ input for purposes of promoting the effectiveness of the group or process. Resolves conflicts in the team, gives fair feedback (individual or collective), etc.
   • Acts to build team spirit for purposes of promoting the effectiveness of the group or process.
   • Uses formal authority and power in a fair and equitable manner.
4. Obtains Resources/Takes Care of the Team
   • Protects the group and its reputation vis-à-vis the larger organization or the community at large.
   • Makes sure the practical needs of the group are met. Obtains needed personnel, resources, and information for the group.
   • Provides or secures needed support and development for both the individuals and the leadership team as a group.
5. Hold Team Members Accountable
   • Establishes norms for group behaviour (“rules of engagement”) and imposes sanctions on people who violate these norms; is a credible leader.
   • Sets a good example by personally modelling desired behaviour.
   • Takes action to ensure that others buy into leader’s mission, goals, agenda, climate, tone, policy, and creates the proper climate for their achievement.
6. Communicates a Compelling Long-Term Vision
   • Inspires confidence in the mission.
   • Generates excitement, enthusiasm and commitment to the group mission.
   • Has genuine “charisma”, communicates a long-term vision that goes beyond the team and generates excitement.

Values and Ethics (VE)

Values and Ethics demonstrates conduct consistent with public service values – as defined in both the Values and Ethics Code for the Public Sector and the IRCC Code of Conduct – of respect for democracy, respect for people, integrity, stewardship, and excellence.

Core Competency: Does the person consistently strive to do the right thing rather than what is easy or convenient?

Progression of the scale: Impact and effort associated with living the values

1. Understands and respects public service values
   • Shows basic awareness of and concern for public service values; seeks guidance on workplace norms and standards for behaviour (as per the requirements of the IRCC Code of Conduct).
   • Recognizes when actions are not within accepted ethical standards of conduct.
   • Recognizes and avoids situations that may lead to issues of conflict of interest.
   • Accepts the consequences of own actions and words.
2. Demonstrates, through personal actions, a strong work ethic
   • Seeks authorization for actions when appropriate.
   • Delivers on commitments.
   • Does not undermine the credibility of others.
   • Demonstrates honesty, fairness and respect towards others.
3. Acts on values even when confronted with difficult situations
   • Resists pressure and maintains composure when requested to take actions that may contravene ethics/rules/regulations or compromise ethical standards.
   • Promotes transparency and fairness; makes sure there is full disclosure.
   • Stands firm on principles and confronts problems directly; takes steps to rectify problem situations, even if they prove unpopular.
4. Models and helps others understand the importance of values and ethics in the workplace
   • Acts in support of an open and safe workplace atmosphere in which individuals feel encouraged to safely raise, discuss and address ethical issues.
   • Recognizes workplace practices that diverge from desired norms; habitually questions and challenges the discrepancies, occasionally at considerable risk to personal interests in the workplace.
   • Promotes dialogue on the relevance of ethics and values to daily issues.
   • Acts as a role model and coaches ethical judgment in others; gives regular feedback to others on ethical conduct and seeks regular feedback on own conduct.

Ability to Use Office Technology, Software and Business Applications

• Understands and effectively uses standard office equipment and business technology.
• Uses new, specialized IRCC-specific business technologies, software, databases and systems, as required, in accordance with IRCC policies, such as those covering security protocols, privacy etc.

Progression of the scale: from minimal understanding to complete mastery of the subject matter

1. Awareness: Minimal familiarity and ability to apply the competency in limited-difficulty situations
   • Knows how to operate some, but not all, standard office equipment.
   • Has a limited knowledge of typical business applications.
   • Is aware of IRCC policies related to use of computers, and other technology.
2. Basic: Basic understanding and ability to apply the competency in routine situations
   • Applies the basic functionality of common software, such as word processing systems, to complete assigned tasks.
   • Generally knows how to use simple business applications and maintain own office/workplace equipment.
3. Intermediate: Solid understanding and consistent ability to apply the competency in most situations
   • Consistently uses relevant office software products such as word-processing, spreadsheet, presentation, and email packages to an acceptable standard for the job.
   • Operates essential office technology / equipment to effectively meet the demands of his/her role.
   • Demonstrates a good understanding of the legal and ethical requirements for data protection.
   • Has a solid ability to use standard business applications and/or program specific IRCC databases, and merge / import data from one program to another.
4. Advanced: Advanced understanding and ability to apply the competency in a full range of situations
   • Demonstrates advanced skills in the use of one or more software tools and business technologies.
   • Uses software systems to enhance the speed, quality and/or presentation of work.
   • Provides guidance to others in the effective use of business applications, specialized systems or automated equipment.
   • Has enhanced skills in understanding the purpose for, and applying the functionality of, various programs and databases, such as when gathering intelligence.
5. Expert: Complete understanding and ability to apply the competency creatively in the most complex situations
   • Is a recognized expert in how to use one or more business applications, office software products or office tools to significantly enhance the value of own and others’ work.
   • Takes advantage of the full range of advanced functionality of software systems, to make the best use of information.
   • Recognizes how business technology can be used to improve the way work is handled.

Coaching Skills

• Skills applied in helping others develop, including observing others and providing advice, support and encouraging opportunities for their growth. It also involves drawing people out, earning their trust and helping them understand how their own frames of reference and beliefs affect how they interact with others. The level of sophistication of coaching skills pertains in large part to; the depth of conversations between the coach and staff/colleague, the types of interventions supported by the coach, and the range from helping others improve their level of knowledge and skills (teaching) to helping them understand and change how they think and interact with others (transformational coaching).

Progression of the scale: from minimal understanding to complete mastery of the subject matter

1. Awareness: Minimal familiarity and ability to apply the competency in limited-difficulty situations
   • Listens attentively and asks appropriate questions.
2. Basic: Basic understanding and ability to apply the competency in routine situations
   • Gives practical support or assistance to help others see themselves in action and learn how to do things better.
   • Structures the coaching discussion so that the client has a clear sense of direction about the change they want/need to make.
3. Intermediate: Solid understanding and consistent ability to apply the competency in most situations
   • Provides feedback to individuals on their strengths and shortcomings and on various mechanisms available to support learning new skills.
   • Acknowledges and shares views, opinions and concerns when in a coaching discussion.
   • Helps individuals to assess progress towards goals with clear accountability for outcomes.
4. Advanced: Advanced understanding and ability to apply the competency in a full range of situations
   • Observes and assesses individuals in an ongoing manner and helps them do that for themselves.
   • Re-frames discussion (how else can we look at this?) and identifies what needs to change in terms of thoughts and actions.
   • Draws others out and helps them figure out how to get to where they want to be.
   • Is aware of the interplay between own managerial style and client’s preferred learning style and how this may affect the coaching approach during interventions.
5. Expert: Complete understanding and ability to apply the competency creatively in the most complex situations
   • Knows when it is necessary to be directive and when to take a “hands off” approach and help the individual to learn autonomously, to take charge of their own choices and to learn from their mistakes.
   • Able to handle very challenging situations and people and to remain neutral / objective in difficult situations.
   • Helps staff/colleague understands their motives and underlying feelings and the reasons for ongoing patterns of behaviour.
   • Gets others to accept that their frames of reference may be blocking them in their ability to progress.

Consulting Skills

• Provides consulting support, advice and guidance in a particular field of expertise to internal clients at all levels of the organization.
• Gathers, clarifies and analyzes client requirements, and proposes sound options and the “right” solutions to meet their identified needs.
• This competency often complements Client Service Orientation.

Progression of the scale: from minimal understanding to complete mastery of the subject matter

1. Awareness: Minimal familiarity and ability to apply the competency in limited-difficulty situations
   • Has a general awareness of IRCC’s business / operational needs in relation to the consulting specialty offered by the group / unit.
   • Provides basic help and advice on a limited range of issues.
   • Clarifies client requirements in response to requests for help and support.
2. Basic: Basic understanding and ability to apply the competency in routine situations
   • Demonstrates an understanding of IRCC’s business / internal client needs and expectations in relation to the consulting specialty offered by the group / unit.
   • Collects and analyzes relevant data, using appropriate methodologies and offers practical solutions which meet client requirements.
3. Intermediate: Solid understanding and consistent ability to apply the competency in most situations
   • Demonstrates a good knowledge of the relevant specialist area and combines this with solid consulting skills.
   • Develops strategic and collaborative relationships with internal clients and works with them to achieve joint objectives and targets.
   • Maintains an up-to date understanding of all developments which may affect IRCC’s operations and policies and proactively advises clients of all relevant matters.
4. Advanced: Advanced understanding and ability to apply the competency in a full range of situations
   • Provides advanced consulting support, advice and guidance to senior managers.
   • Develops an excellent knowledge of client requirements, balanced with an understanding of internal culture and climate.
   • Proposes a level of service required after exploring all relevant options and consequences to ensure best value and/or greatest benefit.
   • Provides a seamless consulting service to several senior clients at the same time.
5. Expert: Complete understanding and ability to apply the competency creatively in the most complex situations
   • Combines specialist functional skills with knowledge of IRCC’s strategic business plans and priorities.
   • Proactively identifies the need for action or further research / investigation concerning matters with organization-wide implications.
   • Identifies critical issues at individual, functional, divisional and national levels.
   • Delivers high level consulting expertise that maximizes benefits for IRCC and/or enhances its reputation.

Contract and Procurement Management

• Understands and applies the essentials of contract/procurement management as relevant to the role, in the areas of procurement planning, sourcing strategies, solicitation and evaluation methods, contracting for services, contract monitoring and quality measurement standards; this includes applying knowledge about the statutory and regulatory requirements affecting contract management such as the Contracting Policy, Government Contracts Regulations, Green Procurement Policy, Acquisition Cards Policy, etc.

Progression of the scale: from minimal understanding to complete mastery of the subject matter

1. Awareness: Minimal familiarity and ability to apply the competency in limited-difficulty situations
   • Has a limited understanding of the procurement function and of the contracting process within the federal government.
2. Basic: Basic understanding and ability to apply the competency in routine situations
   • Demonstrates a basic understanding of the guiding principles and best practices relating to procurement and government contracting.
   • Is aware of the different sourcing strategies and solicitation and evaluation methods.
   • Provides straightforward contract management information to colleagues and staff.
   • Understands the general legal framework governing procurement and the management of goods or services contracts.
3. Intermediate: Solid understanding and consistent ability to apply the competency in most situations
   • Can anticipate the statutory and regulatory requirements for the contracting of services.
   • Demonstrates a sound understanding of all phases of the procurement process.
   • Is knowledgeable about the procedures and practices associated with contract monitoring and dispute resolutions.
4. Advanced: Advanced understanding and ability to apply the competency in a full range of situations
   • Is sought out by others as a resource in helping to solve contract management related problems.
   • Keeps up to date on procurement and contract management issues and the relevant legal and policy environment.
   • Understands and can coach others on how to devise the most optimal sourcing strategy for specific service needs or how to determine the best quality measurement standards to manage contracts.
5. Expert: Complete understanding and ability to apply the competency creatively in the most complex situations
   • Uses knowledge to make improvements to IRCC’s procurement and contract management processes and systems.
   • Exercises a major influence on IRCC’s procurement and contract management strategies and processes.
   • Contributes to aligning IRCC policies and systems with government-wide procurement and contract management policies, agreements, and other legislative requirements.

Facilitation Skills

• The ability to use a wide range of group development, problem-solving, decision-making and communication tools and techniques to effectively interact with a group and to move it forward to accomplish a task.

Progression of the scale: from minimal understanding to complete mastery of the subject matter

1. Awareness: Minimal familiarity and ability to apply the competency in limited-difficulty situations
   • Understands the rudiments of the process of facilitating a group, e.g. the need to establish an agenda and group norms.
2. Basic: Basic understanding and ability to apply the competency in routine situations
   • Uses basic problem solving techniques in working with groups to accomplish a task.
   • Understands the difference between process and content facilitation.
3. Intermediate: Solid understanding and consistent ability to apply the competency in most situations
   • Helps the group clarify its goals or desired outcomes.
   • Applies a broad range of skills in facilitating a homogeneous group to solve a problem of a non-contentious nature: clarifying, crediting, providing focus, challenging assumptions, redirecting, giving feedback, building consensus.
4. Advanced: Advanced understanding and ability to apply the competency in a full range of situations
   • Can use the most appropriate facilitation tools and techniques quickly and effectively to move a diverse group facing contentious issues forward.
   • Helps the group change direction and redefine its goals and desired outcomes.
   • Frequently identifies contributions of individuals that advance the group’s thinking.
   • Knows when and how to intervene.
5. Expert: Complete understanding and ability to apply the competency creatively in the most complex situations
   • Applies the full range of facilitation tools and techniques to effectively deal with very complex or contentious group dynamics.
   • Confidently manages very complex group dynamics; knows how deal with disruptive behaviours; provides alternative forum to group setting if resolution is needed.

Financial Management

• Understands financial administration, including acts, regulations, policies and best practices and applies the essentials of financial management as relevant to the role: public service governance framework, planning and budgeting, accounting and reporting on financial transactions, financial forecasting, analyzing financial reports, budget monitoring and reporting, roles and responsibilities as responsibility centre managers within the department.

Progression of the scale: from minimal understanding to complete mastery of the subject matter

1. Awareness: Minimal familiarity and ability to apply the competency in limited-difficulty situations
   • Has a limited understanding of financial management issues, policies or practices.
2. Basic: Basic understanding and ability to apply the competency in routine situations
   • Has a basic knowledge of some finance related areas, such as processing of financial transactions and coding, and the fundamentals of budgeting and business planning.
   • Understands the general legal framework governing financial transactions.
   • Provides straightforward finance related information to colleagues and staff.
3. Intermediate: Solid understanding and consistent ability to apply the competency in most situations
   • Demonstrates sufficient financial expertise to achieve intended results.
   • Good ability to apply a range of financial management tools and approaches, such as budgeting and forecasting, cost/benefit analyses, analysis of financial reports.
   • Has a good grasp of the essentials of financial management, including comptrollership function, resource allocation and budgeting processes, and government accounting concepts and principles.
4. Advanced: Advanced understanding and ability to apply the competency in a full range of situations
   • Is sought out by others as a resource in helping to solve finance-related problems.
   • Keeps up to date on financial management issues and the governance framework.
   • Demonstrates in-depth knowledge of expenditure management to optimize the resource allocation process.
   • Understands how to perform financial forecasts and is able to coach others.
5. Expert: Complete understanding and ability to apply the competency creatively in the most complex situations
   • Uses knowledge to make fundamental changes to IRCC’s financial policies and procedures and bring about improvements to financial systems.
   • Exercises a major influence on IRCC’s financial management strategies and processes.
   • Contributes to aligning IRCC policies and systems with government-wide financial policies, controls, directives and other legislative requirements.

Human Resources Management

• Understands human resource administration, including acts, regulations, policies and best practices related to some or all of the following (as relevant to the role): human resource planning, staffing / resourcing, organizational design, classification, training and development, organizational development, equity / diversity, official languages, performance evaluation, rewards / recognition, and labour / management relations.

Progression of the scale: from minimal understanding to complete mastery of the subject matter

1. Awareness: Minimal familiarity and ability to apply the competency in limited-difficulty situations
   • Has a limited understanding of Human Resources issues, policies or practices.
2. Basic: Basic understanding and ability to apply the competency in routine situations
   • Has a basic knowledge of some human resource related areas, such as staff development policies.
   • Provides straightforward HR related information to colleagues, staff.
3. Intermediate: Solid understanding and consistent ability to apply the competency in most situations
   • Demonstrates sufficient HR expertise to achieve intended results.
   • Good ability to apply a range of Human Resource Management tools and approaches.
   • Creates opportunities for staff to develop their skills and knowledge.
4. Advanced: Advanced understanding and ability to apply the competency in a full range of situations
   • Is sought out by others as a resource in helping to solve HR problems.
   • Keeps up to date on Human Resource management issues, and is aware of leading-edge thinking.
   • Demonstrates in-depth knowledge of approaches to handle staff development issues.
   • Analyses and forecasts recruiting needs, and initiates required staffing processes.
5. Expert: Complete understanding and ability to apply the competency creatively in the most complex situations
   • Uses best practices to make fundamental changes to IRCC’s Human Resources policies and procedures and bring about improvements to services.
   • Exercises a major influence on IRCC’s recruiting and resourcing strategies (or other HR areas).
   • Contributes to linking policies and systems to performance management processes, competencies and performance outcomes in support of organizational goals.

Information Management

• Understands and applies the essentials of information management as relevant to the role, in the areas of access to information, information analysis, information systems, information taxonomy, library, privacy, records, web or other information-based electronic service activities; this includes applying knowledge about the statutory and regulatory requirements affecting information management.

Progression of the scale: from minimal understanding to complete mastery of the subject matter

1. Awareness: Minimal familiarity and ability to apply the competency in limited-difficulty situations
   • Has a limited understanding of the legal basis of information management, such as the Information Management Policy Suite and other pertinent legislative frameworks.
2. Basic: Basic understanding and ability to apply the competency in routine situations
   • Demonstrates a basic understanding of the strategic role of information management in the government of Canada.
   • Is aware of the different institutional and individual responsibilities and accountabilities for information management within one’s own operational environment.
   • Responds to straightforward information management- related questions from colleagues and staff.
3. Intermediate: Solid understanding and consistent ability to apply the competency in most situations
   • Demonstrates a fundamental knowledge of the government’s information management principles and infrastructure.
   • Can anticipate the statutory and regulatory requirements for the processing of requests and the management of information.
   • Takes into account the broader implications resulting from the laws and policies that complement the Information Management Policy Suite.
4. Advanced: Advanced understanding and ability to apply the competency in a full range of situations
   • Is sought out by others as a resource in helping to solve information management-related problems.
   • Keeps up to date on information management issues and the legislative and regulatory framework.
   • Is able to explain how information management is integrated in the business environment, linking the reason for the management of the information to the operations.
5. Expert: Complete understanding and ability to apply the competency creatively in the most complex situations
   • Uses knowledge to make fundamental changes to IRCC’s information management policies and procedures and bring about improvements to information management systems.
   • Exercises a major influence on IRCC’s information management strategies and processes.
   • Contributes to aligning IRCC policies and systems with government-wide information management policies, statutes, directives and other legislative requirements.

Knowledge of Administrative Processes, Practices and Procedures

• Knowledge of the administrative policies, directives and guidelines in such areas as asset management, travel, security, administration of grants and contributions and other administrative provisions which affect the delivery and cost of programs and the nature of advice to management.

Progression of the scale: from minimal understanding to complete mastery of the subject matter

1. Awareness: Minimal familiarity and ability to apply the competency in limited-difficulty situations
   • Knows that certain rules apply to certain administration processes but needs help in applying them or making sense of them.
2. Basic: Basic understanding and ability to apply the competency in routine situations
   • Demonstrated knowledge of the most used administrative rules and regulations and applies them when situation is clear and lacks problems.
3. Intermediate: Solid understanding and consistent ability to apply the competency in most situations
   • Has sound understanding of most relevant administrative regulations.
   • Can exercise independent judgement regarding all administrative issues.
   • Plays a role in transferring skills and knowledge to others.
4. Advanced: Advanced understanding and ability to apply the competency in a full range of situations
   • Demonstrates in-depth knowledge of all relevant administrative acts and regulations.
   • Is relied on for guidance by others.
   • Supervises others in the administrations of these functions.
5. Expert: Complete understanding and ability to apply the competency creatively in the most complex situations
   • Identifies and implements new administrative processes that are adapted to the organization’s business context and requirements.
   • Demonstrates expert knowledge of relevant acts and regulations areas.

Knowledge of Applicable Legislation Governing IRCC Policies and Procedures

• Understands and applies government-wide regulatory and management frameworks and departmental policies and procedures that have a direct impact on the role being performed.

Progression of the scale: from minimal understanding to complete mastery of the subject matter

1. Awareness: Minimal familiarity and ability to apply the competency in limited-difficulty situations
   • Basic knowledge of laws, legislation and policy.
   • Guidance is required to give the individual a consistent understanding of the requirements of the role.
   • Applies specific written information/guidelines, when shown where to find them.
2. Basic: Basic understanding and ability to apply the competency in routine situations
   • Applies knowledge of specific relevant acts, laws, statutes, etc. in routine situations.
   • When required, looks up and confirms applicable legislation or policy, and then applies this knowledge.
   • Identifies the various federal laws and regulations that are relevant and determines which laws supersede.
3. Intermediate: Solid understanding and consistent ability to apply the competency in most situations
   • Has a thorough knowledge of all relevant legislation, policies and procedures, and accurately applies this understanding on the job.
   • Understands relevant case law and the impact it has on his/her specific functional area.
4. Advanced: Advanced understanding and ability to apply the competency in a full range of situations
   • Has an in-depth understanding of the responsibilities of IRCC and all other participants in the legislative environment.
   • Has a broad understanding of IRCC policies and procedures and/or of federal – beyond the scope of the role being performed.
5. Expert: Complete understanding and ability to apply the competency creatively in the most complex situations
   • Takes full account of IRCC obligations under all relevant legislation, policy and procedures.
   • Is an expert at resolving significant and complex questions relating to application of laws, regulations, acts, policies, etc. that have an impact across the organization.

Knowledge of Policy Development Processes

• Knowledge of how to develop a guiding principle, identify policy needs and concerns, perform comparative analysis of policies, develop policies or procedures, and validate and adjust policies and procedures, while understanding the organization’s directions, within the context of the Government of Canada (GoC) priorities.

Progression of the scale: from minimal understanding to complete mastery of the subject matter

1. Awareness: Minimal familiarity and ability to apply the competency in limited-difficulty situations
   • Can identify needs for new policies or procedures in own expertise area, based on IRCC’s mandate.
   • Needs assistance when proposing modification to existing policies.
2. Basic: Basic understanding and ability to apply the competency in routine situations
   • Understands the organization’s values, vision, mission and business lines, as well as the department’s relevant policies, programs and delivery network.
   • Understands the policy development process; needs more application experience or practice to develop more complex policies.
3. Intermediate: Solid understanding and consistent ability to apply the competency in most situations
   • Can develop advance policies and procedures effectively with little supervision.
   • Performs comparative analysis of policies to identify new policy requirements.
   • Effectively obtains approval from senior managers or key stakeholders for new policies or procedures.
   • Recognizes and analyses departmental changes impacting policy direction and program delivery.
   • Understands the longer term government priorities (e.g. Speech from the Throne).
   • Exercises independent judgement regarding the development of policies.
4. Advanced: Advanced understanding and ability to apply the competency in a full range of situations
   • Specialist knowledge of the area, including mandatory policy, framework and performance measurement concepts/ approaches/ implementation.
   • Fully understands the policy development approval process, including role of central agencies and cabinet decision making process.
   • Able to shape a longer term vision of the Department and its endeavours.
   • Recognizes and analyses departmental changes impacted by GoC priorities and realigns course of action to achieve objectives.
   • Knows how to, in consultation with others, develop policy options, make recommendations and effectively measure results.
   • Is relied on to help others develop new and complex policies or procedures.
5. Expert: Complete understanding and ability to apply the competency creatively in the most complex situations
   • Understands how policy development is impacted by and relates to the GoC’s broader organization goals.
   • Able to lead the policy process and shape related concepts and approaches.
   • Understands strategic and tactical considerations necessary for advancing initiatives in alignment with GoC priorities.
   • Helps others to develop advanced policy development skills and knowledge.

Knowledge of Research Methodologies, Principles and Practices

• Ability to acquire a greater understanding of a subject under study through the application of formal research methodologies to gather and analyze reliable, relevant and verifiable information, test hypotheses, and draw conclusions. Ability to collect and analyze data using appropriate tools and methodologies within the context of privacy and security requirements, and to prepare meaningful and concise reports that summarize the information provided by the data.

Progression of the scale: from minimal understanding to complete mastery of the subject matter

1. Awareness: Minimal familiarity and ability to apply the competency in limited-difficulty situations
   • Conducts basic research work, usually with a relatively narrow focus and is able to find out all the required relevant information or data for the task set.
   • Presents findings in a logical and easily understood manner.
2. Basic: Basic understanding and ability to apply the competency in routine situations
   • Has a broad understanding of research methods and is able to utilize these for a range of research projects.
   • Produces a range of options for consideration, and understands the implications of the various options.
   • Seeks out various relevant data sources and effectively extracts, synthesizes and interprets data from these sources.
   • Is able to identify and address data quality and data integrity issues.
3. Intermediate: Solid understanding and consistent ability to apply the competency in most situations
   • Has a thorough understanding of research methods and conducts major and multiple research projects.
   • Conducts research, using qualitative and/or quantitative (statistical) methodologies and applies best suited data collection processes.
   • Identifies the most useful and appropriate tools and technologies (including computer applications) to meet the requirements of the task.
   • Interprets broad sets of statistical and qualitative information to reach logical conclusions and/or identify significant trends or patterns.
   • Evaluates data sources for reliability and appropriateness. Advises on the formulation and revision of policy in light of research findings, highlighting risks to the organization, based on research results.
4. Advanced: Advanced understanding and ability to apply the competency in a full range of situations
   • Proactively identifies the need for, initiates, plans and manages research projects.
   • Critically assesses survey, questionnaire and other research results to ensure their credibility, consistency and validity.
   • Establishes parameters of data and identifies gaps in available data sets.
   • Demonstrates critical awareness of issues (e.g. privacy, security and other sensitivities) related to the collection, release and use of information.
   • Leads a team of colleagues working on research projects.
   • Translates research reports into lucid and valid analysis and effectively communicates the findings, using optimal means of communication (e.g. dashboards).
5. Expert: Complete understanding and ability to apply the competency creatively in the most complex situations
   • Adapts, creates and designs new research techniques to meet IRCC requirements.
   • Demonstrates expert skill levels in strategic policy and operational research techniques, including process analysis, modeling and forecasting.
   • Leads in the development of new data requirements and related methodologies.
   • Promotes the professional reputation of IRCC by maintaining a respected profile with relevant external organizations and the research community in general.
   • Provides specialist coaching and guidance to researchers and other IRCC employees, ensuring best practices are followed.

Planning and Organization

• Able to organize work, plan the necessary resources, take steps to carry out objectives.

Progression of the scale: from minimal understanding to complete mastery of the subject matter

1. Awareness: Minimal familiarity and ability to apply the competency in limited-difficulty situations
   • Understands the main parameters. Is in the process of absorbing the finer details. Is supplied with guidance and direction.
   • Understands the expectations and objectives related to their position.
   • Identifies priorities in order to carry out their objectives.
2. Basic: Basic understanding and ability to apply the competency in routine situations
   • Can address standard situations.
   • Applies standard methodology and approaches as directed.
   • Plans individual work in the short and medium terms and plans the necessary resources.
   • Identifies the necessary means for carrying out their objectives.
3. Intermediate: Solid understanding and consistent ability to apply the competency in most situations
   • Can address all situations that occur on a frequent basis.
   • Selects appropriately from a range of available methods and approaches to meet the needs of the situation.
   • Supports the development of new knowledge / skill by sharing experiences, identifying current shortcomings, and testing new methods / approaches.
4. Advanced: Advanced understanding and ability to apply the competency in a full range of situations
   • Can adapt approaches and develop strategies to apply the knowledge / skill to meet the prevailing circumstances, or to find improved solutions.
   • Devises alternative strategies when existing means are insufficient.
   • Makes creative use of resources to achieve objectives.
   • Leads strategic planning for the function/sector.
5. Expert: Complete understanding and ability to apply the competency creatively in the most complex situations
   • Can identify how knowledge / skills should evolve to meet IRCC’s overall strategic objectives and demonstrates leadership by implementing novel methods / approaches.
   • Is recognized as either the, or one of the planning and organizing experts within IRCC.
   • Displays innovation in the use of human, financial and material resources.
   • Leads strategic planning for the organization.

Presentation Skills

• The ability to make effective, well-structured presentations to audiences within or outside the organization, using a content and style adapted to the intended audience.

Progression of the scale: from minimal understanding to complete mastery of the subject matter

1. Awareness: Minimal familiarity and ability to apply the competency in limited-difficulty situations
   • Conveys straightforward messages to individuals.
2. Basic: Basic understanding and ability to apply the competency in routine situations
   • Creates routine presentations to colleagues within own team.
   • Contributes to the design and delivery of larger group presentations.
3. Intermediate: Solid understanding and consistent ability to apply the competency in most situations
   • Understands the importance of creating material based on the purpose of the presentation and the type of action required by the audience.
   • Delivers presentations to groups, where the content is clear and appropriate for the audience.
   • Uses appropriate aids in delivering presentations to groups.
4. Advanced: Advanced understanding and ability to apply the competency in a full range of situations
   • Able to develop the right material to educate and influence the audience without overwhelming them in details.
   • Designs and delivers presentations to diverse groups at all levels.
   • Speaks confidently and uses knowledge of group dynamics and facilitation skills to convey important ideas or complex matters.
5. Expert: Complete understanding and ability to apply the competency creatively in the most complex situations
   • Delivers high-impact presentations, using advanced public speaking and presentation techniques.
   • Designs and delivers presentations on subjects that are of a sensitive, highly charged or political nature, which may be subject to intense media scrutiny.
   • Demonstrates ease in effectively interacting with an audience that may be hostile, and responding to difficult questions.

Project Management

• The application of knowledge, skills, tools and techniques to project activities, in order to meet stakeholder needs and expectations. This involves balancing competing demands in terms of resources, time, scope, client and stakeholder needs and expectations.
• Note: This is different from Planning and Organizing Skills. It is much broader in scope and reflects the technical skills demonstrated in Project Management training.

Progression of the scale: from minimal understanding to complete mastery of the subject matter

1. Awareness: Minimal familiarity and ability to apply the competency in limited-difficulty situations
   • Has an awareness of the process of project management and carries out some aspects, such as monitoring timelines.
   • Assists project management teams in an administrative capacity.
2. Basic: Basic understanding and ability to apply the competency in routine situations
   • Demonstrates an understanding of the key principles of project management.
   • Assists in the management of projects where the objectives, milestones and timelines have been defined.
3. Intermediate: Solid understanding and consistent ability to apply the competency in most situations
   • Demonstrates a practical knowledge of project management principles and techniques.
   • Plans, defines, and manages projects within a department or area.
   • Identifies resources (financial or physical).
   • Identifies staff required and matches to the appropriate roles and skills.
   • Identification and communication with stakeholders / clients.
   • Has solid theoretical knowledge of PM through successful completion of courses / certification.
4. Advanced: Advanced understanding and ability to apply the competency in a full range of situations
   • Develops and initiates project plans and secures resources for projects which span work areas or departments.
   • Uses estimating techniques and develops project risk management approaches.
   • Effectively involves and communicates with various stakeholders / clients.
   • Has an in-depth and practical understanding of how to maximize the effectiveness of project teams.
   • Identifies complex issues that need escalation and proposes appropriate corrective actions.
5. Expert: Complete understanding and ability to apply the competency creatively in the most complex situations
   • Defines, plans and manages large and/or strategic projects, including those with a high degree of complexity, significant impacts and risks.
   • Assembles and leads diverse and multidisciplinary teams, ensuring maximum effective resource utilization.

Specialized Subject Matter Expertise and Knowledge

• Is the knowledge of and/or skill in a particular area of expertise and the ability to apply that knowledge and/or skill in a variety of work situations?
• Note that this competency can refer to any of many areas of knowledge pertaining to a specific community or functional group (e.g. policy, research and evaluation, performance measurement, communications, training, HR applications, program knowledge, etc.). The detailed description of these areas of knowledge is left to the discretion of the communities, however, the generic scale pertaining to this competency may be used to identify target levels and assess against them.

Progression of the scale: from minimal understanding to complete mastery of the subject matter

1. Awareness: Minimal familiarity and ability to apply the competency in limited-difficulty situations
   • Significant amount of learning to be done.
   • Knows some of the basic principle of the subject matter.
2. Basic: Basic understanding and ability to apply the competency in routine situations
   • Understands area; needs more application experience or practice.
   • Demonstrates knowledge of theoretical basis of defined subject matter area.
   • Understands enough to independently handle most basic tasks in this area most of the time but is supplied with direction for work objectives.
3. Intermediate: Solid understanding and consistent ability to apply the competency in most situations
   • Technically experienced and fully competent.
   • Has thorough working knowledge of the subject matter.
   • Demonstrates knowledge of theoretical and empirical basis of defined subject matter area and knowledge of additional subject areas as required.
   • Can exercise independent judgement regarding all technical issues.
   • Plays a role in transferring skills and knowledge to others.
   • Understands how area of knowledge relates to broader work issues.
4. Advanced: Advanced understanding and ability to apply the competency in a full range of situations
   • Specialist knowledge of the area.
   • Demonstrates expert knowledge of relevant theoretical and empirical basis of own subject matter areas and knowledge of related areas to formulate hypotheses, develop models and interpret data and information.
   • Is relied on for guidance.
5. Expert: Complete understanding and ability to apply the competency creatively in the most complex situations
   • Understands how the area for knowledge relates to broader organizational goals.
   • Demonstrates expert knowledge of relevant theoretical and empirical basis of own subject matter areas and knowledge across policy areas to comprehend the impact of varied viewpoints and arguments and formulate strategies for leading work.

Written Communication Skills

• The ability to produce effective written documents, including correspondence, reports, documentation, etc. clearly and correctly, using plain language, and in a style and form likely to appeal to and influence the intended audience.

Progression of the scale: from minimal understanding to complete mastery of the subject matter

1. Awareness: Minimal familiarity and ability to apply the competency in limited-difficulty situations
   • Composes simple, concise memos and notes.
   • Prepares short documents for review by others.
2. Basic: Basic understanding and ability to apply the competency in routine situations
   • Writes clear and grammatically correct short documents.
   • Conveys straightforward messages.
3. Intermediate: Solid understanding and consistent ability to apply the competency in most situations
   • Distils / clarifies issues in writing.
   • Organizes content and writes in a style appropriate to the audience and to the purpose of the document.
   • Writes clearly, correctly and accurately.
4. Advanced: Advanced understanding and ability to apply the competency in a full range of situations
   • Uses the writing process to define complex problems or issues, and to propose responses.
   • Writes and edits documents covering complex issues to ensure comprehensiveness and effective conveyance of message.
   • Writes sensitive documents.
5. Expert: Complete understanding and ability to apply the competency creatively in the most complex situations
   • Uses the writing process to develop new ideas and knowledge.
   • Provides effective substantive feedback to others’ drafts.
   • Writes and edits complex reports or documents of a sensitive nature (e.g. position papers, policy papers, articles for public release, etc.).
   • Writes documents for a variety of audiences.