Foreign service (FS) group - Application Guidelines

Purpose of Classification

Classification is the systematic process of establishing the relative value of jobs within a target population within an organization. The focus of classification is on the value of jobs and does not consider the performance or seniority of individual incumbents who hold jobs. The hierarchy or relative value is based on an objective, fair, consistent, and gender-neutral measurement of jobs against a series of unique elements of work that:

• capture the full nature and diversity of work performed in the FS Group
• are common to all FS jobs
• reflect the business, values and culture of the two primary FS Departments
• cover the four Pay Equity factors - Skill, Responsibility, Effort and Working Conditions

Benefits of Classification

Classification provides:

• a method of comparing the relative value of jobs within the FS Group
• a method of ensuring equal pay for work of equal value within the FS Group
• a means of classifying new or changed jobs
• a means of capturing data on jobs for use in recruiting and staffing, career planning and other human resource programs

The FS Classification System

The new FS classification system comprises 8 elements of work:

• Knowledge
• Information Analysis
• Communication and Influencing
• People and Operational Management
• Horizontal Leadership
• Problem-Solving / Decision-Making
• Psychological / Emotional Effort
• Working Conditions

The FS classification standard uses a point rating method. In this method, each element in the standard is given a relative weight, that is, a range of points that can be granted under that element. Each element is subdivided into levels or degrees, to each of which a specific point value is assigned. When a job is evaluated, a degree corresponding to the value of the work is assigned within each element. The value of a given job using this method is measured by totalling the points corresponding to the degrees or levels assigned within each element.

Introductory Notes to Raters

The following pages provide both general and specific guidelines for each element to assist in selecting the most appropriate degree for the job. This information will help evaluators understand each element as it relates to the job, and to ensure consistency in interpretation and application of the standard.

Each element contains a number of degrees that describe the various levels of each element that may be present in FS jobs. Read all of the degrees for each element, along with all of the guidelines and EWAs before selecting the response which best describes the level at which the job is required to operate. Only one degree for each element should be selected.

In selecting the most appropriate degree, apply the following key guiding principles:

General Guidelines

Each job within the FS Group requires knowledge in order to competently perform the associated job responsibilities. This element measures the level of knowledge and business acumen required to perform the job effectively. Knowledge includes job related concepts, principles, practices, processes or approaches and legislation. Knowledge may be acquired through formal training or education, as well as through experience, including experience in the international milieu.

Specific Guidelines

• Consider only the knowledge required for the job, and not the knowledge that the incumbent happens to possess.
• This element is an example of a cumulative progression or "pyramid" style element. By this we mean that a rating at a higher degree assumes that the skill described in the lower degrees is included. For example, degree 3 captures degree 1 and degree 2 skill levels.
• The first phrase in each degree includes an adjective that qualifies the depth and the breadth of knowledge required in a relevant area of expertise – this phrase does not stand alone, but rather serves to strengthen and supplement the rest of the text. The 'relevant area of expertise' corresponds to the content expertise required to work in the assigned stream. For example, the "area of expertise" in the Immigration stream primarily includes immigration legislation.
• The reference to the Department's business includes the business of the Foreign Service, the administrative machinery of the Department and of other government departments (OGDs) and Canada's role in the international scene.
• The "international context" refers to the programs, legislative and policy context, as they relate to Canadian priorities abroad. Knowledge of the international context is critical for all levels of FS work – however, the degree or extent of knowledge required increases from FS 01 to FS 04.
• At degree 1, the work requires some understanding of the international system – the system of international governance, roles and structure of international organizations, knowledge of Canadian governmental structure and institutions and the relationships of the work to other departments.
• At degree 2, the work requiresdeeper knowledge of a specific stream, and broader knowledge of the international context. At this level, there is a need to cultivate a specialty, and hands-on knowledge of some diplomatic techniques.
• At degree 3, the work requires expert knowledge that allows for sharing with others, or is on the way to requiring subject matter expertise.
• At degree 4, the work requires an authoritative level of knowledge of the international context and the incumbent is regularly called upon to teach or mentor others in the field.

Examples of Work Activities

General Guidelines

This element captures the requirement in FS work to research, compile and analyze information. There are a number of different dimensions that are captured under information analysis, including:

• the nature of the information that is typical to the functions
• the level and scope of analysis required
• the purpose of the analysis, and
• the extent to which the information is related to the FS work area of responsibility, and the integration of this information in the broader context of the Foreign Service

These dimensions are described throughout the degrees of the element, and progress together to describe increasingly difficult information analysis. Because the dimensions work together to describe an overall level of information analysis skill, one cannot selectively focus on one of the dimensions to score at a particular degree. The overall statement, in the main, or in aggregate, must be representative of the job.

Information includes both oral and written information. Information can refer to files, documents, knowledge of events and situations, and other data sources required to fulfill the job responsibilities.

Specific Guidelines

This element is an example of a cumulative progression or "pyramid" style element. A rating at a higher degree assumes that the skill described in the lower degrees is already included. For example, degree 3 captures degree 1 and degree 2.

• At degree 1, the analysis is largely directed by another person and responds to a specific need. The "how to" is normally defined, and the format is pre-set by virtue of examples, or at the very least, guidance is available. In terms of the conclusion, there is limited risk, as someone else is going to advance the analysis or arrive at a conclusion.
• At degree 2, there is a greater degree of independence but the research or analysis is still related to the primary area of responsibility. At this level the "how to" is not standard, but would be adjusted based on the situation. Judgement is required to determine the nature or the reporting of information and whether further research is required. The conclusion arrived at is based on the analysis and results in recommending a course of action to a higher body.
• At degree 3, the work requires the development of expert advice and policy guidance that is grounded in a strong understanding of the broader international context. At this level the nature of the information may be contradictory or incomplete, and the results established or advice provided support the development of policies, procedures or guidance to others.
• At degree 4, the work typically requires the breaking of new ground, developing frameworks for clarifying and understanding complex issues and creating the linkages between key areas and issues. Accordingly, risk assessments are an important part of this level of information analysis. At this level the work is establishing the "how to" and providing guidance to others on the framework for analysis and evaluation. The work requires the critical review, coordination, refinement, and conceptualizing of information which results in the projection of future trends and impacts on sensitive or major issues.

Examples of Work Activities

General Guidelines

This element captures the requirement in FS work to apply communication and influencing skills. There are a number of different dimensions that are captured under communication and influencing, including:

• the nature of the contacts or networks
• the purpose of the contact
• the required level of communication and influencing skill
• the nature of the situation
• the nature of involvement with clients

These dimensions are described throughout the degrees of the element, and progress together to describe increasingly complex and difficult communication and influencing skills and responsibilities. Because the dimensions work together to describe an overall level of skill, one cannot selectively focus on one of the dimensions to score at a particular degree. The overall statement, in the main, or in aggregate, must be representative of the job.

Specific Guidelines

This element is an example of a cumulative progression or "pyramid" style element. A rating at a higher degree assumes that the skill described in the lower degrees is already included. For example, degree 3 captures degree 1 and degree 2.

Canada's interests are reflected across all FS streams, and include economic, political, trade or immigration interests.

This element does not measure a job's language requirements.

• At degree 1, the work is carried out within a well-framed role; contacts are made within a pre-existing network. Typically the situations involve parties with common interests, or at least similar objectives. At this level the work requires providing explanations on policy or positions, but is not providing technical or strategic advice. Establishes and maintains contacts with counterparts.
• At degree 2, the work is carried out more independently, and the external environment is typified by differing opinion or event conflict. Maintains and expands a network of contacts in a wide range of organizations.
• At degree 3, the work is required to influence approaches on emerging or sensitive issues. Contacts are at the senior level nationally and internationally and are used to advance Canada's interests.
• At degree 4, the work requires intervention at the highest levels of business, through outreach, networking and media contacts. This requires the broadening of the network of senior national and international contacts in order to be able to successfully influence policies and develop international frameworks for protecting and promoting Canadian interests.

Examples of Work Activities

General Guidelines

This element deals with formal, delegated responsibility for human and financial resources. Element 5, Horizontal Leadership, is a complementary element, and deals with the management of resources that are not formally assigned to the FS position.

This element addresses both the nature and responsibility of the management of resources, and identifies representative responsibilities that would be typical at each level.

Specific Guidelines:

• At degree 1, there is no requirement for formal supervision. There is a work requirement to provide guidance to new employees.
• At degree 2, there is a requirement to provide direct supervision within a work unit of either FS or locally engaged staff to ensure the achievement of specific goals and objectives within the work unit. This includes responsibility for assigning work, reviewing performance and quality of deliverables on an ongoing basis. Provides input in planning and budgeting process.
• At degree 3, there is a requirement to manage human resources assigned for the delivery of a service. Responsibilities include establishing human resource plans and work standards, adjusting workloads, evaluating performance of subordinate employees, allocating resources to meet changes in work priorities, leading recruitment of new staff and ensuring that established human resource policies are carried out. Provides input and analysis in the planning and budgeting process, and may manage a small budget.
• At degree 4, people and financial management responsibilities involve more complex operations that typically involve a diversity of major programs or functions, layers of management accountability, fluctuating workforces and geographic dispersion of human resources.

Examples of Work Activities

General Guidelines

The leadership element measures the responsibility for getting things done through others without the benefit of formal power or authority.

There are a number of different dimensions that are captured under horizontal leadership, including:

• the nature of the project or team leadership required
• the nature of the issues that are typically dealt with
• the level or nature of buy-in required for success, and
• the degree of commonality amongst stakeholders
• In this element, "project teams" and "work groups" are intended as general terms for work units that don't have an internal hierarchy.

These dimensions are described throughout the degrees of the element, and progress together to describe increasingly complex and difficult horizontal leadership challenges. Because the dimensions work together to describe an overall level of skill, one cannot selectively focus on one of the dimensions to score at a particular degree. The overall statement, in the main, or in aggregate, must be representative of the job.

Specific Guidelines:

• At degree 1, the work requires organizing and participating with a team working towards a well-defined objective, where it is not necessary to cultivate buy-in. Participants are working towards a common goal within their area of responsibility.
• At degree 2 the work largely involves the planning and leading of ongoing project teams or work groups which have shared goals or objectives. There may be a need to obtain buy-in of parties.
• At degree 3, the work consists of varied and diverse goals and objectives. The issues being dealt with typically need to be scoped out or defined which requires a higher degree of negotiating skills to navigate and build consensus. At this level, the work requires stronger leadership than does leadership of project teams or work groups dealing with more precisely defined issues.
• At degree 4, a higher order of horizontal leadership is required in order to build longer-term alliances or partnerships with organizations representing different interests and priorities. Issues and initiatives are high profile, sensitive or unconventional and goals and objectives of parties involve conflict. The work requires the ability to speak with authority on a given subject in order to effectively persuade the various stakeholders.

Examples of Work Activities

General Guidelines

This element measures the responsibility for making decisions in the performance of FS work. It captures the nature, scope and complexity of problems and issues encountered in FS work, the level of judgement applied in reaching solutions or making decisions, and the impact of these decisions.

Decisions can be related to:

• policy and program development
• program and service delivery or
• compliance

There are a number of different dimensions that are captured under problem solving and decision making, including:

• the nature of the problem
• the degree of autonomy the position has in making the decision
• the impact of the decisions
• the degree of risk involved in decision-making, and the level of precedent the resulting decision will have

These dimensions are described throughout the degrees of the element, and progress together to describe increasingly complex and difficult types of decision-making. Because the dimensions work together to describe an overall level of decision-making, one cannot selectively focus on one of the dimensions to score at a particular degree. The overall statement, in the main, or in aggregate, must be representative of the job.

This element captures the nature and level of overall decision-making required in the role. The rating should not rest on a single, recent decision, but rather should reflect the typical nature of decision-making required in the role.

Specific Guidelines

For the purposes of this element, a decision should be interpreted in a broad sense as including authoritative recommendations or advice that effectively amount to a final decision.

When evaluating recommendations versus decisions, it is important to make a reasonable assessment concerning the decisional weight of the recommendation. If a recommendation carries a very significant amount of weight, such that, in most cases, it will not go through an additional level of analysis or scrutiny before final decision, then it amounts to a final decision.

• At degree 1, non-routine problems, issues or situations are typically shared by or referred to superiors for decision-making, such that the impact is limited.
• At degree 2, problems, issues or situations are generally, but not always predictable and there is latitude in arriving at solutions. Decisions are typically case-specific but will affect groups of people or cases.
• At degree 3, problems, issues or situations are diverse, often unpredictable and sometimes controversial. Decisions are taken with significant autonomy and are broader in their impact, affecting program priorities or delivery and the achievement of broader operational objectives. Decisions have some risk and a direct, practical impact on clients.
• At degree 4, problems, issues or situations are sensitive and often ill-defined with few or no precedents or international norms for addressing them. Advice and decisions are authoritative and often precedent-setting and can impact on government priorities and the interests of Canadians.

Examples of Work Activities

General Guidelines

In order to effectively capture the true psychological and emotional effort required when delivering work this element is structured to capture three levels of psychological and emotional effort:

• Limited,
• Moderate, and
• Intense

Specific Guidelines

This element measures the expected requirement for coping with psychologically demanding work.

Examples of Work Activities

General Guidelines

This element captures the degree of unpleasantness of the psychological and physical working conditions in which the job is performed. The physical surroundings include the exposure to aspects of work that result in physical discomfort. The degree of unpleasantness of these elements is divided into three broad categories:

• Somewhat unpleasant
• Unpleasant, and
• Extremely unpleasant

Specific Guidelines

Keep in mind that this element is designed to capture the conditions under which the work is performed as opposed to the effort required to deal with the conditions.

The lists of examples provided under this element are not exhaustive, but rather, are intended to represent the type of unpleasantness that may be encountered when performing the job. This element assumes that:

• The employer is compliant with current federal occupational health and safety legislation and standards.
• The work does not needlessly endanger the employee.
• The employer mitigates risk by taking all necessary measures and precautions to protect the employee, including the provision of training and equipment.
• The employee adheres to work safety standards and avails himself or herself of all employer-provided tools and options to mitigate job risks.

Examples of Work Activities